LA PBS Initiative: School-wide PBS 2005-2006 1. 2 School-wide Positive Behavior Support Overview...

LA PBS Initiative: School-wide PBS 2005-2006

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School-wide Positive Behavior Support Overview

Training for TrainersShawn FlemingLa. Dept. of Education(225) [email protected]

LA PBS Initiative: Facilitator Training 2005-2006

mailto:[email protected]


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Objectives

Understand how PBS differs from traditional approaches to problem behaviorIdentify basic principles of behaviorBecome familiar with the elements of school-wide PBSBecome familiar with the results of SWPBS in Louisiana schools


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Louisiana PBS Initiative…

Provides training and technical assistance to school districts in the development and implementation of positive behavior supports at the school-wide, classroom, targeted group and individual student levels.


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What we do…

Training and technical assistance is designed to enhance the capacity of districts to develop and implement effective, positive, assessment-based interventions addressing problem behavior within schools.


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Positive Behavior Support…Is a collaborative, assessment-based approach to developing effective interventions for problem behavior

Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

Aims to build effective environments in which positive behavior is more effective than problem behavior

SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Center for Positive Behavior Interventions and Supports (2002)


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Levels of PBSAdapted from Levels and Descriptions of Behavior Support

(George, Harrower, & Knoster, 2003)

School-wide – Procedures and processes intended for all students, staff, in specific settings and across campus

Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

Target Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)

Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)


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Academic Systems Behavioral Systems

Blended Initiatives

5-10% Targeted Group InterventionsTargeted studentsTargeted Group Interventions

Targeted students5-10%

Intensive, Individual InterventionsSpecific students

1- 5%1-5%Intensive, Individual InterventionsSpecific students

Universal InterventionsAll students

80-90% 80-90%Universal InterventionsAll students

Dr. George Sugai, Co-DirectorCenter on PBS

81.9

10.5

8.0

0%

20%

40%

60%

80%

100%

1

N= 176 schools, 72,000 students, 70,500 ODRs

Elem U.S.: Mean Proportion of Students by ODR

6+

'2-5

0-1

2001-2002 Academic Year


71.1

17.2

11.7

0%

20%

40%

60%

80%

100%

Academic Year 01-02, 51 Schools, 26,500students, 50,190 ODRs

Middle Schools U.S.: Mean % of Students

6+

2-5

0-1



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DSFHS Triangle

41%

41%

18%

8%

71%

21%

8%

3%

0%

25%

50%

75%

100%

All Major

9+

6+

2-5

0-1

82.5

13.73.8

0%

20%

40%

60%

80%

100%

1

High Schools U.S. : Ave Proportion of StudentsN = 16, Academic Year 2001-02

6+

'2-5

0-1



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Traditional Discipline versus PBS

Traditional Discipline:

- Focused on the student’s problem behavior

- Goal was to stop undesirable behavior, through the use of punishment.

Positive Behavior Support:

- Replaces undesired behavior with a new behavior or skill.

- PBS alters environments, teaches appropriate skills, and rewards appropriate behavior.


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Louisiana Number of Student Suspensions

0

20000

40000

60000

80000

100000

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISS (state)

OSS (state)


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Louisiana Number of Student Expulsions

0

500

1000

1500

2000

2500

3000

3500

4000

4500

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISE (state)

OSE (state)


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Jefferson Parish Number of Student Suspensions

0

2000

4000

6000

8000

10000

12000

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISS (Jefferson)

OSS (Jefferson)


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Jefferson Parish Number of Student Expulsions

0

100

200

300

400

500

600

700

800

900

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISE (Jefferson)

OSE (Jefferson)


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Percent of Student In-School Suspensions

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

Pe

rce

nta

ge

of

Cu

mm

ula

tiv

e E

nro

llem

en

t

% ISS (state)

% ISS (Jefferson)


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Percent of Student Out-of-School Suspensions

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

Pe

rce

nta

ge

of

Cu

mm

ula

tiv

e E

nro

llem

en

t

% OSS (state)

% OSS (Jefferson)


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Percent of Student In-School Expulsions

0.0%

0.1%

0.2%

0.3%

0.4%

0.5%

0.6%

0.7%

0.8%

0.9%

1.0%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

% ISE (state)

% ISE (Jefferson)


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Percent of Student Out-of-School Expulsions

0.0%

0.2%

0.4%

0.6%

0.8%

1.0%

1.2%

1.4%

1.6%

1.8%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

% OSE (state)

% OSE (Jefferson)


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Percent of Student Attendance

88%

89%

90%

91%

92%

93%

94%

95%

96%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

State

Jefferson

Riverdale


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Juvenile Justice Reform Act (1225) 79 of the 143 legislators co-authored this bill

that was unanimously passed

“The legislature hereby finds and declares that:1) the good behavior and discipline of students are

essential prerequisites to academic learning, the development of student character, and the general, as well as educational, socialization of children and youth.

2) Bad behavior and lack of discipline in many schools of the state are impairing the quality of teaching, learning, character development, and, in some schools, are creating real and potential threats to school and public safety.


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Juvenile Justice Reform Act (1225)

Subpart C-1 The Education/Juvenile Justice Partnership Act legislated that:

BESE would formulate, develop and recommend a Model Master Plan for improving behavior and discipline within schools that includes the utilization of positive behavioral supports and other effective disciplinary tools

each city, parish, and other local public school board should be responsible for the develop of school master plans for supporting student behavior and discipline based upon the model master plan developed and approved by BESE


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Elements of School-wide PBS

Establish a team/faculty buy-inEstablish a data-based decision-making system Modify discipline referral process/formsEstablish expectations & rulesDevelop lesson plans & teachCreate a reward/incentives programRefine consequencesMonitor, evaluate, and modify


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School-wide Support

procedures and processes intended for all students, staff, and settings must have a building-wide team that oversees all development, implementation, modification, and evaluation activities


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Responsibilities of the School-wide PBS Team

Assess the current behavior management practicesExamine patterns of behaviorObtain staff commitmentDevelop a school-wide planObtain parental participation and inputOversee, monitor, and evaluate all planned objectives and activities developed by team


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Features of a Comprehensive System of PBSTotal staff commitment to managing behaviorClearly defined and communicated expectations and rulesConsequences and clearly stated procedures for rewarding appropriate behavior and for correcting rule-breaking behaviorsAn instructional component for teaching students self-control, expected behaviors, and social skills strategiesA support plan to address the needs of students with chronic, challenging behaviors


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Overall Features ofSchool-wide PBS (Sugai, 2001)

Create a continuum of behavior supports from a systems perspectiveFocus on behavior of adults in school as unitEstablish behavioral competenceUtilize effective, efficient & relevant data-based decision-making systemsGive priority to academic successInvest in research-validated practicesArrange environment for “working smarter”


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PBS is Data DrivenImplementation Evaluation

Does the team assess implementation of PBS elements?Are team activities guided by assessment and other data sources?

Assessment of Goodness-of-Fit and/or Social Validity of InterventionsProblem Identification and Outcome Evaluation

Office Discipline ReferralsSuspensions/ExpulsionsStudent/Teacher absenteeism and drop-out ratesAcademic performance


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School-Level Data Based Decisions

Data systems initially designed to meet state & district needsIn this day of accountability schools need access to meaningful information - School Improvement

Graphical displaysTimelyUser friendly


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Discipline Data Elements and Output

Graphical displays of Average referrals per day per month Referrals by problem behavior Referrals by location Referrals by time Referrals by student Referrals by staff


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Focus on School-wide System if:• Elementary (600-900)

• Discipline referrals per day are >3

• More than 35% of the students have at least one referral in an academic year

• Average office discipline referrals per student is >1.5

• Middle/Jr. High (800-1200)

• Discipline referrals per day are >10

• More than 35% of students have at least one referral in an academic year

• Average office discipline referrals per student is >2.5

(Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)

T Elementary

69% overall reduction in ODRs when comparing Year 1 implementation to baseline


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La. Freshman High School SWPBS Implemented Jan. 2004

Average Number of Classroom referrals per day by year

0

1

2

3

4

5

Sept Oct Nov Dec Jan Feb March April

Avera

ge r

efe

rrals

per

day

2003-2004


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La. Freshman High School SWPBS Implemented Jan. 2004

Average Number of Classroom referrals per day by year

0

1

2

3

4

5

Sept Oct Nov Dec Jan Feb March April

Avera

ge r

efe

rrals

per

day

2003-2004

2004-2005


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2003 – 2004School Year

2004 - 2005School Year

Afternoon Detention

3 Days per Week75 – 90 Students

Afternoon Detention2 Days per Week30 – 50 Students

Friday ClinicEvery Friday

14 – 20 Students

Friday ClinicOnce a month8 - 12 Students


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DSFHS Number of After School Detentions and Friday Clinics (Nine weeks): Pre and Post PBS

2160

160

720

250

500

1000

1500

2000

2500

Afternoon Detention Friday Clinic

Pre PBS

Post PBS

67% reduction in Detentions and 84% reduction in Friday Clinics when comparing Year 1 implementation to baseline


41Attitude Survey - RespectBefore PBS in Jan. ‘04 & 6-weeks into PBS

Level of RESPECT

StudentResponse

Teacher Response

BetweenStudents

25.5%Better since PBS


BetweenStudents &Teachers



BetweenTeachers




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Number of Suspensions by Quarter (Nine Weeks)

0

40

80

120

1st 2nd 3rd 4th

Nine Weeks

Nu

mb

er

of

Su

sp

en

sio

ns

2003-2004

2004-2005

La. Freshman High School


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George Cox Percentage of Student Suspensions (Trained SWPBS Fall 2003)

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

% OSS


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George Cox Percentage of Student Expulsions (Trained SWPBS Fall 2003)

0.00%

0.20%

0.40%

0.60%

0.80%

1.00%

1.20%

1.40%

1.60%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

% ISE

% OSE


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George Cox Number of Student Suspensions (Trained SWPBS Fall 2003)

George Cox Number of Suspensions & Expulsions

157

217

197184

8172

0

50

100

150

200

250

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISS

OSS


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Percent of Student Attendance

88%

89%

90%

91%

92%

93%

94%

95%

96%

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

State

Jefferson

Riverdale

George Cox

M Elementary


Alt/Center School



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Results of School-wide PBSWhen PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning

All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners


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In Summary…The Process for School-wide PBS Includes:

A committed team leading all PBS effortsPositively stated behavior expectations/rulesA method for identifying current problems (data)Lesson plans to teach expectations/rulesProcedures for encouraging expected behaviorsProcedures for discouraging violations of school-wide expectations/rulesA plan for monitoring implementation and effectiveness


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Training Techniques and Facilitation Skills


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ObjectivesParticipants will learn principles of adult learners.Participants will be able to identify three learning styles and strategies to reach each style of learner.Participants will learn guidelines and communication skills for facilitators.Participants will learn importance of team building and defining roles and responsibilities for team members.


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Background

By encouraging adults and students to understand their learning styles, teachers

and trainers can create a supportive learning environment that is conducive to maximizing learning potential.


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Key ConceptsPeople want to know why they need to learn something new.We need to be familiar with and sensitive to the different learning styles when we are training or teaching.We need to use different teaching strategies and approaches to reach the different styles of learners.


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Key Concepts (continued)

We need to develop the skills to be effective facilitators in the learning process.We need to understand the importance of team building and defining the roles and responsibilities of each team member.


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Principles of Adult LearnersAdults are people with years of experience and a wealth of information. Adults have established values, beliefs and opinions. Adults are people whose style and pace of learning has probably changed. Adults relate new knowledge and information to previously learned information and experiences.


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Principles of Adult Learners (continued)

Adults are people with bodies influenced by gravity. Adults have pride. Adults have a deep need to be self-directing. Individual differences among people increase with age. Adults tend to have a problem-centered orientation to learning.

Adapted from California Nurses Association, AIDS Train the Trainer Program for Health Care Providers (1988)


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“What’s In It For Me”Adults need to know what’s in it for them and why they need to learn something new.

Sharon S. Naquin, Ph.D.

Public Management Program

Louisiana State University


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Learning Styles

Visual Learner

Auditory Learner

Tactile/Kinesthetic Learner


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The Visual Learner learns through seeing...

Absorb what unfolds in sequence before their eyes. Need to see the teacher's body language and facial expression to fully understand the content of a lesson. Tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g., people's heads).


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Visual Learner: Activities

Brainstorm different ways to teach to the visual learner.

Example: video, TV, etc.


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The Auditory Learner learns through listening...

Needs to be able to focus on what is being said.May find taking in information through the other senses at the same time distracting.Processes new information in the order in which it is presented, but also benefits from verbal discussion following the presentation.


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Auditory Learner: Activities

Brainstorm different ways to teach to the auditory learner.


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Tactile/Kinesthetic Learners learn through moving, doing and touching...

Like a “hands-on” approach to learningLearn best by doing, being directly involved in their learning. Process information as their body moves.Take longer to process new information.


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Tactile/Kinesthetic Learners:Activities

Brainstorm different ways to teach to the tactile/kinesthetic learner.


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Teach Others/Immediate Use of Learning

Practice by Doing

Discussion Group

Demonstration

Audio-Visual

Reading

Lecture

Average Learning

Retention Rate5 %

10%20%

30%50%75%

90%

Learning Pyramid

National Training Laboratories Bethel, Maine

Guidelines and Skills

For Group Facilitators


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Guidelines and Skills for Group Facilitators

Be aware of environmental influences on group behavior.

Be conscious of relational influences on group behavior.

Be aware of your own biases.

Orient group to time frame and task.

Develop group ground rules or norms


69

Guidelines and Skills for Group Facilitators (continued)

Stay focused in the present.

Choose a decision-making method before you need it.

Allow disagreement.

Use "stop action" check for thoughts and feelings when group seems stuck.

Recognize the group for its work.


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Effective Communication Skills for Facilitators Radiant Listening: Be genuinely interested in other

people's thoughts and feelings. Listen intently.

Modeling: Practice behavior that you want reflected back to you. Watch your nonverbal messages. Remember to keep your sense of humor.

Summarizing: Use paraphrasing as a method of clarifying, and check your interpretation with the group.

Focusing Attention and Pacing: Keep the group on the topic. Use care to limit or reduce repetition.


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Effective Communication Skills for Facilitators (Cont.)

Recognizing Progress: Example: "Nice job! We just brainstormed 36 items in that 4-minute period."

Waiting or Using Silence: Remember that at times the hardest thing to do is nothing.

Scanning/Observing: Nurture full participation from the group and watch non-verbal behavior in the form of body movement, facial expression, and gesture.


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Team Building


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Teaming Activity

#1


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Teaming allows you to…

Look at old issues from a NEW perspectiveExplore the validity of “first impressions”Stimulate creativity Think outside-the-boxLa PBS Initiative: School-wide PBS 2004-2005


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Have you ever been part of this team? No agenda is prepared

Meeting starts lateNo time schedule has been set for the meetingNo one is preparedNo facilitator is identifiedNo one agrees on anythingNo action plan is developedEveryone is off taskNegative tone throughout the meeting

LA PBS Initiative:School-wide PBS 2004-2005


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Team Roles and ResponsibilitiesDefine team roles and responsibilities.Develop the team’s action plan.Hold regular team meetings.Maintain communication with team members and coordinator.Evaluate progress.Report outcomes to coordinator.



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Team Building Activity #2:

With your team, brainstorm creative ways to get participant buy-in while participating in SWPBS trainings and for implementing strategies and techniques learned.Share these activities with the whole group.

Getting Faculty Buy-In



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Additional Training Techniques

Have clear goals and objectives.Be organized. Plan and prepare your audiovisuals and activities to achieve the learning objective.Interact with participants to maintain interest level and to check comprehension.Encourage hands-on activities and practice.Keep participants focused. Use color and graphics to highlight key points.


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Training Techniques (continued)Create a safe, non-threatening learning environment. Encourage questions and active participation. Also establish your expertise as leader of the learning session.Practice, practice, and practice to build your confidence in delivery of the training unit.Be enthusiastic and develop a conversational tone when interacting with participants.


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School-wide Positive Behavior Support Material Review

Shawn FlemingLa. Dept. of Education(225) [email protected]

LA PBS Initiative: Training of the Trainers 2005-2006



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SWPBS Training Manual

Adopted from USF4 Sections

OverheadsActivitiesAction PlanMiscellaneous


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Tab 1: Overheads (17 Modules)

Overview &16 Critical Elements

Aligned with ActivitiesAligned with Action Plan


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SWPBS Critical ElementsPBS TeamFaculty CommitmentBasic Behavioral PrinciplesDiscipline Data System

Referral FormBehaviors Defined & Categorized (Minor/Major)Referral ProcessData Entry and Analysis Plan

Effective Procedures for Dealing with DisciplineExpectations & RulesLesson Plans Developed (Expectations/Rules Taught)Reward/Recognition ProgramImplementation and Evaluation PlanCrisis PlanEvaluation


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Overview: Critical Points

Comprehensive systemUniversal to individual

Conceptual ExplanationTriangles and CirclesContrast to Traditional DisciplineFeatures and Elements• Teaming, data-driven, positive and proactive

Sell the outcomes with data


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Teaming: Critical Points

CompositionRoles and ResponsibilitiesLogistics and ProcessWorking Smarter


86

Faculty Commitment: Critical Points

OwnershipContinued involvementData sharing

Common vision and practices


87

Basic Principles of Behavior: Critical Points

Applied Principles of BehaviorUnderstand how behavior is influencedSets the stage for teaching and addressing rule violationsPlan to build and support capacityUse in identifying interventions that are:

• Effective• Educational• Positive and Proactive• Systemic Procedures


88

Discipline Data System: Critical Points

Components of data systemFeatures necessary for analysisExamples of graphsData system self-check


89

Behaviors Defined: Critical Points

Common language Clarity of dataClassroom vs. Office Managed

Minor vs. Major


90

ODR Referral Form: Critical Points

Complies with LA 17:416Contains necessary components/elementsFollowed by all staff


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Referral Process: Critical Points

Flowchart or steps of processClarity of consequences for rule violations

Categorizing behaviors


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Data Entry and Analysis: Critical Points

Designated individuals for entryUse of data for decision-making

Availability of dataPattern analysis


93

Effective Procedures for Dealing with Discipline: Critical Points

Continuum of consequences for rule violations/behavioral errors

Inclusion of re-teachingAnalysis of effects


94

Crisis Plan: Critical Points

Attorney General Plan is met


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Expectations: Critical Points

Guiding characteristics that set foundation

Characteristics – NOT behaviors

Common Language3-5 expectations• Memory constraints


96

Rules: Critical Points

Clarifying Expectations in each setting

Expectation X Setting Matrix

Addresses behaviors that create 80-90% of problems

For ALL students and faculty

3-5 rules per settingNot all inclusive


97

Lesson Plans: Critical Points

Teach Expectations (concepts)Teach Rules

In each settingLet student’s model rule• Avoid student’s modeling non-examples

Active learning


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Reinforcement Plan: Critical Points

Identify motivators: Ask students & staff

Freebies: Time, dress, privileges, etc.

Link reinforcement to identified issues

How to deliver reinforcementDifferentiate between ‘reward’

Reinforcement to staff


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Implementation Plan: Critical Points

Guide for annual plan of implementationReview elements


100

Evaluation Plan: Critical Points

DataSatisfaction & surveys• Team, staff, students, parents, etc.

Process and degree of implementation (Benchmarks of Quality, SET, etc.)Outcome data: ODR, Attendance, Sus/Exp., SPSS, etc.

Tools to guide process and plans


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Resources

OSEP Center on PBIS http://www.pbis.orgUSF Positive Behavior Support Project http://flpbs.fmhi.usf.edu/index.asp

LA Department of Education www.louisianaschools.netLOUISIANA POSITIVE BEHAVIOR SUPPORT WEBSITEwww.lapositivebehavior.com

http://www.louisianaschools.net/


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Shawn Fleming(225) [email protected]

Kara Hill(225) [email protected]

Contact Info


LA PBS Initiative: School-wide PBS 2005-2006 1. 2 School-wide Positive Behavior Support Overview...

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