1. Creating a Positive Environment: P ositive B ehavioral I nterventions & S upports Carol Frodge Former Principal, Edmonds School District PBIS Trainer Fierce Conversations Trainer

2. What is School-wide PBIS? School-wide PBIS is: – A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. – Utilizes Three Tiers of Intervention Evidence-based features of PBIS – Prevention – Define and teach positive social expectations – Acknowledge positive behavior – Arrange consistent consequences for problem behavior – Collection and use of data for decision-making – Continuum of intensive, individual interventions. – Administrative leadership – Team-based implementation

3. PBS is NOT: A specific practice or curriculum, but rather a general approach to preventing problem behavior Limited to any particular group of students, but rather for all students New, but rather is based on a long history of behavioral practices and effective instructional design strategies

4. Systems How things are done. Practices How staff interacts with students. Data How decisions are made.

5. Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SYSTEMS PRACTICES DATA OUTCOMES Adapted from “What is a systems Approach in school- wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwid e.htm http://www

6. AIM: ALIGNMENT Increased Student Achievement Aim of the Organization Goals and Measures Random Acts of Improvement Goals and Measures Aligned Acts of Improvement From Jim Shipley & Associates

7. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% 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 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: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

9. Why implement PBIS? School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations. Students do their best in a positive school culture:

10. What it takes to succeed at change We must mobilize resources to: Develop viable systems that identify students in need of the correct level of behavioral support; Convince staff that removing behavioral barriers to educational success is our responsibility and the students’ right; Effectively integrate behavioral RTI with academic RTI efforts; Support and enforce fidelity of interventions until data-based decisions to change the interventions has occurred;

11. Create strong leadership commitment and an enthusiastic and collaborative team willing and able to systematically apply evidence-based interventions with skill; Protect time and place for regularly occurring team meeting to analyze individual and whole school data on improved outcomes; and Provide coaching, training, and staff reinforcement on interactions and environmental changes that support general positive behaviors. Jeffrey Sprague, Clayton Cook, Diana Browning Wright, and Carol Sadler (2008). RTI and Behavior: A Guide to Integrating Behavioral and Academic Supports Pennsylvania. LRP Publications.

12. Types of Barriers to Change Belief System Barriers Knowledge Barriers Skill Barriers Procedural Barriers

13. Six Core Belief Clusters 1.Purpose of Education 2.Relation of environment, instruction, and behavior 3.Student entitlement 4.Behavior change 5.Responsibility for change 6.Teaming (collaborative communities of practice) Jeffrey Sprague, Clayton Cook, Diana Browning Wright, and Carol Sadler (2008). RTI and Behavior: A Guide to Integrating Behavioral and Academic Supports Pennsylvania. LRP Publications.

14. Survey on Core Beliefs about Behavior in Schools The following beliefs are present in our schools. Please honestly evaluate your own beliefs about each statement. Record your evaluation on the accompanying record sheet: 1= strongly disagree2= somewhat disagree3= undecided4= somewhat agree5=strongly agree 1. Schools are responsible for teaching both academics and behavior; schools are preparing students for postsecondary school and work as well as how to be a positive member of society, and addressing behavior is part of that work. 2. It is my responsibility to help my students learn to behave. 3. What happens after K-12 is not the responsibility of schools. 4. The primary reason students misbehave in school is their lack of parent support. Correction: Cross off numbers 5 and 10

15. ClusterSupportiveNon-supportive Purpose of Education 1,2 8-10 = RTI Supportive 6-7 =coaching need 2-5= non-supportive 3,4 8-10 = non-supportive 6-7 =coaching need 2-5 = RTI Supportive Relation of environment, instruction, behavior 6,7 8-10 =RTI Supportive 6-7 = coaching need 2-5= non-supportive 8,9 8-10 = non-supportive 6-7 =coaching need 2-5 = RTI Supportive

16. ClusterSupportiveCoaching NeedNon-supportive Purpose of Education Relation of environment, instruction, behavior Behavioral RTI Receptivity Analysis

17. Change is best achieved through: Understanding where your staff is in their beliefs and understanding of PBIS Open and honest discussions to come to a common purpose and approach to discipline Reinforcing staff who have demonstrated positive beliefs Coaching those that vacillate and address their concerns Providing models of peers who are successful

18. Come to my session Tuesday to learn a very effective coaching tool! 10:30 am room 403

19. Want more information? www.pbisnetwork.org www.pbis.org - Creating the Culture of Change www.pbis.org www.swis.org cnfrodge@gmail.com