![Data Dec 89
In conclusion, RTI is a good framework and logic for organizing and increasing
the efficiency with which evidence-based practices are selected, organized,
integrated, implemented, and adapted. Examples and applications of the RTI
logic are being developed, demonstrated, and tested in a number of academic
content areas and in social behavior supports. As represented in SWPBS, RTI
gives priority to the continuous monitoring of important student performance
indicators in response to high-fidelity implementation of evidence-based
practices. Timely screening and data-based decisions are encouraged so that
more effective and efficient interventions can be provided for students whose
behaviors are not responsive to core practices and interventions. Preventing the
development and lessening the intensity of problem behavior must be a high
priority of instructors seeking to maximize student learning and the impact of
effective interventions. If done wisely in the context of other initiatives and
interventions across classroom and nonclassroom settings, the possibility of
improving student academic and social behavior outcomes can become a reality
for all students.
References
Brown-Chidsey, R., & Steege, M. W. (2005). Response to intervention: Principles
and strategies for effective practice. New York: Guildford Press.
Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within
response-to-intervention vernacular: Clarifying meaningful differences.
Communique, 34(3), 1–8.
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to
intervention: Examining classroom behavior support in second grade.
Exceptional Children, 73, 288–310.
Fuchs, D., & Deschler, D. D. (2007). What we need to know about
responsiveness to intervention (and shouldn’t be afraid to ask). Learning
Disabilities Research & Practice, 22, 129–136.
Fuchs, D., & Fuchs, L. S. (Eds.). (2007). Responsiveness to intervention [Special
issue]. Teaching Exceptional Children, 39(5).
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-
intervention: Definitions, evidence, and implications for the learning
disabilities construct. Learning Disabilities Research & Practice, 18(3), 157–
171.
Gresham, R. M. (2005). Response to intervention: An alternative means of
identifying students as emotionally disturbed. Education and Treatment of
Children, 28, 328–344.
Gresham, F. M., Reschly, D. J., Tilly, W. D., Fletcher, J., Burns, M., Prasse, D.,
et al. (2005). A response to intervention perspective. The School
Psychologist, 59(1), 26–33.
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No.
108-446, § 1400 et seq.](https://image.slidesharecdn.com/appendicesmay142010-110714024245-phpapp01/85/Getting-Started-Appendices-may-14_2010-89-320.jpg)
Getting Started Appendices may 14_2010
- 1. SWPBS Appendices School-wide Positive Behavior Support Appendices 1 Center on Positive Behavioral Interventions and Supports University of Oregon & Connecticut Ver. May 14 2010 1 This document is supported in part by the OSEP Center on Positive Behavioral Interventions and Supports (http://pbis.org). The Center is supported by a grant from the Office of Special Education Programs, US Department of Education (H326S98003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred.
- 2. SWPBS Appendices APPENDICES Appendix Description A School-Wide PBS An example of one school’s implementation of SWPBS is Implementation provided: leadership team, behavior purpose statement, Example school-wide and classroom-wide expectations, teaching matrices, encouragement procedures, rule violation procedures, and progress monitoring and data systems B Committee, Group, This stand-alone activity gives leadership teams a structure Team Self-Assessment for identifying what behavioral initiatives, programs, and and Action Planning interventions are in place, and evaluating how SWPBS fits with these efforts. The specific goal is to develop an effective, efficient, and relevant continuum of positive behavior support practices and processes for all students C Effective Behavior This self-assessment is used by leadership teams to Support Self- determine staff perceptions about the status of the social Assessment Survey and behavioral climate of the school. Perceptions about supports for school-wide, classroom, nonclassroom, and individual students are assessed. All school staff are usually included. D Team Implementation Leadership teams and coaches use this self-assessment to Checklist (TIC) monitor their initial and on-going SWPBS implementation. As such, leadership teams self-manage their implementation efforts. E SWPBS Team Monthly This organizational tool is used by leadership teams, Planning Guide coaches, coordinators teams 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 SWPBS. The purpose F Detention and This FAQ has been developed to provide a general summary Suspension: Frequently of the implementation considerations and features of Asked Questions detention and suspension consequences. A question/answer format is used. G Functional Assessment Two self-assessment checklists are provided to enable and Behavior Support review of the components and processes of completing a Plan Checklists functional behavioral assessment and developing a behavioral intervention plan.
- 3. SWPBS Appendices H Functional Assessment The FACTS is an instrument used to guide the completion of Checklists for Teachers a functional behavioral assessment and facilitate the and Staff (FACTS) development of a behavior intervention plan. I Emergency Prevention This primer provides general guidelines and considerations and Response for being prepared, preventing, and responding to crises and emergency situations. J Teaching Social Skills A basic and general lesson plan and examples for teaching social behavior are provided. K SWPBS and RtI A brief overview of the similar and different features of school-wide positive behavior support and responsiveness to intervention. L Selected References These references provide additional and supporting information for the contents of this workbook. M Data-based Decision Guidelines and examples for establishing efficient and Making and Office effective data-based decision making systems. Emphasis is Discipline Referrals on formalizing and enhancing office disciplinary procedures. N Restraint and Seclusion Guidelines and considerations for the appropriate and Considerations and ethical use of restraint and seclusion in the context of the SWPBS implementation of SWPBS. O Planning for the Worksheet to guide planning for the beginning and end of Beginning/Ending of the school year in a SWPBS school. the School Year
- 4. SWPBS Appendices Appendix A School-Wide PBS Implementation Example
- 5. SWPBS Appendices COMPONENTS AND PROCESSES OF SCHOOL-WIDE DISCIPLINE: EXAMPLE (Sugai, Colvin, Hagan-Burke, & Lewis-Palmer) The following example is for a hypothetical school (“G. Ikuma Elementary School”) and is provided to illustrate the application of the general components and processes of school-wide discipline. Example Purpose Statement G. Ikuma Elementary School G. Ikuma School is a community of learners. We are here to learn, grow, and become good citizens. Example of Behavioral Expectations At G. Ikuma School, we Respect ourselves Respect property Respect others Respect learning .
- 6. SWPBS Appendices Example Teaching Matrix for G. Ikuma School-Wide Behavioral Expectations CLASSROOM LUNCHROOM BUS HALLWAY PLAYGROUND Use inside voice Eat your own Stay in your Stay to the Wait your turn Respect food seat right Others Raise hand to Review game answer/talk Leave space for Use inside voice Keep moving rules others to sit Recycle paper Keep feet on the Put trash in At bell return Return trays Respect floor cans equipment Property Put writing tools Use own napkin Walk on Close doors Use equipment inside desk sidewalks slowly as designed Do your best Wash your Be at stop on Use your Have a plan Respect hands time words Yourself Ask Look before you Eat healthy Sit up straight Know where act foods you’re going
- 7. SWPBS Appendices Example Teaching Matrix for G. Ikuma Classroom-Wide Behavioral Expectations Typical Classroom-Wide Rules/Expectations Contexts/ Routines Respect Others Respect Property Respect Self Use inside voice Recycle paper Do your best All Raise hand to Put writing tools Ask answer/talk inside desk Put announcements Morning Eyes on speaker Put check by my in desk Meeting Give brief answers announcements Keep feet on floor Do own work Put homework neatly Turn in lesson on time Homework in box Turn in before Do homework lesson Touch your work only night/day before Use inside voice Put/get materials first Have plan Transition Keep hands to self Keep hands to self Go directly Raise hand or show “I Need “Assistance Card” Have plan Have materials ready Assistance” Wait 2 minutes & try Ask if unclear again Teacher Eyes on speaker Use materials as Have plan Directed Keep hands to self intended Ask Use materials as Independent Use inside voice Use time as planned intended Work Keep hands to self Ask Return with done Problem to Stop, Step Back, Stop Step Back, Stop, Step Back, Solve Think, Act Think, Act Think, Act
- 8. SWPBS Appendices G. Ikuma Positive Reinforcement Procedures What When By Whom How Often How Many Where Whenever a student All staff Each occurrence 5-6 per day per staff Anywhere at school Positive Office provides an member Referrals exemplary display of a school-wide (see form) behavioral expectations Continuously & All staff As often as possible No maximum number Anywhere at school contingently per staff member whenever a student Verbal praise displays behavior related to school-wide behavioral expectations Continuously & All staff, but As often as possible No maximum per staff Nonclassroom contingently especially member settings: hallways, whenever a student supervisors, teaching bus loading areas, “Gotchas” displays behavior assistants, cafeteria playgrounds, (see slip) related to school-wide workers, bus drivers, common areas, expectations in & administrators cafeteria, etc. nonclassroom settings
- 9. SWPBS Appendices Continuously & All classroom At least hourly No maximum per Classroom settings Classroom contingently teachers, teaching classroom during instruction, acknowledgements whenever a student assistants transitions, (see individual displays behavior unstructured classsroom related to school-wide activities, etc. management plans) expectations in classroom settings Whenever a All substitute teachers At any time At least 3 every hour Anywhere at school, substitute teacher but especially in “Substitute Specials” observes any student classrooms engaged in a (see slip) behavior related to school-wide expectations “Office Specials” Whenever office staff Office staff: principal, At any time At least one per Anywhere at school recognize students assistant principal, grade level per day (bumper sticker, for especially counselor, school pencil, store noteworthy behavioral secretaries, office discount coupons, growth, progress, or assistants, etc. lunch with Principal, displays etc.)
- 10. SWPBS Appendices Procedures for Rule Violations at G. Ikuma School “Rule violations” are any behaviors that are not examples of stated school-wide behavioral expectations. Level Definition Examples Procedures Behaviors that do not Minor inappropriate 1. Inform student of rule violated require administrator language 2. Describe expected behavior involvement, do not significantly violate rights Late to class 3. Complete minor incident slip, and give to homeroom teacher of others, do not put Unprepared for 4. Debrief event and reteach appropriate school-wide behavioral others at risk or harm, or instruction Minor expectation (homeroom teacher) are not chronic Inappropriate use 5. If third incident, process as major rule violation, inform parent of gum, hats, (homeroom teacher) and develop precorrection intervention backpacks Etc.
- 11. SWPBS Appendices Behaviors that require Profanity, verbal 1. Inform student of rule violated administrator harassment 2. Describe expected behavior involvement, significantly violate rights of others, Noncompliance/ 3. Complete office discipline referral form put others at risk or insubordination harm, or are chronic 4. Take student to office immediately Physical aggression, a. Review specifics of event while entering information into data harassment base Stealing b. Determine appropriate consequence Major “3-peats” (3 rd c. Develop plan for completing consequence occurrence of d. Inform parent minor rule violation) e. Develop precorrection intervention Etc. rd 5. If 3 major rule violation, complete referral to Student Success Team a. Complete functional behavioral assessment b. Develop behavior intervention plan Behaviors that violate Illegal substances 1. Inform student of rule violated rule district, city, and/or state Dangerous 2. Describe expected behavior policy or laws weapons 3. Complete office discipline referral form Vandalism, 4. Take student to office immediately destruction of property a. Inform parent Physical injury to b. Convene Student Success Team District others c. Review specifics of event while entering information into data Etc. base d. Determine and implement appropriate consequence 5. Develop individualized positive behavior support plan a. Complete functional behavioral assessment b. Develop behavior intervention plan
- 12. SWPBS Appendices Example 2 Rule- Violating Definition Behavior Examples Procedures Involvement Level Major Law violating Dangerous weapons 1. Immediately report event to administrator Student, parent, law Illegals behavior requiring enforcement, school Substance possession, 2. Follow district/state policies and procedures municipal response & district truancy, vandalism, 3. Document event administrators, stealing, school staff Majors Serious rule- Repeated 1. Signal that school rule-violating behavior Student, staff person, violating behavior noncompliance, serious observed parent, school that disrupts aggression, skipping administrator 2. Restate desired/appropriate behavior teaching & learning, class, directed profanity, puts student or harassment, serious 3. Direct/escort student to office/administrator others at risk of threats, tobacco, 4. Document event with office discipline referral form harm, & requires destruction of property, administrative action 5. Enter data into system “Third” minor in 24 hours. Minors of Rule violating risk Disruptions, tardies, dress 1. Signal social behavior error has been made Student, staff person, Note behavior which code violations, teasing, homeroom teacher 2. Restate/reteach appropriate behavior requires on-going monitoring 3. Provide positive reinforcer for next display of appropriate behavior 4. Document event with office discipline referral form 5. Enter data into system Minors Rule violating Minor disruptions, off 1. Signal social behavior error has been made Student, staff behavior which does task, member 2. Restate/reteach appropriate behavior not require on-going monitoring, but 3. Provide positive reinforcer for next display of needs to be retaught appropriate behavior
- 14. SWPBS Appendices Data Decision System for Office Discipline Referrals at G. Ikuma School At G. Ikuma School, office discipline referral data are reviewed at least monthly by school administrators and the school-wide discipline leadership team. Data are entered in a web-based computer system for easy storage, manipulation, and reporting (School-Wide Information System2). Question Data Type What is overall status of school-wide discipline in our # of office discipline referrals school? per day per month # & type of problem behaviors What problem behaviors are we seeing? (minor, major, and illegal) # & location of problem Where are problem behaviors being seen? behavior occurrences # & time of day of problem When are problem behaviors being observed? behavior occurrences # of office discipline referrals Which students are displaying problem behaviors? by student Which grades/teachers are observing problem # of office discipline referrals behaviors? by grade and teacher 2 School-Wide Information System (SWIS) is is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. SWIS was developed and is managed by the OSEP Center for Positive Behavioral Interventions and Supports at the University off Oregon. For more information about SWIS , go to www.swis.org.
- 15. SWPBS Appendices How are data entered, stored, reported, and used in your school? Data Storage Data Data Data & Question Review Type Reviewers Management Schedule System
- 16. SWPBS Appendices Appendix B Committee/Group/Team Self- Assessment and Action Planning
- 17. SWPBS Appendices Committee/Group Self-Assessment& Action Planning Purpose The purpose of this worksheet is to enable schools to assess and enhance the efficiency, effectiveness, and relevance of the committee and team organization of schools. Challenge Whenever a new initiative is introduced to a school, district/region, or state, the general approach is to “form a team/committee” to develop a plan for implementation. Although this initiative might be a worthwhile implementation, efforts often struggle because of a number of challenges: 1. Few resources, staff, time, etc. 2. Duplication of effort with other initiatives and efforts 3. Lack of clarity regarding purpose and outcomes 4. Lack of priority 5. Etc. Addressing the Challenge To address these challenges, schools must examine the overall organization and operation of its existing teams and committees. This self- assessment has been designed to enable school staff and educational leaders to take an inventory of its current committee and working group organization, and make enhancements that would improve the effectiveness, efficiency, and relevance with which the business and operation of the school are conducted. Guiding Principles When conducting the self-assessment and developing the action plan, keep and give highest priority to any groups that have 1. Data to support or justify their need and priority. 2. Measurable outcomes or objectives 3. Specification of their target audience 4. Alignment with the top school and/or district school-improvement goals or priorities 5. “Full” (>80%) commitment/agreement of the school staff 6. Priority and support from the administrative team
- 18. SWPBS Appendices General Directions 1. Identify all committees, teams, groups, etc. that have social behavior improvement as part or all of their purpose. 2. Characterize the main features of each committee a. Purpose -Why was this group formed and why does it meet? b. Measurable expected outcomes/objectives- What kind and level of change, improvement, etc. is expected? c. Target audience - Who is expected to benefit from the efforts of this group? d. Meeting schedule - How often, when, and how long does this group meet? e. Membership - Who is on this committee or group? f. Relationship to school and/or district improvement goals - How do the efforts of this group relate to the short and long term priorities of the school or district? g. Priority or need - How important is this group to the school? 3. After conducting the self-assessment, evaluate how the committee organization of the school might be enhanced a. What can be eliminated? b. What can be combined? c. What might be added? d. What resources are needed to support this organizational structure? 4. Based on this new/enhanced organizational structure, develop an action plan for putting it in place.
- 19. SWPBS Appendices Committee/Group Self-Assessment (DRAFT Sugai, April 26, 2004) Relation to School Priority Committee/ Expected Target Mission & School Purpose Schedule Membership (1 = low, Work Group Outcome Audience Improvement Plan 5 = high) (1 – low, 5 = high) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
- 20. SWPBS Appendices Recommendations 1. What committees/work groups can we eliminate? 2. What committees/work groups can we combine? 3. What committees/work groups need to be supported for improved outcomes and sustained functioning? 4. What would an organizational chart that shows the relationship between each of our recommended committees/work groups look like?
- 21. SWPBS Appendices Action Plan 5. What needs to be done next to act on the above recommendations? What Who How By When Other
- 22. Working Smarter Initiative, Purpose Outcome Target Staff SIP, SID, Project, Group Involved etc Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Sample Teaming Matrix Initiative, Purpose Outcome Target Staff SIP/SID Committee Group Involved Attendance Increase Increase % of All students Eric, Ellen, Goal #2 Committee attendance students attending Marlee daily Character Improve Improve character All students Marlee, J.S., Goal #3 Education character Ellen Safety Improve safety Predictable response Dangerous Has not met Goal #3 Committee to threat/crisis students School Spirit Enhance school Improve morale All students Has not met Committee spirit Discipline Improve behavior Decrease office Bullies, Ellen, Eric, Goal #3 Committee referrals antisocial Marlee, Otis students, repeat offenders DARE Prevent drug use High/at-risk Don Committee drug users EBS Work Group Implement 3-tier Decrease office All students Eric, Ellen, Goal #2 model referrals, increase Marlee, Otis, Goal #3 attendance, enhance Emma academic engagement, improve grades
- 23. Appendix C Effective Behavior Support Self- Assessment Survey Go to http://www.pbis.org/tools.htm and click on “EBS Survey”
- 24. Appendix D Team Implementation Checklist
- 25. Effective Behavior Support Team Implementation Checklists (Monthly) School Date of Report DistrictCounty State INSTRUCTIONS: The EBS team should complete both checklists monthly to monitor activities for implementation of EBS in the school. EBS Team Members Person(s) Completing Report Checklist #1: Start-Up Activity Status:Achieved, In Progress, Not Started Complete & submitMonthly. Date: (MM/DD/YY) Establish Commitment Status: 1. Administrator’s support & active involvement. 2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year Status: timeline). Establish & Maintain Team Status: 3. Team established (representative). 4. Team has regular meeting schedule, effective Status: operating procedures. 5. Audit is completed for efficient integration of team with other teams/initiatives addressing Status: behavior support. Self-Assessment 6. Team/faculty completes EBS self-assessment Status: survey. 7. Team summarizes existing school discipline Status: data. 8. Strengths, areas of immediate focus & action Status: plan are identified.
- 26. Establish School-wide Expectations 9. 3-5 school-wide behavior expectations are Status: defined. 10. School-wide teaching matrix developed. Status: 11. Teaching plans for school-wide expectations Status: are developed. 12. School-wide behavioral expectations taught Status: directly & formally. 13. System in place to acknowledge/reward Status: school-wide expectations. 14. Clearly defined & consistent consequences and procedures for undesirable behaviors are Status: developed. Establish Information System 15. Discipline data are gathered, summarized, & Status: reported. Build Capacity for Function-based Support 16. Personnel with behavioral expertise are Status: identified & involved. 17. Plan developed to identify and establish systems for teacher support, functional Status: assessment & support plan development & implementation.
- 27. Checklist #2: On-going Activity Monitoring Complete & submit Monthly. Status:Achieved, In Progress, Not Started 1. EBS team has met at least monthly. Status: 2. EBS team has given status report to faculty at Status: least monthly. 3. Activities for EBS action plan implemented. Status: 4. Accuracy of implementation of EBS action Status: plan assessed. 5. Effectiveness of EBS action plan Status: implementation assessed. 6. EBS data analyzed. Status: Additional Observations/Comments/Questions:
- 28. Action Plan for Completion of Start-Up Activities Activity Activity Task Analysis Who When a 1. Establish b. Commitment Administrator c. Top 3 goal 80% of faculty d. Three year timeline e. a. 2. Establish Team b. Representative Administrator c. Effective team operating procedures d. Audit of teams/initiatives e. a. 3. Self-Assessment EBS survey b. Discipline data Identification of c. strengths, focus Action Plan d. developed Action Plan presented to faculty e.
- 29. a. 4. School-wide Expectations Define 3-5 school- b. wide behavioral expectations c. Curriculum matrix Teaching plans d. Teach expectations Define consequences for e. problem behavior a. 5. Establish Information System b. System for gathering useful information c. Process for summarizing d. information Process for using information for e. decision-making a. 6. Build Capacity for Function-based Support b. Personnel with behavioral expertise c. Time and procedures for d. identification, assessment, & support e. implementation
- 30. Appendix E SWPBS Team Monthly Planning Guide
- 31. SWPBS Team Monthly Planning Guide May 7, 2006 – Sugai3 Purpose and Use Guidelines The purpose of this guide is to give SWPBS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A self- assessment is provided to guide teams in their action planning. The following guidelines should be considered: 1. Work as a school-wide leadership team. 2. Begin by reviewing current behavioral data4 3. Link all activities to measurable action plan outcomes and objectives. 4. Use “effectiveness, efficiency, and relevance” to judge whether an activity can be implemented with accuracy and sustained. 5. Use, review, update this planning guide at monthly team meetings. 6. Plan activities 12 months out. Definitions Measurable outcomes, data-based decision making, evidence-based SWPBS: practices, and implementation support systems Group with stakeholder representation, school level status/priority, and Team: behavior leadership responsibility Primary (“green”) prevention activities for all students, all staff, across all All Students/Staff: school settings Secondary (“yellow”) and tertiary (“red”) prevention activities for students Students w/PBS Needs: whose behavior support needs are more intensive than provided by primary prevention activities. Explicit activity that team and/or all staff will engage in and/or experience to Activity: support all students and/or students w/PBS needs. 3 OSEP Center on Positive Behavioral Interventions and Supports. Go to www.pbis.org or contact George Sugai (george.sugai@uconn.edu) for additional information. 4 E.g., discipline referrals, Team Implementation Checklist, EBS Self-Assessment, School-Wide Evaluation Tool.
- 32. Self-Assessment to Planning Guide School ________________________________ Date________________ 5 STAFF (>80% of staff) RATING 1. State definition of SWPBS? F P N 2. State purpose of SWPBS team? F P N 3. State SW positive expectations? F P N 4. Actively supervise in non-classroom settings? F P N 5. Agree to support SWPBS action plan? F P N 6. Have more positive than negative daily interactions with students? F P N 7. Have opportunities to be recognized for their SWPBS efforts? F P N STUDENTS (>80%) 8. State SW positive expectations & give contextually appropriate behavior examples? F P N 9. Received daily positive academic and/or social acknowledgement? F P N 10. Have 0-1 major office discipline referrals for year? F P N 11. Have secondary/tertiary behavior intervention plans if >5 major office referrals? F P N TEAM 12. Representative membership? F P N 13. At least monthly meetings? F P N 14. Active administrator participation? F P N 15. Active and current action plan? F P N 16. Designated coaching/facilitation support F P N DATA 17. Measurable behavioral definitions for rule violations? F P N 18. Discipline referral or behavior incident recording form that is efficient and relevant? F P N 19. Clear steps for processing, storing, summarizing, analyzing, and reporting data? F P N 20. Schedule for monthly review of school-wide data? F P N 5 F = fully or >80% in place, P = partially in place, N = not in place or don’t know.
- 33. SW POSITIVE EXPECTATIONS 21. Agreed to 3-5 positively stated SW expectations? F P N 22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations? F P N 23. Schedule for teaching expectations in context to all students? F P N 24. Schedule for practice/review/boosters of SW expectations? F P N ENCOURAGING/ACKNOWLEDGING EXPECTATIONS F P N 25. Continuum or array of positive consequences? F P N 26. At least daily opportunities to be acknowledged? F P N 27. At least weekly feedback/acknowledgement? F P N RULE VIOLATIONS 28. Leveled definitions of problem behavior? F P N 29. Procedures for responding to minor violations (nonrecordable)? F P N 30. Procedures for responding to minor (non-office referable, recordable) violations? F P N 31. Procedures for responding to major (office referable) violations? F P N 32. Procedures for preventing major violations? F P N 33. Quarterly review of effectiveness of SW consequences for rule violations? F P N NONCLASSROOM SETTINGS (>80% of staff) 34. Active supervision by all staff across all settings? F P N 35. Daily positive student acknowledgements? F P N CLASSROOM SETTINGS 36. Agreement about classroom and nonclassroom managed problem behaviors? F P N 37. Linkage between SW and classroom positive expected behaviors? F P N 38. High rates of academic success for all students? F P N 39. Typical classrooms routines directly taught and regularly acknowledged? F P N 40. Higher rates of positive than negative social interactions between teacher and students? F P N 41. Students with PBS support needs receiving individualized academic & social assistance? F P N STUDENTS WITH PROBLEM BEHAVIORS 42. Regular meeting schedule for behavior support team? F P N 43. Behavioral expertise/competence on team? F P N 44. Function-based approach? F P N
- 34. 45. District/community support? F P N 46. SW procedures for secondary prevention/intervention strategies? F P N 47. SW procedures for tertiary prevention/intervention strategies? F P N
- 35. Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”) Conduct SWPBS leadership team Report to staff on status of students on meeting to review data and progress on secondary and tertiary behavioral action plan activities, and plan new intervention plans. activities, as needed. Report to staff on status of SWPBS. Monthly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report Weekly Daily
- 36. Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”) Conduct SWPBS leadership team Report to staff on status of students on meeting to review data and progress on secondary and tertiary behavioral action plan activities, and plan new intervention plans. activities, as needed. Give report to staff on status of SWPBS. Monthly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report Weekly U Daily
- 37. Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”) Conduct SWPBS leadership team Report to staff on status of students on meeting to review data and progress on secondary and tertiary behavioral action plan activities, and plan new intervention plans. activities, as needed. Give report to staff on status of SWPBS. Monthly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report Weekly Daily
- 38. Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”) Conduct SWPBS leadership team Report to staff on status of students on meeting to review data and progress on secondary and tertiary behavioral action plan activities, and plan new intervention plans. activities, as needed. Give report to staff on status of SWPBS. Monthly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report Weekly Daily
- 39. Appendix F Detention and Suspension: Frequently Asked Questions
- 40. Detentions and Suspensions: Frequently Asked Questions (Sugai, DRAFT May 28, 2002) Purpose The purpose of this FAQ is to summarize the implementation features of detention and suspension consequences. A question/answer format is used. 1. What are “detentions and suspensions” (D&S)? a. D&S are consequences given to students for displays of moderate and severe problem behavior. i. Detentions typically are taken in in-school locations. ii. Suspensions typically are taken out-of-school. b. D&S consequences alone are NOT treatment interventions because more appropriate alternative behaviors are not emphasized. i. However, they can be included as an element in a comprehensive behavior support plan if supported by assessment information. c. D&S consequences are punishment if contingent use is associated with a decrease in probability of future occurrences of problem behavior. 2. Why are D&S used in schools? a. D&S are used to i. Decrease likelihood of future occurrences (including escalations) of serious or chronic problem behavior. ii. Inhibit or prevent future occurrences of serious or chronic problem behavior by target students and their peers. iii. Encourage displays of appropriate behavior by all students. iv. Communicate seriousness of problem behavior to student and peers. v. Allow instruction for others to continue. b. D&S are usually part of series of consequence events: i. Labeling of behavior as a rule violation ii. Presentation of a verbal reprimand
- 41. iii. Involvement of multiple individuals, for example, student, parent, referring staff member, office staff, etc. 3. How is effectiveness of D&S determined? a. Conduct regular review of data. i. #/% of students with (a) 1, (b) 2-4, and (c) 5 or more. ii. #/% by type of rule violations. iii. #/% by location. b. Strive toward i. Decreased occurrences of problem behaviors by target students are observed. ii. Decreased uses of D&S are seen across all students. iii. Increased student use of appropriate behaviors are observed. 4. Are D&S the same as “timeout?” a. Timeout is the brief (3-10 minute) contingent (dependent on) removal of the opportunity to earn positive reinforcement that is associated with a decrease in future occurrences of a behavior. i. Brief removal of student from a reinforcing time-in to non-reinforcing timeout situation. ii. Decrease in future occurrences of behavior. b. See Timeout checklist for requirements for using timeout.
- 42. 5. What is required to increase the utility and impact of D&S? a. School-wide discipline/climate leadership committee meets regularly to review school climate and status of behavior, and effectiveness of strategies. b. Proactive school-wide and classroom-wide behavior support or discipline systems are in place. i. Desired expectations and behaviors are taught directly, actively and continuously supervised, and reinforced regularly and effectively. ii. >80% of staff are actively participating. c. Continuum of intensifying specialized behavior supports is in place. i. D&S is only an element of school-wide behavior support system. d. Measurable data decision rules are in place to assess effectiveness of D&S interventions. e. Maximum amount of time is allocated for instruction and high rates of academic success are experienced. f. Clear and consistent school-wide agreements exist about what problem behaviors are managed by administrative staff and classroom and other school staff. i. Including definitions of behaviors and criteria for earning D&S. g. Positive behavior support systems are in place, available, and implemented with high fidelity for students whose behaviors do not improve with D&S. 6. If these requirements are in place, for whom would suspensions and detentions expect to have a desirable effect? a. >80% of students would respond favorably to the use and/or threat of D&S. b. ~20% of students will require more individualized and comprehensive interventions to inhibit problem and encourage desired behavior. 7. What should be done for students who do not respond to D&S? a. Establish and refer to behavior support team with specialized behavioral skills.
- 43. b. Establish clear decision rules for discontinuing use with students whose behaviors do not improve with the application of D&S (e.g., 3 rd assignment of detention, refer to behavior support team) c. Conduct functional behavioral assessment to determine function (what maintains occurrence of problem behavior). d. Develop school-based individualized behavior support plan based on findings from functional behavioral assessment decisions and results. e. Consider need for supports from outside the school (e.g., district, mental health, social work, medical). 8. How can use of D&S be culturally appropriate? a. Teach what behaviors are appropriate and inappropriate in school specific settings and context. b. When problem behavior occurs, determine whether these behaviors are supported and/or endorsed by students’ family, peers, and/or community. 9. What steps should be followed to administer D&S consequences? a. State behavior displayed and rule violated. b. State and deliver specific features of detention or suspension consequence. c. Inform parents. d. Debrief after consequence completed i. See guidelines for conducting debriefing e. If indicated, develop proactive behavior support plan. f. Document all above steps. 10. How should D&S be conducted? a. Supervisor should behave in a business-like, objective, non-reinforcing manner. b. Students should not be allowed to interact socially with students or adults. c. Students should not receive instructional assistance. d. Activities should be non-interactive, mundane.
- 44. e. If student displays disruptive behaviors and is noncompliant to corrections, next planned consequence step should be followed. f. If student occurrences of problem behavior do not decrease (data decision rule), discontinue use of D&S and conduct behavior support team meeting.
- 45. Selected References American Academy of Pediatrics (2003). Out-of-school suspension and expulsion: Policy statement. Pediatrics, 11(5), 1200-1206. American Academy of Pediatrics, Task Force on Violence (1999). The role of the pediatrician in youth violence prevention in clinical practice and at the community level. Pediatrics, 13, 173-181. Skiba, R. J., & Peterson, R. L. (1999). The dark side of zero tolerance: Can punishment lead to safe schools? Phi Delta Kappan, 80, 372-382. Skiba, R. J., & Peterson, R. L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-347. Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspensions: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295-315. University of California Los Angeles, Center for Mental Health in Schools. Mental Health in Schools Web site. Available at: http://smhp.psych.ucla.edu/aboutmhinschools.htm. Wolery, M. R., Bailey, D. B., Jr., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston, MA: Allyn & Bacon.
- 46. Appendix G Functional Assessment and Behavior Support Plan Checklists
- 47. Functional Behavioral Assessment Implementation Checklist6 Step Activity Status Action Plan 1. Include key individuals in the initial Y N 1. Collect Information assessment meetings. 2. Review relevant records. Y N 3. Collect informal direct observation Y N data. 3. Interview individuals who have Y N direct experience with the student. 1. Define problem behavior in Y N observable terms. 2. Develop Summary Statement 2. Identify triggering antecedents Y N events. 3. Identify maintaining consequence Y N events. 4. Identify possible setting events. Y N 5. Develop summary statements Y N based on 1. – 4. 6. Determine level of If agreement/confidence high, go to agreement/confidence individuals have Y N Step 3. in resulting summary statement. If low, go back to Step 1. 1. Collect formal direct observation 3. Confirm Statement Summary information on behavior, antecedents, Y N & consequences. If summary statement confirmed, go 2. Determine if direct observation data Y N to Step 4. confirm summary statement. If not confirmed, go back to Step 2. 6 3-10-04. Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.
- 48. 1. Identified desired replacement 4. Develop Competing Behavior Y N behavior (long term objective). 2. Identify common reinforcing Pathway Summary consequences for desired replacement Y N behavior. 3. Identified alternative replacement behavior(s) based on function of Y N problem behavior (short term objectives). 4. Determine level of If agreement/confidence high, go to agreement/confidence in competing Y N Step 5. pathway summary. If low, repeat Step 4. 1. Select strategies &/or environmental manipulations that Y N neutralize impact of setting events. 2. Select strategies &/or 5. Identify Strategies for BIP environmental manipulations that Y N make triggering antecedents irrelevant. 3. Select strategies &/or environmental manipulations that Y N teach student skills that make problem behavior inefficient. 4. Select strategies &/or environmental manipulations that Y N make consequences for problem behavior ineffective. 5. If necessary, develop additional (beyond current school-wide) crisis Y N prevention & intervention procedures. 1. Develop scripts & routines for Y N implementation of BIP. Implementation Scripts for BIP 2. Identify who will implement BIP. Y N 6. Develop If capacity adequate, implement. If resources/capacity inadequate, 3. Determine if resources & capacity Y N obtain resources, modify context, to implement BIP available. &/or adjust implementation requirements.
- 49. 1. Identify measures to assess impact: (a) target behaviors, (b) social Y N validation, (c) lifestyle, etc. 7. Develop Evaluation & Monitoring Procedures 2. Develop schedule for on-going Y N evaluation of implementation impact. 3. Develop procedures for assessing Y N accuracy of implementation of BIP. If adequate progress, continue. 4. Assess progress toward achieving If criteria met, develop new objective. Y N long term objective. If inadequate progress, go back to Step 1.
- 50. Checklist for Assessing Quality of Behavior Support Planning: 7 Does Plan and Process Have These Features? 1. ____ Definition of academic and lifestyle context for behavior support 2. ____ Operational/observable/measurable description of problem behaviors 3. ____ Identification of problem routines 4. ____ Statements of hypotheses based on functional assessment information 5. Descriptions of Interventions & Supports that Consider Quality of Life ____ Health and physiology ____ Communication ____ Mobility ____ Predictability ____ Control/choice ____ Social relationships ____ Activity patterns 6. Descriptions of Preventive Interventions that Make Problem Behavior Irrelevant ____ Physical environment ____ Schedule ____ Curriculum ____ Instructional procedures 7. Descriptions of Instructional &Teaching Interventions that Make Problem Behavior Inefficient ____ Replacement skills ____ New adaptive skills 8. Descriptions of Consequence-based Interventions that Reduce Likelihood of Problem Behavior ____ Minimization of positive reinforcement to make problem behavior ineffective (extinction) ____ Minimization of negative reinforcement to make problem behavior ineffective (extinction) ____ Maximization of positive reinforcement to make appropriate behavior more effective (reinforcement) ____ If needed, aversive consequences contingent upon problem behavior (punishment) ____ Safety/emergency intervention plan for occurrences of severe problem behaviors 9. Descriptions of Evaluation & Assessment Procedures ____ Definition of information to be collected ____ Description of measurement process ____ Description of decision-making process 10. Descriptions of Procedures to Consider & Enhance Contextual Fit ____ Values & beliefs of participants ____ Skill capacity & fluency of implementers ____ Availability of supporting resources ____ Administrative support system ____ Plan in best interest of student 7 3-10-04 Adapted from Horner, R., Sugai, G., Todd, A., & Lewis-Palmer, T. (1999-2000). Elements of behavior support plans. Exceptionality, 8(3), 205-216
- 51. Appendix H Functional Assessment Checklist for Teachers and Staff (FACTS)
- 52. Appendix I Emergency Prevention and Response
- 53. PRIMER ON CRISIS AND EMERGENCY RESPONSES (Sugai & Colvin, February 23, 1999) Although relatively infrequent events, crisis/emergency situations will occur in school settings and all school personnel should be prepared to respond efficiently and quickly. All crisis/emergency situations involve or have the potential for injury and/or property damage. Examples crisis/emergency situations include the following: Crisis/Emergency Situation Examples 1. Stranger in the building 2. Bomb/weapon threat 3. Natural disaster 4. Fire/smoke 5. Wild animal 6. Medical emergency 7. 8. 9. 10. 11.
- 54. Guiding Principles When developing, implementing, and practicing responses to crisis/emergency situations, the following guiding principles should be maintained: 1. Safety is the number one consideration. Crisis/emergency responses are not “teachable moments.” However, every effort should be made to reduce the likelihood of future crisis/emergency situations, and if they occur, emphasis should be focused on decreasing their impact. 2. Escalations are likely to run their course, and are inversely related to self- control.When and as individuals escalate, they are less and less likely to respond to efforts (external or internal) to stop or brake their behavior. The danger is further escalating an event by trying to intervene. 3. Planned responses and debriefing are required after crisis/emergency. School staff must provide follow-up supports to individuals who were involved directly and indirectly in a crisis/emergency event. This support may be information dissemination, emotional supports, administering consequences, etc. In all cases, the focus is on facilitating a smooth and speedy return to regular routines and structures. 4. Prosocial responses must be relevant, effective, efficient, and taught. With individuals or situations in which crisis/emergency situations are likely, more prosocial or acceptable alternative responses must be taught to and practiced by all individuals ahead of time. Persons involved in crisis/emergency situations must be taught alternatives to dangerous or unacceptable behaviors. These alternatives can be used to reduce the impact, intensity, and duration of the crisis/emergency situation. Selecting the prosocial response should be based on a functional assessment of the context (setting, antecedent triggers, maintaining consequences, early behavioral indicators, etc.) in which crisis/emergency situations are likely. 5. Practice...Practice…Practice. Responses to crisis/emergency situations are not easy or natural, especially, when individuals or situations are out-of-control. School personnel must practice crisis/emergency responses on a regular (e.g., monthly basis) to ensure accurate and fluent implementation.
- 55. Prerequisites To minimize the impact of crisis/emergency situations and to maximize the effectiveness and efficiency of the response, schools should have the following prerequisites in place: 1. A comprehensive, positive behavior support system enables schools to develop and sustain a predictable, preventive, and positive environment in which communications and interactions among staff and students are effective and efficient. As a result schools are better prepared to respond when crisis/emergency situations occur. 2. A crisis response teamhas two functions: (a) insure that a structures and procedures for maintaining a safe school are in place and practiced and (b) lead staff response in the event of a crisis/emergency. 3. Strong home-school-community linkages enhance the development and responsiveness of school crisis/emergency procedures. When all significant agents (school staff, students, parents, law enforcement and emergency personnel, administrators, mental health workers, etc.) are informed, involved, and prepared, crisis/emergency responses can be more efficient and effective. 4. High rates of student academic and social successpromotes prosocial personal and interpersonal behavior and self-confidence. As a result, the likelihood and impact of crisis/emergency situations can be reduced, and the response is likely to be more efficient and effective. 5. Clearly written policy and procedures increases understanding, communications, and accountability. In addition, responses to crisis/emergency situations can be more efficient and effective. 6. Regular, supervised opportunities to practicecrisis/emergency responses are absolutely essential. With practice, staff and students are more likely to respond accurately, quickly, and without hesitation.
- 56. A Generic Response Sequence Although the behavioral appearance of each step will vary for different crisis/emergency situations, the following response sequence should serve as the basis for responses to all crisis/emergency situations. 1. Assessthe situation. Collect information about who is involved, where the problem is, what is happening, etc. 2. Request help/assistance. Always work with another person or team of individuals. 3. Monitor/defuse/control crowd. Respond as a team, and let individuals with crisis/emergency training and practice take over. 4. Let help/experts take over. Give them necessary information, and assist as required. 5. Follow-up. Debrief immediately. Focus on reviewing and evaluating the event, reducing impact of event, facilitating transitions, and preparing plans to reduce possibility and/or impact of future events.
- 57. Other Provisions In addition to the above generic sequence, the following provisions should be established: 1. “Safe” areas or locations where individual or groups should gather or evacuate to when a crisis/emergency occurs. 2. Clear roles and responsibilities for key personnel who respond to crisis/emergency situations. 3. Clear, “fool-proof” communications systems so information can be distributed or obtained quickly, accurately, and with high reliability. 4. Means of securing immediate external support from essential community agencies (e.g., paramedics, fire personnel, law enforcement, poison control). 5. Procedures for securing or “locking down” a classroom or school to isolate students and staff from dangerous situations or individuals. 6. Instructions for unique situations which require specific responses beyond the generic sequence (e.g., handling blood, poisoning or drug abuse, chemical spills). 7. Procedures for accounting for whereabouts of all students and staff. 8. Procedures for documenting dangerous and potentially dangerous situations.
- 58. Process for School Investigations (Sugai, March 19, 1998) When significant events occur, information gathering and action planning typically follow. These investigations are important to insure accurate documentation, consistent communications, and informed decision-making. Like the process for responding to crisis/emergency situations, investigations should be conducted in a planned, systematic, and business-like manner. In addition, environments that have clear written policies and operate with proactive (positive/preventative) procedures are more likely to conduct effective and efficient investigations. The following generic steps should be considered when conducting investigations: Steps 1. Assess for injuries, property damage, potential for danger to self or others, or other safety concerns. 2. Insure accountability by (a) checking policies and procedures and (b) consulting with experts. 3. Inform others of investigation: (a) parents, (b) schools, (c) agencies, etc. 4. Interview key players by (a) informing them of their rights, obligations, privileges; (b) requesting information; (c) giving choices; and (d) establishing and following-through with bottom line. 5. Follow through with (a) consequences and (b) actions. 6. Follow up by (a) documenting the event and (b) debriefing with primary participants.
- 59. School Crisis/Emergency Response Checklist and Action Planning8 (Sugai, February 23, 1999) Date of Assessment: _________________ Person(s) Completing Assessment: _________________________________________ _____________________________________________________________________ Check status of each item (in place, partially in place, not in place). In Place Status Fully Partially Not Item 1. Crisis response team 2. Home-school-community linkage 3. Proactive school-wide discipline system 4. High rates of academic & social success 5. Clear written policy & procedures 6. Regular, supervised opportunities to practice 7. Posted generic response sequence 8. Designated safe areas 9. Clear roles & responsibilities of key personnel 10. Clear fool-proof communication system 11. Means of securing immediate external support 12. Procedures for securing or locking down classroom or school 13. Posted instructions for unique situations 14. Procedures for accounting for whereabouts of all students & staff 15. Systematic process for conducting investigations 16. Clear policy on physical interventions 17. Procedures for documenting dangerous & potentially dangerous situations 8 Complete checklist at least quarterly.
- 60. School Crisis/Emergency Response Action Plan 1. Overall status High Medium Low a. b. 2. List three major strengths c. 3. List three major a. areas in need of improvement b. 4. Circle the area most in need of c. improvement Step 1: Who:________________ When:_______________ Step 2: Who:________________ When:_______________ Step 3: Who:________________ When:_______________ 5. Develop an Action Plan for circled area Step 4: Who:________________ When:_______________ Step 5: Who:________________ When:_______________ Step 6: Who:________________ When:_______________ 6. Schedule next Who:________________________ When: _______________ self assessment
- 61. References Carr, E. G., Levin, L., McConnachie, G., Carlson, J. L., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior: A user’s guide for producing positive change. Baltimore, MD: Brookes. Dwyer, K., Osher, D., & Warger, C. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: US Department of Education. Furlong, M. J., & Morrison, G. M. (1994). School violence and safety in perspective. School Psychology Review, 23, 139-261. Goldstein, A. P., Palumbo, J., Striepling, S., & Voutsinas, A. M. (1995).Break it up: A teacher=s guide to managing student aggression. Champaign, IL: Research Press. Schneider, T., Walker, H., & Sprague, J. (2000). Safe school design: A handbook for educational leaders.ERIC Clearinghouse on Educational Management. University of Oregon, Eugene. Stephens, R. D. (1995). Safe schools: A handbook for violence prevention. Bloomington, IN: National Educational Service. Sprague, J. R., Colvin, G., Irvin, L. K., & Stieber, S. (1997). The Oregon School Safety Survey. Institute on Violence and Destructive Behavior at the University of Oregon, Eugene. Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole. Walker, H., Irvin, L., & Sprague, J. K. (1998). Violence prevention and school safety: Issues, problems, approaches, and recommended solutions. Oregon School Study Council, 41(1), 1-20. Watson, R. S., Poda, J. H., Miller, C. T., Rice, E. S., & West, G. (1990). Containing crisis: A guide to managing school emergencies. Bloomington, IN: National Educational Service.
- 62. Appendix J Social Skills Lesson Planning
- 63. Teaching Social Skills: Strategies and Examples George Sugai & Brandi Simonsen University of Connecticut Center for Behavioral Education and Research August 10, 2008 SOCIAL SKILLS LESSON PLAN INSTRUCTIONS Develop a social skills lesson by completing the following steps: 1. Start with your completed the Expected Behavior Matrix. 2. Choose 1 expected behavior and 1 routine (i.e., 1 box within the matrix). 3. Describe how you would teach the expected, rule-following behavior(s) by completing the attached lesson plan for teaching 1 expectation within 1 routine.
- 64. Social Skill Lesson Plan Name of Expectation (Rule) Routine Operational Definition of Expected Behavior Within Specific Routine Clearly Stated Behavioral Teaching Objective learner, behavior, conditions, criteria) Conditions: Learner: Behavior: Criteria: List All Materials Required to Teach Lesson Teaching Examples Positive Examples Negative Examples
- 66. Lesson Activities Model (Demonstrating expected behavior within indicated routine) Lead (Prompting and guided practice) Test (Checking for understanding for each student)
- 67. Follow-Up Activities During and After Lesson Prompting Expected Behavior Reinforcing Appropriate Behavior Correcting Inappropriate Behavior Monitoring and Actively Supervising Student Behavior Collecting Data and Evaluating Student Behavior
- 68. SUPPORT Social Skill Lesson Plan (Sample) NAME OF EXPECTATION (RULE) Be Respectful ROUTINE Classroom OPERATIONAL DEFINITION OF EXPECTED BEHAVIOR WITHIN SPECIFIC ROUTINE Students show respect in the classroom by raising their hands before speaking, encouraging and allowing peers to participate, and accepting feedback. CLEARLY STATE BEHAVIORAL TEACHING OBJECTIVE(S) Include 4 parts: learner(s), behavior(s), condition(s), and criteria Immediately following instruction, students will be able to (a) describe what respectful classroom behavior “looks like” and (b) correctly depict a positive example of respectful classroom behavior (in a skit) with 95% accuracy. Following instruction, during five sampled teacher directed activities, students will raise their hands and wait to be called to ask or answer a question on an average of 90% of opportunities. Following instruction, during five sampled group activities, students will encourage and allow peers to participate (as evidenced by all students contributing to discussion and group outcomes) across 85% of opportunities. Following instruction, when staff members present feedback, students will use calm language to thank the staff and ask questions on 80% of opportunities across 5 days. LIST ALL MATERIALS REQUIRED TO TEACH THE LESSON A script for role plays for three students to model respectful classroom behavior Two response cards for each student, one with a + written on it and one with a – written on it A blank script for each student that prompts them to write the definition of respectful classroom behavior on the front and develop a skit to illustrate respectful classroom behavior inside Data collection sheets to monitor and evaluate student behavior following instruction POSITIVE TEACHING EXAMPLES NEGATIVE TEACHING EXAMPLES When a teacher is sharing information, Jorge A teacher is delivering a lesson, and Jen quietly raises his hand and waits for the stands up and shouts out, “I don’t get teacher to call on him before asking a it.” When the teacher says, “Jen raise relevant question. your hand if you have a question,” Jen screams louder. During a group activity, Jessica asks her peers Toby is assigned to a group with three what they think about her suggestion. When classmates. He immediately shouts that one peer doesn’t respond, she specifically he doesn’t want Brian in his group. asks that peer for feedback. When Brian sits down, Toby refuses to
- 69. POSITIVE TEACHING EXAMPLES NEGATIVE TEACHING EXAMPLES work with Brian. Jeff’s teacher tells him that his paper was Teresa’s teacher asks her to correct a well organized, but he needs to go back and math problem on her homework correct spelling errors. Jeff says thank you, assignment. Teresa rolls her eyes and gets a dictionary, and starts working. throws her paper away as she walks back to her desk. When Bobbi is reminded to raise her hand When the teacher asks Diane to walk instead of talking out, she calmly raises her slowly on her way to line up, Diane hand and waits to be called on to share her continues to walk very quickly (fast response. enough that she’s almost jogging) to the front of the line. When the teacher explains the roles that As the teacher is giving instructions for each group member may play, Marco listens group work, Charles is looking around quietly. When she joins her peers in the the room and making eye contact with group, she asks who wants to play which role peers he wants in his group. When they in the group and engages her peers in a sit down, he doesn’t know what roles conversation to choose roles. each person should take, but he tells everyone, “I’m the leader.” LESSON ACTIVITIES MODEL (Indicate how you will demonstrate rule following behavior within the indicated routine) Before teaching the lesson, the teacher will coach three students who have positive social status to engage in three brief role plays that demonstrate respectful classroom behavior during three classroom activities: teacher directed instruction (i.e., raising hand to ask a question), during group work (i.e., asking all peers for their opinion), and when accepting feedback (i.e., saying thank you). LEAD (Indicate how you will provide guided practice) The teacher will read and briefly act out each positive and negative example. All students will be asked to identify whether the example is positive or negative (by holding up a response card with a + or a – written on it). If the example is positive, individual students will be asked to identify how the example illustrated respectful classroom behavior. If the example is negative, the students will be asked to state how the student should have behaved in that situation. TEST (Indicate how you will check for the understanding of each student) Each student will be asked to write a brief skit that demonstrates respectful classroom behavior. Then, students will be given a blank script booklet that prompts them to write the definition of respectful classroom behavior on the front and then write the script for the skit inside. The teacher will review the scripts and choose the best skits for the class to act out the following day during a review session.
- 70. FOLLOW UP ACTIVITIES (DURING AND AFTER THE LESSON) PROMPTING EXPECTED BEHAVIOR Before each classroom activity, the teacher will provide a specific verbal prompt about how students can show respect during that activity (e.g., before teacher directed instruction, the teacher will say, “To show respect, remember to raise your hand to ask or answer a question.”) Rules will also be posted within the classroom (a visual prompt). REINFORCING APPROPRIATE BEHAVIOR When a student successfully demonstrates respectful classroom behavior, the teacher will provide specific and contingent praise (e.g., the teacher may say, “Thank you for showing respect by raising your hand.”) Also, for each specified period of time students demonstrate respectful classroom behavior, students will earn points toward their class-wide token economy. CORRECTING INAPPROPRIATE BEHAVIOR If a student does not demonstrate respect, the teacher will provide an error correction (e.g., “Before you share, please raise your hand and wait for me to call on you. Try again.”) If a student continues to make the same behavioral error, the teacher will provide additional instruction in how to demonstrate respect. MONITORING/SUPERVISING STUDENT BEHAVIOR The classroom teacher and staff will actively supervise students across classroom activities. They will take data to determine if students are meeting behavioral objectives. o For a period of five days following the lesson, the teacher will take data during a sample of teacher directed activities (by making a tally next to each student who raises his/her hand and calls out) to determine if students raise their hand on 90% of opportunities. o For five days following instruction, the teacher will take data during a sample of group activities and note which students participate (and provide specific feedback to students who are encouraging their peers to participate) to determine if all students are participating during 85% of opportunities. o For five days following instruction, the teacher will track how students respond each time they are presented with feedback to determine if students accept feedback appropriately (saying thank you and calmly asking questions) on 80% of opportunities. If needed, the teacher will assign staff to posts in the classroom and map out walking paths to ensure that staff are moving around, scanning the environment, and interacting with students (the three behaviors involved in active supervision). COLLECTING AND EVALUATING STUDENT DATA Data will be summarized across days and students. If students meet criteria specified in instructional objectives (as described in the previous section), the teacher will continue to actively supervise students and reinforce respectful behavior. If students do not meet criteria, the teacher will re-teach the lesson using different examples and increase reinforcement for respectful behavior.
- 71. GENERIC SOCIAL SKILLS LESSON PLAN (Sugai, May 15, 2002) Name of Skill: Teacher Wording Examples Cumulative Review: Introduction (Outcome): Skill Components/Variations (behaviors): Model/Show: Role Play/Practice: Review: Test: Homework: Next Lesson:
- 72. GENERIC SOCIAL SKILLS LESSON PLAN: EXAMPLE (Sugai, 5/15/02) Name of Skill:Conflict Management: Stop, Think, & Act Teacher Wording Examples Cumulative Review: + Two students want to use the same computer. Yesterday, we began to learn about a conflict management strategy called Stop, Think, & Act. + Student and teacher have different Before we could learn the strategy we had to answers. define “conflict.” What is a conflict? (when two or + Child and parent want to watch more people disagree about something) different tv shows. + Two students disagree about a game rule Introduction (Outcome): Today, we are going to learn the first step in the Stop, Think, & Act strategy….Stop. Skill Components/Variations (behaviors): + Take a deep breathe After you have determined that a conflict exists, + Say “I think we don’t agree.” there are many different ways to Stop…some of - Call the other person an arguer them are okay and others are not okay. + Ask to discuss later Can you give some examples of correct ways to Stop? + Ask an adult to help - Throw something -/+ Walk away without saying anything + Others? Model/Show: + Two students want to use the same computer (Say: We both want to use Watch me. When I’m done, I’ll ask you to tell me the same computer at the same time. how I stopped when there was a conflict. We have a conflict.) + Student and teacher have different answers. Ask the teacher for correct answer.
- 73. Role Play/Practice: + Child and parent want to watch different tv shows. Now it’s your turn to show how to Stop when you discover that a conflict exists. What was the + One student accidentally bumps conflict? How did you Stop? another students causing juice to spill on floor. Neither student wants to pay for the juice. + Two students disagree about whether a foul was committed during a game. Review: So, what have we learned so far? + Three steps for managing a conflict are Stop, Think, & Act + A conflict is a disagreement between two people, + The first step is to Stop before you Act, and there are many ways to Stop. Test: + You and another student want the last desert in the cafeteria. Here are some new examples. Describe what the conflict is, and tell/show me how you would stop in + You say that you finished your each of these situations. assignment and the teacher says that you didn’t. + You say that another student left the door unlocked. The other student says you left it unlocked. Homework: Read a story or watch a tv show. Identify when two Worksheet people are having a conflict. If they stopped the correct way, describe how. If they didn’t Stop the correct way, describe how they could have stopped correctly. Next Lesson: The next time we meet, we will review your homework findings, and we will learn about how to Act after you Stop.
- 74. Teaching Social Skills at the Large Group Level: “Cool Tool of the Week” George Sugai University of Oregon Eugene, Oregon and Kathy Giesen and Betsy Fernandez Shasta Middle School Bethel School District Eugene, Oregon The Cool Tool is a social skills training format used to teach school-wide and classroom level behavioral expectations or rules. The following material includes examples that were developed and used at Shasta Middle School to improve student social behaviors.
- 75. TO: All Shasta Middle School Staff FROM: Special Services Team RE: Social skill of the week (A.k.a.: Cool Tool of the Week) DATE: March 4, 1996 Overview and Purpose In an effort to improve the social skills of all students at Shasta Middle School, the EBS and special services teams have developed a two pronged approach to school-wide social skills instruction. The first prong involves the systematic and comprehensive training of our school- wide rules and expectations. We will be proposing some activities to try this year and a larger- scale implementation at the beginning of next year. Information about this activity is forthcoming, and will involve an intensive and school-wide effort. The purpose of this note is to describe the second prong which is less formal but focuses on the use of brief tactics for addressing specific problem behaviors. We will focus on teaching and encouraging kids (a) how to get adult or peer attention (e.g., instead of using harassment, disruptions, and arguing), (b) how to get help for difficult tasks and responsibilities (e.g., instead of displays of acting out and noncompliance to escape work), and (c) how to succeed in the classroom (e.g., instead of being late, unprepared, or absent). This activity will be called “Cool Tool of the Week” and will have the following features: A brief strategy to promote a specific social skill (i.e., “Cool Tool”) will be e-mailed to each staff member every other Monday morning. A hardcopy also will be distributed. The description of the strategy will include (a) the name of the Cool Tool, (b) a set of examples that illustrate the Cool Tool, (c) a recommended activity for discussing the Cool Tool, and (d) a list of strategies for promoting the Cool Tool throughout the day. All staff will be asked to assist us by spending 15 or so minutes at the beginning of each week to present the Cool Tool lesson, and to give positive attention to kids who display the Cool Tool throughout the day and week. The special services team and building administrators will assume responsibility for regularly reminding staff to implement the Cool Tool lessons and strategies and acknowledging staff participation and success. The special services team will be available to co-present lessons, or to assist in the development of other supporting activities. This approach is designed to assist the majority of students in classrooms...it will take more to assist kids with more chronic problem behaviors. Also, we must remember that many kids have the Cool Tool, but require extra practice and feedback to encourage more use of the Cool Tool at the correct times and places. The special services team will assume responsibility for encouraging staff members to share successful materials and examples and for collecting and organizing this information.
- 76. Cool Tools The following is a sample of the skills that we are thinking about developing into lessons. A draft of the first Cool Tool of the Week lesson also is attached. Please let us know if you have other skills that you would like to have included. Getting Help (how to ask for assistance on difficult tasks) (draft attached) Buddy Builders (how to get attention from peers) Teacher Attention (how to get attention from adults) Being There (how to get to class on time) Being Ready (how to be ready for class activities) Getting There (how to get to school on time) General Teaching Strategies Regardless of the Cool Tool being taught, you can increase the effectiveness and efficiency of your lessons by incorporating the following teaching strategies into your interactions with students: Focus on the presentation of positive examples of the use of a Cool Tool.Avoid spending too much time on inappropriate behaviors and the negative consequences for those behaviors. When a student displays inappropriate behavior, give attention to other students who are engaged in appropriate use of Cool Tool. Whenever possible, use positive examples from your own classroom and school experiences to illustrate the application of a Cool Tool. Throughout the day, focus on giving positive feedback to kids who display the Cool Tool. Positive feedback might consist of social attention, positive office referral, verbal praise, extra privilege, and the like. If the student has never displayed the Cool Tool behavior (i.e., doesn’t “know” how), provide teacher demonstrations or models of the tool, use multiple examples of the tool, and provide lots of opportunities for the student to practice the tool. If the student has displayed the Cool Tool behavior but not at the right times, in the right places, or at high enough rates, arrange opportunities for the student to use the Cool Tool, and be sure to provide positive acknowledgements when the tool is used. The Cool Tool strategy is designed for the general student body....not the individual student with severe problem behavior. So, avoid basing the success or failure of the Cool Tool strategy on the response of the student who displays the most severe problem behavior.
- 77. COOL TOOL OF THE WEEK Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student.
- 78. COOL TOOL OF THE WEEK Skill Name Teacher Attention (how to get attention from adults) Teaching Examples 1. You want to let the teacher know that you are done with your in-class social studies assignment, so you go to the teacher’s desk and ask the teacher to check your answers. 2. Your group is done with its art activity and you’d like to ask the teacher for permission to visit the library, so you raise your hand. When the teacher sees your raised hand, the teacher asks what you want. You say your group is done with their project and would like permission to go the library. 3. You are walking down the hall with your friends and you see one of your teachers. When you get close to the teacher, you say “hi” and introduce your friends. 4. Your teacher is talking to another teacher before school. You want to ask your teacher about an assignment. You stand within view so your teacher knows you are waiting. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they wanted attention from an adult. 2. Ask students to indicate or show how they could get attention from an adult. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before students are about done with a task, direction, or activity, ask them to tell you how they could get your attention (precorrection). 2. When you see students are using inappropriate ways to get your attention, wait until they are quiet, then ask them to tell you a more appropriate way to get your attention (reminder). 3. Whenever a student gets your attention the correct way, provide specific praise to the student.
- 79. COOL TOOL OF THE WEEK Skill Name Buddy Builders (how to get attention from peers) Teaching Examples 1. Your best friend is talking to two other kids. You want to talk to him, so you wait for a break in their conversation, and you say your friend’s name. 2. You are done with your written work and are getting bored. You wait until your friend is done with hers written work, and say “what’s happening?” 3. Everyone is listening to a student tell about a recent music concert. You want to say that you went to the same concert, so you look for someone who isn’t listening to the student, and begin telling her about the concert. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they wanted attention from a peer/kid. 2. Ask students to indicate or show how they could get attention from a peer/kid. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before students are about done with a task, direction, or activity, ask them to tell you how they could get attention from a peer/kid (precorrection). 2. When you see students are using inappropriate ways to get your attention, wait until they are quiet, then ask them to tell you a more appropriate way to get attend from a peer/kid (reminder). 3. Whenever a student gets attention from a peer/kid the correct way, provide specific praise to the student.
- 80. SKILL OF THE WEEK Skill Name Being Ready (how to be ready for class activities) Teaching Examples 1. Class is about ready to begin, you get out the materials you will need for your first assignment. Before you sit down or visit with your friends, you collect your binder, pencil, and book. 2. The teacher gives you a break between math and science; so you go to your locker or open your bag and get out the book, folder, journal, or whatever you need for the next class. After getting ready, you visit with your friends. 3. You have all the things you will need from your bag to complete your work, so you put your bag on the floor to give you more space on your desk. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they need to be ready for class activities. 2. Ask students to indicate or show how they could get ready for a class activity. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before students are about done with a task, direction, or activity, ask them to tell you how they could get ready for the next class or activity (precorrection). 2. When you see students are using inappropriate ways to get ready, wait until they are quiet, then ask them to tell you a more appropriate way to get ready for that class or activity (reminder). 3. Whenever a student gets ready for a class or activity the correct way, provide specific praise to the student.
- 81. “COOL TOOL”Review Activity TO: Shasta Middle School Staff FROM: Kathy, John, Betsy, and Susan RE: Review Activity for Cool Tool DATE: May 17, 1996 We are pleased with everyone’s efforts to enhance student awareness about the importance of social skills at Shasta Middle School. Students are discussing “Cool Tools” with us, we have been able to incorporate “Cool Tools” in our discussions with students who have displayed problem behaviors, and we have seen staff integrating “Cool Tools” into their daily activities. To date, four social skills (a.k.a. “Cool Tools”) have been introduced: Getting Help, Getting There, Asking for Help, Teacher Attention Rather than introducing a new skill on Monday (5/20), we thought it would be helpful to have a fun review activity. We call it the “Mystery Cool Tool of the Day.” In general, students will be asked to guess the “Mystery Cool Tool of the Day” based on hints provided by staff. Here are the details: On Monday 5/20 you will receive the name of the Mystery Cool Tool. Do NOT tell any student the name of the skill. During the first period of the day (5/20), read/tell the students the following (5 minutes): Today we are going to play a game to help us review what we have learned so far, called the “Mystery Cool Tool of the Day,” All staff members know what the Cool Tool is, and will acknowledge you when they see the skill being used....but they won’t name the skill. Your job is to figure out which skill is the “Mystery Tool of the Day.” Tomorrow morning, we’ll have a short class discussion, and decide what we think the mystery skill is. We’ll submit this name to the office. I’ve heard that the office will provide some kind of special acknowledgment for those classrooms that guess correctly.
- 82. Data Dec 82 Throughout the day in your classroom, in the hallways, in the cafeteria, etc., look for kids who display the “Mystery Cool Tool,” and acknowledge that you saw it. For example, you might say the following: (a) That was it...I saw you doing the Mystery Cool Tool of the Day! (b) Cool Tool, right there! and (c) You did it! Hmmm, I wonder what Mystery Cool Tool that was? Do NOT name the skill, just acknowledge its occurrence. We will be out acknowledging students and asking them if they have any idea about what the skill might be. During the first period of the next day (5/21), ask students to (a) nominate what they believe was the Mystery Skill of the Day, (b) describe where they were and what they were doing at the time, and (c) arrive at a consensus (or vote) for one nomination that can be sent to the office. After a choice has been made, have one of your students deliver the class nomination to the office on the form below. Thank you, in advance, for you efforts and participation. --------------------------------------------Tear along line---------------------------------------------------- “Mystery Cool Tool of the Day:” Nomination Form Date __________________ Teacher’s Name ______________________ House __________________________ Classroom ___________ We believe that the Mystery Cool Tool of the Day is _____________________________. Teacher’s Signature: _______________________________ Student Representative Signature: _________________________
- 83. Data Dec 83 Appendix K SWPBS and Responsiveness to Intervention
- 84. Data Dec 84 School-Wide Positive Behavior Support and Response to Intervention by George Sugai, Ph.D. University of Connecticut, Storrs OSEP Center on Positive Behavioral Interventions and Supports Center for Behavioral Education and Research Schools are complex environments where the collective skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Teachers are challenged to provide effective and explicit instruction that maximizes students’ acquisition of concepts, skills, and information, and students are challenged to remain attentive, responsive, and engaged to benefit from these instructional opportunities. These formidable goals are enriched and complicated by learners with diverse learning histories, unique strengths and limitations, and defining cultural influences. In addition, schools, families, and students continually must adapt to maximize benefits from the school experience. In recent years, achieving these goals has required that schools a) increase instructional accountability and justification, b) improve the alignment between assessment information and intervention development, c) enhance use of limited resources and time, d) make decisions with accurate and relevant information, e) initiate important instructional decisions earlier and in a more timely manner, f) engage in regular and comprehensive screening for successful and at-risk learners, g) provide effective and relevant support for students who do not respond to core curricula, and g) enhance fidelity of instructional implementation (Sugai, 2007). In response, a general problem-solving framework, Response to Intervention (RTI), has evolved to address these need statements. Although not new or limited to special education, RTI initially appeared as policy in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), and it has conceptual and empirical foundations in, for example, applied behavior analysis, curriculum-based measurement, precision teaching, pre-referral intervention, teacher assistance teaming, diagnostic prescriptive teaching, data-based decision making, early universal screening and intervention, behavioral and instructional consultation, and team-based problem solving (Sugai, 2007). RTI has been described as an approach for establishing and redesigning teaching and learning environments so that they are effective, efficient, relevant, and durable for all students, families, and educators (Sugai, 2007). Specifically, RTI is shaped by six defining characteristics (Brown-Chidsey & Steege, 2005; Christ, Burns, & Ysseldyke, 2005; Fuchs & Deschler, 2007; Fuchs & Fuchs, 2007; Fuchs, Mock, Morgan, & Young, 2003; Gresham, 2005; Gresham et al., 2005; Kame’enui, 2007; National Association of State Directors of Special Education, 2006; Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007): 1. Universal screening: Learner performance and progress should be reviewed on a regular basis and in a systematic manner to identify students who are a) making adequate progress, b) at some risk of failure if
- 85. Data Dec 85 not provided extra assistance, or c) at high risk of failure if not provided specialized supports. 2. Data-based decision making and problem solving: Information that directly reflects student learning based on measurable and relevant learning criteria and outcomes should be used to guide decisions regarding instructional effectiveness, student responsiveness, and intervention adaptations and modifications. 3. Continuous progress monitoring: Student progress should be assessed on a frequent and regular basis to identify adequate or inadequate growth trends and support timely instructional decisions. 4. Student performance: Priority should be given to using actual student performance on the instructional curriculum to guide decisions regarding teaching effectiveness and learning progress. 5. Continuum of evidence-based interventions: An integrated and linked curriculum should be available such that: a. A core curriculum is provided for all students; b. A modification of this core is arranged for students who are identified as nonresponsive, and c. A specialized and intensive curriculum is developed for students whose performance is deemed nonresponsive 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), relevant (intervention can be implemented by natural implementers and with high fidelity), and durable (intervention implementation is sustainable and student outcomes are durable). 6. Implementation fidelity: Team-based structures and procedures are in place to ensure and coordinate appropriate adoption and accurate and sustained implementation of the full continuum of intervention practices. Although most RTI implementation efforts have focused on academic curriculum and instructional practices (e.g., early literacy and numeracy), applications of the RTI framework also are represented in the implementation of School-wide Positive Behavior Support (SWPBS) practices and systems (Sugai et al., 2000). A comparison of RTI applications in early literacy and social behavior reveals similarities within core RTI characteristics (see Figure 1).
- 86. Data Dec 86 Figure 1: Comparison of RTI in Literacy and Social Behavior SOURCE: Sugai, G., (August 1, 2007). School-wide positive behavior support and responsiveness-to-intervention. Keynote presentation to and paper for the Southern Maryland PBIS Summer Regional Conference. Waldorf, MD. Reprinted with permission. A particularly important feature of SWPBS and RTI is an emphasis on prevention (see Figure 2), which has its roots in public health and disease control and occurs at three levels: 1. Primary tier prevention: All students are exposed to a core social behavior curriculum to prevent the development of problem behavior and to identify students whose behaviors are not responsive to that core. 2. Secondary tier prevention: Supplemental social behavior support is added to reduce the current number and intensity of problem behavior. 3. Tertiary tier prevention: Individualized and intensive behavior support is developed to reduce complications, intensity, and/or severity of existing problem behavior. This three-tiered prevention logic has direct application to both academic and social behavior supports (Kame’enui, 2007; Lane et al., 2007; O'Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003; Sadler & Sugai, 2009).
- 87. Data Dec 87 Figure 2: Integration of Academic and Social Behavior Three-Tiered Continuum of Behavior Support SOURCE: Sugai, G. (June 23, 2001). School climate and discipline: School-wide positive behavior support. Keynote presentation to and paper for the National Summit on Shared Implementation of IDEA. Washington, DC. Reprinted with permission. Although conceptualized as a three-tiered framework, this continuum of evidence-based practices of RTI and SWPBS applications is best represented as a blended integration that has relevance and application across the range of teaching and learning environments that exist in schools and communities. In Figure 3, examples of specific school-based behavioral interventions are organized in the traditional three-tiered framework but also are aligned along this integrated curriculum. If done properly, each practice should have decision rules for determining movement up and down the continuum based on student performance. The specialized nature of interventions and breadth of the continuum will vary by developmental level (e.g., early childhood/preschool, elementary, middle, high school), environmental constraints (e.g., small vs. large school), alternative programming (e.g., correctional school, hospital setting), and so on. For example, an intensive program for students with significant emotional and behavioral disorders might have a structured level system and token economy for all students that involves hourly social behavior progress monitoring and feedback associated with school-wide social skills (primary tier); a peer- or adult-based individualized behavioral contracting system with continuous prompting, monitoring, and feedback (secondary tier); and cognitive-behavioral counseling sessions every morning that are linked to psychopharmacological and person-centered process planning (tertiary tier).
- 88. Data Dec 88 Figure 3: Integrated Continuum of Positive Behavior Support With Intervention Examples SOURCE: Sugai, G. (2007, December). Responsiveness-to-intervention: Lessons learned and to be learned. Keynote presentation at and paper for the RTI Summit, U.S. Department of Education, Washington, D.C. Reprinted with permission. Although applications of the RTI logic and SWPBS approach seem straightforward, research (Christ et al., 2005; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Fuchs & Deschler, 2007; Gresham, 2005; Klingner & Edwards, 2006; Sandomierski, Kincaid, & Algozzine, 2007) has shown that school personnel need to continually rethink their practices in a number of areas. 1. How curriculum adoptions and instructional design decisions are made; 2. How special and general educators work together to address the needs of all students; 3. What assessment tools and procedures are used to make reliable and valid instructional decisions; 4. How high fidelity of implementation of best practices is assessed, evaluated, and supported; 5. What communications among students, teachers, and families look like; 6. How resources are organized to respond effectively and efficiently with students who do not achieve the desired outcomes in response to the intervention; 7. What criteria are used to determine whether a practice is evidence based; 8. How the practices and systems align with the social, cultural, and educational vision and values of students, family members, and school staff.
- 89. Data Dec 89 In conclusion, RTI is a good framework and logic for organizing and increasing the efficiency with which evidence-based practices are selected, organized, integrated, implemented, and adapted. Examples and applications of the RTI logic are being developed, demonstrated, and tested in a number of academic content areas and in social behavior supports. As represented in SWPBS, RTI gives priority to the continuous monitoring of important student performance indicators in response to high-fidelity implementation of evidence-based practices. Timely screening and data-based decisions are encouraged so that more effective and efficient interventions can be provided for students whose behaviors are not responsive to core practices and interventions. Preventing the development and lessening the intensity of problem behavior must be a high priority of instructors seeking to maximize student learning and the impact of effective interventions. If done wisely in the context of other initiatives and interventions across classroom and nonclassroom settings, the possibility of improving student academic and social behavior outcomes can become a reality for all students. References Brown-Chidsey, R., & Steege, M. W. (2005). Response to intervention: Principles and strategies for effective practice. New York: Guildford Press. Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. Communique, 34(3), 1–8. Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288–310. Fuchs, D., & Deschler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22, 129–136. Fuchs, D., & Fuchs, L. S. (Eds.). (2007). Responsiveness to intervention [Special issue]. Teaching Exceptional Children, 39(5). Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to- intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157– 171. Gresham, R. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328–344. Gresham, F. M., Reschly, D. J., Tilly, W. D., Fletcher, J., Burns, M., Prasse, D., et al. (2005). A response to intervention perspective. The School Psychologist, 59(1), 26–33. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, § 1400 et seq.
- 90. Data Dec 90 Kame’enui, E. J. (2007). A new paradigm: Responsiveness to intervention. Teaching Exceptional Children, 39(5), 6–7. Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108–117. Lane, K. L., Rogers, L. A., Parks, R. J., Weisenbach, J. L., Mau, A. C., Merwin, M. T., & Bergman, W. A. (2007). Function-based interventions for students who are nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorders, 3, 169–184. National Association of State Directors of Special Education. (2006, May). Myths about response to intervention (RtI) implementation. Retrieved May 2007, from http://www.nasdse.org/Portals/0/Documents/Download%20Publications/Myt hs%20about%20RtI.pdf. O’Shaughnessy, T. E., Lane, K. L., Gresham, F. M., & Beebe-Frankenberger, M. E. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24(1), 27–35. Sadler, C., & Sugai, G. (in press). Effective behavior and instructional support: A district model for early identification and prevention of reading and behavior problems. Journal of Positive Behavior Interventions. Sandomierski, T., Kincaid, D., & Algozzine, B. (2007). Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters? Positive Behavioral Interventions and Supports Newsletter, 4(2), 1–4. Severson, H. H., Walker, H. M., Hope-Doolittle, J., Kratochwill, T. R., & Gresham, F. M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193–223. Sugai, G. (2007, December). Responsiveness-to-intervention: Lessons learned and to be learned. Keynote presentation at and paper for the RTI Summit, U.S. Department of Education, Washington, DC. Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., et al. (2000). Applying positive behavior support and functional assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143. The development of this article was supported in part by Grant H029D40055 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein are the author's and do not necessarily reflect the position of the U.S. Department of Education or the RTI Action Network, and such endorsements should not be inferred. George Sugai may be contacted at the OSEP Center on Positive Behavioral Interventions and Supports.
- 91. Data Dec 91 Appendix L Selected References
- 92. Data Dec 92 Selected PBS Related References Compiled by George Sugai May 9, 2010 Adelman, H. S. (1998). Reframing mental health in schools and expanding school reform. Educational Psychologist, 33 , 135-152. Alberto, P. A. (2005). Applied behavior analysis for teachers (6th Ed.). Englewood Cliffs, NJ: Merrill/Prentice-Hall. Albin, R. W., Lucyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans: A model for “goodness of fit.” In L. Koegel, R. Koegel, & G. Dunlap (Eds.), Positive behavioral support: including people with difficult behavior in the community (pp. 81-96). Baltimore, MD: Paul H. Brookes. Algozzine, B., Daunic, A. P., & Smith, S. W. (2010). Preventing problem behaviors: Schoolwide nd programs and classroom practices (2 ed.). Thousand Oaks, CA: Corwin Press. American Psychological Association. (1994). Violence and youth: Psychology’s response. Washington, D. C.: Author. Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113. Anderson, C. M., & Freeman, K. A. (2000). Positive behavior support: Expanding the application of applied behavior analysis. Behavior Analyst, 23(1), 85-94. Anderson, C. M., & Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support. Behavior Analyst, 28, 49-63. Anderson, C. M., Spaulding, S. A. (2007). Using positive behavior support to design effective classrooms. Beyond Behavior, 16(2), 27-31. Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (in press). Maryland state-wide PBIS initiative. Journal of Positive Behavior Interventions. Bear, G. G. (1990). Best practices in school discipline. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-II (pp. 649-663). Washington, DC: National Association of School Psychologists. Beard-Jordan, K., & Sugai, G. (2004). First Step to Success: An early intervention for elementary children at risk for antisocial behavior. Behavioral Disorders, 29, 396-409. Benazzi, L., Horner, R. H., & Good, R. H. (2006). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. Journal of Special Education 40(3), 160-170. Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492. Blair, K.C., Umbreit, J., Dunlap, G., & Jung, G. (in press). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood Special Education. Borgmeier, C., & Horner, R.H. (2006). An evaluation of the predictive validity of confidence ratings in identifying accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions 8(2), 100-105. Bradshaw C., Leaf, P., et al, (in progress) Randomized control trial of secondary and tertiary interventions added to schools already using primary prevention efforts. Blonigen, B. A., Harbaugh, W., Singell, L., Horner, R. H., Irvin, L. K., & Smolkowski, K. (2008). Application of economic analysis to school-wide positive behavior support programs. Journal of Positive Behavior Interventions, 10, 5-19. Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harriss, S., Moroz, K., Hicks, K., Kasper, B., Culos, C., Sailor, W., & Piggott, T. (2006).School-wide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131-145. Bradley, M. R. (2001). Special issue - Positive behavior supports: Research to practice. Beyond Behavior, 11(1), 3-26.
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- 106. Data Dec 106 Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school- age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209. Walker, H. M., Kavanagh, K., Golly, A., Stiller, B., Severson, H. H., & Feil, E. G. (1996). First steps: An early intervention program for antisocial kindergartners. College of Education, University of Oregon. Eugene, Oregon. Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First Step to Success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66-80. Walker, H. M., Ramsey, E., Gresham, R. M. (2005). Antisocial behavior in school: Evidence- based practices (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning. Walker, H. M., & Severson, H. H. (1990). Systematic screening for behavior disorders (SSBD): User’s guide and technical manual. Longmont, CO: Sopris West. Walker, H., Stiller, B., & Golly, A. (1998). First Step to Success: A collaborative Home-School Intervention for Preventing Antisocial Behavior at the Point of School Entry. Young Exceptional Children, 1(2), 2-6. Weiss, N. R., & Knoster, T. (2008). It may be nonaversive, but is it a positive approach? Relevant questions to ask through the process of behavioral assessment and intervention. Journal of Positive Behavior Interventions, 10, 72-78. Wolery, M. R., Bailey, D. B., Jr., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional children. Boston, MA: Allyn & Bacon. Wong, H. K., & Wong, R. T. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K. Wong. Wright, J. A., & Dusek, J. B. (1998). Research into practice: Compiling school base rates for disruptive behaviors from student disciplinary referral data. School Psychology Review, 27, 138-147. Yell, M. L., Meadows, N. B., Drasgow, E., Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Pearson. Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2006). Individuals with disabilities education improvement act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1), 1-24. Zins, J. E., & Ponti, C. R. (1990). Best practices in school-based consultation. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology - II (pp. 673-694). Washington, DC: National Association of School Psychologists.
- 107. Data Dec 107 Appendix M Data-based Decision Making & Office Discipline Referrals
- 108. Data Dec 108 Guidelines for Data-Based Decision Making (Sugai, Todd, Lewis-Palmer, Hagan-Burke) Data-based Action Planning Process 1. Use team 2. Identify the decisions needed 3. Identify data sources a. Office discipline referrals b. Attendance, tardies c. Suspensions, detentions, expulsions d. Academic performance e. Staff perceptions i. EBS survey ii. SET data iii. Team Implementation Checklist iv. Safe Schools Survey 4. Summarize data 5. Analyze data 6. Build action plan based on data Other Guidelines 1. Use impact of individual student behavioral incidents (repeat rule violations) on school-wide behavior incidents when deciding where to focus action planning (i.e., school-wide, nonclassroom, classroom, targeted group, targeted individual). 2. Consider location, type, time of day, etc. of behavior incidents to increase relevance, effectiveness, and efficiency of action planning process. 3. If adequate progress and/or goal achieved, consider modifications that would a. Improve effectiveness and efficiency b. Remove intervention elements that are ineffective and efficient c. Decrease amount of effort and/or resources
- 109. Data Dec 109 General Data Decision Rules9 IF…., FOCUS ON…. >40% of students received 1+ ODR10 School-wide System >2.5 ODR/student >60% of referrals come from classroom Classroom System >50% of ODR come from <10% of classrooms >35% of referrals come from non-classroom settings Non-Classroom Systems >15% of students referred from nonclassroom settings Targeted Group >10-15 students receive >5 ODR Interventions <10 students with >10 ODR <10 students continue rate of referrals after receiving Individualized Action targeted group support Team Systems Small # students destabilizing overall functioning of school 9 Sprague, Sugai, Horner, & Walker (2000) 10 ODR = Office Discipline Referral
- 110. Data Dec 110 General Questions for Monthly/Annual Decisions 1. How are we doing to date? Look at…. a. # referrals per day per month. i. What patterns are apparent across months? b. # referrals by student i. Are concerns individual or school-wide? c. # referrals by location. i. Where are referrals coming from? d. #/kinds of problem behaviors i. What problems are of most concern? e. # problem behaviors by time of day i. When are most problem behaviors occurring? 2. What should we do next? a. All’s well i. What can we eliminate? ii. How can we make current activities more efficient? iii. What needs to be addressed next? b. So-so i. What is and is not working? ii. What can we do to increase the efficiency, effectiveness, or relevance of what we are doing? c. Not well i. What is and is not working? ii. What can we do to improve what we are currently doing? iii. Do we need to look at other information to understand what to do next? iv. What other strategies do we need to look at?
- 111. Data Dec 111 Establishing an Evaluation Plan (see Evaluation Worksheet) 1. Develop evaluation questions. a. What do you want to know? 2. Identify indicators for answering each question. a. What information can be collected?. 3. Develop methods and schedules for collecting and analyzing indicators. a. How and when should this information be gathered? 4. Make decisions from analysis of indicators. a. What is the answer for the question? Basic Evaluation Questions Sugai 11-26-03 What does "it" look like now? Are we satisfied with how "it" looks? What would we like "it" to look like? What would we need to do to make "it" look like that? How would we know if we've been successful? What can we do to keep "it" like that?
- 112. Page 112 Data-based Decision Making Worksheet When do they Who needs the Data Indicators & Data Collection Evaluation Question need the information? Sources Methods & Schedule information? 1. 2. 3. 4. 5. 6.
- 113. Page 113 Practices Evaluation Decision Flowchart Start Review questions Does problem Specify features of & data on regular Yes exist? need/problem basis No Identify practice that addresses need/problem? Is practice Is evidence of Consider another research No effectiveness No practice based? available? Yes Yes Can practice No be adapted? Yes No Implement & monitor effects Is adequate progress observed? Yes Improve efficiency & sustainability of practice implementation
- 114. Page 114 Discipline Referral Data Self-Assessment (Sugai, Simonsen, & Palmer, 1/5/99, DRAFT) Name of School_______________________________ Date_______________ To be completed by school leadership team. Rate the status of each feature of a discipline referral data management procedure. Develop an action plan for item(s) “not in place.” F = Fully in place P = Partially in place N = Not in place Status Feature F P N Clear distinctions between administrator versus staff managed rule-violations F P N Proactive comprehensive school-wide discipline system F P N Clear definitions for rule violations F P N Complete recording form (e.g., office discipline referral, behavioral incident) F P N Positively stated & defined student expectations F P N Written school-wide discipline policy F P N System for storing & maintaining data F P N Discipline leadership team F P N Team-based problem-solving format F P N Schedule for regular collection & summarization of data F P N Schedule for regular team meetings to review data F P N Person designated to manage & maintain data F P N Person designated to summarize & graph data on monthly basis F P N Standard set of evaluation questions to be considered F P N Criteria or decision rules for team to evaluate data F P N Opportunity for team to develop recommendations based on data F P N Opportunity for team to present, discuss, modify, & establish action plan with staff F P N Opportunity for staff to learn activities for implementation of action plan F P N Procedures for monitoring accuracy & consistency of implementation of action plan activities F P N Procedures for modifying action plan based on data F P N F P N F P N F P N
- 115. Page 115 References Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381. Horner, R. H., Sugai, G., & Todd, A. W. (2001). “Data” need not be a four-letter word: Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 20-26. Horner, R.H., & Sugai, G., (2005). School-wide positive behavior support: An alternative approach to discipline in schools. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press. Irvin, L.K., Tobin, T.J., Sprague, J.R., Sugai, G., & Vincent, C.G. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavior Interventions, 6, 131-147. Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K., & Boland, J. B. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8,10-23. Lewis-Palmer, T., Sugai, G., & Larson, S. (1999). Using data to guide decisions about program implementation and effectiveness. Effective School Practices, 17(4), 47-53. Spaulding, S. A., Horner, R. H., Irvin, L. K., May, S. L., Emeldi, M., Tobin, T. J., & Sugai, G. (In press). School-wide social-behavioral climate, student problem behavior, and related administrative decisions: Empirical patterns from 1,510 schools nationwide. Journal of Positive Behavioral Interventions. Sprague, J. R., Sugai, G., Horner, R. H., & Walker, H. M. (1999). Using office discipline referral data to evaluate school-wide discipline and violence prevention interventions. Oregon School Studies Council Bulletin, 42(2), 1-17. Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journalof Emotional and Behavioral Disorders, 8, 94-101. Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112. Tobin, T., & Sugai, G. (1999). Predicting violence at school, chronic discipline problems, and high school outcomes from sixth graders’ school records. Journal of Emotional and Behavioral Disorders, 7, 40-53. Tobin, T., & Sugai, G. (1999). Discipline problems, placements, and outcomes for students with serious emotional disturbance. Behavioral Disorders, 24, 109-121. Tobin, T., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline records. Journal of Emotional and Behavioral Disorders, 4(2), 82-94. Wright, J. A., & Dusek, J. B. (1998). Research into practice: Compiling school base rates for disruptive behaviors from student disciplinary referral data. School Psychology Review, 27, 138-147.
- 116. Page 116 ™ Documentation Project Referral Form Examples Version 2.0 June 16, 2003 Anne W. Todd & Rob H. Horner Intended Audience Referral form examples are for School Administrators, school teams and SWIS Facilitators to use as a guide for developing an office discipline referral form. Description The three available referral form examples are each compatible with SWIS. Each example is formatted differently, in size of paper, actual categories on the form, and the order of the information to be recorded. For more Information Go to www.swis.org
- 117. Page 117 Example A TM SWIS OFFICE DISCIPLINE REFERRAL FORM Student(s) _________________ Referring Staff _____________ Grade Level ____ Date ______ Time ___ Location Classroom Cafeteria Bus loading zone Other __________ Playground Bathroom/restroom Parking lot Commons/common area Gym On bus Hallway/ breezeway Library Special event/assembly/ field trip Problem Behaviors (check the most intrusive) MINOR MAJOR Skip class/ truancy Vandalism Inappropriate lang. Abusive lang./ inapprop. lang Forgery/ theft Property damage Physical contact Fighting/ physical aggression Dress code Bomb threat violation Defiance/disrespect/ non-compliance Defiance/disrespect/insubordin Arson ation/non-compliant Lying/cheating Disruption Weapons Harassment/ tease/ taunt Tobacco Property misuse Other __________ Disruption Alcohol/drugs Other _______________________ Tardy Combustibles Possible Motivation Obtain peer attention Avoid tasks/activities Don’t know Obtain adult attention Avoid peer(s) Other ________________ Obtain items/ activities Avoid adult(s) Others Involved None Peers Staff Teacher Substitute Unknown Other ___________________ Administrative Decision Time in office Detention Saturday School In-school suspension Loss of privilege Parent contact Individualized instruction Out-of-school suspension Conference with student Other _______________ Comments: Follow up comments:
- 118. Page 118 Example B Office Referral Form Name: ____________________________ Location Date: _____________ Time: ________ Playground Library Teacher: __________________________ Cafeteria Bathroom Grade: K 1 2 3 4 5 6 7 8 Hallway Arrival/Dismissal Referring Staff: _____________________ Classroom Other ________ Problem Behavior Possible Motivation Administrative Decision Minor Inappropriate language Obtain peer attention Loss of privilege Physical contact Obtain adult attention Time in office Defiance Obtain items/activities Conference with Disruption Avoid Peer(s) student Property misuse Avoid Adult Parent Contact Other ______________ Avoid task or activity Individualized Major Don’t know instruction Abusive language Other ______________ In-school suspension Fighting/ Physical (____hours/ days) aggression Out of school Overt Defiance suspension (_______ Harassment/ tease/ days) taunt Other ______________ Disruption Other ______________ Others involved in incident: None Peers Staff Teacher Substitute Unknown Other If peers were involved, list them ___________________________________________ Other comments: ______________________________________________________ ______________________________________________________________________ I need to talk to the students’ teacher I need to talk to the administrator Parent Signature: __________________________ Date: __________________ All minors are filed with classroom teacher. Three minors equal a major. All majors require administrator consequence parent contact and signature.
- 119. Page 119 Example C Office Discipline Referral Form Name: _________________________ Grade: _____ Date: _____________ Referring Person: ______________________________ Time: ____________ Other Student(s) involved: ___________________________________________ Issue of Concern Location Possible Motivation Major Problem Behaviors abusive lang playground Attention from peer(s) fighting/physical agg cafeteria Attention from adult(s) harassment passing area Avoid peer(s) overt defiance bathroom Avoid adult(s) Minor Problem Behaviors arrival/dismissal Avoid work inappropriate. lang classroom O btain item(s) disruption restricted area Other _______________ property misuse special event Don’t know non -compliance common instructional area What happened?___________________________________________________ _________________________________________________________________ Consequences lose recess lose other privilege ___________________________ conference in-school suspension parent contact out of-school suspension - follow up agreement See Follow-Up Agreement Over
- 120. Page 120 Follow up Agreement Name: __________________________ Date: __________________ 1. What rule(s) did you break? (Circle) Be Safe Be Respectful Be Responsible 2. What did you want? I wanted attention from others I wanted to be in control of the situation I wanted to challenge adult(s) I wanted to avoid doing my work I wanted to be sent home I wanted revenge I wanted to cause problems because I feel miserable inside I wanted to cause others problems because they don’t like me I wanted _________________________________________ 3. Did you get what you wanted? yes no 4. What will you do differently next time? I will be _____________________________ by _________________________ 5. Student signature: __________________________________________ 6. Adult signature(s): _____________________________________
- 121. Page 121 ™ Documentation Project Readiness Checklist Version 1.2 June 20, 2003 Anne W. Todd & Rob H. Horner Intended Audience SWIS Facilitators use the Readiness Checklist to prepare schools for SWIS compatibility prior to the licensing process Description The Readiness Checklist is a list of ten requirements for obtaining a SWIS License Agreement. For more Information Go to www.swis.org
- 122. Page 122 SWIS™ Readiness Checklist SWIS™ Facilitator_________________________________ School___________________________________ Year______________ Requirement Tasks to Complete Who will By When Date of Complete Completion 1. School-wide discipline is one of the top three goals for the school. 2. Administrative support for the implementation and use of SWIS™ is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry. 5. The school has a coherent office discipline referral procedure that includes (a) definitions for behaviors resulting in office-managed vs. staff-managed referrals and (b) a predictable system for managing disruptive behavior. 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 7. Three People within the school are identified to receive one, 2-hour training on the use of SWIS™. 8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5) 9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision- making procedures.
- 123. Page 123 ™ Documentation Project Compatibility Checklist Version 2.0 September 12, 2002 Anne W. Todd Intended Audience The Compatibility Checklist is used primarily by SWIS Facilitators to support school teams as they design a system for documenting and monitoring office discipline referrals that is SWIS-compatible. School teams can also use the checklist as they prepare a coherent system for dealing with problem behavior in their school and for the use of SWIS> Description The Compatibility Checklist is an available tool for ensuring that all necessary categories are being documented on a referral form. For more Information Go to www.swis.org
- 124. Page 124 Procedure for Documenting Office Discipline Referrals SWIS II™ Compatibility Checklist School __________________________________ Date _______________ Date Date Compatibility Question 1. Does a clear distinction exist between problem behaviors that are staff management versus office managed exist and is it available for Yes No Yes No staff reference? 2. Does a form exist that is SWIS compatible for SWIS data entry Yes No Yes No including the following categories? a. Student name? Yes No Yes No b. Date? Yes No Yes No c. Time of incident? Yes No Yes No d. Student’s teacher (optional)? Yes No Yes No e. Student’s grade level? Yes No Yes No f. Referring staff member? Yes No Yes No g. Location of incident? Yes No Yes No h. Problem behavior? Yes No Yes No i. Possible motivation? Yes No Yes No j. Others involved? Yes No Yes No k. Administrative decision? Yes No Yes No l. Other comments? Yes No Yes No m. No more than 3 extra info. Yes No Yes No 3. Does set of definitions exist that clearly defines all categories on Yes No Yes No the office discipline referral form? 4. Does office discipline referral procedure and form exist that meet Yes No Yes No SWIS criteria? Next review date: _______________ Redesign your form until answers to all questions are “Yes.”
- 125. Page 125 Appendix N Restraint and Seclusion Considerations and SWPBS
- 126. Page 126 Considerations for Seclusion and Restraint Use in School-wide Positive Behavior Supports11 Robert Horner and George Sugai Co-directors OSEP Technical Assistance Center on Positive Behavioral Interventions and Support April 29, 2009 Concern Seclusion and restraint (S/R) refer to safety procedures in which a student is isolated from others (seclusion) or physically held (restraint) as a response by trained staff to serious problem behavior that places the student or others at risk of injury or harm. A review of the history of S/R indicates that these procedures are prone to misapplication and abuse placing students at equal or more risk than their problem behavior. Concerns include the following: 1. S/R are inappropriately selected and implemented as “treatment” or “behavioral intervention,” rather than as a safety procedure. 2. S/R are inappropriately used for behaviors that do not place the student or others at risk of harm or injury (e.g., noncompliance, threats, disruption). 3. Students, peers, and/or staff may be physically hurt or injured during attempts to conduct S/R. 4. Risk of injury and harm is increased because S/R are implemented by staff who are not adequatelyand expertly trained. 5. Use of S/R may inadvertently result in reinforcement or strengthening of the problem behavior. 6. S/R are implemented independent of comprehensive and function-based behavioral intervention plans. Toward Effective Policy 1. The majority of problem behaviors that are used to justify S/R could be prevented with early identification and intensive early intervention. The need for S/R procedures is in part a result of insufficient investment in prevention efforts. 2. S/R can be included as a safety response, but should not be included in a behavior support plan without a formal functional behavioral assessment (a process used to identify why the problem behavior continues to occur). 11 The development of this paper was supported in part by a grant from the Office of Special Education Programs, U.S. Department of Education (H029D40055). Opinions expressed herein are the author’s and do not reflect necessarily the position of the US Department of Education, and such endorsements should not be inferred. Contact: Rob Horner (Robh@uoregon.edu), OSEP Center on Positive Behavioral Interventions and Supports (www.pbis.org), University of Oregon, Eugene.
- 127. Page 127 3. S/R should only be implemented (a) as safety measures (b) within a comprehensive behavior support plan, (c) by highly trained personnel, and (d) with public, accurate, and continuous data related to (1) fidelity of implementation and (2) impact on behavioral outcomes (both increasing desired and decreasing problem behaviors). 4. School-wide positive behavior support may be an effective approach for (a) decreasing problem behaviors that may otherwise require S/R, (b) improving the fidelity with which intensive individual behavior support plans are implemented, and (c) improving the maintenance of behavioral gains achieved through intensive individual support plans. School-wide Positive Behavior Support School-wide Positive Behavior Support (SWPBS) is a systems approach to establishing the social culture needed for schools to achieve social and academic gains while minimizing problem behavior for all students.SWPBS is NOT a specific curriculum, intervention, or practice, but a decision making framework that guides selection, integration, and implementation of scientifically-based academic and behavioral practices for improving academic and behavior outcomes for all students.A central feature of SWPBS is implementation of behavioral practices throughout the entire school. SWPBS defines practices that all students experience in all parts of the school and at all times of day. SWPBS emphasizes four integrated elements: (a) socially valued and measurable outcomes, (b) empirically validated and practical practices, (c) systems that efficiently and effective support implementation of these practices, and (d) continuous collection and use of data for decision-making. These four elements are operationalized by five guiding principles: Invest first in prevention to establish a foundation intervention that is empirically validated to be effective, efficient and sustainable. Teach and acknowledge appropriate behavior before relying on negative consequences. Use regular “universal screening” to identify students who need more intense support and provide that support as early as possible, and with the intensity needed to meet the student’s need. Establish a continuum of behavioral and academic interventions for use when students are identified as needing more intense support. Use progress monitoring to assess (a) the fidelity with which support is provided and (b) the impact of support on student academic and social outcomes. Use data for continuous improvement of support. Research Supporting Implementation of School-wide Positive Behavior Support 1. Schools are able to implement SWPBS as evidenced by more than 9000 schools using SWPBS across the nation.
- 128. Page 128 2. Schools that implement SWPBS demonstrate reductions in problem behavior and improved academic outcomes. 3. Preliminary evaluation data indicate that more intensive individual student behavior support is perceived as more effective (and less likely to be needed) when SWPBS is implemented.
- 129. Page 129 Appendix O Planning for the Beginning and End of the School Year
- 130. PBS Preparation - 130 School-wide PBS: Preparation for the Conclusion and Start of the School Year12 George Sugai University of Connecticut Center on Positive Behavioral Interventions and Supporiots (April 27, 2010 revised) This worksheet is designed to assist school-wide positive behavior support (SWPBS) leadership teams in planning and preparing for the conclusion of the current school year and the beginning of the next school year. The two most important guidelines are to (a) maintain routines and expectations until the last day of school and establish and (b) begin teaching and learning activities on the first day of school General Guidelines 1. Work as a team. 2. Make decisions based upon data. 3. Consider needs of all students. 4. Integrate PBS activities into other initiatives and projects. 5. Begin teaching, learning, and behavioral expectations on the first day. 6. Involve students, staff, parents, and community. 7. Maintain typical daily instructional and behavioral routines until the last day of school. 8. Increase use of reminders and precorrections before and after transitions. 9. Increase/maintain high rates of positive acknowledgements. 10. Specify expected outcomes of every activity. 12 This document was prepared, in part, by the Technical Assistance Center on Positive Behavioral Interventions and Supports and a grant from the Office of Special Education Programs, U.S. Department of Education (H326S980003). Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred. For information about the Center, go to www.pbis.org, or for information related to this manuscript, contact George Sugai at George.sugai@uconn.edu or Robert Horner at Robh@uoregon.edu. When using this document, cite the Center on PBIS as the source.
- 131. PBS Preparation - 131 Preparation for CONCLUSION of School Year Priority 13 Objective Activity Who When (h, m, l) 1. Prepare students for next grade/teachers 2. Prepare next grade/teachers for new students 3. Prepare students for transition to new school 4. Teach/precorrect expectations and routines for end of school year 5. Review and reinforce expected behaviors 13 High, Medium, Low priority
- 132. PBS Preparation - 132 6. Arrange events to celebrate successes of all student and staff 7. Survey staff on status of school-wide PBS (e.g., EBS survey) 8. Review and evaluation office referral and/or discipline data for year 9. Review/evaluate PBS accomplishments (action plans) for year 10. Prepare proactive transition plans for at and high risk students 11. Inform parents about student, classroom, and school successes and accomplishments
- 133. PBS Preparation - 133
- 134. PBS Preparation - 134 Preparation for START of School Year Priority Objective Activity Who When (h, m, l) 1. Set PBS team meeting schedule 2. Review membership of PBS team 3. Update written policies and procedures 4. Collect data to establish/modify PBS action plan for next year 5. Orient new staff members
- 135. PBS Preparation - 135 6. Teach expectations to new students 7. Review/reteach expectations with returning students 8. Orient parents 9. Set up data management system 10. Develop proactive transition plan for at- or high- risk students
- 136. PBS Preparation - 136