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PBIS Universal Training Implementation Foundations for Coaches and Principals The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges.

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Presentation on theme: "PBIS Universal Training Implementation Foundations for Coaches and Principals The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges."— Presentation transcript:

1 PBIS Universal Training Implementation Foundations for Coaches and Principals The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

2 In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Directors: Rob Horner, University of Oregon, and George Sugai, University of Connecticut The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

3 Wisconsin RtI Center Our mission is to support schools through the phases and sustainability of their RtI system implementation. The core reason that the Wisconsin RtI Center exists is to develop, coordinate, and provide high-quality professional development and technical assistance… as well as to gather, analyze, and disseminate RtI implementation data to enhance the support of schools’ implementation.

4 Principles for RtI in Wisconsin 1. RtI is for ALL children and ALL educators. 2. RtI must support and provide value to effective practices. 3. Success for RtI lies within the classroom through collaboration. 4. RtI is a framework for academics and behavior together. 5. RtI supports and provides value to the use of multiple assessments to inform instructional practices. 6. RtI is something you do and not necessarily something you buy. 7. RtI emerges from and supports research and evidence based practice.

5 Core Beliefs of RtI 1.The belief that all students can and will learn. 2.The belief that our instruction should meet student needs. 3.The belief that the actions we take as educators will impact student learning. 4.The belief that using data does assist us in making sound instructional decisions.

6 Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.” “Educational researchers have proven time and again that culturally responsive teaching methods increase student engagement. So if our teaching is not culturally relevant, then we as educators are not relevant.” - Chike Akua

7 Agenda Coach and administrator roles/responsibilities Overview of PBIS PBIS components PBIS data tools

8 Welcome Activity Introduce your table: School District Why are you here today?


10 Group Norms

11 Parking Lot

12 Why are YOU here? Administrators Internal coaches External coaches

13 Roles & Responsibilities

14 Principal Role/Goals Develop short/long term goals Includes behavior as a top three SIP goal Commitment Communication Among staff/staff meetings With family members/community Budget Time (allow for team to meet regularly) Connect building with central office Data collection tools in place

15 PBIS Coaching Systems coaching Coaching around the process, vision, and framework Content and error-correction coaching Coaching around practices and interventions

16 Internal Coach Provide information and building-based technical assistance: Best practices Current research Keep team focused/functioning Understand the use of data Plan and facilitate on-going team meetings Facilitate the communication and inclusion of family on the PBIS team

17 Internal Coach Roles and Responsibilities Plan and facilitate team meeting Pre-meeting (30 min-1 hour) Agenda, facilitation prep with minute taker, data manager, external coach to create agenda - send to team members During meeting (1-2 hours per month) Review previous action steps, assess intervention fidelity and outcomes Create precise problem statement based on data, student outcome AND fidelity assessment; action plan around data Post-meeting Ensure distribution of minutes/action plan to full team Encourage full staff use of systems of teaching, acknowledgement, and response to inappropriate behavior

18 External Coach Provide information and technical assistance to internal coach/teams Best practices Current research Funding sources Know and anticipate local needs and resources Link to district-level team Provide support to internal coach Keep teams focused/functioning Positive nag

19 External Coach Roles and Responsibilities Planning/problem solving (w/internal coach & administrator) Year 1: 1-2 hours/month Year 2: 2-4 hours w/tier 2 added Attend building PBIS team meetings, provide technical assistance to team Tier 1: 1-2 hours/month Tier 2: 2x/month, 1-2 hours Attend technical assistance and networking opportunities Networking: 1 day/month External coach forums: 1.5 days, 2x/year Work with school/district administrators and internal coaches to develop annual action plan

20 Coaching Calendar

21 Data Manager Pull data from system, sort necessary data Data organization, interpretation with admin/internal coach/external coach 30-60 mins./month

22 Professional Development Training Components Transfer Rate of New Skill into Practice Theory5% Theory & Demonstration10% Theory, Demonstration, & Practice20% Theory, Demonstration, Practice, & Feedback 25% Theory, Demonstration, Practice, Feedback, & ON-SITE COACHING/MENTORING 90% Source: Joyce, B. & Showers, B. (1988). Student achievement through staff development. Longman, New York. Why is Coaching Important to Schools Implementing SWPBIS?

23 PBIS Overview

24 Why a Positive Approach to Discipline? Most common responses to at-risk students are punishment and exclusion (Lipsey, 1991; Tolan and Guerra, 1994) Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness, and dropping out (Mayer and Sulzer-Azaroff, 1991)

25 What Does a System Need to Include? Body of evidence that enables us to identify strategies that are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996) Community building Social skills instruction Positive recognitions and celebrations Teaching procedures and routines

26 Work Time Current practices Who is responsible Needs Building a sense of community and belonging (for ALL students) Social Skills Positive celebrations and recognitions Teaching procedures and routines

27 We Know… To improve the academic success of our children, we must also improve their social success. Academic and social failures are reciprocally and inextricably related. Our systems impact student performance as much as internal traits.

28 An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all Wisconsin RtI

29 Culturally Responsive Practices Race, language, and culture are significant to the way RtI works

30 Multi-Level System of Support Increasing Intensity Systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention

31 Where Can I…? Validate Affirm Build Bridge

32 Academic and Behavior Tier 3/Intensive Level 1-5% Tier 2/Selected Level 5-15% Tier 1/Universal 80-90%

33 Attendance Math (Acceleration) Reading (Intervention) PE Hallway Behavior Language Arts Science Label Behaviors…Not People

34 What is PBIS ? “PBIS” is a research-based systems approach designed to enhance the capacity of schools to effectively educate all students, including students with challenging social behaviors adopt & sustain the use of effective instructional practices

35 Culturally Responsive Schools Have a set of values and principles that recognize diversity demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally and value diversity conduct self-assessment to ensure sensitivity to cultural characteristics are committed to manage the “dynamics of difference” learn about and incorporate cultural knowledge into their practices adapt to diversity and the cultural contexts of the communities they serve Unless you’re planning on talking through the image, it’s not apparent what the image is of. With so much text on the screen, suggest not using the image.

36 Wisconsin’s Vision in detail...

37 PBIS: The Big Ideas 1.Decide what is important for students to know (behavioral expectations=common standards for student behavior, similar to reading & math) 2.Teach what is important for students to know (high quality instruction=differentiation) 3.Acknowledge students for demonstrating skills 4.Keep track of how students are doing (data, data, data) 5.Make changes according to the results (interventions at three tiers give kids what they need)

38 Tier 3/Intensive Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Intensive Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Selected Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Selected Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at wide.htm

39 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Small group interventions (CICO, SSI, etc) Intervention Assessment Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004 Group interventions with individualized focus Simple individual interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Multiple-Domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Tier 2/Selected Tier 3/ Intensive

40 1.Place current practices/interventions in appropriate tiers Work Time – 15 minutes Triangle Audit Activity 2. Circle the items that are proactive, preventative, or instructional in nature 3. Place a star next to items that include use of data – for inclusion, progress monitoring, or to assess integrity of intervention.

41 PBIS Components

42 A.Developing a PBIS team B.Faculty commitment C.Efficient procedures for dealing with discipline D.Data entry and analysis plan established E.Expectations and rules developed F.Reward/recognition program established G.Lesson plans for teaching expectations and rules H.Implementation plan I.Classroom systems J.Evaluation plan Elements: Tier 1 Universal

43 Basic Recommendations for Implementing PBIS Never stop doing something that is already working. Always look for the smallest change that will produce the largest effect. Adapt any initiative to make it “fit” your school community, culture, and context.

44 A. Establishing a PBIS Team Family voice Full staff voice Student voice B. Faculty Commitment Consensus on: Vision Goals Desired Outcomes



47 Teaching Matrix ROUTINE/SETTING CLASSROOM CAFÉ HALL/STAIRS OUTSIDE TRACK FIELD AFTER SCHOOL PARKING LOT BATHROOM RULES/EXPECTATIONRULES/EXPECTATION Be There Be Prepared -Be in seat before bell -Start drill immediately -Have materials: Paper, pencil, calculator text, notes - Be on time for lunch -Stay in designated area -Have lunch card or money -Move directly to class without lingering -Keep your planner or pass visible at all times -Carry your I.D. -Stay with your adviser, teacher or coach -Have your activity bus pass -Parked by 7:40 a.m. -Display parking permit -Park in student lot only -Have your planner -Use proper pass Live Responsi bly - Throw trash in can -Keep assignment -Complete assignments to the best of your ability -Do homework & study -Throw your trash away -Keep area clean -Keep to right -Walk -Get to class on time -Dress appropriately -Refrain from smoking -Make sure trash gets in can -East & drink in designated areas only -Drive safely -Follow traffic lane -Leave school grounds only upon your dismissal -Play stereo at reasonable volume -Moderate your use of emergency passes -Use your planner only -Go directly to & from lavatory Uphold Integrity -Tell the truth -Do your own work - Pay for your food -Take pride in the area -Take your proper place in line -Display affection appropriately -Assist in keeping the peace -Report vandal & vandalism -Pay admission -Remain in authorized areas -Obey school rules & traffic laws -Report unlawful or suspicious activity -Use passes in emergencies only -Report vandals & vandalism Earn & Give Respect -Keep hands to yourself -Keep a positive tone of voice -Use positive body language -Keep your food on your plate -Use appropriate voice level -Chew w/mouth closed -Be kind to lunch monitors & classmates -Move to & from café quietly -Use appropriate language & volume -Keep your hands to yourself -Say only kind things to and about others -Cheer positively -Be welcoming & kind to visitors -Park in marked spaces only -Be kind to others in heavy traffic -Refrain from smoking -Flush -Clean up any mess you make -Refrain from writing on wall & doors Kenwood High School


49 Cool Tools: Behavioral Lesson Plan Universal Expectation: Respect Others Name of the Skill/Performance Standard: Use a quiet voice Setting: Lunchroom/cafeteria Purpose of the lesson/Why it’s important: using a quiet voice allows everyone to have a pleasant lunchtime, and have good conversations with our friends Teaching Examples: -Restaurant – loud people near you -School cafeteria – announcements Student Activities/Role-Plays: Counting 0-10 volume increases with each number Counting to predetermined voice level and practice Follow-Up Reinforcement Activities: Pre-correct prior to each lunch Wall banner for each day voice level is achieved

50 Why Do We Acknowledge? What we pay attention to expands/grows Acknowledgement delivered after skill is taught will: Increase likelihood that new, positive behavior will continue Elevate new behavior to being more desirable than old behavior

51 Acknowledgement Also… Helps teach cultural capital/situational appropriateness. When student experiences differ Builds skill positively Decreases consequence Increases positive environment Builds connection

52 Components of School-Wide Acknowledgment Plans High frequency/Predictable Delivered at a high rate for a short period e.g., Gotchas, falcon feathers, positive referrals, phone calls, high 5 tickets, caught being good, all-star gotchas, being unusually good, gold card, and privileges Unexpected/Intermittent Bring “surprise” attention to certain behaviors or at scheduled intervals e.g., Unpredictable use of “gotchas,” ticket lottery, special announcements, high five surprises, high five button # calls, skill- of-the-day, raffles Long term Celebrations e.g., Quarterly activities, assemblies, parent dinners, field trips

53 TYPEWHATWHENWHEREWHO Immediate/High Frequency In the moment, predictable (e.g., Gotchas, paws, high fives, stickers) STUDENTS: ADULTS: High frequency for a short time when first teaching desired behavior or re-teaching identified problem behavior from data ALL STUDENTS, ALL ADULTS Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway, class party/celebration) STUDENTS: ADULTS: Maintaining a taught behavior (fading) ALL STUDENTS, ALL ADULTS Long-term School-wide Celebrations (school- wide, not individually based) FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior area ACTIVITY: (e.g., ice cream social, dance, game day, karaoke) BOTH TOGETHER: At least quarterlyALL STUDENTS ALL ADULTS School-wide Acknowledgement Matrix (Students and Adults!)

54 Module A: Developing a PBIS Team PBIS Implementation Goal 1.Team has administrative support a.Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings. 2.Team regular meetings (at least monthly) a.Team meets monthly (minimum of nine one-hour meetings each school year) 3.Team has established a clear mission/purpose a.Team has a written purpose/mission statement for the PBIS Team Workbook Examples and Tools

55 Critical Element Benchmarks of Quality/Goal Status In Place Partially Not In Place Implementation Plan How? Who? When? Use modules and snapshot to guide process Module A Leadership Team 1.Team has administrative support  Administrator(s) attends training, plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS Team decisions 2.Team has regular meetings (at least monthly)  Team meets monthly/2 times/month during first year 3.Team has established a clear mission/purpose  Team has a written purpose/mission statement for the PBIS team Self-Assessment/Action Planning from the Benchmarks of Quality

56 Working Smarter not Harder 10 minutes 1.What are some other “initiatives” or systems present in your building? 2.How will you begin the conversation of linking PBIS to these things? 3.How will your PBIS team link with other teams? Is there overlap? 4.Using the working smarter matrix, outline all of the teams in your building. You will have more time to work on this during the team training.

57 Workgroup/ Committee/ Team Outcome/ Link to SIP Who do we serve? What is the ticket in? Names of Staff Non- negotiable District Mandate? How do we measure impact? Overlap? Modify? Attendance Committee StudentsJunebug, Leo, Tom YesAttendance records Yes fold to SW PBIS SW PBIS TeamStudents Staff Ben, Tom, LouNoOffice referrals Attend, MIR, Nursing log, climate Yes continue Safety CommitteeStudents Staff Toni, Barb, TomNoOffice referrals BIG 5, climate Yes fold into SW PBIS School Spirit Committee StudentsTomNo Yes fold into SW PBIS Discipline CommitteeStudentsTom, LouNoOffice referrals Yes fold into SW PBIS Student Support Team/Problem Solving Team StudentsSteve, Sue, Jon, Tom YesDiscipline, DIBELS, FACTS… No continue School Improvement1,2,3Bill, Jon, Lou, Tom YesAll of the aboveYes continue Working Smarter Systems/Staff Support

58 PBIS Data

59 Using Data to Make Decisions Student Outcome data Student need assessment Adult Fidelity of intervention Future action planning

60 PBIS teams CONSISTENTLY review the following (current to within 48 hours) data/graphs: The average number of referrals: Per day per month By type of behavior By location By time of day By student Race/ethnicity Special education status Big 5 X 2 Using Data

61 What does this graph tell you (or not tell you)?


63 Risk Ratios: System and Student Outcome Risk Ratio (risk of an educational outcome for an enrolled subgroup) % of subgroup enrollment with an outcome (ODR, suspension, etc) % of white enrollment with same outcome e.g., 85% of Latino/Latina students received ODR 42.5% of white students received ODR Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is increased risk Risk Ratio Calculator

64 TEAM TIME – T Y IT… Try It Back at your Building Using your building data: Calculate risk ratio for student groups for getting disciplinary contact or below benchmark? Calculate risk ratio for consequence severity – suspension WHAT are the behaviors within the student subgroups that are resulting in ODR or suspension? How do you compare with national and state trends? National trends and state trends shows white students referred for objective behaviors, students of color getting referral for subjective behaviors AND disproportionately severe consequence for minor behaviors.





69 Using Data Do we have a problem? Refine the description of the problem? What behavior, who, where, when, why Test hypotheses “I think the problem is due to…” “We think the lunch period is too long” “We believe the end of ‘block schedule’ is used poorly” Create solution to address the problem Define how to monitor if solution is effective

70 Precise Problem Statements Precise problem statements include information about the Big Five x2 questions: What is the problem, and how often is it happening? Where is it happening? Who is engaged in the behavior? When the problem is most likely? Why the problem is sustaining? What are the data we need for a decision?

71 Primary vs. Precision Statements Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment

72 Examples: Primary to Precise Gang-like behavior is increasing Texting during school is becoming more negative Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4 th grade boys, and seems to be maintained by social praise from the bystander peer group. A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.

73 Defining Precision Elements of the problem What are the problems?

74 Defining Precision Elements of the problem Where are problem occurring?

75 Defining Precision Elements of the problem When are problem occurring?

76 Defining Precision Elements of the problem What students are involved?

77 Refining the Elements via custom reports 3 rd, 6 th, & 7 th graders

78 Let’s look at 6th-7th graders problem behavior in classrooms first

79 6 th and 7 th grader problem behaviors in classrooms Inappropriate Language Disrespect Harassment Physical Aggression Skipping/ Truancy

80 6 th and 7 th graders, in classroom, engaging in inappropriate language, at 9:45 & 12:45

81 6 th and 7 th graders 6 th and 7 th graders, in classrooms at 9:45 & 12:45, are engaging in inappropriate language to obtain peer & adult attention & to avoid tasks

82 Using Precision Problem Statements to Build Solutions, Action & Evaluation plans Prevention: How can we avoid the problem context? Who, When, Where Schedule change, curriculum change, etc Teaching: How can we define, teach, and monitor what we want? Teach appropriate behavior Use problem behavior as negative example Recognition: How can we build in systematic acknowledgement for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? Action Plan: Who will do each task & when will it be completed? Evaluation: How will we collect and what data will we use to evaluate implementation fidelity, & impact on student outcomes?

83 Prevent “Trigger” Define & Teach Acknowledge/Reinforce Extinction/Withhold Reward Corrective consequence Other Safety SWIS Demo School Precise Problem Statement 6 th and 7 th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6 th and 7 th grade classrooms, for 2010-11 school year.

84 Prevent “Trigger”Re-review 6 th & 7 th graders the classroom expectations/ Respecting others, daily. Define & TeachFocus on Respect Re-teach stop-walk-talk routine. Reward/ReinforceSet up “Daily Double” : Class period without problem behavior occurrence receive extra 2 mins. at end of period to talk. Provide specific feedback for using stop-walk-talk routine Withhold RewardEnsure staff use routine for responding to a report when student comes to talk. Corrective consequenceUse school-defined process Other Safety SWIS Demo School Precise Problem Statement 6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.

85 TIPS Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker:Data Analyst: Next Meeting:Date, time, location: Facilitator: Minute Taker:Data Analyst: Team Members (bold are present today________________________________________________________________ Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and Issues Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?By When? Goal, Timeline, Decision Rule, & Updates Problem-Solving Action Plan Agenda for NEXT Meeting 1. 2.‘ 3. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (Prevent, Teach, Prompt, Reward, Correction, Extinction, Adaptations, Safety) Who?By When?Goal with Timeline Fidelity of Imp measure Effective ness of Solution/ Plan Not started Partially Imp Imp Fidelity Done Goal Met Better Same Worse Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update)

86 The Secret to Happier Work Show when come back from lunch

87 Tier 1 PBIS Assessment Data Self-Assessment Survey (SAS) Baseline Annually – fall Full staff Team Implementation Checklist (TIC) Progress monitor 2x per year—fall & winter Team - consensus Benchmarks of Quality (BoQ) Annually – spring Team

88 1.Local Coordinator Obtains school login numbers Opens windows Enters Benchmarks of Quality 2.Coach Schedules assessments Shares results with team Facilitates action planning 3.Team Participates in surveys Action planning Roles

89 What is the Self-Assessment Survey? Self-Assessment Survey (SAS) to assess the extent to which Positive Behavior Support practices and systems are in place within a school School-wide (18 items) Non-classroom (specific setting) (9 items) Classroom (11 items) Individual student (8 items)

90 Who Completes the SAS? The entire staff in a school completes the survey ONLINE ( as an initial and on- going assessment and planning tool, the survey is completed by: All staff at a staff meeting Recess supervisors Family/parent representatives Cafeteria/maintenance/bus staff

91 Read through SAS Plan when your staff will complete the survey Questions/Comments? 10 minutes

92 Using the Self-Assessment Information for Decision Making Is a system in place? In place + (partial/2) > 80 Is there a need to focus on a system? Current status of “in place” is < 66% and Priority for improvement is “high” for > 50% Which system should receive focus first? Always establish school-wide as first priority Which features of the system need attention? Biggest change with least amount of effort! Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

93 Which system should receive focus first? Always establish school-wide as first priority Is school-wide system in place? Look at items 1-18: What should we focus on? Use the Individual Item Report Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty SAS Action Planning % In Place + (% Partial ÷2) If total is > 80%, school-wide system is in place Items in RED are less than 50% in place Items in YELLOW are 50-79% in place In WHITE are 80-100% in place

94 Individual Summary Charts Charts are provided for each system (school-wide, non- classroom, classroom, and individual) Current status charts Percentage of respondents who answered “In Place,” “Partially In Place,” and “Not In Place” Improvement priority charts Percentage of respondents who answered “High,” “Medium,” and “Low”

95 Example of PBS SAS Individual Summaries Chart What do these charts tell you? Fidelity? Priority? Fidelity? Priority?

96 Analysis of School-wide System Chart What areas require action?

97 Analysis of School-wide System Chart Shows a chart with bars for components of the school-wide system Expectations defined (question 1) Expectations taught (question 2) Reward system (question 3) Violations system (question 4-8) Monitoring (question 10-12) Management (question 9, 14-16) District support (question 17-18)

98 White = In Place Yellow = Partial In Place Red = Not In Place Action Plan for items that require least effort for greatest impact first Action Plan for items that require least effort for greatest impact first

99 Action Plan for SAS

100 Progress monitor 2-3x per year Team - consensus Will stop completing once at fidelity Team Implementation Checklist

101 Team Implementation Checklist (TIC) Subscale Report

102 Team Implementation Checklist Items Action plan for items with scores of 1 or 0

103 Accessing the Surveys

104 Family Engagement Checklist Home  Resources  Family Engagement Checklist

105 Closing Activity What areas/components of PBIS are your team best prepared for? What areas do you think may be problematic? Is there anything I should know about your team/school that would be beneficial to your work at the training?

106 Survey Please go to the following URL to complete the training survey

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