2. Spartan Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone etiquette  Listen attentively to others  Limit sidebars and stay on topic Be Kind  Enter discussions with an open mind  Respond appropriately to others’ ideas

3. Motivating… http://youtu.be/Z7O8s6NgAck

4. Critical Elements of School-wide PBIS 1. PBIS Leadership Team 2. Faculty Commitment 3. Effective Procedures for Dealing with Discipline 4. Data Entry and Analysis Plan Established 5. Expectations and Rules Developed 6. Reward/Recognition Program Established 7. Lesson Plans for Teaching Expectations/Rules 8. Implementation Plan 9. Classroom Systems 10. Evaluation Note: Critical Elements as defined by the Benchmarks of Quality, an evaluation instrument used by schools annually to assess implementation

5. 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

6. Objectives For Today  Overview  Fidelity  Communication  School-Wide Expectations

7. 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)

8. 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

9. 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. Adapted from (Durlak & DuPre, 2008)

10. Team Time From your previous experiences of implementing initiatives, how much thought was given to fidelity and what was the outcome?

11. Tier 1: SW PBIS Why start at Tier 1?  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

12. 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

13. 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%

14. 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%

15. 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%

16. Creating an Efficient Process: Integrating PBIS and RtI Hallmarks of the PBIS process are efficiency and effectiveness Therefore, PBIS schools consider ways to braid initiatives in order to maximize efficiency and effectiveness Schools should integrate systematic responses to both behavior and academics (i.e., PBIS and RtI initiatives) Do schools need separate teams to address behavior and academic concerns?

17. Plane http://youtu.be/o6kresN_wBI

18. Universal Expectations S partans W ork Together O btain Excellence R espect Others D emonstrate Responsiblity

19. 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

20. Are we all on the same page??? http://youtu.be/MLc_7WJ2xp0

21. 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

22. 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  Both behavioral and academic attributes Examples:  Show Respect to Everyone  Act Responsibly  Put Forth Best Effort

23. 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:  Keep your hands, feet, and objects to yourself  Begin bell ringer as soon as you take your seat

24. 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

25. Referral Process Video to Introduce Spartan Expectations