Preparing for SWIS and School Wide PBS Module Forming an by liaoqinmei

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LA PBS Initiative: School-wide PBS 2005-2006
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School-wide Positive Behavior
 Support Overview
Training for Trainers
Shawn Fleming
La. Dept. of Education
(225) 219-7364
shawn.fleming@la.gov


LA PBS Initiative: Facilitator Training 2005-2006

                  LA PBS Initiative: School-wide PBS 2005-2006
                                                            3




Objectives
   Understand how PBS differs from
   traditional approaches to problem
   behavior
   Identify basic principles of behavior
   Become familiar with the elements of
   school-wide PBS
   Become familiar with the results of
   SWPBS in Louisiana schools
             LA PBS Initiative: School-wide PBS 2005-2006
                                                           4




Louisiana PBS Initiative…
   Provides training and technical
   assistance to school districts in the
   development and implementation of
   positive behavior supports at the
   school-wide, classroom, targeted group
   and individual student levels.



            LA PBS Initiative: School-wide PBS 2005-2006
                                                          5




What we do…
   Training and technical assistance is
   designed to enhance the capacity of
   districts to develop and implement
   effective, positive, assessment-based
   interventions addressing problem
   behavior within schools.



           LA PBS Initiative: School-wide PBS 2005-2006
                                                         6




Positive Behavior Support…
Is a collaborative, assessment-based approach
to developing effective interventions for
problem behavior
Emphasizes the use of proactive, educative,
and reinforcement-based strategies to achieve
meaningful and durable behavior and lifestyle
outcomes
Aims to build effective environments in which
positive behavior is more effective than
problem behavior
          LA PBS Initiative: School-wide PBS 2005-2006
                          Social Competence &
 Positive                Academic Achievement
 Behavior
 Support                    OUTCOMES


                                                Supporting
 Supporting
                                                 Decision
Staff Behavior
                                                 Making


                            PRACTICES



Center for Positive          Supporting
Behavior Interventions
and Supports (2002)       Student Behavior
                                                                         8




                      Levels of PBS
            Adapted from Levels and Descriptions of Behavior Support
                      (George, Harrower, & Knoster, 2003)

School-wide – Procedures and processes intended for all students,
staff, in specific settings and across campus

Classroom – Processes and procedures that reflect school-wide
expectations for student behavior coupled with pre-planned strategies
applied within classrooms

Target Group – Processes and procedures designed to address
behavioral issues of groups of students with similar behavior problems
or behaviors that seem to occur for the same reasons (i.e. attention
seeking, escape)

Individual Student – Processes and procedures reflect school-
wide expectations for student behavior coupled with team-based
strategies to address problematic behaviors of individual students

                      LA PBS Initiative: School-wide PBS 2005-2006
Designing Comprehensive Systems
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

                                                  Tertiary Prevention:
                                                       Specialized
                                      ~5%            Individualized
   Secondary Prevention:                        Systems for Students with
     Specialized Group                            High-Risk Behavior
  Systems for Students with          ~15%
      At-Risk Behavior




  Primary Prevention:
    School-wide and
Classroom-wide Systems
    for All Students,          ~ 80% of Students
    Staff, & Settings




  Adapted from the Center for Positive Behavior Interventions and Supports (2002)
                                                                                                                 10
                                       Blended Initiatives

            Academic Systems                                                  Behavioral Systems


                                                                                     Intensive, Individual Intervention
Intensive, Individual Interventions            1-5%                   1- 5%
Specific students                                                                    Specific students

                                                                                     Targeted Group Interventions
                                                                      5-10%
Targeted Group Interventions               5-10%                                     Targeted students
Targeted students




                                                                                       Universal Interventions
                                                                       80-90%          All students
Universal Interventions               80-90%
All students




                                                                                     Dr. George Sugai, Co-Director
                                                                                                   Center on PBS
                                      LA PBS Initiative: School-wide PBS 2005-2006
Elem U.S.: Mean Proportion of Students by ODR
                2001-2002 Academic Year

 100%                      8.0
  80%                    10.5

  60%
  40%                                                            6+
                  81.9
                                                                 '2-5
  20%
                                                                 0-1
   0%
                                1

           N= 176 schools, 72,000 students,
                    70,500 ODRs

Center for Positive Behavior Interventions and Supports (2002)
   Middle Schools U.S.: Mean % of Students

100%                      11.7
80%                     17.2

60%
                                                                    6+
40%                71.1                                             2-5
                                                                    0-1
20%

 0%
       Academic Year 01-02, 51 Schools, 26,500
               students, 50,190 ODRs

   Center for Positive Behavior Interventions and Supports (2002)
                                                                          13




DSFHS Triangle
   100%
                                                         3%
                  8%
                                                         8%

                  18%
                                                         21%
   75%




                   41%
                                                                    9+
   50%                                                              6+
                                                              71%   2-5
                                                                    0-1




                        41%
   25%




    0%
            All                                  Major

          LA PBS Initiative: School-wide PBS 2005-2006
        High Schools U.S. : Ave Proportion of Students
                N = 16, Academic Year 2001-02

                                   3.8
100%
                                13.7
80%

60%                      82.5                                           6+
                                                                        '2-5
40%
                                                                        0-1
20%

 0%
                                     1

       Center for Positive Behavior Interventions and Supports (2002)
                                                                         15




Traditional Discipline versus PBS
 Traditional                             Positive Behavior
 Discipline:                             Support:
- Focused on the                      - Replaces undesired behavior
  student‟s problem                      with a new behavior or skill.
  behavior
- Goal was to stop                     - PBS alters environments,
  undesirable behavior,                 teaches appropriate skills,
  through the use of                    and rewards appropriate
  punishment.                           behavior.



                   LA PBS Initiative: School-wide PBS 2005-2006
                                                                                    16




Louisiana Number of Student Suspensions
  100000


   80000


   60000


   40000


   20000
                                                                      ISS (state)
                                                                      OSS (state)
       0
           1999-00   2000-01     2001-02     2002-03      2003-04     2004-05



                       LA PBS Initiative: School-wide PBS 2005-2006
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Louisiana Number of Student Expulsions
   4500
              ISE (state)
              OSE (state)
   4000



   3500



   3000



   2500



   2000



   1500



   1000



    500



      0
          1999-00     2000-01       2001-02      2002-03       2003-04   2004-05


                      LA PBS Initiative: School-wide PBS 2005-2006
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Jefferson Parish Number of Student
Suspensions
  12000


  10000

   8000


   6000


   4000

   2000
            ISS (Jefferson)
            OSS (Jefferson)
      0
          1999-00     2000-01     2001-02      2002-03      2003-04     2004-05



                         LA PBS Initiative: School-wide PBS 2005-2006
                                                                                   19




Jefferson Parish Number of Student
Expulsions
  900
           ISE (Jefferson)
  800
           OSE (Jefferson)
  700
  600

  500

  400

  300
  200

  100

    0
        1999-00      2000-01       2001-02       2002-03       2003-04   2004-05



                         LA PBS Initiative: School-wide PBS 2005-2006
                                                                                                                                 20




Percent of Student In-School Suspensions
                                         16.0%
                                                   % ISS (state)
                                         14.0%     % ISS (Jefferson)
 Percentage of Cummulative Enrollement




                                         12.0%

                                         10.0%

                                         8.0%

                                         6.0%

                                         4.0%

                                         2.0%

                                         0.0%
                                                 1999-00       2000-01          2001-02       2002-03        2003-04   2004-05



                                                                   LA PBS Initiative: School-wide PBS 2005-2006
                                                                                                                            21




Percent of Student Out-of-School
Suspensions
                                         25.0%
                                                  % OSS (state)
                                                  % OSS (Jefferson)
 Percentage of Cummulative Enrollement




                                         20.0%



                                         15.0%



                                         10.0%



                                         5.0%



                                         0.0%
                                                 1999-00      2000-01      2001-02       2002-03        2003-04   2004-05



                                                              LA PBS Initiative: School-wide PBS 2005-2006
                                                                                             22




Percent of Student In-School
Expulsions
 1.0%
        % ISE (state)
 0.9%
        % ISE (Jefferson)
 0.8%

 0.7%

 0.6%

 0.5%

 0.4%

 0.3%

 0.2%

 0.1%

 0.0%
        1999-00         2000-01         2001-02         2002-03          2003-04   2004-05




                          LA PBS Initiative: School-wide PBS 2005-2006
                                                                                             23




Percent of Student Out-of-School
Expulsions
 1.8%
        % OSE (state)
 1.6%   % OSE (Jefferson)
 1.4%

 1.2%

 1.0%

 0.8%

 0.6%

 0.4%

 0.2%

 0.0%
        1999-00         2000-01         2001-02         2002-03          2003-04   2004-05




                          LA PBS Initiative: School-wide PBS 2005-2006
                                                                                                   24




 Percent of Student Attendance
96%
                                                                                       State
                                                                                       Jefferson
95%
                                                                                       Riverdale

94%


93%


92%


91%


90%


89%


88%
      1999-00   2000-01             2001-02          2002-03             2003-04   2004-05



                          LA PBS Initiative: School-wide PBS 2005-2006
                                                            25



Juvenile Justice Reform Act (1225)
    79 of the 143 legislators co-authored
     this bill that was unanimously passed

 “The legislature hereby finds and declares that:
 1) the good behavior and discipline of students
    are essential prerequisites to academic
    learning, the development of student
    character, and the general, as well as
    educational, socialization of children and
    youth.
 2) Bad behavior and lack of discipline in many
    schools of the state are impairing the quality
    of teaching, learning, character development,
    and, in some schools, are creating real and
    potential threats to school and public safety.
             LA PBS Initiative: School-wide PBS 2005-2006
                                                           26



Juvenile Justice Reform Act (1225)
  Subpart C-1 The Education/Juvenile Justice
  Partnership Act legislated that:
     BESE would formulate, develop and
      recommend a Model Master Plan for
      improving behavior and discipline within
      schools that includes the utilization of
      positive behavioral supports and other
      effective disciplinary tools
     each city, parish, and other local public
      school board should be responsible for the
      develop of school master plans for
      supporting student behavior and discipline
      based upon the model master plan
      developed and approved by BESE
            LA PBS Initiative: School-wide PBS 2005-2006
                                                           27




Elements of School-wide PBS
 Establish a team/faculty buy-in
 Establish a data-based decision-making system
 Modify discipline referral process/forms
 Establish expectations & rules
 Develop lesson plans & teach
 Create a reward/incentives program
 Refine consequences
 Monitor, evaluate, and modify
            LA PBS Initiative: School-wide PBS 2005-2006
                                                          28




School-wide Support
    procedures and processes intended
    for all students, staff, and settings
    must have a building-wide team that
    oversees all development,
    implementation, modification, and
    evaluation activities


           LA PBS Initiative: School-wide PBS 2005-2006
                                                             29




Responsibilities of the
School-wide PBS Team
 Assess the current behavior management
 practices
 Examine patterns of behavior
 Obtain staff commitment
 Develop a school-wide plan
 Obtain parental participation and input
 Oversee, monitor, and evaluate all planned
 objectives and activities developed by team

              LA PBS Initiative: School-wide PBS 2005-2006
                                                             30



Features of a Comprehensive
System of PBS
Total staff commitment to managing behavior
Clearly defined and communicated expectations
and rules
Consequences and clearly stated procedures for
rewarding appropriate behavior and for correcting
rule-breaking behaviors
An instructional component for teaching students
self-control, expected behaviors, and social skills
strategies
A support plan to address the needs of students
with chronic, challenging behaviors
              LA PBS Initiative: School-wide PBS 2005-2006
                                                              31




Overall Features of
School-wide PBS (Sugai, 2001)
   Create a continuum of behavior supports
   from a systems perspective
   Focus on behavior of adults in school as unit
   Establish behavioral competence
   Utilize effective, efficient & relevant data-
   based decision-making systems
   Give priority to academic success
   Invest in research-validated practices
   Arrange environment for “working smarter”
               LA PBS Initiative: School-wide PBS 2005-2006
                                                            32




PBS is Data Driven
   Implementation Evaluation
     Does the team assess implementation of PBS
     elements?
     Are team activities guided by assessment and
     other data sources?
   Assessment of Goodness-of-Fit and/or
   Social Validity of Interventions
   Problem Identification and Outcome
   Evaluation
     Office Discipline Referrals
     Suspensions/Expulsions
     Student/Teacher absenteeism and drop-out rates
     Academic performance
             LA PBS Initiative: School-wide PBS 2005-2006
                                                          33



School-Level Data Based
Decisions
 Data systems initially designed to meet
 state & district needs
 In this day of accountability schools
 need access to meaningful information
 - School Improvement
    Graphical displays
    Timely
    User friendly
           LA PBS Initiative: School-wide PBS 2005-2006
                                                         34



Discipline Data Elements and Output

Graphical displays of
 Average referrals per day per month
 Referrals by problem behavior
 Referrals by location
 Referrals by time
 Referrals by student
 Referrals by staff


          LA PBS Initiative: School-wide PBS 2005-2006
                                                                                               35




Focus on School-wide System if:
    • Elementary                                   • Middle/Jr. High
      (600-900)                                      (800-1200)
         •   Discipline referrals                        •   Discipline referrals
             per day are >3                                  per day are >10
         •   More than 35% of                            •   More than 35% of
             the students have at                            students have at
             least one referral in                           least one referral in
             an academic year                                an academic year
         •   Average office                              •   Average office
             discipline referrals                            discipline referrals
             per student is >1.5                             per student is >2.5
(Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)
                            LA PBS Initiative: School-wide PBS 2005-2006
   T Elementary




69% overall reduction in ODRs when comparing
Year 1 implementation to baseline
                                                                                                                        37




La. Freshman High School
SWPBS Implemented Jan. 2004
                                         Average Number of Classroom referrals per day by year

                              5
                                                                                                            2003-2004


                              4
  Average referrals per day




                              3




                              2




                              1




                              0
                                  Sept         Oct        Nov        Dec        Jan        Feb      March     April




                                                     LA PBS Initiative: School-wide PBS 2005-2006
                                                                                                                        38




La. Freshman High School
SWPBS Implemented Jan. 2004
                                         Average Number of Classroom referrals per day by year

                              5
                                                                                                            2003-2004
                                                                                                            2004-2005


                              4
  Average referrals per day




                              3




                              2




                              1




                              0
                                  Sept         Oct        Nov        Dec        Jan        Feb      March     April




                                                     LA PBS Initiative: School-wide PBS 2005-2006
                                                          39




   2003 – 2004                             2004 - 2005
   School Year                             School Year

Afternoon Detention                Afternoon Detention
 3 Days per Week                    2 Days per Week
 75 – 90 Students                   30 – 50 Students
   Friday Clinic                          Friday Clinic
   Every Friday                          Once a month
 14 – 20 Students                       8 - 12 Students

          LA PBS Initiative: School-wide PBS 2005-2006
                                                                                40




DSFHS Number of After School Detentions and
Friday Clinics (Nine weeks): Pre and Post PBS
           2500

                    2160                                             Pre PBS
           2000
                                                                     Post PBS

           1500




           1000
                              720

            500

                                                     160
                                                               25
              0

                  Afternoon Detention                Friday Clinic


 67% reduction in Detentions and 84% reduction in Friday
 Clinics when comparing Year 1 implementation to baseline
                    LA PBS Initiative: School-wide PBS 2005-2006
      Attitude Survey - Respect                                        41



     Before PBS in Jan. ‘04 & 6-weeks into PBS
Level of           Student                        Teacher Response
RESPECT           Response
 Between          25.5%                                  53.0%
 Students    Better since PBS                       Better since PBS
 Between          35.6%                                  76.5%
Students &   Better since PBS                       Better since PBS
 Teachers
 Between          23.6%                                  53.9%
 Teachers    Better since PBS                       Better since PBS
             LA PBS Initiative: School-wide PBS 2005-2006
                                                                                                  42



                              La. Freshman High School
                                Number of Suspensions by Quarter (Nine Weeks)

                        120
                                                                                      2003-2004
                                                                                      2004-2005
Number of Suspensions




                         80




                         40




                          0
                                1st                2nd                   3rd             4th
                                                           Nine Weeks




                                       LA PBS Initiative: School-wide PBS 2005-2006
                                                                                  43




George Cox Percentage of Student
Suspensions (Trained SWPBS Fall 2003)
 35.00%

 30.00%

 25.00%

 20.00%

 15.00%

 10.00%

  5.00%
              % OSS
  0.00%
          1999-00     2000-01     2001-02       2002-03       2003-04   2004-05



                       LA PBS Initiative: School-wide PBS 2005-2006
                                                                                   44




George Cox Percentage of Student
Expulsions (Trained SWPBS Fall 2003)
  1.60%
                                                                           % ISE
  1.40%                                                                    % OSE
  1.20%

  1.00%

  0.80%
  0.60%
  0.40%
  0.20%

  0.00%
          1999-00   2000-01      2001-02       2002-03        2003-04   2004-05



                    LA PBS Initiative: School-wide PBS 2005-2006
                                                                                                    45




George Cox Number of Student
Suspensions (Trained SWPBS Fall 2003)
                             George Cox Num ber of Suspensions & Expulsions


  250

                        217
  200                                       197
                                                             184

             157
  150
                                                                                              ISS
                                                                                              OSS


  100
                                                                               81
                                                                                         72

   50


    0   1999-00    2000-01             2001-02          2002-03           2003-04   2004-05




                      LA PBS Initiative: School-wide PBS 2005-2006
                                                                                               46




Percent of Student Attendance
96%

95%


94%

93%


92%


91%
         State
90%
         Jefferson
89%      Riverdale
         George Cox
88%
      1999-00         2000-01          2001-02         2002-03             2003-04   2004-05




                            LA PBS Initiative: School-wide PBS 2005-2006
     M Elementary




61% overall reduction in ODRs when comparing
Year 1 implementation to baseline
Alt/Center School




32% overall reduction in ODRs when
comparing Year 1 implementation to baseline
                                                           49




Results of School-wide PBS
 When PBS strategies are implemented
 school-wide, students with and without
 disabilities benefit by having an environment
 that is conducive to learning
 All individuals (students, staff, teachers,
 parents) learn more about their own
 behavior, learn to work together, and
 support each other as a community of
 learners

            LA PBS Initiative: School-wide PBS 2005-2006
                                                           50




 In Summary…The Process for
 School-wide PBS Includes:
A committed team leading all PBS efforts
Positively stated behavior expectations/rules
A method for identifying current problems (data)
Lesson plans to teach expectations/rules
Procedures for encouraging expected behaviors
Procedures for discouraging violations of school-
wide expectations/rules
A plan for monitoring implementation and
effectiveness
            LA PBS Initiative: School-wide PBS 2005-2006
                                                        51




Training
Techniques and
 Facilitation Skills

         LA PBS Initiative: School-wide PBS 2005-2006
                                                          52


Objectives
 Participants will learn principles of adult
 learners.
 Participants will be able to identify three
 learning styles and strategies to reach
 each style of learner.
 Participants will learn guidelines and
 communication skills for facilitators.
 Participants will learn importance of
 team building and defining roles and
 responsibilities for team members.

           LA PBS Initiative: School-wide PBS 2005-2006
                                                          53




Background
  By encouraging adults and students to
  understand their learning styles,
  teachers
  and trainers can create a supportive
  learning environment that is conducive
  to maximizing learning potential.


           LA PBS Initiative: School-wide PBS 2005-2006
                                                            54




Key Concepts
   People want to know why they need to
   learn something new.
   We need to be familiar with and
   sensitive to the different learning styles
   when we are training or teaching.
   We need to use different teaching
   strategies and approaches to reach the
   different styles of learners.

             LA PBS Initiative: School-wide PBS 2005-2006
                                                           55




Key Concepts (continued)
   We need to develop the skills to be
   effective facilitators in the learning
   process.
   We need to understand the importance
   of team building and defining the roles
   and responsibilities of each team
   member.

            LA PBS Initiative: School-wide PBS 2005-2006
                                                           56




Principles of Adult Learners
   Adults are people with years of
   experience and a wealth of information.
   Adults have established values, beliefs
   and opinions.
   Adults are people whose style and pace
   of learning has probably changed.
   Adults relate new knowledge and
   information to previously learned
   information and experiences.

            LA PBS Initiative: School-wide PBS 2005-2006
                                                              57


Principles of Adult Learners
(continued)
 Adults are people with bodies influenced by
 gravity.
 Adults have pride.
 Adults have a deep need to be self-directing.
 Individual differences among people increase
 with age.
 Adults tend to have a problem-centered
 orientation to learning.

 Adapted from California Nurses Association, AIDS
 Train the Trainer Program for Health Care Providers
 (1988)        LA PBS Initiative: School-wide PBS 2005-2006
                                                            58




“What’s In It For Me”
  Adults need to know what‟s in it for
  them and why they need to learn
  something new.
       Sharon S. Naquin, Ph.D.
       Public Management Program
       Louisiana State University




             LA PBS Initiative: School-wide PBS 2005-2006
                                                          59




Learning Styles
      Visual Learner

      Auditory Learner

      Tactile/Kinesthetic Learner



           LA PBS Initiative: School-wide PBS 2005-2006
                                                             60




The Visual Learner learns through
seeing...
   Absorb what unfolds in sequence before their
   eyes.
   Need to see the teacher's body language and
   facial expression to fully understand the
   content of a lesson.
   Tend to prefer sitting at the front of the
   classroom to avoid visual obstructions (e.g.,
   people's heads).


              LA PBS Initiative: School-wide PBS 2005-2006
                                                           61




Visual Learner: Activities

   Brainstorm different ways to
   teach to the visual learner.
     Example: video, TV, etc.




            LA PBS Initiative: School-wide PBS 2005-2006
                                                           62




The Auditory Learner learns through
listening...
   Needs to be able to focus on what is
   being said.
   May find taking in information through
   the other senses at the same time
   distracting.
   Processes new information in the order
   in which it is presented, but also
   benefits from verbal discussion
   following the presentation.
            LA PBS Initiative: School-wide PBS 2005-2006
                                                            63




Auditory Learner: Activities

        Brainstorm different
        ways to teach to the
        auditory learner.




             LA PBS Initiative: School-wide PBS 2005-2006
                                                         64

Tactile/Kinesthetic Learners learn
through moving, doing and
touching...

 Like a “hands-on” approach to learning
 Learn best by doing, being directly
 involved in their learning.
 Process information as their body
 moves.
 Take longer to process new
 information.
          LA PBS Initiative: School-wide PBS 2005-2006
                                                          65


Tactile/Kinesthetic Learners:
Activities

   Brainstorm different ways to
   teach to the tactile/kinesthetic
   learner.




           LA PBS Initiative: School-wide PBS 2005-2006
                                                                         66


            Learning Pyramid                                 Average
                                                             Learning
                                                        Retention Rate
                    Lecture                                        5%

                    Reading                                        10
                                                                   %
                                                                   20%
                 Audio-Visual

                Demonstration                                      30
                                                                   %
               Discussion Group                                    50%

               Practice by Doing                                   75%

        Teach Others/Immediate Use of                              90%
                  Learning

National Training Laboratories         Bethel, Maine

                    LA PBS Initiative: School-wide PBS 2005-2006
Guidelines and Skills
  For Group Facilitators
                                                           68


Guidelines and Skills for Group
Facilitators
  Be aware of environmental influences on
  group behavior.

  Be conscious of relational influences on
  group behavior.

  Be aware of your own biases.

  Orient group to time frame and task.

  Develop group ground rules or norms
            LA PBS Initiative: School-wide PBS 2005-2006
                                                             69


Guidelines and Skills for Group
Facilitators (continued)

  Stay focused in the present.

  Choose a decision-making method before you need
  it.

  Allow disagreement.

  Use "stop action" check for thoughts and feelings
  when group seems stuck.

  Recognize the group for its work.

              LA PBS Initiative: School-wide PBS 2005-2006
                                                               70




Effective Communication Skills for
Facilitators Be genuinely interested in other
  Radiant Listening:
  people's thoughts and feelings. Listen intently.

  Modeling: Practice behavior that you want reflected
  back to you. Watch your nonverbal messages.
  Remember to keep your sense of humor.

  Summarizing: Use paraphrasing as a method of
  clarifying, and check your interpretation with the
  group.

  Focusing Attention and Pacing: Keep the group on
  the topic. Use care to limit or reduce repetition.


                LA PBS Initiative: School-wide PBS 2005-2006
                                                             71



Effective Communication Skills for
Facilitators (Cont.)
  Recognizing Progress: Example: "Nice job! We just
  brainstormed 36 items in that 4-minute period."

  Waiting or Using Silence: Remember that at times
  the hardest thing to do is nothing.

  Scanning/Observing: Nurture full participation from
  the group and watch non-verbal behavior in the form
  of body movement, facial expression, and gesture.


              LA PBS Initiative: School-wide PBS 2005-2006
                                                  72




Team Building




   LA PBS Initiative: School-wide PBS 2005-2006
                                                          73




Teaming
Activity
  #1




           LA PBS Initiative: School-wide PBS 2005-2006
                                                                74




Teaming allows you to…
   Look at old issues from a NEW
   perspective
   Explore the validity of “first
   impressions”
   Stimulate creativity
   Think outside-the-box
   La PBS Initiative: School-wide PBS
   2004-2005

                 LA PBS Initiative: School-wide PBS 2005-2006
                                                                  75



Have you ever been part of this team?
   No agenda is prepared
   Meeting starts late
   No time schedule has been set for the meeting
   No one is prepared
   No facilitator is identified
   No one agrees on anything
   No action plan is developed
   Everyone is off task
   Negative tone throughout the meeting
  LA PBS Initiative:School-wide PBS 2004-2005

                   LA PBS Initiative: School-wide PBS 2005-2006
                                                                 76


Team Roles and Responsibilities
  Define team roles and responsibilities.
  Develop the team‟s action plan.
  Hold regular team meetings.
  Maintain communication with team
  members and coordinator.
  Evaluate progress.
  Report outcomes to coordinator.
  LA PBS Initiative: School-wide PBS 2004-2005


                  LA PBS Initiative: School-wide PBS 2005-2006
                                                              77


Team Building Activity #2:
     Getting Faculty Buy-In

 With your team, brainstorm creative
 ways to get participant buy-in while
 participating in SWPBS trainings and for
 implementing strategies and techniques
 learned.
 Share these activities with the whole
 group.
  LA PBS Initiative: School-wide PBS
  2004-2005
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Additional Training Techniques
  Have clear goals and objectives.
  Be organized. Plan and prepare your
  audiovisuals and activities to achieve
  the learning objective.
  Interact with participants to maintain
  interest level and to check
  comprehension.
  Encourage hands-on activities and
  practice.
  Keep participants focused. Use color
             LA PBS Initiative: School-wide PBS key
  and graphics to highlight 2005-2006 points.
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Training Techniques (continued)
  Create a safe, non-threatening learning
  environment. Encourage questions and
  active participation. Also establish your
  expertise as leader of the learning
  session.
  Practice, practice, and practice to build
  your confidence in delivery of the training
  unit.
  Be enthusiastic and develop a
  conversational tone when interacting with
  participants.PBS Initiative: School-wide PBS 2005-2006
             LA
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School-wide Positive Behavior
 Support Material Review
Shawn Fleming
La. Dept. of Education
(225) 219-7364
shawn.fleming@la.gov


LA PBS Initiative: Training of the Trainers 2005-2006




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SWPBS Training Manual
  Adopted from USF
  4 Sections
    Overheads
    Activities
    Action Plan
    Miscellaneous



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Tab 1: Overheads (17 Modules)
   Overview &
   16 Critical Elements
     Aligned with Activities
     Aligned with Action Plan




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SWPBS Critical Elements
   PBS Team
   Faculty Commitment
   Basic Behavioral Principles
   Discipline Data System
       Referral Form
       Behaviors Defined & Categorized (Minor/Major)
       Referral Process
       Data Entry and Analysis Plan
   Effective Procedures for Dealing with Discipline
   Expectations & Rules
   Lesson Plans Developed (Expectations/Rules Taught)
   Reward/Recognition Program
   Implementation and Evaluation Plan
   Crisis Plan
   Evaluation

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Overview: Critical Points
   Comprehensive system
     Universal to individual
   Conceptual Explanation
     Triangles and Circles
     Contrast to Traditional Discipline
     Features and Elements
      • Teaming, data-driven, positive and proactive
   Sell the outcomes with data
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Teaming: Critical Points
   Composition
   Roles and Responsibilities
   Logistics and Process
   Working Smarter




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Faculty Commitment: Critical Points
   Ownership
     Continued involvement
     Data sharing
   Common vision and practices




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Basic Principles of Behavior:
Critical Points
   Applied Principles of Behavior
     Understand how behavior is influenced
     Sets the stage for teaching and addressing rule
     violations
     Plan to build and support capacity
     Use in identifying interventions that are:
      •   Effective
      •   Educational
      •   Positive and Proactive
      •   Systemic Procedures

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Discipline Data System: Critical Points
   Components of data system
   Features necessary for analysis
   Examples of graphs
   Data system self-check




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Behaviors Defined: Critical Points
   Common language
   Clarity of data
   Classroom vs. Office Managed
     Minor vs. Major




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ODR Referral Form: Critical Points
   Complies with LA 17:416
   Contains necessary components/elements
   Followed by all staff




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Referral Process: Critical Points
   Flowchart or steps of process
   Clarity of consequences for rule violations
     Categorizing behaviors




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Data Entry and Analysis: Critical
Points
   Designated individuals for entry
   Use of data for decision-making
     Availability of data
     Pattern analysis




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Effective Procedures for Dealing
with Discipline: Critical Points
   Continuum of consequences for rule
   violations/behavioral errors
     Inclusion of re-teaching
     Analysis of effects




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Crisis Plan: Critical Points
   Attorney General Plan is met




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Expectations: Critical Points
   Guiding characteristics that set foundation
     Characteristics – NOT behaviors
   Common Language
     3-5 expectations
      • Memory constraints




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Rules: Critical Points
   Clarifying Expectations in each setting
     Expectation X Setting Matrix
   Addresses behaviors that create 80-90%
   of problems
     For ALL students and faculty
   3-5 rules per setting
     Not all inclusive

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Lesson Plans: Critical Points
   Teach Expectations (concepts)
   Teach Rules
     In each setting
     Let student‟s model rule
      • Avoid student‟s modeling non-examples
     Active learning



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Reinforcement Plan: Critical Points
   Identify motivators: Ask students & staff
     Freebies: Time, dress, privileges, etc.
   Link reinforcement to identified issues
     How to deliver reinforcement
     Differentiate between „reward‟
   Reinforcement to staff


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Implementation Plan: Critical Points
   Guide for annual plan of implementation
   Review elements




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Evaluation Plan: Critical Points
   Data
     Satisfaction & surveys
      • Team, staff, students, parents, etc.
     Process and degree of implementation
     (Benchmarks of Quality, SET, etc.)
     Outcome data: ODR, Attendance, Sus/Exp.,
     SPSS, etc.
   Tools to guide process and plans
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Resources
   OSEP Center on PBIS http://www.pbis.org
   USF Positive Behavior Support Project
   http://flpbs.fmhi.usf.edu/index.asp
   LA Department of Education
   www.louisianaschools.net
   LOUISIANA POSITIVE BEHAVIOR SUPPORT
   WEBSITE
   www.lapositivebehavior.com

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Contact Info
Shawn Fleming
(225) 219-7364
shawn.fleming@la.gov

Kara Hill
(225) 578-2298
karahill@lsu.edu


            LA PBS Initiative: School-wide PBS 2005-2006

								
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