A School-Wide PBIS Implementation Example An example of one school’s implementation of SWPBIS is provided: leadership team, behavior purpose statement, school-wide and classroom-wide behavioral expectations, teaching matrices, encouragement procedures, behavior expectation violation procedures, and progress monitoring and data systems B (PBIS) Self-Assessment Survey (SAS) This self-assessment is used by leadership teams to determine staff perceptions about the status of the social and behavioral climate of the school. Perceptions about supports for school-wide, classroom, non-classroom, and individual students are assessed. All school staff are usually included. C Tiered Fidelity Inventory (TFI) Leadership teams use this assessment with their coaches to monitor their initial and on-going SWPBIS implementation, and to use as a fidelity assessment when paired with a walkthrough observation by an external coach. As such, leadership teams self-manage their implementation efforts. In addition to an index of sustained SWPBIS implementation, the TFI can also be used to guide implementation of Tier II and/or Tier III practices. D SWPBIS Team Monthly Planning Guide This organizational tool is used by leadership teams, coaches, and coordinators to supplement their review and action planning efforts, especially at the beginning and end of the school year. Emphasis is on first year implementation of primary intervention tier of SWPBIS. The purpose of this guide is to give SWPBIS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A is provided to guide teams in their action planning E Detention and Suspension: Frequently Asked Questions This FAQ has been developed to provide a general summary of the implementation considerations and features of detention and suspension consequences. A question/answer format is used. F Functional Assessment and Behavior Support Plan Checklists Two self-assessment checklists are provided to enable review of the components and processes of completing a functional behavioral assessment and developing a behavioral intervention plan. G Functional Assessment Checklists for Teachers and Staff (FACTS) The is an instrument used to guide the completion of a functional behavioral assessment and facilitate the development of a behavior intervention plan.
the problem behavior. See example provided in “’Get Tough’ Escalation Sequence.” “Get Escalation Sequence “GET TOUGH” BEHAVIOR RESPONSE Initial problem behavior initial “aversive” consequences, e.g., Say “no.” Remove “privilege” Send to “think seat” Behavior of many students improves because they have learned other, more contextually appropriate, behaviors; however, for some, the problem behavior continues Further occurrences of problem behavior Given additional and more “aversive” consequences, e.g., Repeat “NO!” louder Move closer and point finger Complete office discipline referral Threaten and establish bottom line Send to in-school detention Behavior of a few more students improves; however, for a few individual students, the problem behavior continues Continued occurrences and increasing intensity of problem behavior Increase intensity, frequency, and duration of “aversive” consequences, e.g., Establish and enforce zero tolerance policies Increase monitoring and security Physically assist or intervene Give out of school suspension Behavior escalates in intensity, frequency, and duration to levels that severely interfere with teaching and learning The “Get Tough” and “Get Tougher” responses are based on erroneous assumptions:
Locally important and meaningful Applicable to all (culturally equitable) Students’ social competence and academic achievement Staff implementation of critical skills Observable and measurable Written as a goal ACTIVITY: Develop Outcomes Begin to draft 1-3 observable and measurable outcome statements for your school. 1. 2. 3.
Data Calendar At-A-Glance Schools in Training Schedule Note: Those items completed at training are identified. Other items are completed by school teams independently. Purpose Measure Function Year 1 Training Year 2 Training Fall Winter Spring Fall Winter Spring School Information Data-base School Profile/Contact Form Provides a data-base for communication, statewide planning and support. Aug. Training Confirm at training Aug. Training Progress Monitoring- Staff/Building level Self-Assessment Survey (SAS) Used by school for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. Sept.- Oct. Student Outcomes Office Discipline Referrals (ODR) (SWIS™/Core Reports) Office discipline referrals (ODR) provide data for monthly team reviews and decision making by teachers, administrators, and staff to guide prevention efforts and Action Planning. Monthly Monthly Monthly Report to Wilder Monthly Monthly Monthly Report to Wilder Fidelity of Implementation Tiered-Fidelity Inventory (TFI) Evaluation to assess the critical features of school-wide effective behavior support across each academic school year. Aug. Training Nov. Mar. Training May Aug. Training Nov. Mar. Training May Formative feedback Training Feedback Survey Determine relevance and adjust training to support teams’ Action Planning needs. Aug. Training Nov. Training Mar. Training Aug. Training Nov. Training Mar. Training Resources: Minnesota PBIS Project Wilder Research www.wilder.org Evaluation Blueprint for SW-PBIS PBIS Assessment School Wide Information Systems (SWIS) (Approved SLT – Date 1-20-16)
Intervention development of problem behavior are avoided and those that develop prosocial behavior are established, and (b) triggering antecedent and maintaining consequence events of problem behavior are removed and those of appropriate behavior are added. Continuum of evidence-based interventions An integrated and sequenced curriculum should be available such that (a) a core curriculum is provided for all students, (b) modification of this core is arranged for students who are identified as non-responsive, and (c) specialized and intensive curriculum is developed for students whose performance is deemed non-responsive to the modified core. Elements of this continuum must have empirical evidence to support efficacy (intervention is linked to outcome), effectiveness (intervention outcomes are achievable and replicable in applied settings), relevance (intervention can be implemented by natural implementers and with high fidelity), and durability (intervention implementation is sustainable and student outcomes are durable). Implementation fidelity structures and procedures are in place to ensure and coordinate appropriate adoption and accurate, sustained implementation of the full continuum of intervention practices. ACTIVITY: Developing a SWPBIS Continuum The development of a SW continuum of Positive Behavior Supports requires a careful consideration of local context (features and data), desired outcomes (data, priority needs, etc.), evidence-based practices, and systems capacities and supports. Step 1: Identify the practices (e.g., interventions, programs, strategies) available at each prevention tier. (See Practices Evaluation Step 2: Evaluate each practice against the following evaluation criteria: Evidence-based – Does experimental research evidence exist to support the selection and use of a practice to achieve the desired outcome? Outcome Data – Are relevant data collected to measure effectiveness? Non-Responder Decision Rule – Are data-based rules available and used to modify intervention for students who do not respond to practice? Implementation Fidelity – Are data collected to assess and improve accuracy of practice implementation? Effectiveness – Have data demonstrated that practice is effective in achieving desired outcomes?
I.D Putting it All Together Prevention Tier Primary Secondary Tertiary Outcomes ~80% of students with 0-1 major ODR ~1/500 students/day ~15% of students with 2-5 major ODR Individualized academic and behavior objectives ~5% of students with >6 major ODR Data Office discipline referrals (ODR) EBS SET Benchmarks of Quality School Safety Survey Academic performance Curriculum measurement Office disciplinary referrals Points earned token economy Academic competence Curriculum based measurement FACTS FACTS FBA Academic competence Curriculum based measurement
Getting Started with SWPBIS II.A Basic SWPBIS Logic II.B Getting Started with SWPBIS: Tier 1 In the following sections, planning steps for getting started with the implementation of SWPBIS are described. Examples of outcomes are provided in the Appendices. STEP 1 – Establish Leadership Team Membership STEP 2 – Develop Brief Statement of Behavior Purpose STEP 3 – Identify Positive School-Wide Behavioral Expectations STEP 4 – Develop Procedures for Teaching School-wide Behavior Expectations STEP 5 – Develop Procedures for Teaching Classroom-Wide Behavioral Expectations STEP 6 – Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-Wide Behavior Expectations STEP 7 – Develop Continuum of Procedures for Discouraging Violations of School-Wide Behavior Expectations STEP 8 – Develop Procedures for Monitoring Implementation of SWPBIS (Primary Tier) Descriptions for each step include
Guidelines ( white on blue) for improving the completion of each step Sample activities ( blue on white) for completing each step II.B.i STEP 1 - Establish Leadership Team Membership When establishing a school-wide PBIS leadership team, consider the following guidelines: Guidelines for Team Membership Representative of school/community demographics 1-2 individuals with behavior/classroom management competence Administrator as active member Schedule for presenting to whole staff at least monthly Schedule for meeting at least monthly Integration with behavior related initiatives and programs Appropriate priority relative to school/district goals Rules/agreements established Schedule for annual self-assessments (see list) Coaching support (school/district/region) For each item in your action plan, please also revisit additional guidelines related to systems and culture/context (repeated here for your convenience). Guidelines for Systems Guidelines for Culture and Context Agreement by > 80% faculty and staff Include procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Includes procedures for providing instruction to new faculty, staff, students, etc. Schedule continuous evaluation of effectiveness, efficiency, and relevance Include in school publications (e.g., handbook, posters, newsletters, etc.) Involve staff, students, & families in development Contextually/culturally appropriate (e.g., age, level, language) Examine disaggregated data to ensure implementation of each feature for all subgroups of students
How are roles/responsibilities (e.g., leadership, facilitation, recording minutes, reporting) assigned and conducted? How is participation encouraged and reinforced? What if the same people are on every team? We need to Work Smarter! Do less…better Do it once Invest in clear outcomes Invest in a sure thing Be strategic problem solving ACTIVITY: Self-Assessment Complete the Committee/Group Self-Assessment (or Audit) and add items to your action plan as necessary. Purpose The purpose of this activity is to enable schools to assess and enhance the efficiency, effectiveness, and relevance of the committee and team organization of schools. Challenge
West Education Center & Epsilon ALC – Classrooms Student Entrance Hallway Cafeteria Bathroom Building Activities Community Activities Bus Behavioral Expectations Pride Reach Your Potential -Follow Directions -Actively participate in class -Clean up after yourself Be ready for school - Dress for success by following the dress code policy - Arrive on time ready to learn Exhibit citizenship - Be polite - Clean up after yourself - Display and honor works of creativity and achievement - Dress for success by following the dress code policy Make healthy choices Use organic recycle bins appropriately Eat healthy, balanced meals (Breakfast and Lunch) Maintain a healthy environment Keep it clean Practice good hygiene (wash hands with soap and water). Participate fully Demonstrate good sportsmanship Represent yourself and your program positively Represent self and school positively Follow WEC Dress Code Policy Speak with polite and appropriate volume, tone and words for the environment Be a good role model Demonstrate school appropriate behavior on the bus -Continue to use school appropriate behavior on the bus up after yourself -Stay seated (use seatbelt if provided) Behavioral Expectations Respect Honor your and others right to learn Listen to other people’s ideas and opinions - Maintain personal space -Student appropriate conversation and language Be for school Follow directions Be patient and prepared Be school Display good manners Positive and appropriate conversations Speak with polite volume, tone and words Maintain personal Respect one’s self and others Honor others space and personal belongings Use appropriate public table manners Have positive, school appropriate conversations Honor others Honor Others right to use a clean and private space Respectfully request to use the restroom Keep it damage/graffiti free Honor the WEC community Be welcoming to guests Take care of school property Speak with polite and appropriate volume, tone and words Represent self and school positively Maintain personal boundaries Be polite Represent yourself and your school appropriately Respect any environment you are in Respect people and property -Maintain appropriate volume, tone and -Respect the bus staff -Respect the space you are in -Maintain appropriate personal boundaries
Behavioral Expectations Responsibility Take ownership of learning Communicate your needs Complete assignments Meet or exceed posted classroom expectations PED -Use technology for educational purposes -Follow classroom/program expectations for technology use. -Respect other's privacy Be ready for school Express your needs Follow student entrance protocol PED -Student will turn in personal electronic device(s) (PED) when or if prompted by staff. Focus on your destination Stay with and/or staff or be where you need to be -Take responsibility for your actions -Be on time to class PED -No unapproved technology in the hallways. (Program specific) Be socially conscientious Clean up after yourself Manage time wisely Stay in assigned areas (cafeteria/gym) Follow program schedule Wait your turn PED -Safe and appropriate use of technology in the lunchroom -Respect others privacy. others right to a clean public space Report problems Use facilities as intended PED -No technology in the bathrooms. the WEC community Follow expectations of the area or activity Positively and appropriately express your needs PED -Safe and appropriate use of technology in the incentive center. -Safe and appropriate use if allowed. -Respect other's privacy. Represent self and school positively Be you are supposed to be Participate fully Practice good citizenship PED -If allowed, safe and appropriate use of technology in the community -Respect other's privacy. Maintain a safe bus environment - Role model for all students on the bus -Keep track of your belongings -Be on time for bus -Follow bus expectations PED -Use headphones and respect other's privacy and space
Do I know our school-wide behavior expectations (positively stated Yes / No Did I positively acknowledge at least 5 different students for displaying our school-wide behavior expectations Yes / No Overall active supervision score: 7-8 “yes” = Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______ Non-Classroom Practices Self Assessment The purposes of this assessment are to (a) determine the extent to which effective non-classroom management practices are in place and (b) develop an team action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer. Pick a typical non-classroom setting that has a specific learning outcome/objective. During the activity, the number of positive and negative student contacts that occur during the activity. the activity, Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts. Assess whether each non-classroom management practice was evident. Sum the number of “yes” answers to determine overall classroom management score. Based on your score, develop an action plan for enhancement/maintenance. Action Plan # Current Level of Performance Enhancement/Maintenance Strategies
Maximize varied opportunities to respond Vary individual v. group responding Vary response type (Oral, written, gestural) Increase participatory instruction Questioning, materials Maximize Active Engagement Vary format Written, choral, gestures Specify observable engagements Link engagement with outcome objectives Actively & Continuously Supervise Move Scan Interact Remind/pre-correct Positively acknowledge Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for problem behaviors objectively & anticipate next occurrence Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context When establishing a plan for implementing practices and systems in classroom settings, consider the following guidelines: Guidelines for Classroom Settings
Calm Student is cooperative. Accepts corrective feedback. Follows directives. Sets personal goals. Ignores distractions. Accepts praise. Intervention is focused on prevention. Assess problem behavior. Triggers Function Academic & behavioral learning history Arrange for high rates of successful academic & social engagements. Use positive reinforcement. Teach social skills. Problem solving Relaxation strategy Communicate positive expectations. Trigger Student experiences a series of unresolved conflicts. Repeated failures Frequent corrections Interpersonal conflicts Timelines Low rates of positive reinforcement Or other antecedent for problem behavior identified in FBA Intervention is focused on prevention & redirection. Consider function of problem behavior in planning/implementing response. Remove from or modify problem context. Increase opportunities for success. Reinforce what has been taught. Agitation Student exhibits increase in unfocused behavior. Off-task Frequent start/stop on tasks Intervention is focused on reducing anxiety. Consider function of problem behavior in
Out of seat Talking with others Social withdrawal planning/implementing response. Make structural/ environmental modifications. Provide reasonable options & choices. Involve in successful engagements. Acceleration Remember: Escalations & are inversely related. Escalation is likely to run its course. Student displays focused behavior. Provocative High intensity Threatening Personal Intervention is focused on safety. Remove all triggering & competing maintaining factors. Follow crisis prevention procedures. Establish & follow through with bottom line. Disengage from student. Peak Student is out of control & displays most severe problem behavior. Physical aggression Property destruction Self-injury Escape/social withdrawal Hyperventilation Intervention is focused on safety. Procedures like acceleration except focus is on crisis response De-Escalation Student displays confusion but with decreases in severe behavior. Social withdrawal Denial Blaming others Minimization of problem Intervention is focused on removing excess attention. Don’t nag. Avoid blaming. Don’t apology. Consider function of problem behavior. Emphasize starting anew.