MIDWEST NETWORK PBIS Tier 2 Team Training 2 day Training DAY ONE Midwest PBIS Network.
Kansas School-wide Positive Behavior Intervention and Support Training Tier One Initial Training...
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![Page 1: Kansas School-wide Positive Behavior Intervention and Support Training Tier One Initial Training Team- Day 2 Lea Ann Combs and Jamie Wolfe District SW-PBIS.](https://reader038.fdocuments.net/reader038/viewer/2022110403/56649e855503460f94b87780/html5/thumbnails/1.jpg)
Kansas School-wide Positive Behavior Intervention and
Support TrainingTier One Initial Training
Team- Day 2Lea Ann Combs and Jamie Wolfe
District SW-PBIS Facilitators
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Review From Yesterday
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
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Today: Remaining Elements of School-wide PBIS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
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Assessing Interest & Commitment
• 80% faculty support for school-wide PBIS• 3 year action plan, progress occurs over time• Behavior is one of top 3 goals within school• All faculty agree to participate in implementation
– Teaching social skills– Building expectations into classroom management– Participating in decision making– Reinforcing and recognizing positive social behavior
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Strategies
• Present key features of school-wide PBIS and gain staff consensus– Consider asking a school implementing
school-wide PBIS to present
• Use the Self-Assessment Survey to see how important areas of school-wide PBIS are to faculty
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School Improvement Plan
• School improvement plans should address issues related to student behavior• Schools implementing SW-PBIS are
committed to improving behavior
• Behavior should be one of the top priorities of the school
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School-wide PBIS Elements Included in School Improvement Plan
• Stated goals, objectives, and activities for improving student behavior
• Alignment with the school’s mission
• A school-wide program
• An office discipline referral process
• A school-wide data collection system
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Viewed Within Context of School Improvement
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Using Data to Make Progress
• Plans should include data that are regularly shared• Disseminate the school improvement plan to faculty• Check for faculty understanding of the content• Review the school improvement plan yearly• Familiarize and educate new staff yearly• If a plan is reviewed and discussed often, goals will
be accomplished• School improvement plans can guide all activities
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•• More intense supplemental targeted skill interventionsMore intense supplemental targeted skill interventions•• Customized interventionsCustomized interventions•• Frequent progress monitoring to guide intervention designFrequent progress monitoring to guide intervention design
Kansas MultiKansas MultiKansas MultiKansas Multi----Tiered System of Support (MTSS)Tiered System of Support (MTSS)Tiered System of Support (MTSS)Tiered System of Support (MTSS)
•• Student centered planningStudent centered planning
•• Customized functionCustomized function--based interventionsbased interventions•• Frequent progress monitoring to guide intervention Frequent progress monitoring to guide intervention design design
AcademicsAcademicsAcademicsAcademicsBehaviorBehaviorBehaviorBehavior
KSDE KSDE -- July 2007 DraftJuly 2007 Draft
•• All studentsAll students•• EvidenceEvidence--based core curriculum & instructionbased core curriculum & instruction•• Assessment system and dataAssessment system and data--based decision based decision makingmaking
•• All students, All settingsAll students, All settings
•• Positive behavioral expectationsPositive behavioral expectationsexplicitly taught and reinforcedexplicitly taught and reinforced
•• Consistent approach to disciplineConsistent approach to discipline•• Assessment system and dataAssessment system and data--based based decision makingdecision making
•• Supplemental targeted functionSupplemental targeted function--based interventionsbased interventions•• Small groups or individual supportSmall groups or individual support•• Frequent progress monitoring to guide intervention Frequent progress monitoring to guide intervention designdesign
•• Supplemental targeted skill interventions Supplemental targeted skill interventions •• Small groupsSmall groups•• Frequent progress monitoring to guide intervention Frequent progress monitoring to guide intervention
designdesign
8080--90%90%
1010--15%15%
11--5%5%
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• Focus:Focus: Students not at benchmark with marked difficultyStudents not at benchmark with marked difficulty• Time:Time: + 60 min./ 5 times per week+ 60 min./ 5 times per week• Grouping:Grouping: Smaller groups <3Smaller groups <3• Program:Program: Intensified and possibly customized targeted skill interventions Intensified and possibly customized targeted skill interventions
Kaleidoscope, Early Intervention in Reading, PassportKaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard protocol May be an intensified and customized use of standard protocol interventionsinterventions
• Assessment: Weekly DIBELSAssessment: Weekly DIBELS
• Focus:Focus: All studentsAll students• Time: Time: K 70 min. of coreK 70 min. of core
1-3 90 min. of core + 30 min. workshop1-3 90 min. of core + 30 min. workshop4-6 60 min. of core + 30 min. workshop + 30 min. LA4-6 60 min. of core + 30 min. workshop + 30 min. LA
• Program:Program: Evidence-based core curriculum & Evidence-based core curriculum & instruction: Open Court Reading - including instruction: Open Court Reading - including workshopworkshop
• Assessment:Assessment:DIBELSDIBELS K-6 Fall/Winter/SpringK-6 Fall/Winter/SpringMAPMAP 3-6 Fall/Spring3-6 Fall/Spring
• Focus: Focus: Students not at benchmarkStudents not at benchmark• Time:Time: + 30 min./ 3-5 times per week (during workshop time)+ 30 min./ 3-5 times per week (during workshop time)• Grouping:Grouping: Small groups < 5 Small groups < 5• Program:Program: Supplemental targeted skill interventions Supplemental targeted skill interventions
K-PALS, PALS, Open Court Interventions, Cars & Stars, K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally Read Naturally
• Assessment: 2x month DIBELSAssessment: 2x month DIBELS
Schoolwide Academic SupportSchoolwide Academic Support
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Focus:Focus: Students with marked behavior difficulties. Students with marked behavior difficulties. >5 Office referrals or SIT referral>5 Office referrals or SIT referral
Grouping:Grouping: Individual or small groupIndividual or small groupProgram:Program: Individualized plan (GEI or BIP) developed from FBAIndividualized plan (GEI or BIP) developed from FBAAssessment: Assessment: Direct observation of measureable outcomesDirect observation of measureable outcomes
and office referralsand office referrals
Focus:Focus: Students needing additional behavior supportStudents needing additional behavior support2-5 Office referrals or SIT referral2-5 Office referrals or SIT referral
Grouping:Grouping: Small group or individualSmall group or individualProgram:Program: Function-based interventions/supportsFunction-based interventions/supports
Daily check-in/check-outDaily check-in/check-outAssessment: Assessment: Teacher/student ratings and office referralsTeacher/student ratings and office referrals
Focus:Focus: All students All settingsAll students All settingsProgram:Program: 3-5 defined, positively stated, and explicitly taught expectations3-5 defined, positively stated, and explicitly taught expectations
Continuum of consequences for appropriate behaviorsContinuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviorsContinuum of consequences for problematic behaviors
Assessment: Assessment: SWIS – Schoolwide Information SystemSWIS – Schoolwide Information SystemKANDIS – Kansas Discipline SystemKANDIS – Kansas Discipline System
School-Wide Social Behavior SupportSchool-Wide Social Behavior Support
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SW-PBIS Planning
• Confirm commitment• Create a planning team• Conduct a self-assessment• Conduct a team assessment• Build an action plan• Implement the action plan• Create a communication strategy • Use data to implement and evaluate
efforts
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Team Implementation Checklist (TIC)
• Characterizes the evolution of School-wide PBIS implementation:– “Achieved,” “In progress,” or “Not started”
• Assists in: – Initial assessment– Getting started on action plan– Measuring progress of School-wide PBIS
Implementation
• Assesses team-based response– Twice per year
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TIC Feature Areas1. Establish Commitment2. Establish and Maintain Team3. Conduct Self-Assessment4. Define Expectations5. Teach Expectations6. Establish Reward System7. Establish Violations System8. Establish Information System9. Build Capacity for Function-based Support10.Ongoing Activities
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Checklist #1: Start-Up Activity
Complete and submit Monthly.Status: Achieved, In Progress, Not
Started
Date:(MM/DD/YY)
Establish Commitment1. Administrator’s support and active involvement.
Status:
2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).
Status:
Establish and Maintain Team3. Team established (representative).
Status:
4. Team has regular meeting schedule, effective operating procedures.
Status:
5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.
Status:
Self-Assessment6. Team/faculty completes EBS self-assessment survey.
Status:
7. Team summarizes existing school discipline data.
Status:
Team Implementation ChecklistTeam Implementation Checklist
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8. Strengths, areas of immediate focus and action plan are identified.
Status:
Establish School-wide Expectations9. 3-5 school-wide behavior expectations are defined.
Status:
10. School-wide teaching matrix developed. Status:
11. Teaching plans for school-wide expectations are developed.
Status:
12. School-wide behavioral expectations taught directly and formally.
Status:
13. System in place to acknowledge/reward school-wide expectations.
Status:
14. Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.
Status:
Establish Information System15. Discipline data are gathered, summarized, and reported.
Status:
Build Capacity for Function-based Support16. Personnel with behavioral expertise are identified and involved.
Status:
17. Plan developed to identify and establish systems for teacher support, functional assessment and support plan development and implementation.
Status:
Team Implementation Checklist Team Implementation Checklist continuedcontinued
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Checklist #2: On-going Activity Monitoring
Complete and submit Monthly.Status: Achieved, In Progress, Not
Started
1. EBS team has met at least monthly. Status:
2. EBS team has given status report to faculty at least monthly.
Status:
3. Activities for EBS action plan implemented. Status:
4. Accuracy of implementation of EBS action plan assessed.
Status:
5. Effectiveness of EBS action plan implementation assessed.
Status:
6. EBS data analyzed. Status:
Team Implementation Checklist Team Implementation Checklist continuedcontinued
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Scoring the TIC• Implementation Points
– Achieved = 2 – In progress = 1 – Not Started = 0
• Percentage of Items Implemented – Total
Number of items scored as “Achieved” divided by 17 (items)– Subscale scores
Number of items in each subscale area scored as “Achieved” divided by the number of items in that subscale area
• Percentage of Points Implemented– Total
Total number of points divided by 34– Subscale scores
Total number of points in each subscale divided by total number of items multiplied by 2
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Total Average TIC ScoresTotal Average TIC Scores School
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Nov-03 Dec-03 Apr-04 Oct-03 Dec-03 Mar-04 Sep-03 Oct-03 Nov-03 Feb-04 Mar-04 May-04
Mar-03 Nov-03 Jan-04 Apr-04
1 2 3 4
SchoolsSchools
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Team Implementation Checklist
0
10
20
30
40
50
60
70
80
90
100
Commitm
ent
Team
Self A
sses
smen
t
SW E
xpec
tatio
ns
Info
rmat
ion S
yste
m
Funct
ion-bas
ed Sup
port
over
all
% i
mp
lem
ente
d
Pre-PBS
1. What is working well?1. What is working well? 2. What are next steps? 2. What are next steps?
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1. What is going well?1. What is going well? 2. What are next steps?2. What are next steps?
Team Implementation Checklist
010
2030
4050
6070
8090
100
Commitm
ent
Team
Self A
sses
smen
t
SW E
xpec
tatio
ns
Info
rmat
ion S
yste
m
Funct
ion-bas
ed Sup
port
over
all
% i
mp
lem
ente
d
Pre-PBS Year 1
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Activity: Team Checklist
• Review the Team Implementation Checklist– Complete items 1-5 on the Team Checklist
• Coaches take the lead in recording the results on the checklist
• One person completes and takes meeting minutes
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Review Team Implementation Checklist
• Complete item 6 on the Team Implementation Checklist—possible actions:– Discuss how you will gather the Self-
Assessment Survey from your faculty– Discuss what events naturally occur (faculty
meetings, late starts, school improvement days)
• Coaches have the code number for school accounts
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Elements of School-wide PBIS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
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Data Driven Decisions
SMSD Student Discipline Reporting System
provides…”the Big Five”
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The BIG 5 How often
where
what
when
who
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Office Discipline Referrals and The BIG 5!
• Examine office discipline referral rates and patterns– Major Problem events– Minor Problem events
• Ask the BIG 5 questions:– How often are problem behavior events occurring?– Who is contributing?– What types of problem behaviors?– When are the problems occurring?– Where are they happening?
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Utilized for school planning teams Used at district level Focus on data based decision making Allows school team to look at school-wide
and individual student data
Big 5 Data
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Average Referrals Per Day Per Month
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Referrals by Student
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Referrals by Problem Behavior
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Referrals by Time of Day
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Referrals per Location
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Average Referrals Per Day Per Month
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Sunflower’s Dismissal Data: Pre Intervention Jan.-April
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Sunflower’s Dismissal Data: Post Intervention May
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Custom Graph: Problem Behavior/Escape Adult Attention
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Custom Graph: Problem Behavior/Obtain Adult Attention
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Getting Ready for Data-based Decision Making Systems
Meaningful Data
1)ODR Forms
2) Behavioral Definitions
3) Major/Minors
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Progress Monitoring
• Recommended that data are entered daily, but at least weekly (at a minimum)
• SMSD Student Discipline Reporting System is easy for staff to use
– Enter data easily
– Print off graphs quickly
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Data Review
• School-wide data available for: – SW-PBIS planning meetings (monthly)– Faculty meetings (quarterly)– In-services
• Individual student data available for:– SIT meetings– Meetings with parents/students
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Elements of School-wide PBIS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
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Office Discipline Referral Forms (ODR’s)
Improving data collection by modifying office discipline referral
forms to mirror the SMSD Discipline Data System
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Characteristics of the SMSD Student Discipline Reporting System
Referral FormThe following categories must be included on the
form:
• Student’s Name• Date• Time of Incident• Student’s grade level• Referring Staff• Location of Incident
• Problem Behavior
• Possible Motivation
• Others Involved
• Administrative/Teacher
Decision
• Other Comments
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Appropriate Definitions of Problem Behaviors
• Define problem behaviors for consistency • Consensus driven processes used to
define behaviors• Teach students, parents, and faculty
examples and non-examples of problem behavior
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Confirming Your Data System Will Support the Team Effectively
• Change your office discipline referral form if necessary
• Identify definitions on your ODR that your school uses – Developmentally appropriate– Common use
• Make a clear distinction between problem behaviors that are staff managed (minor) versus office managed (major)
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Strategies for Working with Faculty• Introduce purpose
– Consistency– Clarity of system– Group consensus
• Structure activities to discuss behavioral definitions and major/minors– Break into groups and – Assign each group tasks– Place all information on flip chart paper– Vote to obtain agreement– Summarize and finalize within planning team – Create skits and act out behaviors and confirm
understanding and consensus
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Major Discipline Incidents
• Examples include: physical fights, property damage, drugs, weapons, tobacco, etc.
• Major incidents are handled by administration
• Consequences are delivered by administration
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Minor Discipline Incidents
• Examples may include: tardiness to class, lack of classroom material, incomplete classroom assignments, gum chewing, etc.
• Minor incidents are managed by teachers• Minor behaviors are sometimes tracked • Natural consequences are delivered in the
classroom
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Staff Managed (minors) Office Managed (majors)
•Tardy•Unprepared; no homework/materials•Violation of classroom expectations•Inappropriate language •Classroom disruption•Minor safety violation•Lying/Cheating
Response Strategies/Consequences are determined by staff
•Repeated minor behaviors•Insubordination•Blatant disrespect•Abusive/Inappropriate language•Harassment/Intimidation•Fighting/Physical aggression•Safety violations that are potentially harmful to self, others and/or property•Vandalism/Property destruction•Plagiarism•Theft•Skipping classes•Illegal behaviors: Arson Weapons Tobacco Alcohol/Drugs
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Office Discipline Referral Caution
Data is only useful when implementation is consistent
Do staff and administration agree on office-managed problem behavior verses classroom-managed behavior?
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The Completed OfficeDiscipline Referral Process
• Contains definitions of: major discipline incidents, minor discipline incidents, crisis incidents, a continuum of discipline procedures
• Can be summarized in a narrative or graphic form
• Is presented to all staff for approval• Is trained to all staff
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Enhancing Office Discipline Referral Processes
– Is the discipline referral process clear and effective?
– Do staff fully understand current forms and procedures?
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Discipline Referral Process
• Discipline processes must be defined, taught, and agreed upon and include definitions for:
• major discipline incidents• minor discipline incidents• emergency or crisis incidents• a continuum of discipline procedures
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Observe problembehavior
Is the behaviormajor?
Problem solve NO Send to officeYES
Determine the consequence
Problem solve &determine consequence
File in teacher’sbox
Write contract & contact parents
Make copies for parents signature
Follow upwith student
within aweek
Sample Referral Process
Heather Peshak George, Ph.D. & Donald K. Kincaid, Ed.D., University of South Florida (2004)
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Observe problem behavior
Is behavior Major? Is Crisis
Response needed?
Problem Solve
File in Teacher box
Write office referral &escort to office
Determine consequence
Implement Crisis Plan
Notify Crisis Response Team
NO
NO
YES
YES
YES
Sample Referral Process
Heather Peshak George, Ph.D. & Donald K. Kincaid, Ed.D., University of South Florida (2004)
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Dorothy Moody Behavior Flow ChartDorothy Moody Behavior Flow Chart
Observed Positive Observed Positive BehaviorBehavior
Observed Problem Observed Problem BehaviorBehavior
School School WideWide
ClassrooClassroomm
MajoMajorr
MinoMinorr
Teachers give individual Teachers give individual or classroom awards or classroom awards based on classroom based on classroom
management system.management system.
Continue to give Continue to give ““paw paw printsprints”” to classrooms to classrooms showing exemplary showing exemplary
behavior in all locations of behavior in all locations of the building.the building.
RedireRedirectct
Student returns Student returns to taskto task
Send student to Send student to classroom safe classroom safe
seat.seat.
Buddy Room/Buddy Room/Orange SheetOrange Sheet
If behavior If behavior continues,continues,
Follow Major Follow Major ProceduresProcedures
Work Work backwards backwards
back to back to seat.seat.
Ensure Safety of Ensure Safety of allall
Escort student to Escort student to office w/behavior office w/behavior
sheet(s) sheet(s) (Buddy Room/Office (Buddy Room/Office
Referral)Referral)
Principal will Principal will contact contact
parent/guardian. parent/guardian.
Behavior ContinuesBehavior Continues
++ --
--Student will work Student will work backwards back backwards back
to seat. to seat.
If student has If student has 3 minors for 3 minors for
same same behavior, behavior,
refer to Office refer to Office as Majoras Major
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Elements of School-wide PBIS
• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
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Consequences
• Create a clear hierarchy of consequences• Establish minimum disciplinary actions for
each behavior that requires an office referral • Create and teach a re-entry procedures for
staff and students to follow when a student returns to class
• Avoid long delays between the notification of misbehavior and the implementation of a disciplinary action
Example: Detention scheduled one week later
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Consequences…
• Align consequences with other components of the school-wide positive behavior support plan– Reviewing the expectations– Practicing expectations
• Refrain from establishing a policy of revoking previously earned rewards
• Review discipline procedures to ensure no reinforcement of problem behavior occurs– Attention at the office (peers, principal,
secretaries, etc.)– Unescorted trips to the office
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Consequences…
• The system should not rely entirely on the student’s ability and/or willingness to inform parents of problems
• Notify staff, students, and parents that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive
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Consequences…
• Use office referral data collected to improve the process
• Streamline documentation procedures to facilitate communication
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Considerations
• Provide opportunities for staff, families, and students to contribute ideas
• Align plans for consequences with other components of the school-wide plan
• Train all staff and administrators in procedures to maintain consistency
• Identify each person’s role in the process
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Administrative Decisions
• Referred to as “Determining Consequences”• Examples of decisions for administrative
decisions: - Conference with student - Expulsion
- Individualized instruction - In-school suspension- Loss of privilege - Other- Out-of-school suspensions - Parent contact- Saturday School- Time in office- Time out/detention
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Examples of Issues Covered in Crisis Plans
• Bus Evacuations• Bomb Search• Fire Evacuations• Inclement Weather• Weapons Alert• Intruder• Chemical/biological threats
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Evaluating the Crisis Response Plan
• Each school has district and school policies for emergency/crisis incidents
• The crisis plan that is on file should be evaluated to ensure it fits with the school-wide PBIS plan
• Crisis response plans should include strategies for training staff on how to respond to individual student problem behavior
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Decreasing the Likelihood of Crises with Individual Students
• Provide teachers with classroom management techniques
• Teach staff members how to respond to crisis and/or dangerous situations
• Inservices available for faculty to learn how to avoid crises– CPI– Interrupting coercive interactions– Strategies for de-escalating a student who is
becoming agitated– How to avoid reinforcing problem behavior
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Team Time Activities to Address
• Review the sample office discipline referral forms
• Discuss how your current office discipline referral form is organized
• Review examples of behavioral definitions
Where to Find Examples?
• ODR Forms• Majors/Minors
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When Do You Complete the Action Plan?
• Faculty have completed the surveys• The planning team has summarized the self assessment
information and plan to share with faculty• The team has identified how many meetings are needed
with faculty to:– Identify expectations– Create signage– Enhance the discipline system and get “data ready”– Create a reinforcement system for students and faculty– Plan for Kick-Off (e.g. write lesson plans and organize)
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Action Plan Items
• Discuss what steps will be needed to schedule faculty meetings to:
– Review current discipline system and summarize into flow chart
– Identify examples of behavioral definitions– Confirm office managed versus classroom managed
behaviors– Revise the office discipline referral form
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Action PlanAction Plan
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Nieman’s Action PlanNieman’s Action Plan
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Finalizing Your Action Plan: Year 1
1) Current Discipline Data Reporting:Readiness and Consequences
• Strengths of current discipline system• Weaknesses or inconsistencies that can be
improved2) School-wide Expectations & Recognition• Strengths of current behavior education • Connecting reward systems to expectations• Signage • Handbook
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Action Plan Focus: Year 1
3) Data available this year for decision making:• Self-Assessment Survey• School Safety Survey• Team Implementation Checklist• School-wide Evaluation Tool (SET)• Office discipline referrals,
Suspensions/expulsionsOther Data • Academic outcomes• Dropout rates• Staff turnover and sick days• Student surveys of reinforcers
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Safety Survey• Create a plan for gathering the School
Safety Survey. Checklist—possible actions:
– Discuss how you will gather the Safety Survey from your faculty and community
– Are there families in your community who speak Spanish and would be more comfortable with a Spanish translation of the tools? If so, how will you include this information?
– Discuss what events naturally occur (parent/teacher conferences, open house, etc.)
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How is the Action Plan Different from the Team Checklist
• The annual plan is a list of the meeting processes and major activities needed to implement SW-PBIS
• The team checklist is used to observe your progress along the way
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Online Team Resources
• For implementation examples including lesson plans, school websites, district websites, tools, and resources teams can use to become inspired:
http://www.pbskansas.org/swpbs/resource.html• MTSS Resource Library
– Follow instructions indicating elementary, middle and high school resources
– Find Tier 1 links
• Shawnee Mission PBIS Web back pack:http://www4.smsd.org/positivebehaviorsupports/• National Websites:http://www.pbis.orghttp://www.pbisvideos.com
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Credits For These Power Points Go To….
SW PBIS:Training for Coaching Capacity
George SugaiOSEP Center on PBISUniversity of Oregon
October 8, 2004
and
University of Kansas
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Online Trainers Website Pages
Access to all SW-PBIS Training Materials:• http://www.pbskansas.org/swpbs/schoolwide/• Go to SW-PBS button
– Go to trainer site at bottom of page
• Username: SW-PBIS• Password: checklist
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Team Time Activities to Address
• Work on Action Plan• Complete other items
as needed– Matrix– Signage– Acknowledgement
System– ODR Form– Major/Minors
Where to Find Examples?
• Action Plans