Tier 1: Session 1 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

Tier 1: Session 1 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE
School-wide Positive Behavioral Interventions and Supports: Addressing the Behavior of All Students Welcome participants! Provide an introduction to PBIS and KYCID training (a story, Curve Your Enthusiasm, an activity, etc.) 33 Fountain Place, Frankfort KY 40601 Phone/Fax:

Critical Elements of School-wide PBIS
PBIS Leadership Team Faculty Commitment Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Established Expectations and Rules Developed Reward/Recognition Program Established Lesson Plans for Teaching Expectations/Rules Implementation Plan Classroom Systems Evaluation Handouts: BoQ Scoring Form (pages 1 and 2) Ask participants to find the Scoring Form and quickly review the items. Then put it where they can easily locate it for reference throughout the day. These are the ten critical elements of PBIS implementation. There are 53 implementation components within these 10 elements. We will cover all the elements and components during training. Your team will have some time to work on developing many of the components during training. One of the first habits your team should develop is deciding how you’ll inform your staff of information learned during training and how you will collaborate and build consensus with your staff to make necessary changes to your school culture and climate. In just a bit, I’ll show you a method for tracking team discussions and plans for implementation. Note: Critical Elements as defined by the Benchmarks of Quality, an evaluation instrument used by schools annually to assess implementation

Introduction to KY PBIS Training
Your principal agreed to specific commitments regarding PBIS implementation PBIS Coaching commitment Meet monthly for one hour Collect, submit, and analyze survey and evaluation data Collect and analyze outcome data (e.g., office referrals, suspensions, detentions, etc.) Develop and track a PBIS Action Plan Active participation

PBIS Teams Tier 1: PBIS School-wide Leadership Team
Largest team with broad representation Significant involvement of administrator Meets monthly Focus mainly on behavior systems Tier 2: Solution-Focused Team Smaller team with focused representation Focus on behavior and academic systems Need behavior and academic “experts” Meets one to two times monthly Some overlap of membership with Tier 1 Tier 3: Wraparound Team Core team (small) with other invited team members Need a trained facilitator Meet as needed

Team Time Do you understand the PBIS commitments and training sequence? Are there any questions you have at this time?

Training Objectives for Session 100
Overview of PBIS Fidelity of implementation Relationship between PBIS and RtI Effective team collaboration Team roles Team responsibilities Faculty commitment Development of school-wide expectations

What is School-Wide Positive Behavioral Interventions and Supports?
School-wide PBIS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students Evidence-based features of PBIS (Lewis & Sugai, 1999) Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions Administrative leadership – Team-based implementation (Systems that support effective practices) Kentucky’s PBIS Network To train and support schools in the development and implementation of positive, proactive and instructional strategies so students become self-disciplined, responsible and productive members of the commonwealth WHAT WE DO Training and technical assistance is designed to enhance the capacity of districts and schools to develop and implement effective, positive, data-based interventions addressing problem behaviors within schools PBIS 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

Positive Behavioral Interventions And Supports Social Competence &
Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PBIS is comprised of a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Connect outside to inside). The integration of practice, system and data supports successful outcomes to: 1. Utilize effective decision making. 2. Support positive staff behavior change 3. Support positive student behavior change We expect a system of effective practices supported by data. We expect practices selected and maintained by data and part of a systematic approach. We expect data is used in a systematic manner to create effective practices. All resulting in Support for Social Competence (responsible behavior) & Academic Achievement Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. Practices: interventions and strategies that are evidence based. Data: information that is used to identify status, need for change, and effects of interventions. Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS. PRACTICES Supporting Student Behavior

Systems Perspective Systems, data, practices, and outcomes “interact with and guide each other” (Sugai & Horner, 2006) Emphasis on systems separates PBIS from other models because it provides specific focus on increasing chances of sustaining change

Teams will go directly to practices without paying attention to the systems to support or reviewing the data. Example. None of the practices will be sustainable if systems have not been established. Example: recent teacher comment RE boys town and how her school never did any follow up and it fell away. Data necessary for identification of problems and evaluation of implementation. Walk through example of entering the building in the morning.

Commitment Equals Fidelity
When a practice or program is implemented as intended by the researchers or developers, this is referred to as fidelity of implementation

Research Shows… When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield results that are two to three times higher. Fidelity is the key to life long patterns of success marriage parenting financial independence All require, loyalty, reliability, dependability and devotion. Students and educators deserve to be confident that their actions will result in success and their time is too valuable to waste. Fidelity makes that possible. If we don’t change direction soon we’ll end up where we are going. Adapted from (Durlak & DuPre, 2008)

Research Shows… Schools that received technical assistance from typical support personnel implemented SW PBIS with fidelity (Horner et al., 2010) Fidelity SW PBIS was associated with: Lower levels of ODR Improved perception of safety of the school Increased proportion of 3rd graders who met state reading standards (Sugai, 2008) Increasing trend in % of students scoring in advanced & proficient range of state achievement test Increased proportion of 3rd graders who meet state reading standard.

Team Time From your previous experiences of implementing initiatives,
how much thought was given to fidelity and what was the outcome? Pair and Share activity: Using cards or music or both have folks meet and introduce in groups of 3 new colleagues. ASK after groups are formed: “From your previous experiences of implementing initiatives, how much thought was given to fidelity of implementation and what was the outcome? Solicit sharing Notes: What do some teachers always say that are resistance to change? “This too shall pass!”

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems Tier 3/Tertiary Interventions % Individual students Assessment-based High intensity 1-5% Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions % Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Judy Boggs and MW had the opportunity to present KYCID to the Commissioner’s Parent Advisory Council in April. At the end of the presentation. Comm H held up this slide and stated this is the answer for student success. Levels of PBIS: Tier 1/Universal Prevention – processes and procedures intended for all students and staff in all non-classroom settings Classroom- processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Tier 2/Secondary Prevention - processes and procedures designed to address behavioral issues of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) This is on schools readiness form Tier 3/Tertiary Prevention – processes and procedures designed to meet the needs of students with the most serious academic/behavioral/emotional challenges Tier 1/Universal Interventions % All students Preventive, proactive 80-90% Tier 1/Universal Interventions All settings, all students Preventive, proactive 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

Tier 1: SW PBIS Why start at Tier 1? What does Tier 1 look like?
Provides core teaching about important behaviors (Sugai & Horner, 2002) All students receive instruction Prevention is the goal Less students will need more intensive interventions (Gresham, 2005) What does Tier 1 look like? Behavior is taught, practiced, and monitored across all school settings All students aware of expectations All adults model, monitor, and reinforce Should positively impact at least 80% of students If you have a video clip of a school to show, you might want to show it here. Then say, “What are some typical outcomes schools experience as a result of implementing SW PBIS?”

Tier 1: SW PBIS PBIS schools in KY showed significant decreases in office discipline referrals ODR Rate per 100 Students per Day KY PBIS Elementary Schools = .21 National Sample = .34 KY PBIS Middle Schools = .75 National Sample = .85 KY PBIS High Schools = .92 National Sample = 1.27

Tier 1: SW PBIS PBIS schools in KY showed significant decreases in out-of-school suspensions KY PBIS schools showed a 41% reduction in OSS State reduction for same time period was 15%

Tier 1: SW PBIS PBIS high schools in KY showed significant decreases in dropout rate KY PBIS schools showed a 40% reduction in dropout rate State reduction for same time period was 17%

Tier 1: SW PBIS PBIS schools in KY showed significant decreases in retention rate KY PBIS schools showed a 33% reduction in retention rate State reduction for same time period was 16%

Team Time How does this description of Tier 1/Universal PBIS
fit with your previous perceptions? What is the take-back message to share with your staff?

High quality instruction engages students and leads to reductions in problem behavior (McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press; Preciado, Horner, & Baker, 2010) Amanda Sanford- Dissertation The effects of function-based literacy instruction on problem behavior and reading growth by Sanford, Amanda Kathleen Connor, Ph.D., University of Oregon, 2006, 155 pages; AAT Abstract (Summary) There are an alarming number of students who struggle with reading difficulties and antisocial behavior. In fact, reading difficulties and antisocial behavior are two of the strongest predictors of later life success or failure (Walker & Shinn, 2002). Prevention of reading difficulties and antisocial behavior begins with effective interventions that focus on both academic and behavioral features of instruction. This study examined the effects of function-based literacy instruction on student problem behavior and reading acquisition. Function-based literacy instruction is instruction that aims to (a) increase students' literacy skills, and (b) reduce presentation of aversive academic tasks that occasion problem behavior in the classroom. The study found that there is a functional relationship between implementation of function-based literacy instruction that is (a) effective and (b) at students' appropriate instructional level and reduced levels of disengaged problem behavior for second and third grade students who engaged in escape-maintained problem behavior during reading instruction. Data were inconclusive with respect to the relationship between function-based literacy instruction and reading growth. Implications and future directions for research are discussed. Jorge Preciado- Dissertation Using a function-based approach to decrease problem behaviors and increase reading academic engagement for Latino English language learners by Preciado, Jorge A., Ph.D., University of Oregon, 2006, 136 pages; AAT This study evaluates the effectiveness of a function-based intervention to improve behavior and academic reading outcomes for Latino English Language Learners (ELLs) who demonstrate escape maintained problem behaviors. The participants, four Latino ELLs in an elementary school general education setting (i.e., 2 nd , 3 rd , and 4 th grade), were directly observed over a 14-week period. Indirect teacher interviews along with archival reviews were conducted to establish a hypothesis statement regarding function of problem behavior. A functional analysis was implemented to determine and verify the function of problem behavior (e.g., escape-maintained). A single subject multiple baseline across participants design was used to document the relationship between reduction in problem behavior and implementation of a Language Matched Intervention Priming. The intervention involved daily mentoring by a bi-lingual mentor who (a) reviewed the lesson for the next day, (b) taught vocabulary associated with the next day lesson, and (c) reviewed the instructions for reading learning activity assignment for the next day. Results documented a functional relationship between implementation of the intervention and reduction in problem behavior. This version was published on February 1, 2009 The Journal of Special Education, Vol. 42, No. 4, (2009) DOI: / Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners Jorge A. Preciado University of Oregon, Eugene, Robert H. Horner University of Oregon, Eugene Scott K. Baker This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior.

Improving the social behavior of students results in more minutes spent in academic instruction
(Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

Children who fall behind academically will be more likely to
Find academic work aversive Find escape-maintained problem behaviors reinforcing McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit. Many students struggle academically and exhibit problem behaviors. Some students will misbehave because they “won’t do it,” Others will misbehavior because they try and “can’t do it.” McIntosh, 2008

Element 1: PBIS Leadership Team
Establish a building-wide team that oversees all development, implementation, modification, and evaluation activities in order to implement procedures and processes intended for all students, staff, and settings Connect Commitment and fidelity Responsibilities of the School-wide PBIS Team Organize these by commitment Assess current behavior management practices Examine patterns of behavior Obtain staff commitment Communicate effectively with all stakeholders Develop a school-wide plan Obtain parental participation and input Meet at least monthly to oversee, monitor, and evaluate all data and planned objectives and activities developed by team Report outcomes to Coach and District coordinator USE MARSHMALLOW VIDEO

PBIS Leadership Team Items
Team has administrative support Team has regular meetings (at least monthly) Team has established a clear mission/purpose Based on this and other research, the key components determined to be essential for assessing universal implementation are administrative support, regular meetings, and a clear mission or purpose. Some questions to think about: #1 - Building principal signed the commitment form. Is an administrator here today? #2 - Decide the day/time when your monthly mtg is going to be held before you leave today. #3 - Establish or confirm a clear purpose or vision for your team. Where are you now and where do you want to be? BoQ

Important Team Variables
Three critical variables that impact success of Tier 1/Universal implementation (Cohen, 2006): Administrator commitment Well-functioning Leadership Team Staff buy-in

The Administrator is Critical to Success!
Highly visible Model expectations Communicate caring for students (National Association of Elementary Principals, 1983) Willing to implement necessary changes Knowledge of PBIS and treat as priority Attend all meetings and trainings (Newton et al., 2009)

Essential Attributes of the Team
Committed to the teamwork philosophy Understand the goals of the team Understand their individual roles, functions, and responsibilities Willing to take initiative Willing to communicate View disagreement as positive View team performance evaluation as constructive Florida PBIS

Essential Activities of the Team
A basic understanding of team functioning and dynamics Consistency in performing team duties (e.g., having monthly meetings) On-going use of an Action Plan Consistent adherence to PBIS principles in making decisions with data Optional Activity: Show a vid on effective meetings such as How to Avoid Meetings that Suck, downloadable from YouTube. Handler et al., 2007

School Year: _______________
Positive Behavior Supports: Tier 1/Universal Action Plan School Year: _______________ Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/Activity Who is responsible? Start Date Completion How will it be monitored? Evaluation Date #_____ Explain the purpose of the Action Plan and then show the next slide with a completed example of an AP item. Critical Elements PBIS Team established (membership, meeting times, roles, mission) Faculty commitment Effective procedures for dealing with discipline Data entry and analysis plan established Expectations and rules developed Reward/recognition program established Lesson plans for teaching expectations/rules Implementation plan Classroom systems Evaluation

Positive Behavior Supports: Tier 1/Universal Action Plan
School Year: Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/Activity Who is responsible? Start Date Completion How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team August On-going Meeting Notes. School Calendar Monthly # The critical element is listed in the first column, then the specific action/activity should be listed in the 2nd column for example, critical element 1 might have action item that says, "Parent will be added to team" or "mission statement for team will be developed" or "monthly meeting times will be set" there might be several action items per critical element - the more specific, the better Critical Elements PBIS Team established (membership, meeting times, roles, mission) Faculty commitment Effective procedures for dealing with discipline Data entry and analysis plan established Expectations and rules developed Reward/recognition program established Lesson plans for teaching expectations/rules Implementation plan Classroom systems Evaluation

Creating the Mission/Purpose
You’ve had time to discuss the role of the administrator and the team in the PBIS implementation process and you’ve had time to finalize your team membership and roles and set a schedule of monthly meetings. The last component to discuss in terms of the PBIS team is creating a mission or purpose statement. This is NOT a mission statement that takes the place of your school mission statement. This is a statement of purpose FOR THIS TEAM to use as a guiding force to facilitate change in your school.

Creating a Clear Mission/Purpose Statement
The PBIS Team must have a specific focus regarding the purpose of implementing of PBIS The mission/purpose statement should communicate to all stakeholders why your school is implementing PBIS This statement will drive the development of the 10 Critical Elements of PBIS

Examples of Mission/Purpose Statements
“To promote a caring, cooperative, and consistent environment for the benefit of our students” – Ballard ES “To be proactive by ensuring consistent and positive expectations for all staff and students” – South Warren MS Here are two examples of PBIS mission/purpose statements developed by schools in western and south central KY.

Team Time Develop your mission or purpose statement based on your own school needs, issues, and identity. Handout: 1. Defining School Challenges worksheet: use the worksheet as a discussion springboard to help your team focus its priorities. Then create your own mission/purpose statement and write it on the post-it paper provided to your team.

Element 2: Faculty Commitment
Ensure that all staff members are engaged in the development and implementation of PBIS by being aware of and involved in data decisions and goal setting

Faculty Commitment Items
Faculty is aware of behavior problems across campus through regular data sharing (e.g., newsletter, , school website, faculty meeting, team meeting, PLC’s, etc.) Faculty is involved in establishing and reviewing goals (e.g., survey/feedback form during meeting, Survey Monkey) Faculty feedback is obtained throughout year (e.g., any of the above plus Self-Assessment Survey) BoQ

How to Change When Change is Hard
Common Vision STUDENT SUCCESS Creating a sense or urgency Communicate the vision Requires a Common Language in order to provide for a Common Experience which is Consistency of Implementation (Fidelity) Common Experience Common Language

Staff Commitment is Essential
Faculty and staff members are critical stakeholders 80% buy-in must be secured Staff members must understand they are making a 3-5 year commitment to change the culture of the school

Strategies to Keep Staff Commitment High
Regular communication (newsletter, , school website, faculty meeting, team meeting, PLC’s, etc.) about long-term and short-term components Sharing data On-going training for faculty and staff Frequent assessment of how implementation is going (surveys, discussions, etc.) Ensuring adequate resources Handler et al., 2007

Initial Commitment Data
Did you know your school has already obtained preliminary feedback from your staff on their willingness to commit to change regarding behavior practices and discipline? This information was obtained through completion of the PBIS Self-Assessment Survey in the spring. This survey served as a baseline assessment of PBIS implementation in your school.

PBIS Self-Assessment Survey
Taken annually to assess PBIS implementation across school-wide, non-classroom, classroom, and individual student systems Assesses both level of implementation (fidelity) and priority for improvement (buy-in) Fidelity of implementation is reached when the percentage of “In Place” responses for a system is 80% or higher

School-wide Non-classroom High School: Baseline

School-wide Non-classroom High School: After 1 Year of Implementation

Team Time Discuss your school’s PBIS SAS results. How can you use the results of the Priority for Improvement information to facilitate behavior change in your school? Either plan to provide teams with a copy of their SAS results or ensure they bring a copy with them.

Challenges to Gaining Buy-In
Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Insufficient system of support Staff lack a clear vision of how the changes will impact them personally

Supporting Systemic Change through a Team Process
Staff members must share: A common dissatisfaction with the processes and outcomes of the current system A vision of what they would like to see replace it Problems occur when those in the system lack the knowledge of how to initiate change or when there is disagreement about how change should take place

Managing Complex Change
Vision Skills Incentives Resources Action Plan = Skills Incentives Resources Action Plan = Vision Incentives Resources Action Plan = Vision Skills Resources Action Plan = Vision Skills Incentives Action Plan = Vision Skills Incentives Resources = CHANGE CONFUSION ANXIETY RESISTANCE Optional – Identify an example of a vision, skills, incentives, resources, action plan Talk about importance of understanding this slide. Shrink the change Not introducing rider etc at this time hold info below for future reference to this slide Vision =Rider Skills = Rider Incentives = Elephant Resources = Elephant Action Plan = Pathway and Rider FRUSTRATION TREADMILL

School Year: Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/Activity Who is responsible? Start Date Completion How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team August On-going Meeting Notes. School Calendar Monthly #2 Share monthly discipline data with staff Mr. C. September May (monthly sharing) Review monthly PBIS newsletter Monthly at team meeting # Critical Elements PBIS Team established (membership, meeting times, roles, mission) Faculty commitment Effective procedures for dealing with discipline Data entry and analysis plan established Expectations and rules developed Reward/recognition program established Lesson plans for teaching expectations/rules Implementation plan Classroom systems Evaluation

Team Time How will you ensure you have strong faculty commitment to PBIS? How will you keep it? Write down on your Action Plan any thoughts you have right now regarding sharing data regularly with staff, ensuring faculty input in establishing and reviewing PBIS goals, and getting feedback and input from staff throughout the year. Get teams to brainstorm some other actions or activities that might be included in their Action Plans in the faculty commitment category.

Element 5: Expectations and Rules Developed
Establishing and posting expectations for student and staff behavior, and developing rules and procedures linked to the expectations Element 5: Expectations and Rules Developed

Expectations and Rules Items
3-5 positively stated expectations are posted around school Expectations apply to students and staff Rules/procedures developed for specific settings (where problems are prevalent) Rules/procedures linked to expectations Staff are involved in developing expectations and rules/procedures Say, “It is important to differentiate between expectations, rules, and procedures. Each are part of the implementation process and they are interrelated but also have some differences. Let’s take a look at a description of each one.” BoQ

School-Wide Expectations
Definition: A list of 3-5 specific, positively stated behaviors that are desired of all faculty and students Broad, global behaviors Expectations should be in line with the team mission/purpose statement and should be taught to all faculty, students, and families Usually contain both behavioral and academic attributes Examples: Show Respect to Everyone Act Responsibly Put Forth Best Effort

Rules for Unique Settings
Definition: Behaviors you want students to exhibit in specific settings such as classroom and non-classroom areas Specific, observable, and measurable Examples: Walk on the right side of the hall Keep your hands, feet, and objects to yourself Use a Level 1 voice Three students on the tire swing at a time Begin bell ringer as soon as you take your seat

Procedures for Non-Classroom Areas
Definition: Written documentation of how the school-wide expectations will be taught in a non-classroom area Includes how rules apply to the expectations in that area Includes information regarding supervision duties and how student behavior will be monitored, reinforced, and corrected Examples: See Handout of Sample Arrival Procedure Handout: Sample Arrival Procedure Allow participants to review the Sample Arrival Procedure Handout Say, “Today, our main focus will be on making sure you have a plan in place for establishing your school-wide expectations so that you can begin teaching them in the fall. You will also start to identify specific rules for one or more non-classroom areas. During the third day of training, we will focus more on developing written procedures and lesson plans.”

Benefits of Expectations and Rules
Uniform instruction across multiple settings within the school A consistent environment that enhances learning Reduction in discipline infractions Communication among staff members Communication with parents Curriculum design

How Are Expectations and Rules Similar?
Both should be limited in number (3-5) Both should be positively stated Both should be aligned with the team mission/purpose statement and school discipline policies Both should clarify criteria for successful performance

How Are Expectations and Rules Different?
Expectations are broadly stated Expectations apply to all people in all settings Expectations describe the general ways that people will behave Rules describe specific behaviors Observable Measurable Rules may apply to limited number of settings Rules clarify behaviors for specific settings

Developing School-wide Expectations
Consider existing data summaries Discipline Academic Identify common goals Review Mission/Purpose Statement Consider other school-based programs Identify characteristics of an ideal student

Which Ones Are School-wide Expectations?
Show Tolerance Place Food Items in Proper Containers Remain Seated During Instruction Use a Level 0 Voice Have a Positive Attitude Show Integrity Be Responsible

Key Components in Developing School-wide Expectations
Provide a rationale (what’s the purpose?) All ideas of expectations considered A process to choose and eliminate Equal ownership of expectations Involve students and parents in process

School-wide Expectations Elementary Example
Briarwood Elementary Be Respectful Be Responsible Be a Team Player Be Willing to Learn

School-wide Expectations Middle School Example
Paducah Middle School R espect others E xcel in academics A lways try C ommit to success H ave a positive attitude

School-wide Expectations High School Example
Warren East High School P ositive attitude R espect I ntegrity D edication E xcellence

School Year: Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/Activity Who is responsible? Start Date Completion How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team August On-going Meeting Notes. School Calendar Monthly #2 Share monthly discipline data with staff Mr. C. September May (monthly sharing) Review monthly PBIS newsletter Monthly at team meeting #5 Get input from staff , students, families on expectations Mrs. Anders June July Team will review results of surveys # "get input from staff on expectations" and/or "get input from students on expectations" and/or "get input from parents on expectations" and/or "make posters of expectations", etc. Critical Elements PBIS Team established (membership, meeting times, roles, mission) Faculty commitment Effective procedures for dealing with discipline Data entry and analysis plan established Expectations and rules developed Reward/recognition program established Lesson plans for teaching expectations/rules Implementation plan Classroom systems Evaluation

Team Time Determine your plan for obtaining feedback from all stakeholder groups regarding what your expectations will be. Be sure to create a timeline. Discuss ideas you have among your team regarding what you think your expectations should be.

Tier 1: Session 1 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

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