School-wide Positive Behavior Support Readiness Training Rae Ann Knopf Bob Putnam October 30, 2007 pbis.org

Why Readiness? Develop efficient and effective school-wide systems, practices, and capacity to improve discipline and academic support practices using data based decision making Successful, effective and efficient implementation Long term sustainability

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% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

3-Tier Logic: Emphasis on Prevention Primary –Reduce new cases of problem behavior Secondary –Reduce current cases of problem behavior Tertiary –Reduce complications, intensity, severity of current cases

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

Readiness Checklist (SRCL 1,13) School Improvement plan exists that includes school-wide discipline as one of top three school goals –School Improvement Plan –School Mission Statement –Discipline Plan Policy and Procedures

Readiness Checklist (SRCL 2,3,5,10,11) PBS team – who is on the team and will time be made available

Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Representation Team

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 Team that “Works.”

Overview of SLT Training Roles/Responsibilities of the Leadership Team Effective team meetings Using Data to Make Decisions Understanding SWPBS “Basics” Understanding the Problem Solving Model School-wide Plan components 1.Agree on Approach to Discipline 2.Identify Expectations 3.Teach Expectations 4.Encourage Appropriate Behavior 5.Discourage Inappropriate Behavior 6.Monitor and Evaluate

Overall Objectives of the Leadership Team Coaching capacity Evaluation capacity Coordination capacity

Specific Tasks of the Leadership Team: Initial Steps Complete school assessment (EBS survey, SET) Participate in Leadership team training and follow up meetings Complete a 3-5 year prevention-based action plan Develop/refine a data management system Collect and analyze information (data) about student behavior Agree on approach to discipline

Specific Tasks of the Leadership Team: Next Steps Work on activities to develop a school-wide behavior support plan based on: Clearly defined school-wide rules and behavioral expectations Lessons to teach expectations Methods to monitor student understanding Recognition system to reinforce expected staff and student behaviors Corrective procedures to discourage inappropriate behaviors

Specific Tasks of the Leadership Team: Final Steps Formalize the school-wide plan in a written document Present the plan to school staff Serve as positive role models and support in order to build internal capacity to sustain the program Educate staff about how to use corrective responses more effectively Develop method to evaluate/systematically modify the SWBSP (monthly meetings and process) Collect and analyze data to track behavior change

Coaching (why?) Team start-up support Team sustainability/accountability –Technical assistance/problem solving –Positive reinforcement –Prompts (“positive nags”) Public relations/communications Support network across schools Link among leadership, trainers, & teams Local facilitation Increased behavioral capacity

Coaching Prerequisites Attendance at previous introductory PBIS training events Be endorsed by school principal, immediate supervisor, etc. to participate Have the flexibility to complete tasks during the school day (e.g., meet with principal during the day) and move across schools Link with PBIS District Coordinator

Coaching Expectations Attend and participate in training activities Establish and monitor at least one school Maintain record of schools efforts –Checklists, surveys, action plans, discipline data, etc. Develop and send project reports to District PBS Coordinator Report progress during coaches follow-up Prepare and conduct at least one presentation related to PBS

Readiness Checklist (SRCL 4) Commitment to 3-5 year process for trainings and plan revision

Leadership Team Funding VisibilityPolitical Support TrainingCoaching Evaluation Active Coordination Local School Teams/Demonstrations PBS Systems Implementation Logic

“ Train & hope ” approach 1.React to identified problem 2.Select & add practice 3.Hire expert to train practice 4.Expect & hope for implementation 5.Wait for new problem….

Train & Hope doesn’t work… Focus on long term planning that is indorsed in the School Improvement Plan Outcome-oriented Team-based Data-driven

Steps to Implementation 1. Development of School Leadership Team 2. Development of Useful & Efficient Data Management System 3. Development of School-based Readiness Agreements 4. Development of Coaching Capacity

Steps to Implementation 5. Development of Individualized School- based Plans 6. Implementation, Evaluation & Modification of School-based Plans 7. Developing & Implementing Targeted Interventions (Year 2) 8. Developing & Implementing Intensive Interventions (Year 2)

Readiness Checklist (SRCL 6,7,8) PBS team – awareness presentation All faculty awareness presentation 80% buy in

Your question: How do we get our staff to buy into this? …Through an overview to your staff Readiness Step: Staff Buy-In

Readiness Step: Overview to Staff Remember: Context Matters! Choose method of providing overview to staff that fits with your school Suggested ideas: –Powerpoint presentation –Overheads presentation –Handout and discussion –Brochure of key points and school examples –Be informative and creative!

Readiness Step: Overview to Staff Data Key concepts Review your individual school data –Pie graph of problem behaviors leading to office discipline referrals Review presented materials & content Develop an overview of PBS for your school staff

Faculty Buy-in What is in it for me? What do I have to do?

Improves the school behavioral climate: Increase in academic performance on-task behavior parent, student & staff satisfaction staff retention Decrease in office referrals suspensions & detentions disruptive classroom behavior Primary Outcomes

Staff-related expenditures – Time devoted to instruction or preparation – Additional staff – Staff absences / Substitute teachers Student-related expenditures – Referrals to Special Education – Non-public school or Out-of-District placements Damage to school property Collateral Outcomes

Staff Commitments Administrator School-wide leadership team Coach Staff person

Readiness Checklist (SRCL 9,16) Understand costs of PBS and define how it will be paid for

Readiness Checklist (SRCL 12,14,15) Data collection and review - SWIS

Office Discipline Referrals

Office Discipline Referral = Indicator of behavioral event requiring administrative involvement Three behavioral elements –Student act/behavior –Staff response –Office response Under estimation of actual behavioral events

Office Discipline Referral Processes/Form Coherent system in place to collect office discipline referral data (for example, –Faculty and staff agree on categories –Faculty and staff agree on process –Office Discipline Referral Form includes needed information Name, date, time Grade Referring Staff Problem Behavior Location Possible motivation Others involved Administrative decision

Student name Date and time of day of incident Referring staff Problem behavior Location Maintaining function Activity Does your school discipline referral form include?

ODRs: What to look at Total number of office discipline referrals Referrals per enrolled student Average referrals per school day per month Referrals by problem behavior Location of office referrals Time of office referrals % of students with referrals % of students with six or more referrals

Referrals per Student

Data Collection System Answers the top five questions Visual presentation Efficient

School-wide Information System (SWIS) swis.org

EBS Survey

Effective Behavior Support (EBS) Self-Assessment Survey Purpose:* Assess staff perceptions of PBS practices in place and priority for changes * Design annual action plan Format:Survey Completed by: All staff Manual or on-line scoring, graphing When?Annually, preferably in the spring

EBS Staff Survey What is it? Survey to assess the extent to which staff perceive PBIS practices and systems are in place in a school –Whole School –Common Area –Classroom –Individual Student Used to develop action plan

EBS Survey: Why, Who, When Why do a self-assessment? –Determine if you should do PBIS –Decide which systems to focus on –Build an action plan Who completes it? –All faculty and staff When? –In the beginning or ending of school year and annually thereafter

Summarizing the Results Current Status –Percent in place, partially in place, or not in place Priority for Improvement –High –Medium –Low

Two main questions 1.What systems are in place now? 2.What systems are most in need of improvement?

EBS Example

SET

School-wide Evaluation Tool (SET) Purpose:Assess school-wide implementation of PBS practices Format:Interviews with staff, students; observations; review of discipline related documents Completed by: Coaches Manual scoring, graphing When?Before SW implementation, 6-12 weeks after SW implementation, Annually

SET Process & Guidelines Process –Three hour visit Product review Observations Interviews Guidelines –For evaluation purpose, not day-to-day decision- making –Interpreted with consideration for Action plan –Always combined with multiple measures

SET: Seven Critical Features Measures level of implementation for SW –Behavioral expectations defined –Behavioral expectations taught –Appropriate behavior encouraged –Inappropriate behavior discouraged –Monitoring and decision-making –Management –District level support

SET Components Section A: Expectations Defined Section B: Behavioral Expectations Taught Section C: On-Going System for Rewarding Behavioral Expectations Section D System for Responding to Behavioral Violations Section E: Monitoring and Evaluation Section F: Leadership

Next Steps