1. Tier 1 Positive Behavior Support Booster/Refresher Training: Orientation 2011-2012

2. 2 Today’s Purpose To BOOST PBS/RtI:B implementation efforts at your school! Review BoQ or PIC results Identify and prioritize action steps which address all critical elements of a Tier 1 PBS system Specific Action Plan, Part B – Tier 1 Training Binder Determine what is working – celebrate! Determine what needs to be improved Plan for 2011-2012 school year

3. 3 Positive Behavior Support… Aims to build effective environments in which positive behavior is more effective than problem behavior Is a collaborative, assessment-based approach to developing effective interventions for problem behavior Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

4. Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Florida’s State Transformation Team on RtI (Dec. 3, 2009)

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

6. 6 PBS provides the framework for RtIB It’s about more than just problem behavior Behavioral data system and school-wide procedures facilitate effective data-based decision making for RtI The Tier 1 system supports “academic enhancers” and productive citizenship Tier 1 PBS establishes the core curriculum for behavior and provides the structure for advanced supports

7. Ongoing Collaboration http://floridarti.usf.edu/ http://flpbs.fmhi.usf.edu http://www.pbis.org http://www.apbs.org

8. 8 Critical Elements of School-Wide PBS Measured by the Benchmarks of Quality (BoQ) and the PBS Implementation Checklist (PIC) PBS Team, Administrative Support Faculty Commitment, Participation Effective Discipline Data Entry & Analysis Expectations & Rules Reward/Recognition Program Lesson Plans for Teaching Behavior Implementation Planning Classroom PBS Systems Evaluation (Kincaid, Childs & George, 2005)

9. 9 Using the Baseline BoQ Results Reference throughout Booster Training Use for updating Action Plan for implementation in 2011-2012 Use as a baseline for comparison after every year of implementation

10. Look at your BoQ Data

11. 11 Look at your BoQ Data

12. 12 Data Review  How did your team score overall on the BoQ or PIC?  Which Critical Elements received a score of less than 70%?  What do your team’s outcome data look like?  Reductions and/or increases in ODRs, ISS, OSS, attendance, FCAT?  What is working?  What needs to be improved?

13. 13 Using Your Action Plan: Part B Record of your Tier 1 PBS implementation process  What needs to be addressed?  Who is responsible?  Timeline for completing tasks?  What has been accomplished?  What worked and did not work? BoQ Critical Elements guides the process  Are you implementing all the critical elements? Guides your team through the 4-step problem solving process Revisit it, revise it and evaluate your progress

14. 14

15. 15 Problem-Solving Process (See Detailed Problem-Solving Module with voiceover) Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention Why is it occurring? What’s the problem? What are we going to do about it? Is it working?

16. 16 Problem Solving Process Step 1: Problem Identification - Use your data  What problem behaviors are occurring?  Where are problem behaviors occurring?  Who is involved? Step 2: Problem Analysis: Brainstorm reasons  Why is the problem occurring? Step 3: Intervention Design and Implementation  What interventions will be put in place to teach appropriate behaviors?  Who will implement the plan?  How will the plan be evaluated? Step 4: Response to Intervention - Use your data  Is the intervention working?  How will you know?

17. 17 Remember, It’s an Ongoing Process Implementation is not a one shot deal, it is an ongoing and continuous process… just like a good marriage or diet plan. PBS/RtI is a philosophical shift 3-5 years for full implementation across Tiers Get faculty support on all the critical elements prior to implementation Present everything to your faculty as a draft Get their input and feedback at each step More likely to get faculty support & implement with fidelity

18. 18 Get Connected FLPBS on FaceBook: www.facebook.com/flpbs FLPBS on Twitter: www.twitter.com @flpbswww.twitter.com National TA Center on Ning: www.pbisTAcenter.ning.com