YEAR 2 GROWING PAINS Milt McKenna Maryland State Department of Education

Set Up/My Goal Today Provide “NEW TEAMS” ideas on how to improve Review Progress Celebrate Success Adjust/Refine/Improve

In The Summer of 2009 PBIS WAS NEW !! = S. N. I. Lot‘s of Excitement Enthusiasm New Ideas

During SY PBIS = HARD WORK – Simple but NOT Easy The Person w/A Passion was overworked Still trying to figure out how to Delegate

During SY Emphasis was on the GREEN Zone Still have students with additional needs And Russell is still in attendance

Outcomes = Data Practices = Reinforcers/Recognition Systems = Rules/Teaching/Team Meetings

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making PBIS

Classroom SWPBIS Subsystems Non-classroom Family Student School-wide

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE PBIS APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR

3-Tiered Prevention Model TERTIARY PREVENTION Intensive, specialized & individualized strategies for students SECONDARY PREVENTION Targeted, supplementary strategies for students who do not respond to primary PRIMARY PREVENTION Universal School-wide or class-wide systems for all students and staff

15 Core Support Program: Provided to all, intended to reach most. Continuum of Supports The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases

Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

Mantra # YEARS

Mantra # 2 DATA IS YOUR FRIEND

Referrals per Student

N = Elementary Middle High K (8-12) 10%

N = Elementary Middle High K (8-12)

So, Sit Back Take a look at where you are – Action Planning – Did we complete an action plan in August 2009 – Goals, objectives, milestones Measureable?? Did the DATA answer our questions? Did we get the results that we expected? – Did we do what we said we would do? Did we celebrate (throughout the year)

Outcomes = Data Practices = Strategies/Reinforcers/Recognition Systems = Rules/Teaching/Team Meetings

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

3-Tiered Prevention Model Tertiary Prevention: Intensive, specialized & individualized strategies for students with failure Secondary Prevention: Targeted, supplementary strategies for students who do not respond to primary Primary Prevention: Universal school-wide or class-wide systems for all students and staff

School counseling servicesSecond StepFBAs/BIPsSchool health servicesSocial skills, bully proofing, and/or anger management groups Student Intervention Plans UNIVERSAL TARGETED INTENSIVE School wide PBIS Check-in/Check-out Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contracting Alternative programs Character Education Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships Leadership Team Student Services Team Family ESMH Wrap Team

Tier 3 Tier 2 Tier 1 Triangle Activity: Applying the Three-Tiered Logic to Your School

32 Core Support Program: Provided to all, intended to reach most. Continuum of Supports The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases

Reinforce/Recognize Expected Behavior

Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship REINFORCERS

How can you determine appropriate incentives for students? Ask the students !! Surveys can be used to determine universal rewards or can be used with individual students. Survey Put a check beside at least eight items/activities you would like to earn in class. (You can read the list to non-readers and help them mark their selections.) ___ 1. Blow bubbles___11. Use tape recorder ___ 2. Ice cream___12. Coloring/drawing ___ 3. Puzzles___13.Play game with friend ___ 4. Stickers___14. Puzzles ___ 5. Write on chalkboard___15. McDonald’s coupon ___ 6. Extra recess___16.Write on chalkboard ___ 7. Carry messages___17. Computer time ___ 8. Time with grown-up___18. _____________ ___ 9. Popcorn___19. _____________ ___10. Video games___20. _____________ Survey If you could earn a special reward, what would it be? List 5 items you would like to earn. (You can name “things” or “activities.”) 1.________________________________________________________ 2.________________________________________________________ 3.________________________________________________________ 4.________________________________________________________ 5.________________________________________________________

“GOLDEN PLUNGER” Involve custodian Procedure – Custodian selects one classroom/ hallway each week that is clean & orderly – Sticks gold-painted plunger with banner on wall “1 FREE PERIOD” Contributing to a safe, caring, effective school environment Procedures – Given by Principal – Principal takes over class for one hour – Used at any time “G.O.O.S.E.” “Get Out Of School Early” – Or “arrive late” Procedures – Kids/staff nominate – Kids/staff reward, then pick “DINGER” Reminding staff to have positive interaction Procedures –Ring timer on regular, intermittent schedule –Engage in quick positive interaction

Outcomes = Data Practices = Reinforcers/Recognition Systems = Rules/Teaching/Team Meetings

Teaching Matrix 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 POSITVELY STATED – Not The Do Nots

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act

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 paper _________ Return 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 __________

Classroom SWPBIS Subsystems Non-classroom Family Student School-wide

Expectations & behavioral skills are taught & recognized in natural context

Establish Routines: Build a PREDICTABLE Environment  Define and TEACH classroom routines  Entering the classroom  Signal for obtaining class attention  What to do if you do not have materials  What to do if you need help  What to do if you need to go to the bathroom  What to do if you are handing in late material  What to do if someone is bothering you.  Signals for moving through different activities.  Specific expectations for different activities (directed practice v. seatwork v. group work v. lab work, etc.)  TEACH effective transitions.

Academic Learning Time: Typical School 1152 Instructional Hours in the School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months) = 1088 Attendance Time (Time in School) Non-instructional time (50 min./day - transition, lunch, etc) = 938 Allocated Time (Time scheduled for teaching) (25% of allocated time for getting started, transition between instructional activities, discipline – 15 minutes/hour) = 704 Instructional time (time actually teaching) Time off task (Engaged 75% of time) = 528 Engaged Time (On task) Unsuccessful Engaged Time (Success Rate 80%) = Academic Learning Time (ALT) 2.34 hrs. of instructionally productive time per day (422.4/180 days) Education Resources Inc., 2005 Efficiency Rating = 37%

Academic Learning Time: Effective School 1152 School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months) = 1088 Attendance Time (Time in School) Non-instructional time (50 minutes/day for passing time, lunch) = 938 Allocated Time (Time scheduled for teaching) (15% of allocated time for administration, transition, discipline 9 minutes/hour) = 797 Instructional time (actually teaching hrs. lost v. 234 hrs. lost) - 79 Time off task (Engaged 90% of time) = 718 Engaged Time (79 hrs. lost v. 176 hrs. lost) -72 Unsuccessful Engaged Time (Success Rate 90% = 72 hrs. lost v. 105 hrs. lost at 80% Success Rate) = 646 Academic Learning Time (646 hrs. vs. 422 hrs.) Education Resources Inc., 2005 Efficiency Rating = 56%

The Difference: Typical vs. Effective Schools Unallocated Non-Instructional Time – 75% vs. 85% = 93 more hours Difference in 15 minutes vs. 9 minutes/hour Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently Engagement Rate – 75% vs. 90% = 97 more hours Management of groups, pacing Success Rate – 80% vs. 90% = 34 more hours Appropriate placement, effective teaching So what? – 224 hours more instructionally productive hours (646 vs. 422) – 34% more Academic Learning Time – 95 more days in school (based on 2.34 hours of instructionally productive time per day!!) Education Resources Inc., 2005

ODR Administrator Benefit ODRs ODRs = % min. = 14,325 6 hrs = hrs. = 40 days of Administrator time

ODR Instructional Benefit = % 45 min = 42,975 6 hrs = hrs = 119 days of Instructional time

Classroom SWPBIS Subsystems Non-classroom Family Student School-wide

PBIS Matrix for Home. I am respectfulListen to my parents Be truthful to my parents Play cooperatively Speak nicely to others I am responsiblePut away my toys, bike, and equipment Help with jobs at home Follow my parents’ directions Share Thursday folder with parents I am safePlay safely with others Stay in designated areas Stay away from strangers Wear bike helmet and equipment I am preparedFinish homework and share with parent Pack backpack at night for school the next day Go to bed on time Get up and get ready for school when called

Family Teaching Matrix SETTING At home Morning Routine Homework Meal Times In CarPlayBedtime Respect Ourselves Respect Others Respect Property Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

+ If many students are making same mistake, consider: changing systems ….not students + START by teaching, monitoring & rewarding …before increasing PUNISHMENT

MEETINGS PREPARATION: Specify purpose/outcome Invite key members Make contact with key members Prepare agenda Prepare materials Anticipate & precorrect for roadblocks/speedbumps

Conducting meeting State/restate purpose & expected outcomes Provide advance organizer Assign roles/responsibilities State/restate “rules” & agreements for conducting meeting

Meeting Tips Expectations/rules Agenda – Outcomes – Time allocation for each item Begin and End On Time – Feed em & Let em go EARLY Follow Up – Follow Up – Follow Up

Meeting Rules/Agreements Arrive on time Bring relevant materials One person speaking at a time ---- ??? ?????? Parking Lot Cemetery

PBS – Respect & Responsibility

Resources

YEAR 2 GROWING PAINS Milt McKenna Maryland State Department of Education