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 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. 2
Sc hool-wide PBS ative , a sse ssme nt-b a se d pro c e ss to • A c ollabor 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 oac tive , e duc ative , a nd c e me nt-base d stra te g ie s to a c hie ve r e infor me a ning ful a nd dura ble be ha vio r a nd life style o 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 3
L e ve ls of PBS Adapte d fr om L e ve ls and De sc r iptions of Be havior Suppor t ( Ge or ge , Har r owe r , & Knoste r , 2003) sal – inte nde d fo r all stude nts a nd sta ff • Sc hool-wide / Unive r in all se tting s a c ro ss c a mpus • oom –sc ho o l-wide e xpe c ta tio ns fo r stude nt b e ha vio r Classr c o uple d with pre -pla nne d stra te g ie s fo r c la ssro o ms se tting • oup –a ddre sse s b e ha vio ra l issue s o f g ro ups o f T ar ge t Gr 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 4
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 5
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? 6
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 e s will be oc e sse s & Pr oc e dur 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 xpe c tations & Rule s in se tting s a c ro ss c a mpus to E e ac h stude nts a ppro pria te b e ha vio r T • 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. 7
“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) 8
How Do Sc hools T ypic ally Re spond to Pr oble 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 9
Impac t of Sc hool-Wide PBS School-wide PBS should be 1-5% effective for 80% of your students A small percentage of 10-15% students will still need targeted, classroom or individual supports 80%
What About the T op 20% • Sc ho o l-Wide PBS is the first ste p in the pro c e ss • F o 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 oup PBS • Classr oom 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 11
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 12
Office Referrals per Day per Month Last year 20 Ave Referrals per Day 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar Apr May Jun School Months
Referrals per Problem Behavior 50 40 Number of Referrals 30 20 10 0 Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap Types of Problem Behavior
Referrals by Location 50 Number of Office Referrals 40 30 20 10 0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other School Locations
Referrals per Student Students 20 10 0 Number of Referrals per Student
Referrals by Time of Day 30 25 Number of Referrals 20 15 10 5 0 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
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 ? 18
T ime Cost of a Disc ipline Re fe r r al (45 minute s pe r inc ide nt) 1000 Re fe rra ls/ yr 2000 Re fe rra ls/ yr Administra to r 500 Ho urs 1000 Ho urs T ime T e a c he r T ime 250 Ho urs 500 Ho urs Stude nt T ime 750 Ho urs 1500 Ho urs T o ta ls 1500 Ho urs 3000 Ho urs 19
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? 20
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? 21
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 22
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