Tier 1/Universal Training Day 1

Day 1 Training Objectives Understand the basic RtI principles as they apply to the content area of behavior (PBIS) Understand the components of the Leadership Team and know what they look like in practice Understand the components of Developing Expectations and Rules and know what they look like in practice

Day 1 Training Objectives Understand the components of Lesson Plans for Teaching Expectations and Rules Understand the components of Developing a Recognition System and know what they look like in practice Develop an awareness of how to be responsive to various cultures within the context of a school

Agenda Leadership Team Develop Expectations & Rules Lesson Plans for Teaching Expectations & Rules Develop Recognition System

Tier 1/Universal Training A. PBIS Leadership Team 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 product 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

PBIS Maryland This PowerPoint has been adopted by Wisconsin PBIS Network with the guidance from:

Norms for Today

Module A: Developing a PBIS Team PBIS Implementation Goal 1.Team has administrative support 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) Team meets monthly (minimum of nine one-hour meetings each school year) 3.Team has established a clear mission/purpose Team has a written purpose/mission statement for the PBIS Team Workbook Examples and Tools

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

The WHY The purposes behind implementing PBIS are numerous and varied. It is NOT only about reducing problem behavior: Improved climate for students, families and staff Increased school completion rate Decreased staff absenteeism and staff turn-over Best practice Community accountability Increased consistency among adults Streamline support process for students who have significant support issues Data based decision making

At the heart of a school’s culture are its mission and purpose – the focus of what people do. Although not easy to define, mission and purpose instill the intangible forces that motivate teachers to teach, school leaders to lead, children to learn, and parents to have confidence in their school. Terry Deal and Kent Peterson Why are you here today? WI RtI Center-PLC Session

Why are we here today? What is our purpose? How do we want our to be different as a result of our efforts? School climate Family relationships Community relationships A purpose statement that guides the team’s work addresses all three components

Purpose Statement Example As a result of implementing PBIS at George Washington School we plan to: Create a more positive culture in our school/family/community Make life in school better for ALL students Create consistency among adults Identify ALL students in need of support Use data to guide our decision making Reduce ODRs Recognized family as important members of the school community

No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting Have you ever been a part of this team? WISPEI Parents on Groups Link

Activity A.1 Create a purpose statement that will focus your team and school on how PBIS implementation will create desired changes Link to school mission statement Sets the stage for rest of your work Create a list of 5-7 meeting norms that you will follow during team meetings 20 minutes (Not a form in workbook)

A School-based PBIS Team School administrative team must be committed to school-wide PBIS and actively participate on the team PBIS team should remain small (6-8 members) Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, family member(s), community members, etc Consider core team vs. peripheral team

How to Engage Family Members on the PBIS Team Family Representative(s) on the PBIS team: Not employed by the district Voice is valued Role and responsibilities Participation Meetings are conveniently scheduled Minutes are shared with parents Specific tasks to engage parents Share schedules and agendas ahead of time

Family Engagement… Is representative of community cultures Is representative of multiple family values and systems Allows validating, affirming, building relationships if planned from beginning. Provides enhanced sense of belonging and communication

School PBIS Team Tasks Develop the school-wide PBIS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to coach/facilitator & district coordinator

Identify Team Member Roles Internal Coach: Facilitates meeting & PBIS process Recorder: takes notes Timekeeper: Keeps the team aware of time limits Data Specialist: Accesses data from data system & creates reports Behavior Specialist: competent with behavioral principles and assists in analyzing data Administrator: actively encourages team efforts, provides planning time, feedback, and support initiatives Communications: Communicates with stakeholders External Coach: district-level or CESA-based individual that supports the team Team Participant: takes an active role and volunteers to complete tasks

Roles & Responsibilities

Team Roles and Responsibilities Activity A.2 Team ResponsibilityPerson ResponsibleSchool Role Administrator Internal Coach External Coach Time Keeper Data Specialist Behavior Specialist Communications Recorder 5 minutes

Frequent Meetings During initial planning, teams may need to meet more often Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development of a plan

Enhancing Meeting Success Administrator identifies how to free staff time for participation on the PBIS team Clearly schedule meeting dates and times Administrators remind staff of the significant impact and ultimate success

Team-Initiated Problem Solving II (TIPS II) Model Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact of Solution and Compare Against Goal Make Summative Evaluation Decision Meeting Foundations Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data TIPS II Training Manual (2013)

Eight Keys to Effective Meetings 1.Organization (team roles, meeting process, agenda) 2.Data (Right information at right time in right format) 3.Separate (a) Review of On-going Problem Solving (b) Administrative Logistics and (c) New Problem Solving 4.Define Problems with Precision 5.Build Comprehensive Solutions that “fit” 6.Add “Action Plans” for all solutions 7.Review Fidelity and Impact regularly 8.Adapt Solutions in response to data.

Solution Action Elements Solution Action Elements Defined Prevent Focus on prevention first. How could we reduce the situations that lead to these behaviors? Teach How do we ensure that students know what they SHOULD be doing when these situations arise? Reward How do we ensure that appropriate behavior is recognized? Extinguish How do we work to ensure that problem behavior is NOT being rewarded. Correct How will you correct errors? Safety Are additional safety precautions needed? Solution Implementation Plan Elements TIPS II Training Manual (2013)

Solution Development Prevention Teaching Acknowledgement/Recog. Extinction Corrective Consequence Evaluation

Standard Meeting Agenda Items Review Agenda Review Norms Data Analyst Report Problem Solving and Action Planning General/Administrative Items Reports to other teams/staff/ families/website Team Meeting Self-Assessment Adapted from TIPS II Training Manual (2013)

Fidelity of Implementation Measure the degree in which the intervention was implemented as defined/expected Use percent/absolute value/ rate/scale as metric Strive for 80% fidelity of implementation as measured weekly (bi-weekly) on scale of 1-5 Make easy for staff to record data Fidelity Check Board: X on number line Fist of five Fidelity check basket Direct observation Are we implementing the plan? No Yes

Working “Smarter”

Problem/Challenge Few resources, staff, time, etc. Duplication of effort with other initiatives and efforts Lack of clarity regarding purpose and outcomes Lack of priority

Four Challenges Facing Schools Today Doing more with less Educating increasing numbers of students who are more different than similar from each other Educating students with challenging behaviors Creating host environments or systems that enable adoption and sustained use of effective practices

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, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Self-assess Current Practices Activity A Minutes Step 1: Identify all programs/initiatives/common practices by tier Tier 1: How do you support all children? Core curriculum everyone gets Tier 2/3 How do you support students who need more support? How do you build on the foundation so that all tier 2/3 activities are a natural extension of core curriculum? Step 2: Identify outcome for each practice. How do you measure effectiveness? (staff performance) How do monitor progress? (student impact) Step 3: How do you support teachers? (staff support) How are programs/initiatives/practices linked to school improvement? (integrated approach)

Tier 3/Intensive Interventions 1-5% 1-5%Tier 3/Intensive Interventions Tier 2/Selected Interventions 5-15% 5-15%Tier 2/Selected Interventions Tier 1/Universal Interventions80-90% 80-90%Tier 1/Universal Interventions School-Wide Systems for Student Success Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

“PBIS Biggest Idea!” Work Smarter (efficient, effective) PBIS enables schools to Establish a small number of priorities do less, better Consolidate/integrate whenever possible only do it once Specify what is wanted, how know when you get there invest in a clear outcome and assess progress Prioritize what works Research-based, evidence-based practices

Prepare for Working Smarter (Not Harder) Allow identification of multiple committees within school Identifies purposes, outcomes, target groups, and staff Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan Identifies school-wide PBS as integrated into existing committees and initiatives

First Steps to Working Smarter School Mission Statement Examine the mission statement for school-side goal such as safety, citizenship, and success Other School-wide Programs Use the Working Smarter activity form to determine common goals across multiple school program initiatives, particularly programs addressing discipline, behavior, safety, climate, social skills, violence prevention, social, communications, etc.

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 PBS TeamStudents staff Ben, Tom, Lou noODRs, Attend, MIR, Nursing log, climate Yes; continue Safety Committee Students staff Toni, Barb, Tom noODRs, BIG 5, climate Yes; fold into SW PBIS School Spirit Committee studentsTomnoNoYes; fold into SW PBIS Discipline Committee studentsTom, LounoODRsYes; fold into SW PBIS Student Support Team/Proble m Solving Team studentsSteve, Sue, Jon, Tom yesDiscipline, DIBELS, FACTS No; continue School Improvement 1,2,3Bill, Jon, Lou, Tom yesAll of the above Yes; continue Working Smarter Systems/Staff Support

Workgroup/ Committee/ Team Outcome /Link to SIP Who do we serve? (students/staff/both) What is the ticket in? (How do folks get access to support?) Names of staff on team Non- Negotiable District Mandate? How do we measure impact? Overlap? Modify?

Activity A.5 20 minutes Step 1: Identify current teams (discipline, instruction, climate, school improvement, parent support, etc.) Step 2: Complete the working smarter document Step 3: Based on your results, what committees can you: (a) eliminate? (b) combine? (c) provide more support? (d) how can we infuse PBS into our committees? Determine your next step Use worksheet to organize teams responsible for ALL programs/initiatives

Critical ElementBenchmarks 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 Record Status and Plan 5 minutes

Complete Module A Establish School Leadership Team Self Assessment and Action Plan Statement 1-3