PBIS goes to Preschool. Julie Betchkal WI Pyramid Model Training Coordinator Justyn Poulos WI PBIS Network Coordinator

Transcription

1 PBIS goes to Preschool Julie Betchkal WI Pyramid Model Training Coordinator Justyn Poulos WI PBIS Network Coordinator

2 Who s Here? K-12 Teachers Preschool Teachers K-12 Administrators Parents Other?

3 Tiered Intervention

4 Shared evidence base that emphasizes prevention Administrative leadership as vital Teaming as a change agent Data based decision making Defined positive social expectations Explicit teaching Acknowledge positive behavior Continuum of intervention

5 Why worry about pre school behavior? Preschool expulsion rates are 3 times higher than K-12 expulsion rates. Boys are 4.5 times more likely than girls to be expelled. African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children. Expulsion rates for 5 year olds are double rates for 4 year olds.

6 Preschool expulsion: Wisconsin Data In WI, over two-thirds of child care providers reported that they had expelled a child from their care at some point in their career 52% asked a family to leave within the past two years Child and family behavior were among the leading causes of expulsion in both group and family child care settings 1 in 5 providers reported that they had little or no confidence in their ability to deal with challenging behaviors Irvin-Vitela, L. (2010). Child Retention in Wisconsin Child Care Settings, Supporting Families Together Association.

7 574 Schools Trained 401 Schools Implementing Schools implementing SW-PBIS as of December 15, 2010

8 4 PBS Elements Supporting Staff Behavior Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making PRACTICES Supporting Student Behavior

9 Systems Systems are level of supports that staff experience in the school Administrative support Staff buy in Common language Continuum of procedures Environmental changes Consistent procedures Coaching

10 Leadership Team PBIS Pyramid Model Includes administration, teacher representation Meets monthly Guides implementation based on data Action plans based on the Benchmarks of Quality Review policies, procedures, practices Team Implementation Includes Behavior Checklist Support personnel Leadership Team Self- Plans for parent support Assessment and Planning tool

11 Clear Expectations= Common Language PBIS RHRS Respect: Use good manners Honesty: Tell the truth Responsibility: Act responsibly Safety: Engage in safe behaviors Pyramid Model

12 Expectations to rules.pbis

13 Expectations to rules.pyramid Model

14 Majors/ Minors PBIS Pyramid Model Persistence and resistance Child guidance procedures

15 Continuum of procedures- PBIS

16 Continuum of procedures - Pyramid Model When a child with persistent challenging behavior is identified, these are the step to follow. Step 1: Consult with the Behavior Coach and continue with BIRs (week 1) Step 2: Collect a few weeks of BIRs and observation cards (week 2-3) Step 3: Continue to collect data and observation cards. Complete a FAI with parents and teachers Step 4: Team reviews and evaluates observations and develops a Behavior Support Plan Step 5: Teachers and parents begin to implement the Behavior Support Plan with coaching support Step 6: Team members meet periodically to evaluate how the plan is working, refine as needed

17 Practices Practices are the supports Students experience Explicit teaching Reinforcing behavior Consistent consequences PRACTICES

18 Common Areas Lunchroom Teaching Examples Be Safe: You are very hungry. You walk into the lunchroom and another class is ahead of you. Slow down and wait your turn. Be Respectful: You are in the lunchroom when you notice a classmate sitting alone. Go over and sit by your classmate. Be Responsible: You finish your lunch and you raise your hand. The lunchroom supervisor dismisses you. First you clean your area, put away your tray or lunchbox and throw garbage away. Then walk quietly to line up for recess. PBIS- Cool Tool example Student Activity 1. Have 2 or 3 students demonstrate correct walking in the lunchroom and getting their lunch. 2. Have 2 or 3 students practice asking another student to sit with them at lunch. 3. Have 2 or 3 students demonstrate the correct procedure for clean up of hot and cold lunches when excused for recess. After the Lesson 1. Before lunch, ask one student to ask someone to sit with him or her. 2. A staff member demonstrates what can happen if the floor is slippery. 3. The lunchroom supervisors will distribute SMILE tickets to students who follow the lunchroom procedures. What to do Helpful Hints What to say Ask someone to sit with you Know when to get help for an unsafe floor. Empty and stack trays carefully when excused. Thanks for sitting with me. That could be dangerous. Let me help you with that. Please, may I be excused?

19 We share. Pre-corrections Reminders Redirections Reinforcements

20 Environment as a tool in Pyramid Model Trust/ Attachment Need/ Arousal Relaxation Need is met

21 Daily review of rules- Pyramid Model What Do We Do In Circle?

22 Reinforcing behavior- PBIS Golden Sneaker Award

23 Reinforcing behavior- Pyramid Model Positive descriptive feedback Social recognition

24 Pyramid Model also emphasizes social curriculum Share Give ideas Take turns Say nice things Be a helper

25 Tired Surprised

26 Problem solving? 1. What is my problem? 2. Think, think, think of some solutions. 3. What would happen if? Would it be safe? Would it be fair? How would everyone feel? 4. Give it a try!

27 Social Problem Solving

28 Consistent Response What Does NOT Work Well: Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior Mayer, (2008). Consortium to Prevent School Violence FACT SHEET #1: Overview of School Violence Prevention, Rutgers University.

29 Data Fidelity of Implementation PBIS Benchmarks of Quality (BoQ) Team Implementation Checklist (TIC) Self-Assessment Survey (SAS) School-Wide Evaluation Tool (SET) Program Data Attendance, suspension, expulsion Office Discipline Referrals Child Status State academic testing Progress Monitoring Social emotional screeners Pyramid Model Benchmarks of Quality Teaching Pyramid Observation Tool (TPOT) Teaching Pyramid for Infants and Toddlers Observation Scale (TPITOS) Attendance, suspension, expulsion, parent contact Behavior Incident Reports Ongoing assessment Social emotional screening

30 Benchmarks of Quality PBS Team Faculty Commitment PBIS Effective Procedures for dealing with discipline Data Entry & Analysis Plan Established Reward/ Recognition program established Lesson Plans for teaching expectations/rules Implementation Plan Crisis Plan Evaluation Pyramid Model Establish Leadership Team Staff Buy-in Family Involvement Program Wide Expectations Strategies for teaching and acknowledging the program wide expectation All classrooms demonstrate implementation of the Pyramid Model Procedures for responding to challenging behavior Professional development and staff support plan Monitoring implementation and outcomes

31 average behavior incidents per day per month location time of day problem behaviors number of students Staff, consequences, student, motivation- Other aggregate ODRs/ BIRS Office Discipline Referrals/Behavior Incidence Reports Number of incidents by month location Activity behavior type Staff, consequences, child, and/or motivator.

32 SW-PBIS Data

33 Can pull the Big 5 graphs in the BIR access database

34 Teacher level data- Pyramid Model

35 Summary of TPOT Observations Strengths Schedule and routine are a balance of teacher and child directed activities Center time allows kids to have higher rates of engagement. Adults initiate transitions based on engagement of kids. Children who aren t yet skilled at group activities aren t forced/required to participate. Emerging Skills Directions tell what to do but are often paired with a no or not first. The visual schedule is referenced with individual children who ask questions related to the schedule. Professional Development Needs Structuring transitions to include: warnings, zone defense, descriptive feedback and routines that have a beginning, middle and end. Structure for circle time. Proposed goals for Action Plans *Transitions *Structure Circle Time

36 Child Level Data- Pyramid Model Number of children: Above cut off Near cut off Below cut off

37 SEFEL Pyramid Model Key Components Tiered Model of Interventions School Wide PBIS Key Components Tiered Model of Interventions Focus on Birth-5 Focus on K-12 Administration Participation and Support Explicitly Teaching Behavior Focus on Prevention Program-wide Expectations Systematic Acknowledgement Adult Managed Behavior Data-Based Decision Making Administration Participation and Support Explicitly Teaching Behavior Focus on Prevention School-wide Expectations Acknowledgement System Teacher/Office Managed Bx (T-Chart) Data-Based Decision Making

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40 Justyn Poulus WI PBIS Network Coordinator Ext. 251 Julie Betchkal WI Pyramid Model Training Coordinator ext Lana Nenide WI Pyramid Model State Coordinator