1. Effective Schoolwide Discipline (ESD) in Virginia: A Statewide Initiative that Provides Positive Behavioral and Academic Supports to All Students A Schoolwide Approach to Systems Change New Team Training Day 1 Spring 2009

2. A Production of the Virginia Department of Education’s Training and Technical Assistance Centers

3. Objectives Understand basic components of Effective Schoolwide Discipline Understand and apply effective team meeting process Develop and refine team vision mission Gain basic understanding of principles of behavior Develop a system of effective procedures for dealing with behavior that are aligned with a data system used for decision- making (i.e. SWIS)

4. Guiding Questions What are the key components of ESD? What is our team’s vision? What are some roles, responsibilities and communication structures of the team meeting process? What are the ABC’s of behavior? How will we develop effective procedures for dealing with discipline?

5. Large GroupBreaksTeam Work Show Respect Listen when somebody else speaks Be sensitive to others’ personal needs Take turns listening and speaking Organize Yourself Pick up materials Have materials ready Clear work space of trash Include everyone in team work times Act Responsibly Share responsibility for reporting out Tend to personal needs Share work to complete tasks Remain on Task Participate fully Stay on topic Return on time Remind one another to stay on task

6. Materials for Today Product Book Benchmarks of Quality (BoQ) Readiness Packets Handouts

7. Working as a team Team Meeting Process: A tool to help us work more efficiently

8. As you practice your team meeting skills, you should see increases in the efficiency and effectiveness of your meetings! Refer to Section 8 pages 5-9

9. 9 Team Meeting Roles Facilitator Encourager Recorder Timekeeper Process Observer Agenda Keeper

10. Team meeting process Phrase agenda items as questions Include purpose/action of the agenda item I is for information R is for reflection R and D is for reflection and decision D is for decision Assign time to agenda items, celebrations, and announcements Complete purpose/action for each agenda item (I, R, R and D, D) Record minutes (who, what, where)

11. What is ESD

12. Effective Schoolwide Discipline A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Lewis & Sugai (1999)

13. Key Systems in Effective Schools are Evidence-based Evidence-based features of ESD o Prevention o Define and teach positive social expectations o Acknowledge positive behavior o Arrange consistent consequences for problem behavior o On-going collection and use of data for decision- making o Three-tier continuum of interventions o Administrative leadership o Team-based implementation Lewis & Sugai (1999); Lewis (2005)

14. 1-5% 5-10% 80-90% Translating Vision to Preventive Practice Intensive, Individual Interventions Wilson Reading Targeted Group Interventions Reading Recovery Universal Interventions Core curriculum Differentiated Instruction Universal Interventions Posting expectations Teaching expectations Defining discipline procedures Targeted Group Interventions Check in-Check Out Mentors Social Skills Intensive, Individual Interventions FBA/BIP WhatWorksClearingHouse; OSEP (2004)

15. Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% Take Inventory: What is in place?

16. Aligning…Let’s Take Inventory What are the practices in place at each tier of the triangle? Are they evidence-based practices? Which practices are yielding the desired outcomes? How do you know (measurement)?

17. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior ESD/PBS OUTCOMES Social Competence & Academic Achievement OSEP (2004)

18. What is our ESD Team Vision

19. Vision Making

20. Team Mission or “Possibility Statement” Example The mission of our ESD team is to promote a culture that fosters prevention and mutual respect for faculty/staff and students Fidelity Check o Align Team mission statement with school mission statement, school improvement plan ☺

21. What Do We Know About Behavior

22. What is Behavior? Anything we SAY or DO HOW WE REACT to our environment

23. BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

24. Teaching Behavior is Like Teaching Academics Students are not born with “bad behaviors”, nor do they learn when presented negative consequences. Rather, they learn better ways of behaving by being taught directly and receiving positive feedback… Sugai (2007)

25. Why Do We Behave the Way We Do? Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

26. Behavior Has a function: - avoid/escape - get/gain - communication - sensory One behavior can serve many functions

27. Understand Your ABCs

28. Antecedents Events that happen before the behavior and may increase the likelihood that behavior will occur Identifying antecedents allows us to develop prevention strategies that make behavior unnecessary

29. Behaviors Observable and measurable acts Tend to be repeated or discontinued because of consequences/outcomes Strengthened by reinforcement May be weakened by withholding reinforcement

30. Consequences Occur after the behavior and serve to maintain, increase, or decrease the frequency of behavior Should be consistent and immediate Should address the function of the behavior

31. Importance of Understanding Behavior Understanding behavior principles will help develop an effective school-wide system Your team will need to understand and help all of your school personnel to understand behavior better Consider what your school might look like if the staff had an understanding of the principles of behavior

32. System Check

33. What are Effective Procedures for Dealing with Discipline

34. Benchmarks of Quality BOQ 8 Discipline Process BOQ 9 Documentation Procedures BOQ 10 Discipline Referral Form BOQ 11 Define Behaviors BOQ 12 Distinguish Major/Minor

35. Appropriate Definitions of Behaviors Consistency Clarity Data collection and analysis Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions

36. What are Major vs. Minor Behaviors

37. Minor Behavioral Incidents vs. Major Behavioral Incidents A clear distinction must exist between problem behaviors that are faculty/staff managed (minor) versus problem behaviors that are office-managed or crisis (major)

38. Major Discipline Incidents (Administrator Managed) Discipline incidents that must be handled by the administration. Examples: physical fights, property damage, drugs, weapons, tobacco, etc.

39. Minor Discipline Incidents (Faculty/Staff Managed) Discipline incidents that can be handled by faculty/staff members and usually do not warrant a discipline referral to the office Examples: tardiness, running in hallway, missing materials, gum chewing, wearing hat, incomplete classroom assignments, etc.

40. Minor Behavioral Incidents vs. Major Behavioral Incidents Review your Code of Conduct What are automatic MAJOR behaviors that must be handled by an administrator? How will you distinguish between major and minor for remaining behaviors?

41. What documentation tools need to be put into place

42. Characteristics of a Referral Form (ESD Manual, section 8, pgs.23-27) The following categories should be included: Student’s Name Date Time of Incident Student’s Teacher (optional) Student’s Grade Level Referring Staff Location of Incident Problem Behavior Possible Motivation Others Involved Administrative Decision Other Comments No more than 3 extra info. ☺

43. Minor Infraction Reporting (options) Schools might choose not to track minor infractions Schools might choose to track minor infractions. If so, o Consider use 1 or 2 forms to collect major and minor infraction information o Consider using one form and color coding to distinguish minor from major

44. What will we do with the data collected from these documentation tools? Tell a story…

45. Our story changes from primary to precise Primary statements are vague and leave us with more questions than answers Precise statements include information about 5 “Wh” questions: –What is the problem and how often is it happening? –Where is it happening –Who is engaging in the behavior? –When is the problem most likely to occur? –Why is the problem sustaining? Used, with permission, from Susan Barrett, OSEP

46. From primary to precise: An example Primary statement: –“There is too much fighting at our school” Precise statement : –There were 30 more ODRs for aggression on the playground than last year, and these are most likely to occur from 12:00- 12:30 during fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “ Used, with permission, from Susan Barrett, OSEP

47. From primary to precise: An example Primary statement: –“ODRs during December were higher than any month” Precise statement: Minor disrespect and disruption are increasing and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7 th and 8 th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure. Used, with permission, from Susan Barrett, OSEP

48. Supporting Decision Making with Data…SWIS www.swis.org

49. Referrals by Location

50. Referrals by Location by Behavior Playground

51. Referrals by Location by Time Playground

52. Referrals by Location by Grade Playground

53. Data System Inventory Can your data system give you this type of information you need to be intentional with your interventions?

54.  The data are accurate and valid  The data are very easy to collect  Data are presented in picture (graph) format  Data are current  Data are used for decision-making  The data must be available when decisions need to be made (weekly?)  Difference between data needs at a school building versus data needs for a division  The people who collect the data must see the information used for decision-making. Taking Inventory: Effective Data Systems

55. Your Ten Step Process to Better Alignment 1.Identify automatic major offenses in Code of Conduct. 2. Align major behavior definitions with SWIS major definitions. 3. Using data, identify 15-20 most frequently occurring behaviors in your school 4. Align these with SWIS definitions (minor/major). Determine translation code (from code of conduct to SWIS) for data entry. 5. Are the working definitions clearly defined to be observable and measurable? (What do these look like and sound like in our school?)

56. Your Ten Step Process to Better Alignment 6. Determine when these are minor and when they are major. 7. Develop flowchart 8. Decide what form(s) will be used for major and minor reporting. Forms must be aligned with SWIS Compatability Checklist. Revise current ODR or create addendum to ODR form. 9. Variations for Minor Infraction reporting: Schools may choose: not to enter minor infractions into SWIS; to use 1 or 2 forms to collect ODR and minor infraction information; to use the same form color coded for minor and major infractions 10. Plan for facilitating staff input throughout process

57. What are the expectations that will serve as a compass to facilitate everyone in creating the school culture and school community we want to see? Looking ahead…expectations and behaviors

58. Tasks to Complete Plan for: –Vision work with staff –Time to teach (Identify person(s) in school or division who can teach staff about basic principles of behavior presented today) –Time to develop system for discipline process with staff input – Work on schoolwide expectations using teaching matrix

59. Resources Effective Schoolwide Discipline www.ttac.odu.edu/esd www.ttac.odu.edu/esd National Center on Positive Behavior Interventions and Support www.pbis.orgwww.pbis.org Association on Positive Behavioral Supports (APBS) www.apbs.orgwww.apbs.org PBIS Maryland www.pbismaryland.orgwww.pbismaryland.org Florida’s PBIS Project http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/ School-Wide Information System (SWIS) www.swis.org www.swis.org What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

60. References Lewis, T.J. (2005). Implementing school-wide positive behavior supports. Impact: Feature issue on fostering success in school and beyond for students with emotional/behavioral disorders, 18(2). Retrieved from http://ici.umn.edu/products/impact/182/182.pdf, February 16, 2009. Lewis, T.J., & Sugai, G. (1999). Effective behavior support. A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 24- 47.

61. References Office of Special Education Programs (OSEP). (2004). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: Center on Positive Behavioral Interventions and Supports. Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services.