January 2012

2010-11 Annual Evaluation Report

The 2010-11 Wisconsin PBIS Network Evaluation Report, which provided an overview of the activities and outcomes of last year’s PBIS efforts, was completed in October. This report can be obtained here. Some highlights, as of July 1, 2011, include:

  • 795 schools in 167 districts, representing all CESA regions in Wisconsin, had attended tier 1/universal PBIS team training.
  • 201 PBIS trainings were held throughout Wisconsin.
  • 152 schools had attended tier 2/selected PBIS team training and 17 schools had attended tier 3/intensive PBIS team training.
  • 681 schools were implementing PBIS (had completed at least one PBIS fidelity tool on the PBIS Assessment website).
  • 280 schools were implementing tier 1/universal PBIS with fidelity (met fidelity on at least one Team Implementation Checklist, Benchmarks of Quality, Self-Assessment Survey, or School-wide Evaluation Tool on the PBIS Assessment website).

In this year’s report, the Wisconsin PBIS Network was able to report some of the positive outcomes that schools implementing PBIS are experiencing. For example:

  • Compared to schools trained in PBIS but not implementing, schools implementing with fidelity had 52 percent fewer days lost to out of school suspensions, 43 percent fewer out of school suspensions, and 36 percent fewer students receiving out of school suspensions.
  • Schools implementing with fidelity had 14 percent fewer office discipline referrals than schools implementing but not with fidelity.

Also in this year’s report, results were shared from 27 schools that met fidelity prior to the start of the 2010-11 school year and sustained that high quality PBIS implementation. These schools saw the following significant results:

  • The percent of students scoring proficient or advanced in reading on the WKCE increased between 2008-09 and 2010-11. 
  • The percent of students scoring proficient or advanced in math on the WKCE increased between 2008-09 and 2010-11, especially for lower performing schools.
  • The percent of students identified with disabilities decreased between 2008-09 and 2010-11.

The report also elaborates on both the short term and long term goals of the Wisconsin PBIS Network. The 2010-11 grant year was another year of tremendous growth for PBIS in Wisconsin, and so far 2011-12 is paralleling that growth. Keep up the great work with PBIS in your schools – it is your fantastic PBIS implementation that leads us to these exciting results!

Tier 2/Selected and Tier 3/Intensive Tools

As more schools in Wisconsin are now receiving tier 2/selected team training in PBIS, the Wisconsin PBIS Network is also developing additional tools that these schools may find useful in their tier 2/selected PBIS implementation. 

Triangle Tool

Schools can use the triangle tool to compare the percent of their students receiving interventions at each tier with the theoretical percentages of students we would expect to receive interventions at each tier. This tier provides an easy way for schools to determine if their percentages are in line with the theoretical percentages or if they need to boost their PBIS implementation at tier 1/universal and/or tier 2/selected.

Tracking Tool

Schools implementing PBIS at tier 2/selected may also find the tracking tool useful for their implementation. This tool provides an easy way for schools to determine the response rates for each of their interventions each month. If less than 70 percent of the students receiving an intervention are responding to it, the fidelity of implementation of the intervention should be examined, as should the appropriateness of the intervention for the students that are receiving it.

Wisconsin PBIS Network Website Resources

The PBIS in Action section of the Wisconsin PBIS Network website is packed with tools and resources that schools implementing PBIS or thinking about implementing PBIS will find useful. For example, the Schools at Fidelity page contains a map of all of the schools throughout Wisconsin that are implementing tier 1/universal PBIS with fidelity. Schools considering PBIS training and implementation may wish to contact one of the schools shown on this page to talk with them about their PBIS experiences. 

The PBIS in Action section of the Wisconsin PBIS Network website also now has a Videos and Media section. Featured on this page is the Wisconsin RtI Stories video created recently by the Educational Communications Board in Wisconsin. Links can also be found on that page to videos created by PBIS schools throughout Wisconsin to teach the behavioral expectations to students. 

Finally, the Wisconsin PBIS Network has a PBIS in the News section to the website. Listed on this site are local news articles that have been published about PBIS implementation efforts throughout Wisconsin. We would love to include an article written about your school in this section! If you know of a link that isn’t yet listed in this section of the website, please send it to Cari Schindel (info@wisconsinPBISnetwork.org) so that we can include it here!

Wisconsin PBIS Success Stories

In the PBIS Post, we like to include success stories written by educators at schools implementing PBIS. The stories are short descriptions (with data) of problem areas, what was done about them, and what the outcomes were. Outcomes can be anything from a reduction in the number of office discipline referrals (overall or in a particular location, time, etc.), to a reduction in suspensions/expulsions, or even an improvement in school climate. Celebrating successes are a staple in PBIS team meetings, and we would love to share your story in the PBIS Post. Please submit your stories to the Wisconsin PBIS Network at schindelc@wisconsinPBISnetwork.org.

Shawano – Hillcrest Primary

One interesting problem/trend presented to our universal team was the concern that students were working so hard to earn individual incentives that teachers were spending a great deal of time handing out individual rewards, especially when a majority of a class of students were demonstrating appropriate behavior at the same time (e.g. good line basics going from one classroom to another). 

Our universal team developed a Classroom Award that could be earned whenever everyone in the class was observed to be demonstrating Safe, Respectful, or Responsible behavior at the same time. When a class accumulates ten Classroom Awards, they earn a class incentive of their choice (popcorn party, extra recess, sledding, etc.). Use of incentives at the classroom level has resulted in an ever increasing number of recognitions of positive behaviors in our school. An expected outcome was a reduction in behavior infractions when students were moving as a group throughout the building. An unexpected outcome to offering a class incentive was the increase in students assisting each other. It is not unusual to see or hear students supporting each other, modeling appropriate behavior for each other, and even recognizing each other for their efforts to work as a group.

Crivitz – Crivitz Elementary/Middle

For the 2010-2011 school year, the Crivitz Elementary/ Middle School focused on playground, bathroom, and hallway behaviors. Upon analyzing the SWIS data from February 2011 the team saw the need to target tardiness as a part of a hallway behavior modification plan for the middle school students; tardiness was the behavior with the highest frequency, comprising 33.51 percent of overall office referrals. The behavior happened throughout the day without a specific peak at any given time, and tardiness was also determined to be a problem for many students and from a variety of locations in the building. The PBIS team used this information to develop a plan to reduce this behavior and encourage students to report to class on time. 

The school has used paper Wolverine Paws as the primary reward system. Students caught doing positive behaviors are given the paws which go into a weekly school-wide drawing. If a student’s paw is drawn that week they can pick from a reward menu. In addition to this standard reward system the team elected to use green colored Wolverine Paws specifically for hallway behavior and reporting to class on time. Data regarding the average number of paws per week was used to establish the target number of paws needed for additional incentives. One hundred green paws total per grade would earn each student in that grade a cookie. Two hundred green paws would earn the students in that grade a bowling party. All students would be eligible for the cookie, and only students without a major referral or a tardy during the counting period would be eligible to attend the bowling party. 

The paws were counted weekly, and the totals were posted letting everyone know how many had been accumulated. After initiating the incentives and rewards, the tardiness dropped dramatically to 17.02 percent of the total office referrals in March 2011. The overall frequency of tardy referrals dropped from 62 in February to 32 in March of 2011.  

Altoona – Altoona Middle

One problem we identified was disrespect toward substitute teachers. When looking at the Big 5, we did not notice a problem because there were only three office discipline referrals (ODRs) during the first month from substitutes. However, after further analyzing the ODR data, we realized that classroom teachers were writing ODRs for disrespect toward substitutes. Substitutes received no information about PBIS. We didn’t pre-teach expectations or model the appropriate behaviors for students with substitutes.  

We created a cool tool for classroom teachers to use before a planned absence and gave each substitute an overview of PBIS. We identified orange tickets from our rewards system to be given only by substitute teachers to acknowledge students who demonstrate the expectations. These tickets are put into a weekly “Sub from a Sub” drawing for a coupon to use at our neighborhood Subway store. After implementation, referrals went from 11 the first month down to one referral during the second and the third months. Grade-level teams now meet with individual students who have been disrespectful toward a substitute and re-teach the expectations with parent involvement. 

Hartford Union High School

Hartford Union High School (HUHS) initially trained a universal team in the spring of 2010 with the intent of fully implementing tier 1 in the 2010-2011 school year. However, the team discovered that making this transition for a high school takes much longer than it does at the elementary level. After many dedicated hours during summer 2010, the team realized that a partial kick-off was much more appropriate for the 2010-11 school year. 

To best focus the partial kick-off, the universal team reviewed ODR data from the 2009-10 school year. The team immediately identified a problem with tardiness; the number of tardy referrals was quite a bit higher than any other offense during the previous school year. Policy stated that students would begin to receive disciplinary consequences for tardies following the sixth occurrence. The sheer volume of tardies was monopolizing the time of the administrative staff as well as support staff in processing ODR paperwork.

The universal team brainstormed a number of possible reasons for the problem: students socializing in the hallway, inadequate passing time, congested hall areas, etc. However, in order to determine which of these reasons was responsible, the team realized that HUHS needed to have a universal definition of a tardy. For some staff, to be on time simply meant you had to be running down the hallway as the bell was ringing. For others, students needed to be in their assigned seats before the bell stopped ringing. These inconsistencies needed to be corrected to create a common expectation for all students.

Following the PBIS framework, the universal team first defined on time behavior; students would be on time for class as long as they had “Two Feet in the Door” by the time the bell was done ringing. The team rolled this consistent expectation out to staff during the August in-service. Teachers taught the expectation to students using a ten-minute lesson the first week of school. “Two Feet in the Door” became a common language for students and staff; posters were displayed in every classroom. Individual and group acknowledgements were delivered to students and entire classes who arrived to class on time.

At first, the PBIS universal team was extremely nervous. As the team reviewed data from September 2010, the number of recorded tardies had increased from September 2009. However, the team recognized that more teachers were consistently enforcing a set expectation. After one school year of implementation, the total number of tardies dropped from 15,960 during the 2009-2010 school year to 9,816 in the year after our “Two Feet in the Door” kick-off.

These results were shared with various stakeholders through community publications to celebrate the success of “Two Feet in the Door.” The PBIS universal team continues to build on these results and work toward a successful full kick-off and implementation of PBIS.

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