1. School-Wide Positive Behavioral Interventions & Supports (SWPBIS) Getting Started Year One Training - DAY ONE 2015-2016 September 30, 2015 Tracey Lamothe & Dr. Christine Peck Cooperative Educational Services

2. Identify the critical features of the School-Wide Positive Behavioral Interventions and Supports framework Create team agreements, meeting schedules, identify connections to school improvement plans and other initiatives Draft a behavior purpose statement and 3-5 school-wide expectations Identify resources and tools to guide the school team work Outcomes for today

4. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 1 with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

5. Advance Organizer Overview of NEPBIS School-Wide Training Overview of PBIS/SWPBIS –Why SWPBIS? –What is SWPBIS? –Critical Features –Evidence Based Behavioral Interventions –Continuum of Behavior Support –SWPBIS Team Implementation Process Getting Started with SWPBIS (steps 1-3) Action Planning

6. MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year

7. Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT T RAINING E XPECTATIONS : RESPECT…

8. School-Wide PBIS Workbook and Appendices Tools!

9. 1. Overview of SWPBIS 2. Getting Started with SWPBIS 3. Non-classroom Settings 5. Building Behavioral Capacity 4. Classroom Settings

10. nepbis.org pbis.org School-Wide PBIS Workbook and Appendices Tools!

11. nepbis.org pbis.org

12. nepbis.org pbis.org Evaluation Plan School-Wide PBIS Workbook and Appendices Tools!

13. DISTRICTS/SCHOOLS IN TRAININGSCHEDULE PurposeMeasureFunction Year 1 TrainingYear 2 Training WinterSpringFallWinterSpring Capacity Building— District Level District Capacity Assessment (DCA) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. X X Fidelity of Implementation— Building Level PBIS Tiered Fidelity Inventory (TFI) Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III. XX X Progress Monitoring— Building Level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. X X Progress Monitoring—Team Level Team Implementation Checklist (TIC) A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. XXXXX School Climate Georgia School Climate Surveys An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. XX Student Outcomes School-wide Information System (SWIS) Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Weekly Weekly Weekly Weekly Weekly See evaluation plan… …in your materials on nepbis.org

14. nepbis.org pbis.org Evaluation Plan School-Wide PBIS Workbook and Appendices Action Plan Tools!

15. nepbis.org pbis.org Evaluation Plan School-wide PBIS Workbook and Appendices Action Plan Tools!

16. New Content Guidelines Training Organization Review +Ex-Ex Activity Legend

17. Chapter Header (e.g., I) Section Header (I.A)

18. OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS (CHAPTER I)

19. Why SWPBIS? I.A

20. Challenge #1

21. Challenge #2

22. Competing, Inter-related National Goals Common core Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use College & career readiness Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc….

23. Challenge #3

24. SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990) I.A

25. Context Matters! Examples: Individual Student vs. School-wide

26. “Mitch” Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

27. “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

28. Fortunately, we have a science that guides us to… Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate (Crone & Horner, 2003)

29. However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Mitch and Rachel? I.A

30. “159 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

31. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs Mitch is in this school!

32. “Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school!

33. “FTD” On 1 st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card You are in this School!

34. What is SWPBIS? I.B

35. SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidence- based interventions to achieve Academically & behaviorally important outcomes for All students I.B.i

36. SWPBIS is an organizational approach for… Improving classroom & school climate Decreasing reactive management Integrating academic and behavior initiatives Maximizing academic achievement Improving support for students with EBD I.B.ii

37. Conceptual Foundations of SWPBIS Behaviorism ABA PBIS SWPBIS Behavior is learned, lawful, and maleable Apply to socially important problems in applied settings Consider larger context of improving quality of life I.B.iii

38. Overuse of reactive management Adoption of non-evidence-based practices Mis-/non- use of information to guide decision making Lack of investment in local implementers Inefficient use of our potential, time, & expertise Adoption of inefficient and/or irrelevant systems Use of “train-n-hope” approach to teaching & learning Challenges or Worries about Our Responses to Problem Behavior I.B.iv

39. “Teaching” by Getting Tough Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “ That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

40. Immediate & seductive solution…. “Get Tough!” Give initial “aversive” consequence –Say “no” –Remove privilege –Send to “think seat”... Predictable individual response Some students’ behaviors improve (“respond” ); Other students’ behaviors continue… Some students’ behaviors improve (“respond” ); Other students’ behaviors continue… I.B.v

41. Reactive responses are predictable…. When we experience aversive situation, we want select interventions that produce immediate relief –Remove student –Remove ourselves –Modify physical environment –Assign responsibility for change to student &/or others I.B.v

42. When behavior still doesn’t improve, we “Get Tougher!” Give additional and more “aversive” consequences –Repeat “NO” louder –Move closer and point –Complete ODR –Threaten and establish bottom line –Send to in-school detention Again, some students’ behaviors improve (“respond” ); Other students’ behaviors continue… Again, some students’ behaviors improve (“respond” ); Other students’ behaviors continue… I.B.v

43. When behavior still doesn’t improve, we “Get Even Tougher!” Increase intensity, frequency, and duration of “aversive” consequences –Zero tolerance policies –Increased monitoring and security –Physically assist or intervene –Give out of school suspension Behavior escalates in intensity, frequency, and duration to levels that interfere with teaching and learning I.B.v

44. Erroneous assumptions that … ….student is inherently “bad” …student must prove they deserve to be part of class …aversive consequences teach …some kids improve (even temporarily), so all will …will be better tomorrow… I.B.v

45. But….false sense of safety/security! Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming I.B.v

46. Science of behavior has taught us that students…. …are NOT born with “bad behaviors” …do NOT learn when presented contingent aversive consequences... DO LEARN better ways of behaving by being taught directly & receiving positive feedback I.B.v

47. VIOLENCE PREVENTION Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive, active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community efforts

48. Revisiting SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990) I.A

49. Common Vision/Values Common Language Common Experience Quality Leadership POSITIVE SCHOOL-WIDE CLIMATE FOR ALL (Students, Family, School, Community) Effective Organizations I.B.vi

50. Break

51. What are the critical features of SWPBIS? I.C

52. Critical Features of PBIS (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

53. Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

54. Focus on Outcomes OUTCOMES How do we develop outcome statements? I.C.i

55. Guidelines for Good Outcomes OUTCOMES  Based on data  Locally important and meaningful  Applicable to all (culturally equitable) Students’ social competence and academic achievement Staff implementation of critical skills  Observable and measurable  Written as a goal I.C.i

56. Student behavior will improve. Non-example Outcome Statement How would you know?

57. Example Outcome Statement As a result of implementing PBIS during the 20XX-20XY school year, ODR data will decrease by __% relative to that same period the prior year.

58. As a result of implementing PBIS, school climate will improve and the school will feel better. Non-example Outcome Statement How would you know?

59. Example Outcome Statement As a result of implementing PBIS, staff, student, and parent surveys will indicate improved overall school climate (or target specific items related to acknowledgement, respect, etc.) as measured by an improvement of __ points on the Georgia Brief School Climate Surveys.

60. During the first semester of PBIS implementation, staff members will teach expectations to students and “catch them being good.” Non-example Outcome Statement How would you know?

61. Example Outcome Statement During the first semester of PBIS implementation, staff members will implement PBIS with fidelity, as measured by meeting criteria on the Tiered Fidelity Inventory.

62. During the first semester of PBIS implementation, staff members will be more positive toward students. Non-example Outcome Statement How would you know?

63. Example Outcome Statement During the first semester of PBIS implementation, 80% of staff members will meet or exceed a 4:1 positive to negative ratio as measured by calculating a ratio of positive tickets/acknowledgements to office discipline referrals (ODRs) per staff.

64. Work as team for 10 min Activity: Developing Outcomes Begin to draft 1-3 observable and measurable outcome statements for your school. Present 2-3 “big ideas” from your group (1 min. reports)

65. Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

66. Focus on Data DATA What is data- driven decision making? I.C.ii

67. DISTRICTS/SCHOOLS IN TRAININGSCHEDULE PurposeMeasureFunction Year 1 TrainingYear 2 Training WinterSpringFallWinterSpring Capacity Building— District Level District Capacity Assessment (DCA) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. X X Fidelity of Implementation— Building Level PBIS Tiered Fidelity Inventory (TFI) Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III. XX X Progress Monitoring— Building Level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. X X Progress Monitoring—Team Level Team Implementation Checklist (TIC) A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. XXXXX School Climate Georgia School Climate Surveys An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. XX Student Outcomes School-wide Information System (SWIS) Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Weekly Weekly Weekly Weekly Weekly To effectively use data… …use your evaluation plan …and tools available at:

68. Measure Year 1 TrainingYear 2 Training WinterSpringFallWinterSpring District Capacity Assessment (DCA) X X PBIS Tiered Fidelity Inventory (TFI) XX X Self- Assessment Survey (SAS) X X Team Implementation Checklist (TIC) XXXXX Georgia School Climate Surveys XX SWIS Weekly Let’s quickly preview SWIS (www.pbisapps.org)

69. The School-Wide Information System (SWIS) is a web-based decision system used to improve behavior support in schools and other educational facilities by providing school personnel with accurate, timely, and practical information for making decisions about school environments.

70. Data Collection System Coherent system for assigning referrals Problem behavior definitions, referral form, rules for referrals Allocation of FTE to enter data and build reports Computer Application Web-based, continuously available, secure Decision Making Use of data School-wide Individual student

72. Referrals… …per day per month...by location …by problem behavior …by time of day …by student …by grade …by day of week

73. This is what it would actually look like at www.pbisapps.org

74. It’s critical to further examine your data to make sure it’s working for all.

75. Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

76. Focus on Practices PRACTICES What evidence- based interventions are included in SWPBIS? I.C.iii

77. Classroom Non-classroomFamily Student School-wide Smallest # Evidence- based Biggest, durable effect SWPBIS Practices I.C.iii

78. Leadership team Common purpose & approach to discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior school- and class-wide Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging inappropriate behavior Procedures for on-going monitoring & evaluation Behavioral Interventions and Practices… School-Wide

79. Classroom Non-classroomFamily Student School-wide SWPBIS Practices I.C.iii

80. All school-wide Maximize structure and predictability (e.g., routines, environment). Positively stated expectations posted, taught, reviewed, prompted, and supervised. Maximum engagement through high rates of OTRs & delivery of evidence-based instructional curriculum and practices. Continuum of strategies to acknowledge appropriate behavior. Continuum of strategies to respond to inappropriate behavior. Behavioral Interventions and Practices in… Classroom Settings

81. Classroom Non-classroomFamily Student School-wide SWPBIS Practices I.C.iii

82. Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, –Move, –Interact Pre-corrections, prompts & reminders Positive reinforcement Behavioral Interventions and Practices in… Non-classroom Settings

83. Classroom Non-classroomFamily Student School-wide SWPBIS Practices I.C.iii

84. Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Behavioral Interventions and Practices for… Individual Students

85. Classroom Non-classroomFamily Student School-wide SWPBIS Practices I.C.iii

86. Continuum of positive behavior support for all families Frequent, regular, and positive contacts, communications, and acknowledgements Formal and active participation and involvement as equal partners Access to system of integrated school and community resources Behavioral Interventions and Practices in… Family Systems

87. The selection and organization of these practices should:  Be developmentally, contextually, and culturally appropriate and adaptable  Be linked conceptually  Have data rules that guide timely decisions within and between practices and systems  Be empirically and educationally defendable  Be associated directly with the most important and documented school climate and behavior priorities of the school  Be monitored continuously for implementation fidelity and student benefit  Represent the core features that define the tiered prevention logic Guidelines for Practices PRACTICES

88. What is the SWPBIS continuum of support? I.C.iii PRACTICES

89. Continuum of School-Wide Instructional & Positive Behavior Support Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% I.C.iii

90. Universal Targeted Intensive All Some Few Continuum of Support for ALL (Sugai, Dec 7, 2007) I.C.iii

91. Universal Targeted Intensive Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people I.C.iii

92. Implementation with fidelity Continuum of evidence based interventions Universal screening Prevention and Early Intervention Data-based decision making & problem solving Continuous progress monitoring PBIS = MTSS = RtI ?? I.C.iii

93. Work as team for 20 min Activity: Developing a SWPBIS Continuum Review or write 2-3 primary outcomes Review Core Features of SWPBIS Practices by Tier (p. 21) and Review Steps (p. 24) Complete Practices Evaluation Chart (p. 25) –Identify current practices –Evaluate each using criteria Complete your current Continuum of SWPBIS (p. 26) Present 2-3 “big ideas” from your group (1 min. reports)

94. Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

95. Focus on Systems SYSTEMS What are key systems features to support staff? I.C.iv

96. Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

97. Avoiding “Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation I.C.iv

98. PBIS Systems Implementation Logic I.C.iv

99. SWPBIS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBIS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Internal Coaching Support External Coaching Support Basic SWPBIS Implementation Team Support Regional/State Leadership I.C.iv

100. EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS I.C.iv

101. Agreements Team Data-based Action Plan ImplementationEvaluation Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Representation Team I.C.iv

102. Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student

103. Agreements Team Data-based Action Plan ImplementationEvaluation 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements I.C.iv

104. Agreements Team Data-based Action Plan ImplementationEvaluation Self-Assessment Efficient Systems of Data Management Team-based Decision Making Evidence- Based Practices Multiple Systems Existing Discipline Data Data-based Action Plan I.C.iv

105. Agreements Team Data-based Action Plan ImplementationEvaluation Team Managed Staff Acknowledgements Continuous Monitoring Staff Training & Support Administrator Participation Effective Practices Implementation I.C.iv

106. Agreements Team Data-based Action Plan ImplementationEvaluation Relevant & Measurable Indicators Team-based Decision Making & Planning Continuous Monitoring Regular Review Effective Visual Displays Efficient Input, Storage, & Retrieval Evaluation

107. I.C.iv In other words... Student Classroom School State District Implementation Levels

108. Lunch

109. I.C.iv Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

110. Action Planning Process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes

111. Work as team for 5 min Activity: Preview Action Plan Template Preview Action Plan process principles, facilitating questions, flowchart, and example worksheets in workbook Download suggested template on nepbis.org Begin to complete individualize content (and format, if desired) for your team/school Present 2-3 “big ideas” from your group (1 min. reports)

112. I.C.iv Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

113. Buy-in! Staff Buy-In Effective Team… Staff …powered by Data Effective Messenger(s) Effective Leadership

114. I.C.iv Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

115. Embedded Professional Development Explicit Training Coaching/Promptin g Performance Feedback Desired Outcomes

116. I.C.iv Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

117. Staff Recognition We can (and should) do better! If we want staff to recognize kids, we should recognize them!

118. Guidelines for Systems For each item in your action plan, ensure:  Agreement by >80% faculty and staff  Include procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)  Includes procedures for providing instruction to new faculty, staff, students, etc.  Schedule continuous evaluation of effectiveness, efficiency, and relevance  Include in school publications (e.g., handbook, posters, newsletters, etc.) I.C.iv SYSTEMS

119. Cultural and Contextual Fit Culture & Context How do you ensure cultural and contextual fit?

120. Guidelines for Culture & Context For each item in your action plan, ensure:  Involve staff, students, & families in development  Contextually/culturally appropriate (e.g., age, level, language)  Examine disaggregated data to ensure implementation of each feature works for all subgroups of students I.C.v Culture & Context

121. Putting it together… SYSTEMS PRACTICES DATA OUTCOMES Culture & Context I.D

122. Primary Tier 1.~80% of students with 0-1 major ODRs 2.~1 ODR per 500 students per day 3.Decreasing % of students suspended or expelled. 4.… OUTCOMES 1.Post, teach, and reinforce positively stated expectations 2.… 1.SWPBIS Leadership Team 2.Data-based decision making 3.… 1.ODRs 2.Suspensions & Expulsions 3.Academic performance (CBM, CMTs) 4.… SYSTEMS DATA PRACTICES

123. Secondary Tier 1.~15% of students with 2-5 major ODRs 2.Increasing pro-social skills of targeted group (as measured by points earned for pro-social behavior) 3.… OUTCOMES 1.Screening 2.More intense and frequent social skills instruction & reinforcement 3.… 1.Secondary Intervention Team 2.Weekly data- based program review 3.… 1.ODRs 2.Point card 3.FACTS 4.Academic data (CMT, CBM, grades) 5.… SYSTEMS DATA PRACTICES

124. Tertiary Tier 1.~5% of students with 6 or more major ODR 2.Individualized academic and behavioral goals 3.… OUTCOMES 1.Individualized function-based behavior support plan 2.Family participation 3.… 1.Specialized behavioral competence 2.Team based decision making 3.… 1.FBA (e.g., interview and direct observation) 2.Academic data (CBM, grades) 3.… SYSTEMS DATA PRACTICES

125. GETTING STARTED WITH SWPBIS (Chapter II)

126. What is the “Basic Logic” in one picture? II.A

127. Basic PBIS “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes II.A

128. Let’s get started! II.B

129. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation Day 2 Day 1 Day 3

130. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.i SYSTEMS How will we play together?

131. Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student Start with a team that “works.”

132.  Representative of school/community demographics  1-2 individuals with behavior/classroom management competence  Administrator as active member  Schedule for presenting to whole staff at least monthly  Schedule for meeting at least monthly  Integration with other behavior related initiatives and programs  Appropriate priority relative to school/district goals  Rules/agreements established  Schedule for annual self-assessments (see list)  Coaching support (school/district/region) Guidelines for Team Composition SYSTEMS

133. Work as team for 15 min Activity: Team Profile and Agreements Complete Team Profile and Agreements Review Conducting Leadership Meetings Worksheet Establish Routines for Conducting Effective and Efficient Meetings Add items to your Action Plan as necessary Present 2-3 “big ideas” from your group (1 min. reports)

134. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.i SYSTEMS What if the same people are on every team? Working Smarter

135. II.B.i Response: Work Smarter Do less…better Do it once Invest in clear outcomes Invest in a sure thing Be strategic about problem solving

136. II.B.i Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/ SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

137. II.B.i Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety CommitteeImprove safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE CommitteePrevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

138. Work as team for 10 min Activity: Committee Audit (Working Smarter) Complete Committee/ Group Self Assessment and Action Planning Add items to your Action Plan as necessary Present 2-3 “big ideas” from your group (1 min. reports)

139. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.ii PRACTICES What are we “about”?

140.  Positively stated  2-3 sentences in length  Supportive of academic achievement  Comprehensive in scope (all students/staff/settings) And always remember to consider systems, culture, & context: Guidelines for Purpose Statement PRACTICES

141. Non-examples of Purpose Statements Our school will rock. We will have a positive climate. What does that mean?

142. Examples of Purpose Statements G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

143. Sample Behavior Statement Ridgefield High School

144. Work as team for 15 min Activity: Behavioral Purpose Statement Draft School-Wide Behavioral Purpose Statement Add items to your Action Plan as necessary Present 2-3 “big ideas” from your group (1 min. reports)

145. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.iii PRACTICES What do we expect?

146. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

147.  Linked to social culture of school  Considerate of social skills that already exist  3-5 in number  1-3 words per expectation  Positively Stated Guidelines for Expectations PRACTICES II.B.iii

149.  Linked to social culture of school  Considerate of social skills that already exist  3-5 in number  1-3 words per expectation  Positively Stated  Supportive of academic achievement  Comprehensive in scope  Mutually exclusive (minimal overlap) Guidelines for Expectations PRACTICES And always remember to consider systems, culture, & context:

150. Small number of positively stated expectations.

151. Rowayton Elementary, Norwalk

153. Small number of positively stated expectations.

154. Work as team for 10 min Activity: Behavioral Expectations Draft School-Wide Behavior Expectations Add items to your Action Plan as necessary Present 2-3 “big ideas” from your group (1 min. reports)

155. SWPBIS Action Planning

156. Work as team for 75 min Activity: Action Planning Return to your Action Plan Update sections corresponding to identifying outcomes and Steps 1-3. In particular, make sure you’ve chosen a day, time, and setting for your regular SWPBIS team meetings! Present 2-3 “big ideas” from your group (1 min. reports)

157. Review of SWPBIS

158. SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990)

159. I.C Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

160. Universal Targeted Intensive All Some Few Continuum of Support for ALL (Sugai, Dec 7, 2007) I.C.iii

161. EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS I.C.iv

162. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation Day 2 Day 1 Day 3

163. Identify the critical features of the School-Wide Positive Behavioral Interventions and Supports framework Create team agreements, meeting schedules, identify connections to school improvement plans and other initiatives Draft a behavior purpose statement and 3-5 school-wide expectations Identify resources and tools to guide the school team work Please complete an evaluation form before you leave See you October 23 rd ! Outcomes for today – how did we do?

164. Consider Tattoos! SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBIS Elements School Systems SWPBIS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% Classroom Non-classroomFamily Student School-wide