School-wide Positive Behavior Interventions and Supports Workbook

Transcription

1 School-wide Positive Behavior Interventions and Supports Workbook September 2013 Page 1

2 ACKNOWLEDGEMENTS Director of Instructional Support Services Dr. Tim Fulenwider Directors of School Support Wanda Bradford, Margaret Gallegos, and Warren Ramay Workbook adapted from With information and resources from: Cooperative Educational Services pbis network.wikispaces.com/ Illinois PBIS Network Managing Onsite Discipline for Effective Learning Missouri School wide Positive Behavior OSEP Center on Positive Behavioral Interventions & Supports Page i

3 TABLE OF CONTENTS Acknowledgements i BCSD Values, Vision, and Mission 1 Purpose Statement 2 Getting started with SWPBIS: Primary Prevention Tier I 4 Step 1 Establish Team Membership 5 Guidelines 5 Benchmark of Quality Indicators 6 Beginning of Year SWPBIS Leadership Team Profile and Agreements 7 Planning and Reflection Worksheet for Conducting SWPBIS Leadership 8 Team Meetings Actions Needed 11 Step 2 Develop Brief Mission Statement Including A Behavioral 12 Purpose Component Guidelines 12 Benchmark of Quality Indicators 13 Actions Needed 14 Step 3 Identify Positive School wide Behavior Expectations 15 Guidelines 15 Benchmark of Quality Indicators 16 Expectations, Symbolic Representations, and Areas of Visibility Planning 17 Sheet Actions Needed 18 Step 4 Create School wide Behavior Expectations Matrix 19 Guidelines 19 Benchmark of Quality Indicators 20 School wide Teaching Matrix Worksheet 21 Actions Needed 22 Page ii

4 Step 5 Develop Procedures for Teaching School wide Behavior 23 Expectations Guidelines 24 Benchmark of Quality Indicators 25 School wide Lesson Plan Template 26 Actions Needed 27 Step 6 Create Classroom wide Behavior Expectations Matrix 28 Guidelines 28 Benchmark of Quality Indicators 29 Classroom wide Teaching Matrix Worksheet 30 Actions Needed 31 Step 7 Develop Procedures for Teaching Classroom wide 32 Behavior Expectations Guidelines 32 Benchmark of Quality Indicators 33 Classroom wide Lesson Plan Template 34 Actions Needed 35 Step 8 Develop Continuum of Procedures for Encouraging and 36 Strengthening Student Use of School wide Behavior Expectations Guidelines 37 Benchmark of Quality Indicators 39 Acknowledgements Worksheet 41 Actions Needed 42 Step 9 Development of Procedures for Classifying and 43 Responding to Problem Behaviors and Associated Consequences/Responses Guidelines 44 Benchmark of Quality Indicators 45 Classifying Behavior Problems and Adult Responses 46 Actions Needed 48 Page iii

5 Step 10 Development of Data based Procedures for Monitoring 49 Implementation of the Primary Prevention Tier (Tier I) Guidelines 50 Benchmark of Quality Indicators 51 BCSD SWPBIS Team Behavior Data Review and Action Planning 52 Worksheets BCSD SWPBIS Team Behavior Data Review Worksheet 54 BCSD SWPBIS Action Plan 55 Actions Needed 56 SWPBIS Implementation Fidelity Measures 57 Benchmark of Quality Indicators 59 Resource Section 60 Page iv

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7 PURPOSE STATEMENT We believe that optimal student achievement both academic and behavioral can be attained by utilizing a culturally responsive, restorative approach to create and maintain safe, effective learning environments. Aligned to this belief is the Bakersfield City School District (BCSD) Response to Instruction and Intervention (RTI²) is a model which delineates a three tiered system of support for ensuring all students become academically successful and behaviorally self regulated. This system is guided by the District s Values, Vision, and Mission. RTI² is not a particular program, but rather a datadriven process intended for early identification and continued support of all students including those who demonstrate learning and behavioral challenges. RTI² begins and continues with Good First Instruction, culturally responsive differentiated teaching, positive behavioral systems, universal screening and systematic data analysis of all children s learning in the general education classroom. BCSD is committed to ensuring a safe and nurturing learning environment through the implementation of preventive discipline and attendance models that promote positive student conduct in order to increase student attendance and address disproportionality and, ultimately, improve student achievement. RTI² for behavior focuses on a prevention system that delivers universal expectations, support for every student, early intervention for students at risk, as well as intensive and individualized support plans for a small number of students. BCSD has adopted the School wide Positive Behavior Interventions and Supports (SWPBIS) model as a proactive and preventative system. This system includes three tiers of intensity and is supported by the District s Values, Vision, and Mission. At all tiers, attention should be focused on the integrity of implementation with consideration for cultural and linguistic responsiveness and recognition of student strengths. Additionally, the RTI² framework is centered on data based decision making using office discipline referrals, positive referrals, and other assessment measures for the purpose of universally screening and progress monitoring all students in an efficient, systematic, and reliable method. The BCSD School wide Positive Behavior Interventions and Supports Workbook is intended to guide schools in designing, implementing and refining Tier I behavioral RTI 2 structures and procedures. The workbook is broken into ten sections that correspond to the BCSD identified ten steps for Tier I implementation, followed by a review of Page 2

8 SWPBIS implementation fidelity measures, and a best practices/resources section. Each of the sections for the ten steps contains guidelines, Benchmark of Quality (BoQ) indicators for the step, District protocols, and an action planning form. Page 3

9 GETTING STARTED WITH SWPBIS: PRIMARY PREVENTION TIER I In the following sections, planning steps for getting started with the implementation of SWPBIS for Tier I are described. Examples of outcomes for each step are provided. Guidelines STEP 1 Establish Leadership Team Membership and Roles STEP 2 Develop Brief Statement of Behavior Purpose STEP 3 Identify Positive School wide Behavior Expectations STEP 4 Create School wide Behavior Expectations Matrix STEP 5 Develop Procedures for Teaching School wide Behavior Expectations STEP 6 Create Classroom wide Behavior Expectations Matrix STEP 7 Develop Procedures for Teaching Classroom wide Behavior Expectations STEP 8 Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School wide Behavior Expectations STEP 9 Develop Continuum of Procedures for Discouraging Student Behavior Violations of School wide Behavior Expectations STEP 10 Develop Data based Procedures for Monitoring Implementation of SWPBIS (Primary Prevention Tier I) Descriptions for each include Guidelines and Benchmark of Quality Indicators (blue) for improving high quality completion of each step Sample worksheets and forms (yellow) for completing each step Action planning (red) forms to organize and manage next activities Page 4

10 STEP 1 ESTABLISH TEAM MEMBERSHIP The SWPBIS Leadership Team s focus is to develop school wide behavior expectations that include clear, identifiable behaviors, how the behaviors will be taught, how the behaviors will be consistently and systematically encouraged and acknowledged, monitor implementation and problem solve using positive referral, office discipline referral, suspension and SWPBIS assessment data. Leadership teams should meet at least monthly and disseminate SWPBIS information to staff regularly. When establishing a SWPBIS leadership team, consider the following guidelines: Guidelines 1. Ensure team is representative of school and community 2. Ensure 1 2 individuals with behavior/classroom management competence are on the team 3. Ensure administrator is an active member 4. Draft schedule for presenting behavioral data and actions to whole staff at least monthly 5. Draft schedule for team meetings at least monthly 6. Integrate District Values, Vision, and Mission, as well as other behavior related initiatives and programs and represent on team 7. Give team appropriate priority relative to school and district goals 8. Establish rules, norms, and routines regarding consensus, privacy, confidentiality, conflict/problem solving, record keeping, etc. 9. Involve staff in establishing, reviewing goals, and providing feedback throughout the year 10. Schedule annual District and self assessments as appropriate Self Assessment Survey (SAS) Yearly by September 20 th Review discipline data Monthly Benchmarks of Quality Yearly in spring School wide Evaluation Tool Yearly visit as determined by the District 11. Communicate minutes and action plans to ISS and school s DSS Page 5

11 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 1. Team has administrative support Administrator(s) attended training, play an active role in the SWPBIS process, actively communicate their commitment, support the decisions of the SWPBIS Team, and attend all team meetings Administrator(s) support the process, take as active a role as the rest of the team, and/or attend most meetings. Administrator(s) support the process but don t take as active a role as the rest of the team, and/or attends only a few meetings Administrator(s) do not actively support the SWPBIS process. 2. Team has regular meetings (at least monthly) Team meets monthly (min. of 9 one hour meetings each school year). Team meetings are not consistent (5 8 monthly meetings each school year) Team seldom meets (fewer than five monthly meetings during the school year) 4. Faculty are aware of behavior problems across campus through regular data sharing Data regarding school wide behavior are shared with faculty monthly (min. of 8 times per year) Data regarding school wide behavior are occasionally shared with faculty (3 7 times per year) Data are not regularly shared with faculty. Faculty may be given an update 0 2 times per year 5. Faculty are involved in establishing and reviewing goals Most faculty participate in establishing SWPBIS goals (Self Assessment Survey, Benchmark of Quality, feedback, etc ) on at least an annual basis Some of the faculty participates in establishing SWPBIS goals (Self Assessment Survey, Benchmark of Quality, feedback, etc ) on at least an annual basis Faculty does not participate in establishing SWPBIS goals 6. Faculty feedback is obtained throughout year Faculty is given opportunities to provide feedback, to offer suggestions, and to make choices in every step of the SWPBIS process (via staff surveys, consensus process, suggestion box, etc ) Nothing is implemented consensus of faculty Faculty are given some opportunities to provide feedback and offer suggestions, and to make some choices during the SWPBIS process. However, the team also makes decisions without input from staff. Faculty are rarely given the opportunity to participate in the SWPBIS process (fewer than 2 times per school year) Page 6

12 School Beginning of Year SWPBIS Leadership Team Profile and Agreements Name: Date: Team Member Name by Role Principal: Teacher: Teacher: Psychologist: Classified: Special Educator: Other*: Other*: Teacher: Teacher: Teacher: Parent: Classified: Other*: Other*: Other*: Agreements for Getting Started Dates for next two team meetings: Date for next presentation to whole staff: Date for completion of Self Assessment Survey (SAS): Date for collection and summarization of office discipline data: Date for completion/review of action plan: To be turned in by September 1 st to ISS and school s DSS each school year. *Possible other members may include: Cafeteria personnel, Afterschool Coordinator, Custodian, Magnet personnel, Pre K, Campus Supervisor, CPS workers, Secretary, Community Partners, Community Relations Liaison, Outreach Specialist, Attendance clerk, etc Page 7

13 Planning and Reflection Worksheet for Conducting SWPBIS Leadership Team Meetings The planning and reflection worksheet is a guide for administrators and SWPBIS leads when preparing, conducting, and follow up on school SWPBIS Leadership Team meetings. Also contained are guiding questions for setting rules and procedures for the team to conduct efficient and effective meetings. Preparing H M L na 1 H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na Review actions/agreements from previous minutes Identify/review/develop agenda items Invite/remind/prepare participants (advise in advance backup facilitator, timekeeper, minute taker, etc if needed) Prepare/review materials including data reports Check/confirm logistics (e.g., room, location, time) Beginning Acknowledge/introduce team members and guests Review purpose Review/assign roles Review/modify agenda items (e.g., discussion, decision, information) Assign # of minutes for each agenda item Set/review meeting norms and routines Update status of actions/agreements from previous meetings Follow agenda items Stay within timelines Follow/review norms Conducting Restate/review/remind of purpose/outcomes Set actions and agreements based on the predict, observe, and infer model of data analysis 1 H = high, M = medium, L = low, na = not applicable Page 8

14 Concluding H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na H M L na Review purpose Review/summarize actions/agreements Review/evaluate extent to which agenda items addressed Review new agenda items Review compliance with norms and routines Acknowledge/reinforce participation/actions/outcomes Indicate next meeting date/time/place Following Up Distribute minutes to staff, ISS, and DSS Complete actions/agreements Contact/remind participants of actions/agreements Prepare for next agenda Other Notes/Observations Norms Page 9

15 Routines for Conducting Effective and Efficient Meetings 1. How are decisions made? 2. How are problems/conflicts/disagreements resolved and processed? 3. How are roles/responsibilities (e.g., leadership, facilitation, recording minutes, reporting) assigned and conducted? 4. How is participation encouraged and reinforced? Page 10

16 Actions Needed for Establishing Team Membership and Routines Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 11

17 STEP 2 DEVELOP BRIEF MISSION STATEMENT INCLUDING A BEHAVIORAL PURPOSE COMPONENT Each school has or should develop a mission statement that includes a brief statement relative to the development and support of the social and behavioral climate of the school. When reviewing or developing this mission statement, consider the following guidelines: Guidelines 1. State positively 2. Write 2 3 sentences in length 3. Write supportive of academic achievement 4. Write as contextually/culturally appropriate (e.g., age, level, language) 5. Write as comprehensive in scope (school wide ALL students, staff, and settings) 6. Allow for feedback and ensure agreement by >80% faculty and staff 7. Communicate to stakeholders (e.g., families, community members, district administrators) 8. Include in school publications (e.g., handbook, posters, newsletters) Page 12

18 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 3. Team has established a clear mission/ purpose Team has written purpose/mission statement for the PBIS team No mission statement/ purpose written for the team Page 13

19 Record school wide behavior purpose statement below: School wide Behavior Purpose Statement Actions Needed for Develop Brief Mission Statement Including a Behavioral Purpose Statement Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 14

20 STEP 3 IDENTIFY POSITIVE SCHOOL WIDE BEHAVIOR EXPECTATIONS BCSD has identified the following district wide positive behavior expectations: 1. Be Safe 2. Be Respectful 3. Be Responsible 4. Be Ready to Learn 5. Be Cooperative Schools must focus on all five of the above expectations and incorporate them into the culture of the school. Schools should consider the following guidelines: Guidelines 1. Use all five expectations BCSD identified behavior expectations 2. Design how to link the expectations to the social culture of the school (e.g., community, mascot, etc ). 3. Design how the school will symbolically represent and make visible the expectations (e.g. signs, murals, mascots, hand signals, etc ) 4. Allow for input and ensure agreement by >80% faculty and staff 5. Ensure expectations apply to all staff and students 6. Plan methods to communicate to stakeholders (e.g., families, community members, district administrators) 7. Include in school publications (e.g., handbook, posters, newsletters) Page 15

21 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points positively stated school wide expectations are posted around the school All 5 positively stated schoolwide expectations are visibly posted around the school. Areas posted include the classroom and a minimum of 3 other school settings (i.e. cafeteria, hallway, bathroom, office, etc ) 5 positively stated expectations are visibly posted in most (less than 3) important areas (i.e. cafeteria, hallway, bathroom, office, etc ) 5 positively stated expectations are not clearly visible in common areas Expectations are not posted or team has either too few or too many expectations 18. Expectations apply to both students and staff SWPBIS team has communicated that expectations apply to all students and all staff SWPBIS team has expectations that apply to all students and all staff but haven t specifically communicated that they apply to staff as well as students Expectations refer only to student behavior There are no expectations 19. Rules are developed and posted for specific settings (settings where data suggest rules are needed) Rules are posted in all of the most problematic areas in the school Rules are posted in some, but not all of the most problematic areas of the school Rules are not posted in any of the most problematic areas of the school. 20. Rules are linked to expectations When taught or enforced, staff consistently link the rules with the school wide expectations When taught or enforced, staff do not consistently link the rules with the school wide expectations and/or rules are taught or enforced separately from expectations 21. Staff are involved in the development of expectations and rules Most (>50%) staff were involved in providing feedback/input into the development of the school wide expectations and rules (i.e. survey, initial brainstorming session, consensus process, etc ) Some (<50%) staff were involved in providing feedback/input into the development of the schoolwide expectations and rules Staff were not involved in providing feedback/input into the development of the school wide expectations and rules Page 16

22 List 5 school wide behavior expectations, ideas for symbolic representation, and areas of high visibility for display: School wide Behavior Expectations Symbolic Representations Areas of Visibility Page 17

23 Actions Needed for Identify Positive School wide Behavior Expectations Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 18

24 STEP 4 CREATE SCHOOL WIDE BEHAVIOR EXPECTATIONS MATRIX The process for establishing a universal set of positive behavior expectations begins with identifying a few (five in BCSD) core behavioral values for the school. In Step 3 these school wide behavior expectations were formulated. An expectations matrix is then developed. This is done by identifying various school locations and then determining what each core behavior expectation looks like in that setting. The specific expectations are then described in a concise and positive manner. For example, to be responsible in the office is to tell the truth. To be respectful in the classroom is to speak when it is your turn. An example of being safe at dismissal is to go directly home. By developing a matrix of universal positive behavior expectations, the school is establishing a common language for staff and students. Everyone agrees to get on the same page. When developing the school wide behavior expectations matrix, consider the following guidelines: Guidelines 1. Identify and list on the Teaching Matrix all school settings or classroom contexts in which rules are expected 2. Provide at least two positively stated, observable behavioral indicators or examples (e.g., Walk with hands and feet to self, return lunch tray to kitchen) for each setting for each rule or expectation 3. Involve staff, students, and families in development 4. Ensure contextually/culturally appropriate (e.g., age, level, language) 5. Allow for feedback and ensure agreement by >80% faculty and staff 6. Plan procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 7. Schedule continuous evaluation of the effectiveness, efficiency, and relevance of observable behaviors 8. Include in school publications (e.g., handbooks) Page 19

25 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 19. Rules are developed and posted for specific settings (settings where data suggest rules are needed) Rules are posted in all of the most problematic areas in the school Rules are posted in some, but not all of the most problematic areas of the school Rules are not posted in any of the most problematic areas of the school. 20. Rules are linked to expectations When taught or enforced, staff consistently link the rules with the school wide expectations When taught or enforced, staff do not consistently link the rules with the school wide expectations and/or rules are taught or enforced separately from expectations 21. Staff are involved in the development of expectations and rules Most (>50%) staff were involved in providing feedback/input into the development of the school wide expectations and rules (i.e. survey, initial brainstorming session, consensus process, etc ) Some (<50%) staff were involved in providing feedback/input into the development of the schoolwide expectations and rules Staff were not involved in providing feedback/input into the development of the school wide expectations and rules Page 20

26 School Wide Teaching Matrix Typical Settings/ Contexts School Wide Behavior Expectations See Resource Section for examples Page 21

27 Actions Needed for Create School wide Behavior Expectations Matrix Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 22

28 STEP 5 DEVELOP PROCEDURES FOR TEACHING SCHOOL WIDE BEHAVIOR EXPECTATIONS Teach Social Behavior Like Academic Skills A frequent misrule is that social behavior is learned and encouraged through the use of aversive consequences (especially, for errors). However, these types of consequences do little to promote desired social skills, except to signal that an error has occurred. A behavior is a behavior regardless of whether it is an academic or a social skill. As such, whether teaching an academic skill or concept, a social skill, or a character trait, the basic instructional process is the same. The following figure illustrates those basic instructional steps, beginning with define simply. ADJUST for Efficiency DEFINE Simply MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Like academic skills that have been learned initially, social skills must be practiced regularly and acknowledged/reinforced frequently for mastery, sustained use, and generalized applications to be realized. If a student has a firmly learned problem behavior, then formally and continually prompting, practicing, and reinforcing the desired alternative becomes especially important and necessary. The BCSD Pathway for Teaching and Learning should be utilized when designing lesson plans for teaching behavior. When developing lesson plans for teaching school wide behavior expectations, consider the following guidelines: Page 23

29 Guidelines 1. Consider lessons that already exists 2. Specify 2 3 positive observable behavior examples for each expectation and each setting/context 3. Teach social behavior like academic skills using the Pathway for Teaching and Learning 4. Involve staff, students, and families in development 5. Use contextually/culturally appropriate (e.g., age, level, language) 6. Develop a schedule for presenting each lesson plan. Schedule for initial instruction in natural and typical contexts 7. Schedule regular review, practice, and follow up instruction 8. Develop a procedure for prompting, pre correcting, and encouraging appropriate displays of expectations. 9. Develop a procedure for proactively correcting errors in displays of expectations through feedback (corrections and positive acknowledgements) provided in natural contexts and settings 10. Develop procedures for providing instruction to new faculty, staff, and students 11. Develop procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 12. Allow for feedback and ensure agreement by >80% faculty and staff 13. Schedule continuous evaluation of the effectiveness, efficiency, and relevance of teaching 14. Develop system for determining the extent to which students (a) have acquired the rule or expectation and (b) are using the expectation in natural school settings or classroom contexts. Page 24

30 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 29. A behavioral curriculum includes teaching expectations and rules Lesson plans are developed and use to teach rules and expectations Lesson plans were developed and used to teach rules, but not developed for expectations or vice versa Lesson plans have not been developed or used to teach rules or expectations 30. Lessons include examples and nonexamples Lesson plans include both examples of appropriate behavior and examples of inappropriate behavior Lesson plans give no specific examples or non examples or there are no lesson plans 31. Lessons use a variety of teaching strategies Lessons are taught using at least 3 different teaching strategies (i.e. modeling, role playing, videotaping) Lesson plans have been introduced using fewer than 3 teaching strategies Lesson plans have not been taught or do not exist 32. Lessons are embedded into subject area curriculum Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis About 50% of teachers embed behavior teaching into subject area curriculum or embed behavior teaching fewer than 3 times per week Less than 50% of all teachers embed behavior teaching into subject area curriculum or only occasionally remember to include behavior teaching in subject areas 33. Faculty/staff and students are involved in development & delivery of behavioral curriculum Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings Faculty, staff, and students are not involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings 34. Strategies to share key features of SWPBIS program with families/community are developed and implemented The SWPBIS plan includes strategies to reinforce lessons with families and the community (i.e. after school programs teach expectations, newsletters with tips for meeting expectations at home) The SWPBIS plan does not include strategies to be used by families and the community Page 25

31 The BCSD Pathway for Teaching and Learning should be utilized when de lessons. Expectation Specific Behaviors and/or Procedures List behavior and steps to complete Context Identify the locationss where behavior is expected. Tell Introduce the behavior and why it is important Show Teacher demonstrates or models the behavior. Teacher models non examples Practice Give students opportunities to role play the behavior across all relevant settings Pre correct/ Remind Anticipate and give students a reminder to perform behavior School wide Lesson Plan Monitor Supervise Move, scan and interact with students Feedback Observe student performance & give positive, specific feedback to students Reteach Practice throughout the day For examples of lesson plans please see the Resource Section

32 Actions Needed for Develop Procedures for Teaching School wide Behavior Expectations Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 27

33 STEP 6 CREATE CLASSROOM WIDE BEHAVIOR EXPECTATIONS MATRIX The purpose of creating a classroom wide behavior expectations matrix is to increase consistency between school wide and classroom wide expectations and procedures. However, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines. This is done by identifying essential classroom routines and procedures and then determining what each core behavioral expectation looks like during the routine or procedure. The specific expectations are then described in a concise and positive manner. For example, to be safe during whole group instruction might be to sit in your assigned seat and keep hands, feet, and object to yourself. An example of be respectful during small group instruction might be listen to others ideas. When developing the classroom wide behavior expectations matrix, consider the following guidelines: Guidelines 1. Develop school wide action plans or expectations for classroom management practices (e.g. Whole Brain strategies, common procedures and routines, etc ) 2. Identify and list on the Matrix all procedures and routines, in the classroom context, in which rules are expected 3. Provide at least two positively stated, observable behavioral indicators or examples (e.g., Keep hands and feet to self, clean your area before returning to your seat) for each setting for each rule or expectation 4. Write as contextually/culturally appropriate (e.g. age, level, language, etc ) 5. Plan procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff, etc ) 6. Schedule continuous evaluation of the effectiveness, efficiency, and relevance of observable behaviors 7. Include in school publications (e.g. classroom handbooks, newsletters, etc ) Page 28

34 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 42. Classroom rules are defined for each of the school wide expectations and are posted in classrooms Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50 75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal, etc ) Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50 75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) Page 29

35 Classroom wide Teaching Matrix Typical Contexts/ Routines Classroom wide Behavior Expectations For examples of classroom matrices please refer to the Resource Section Page 30

36 Actions Needed for Create Classroom wide Behavior Expectations Matrix Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 31

37 STEP 7 DEVELOP PROCEDURES FOR TEACHING CLASSROOM WIDE BEHAVIOR EXPECTATIONS Clearly teaching procedures and routines is foundational to good classroom management. When developing lesson plans for teaching classroom wide behavior expectations, the goal is to increase consistency between school wide and classroomwide expectations and procedures. However, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines. The Pathway for Teaching and Learning should be utilized when designing lessons. When developing procedures for teaching classroom wide behavior consider the following guidelines: Guidelines 1. Consider lessons that already exists 2. Specify 2 3 positive observable behavior examples for each expectation and each setting/context 3. Teach social behavior like academic skills 4. Ensure contextually/culturally appropriate (e.g., age, level, language) 5. Develop a schedule for presenting each lesson plan. Schedule for initial instruction in natural and typical contexts 6. Develop a plan for regular review, practice, and follow up instruction 7. Develop a procedure for prompting, pre correcting, and encouraging appropriate displays of expectations. 8. Develop a procedure for proactively correcting errors in displays of expectations through feedback (corrections and positive acknowledgements) provided in natural contexts and settings 9. Develop procedures for providing instruction to new students 10.Develop procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Page 32

38 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 44. Expected behavior routines in classroom are taught Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50 75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 45. Classroom teachers use immediate and specific praise Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50 75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50 75% of classrooms) Evident in only a few classrooms (less than 50% of classrooms) Page 33

39 The BCSD Pathway for Teaching and Learning should be utilized when designing lessons. Expectation Specific Behaviors and/or Procedures List behavior and steps to complete Context Identify the locationss where behavior is expected. Tell Introduce the behavior and why it is important Show Teacher demonstrates or models the behavior. Teacher models non examples Practice Give students opportunities to role play the behavior across all relevant settings Pre correct/ Remind Anticipate and give students a reminder to perform behavior Classroom wide Lesson Plan Monitor Supervise Move, scan and interact with students Feedback Observe student performance & give positive, specific feedback to students Reteach Practice throughout the day Page 34

40 Actions Needed for Develop Procedures for Teaching Classroom wide Behavior Expectations Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 35

41 STEP 8 DEVELOP CONTINUUM OF PROCEDURES FOR ENCOURAGING AND STRENGTHENING STUDENT USE OF SCHOOL WIDE BEHAVIOR EXPECTATIONS As a universal strategy, systems should be established within the school to ensure that all students receive positive acknowledgment for demonstrating the high priority behaviors established in the school s expectations matrix. The development and implementation of a system of school wide acknowledgment for encouraging and strengthening student use of behavior expectations: 1) increases the likelihood that desired behaviors will be repeated, 2) Focuses staff and student attention on desired behaviors, 3) Fosters a positive school climate, and 4) Reduces the need for engaging in time consuming disciplinary measures. Effective positive acknowledgements are: 1) Readily available, 2) Appropriate to the environment, 3) Easy to deliver, 4) Can be controlled by the teacher, and 5) Is powerful to the student. Positive acknowledgment systems should be embedded and tied directly to the culture of the school. School may have several methods and strategies of positive acknowledgment. The School wide Benchmarks of Quality (BoQ), an instrument for measuring the effectiveness of the implementation of a SWPBIS system identifies seven essential elements to an effective reward/recognition program: 1) A system of rewards has elements that are implemented consistently across campus; 2) A variety of methods are used to reward students; 3) Rewards are linked to expectations and rules; 4) Rewards are varied to maintain student interest; 5) Ratios of acknowledgement to corrections are high (4 to 1); 6) Students are involved in identifying/developing incentives; and 7) The system includes incentives for staff/faculty. Page 36

42 Additionally, the BoQ specifies that schools should collect and analyze both office referral data and other sources of data on a monthly basis to determine progress and success of the school s School Wide Positive Behavior Support system. The school should choose a select few perceived high leverage school wide strategies to track using the BCSD Positive Referral System. Schools should then monitor these strategies and their effectiveness via the BCSD Positive Referral System. When developing continuum of procedures for encouraging and strengthening student use of school wide behavior expectations, consider the following guidelines: Guidelines 1. Develop easy and quick forms of acknowledgement (e.g., object, event) for all staff members to use 2. Consider strategies/processes that already exists 3. Ensure contextually appropriate name for acknowledgements that links the acknowledgment to the social culture of the school (e.g. community, mascot) 4. Develop culturally, developmentally, and contextually appropriate/relevant forms of acknowledgement 5. Schedule daily, weekly, monthly, and quarterly feedback to students and staff 6. Use by all staff (e.g., office, security, supervisors, bus drivers) 7. Schedule initial introduction of acknowledgements. 8. Schedule regular boosters or re implementation of acknowledgements 9. Develop procedures for providing orientation to new faculty, staff, students 10. Develop procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 11. Develop procedures in place for identifying and supporting students whose behaviors do not respond to school wide acknowledgements 12. Develop procedures and system for providing positive acknowledgment and reinforcement to staff Page 37

43 Guidelines Cont. 13. Plan for use of BCSD Positive Referral System to keep track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. 14. Use BCSD codes and definitions for positive referrals exclusively (Universal Behavior Expectations & Form of Recognition) 15. Allow for feedback and ensure agreement by >80% faculty and staff 16. Include in school publications (e.g., handbooks, newsletters) 17. Instruct and practice how to pair acknowledgements with positive social acknowledgements provided to staff 18. Create procedures and timelines for regular review and enhancement of acknowledgements. Page 38

44 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 22. A system of rewards has elements that are implemented consistently across campus The reward system guidelines and procedures are implemented consistently across campus. At least 90% participation The reward system guidelines and procedures are implemented consistently across campus. However, some staff choose not to participate or participation does not follow the establish criteria. At least 75% participation The reward system guidelines and procedures are not implemented consistently because several staff choose not to participate or participation does not follow the established criteria. At least 50% participation There is no identifiable reward system or a large percentage of staff are not participating. Less than 50% participation 23. A variety of methods are used to reward students The school uses a variety of methods to reward students (e.g. cashing in tokens/ points). There should be tangible items, praise/recognition and social activities/events. Students with few/many tokens/ points have equal opportunities to cash them in for rewards. However, larger rewards are given to those earning more tokens/points. The school uses a variety of methods to reward students, but students do not have access to a variety of rewards in a consistent and timely manner The school uses on one set method to reward students (i.e. tangibles only) or there are no opportunities for children to cash in tokens or select their reward. Only students that meet the quotas actually get rewarded, students with fewer tokens cannot cash in tokens for a smaller reward. 24. Rewards are linked to expectations and rules Rewards are provided for behaviors that are identified in the rules/expectations and staff verbalize the appropriate behavior when giving rewards Rewards are provided for behavior that are identified in the rules/ expectations and staff sometimes verbalize appropriate behaviors when giving rewards Rewards are provided for behaviors that are identified in the rules/expectations but staff rarely verbalize appropriate behaviors when giving rewards Rewards are provided for behaviors that are not identified in the rules and expectations 25. Rewards are varied to maintain student interest The rewards are varied throughout year and reflect students interests (e.g. consider the student age, culture, gender, and ability level to maintain student interest) The rewards are varied throughout the school year, but may not reflect students interests The rewards are not varied throughout the school year and do not reflect students interests Page 39

45 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 26. Ratios of acknowledgement to corrections are high Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are high (e.g. 4:1) Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are moderate (e.g. 2:1) Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are about the same (e.g. 1:1) Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are low (e.g. 1:4) 27. Students are involved in identifying/developing incentives Students are often involved in identifying/developing incentives Students are rarely involved in identifying/developing incentives 28. The system includes incentives for staff/faculty The system includes incentives for staff/faculty and they are delivered consistently The system includes incentives for staff/faculty, but they are not delivered consistently The system does not include incentives for staff/faculty Page 40

46 Acknowledgements Worksheet Consideration Type of Acknowledgement What When By Whom How Often How Many Where For examples related to positive reinforcement and acknowledgement of positive behaviors refer to the Resource Section. Page 41

47 Actions Needed for Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School wide Behavior Expectations Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 42

48 STEP 9 DEVELOPMENT OF PROCEDURES FOR CLASSIFYING AND RESPONDING TO PROBLEM BEHAVIORS AND ASSOCIATED CONSEQUENCES/RESPONSES A well defined continuum of consequences for violations of behavior expectations is crucial to ensure that problem behaviors are dealt with immediately and at the lowest, most immediate, level possible. First, staffs should understand the BCSD codes and definitions for office discipline referrals. Problem behaviors, locations, method of parent/guardian contact, possible motivations, and administrative actions are operationally defined in order to provide clarity and consistency. Second, staffs must reach consensus and differentiate between classroom managed and office managed behavior. Once identified a continuum of consequences should be aligned to classroom managed and office managed behaviors. Appropriate consequences to problem behaviors are most effective when applied immediately within the environment that the behavior has occurred. Immediate corrective feedback has a greater effect on behavior than delayed consequence strategies (such as detention) or other traditional office punishment. However, some problem behaviors may require a removal from the classroom or school if other means of correction have failed to bring about proper conduct or are not feasible. Thirdly, staffs need training in order to effectively address classroom managed and office managed behavior. Staff should first respond to problem behavior by redirecting students. Rather than telling them what not to do, staff should use the opportunity to teach students what to do. Staffs need explicit training in providing pre correction, cueing and prompting students to demonstrate pro social behaviors, re teaching skills when necessary, and consistently acknowledging/ correcting student behavior in explicit terms. Lastly, should a student s behavior warrant a referral to the office, the administrator(s) should first apply an administrative action as an alternative to suspension. Every attempt should be made to apply an administrative action that will restore the relationship between the student and the school, other student, community etc Involving parents is a critical component of addressing severe problem behaviors. A form of parent contact must be recorded for each student referral. Suspension is a last resort and should only be used following education code and District guidelines when either other means of correction have failed to bring about proper conduct or other means of correction are not feasible due to the severity of the student s action(s). Page 43

49 When developing procedures for classifying and responding to problem behaviors use the following guidelines: Guidelines 1. Use BCSD codes and definitions for office discipline referrals exclusively (Locations, Method of Parent/Guardian Contact, Problem Behaviors, Possible Motivations, and Administrative Actions Alternatives to Suspension) 2. Use BCSD Online Standardized Office Discipline Referral exclusively for all faculty/staff with computer access 3. Develop procedure for entering into online system standardized office referrals written by substitutes and faculty/staff without computer access 4. Differentiate and list classroom managed behaviors and office managed behaviors 5. Develop a continuum of consequences for classroom managed and office managed problem behavior 6. Develop a discipline process flow chart 7. Allow for feedback and ensure agreement by >80% faculty and staff 8. Schedule time for teaching continuum of consequences to students 9. Schedule time to train staff on procedures and strategies for addressing classroom and office managed problem behavior 10. Communicate procedures to stakeholders (e.g., families, community members, district administrators) 11. Include procedures in school publications (e.g., handbook, posters, newsletters) 12. Schedule time for regular review of use and effectiveness by SWPBIS Leadership Team 13. Develop procedures for identifying and supporting students whose behaviors do not respond to school wide continuum of consequences for violations of behavior expectations Page 44

50 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 7. Discipline process described in narrative format or depicted in graphic format Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents. (Includes crisis situations) Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents. (Does not include crisis situations) Team has not established clear, written procedures that lay out the process for handling both major and minor discipline incidents. 8. Discipline process includes documentation procedures There is a documentation procedure to track both major and minor behavior incidents (i.e., form, database entry, file in room, etc ) There is not a documentation procedure to track both major and minor behavior incidents (i.e., form, database entry, file in room, etc ) 9. Discipline referral form includes information useful in decision making Information on the referral form includes all of the required fields: Student s name, date, time of incident, grade level, referring staff, location of incident, gender, problem behavior, possible motivation, others involved, and administrative decision. The referral form includes all of the required fields, but also includes unnecessary information that is not used to make decisions and may cause confusion The referral form lacks on or more of the required fields or does not exist 10. Problem behaviors are defined Written documentation exists that includes clear definitions of all behaviors listed All of the behaviors are defined but some of the definitions are unclear Not all behaviors are defined or some definitions are unclear No written documentation of definitions exists Page 45

51 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 11. Major/minor behaviors are clearly differentiated Most (>75%) staff are clear about which behaviors are staff managed and which are sent to the office (i.e. appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented Some (>25%) staff are unclear about which behaviors are staff managed and which are sent to the office (i.e. appropriate use of office referrals) or no documentation exists Specific major/minor behaviors are not clearly defined differentiated or documented 12. Suggested array of appropriate responses to major (office managed) problem behaviors There is evidence that all administrative staff are aware of and use an array of predetermined appropriate responses to major problem behaviors There is evidence that some administrative staff are not aware of, or do not follow, an array of predetermined appropriate responses to major behavior problems Clarifying Behavior Problems and Adult Responses Example Template on following page should be modified for each school Further examples of behavior classifications and flowcharts are included in the Resource Section Page 46

52 Clarifying Behavior Problems and Adult Responses (Example from Missouri School wide Positive Behavior Supports) Definition Examples Adult Response Level I Non problem Common behaviors that are brief in duration and do not interfere with instruction or learning. May be attributed to age or normal human needs. Typically self correcting. Brief inattention or daydreaming Some quiet talking during a transition Short pause while working None. A reaction would consume too much energy, interrupt lessons, and detract from a positive climate. Level II Minor Problem Infrequent behaviors that run counter to expectations or class procedures but do not seriously interfere with learning. If left unattended, likely to persist or spread until learning is affected and teacher is undermined. Calling out without raising hand Leaving seat Off task/doing unrelated activity Passing notes Excessive social talking Proximity Nonverbal cue Ignore/Attend/Praise Restitution Review routine Change activity Level III Moderate or Chronic Problem Behaviors that disrupt an activity or interfere with learning; usually limited to a single student or a few students not acting together. Minor problems that occur so frequently that they constitute a threat to learning. Or Minor problems engaged in by many students. Not following instructions Arguing/disrespectful with teacher; not accepting criticism Etc. Chronic off task Roaming around room at will Poor assignment completion Etc. Re direct Re teach Provide Choice Student conference Increase Group/Individual teaching Home contact Arrange for role/play practice Restrict privileges (seating arrangement, etc.) Behavior planning, contract Level IV Major Problem Behaviors that present a threat to order and learning environment. Student is out of instructional control unable to be responsive to adult teaching. Illegal behavior or infraction of major school rule, board policy Refusal to follow instructions or accept criticism Level III behaviors that have not responded to interventions Referral to office Restitution Home contact Other support services Page 47

53 Actions Needed for Development of Procedures for Classifying and Responding to Problem Behaviors and Associated Consequences/Responses Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. 1. Action Person(s) Date Page 48

54 STEP 10 DEVELOPMENT OF DATA BASED PROCEDURES FOR MONITORING IMPLEMENTATION OF THE PRIMARY PREVENTION TIER (TIER I) To ensure the effective, efficient, relevant, and sustained implementation of a schoolwide discipline system, school staff members must receive information that is accurate, timely, and easily available to guide decision making. In general, a record keeping and decision making system must have (a) structures and routines for data collection, (b) mechanisms for data entry, storage, and manipulation, and (c) procedures and routines for review and analysis of data. School SWPBIS Leadership Teams should lead the data analysis process. Each month teams should review data from CompleteSchool related to positive referrals, office discipline referrals, suspensions, and disproportionality (risk ratio). A procedure should be developed for presenting behavioral data to all school staff on a monthly basis. Analysis of office discipline referrals should answer the following five questions (Big 5): 1. How often are problem behaviors occurring? 2. Where are problem behaviors occurring? 3. What types of problem behaviors occurring 4. When are problem behaviors occurring? 5. Who is contributing to the number of problem behaviors occurring? In answering each of the Big 5 school SWPBIS Leadership Teams should follow the Predict, Observe, and Infer model of data analysis using the BCSD SWPBIS Team Behavior Data Review Worksheet. Predict Team members make assumptions and predictions regarding the data they will see. Prediction surfaces expectations, experiences, bias and thinking patterns among the team. Observe Team members make factual statements devoid of conjecture, judgment, or explanation. Infer Team members develop hypothesis regarding data observations. Team members then propose to examine additional data sources or develop actions that will continue to or bring about desired results. Once the analysis process has been completed, school teams should then develop SMART goals and associated action plans. Action plans should be reviewed at the next school SWPBIS Leadership Team meeting to continue the cycle. Page 49

55 Similarly, school teams should review progress on SWPBIS implementation fidelity measures (Self Assessment Survey (SAS), Benchmark of Quality (BoQ), and School wide Evaluation Tool (SET)) as they are completed. When developing data based procedures for monitoring implementation of the primary prevention tier utilizing the following: Guidelines 1. Use BCSD codes and definitions for office discipline referrals exclusively (Locations, Method of Parent/Guardian Contact, Problem Behaviors, Possible Motivations, and Administrative Actions Alternatives to Suspension) 2. Use BCSD Online Standardized Office Discipline Referral exclusively for all faculty/staff with computer access 3. Ensure procedures are followed for entering into online system standardized office referrals written by substitutes and faculty/staff without computer access 4. Ensure differentiation between classroom managed behaviors and office managed behaviors is followed by all staff 5. Ensure discipline process flow chart is followed 6. Utilize Predict, Observe, and Infer model while using the BCSD protocol for Office Discipline Referral data analysis with SWPBIS Leadership Team 7. Use positive referral data to adjust and refine acknowledgement and reinforcement systems 8. Review disproportionality risk ratio data (positive referral, office discipline referral, and suspension) with SWPBIS Leadership Team and staff on a monthly basis 9. Develop and review SMART goal based action plans monthly with the SWPBIS Leadership Team and staff 10. Develop procedures and timelines for presenting behavior data (positive referral, office discipline referral, and suspension) to staff Page 50

56 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 13. Data system is used to collect and analyze ODR data The database can quickly output data in graph format and allows the team access to all of the following information: average referrals per day per month, by location, by problem behavior, by time of day, by student, and compare between years All of the information can be obtained from the database (average referrals per day per month, by location, by problem behavior, by time of day, by student, and compare between years), though it may not be in graph format, may require more staff time to pull the information, or require staff time to make sense of the data Only partial information can be obtained (lacking either the number of referrals per day per month, location, problem behavior, time of day, student, and compare patterns between years) The data system is not able to provide any of the necessary information the team needs to make school wide decisions 14. Additional data are collected (attendance, grades, faculty attendance, surveys) and used by the SWPBIS team The team collects and considers data other than discipline data to help determine progress and successes (i.e. attendance, grades, faculty attendance, school surveys, etc ) The team does not collect and considers data other than discipline data to help determine progress and successes (i.e. attendance, grades, faculty attendance, school surveys, etc ) 15. Data analyzed by team at least monthly Data are printed, analyzed, and put into graph format or other easy to understand format by a member of the team monthly (minimum) Data are printed, analyzed, and put into graph format or other easy to understand format by a team member less than once a month Data are not analyzed 16. Data shared with team and faculty monthly (minimum) Data are shared with the SWPBIS team and faculty at least once a month Data are shared with the SWPBIS team and faculty less than one time a month Data are not reviewed each month by the SWPBIS team and shared with faculty Page 51

57 BCSD SWPBIS Team Behavior Data Review and Action Planning Worksheet The BCSD SWPBIS Team Behavior Data Review Worksheet is designed to a schools in analyzing their office referral data in accordance with the B questions. The following CompleteSchool reports should be utilized to ans each question: Average Referral per Day per Month How often are problem behavior occurring? Average Referral per Day per Month is a national metric used to compar the number of referrals across time. The metric is calculated by totaling the referrals in a given month and then dividing by the number of schoo days in that month. This allows for monthly comparison and compensat for the fact that months do not always have the same number of schools days associated with them. The metric is calculated in the CompleteScho reports. Since the metric is used across thousands of schools nationwide, BCSD schools are able to compare themselves to a national median as well as 25 th and 75 th percentile rank, as calculated by the University of Oregon through their SWIS data system. To compare one school to the national median a simple calculation is required to account for differences in size and grade span of the school. The calculation is described on the BCSD SWPBIS Team Behavior Data Review Worksheet. Once the calculation is performed a school has an absolute standard by which to compare their progress. A similar calcula can be performed to compare the school to the 25 th and 75 th national percentiles. It is the expectation that schools within BCSD will strive to have Average Referral per Day per Month rates below the national median. Referrals by Location Where are problem behaviors occurring? This report shows both numerically and in graph form the school locat where problem behaviors are occurring most often.

58 Referrals by Problem Behavior What types of problem behaviors are occurring? This report shows both numerically and in graph form the problem behaviors that are occurring most often. Referrals by Time When are problem behaviors occurring? This report shows both numerically and in graph form the times when problem behaviors are occurring. Referrals by Recidivism Who is contributing to the number of problem behaviors occurring This report shows both numerically and in pie chart form the percentages of students receiving 0 1 referrals, 2 5 referrals, and 6 or more referrals. Accompanying the report is a listing of all students receiving 2 or more referrals. The listing includes the number of office discipline referrals the student has received, the number of positive referrals the student has received, as well as the number of suspension incidents and suspension days. The student s ethnicity is also listed along with the teacher of record for the student. When completing the BCSD SWPBIS Behavior Data Review Worksheet teams should make factual statements devoid of conjecture, judgment, or explanation in the Data Observation column. The BCSD SWPBIS Behavior Data Review Worksheet template on the following page may not be modified by school. The BCSD SWPBIS Action Planning template may be modified to meet the needs of the school and is intended to serve as a guide for action planning. Action plans should contain SMART (specific, measurable, actionable, realistic, and time bound) goals aligned with the BCSD administrative expectations and data gathered from CompleteSchool reports. If the school already has a SMART goal based action plan template that they are comfortable using then the school may also use it for SWPBIS purposes. Page 53

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61 Actions Needed for Development of Data based Procedures for Monitoring Implementation of the Primary Prevention Tier (Tier I) Record actions to be completed, person(s) to complete the action, and date by which the action should be completed. Action Person(s) Date Page 56

62 SWPBIS IMPLEMENTATION FIDELITY MEASURES National SWPBIS assessment survey measures helps to ensure the effective implementation of SWPBIS, as well as provide feedback for refinement and action planning. The following section describes briefly the assessment surveys used in BCSD, their purpose, and timelines for their administration. The following measures were chosen as valid and reliable measures of SWPBIS implementation. Measures have been designed to be done quickly and efficiently with a minimal time commitment to the school SWPBIS Leadership Team and staff. Self Assessment Survey (SAS) The SAS is an annual assessment used by schools to identify the staff perception of the implementation status and improvement priority for school wide, classroom, non classroom and individual student systems. Results of the SAS are effective in identifying the staff priorities for action planning for the Single School Plan for Student Achievement. Administration: Annually, completed and submitted to ISS and your school s DSS by September 20 th Benchmark of Quality (BoQ) The BoQ allows school teams to: o Examine their Universal (Tier I) implementation fidelity Are we doing what we said we would do? o Document whether the Tier I implementation has been effective Does our implementation have a positive impact? o Identify strengths and weaknesses in the Tier I implementation What are our strengths that we can acknowledge? What could we do to improve? Elements of the BoQ may be adjusted to align with SWPBIS requirements within BCSD. A team s score is a reflection of staff consensus combined with the SWPBIS Lead s perspective. The Lead collects the forms, consolidates the results, includes his/her perspective and records the final scores on the scoring form. A scoring guide provides descriptions of each item on the scoring form. Page 57

63 Administration: Annually, completed and submitted to ISS and your school s DSS before final school SWPBIS Leadership Team meeting School wide Evaluation Tool (SET) The SET is a research tool designed to assess and evaluate the critical features of SWPBIS. It should be used in conjunction with other surveys and measures to create a complete picture of your school s SWPBIS implementation status. Information gathered during the SET can be used to: 1. Assess features in place 2. Determine annual goals 3. Evaluate on going efforts 4. Design and revise procedures 5. Compare year to year efforts A trained SET evaluation team will come to your school to conduct the survey. It takes about two hours to complete. The SET team will be comprised of District and school site personnel along with parents and community members. The evaluation team will interview the school administrator on a set of 21 questions. The answers from the administrator interview are used to inform questions the evaluation team asks at least 10 staff and at least 15 students about SWPBIS practices in their building. Finally, the SET evaluation team receives a school tour and reviews all available SWPBIS materials. A school s SET score is determined by compiling all of the information from the administrator, staff and student interviews, building observations and material review Administration: At least every two years, scheduled varies as determined by the District Page 58

64 Benchmark of Quality Indicators Benchmark 3 points 2 points 1 point 0 points 49. Students and staff are surveyed about PBS Students and staff are surveyed at least annually (i.e. items on climate survey or specially developed PBS plan survey), and information is used to address the PBS plan Students and staff are surveyed at least annually (i.e. items on climate survey or specially developed PBS plan survey), and information is not used to address the PBS plan Students and staff are not surveyed 50. Students and staff can identify expectations and rules Almost all (>90%) students and staff can identify the school wide expectations and rules for specific settings. Many (50 90%) students and staff can identify the school wide expectations and rules for specific settings Few (<50%) of students and staff can identify the expectations and rules for specific settings or evaluations are not conducted 51. Staff use referral process (including which behaviors are office managed vs. which are teacher managed) and forms appropriately Almost all (>90%) staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly Many (75 90%) staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly Some (50 <75%) staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly Few (<50%) staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly or evaluations are not conducted 52. Staff use reward system appropriately Almost all (>90%) staff understand identified guidelines for the reward system and are using the reward system appropriately. Many (75 90%) staff understand identified guidelines for the reward system and are using the reward system appropriately. Some (50 <75%) staff understand identified guidelines for the reward system and are using the reward system appropriately. Few (<50%) staff understand and use identified guidelines for the reward system or evaluations are not conducted at least yearly or do not assess staff knowledge and use of the reward system 53. Outcomes (behavior problems, attendance, and morale) are documented and used to evaluate PBS plan There is a plan for collecting data to evaluate PBS outcomes, most data are collected as scheduled, and data are used to evaluate PBS plan There is a plan for collecting data to evaluate PBS outcomes, some data are collected as scheduled, and data are used to evaluate PBS plan There is a plan for collecting data to evaluate PBS outcomes; however nothing has been collected to date There is no plan for collecting data to evaluate PBS outcomes Page 59

65 RESOURCE SECTION 1. Universal behavior expectations and classroom teaching matrix ideas: in action/matrix.html pbis network.wikispaces.com/ Lesson plans for teaching universal expectations and associated rules: pbis network.wikispaces.com/ in action/cool tools.html pbis presentations/ Page 60

66 3. Examples for acknowledgement and reinforcement systems: pbis network.wikispaces.com/ 1/ 4. Examples related to creating a continuum of response to behavior pbis presentations/ pbis network.wikispaces.com/ (choose 1) LEVELED CONSEQUENCE / ADULT ACTION Smallest change for largest effect! LEVEL 1 CONSEQUENCE OPTIONS Look at the environmental factors and student function for misbehavior. Match to the adult action. **Classroom teachers refer to Classroom Strategies and Modifications for Responding to Problem Behavior for a list of strategies to try with students prior to punishment or referral for support** Pre teach/correct desired behavior by verbally teaching and if possible modeling Increase attention during the day (catching the positives) Use another student for positive modeling Ask student to model appropriate behavior and provide lots of positive feedback when done appropriately One on one quick conference (can be done for first few minutes of a recess) Problem solving sheet (if used as a re teaching, conference tool) Other LEVEL 2 CONSEQUENCE OPTIONS Have you looked at student s environmental or academic factors or student s function for their misbehavior? Attempt to match consequence with student function because it is what drives their behavior. Re teach desired behavior Quiet area to refocus or calm down Walk /check in with recess teacher (depending on function) Rezone a student after emphasizing positive behaviors you want to see. Problem solve with a peer Pair with a peer that makes positive choices (like shadowing) Teacher/student social story Do a bucket filling activity for affected student/adult (letter, face to face, return item, apology, etc.) Student to student conference Loss of recess Move desk Other LEVEL 3 CONSEQUENCE OPTIONS Parent contact (phone or conference) Student calls home Restitution Bucket filling activity for affected student Removed from activity or play area for duration (i.e. rest of math activity, recess, etc.) unless function is to escape Page 61

67 Strategies to Address Classroom Managed Behavior from Teach behavioral expectations, social skills, and procedures On going behavior instruction of the expectations, social skills, and procedures should occur in every classroom and location at a neutral (scheduled) time. Tier One behavior instruction includes: Introducing the expectation, social skill, or procedure by name Computer Expectations, Working Independently, Entering the Classroom, etc. Providing a reason or rationale for learning and demonstrating the skill Explicitly outlining the behavior steps Practicing the behavior, followed by specific feedback Monitoring and supporting students to skill mastery a behavior has not been learned until it can be demonstrated in all settings, even under stressful conditions Once an expectation, social skill, or procedure is taught, enforcement continues throughout the remainder of the day/week/year. Enforcement includes: providing pre correction, cueing and prompting students to demonstrate pro social behaviors, re teaching skills when necessary, and consistently acknowledging/correcting student behavior in explicit terms. Utilize pre correction techniques Pre correction is the intentional front loading of students for behavioral success. Pre correction is used to inform students that an opportunity to demonstrate a specific expectation, social skill, or procedure will occur in the immediate future. An example of pre correction is: Class, in a minute the bell is going to ring and we are going to Line Up for an Assembly. When the bell rings, put all materials in your desk, stand up, push your chairs in, and wait quietly behind your chair until I dismiss your table to line up. The more at risk a class or student, the more explicit the pre correction should become. Clarify how the behavior did not meet expectations Students who demonstrate behavioral errors should be provided a specific description of how the misbehavior differed from the expectation. The content of this interaction should be limited to the facts surrounding the specific misbehavior. Example: Mary, while the class was Working Independently you blurted out something like, Does anyone have an extra pencil? Mine s broken! Page 62

68 Then you left your seat and walked to the pencil sharpener making comments to other students along the way. Remember, we have a procedure for sharpening pencils: raise your hand and wait for me to call on you, ask if you can use the sharpener, once I have given you permission you can then go directly and quietly to the sharpener, sharpen your pencil, return to your seat, and refocus on your assignment. Re teach and practice the expectation, social skill, or procedure Classes, groups, and/or individual students who fail to demonstrate expectations, skills or procedures, should be provided additional instruction and practice. Example: Class, right now everyone should be Working Independently on their math assignment. Who can raise their hand and tell me what Working Independently looks like? That s right. Working Independently means: focusing your attention on the assigned task, ignoring all distractions both inside and outside the classroom, and raising your hand if you require assistance. Now let s go ahead and practice that skill. I expect everyone to be Working Independently for the next 5 minutes. Establish a behavior cue/prompt Cues and prompts are used to support individual students who are known to have difficulty demonstrating a specific behavior or when the earliest signs of a misbehavior are observed. Cues and prompts may be visual, verbal, or a combination of both. Cue: a single gesture or word to remind a student to use a specific expectation, skill, or procedure. The teacher, for example, may point to the Things to DoWhen I m Done with My Work poster, or may say something like, Remember, TOD (Things to Do). Prompt: a series of gestures and/or directions which guide the student through the process of demonstrating an expectation, social skill, or procedure. Prompts are more explicit than cues. A teacher, for example, may say, Remember, when you have completed the assignment to look at the Things to Do When I m Done with My Work poster, select an item, and begin immediately. Provide a structured choice Structured choices provide students with two behavioral alternatives, each of which is directly linked to a specific outcome one positive and one negative. Page 63

69 Structured choices are clearly stated, reasonable, enforceable, and ultimately chosen by the student. When delivering a structured choice begin by stating how use of the expected behavior will lead to a positive outcome, while continued use of the misbehavior will lead to a negative outcome. Example, Right now you can Wait in Line using a quiet voice like we ve practiced and enter the cafeteria with your peers, or you can continue talking in a loud voice and go to the end of the line in which case you will be the last to enter the cafeteria. Contact and/or meet with guardian While it is always good practice to form positive partnerships with parents, it is important to remember that parents have little ability to modify school/classroom environmental dynamics or to implement behavior interventions within the school setting. Just as educators would not call home for students demonstrating difficulty with division problems or reading a passage out loud in class, so too should they not call home for students failing to demonstrate an expectation, social skill, or procedure. For the most part, staff will address behavioral errors the same way they address academic errors through teaching, re teaching, and acknowledging/correcting until the behavior is mastered. That being said, there will be times when misbehaviors persist to the point where it is appropriate to contact parents regarding their child s behavioral challenges. Conversations with parents should include: identification of the behaviors of greatest concern (framed as an expectation, social skill, or procedural error), explanation regarding the interventions being implemented in the school setting, methods by which the school is monitoring the student s progress, and specific strategies as to how parents may support the school s efforts at home. Page 64