PB4L Conference 2107 - notes day 1

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Louise Upston - Assoc Min of Ed.
'social investment' - to help work with some of the kids in 'your community'.

Dr. George Sugai - keynote
communities of practise/communities of learning - ensure substantive, demonstrate significant outcomes, evidence
Sustainability - changes in govt policy  - documenting what works and how other things can be merged within/integrate.

Whenever a large societal or community swing occurs, associated shifts in behaviour norms and acceptability also can be experienced. The purpose of this presentation is to describe how our knowledge and experience with positive behavioural interventions and supports (PBIS) could be considered as an immediate, important, and effective preventive response when dramatic shifts in school and classroom climate are being experienced. We suggest that educators must “double down” now on their PBIS implementation to maintain school and classroom host environments that are safe, respectful, equitable, preventive, and effective for all students
http://www.pbis.org/

  • post election in US climate - southern poverty law centre stats show school climates negatively affected. PB4L supports families and children experiencing change.  We have successful strategies to 'double down' on.
  • when change occurs we have tendency to react, 'get tough'.  how can we resist this temptation?  stick with PB4L and strategies that we know work - gather data to help others understand that alt ed, special needs etc. is a part of this - as opposed to 'something else'
  • Prevention: keep good kids good, help good kids assist kids with risk.  helping students be more successful.  Teach how to navigate complex world they live in.  manipulate environment for their success - add cues to promote behaviour, remove cues that don't

  • how do we do all at once..? Don't adopt new unless you have data to back it up. How to take advantage of all thats out there and sustain best practise?  Continuum of support in NZ.  not picking up more and more things.  integrate and align best practise.  use PB4l framework to organise and respond.
  • multi tiered systems of support (MTSS) - PB4L is not an intervention.  it is a framework, approach, structure for making decisions.  selecting tools.  continuum of evidence-based practices to achieve academically and behaviourally important outcomes for all students.
  • PB4L - behavioural sciences approach.  organise your challenges in a way you have strategies that change outcomes.
  • mismatch between intervention and problem we're trying to solve.... (discipline handbook or code of conduct is equivalent to graffiti sign).  logic of a tiered system - making interventions available to those who need them. Continuum of support for all - multitiered. targeted to some areas.  label behaviours not people
  • 16% of students = 80% challenging behaviours
  • investing in most important outcomes for students, using data/fidelity, evidence based practise, whats the smallest thing we can do to have the biggest effect?  how do i integrate xxx into the framework I'm already using.

Questions - data.  Start with behavioural incidents.  encouraged to move to pro-active indicators e.g. showing up to class on time...  
Sustaining best practise - team to guide school, school leader must be an active player.   School leader models -i.e. actively supervises staff, available to support, reminders, etc.
Getting all staff on board - think of adults within triangle - tiered - 5% required much support.  80% enough to go forward.  School leaders to support.  Walk throughs - visiting to support, positive, proactive..

Colin Dishon - family resource centre


Culture - cultural group. can be member of mulitple.  Climate is about culture - shared experience, common language.  defines school. climate is a reflection of the cultures of the kids in our school.  
Evidence based practise - do my kids need it?  Can I modify to my local culture (NZ/school/classroom)?
1. empirical support
2. student fit
3. context/environment fit

behavioural science approach to understanding climate. 
climate - 'feeling' - can't measure it.  
Book/google - Anthony Biglan, The Nurture Effect 2015

The Power of Habbit - Charles Duhigg
negative climates can be places where negative habits in place (e.g. kids running away etc.)
powerful cues.  
replacement behaviour doesn't have same reward
if want to change climate - teach alternative behaviours that work but are still going to achieve reward.  (Tier 1 - respect, responsibility, safety)

School Climate and Habits 
consider Dairy Queen sign: 'scream until daddy stops the car' - go after the kids for business...  coercive cycle.  negative climates built on coercive cycle.  how habits get established for some of our students.
Positive school climate - what do kids do?  what do adults do? Tier 1 is good school climate 

change negative climate to positive.  difficult because changing negative habits.
Important - fidelity of implementation.
School climate survey suite - pbisapp

Implementing tier 1 with fidelity. 
changing climate - engaging kids, teaching explicitly. 
reteach when an error made.
Typical learning cycle.  academic and social teaching the same.  do we send kids to office for academic errors?  Teach kids and adults.  follow procedure and respond in a way that's corrective.
Cues. Teaching matrices and lesson plans.  explicit.  
teaching social skills the same way we teach academic skills.  It's not something different, that we're adding on.  it's using the pb4l framework to emphasis corrective component.

Dr Rob Horner - using data to make decisions

if we implement pb4l well - what is the data we need?  
education is in transformation - amount of data/information we can access.  become data consumers.  what do we need to put this in place?

effective practises and organisational systems that are necessary for practises to succeed.
build decision systems.  use effective accurate information to build decision systems.
what's the info you need?  making decisions as a team?  how does that work?


challenges - overload of data (drowning in data) and administrivia
TIPS - team initiated problem solving: roles, (let principal be leader and have others do the roles in team).
effective decision making
team - make decision together (membership, responsibility, authority, opportunity)  mistake to give people responsibility without authority.  
data
process
>plan >implement > student outcomes

identify current status - problem 
problem solving starts by defining a problem with precision
what, where most and least likely, when most and least likely, who, why
  • if more than 10 students doing something wrong in one context it's almost never them, it's us - find what we're doing wrong.

record a primary problem and define as a precise problem. 
honour the problem they bring - but don't jump into problem solving until defined the problem they bring.
don't get overwhelmed by numbers.  start with the data that will be most critical.  
  • use data to tell a story.  a story gives meaning to data by attaching the data to something we value.  culturally and contextually

describe the pattern - what is happening?
what's typical? - (median,..)
what's possible? 
what's needed?

plan for doing things different in 4 weeks before a holiday and testing.  time of increased tension.

don't try to change everything - pick the smallest change that will get biggest effect.

build decision systems - break data up - who, what, where, when, why.  can we access that level of info?

when - look at referrals in 15 minute sessions.  
why? - motivation, function, 

data from ministry, region, school - find means
don't solve a problem until you've been able to define with precision.
SWIFT data wall.  looks at fidelity data

solutions.  don't just get rid of bad, build a solution that will take student to success.
Elements of a successful solution:
prevention
teaching
recognition
extinction
corrective consequence
data collection










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