ADDRE SSING T HE NE E DS OF SCHOOL S USING POSIT IVE BE - - PowerPoint PPT Presentation

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ADDRE SSING T HE NE E DS OF SCHOOL S USING POSIT IVE BE - - PowerPoint PPT Presentation

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ADDRE SSING T HE NE E DS OF SCHOOL S USING POSIT IVE BE HAVIOR SUPPORT Br ie f F ac ulty Intr oduc tion Sc hool-wide Positive Be havior Suppor t T he a pplic a tio n o f e vide nc e -b a se d stra te g ie s a nd syste ms

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ADDRE SSING T HE NE E DS OF SCHOOL S USING POSIT IVE BE HAVIOR SUPPORT

Br ie f F ac ulty Intr

  • duc tion
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2

Sc hool-wide Positive Be havior Suppor t

  • T

he a pplic a tio n o f e vide nc e -b a se d stra te g ie s a nd syste ms to a ssist sc ho o ls to inc re a se a c a de mic pe rfo rma nc e , inc re a se sa fe ty, de c re a se pro b le m b e ha vio r, a nd e sta b lish po sitive sc ho o l c ulture s.

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3

Sc hool-wide PBS

  • A c ollabor

ative, a sse ssme nt-b a se d pro c e ss to

de ve lo ping e ffe c tive inte rve ntio ns fo r pro ble m be ha vio r

  • E

mpha size s the use o f pr

  • ac tive, e duc ative, a nd

r e infor c e me nt-base d stra te g ie s to a c hie ve

me a ning ful a nd dura ble be ha vio r a nd life style

  • utc o me s
  • Aim is to build func tional, e ffe c tive e nviro nme nts in

whic h a ppro pria te be ha vio r is mo re e ffe c tive tha n pro ble m be ha vio r

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SLIDE 4

4

L e ve ls of PBS

Adapte d fr

  • m L

e ve ls and De sc r iptions of Be havior Suppor t

(Ge or

ge , Har r

  • we r

, & Knoste r , 2003)

  • Sc hool-wide / Unive r

sal – inte nde d fo r allstude nts a nd sta ff

in allse tting s a c ro ss c a mpus

  • Classr
  • om –sc ho o l-wide e xpe c ta tio ns fo r stude nt b e ha vio r

c o uple d with pre -pla nne d stra te g ie s fo r c la ssro o ms se tting

  • T

ar ge t Gr

  • up –a ddre sse s b e ha vio ra l issue s o f g ro ups o f

stude nts with simila r pro b le m b e ha vio r o r b e ha vio rs tha t se e m to o c c ur fo r the sa me re a so ns (i.e . a tte ntio n se e king , e sc a pe )

  • Individual Stude nt –sc ho o l-wide e xpe c ta tio ns fo r stude nt

b e ha vio r c o uple d with te a m-ba se d stra te g ie s to a ddre ss pro b le ma tic b e ha vio rs o f individua l stude nts

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T he PBS T e am

  • Appro x. 6-8 pa rtic ipa nts fo rm the PBS te a m
  • Re pre se nta tive o f a ll fa c ulty o n c a mpus
  • At le a st o ne a dministra to r se rve s o n the te a m
  • T

he se te a m me mb e rs will a ssist yo ur sc ho o l in imple me nting a nd ma inta ining PBS e ffo rts

  • T

he te a m will me e t mo nthly to g o o ve r da ta a nd pla n PBS a c tivitie s a nd a c tio n pla ns

  • T

he te a m will sha re disc ipline da ta with the sta ff a nd a sk fo r sta ff input o n PBS e ffo rts

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6

T he PBS T e am

  • PBS T

e a m I ntro duc tio ns

– Who are you? – What is your role on the PBS Team? – What is your personal goal for PBS this year?

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SLIDE 7

7

What will PBS look like in our sc hool?

  • Data will b e use d to he lp tra c k pro g re ss a nd ide ntify

a re a s to ta rg e t fo r inte rve ntio n

  • Disc ipline re fe rra l Pr
  • c e sse s & Pr
  • c e dur

e s will be Consiste nt thro ug ho ut the sc ho o l

  • T

he sc ho o l will de ve lo p a nd use sc ho o l-wide

E xpe c tations & Rule s in se tting s a c ro ss c a mpus to T e ac h stude nts a ppro pria te b e ha vio r

  • A Re war

d Syste m will b e use d to e nc o ura g e a nd

mo de l a ppro pria te b e ha vio r a nd E

ffe c tive Conse que nc e s will be de ve lo pe d a nd use d to

disc o ura g e ina ppro pria te b e ha vio r.

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“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

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How Do Sc hools T ypic ally Re spond to Pr

  • ble m Be havior

?

  • Re a c tive / Co nse q ue nc e Stra te g ie s
  • Office referral, detention, suspensions, etc.
  • Consequences will not teach the “right way”
  • Consequences may actually reinforce the

behavior of concern

  • Re stric tive a nd se g re g a te d se tting s
  • I

ndividua l c o unse ling a nd the ra py

  • I

mple me nt pa c ka g e d pro g ra ms

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SLIDE 10

Impac t of Sc hool-Wide PBS

80%

10-15%

1-5%

School-wide PBS should be effective for 80%

  • f your students

A small percentage of students will still need targeted, classroom

  • r individual supports
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What About the T

  • p 20%
  • Sc ho o l-Wide PBS is the first ste p in the pro c e ss
  • F
  • r the to p 20%, the “hig h flye rs” yo ur ne xt

ste ps wo uld b e …

  • T

ar ge te d Gr

  • up PBS
  • Classr
  • om PBS
  • Individual Stude nt PBS
  • T

he se Ne xt Ste ps inte rve ntio ns a re a va ila b le to yo u a fte r SWPBS is fully imple me nte d

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How Will the DAT A Make a Diffe r e nc e ?

  • Easy to read and interpret (graphs)
  • Discipline data will be reviewed monthly by the PBS

Team and shared with staff

  • Helps to quickly identify problem areas in need of

change

  • Working Smarter, not Harder
  • Helps to identify what is working well
  • Celebrate success
  • Lets us know if our interventions are working
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SLIDE 13

5 10 15 20 Ave Referrals per Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per Month

Last year

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10 20 30 40 50 Number of Referrals

Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Problem Behavior

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10 20 30 40 50 Number of Office Referrals

Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

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10 20 Number of Referrals per Student Students

Referrals per Student

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5 10 15 20 25 30 Number of Referrals

7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

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Do We Need PBS

  • I

s the re a n a c tive sc ho o l-wide be ha vio r ma na g e me nt pro g ra m in pla c e ? I f so , is it wo rking ?

  • I

s the re a hig h ra te o f po sitive fe e dba c k to o ur stude nts? 4 po sitive s to 1 ne g a tive ?

  • Are c o nse q ue nc e s b a se d o n sc ho o l rule s a nd a re the y

de live re d c o nsiste ntly a c ro ss c a mpus?

  • Do e s o ur sc ho o l ha ve a hig h ra te o f o ffic e disc ipline
  • re fe rra ls? I

s the re ro o m fo r impro ve me nt?

  • Do sta ff a ntic ipa te pro ble ms a nd inte rve ne e a rly?
  • I

s be ha vio r ta king a wa y fro m yo ur te a c hing time ?

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19

T ime Cost of a Disc ipline Re fe r r al

(45 minute s pe r inc ide nt)

3000 Ho urs 1500 Ho urs T

  • ta ls

1500 Ho urs 750 Ho urs Stude nt T ime 500 Ho urs 250 Ho urs T e a c he r T ime 1000 Ho urs 500 Ho urs Administra to r T ime 2000 Re fe rra ls/ yr 1000 Re fe rra ls/ yr

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Questions for Individual Staff

  • Am I open to change in order to reach academic

and behavior goals?

  • Am I committed to learning new strategies and

participating in implementing them across campus?

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21

Staff Sur ve y

  • Do you want to decrease office discipline referrals?
  • Do you believe our school would benefit from PBS?
  • Do you agree to be an active participant in school-wide

PBS implementation?

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Contact Information

– Heather Peshak George, Ph.D.

  • Project Co-PI & Coordinator

– Florida PBS Project

  • Phone: 813-974-6440
  • Email: flpbs@fmhi.usf.edu
  • Website: http://flpbs.fmhi.usf.edu

– OSEP Center on PBIS

  • Website: http://www.pbis.org