Systems, Data, & Practices to Move PBIS Forward in Ravenswood City School District Sheldon Loman, Ph.D.

“Every Kid Needs a Champion” Rita Pierson _needs_a_championhttp:// _needs_a_champion

Leading and Prioritizing Initiatives to Implement in your School

Go to for resources on PBISwww.pbis.org

Schoolwide Integrated Framework for Transformation (SWIFT)

Objectives Review discussions regarding Systems, Data, and Practices in Moving PBIS forward in Ravenswood Use existing data to review PBIS implementation in your schools Share examples of ongoing implementation of PBIS in your school Identify Strengths, Opportunities, Steps, & Supports at each Tier of Implementation at your school

Horner (2011)

SW-PBIS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

Main Messages Student Achievement = Good Teaching + Behavior Management Good Teaching = Increasing District & State Competence & Capacity Competence/Capacity = Investing in outcomes, data, practices, & systems

The Promise of SWPBIS The fundamental purpose of SWPBIS is to make schools more effective learning environments. Predictable Consistent Positive Safe

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

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS At Your School SECONDARY PREVENTION Practices: Data: Systems TERTIARY PREVENTION Practices: Data: Systems: PRIMARY PREVENTION Practices: Data: Systems:

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Specialized individualised supports PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation fidelity & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI) Practice Selection Evidence-based Measurable outcome aligned with need & student Rules for data-based decisions Integrated with related practices based on outcomes, need, student Implementation fidelity Continuous monitoring

School-based Teams by Tier Student Centered/ FBA Team Progress Monitoring Team Plans SW & Class-wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) For Individual Students Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III

Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee PBS Work Group Working Smarter

Initiative/ Committee PurposeOutcomeTarget GroupStaff InvolvedSIP Sample Teaming Matrix

1.Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation School-wide

Positive expectations & routines taught & encouraged Active supervision by all staff – Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom

Teach, Review, Reward All students taught expectations. Booster sessions provided throughout the year based on data (from office discipline referrals; SWIS) Non-instructional staff continuously trained to implement systems.

Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom

Not PBIS Triangle in the Classroom!

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS PRIMARY PREVENTION Practices: Teach & encourage positive SW expectations Proactive SW discipline Effective instruction & classroom management Parent engagement Data: Fidelity of Implementation: SET or BoQ Student Outcomes: Office Discipline Referrals, SWIS, Universal Screening (e.g., SSBD, SSRS) Systems: SW Team Representative of Staff Consistent Vision, Values, & Language from All Staff Ensure Culturally Relevant and Inclusive of All Students through use of Multiple Means of Representation, Expression, & Engagement

PBIS Assessment Tools Research Tool Annual Assessment Tool Progress Monitoring Tool Universal System System-wide Evaluation Tool (SET) Benchmarks of Quality (BoQ) PBIS Self Assessment Survey (SAS) Early Childhood BoQ Team Implementation Checklist (TIC 3) Secondary & Tertiary Systems *Individual Student System Evaluation Tool (IS-SET) PBIS Self Assessment Survey (SAS) Benchmarks of Advanced Tiers (BAT) *Monitoring of Advanced Tiers (MATT) Outcome Measures: School Safety Survey

Team Implementation Checklist /PBIS-Assessment.aspx /PBIS-Assessment.aspx

Benchmarks of Quality /PBIS-Assessment.aspx /PBIS-Assessment.aspx

Outcomes Data Using SWIS (and other data sources) to outline the outcomes of PBIS in your school this year. Look into the “YEAR END REPORT” Peruse these data to identify strengths and areas for improvement Compare to previous years

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS Tier 2: SECONDARY PREVENTION Practices (Examples): Check in/out Targeted social skills instruction Peer-based supports Social skills club Data: Fidelity Measures: ISSET, BAT, MATT, or PBIS Implementation Inventory Student Outcome Measures: CICO-SWIS Intervention-specific data systems Systems: Tier 2 Team Meets Regularly All Staff Knowledgeable of Tier 2 Interventions for Continuous Implementation

PBIS Assessment Tools Research Tool Annual Assessment Tool Progress Monitoring Tool Universal System System-wide Evaluation Tool (SET) Benchmarks of Quality (BoQ) PBIS Self Assessment Survey (SAS) Early Childhood BoQ Team Implementation Checklist (TIC 3) Secondary & Tertiary Systems *Individual Student System Evaluation Tool (IS-SET) PBIS Self Assessment Survey (SAS) Benchmarks of Advanced Tiers (BAT) *Monitoring of Advanced Tiers (MATT) Outcome Measures: School Safety Survey

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS At Your School SECONDARY PREVENTION Practices: Data: Systems TERTIARY PREVENTION Practices: Data: Systems: PRIMARY PREVENTION Practices: Data: Systems:

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS At Your School SECONDARY PREVENTION Practices: Data: Systems TERTIARY PREVENTION Practices: Data: Systems: PRIMARY PREVENTION Practices: Data: Systems:

School Training & Coaching Staff TrainingsSWPBIS Team Meetings Tier Two Meetings What:Train staff on SWPBIS and Classroom management (PBIS in the Classroom) Review Systems, Fidelity Data, Outcomes Data, Modify Implementation Who:All StaffPBIS Team representative of your school Tier 2 Team: Admin, Counselor, SPED, Tier 2 intervention coordinators When (proposed) : 4-5 x per year -Kick off Year Before School Year -PBIS in the Classroom early in the year Monthly

District Training & Coaching Team Trainings for SWPBIS District SWPBIS Meetings District Advanced Tiers Meetings What:Develop SWPBIS data, systems, and practices for your school Collaborate, Problem-solve, Technical Assistance Technical Assistance Collaboration in Improving Tier 2 & 3 Systems and Practices Who:School PBIS TeamRepresentative from your PBIS Team Representative from your Tier 2 team When (proposed) : 4-5 x per yearQuarterly