1. School-Wide Positive Behavioral Interventions and Supports: Administrator’s Role Donna Morelli Cynthia Zingler Education Specialists Positive Behavioral Intervention and Supports Trainers September 19, 2012 dmorelli@crec.orgdmorelli@crec.org czingler@crec.orgczingler@crec.org www.pbis.org www.cber.org

2. PURPOSE 1.Clarify Administrator’s Role in Positive Behavioral Interventions and Support 2.Outline Goals for Year 1 3.Provide Support and Resources for Implementation PURPOSE 1.Clarify Administrator’s Role in Positive Behavioral Interventions and Support 2.Outline Goals for Year 1 3.Provide Support and Resources for Implementation

3. Welcome, please share: Your Name Your School 1 thing you are looking forward to with Positive Behavioral Interventions and Supports 1 thing you are concerned about as your school moves forward

4. Administrator Priority & Status Data-based Decision Making Communications Behavior Capacity Team Representation PBIS is a Team-led Process Start with a Team that “Works.”

5. Team Composition Administrator Grade/Department Representation Representative of Culture, Race, and Language of Student Population Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, Lunch, etc. Parent Community Members –Mental Health, Business Student

6. Roles and Responsibilities of PBIS Team Attend regular team meetings (at least monthly) Assess the current status of behavior and discipline practices Examine patterns of behavior through data Develop and implement a SW-PBIS action plan with specific goals less than 1 year old Obtain and maintain staff commitment Ensure parental participation and input Oversee, monitor, and evaluate all planned objectives and activities developed

7. Administration’s Roles & Responsibilities Administrators must be committed to: Attend all training dates Communicate needs and successes with the District PBIS Team Participate in the roll out of PBIS Play an active role in the school-wide PBIS change process Actively communicate their commitment to the process Be familiar with the school’s current behavioral data and reporting system Provide the necessary time and structures for the PBIS Team to meet and communicate with or present to the staff and students Note: If a principal is not committed to the change process, it is unwise to move forward in the training

8. Getting Started with SW-PBS (8 Steps) 1) Establish Team Membership (p 42) 2) Develop a Brief Statement of Purpose (p 48) 3) Identify Positive School-wide Behavior Expectations (p 50) 4) Develop Procedures for Teaching School-wide Behavior Expectations (p 57) 5)Develop Procedures for Teaching Classroom-wide Behavior Expectations (p 60) 6) Develop Continuum of Procedures for Encouraging Expectations (p 63) 7) Develop Continuum of Procedures for Discouraging Behavior Violations (p 66) 8) Develop Data-based Procedures for Monitoring Implementation of SW-PBS (p 73)

9. CREC 111 Charter Oak Ave., Hartford, CT 06106 9

10. Administrator Foci Establish and maintain a continuum of evidence based practices in all school systems. –What are you going to stop doing in order to do the smallest number of high impact evidence-based things well? Establish systems to support teachers. –Staff Buy-In –Classroom Management Establish systems to support data based decision making. Focus on the long term – support systems change. Show the connections between SRBI and PBIS. Support Coaches.

11. Invest in Systems Support!! An Essential Element of PBS Administrative Leadership SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements Buy-In Classroom Management

12. Obtaining Teacher Buy-in Universal Support for Teacher Buy-in: General Knowledge from Staff Meetings Data Reports Administrative Support Opportunities to Participate in Process Reinforcement System Secondary Support for Teacher Buy-in: More in depth understanding; Data that Supports Outcomes; Positive Personal Experiences; Long-term Sustainability of PBS; Frequent Administrator Reminders and Clear Commitment to Systems Change Intensive Support for Teacher Buy-In: Administrator Intervention; Individual Supports; Long-term, Continuous Monitoring; Individual Data Reports Peer Mentoring ~80% of Staff ~15% ~5% SOME FEW Administrator Support Increases

13. Ways to Increase Staff-Buy In Attend all training events and PBIS Team meetings; Have a strong working knowledge of PBIS; Be present for all PBIS Team presentations to Staff; Remind staff of expectations; Maintain a meaningful system of staff reinforcement; Provide necessary time and structures for:  teaching and re-teaching expectations  team meetings  team reporting  data collection and review

14. Ways to Increase Staff-Buy In Model PBIS practices whenever possible (active supervision; student reinforcement; pre- correction; etc.) Make PBIS a part of new staff interviews; Make PBIS expectations visible in as many places as possible; Support PBIS by communicating school needs with the district PBIS team; Make decisions that improve the efficacy of your PBIS Team; Listen!

15. Continuum of Support for Classroom Behavior Management Things to consider: (1) What percentage of your office discipline referrals are coming from classrooms? (2) What do you currently have in place to support new and returning teachers in effective classroom management? What do you do if a teacher needs intensive support? (3) How do you monitor teachers’ classroom management skills? (4) How will your teachers react when they are asked to change, reconsider, and/or improve their behavior management techniques?

16. Focus on DATA… Self-Assessment Efficient Systems of Data Management Team-based Decision Making Evidence- Based Practices Multiple Systems Existing Discipline Data Data-based Action Plan Data-based Action Plan

17. Office Discipline Referrals Improving usefulness & value –Clear, mutually exclusive, exhaustive definitions –Distinction between office v. classroom managed –Continuum of behavior support to discourage inappropriate behavior –Positive school-wide foundations SWIS

18. What we know… Takes 3 - 5 years for systems adoption and to see sustained behavioral outcomes.* *National Technical Assistance Center for PBS, OSEP Focus on long-term – support systems change

19. Administrative Support for PBS Planning- Year 1 Selection process for PBIS team Building PBIS Coach –Selection –Training –Time to develop meeting agenda Define and establish meeting norms –Accept all recommendations/suggestions Have a clear objective of where you want to go –Guide Discussion –Implement with fidelity-(how it is designed)

20. Administrator’s Goals for Year 1 Have a specific action plan for your 2011-2012 staff kick- off Have a half year of ODR data in SWIS Confirm a minimum 80% staff buy-in and support for PBIS Complete all the steps in chapter 2 of the School-wide PBIS Workbook Maintain a current school-wide action plan Complete and revisit the Behavior Practices Self-audit Eliminate or combine activities to establish a clear continuum of evidence-based practices

21. www.pbis.org

22. www.pbismaryland.org School Examples

23. http://flpbs.fmhi.usf.edu/ Resources!!

24. CREC wikispace www.crec-pbis-support.wikispaces.com

25. ? questions concerns ideas discussion

26. Thank you, please complete an exit slip: Your Name Your School something that CREC can do to support you as we move forward

27. C ONTACT I NFORMATION Donna Morelli PBIS Trainer dmorelli@crec.org Cynthia Zingler – PBIS Coordinator/Trainer czingler@crec.org