The Nuts & Bolts of PBS OrRTI Project September 26, 2008 credit and thanks to Sugai, Horner, Walker, Kinch, Goldman...

Presentation Objectives Participants will identify and understand the critical features of a Positive Behavior Support (PBS) system. Participants will be exposed to a variety of Tier I tools and strategies Participants will design district behavior protocols to incorporate critical features of PBS

Presentation Expectations Be Respectful Silence cell phones Keep side conversations to minimum Smile and nod at the presenter Be Safe Watch for cords and other obstacles Be Positive Acknowledge other opinions Take what works for you and use it Be open to different ideas

PBS Big Idea: YOU CAN’T EXPECT WHAT YOU DON’T TEACH

PBS: Defining Features IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE- BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING

Every School: Developed a clear set of positive expectations & behaviors Agreed to procedures for teaching expected behavior Developed systems for encouraging expected behavior Developed a consistent continuum of procedures for discouraging inappropriate behavior Use data for on-going monitoring & evaluation of effectiveness How do we do this?

Academic-Behavior Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

On average, students with 5 or more referrals had a 17 point lower score on a State reading test.

Administrator Discipline Time Cost/Benefit Analysis Urban Elementary

Prevention Logic for All (Walker et al., 1996) Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning/teaching environments to eliminate triggers & maintainers of problem behavior Teach, monitor, & acknowledge pro-social behavior

Positive Approaches: Keys Prevention before reaction Team and systems-based Logical and realistic plans Individualized Consistency across time, adults, settings, and students Founded on “Teaching” Goal setting and monitoring

Hosp, J., Howell, K., & Hosp, M. (2003). Characteristics of behavior rating scales: Implications for practice in assessment and behavioral support. Journal of Positive Behavior Interventions, 5,

Teachable Expectations 1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules) 2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line) 3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

Teachable Expectations: Tualatin Elementary

Teaching Expectations Create a discussion of each big idea - and the corresponding rule Clarify their application in different areas of the school Engage students in discussion and allow practice/demonstration time Remind students (prompts, cues, pre-corrects) Encourage and reinforce success Discourage and provide correction/consequence for failure with rules Provide re-teaching as indicated by failure Remove prompts as indicated by success

Teaching Expectations: Fowler Middle School

Expectaciones de Bridgeport

IDEA SWAP Pair up with someone at a different table Share your “1 thing” Swap an effective PBS practice from your school or district

Other Bright Ideas New student video at Deer Creek Elementary Students role play expected behaviors in various settings Explains “High Five” reward program Shown at New Student Orientation and several times throughout year

Other Bright Ideas Durham Elementary’s Expectation Rotation Three sessions, 1/3 of the class at a time Durham staff model and practice behaviors in various settings Expectations are a review of what classroom teacher has already taught

Other Bright Ideas Bridgeport Elementary’s Conflict Managers Students apply to participate Counselor trains student team for half day Students have weekly schedule to manage conflicts at lunch and on playground

Plan for multiple settings

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Respect Environment & Property Respect Yourself Respect Learning

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paperReturn trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

Discipline Works When …. Prevention creates more Positive than negative consequences Punishment (Failure) Reinforcement (success) 4 : 1

“Gotchas!” at Durham Elementary

Plan to Reward Reinforcement Continuum of reinforcers for different levels of success Use the least amount necessary Immediate and consistent to begin Approximate and/or pair with natural reinforcers Make part of routine and systems Fade Move toward more natural reinforcers Use more group contingencies Increase ratios of behavior to reinforcement Nintendo

The Golden Shoe: Templeton Elementary

Think-Pair-Share What is one systematic approach that your school could implement this year to ensure that students receive consistent and frequent reinforcement?

Plan for Mistakes Responding to negative behavior Immediate and consistent Try to keep with natural consequences Use the least amount necessary to get desired behavior Pre-plan and teach Correction and re-teaching Use only with reinforcement for replacement behavior Should defeat function of problem behavior

Decision Flowchart

Core Instructional Behavior Program School Rules & Associated Behavior Expectations Explicitly Taught to ALL Students (i.e., Safe, Respectful, Responsible Behavior in the Bathroom) ALL Students Consistently & Regularly Acknowledged for Demonstrating Positive Behavior Expectations ALL Students Immediately & Reliably (meaning all staff) Corrected when Behavior Expectations are Not Demonstrated. Positive Behaviors Immediately Re-Taught.

Teaming and Data-based decisions

Who?

When?

Where?

WATCH OUT FOR THIS… How do you know where to focus prevention efforts? Referrals need to be accurate!!

Data Collection for Decision- Making Monitor points earned each day Office Discipline Referrals Grades Regular use of data by team Outcome Data

93% 6% 1% TTSD ODR Distribution in (after 11 years of implementation)

Tigard-Tualatin SD Total Office Discipline Referrals High of 9,895 in to a Low of 6,413 in Difference of 3, minutes each referral = 104,460 minutes or 290 days made available for teaching and learning!

It’s about the kids! Access to school activities Healthy social relationships Academic achievement More self-sufficiency

Data will be inaccurate and irrelevant unless the people who collect and summarize it see the data used for decision-making.

Moved to Tiers Ken Howell Western Washington University47 Tier 1 : Severely and Profoundly OK = a.k.a ‘the Bore level’ Ozone Tier 2: Passing Zone  non-responders Texas Tiers Tier 17: Zoned in Zoned out Zone of Proximal Development Beyond Tiers Insensitive Level