1. PBIS Sustainability Adapted from George Sugai and Susan Barrett

2. Outcomes – Questions to Answer ■ What are we sustaining? ■ What are the Big Ideas around sustainability? ■ What are some examples and ideas to encourage sustainability over time?

3. Sustainability = Organizational capacity for & documentation of ▪ Durable results with ▪ Accurate implementation (>90%) of ▪ Evidence-based practice across desired ▪ Context over ▪ Time w/ ▪ Local resources & ▪ Systems for continuous regeneration

4. Positive Preventative School Culture (SWPBS) Effective Academic Instruction plus Effective Behavioral Interventions plus Continuous and Efficient Data-Based Decision Making plus Systems for Durable and Accurate Implementation plus EQUALS= Positive Preventative School Culture (SWPBS)

5. Continuum of SWPBS Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI) SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Special Education ~80% of Students PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement ~15% ~5%

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

7. Outcomes Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. “What do we want to see?” - Examples include: defining school goals for academic achievement and social competence and PBS Purpose Statement School-wide behavior expectations Class-wide Behavior expectations and routines Social Emotional Competence Academic Success OUTCOMES Supporting Social Competence & Academic Achievement.

8. SWPBS OUTCOME Questions ■ Are outcomes important to stakeholders (i.e., student, family, school, district, state)? ■ Are outcomes realistically achievable? ■ Are outcomes relevant to stakeholder needs? ■ Is achievement of outcomes supported with adequate resources? ■ Is outcome progress measurable & measured on continuous basis?

9. DATA Supporting Decision Making Data: information that is used to identify current status, the need for change, and the effects of interventions. “What do we currently see and know?” - Examples include: gathering and summarizing office referral data, reviewing data at SW-PBS team meetings, and making decisions about what social skills lessons to teach next. Universal Screening Progress Monitoring Implementation Fidelity Standardized Assessments Data

10. Practices PRACTICES Supporting Student Behavior Practices: interventions and strategies that are evidence based. “What practices could effectively, efficiently, and relevantly achieve what we want to see?” - Examples include: using direct instruction to teach social skills and implementing a school-wide system to recognize student use of social skills. School-wide Instruction on Expectations Class-wide Instruction on Routines Active Supervision Effective Recognition Corrective Consequences Function-based Support

11. Systems SYSTEMS Supporting Staff Behavior Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBIS. “What needs to be in place to support (a) the informed adoption of practices and (b) full implementation that is contextualized, accurate, and sustainable?” - Examples include: providing all staff professional development to use school-wide expectations when teaching and respectfully redirecting students. Team-based Supportive Leadership Selection, Training, Coaching Multi-tiered Support Policies and funding

12. Continuum of Support for ALL

13. SWPBIS Practices

14. All students and staff members, across all settings 1.Administrative leadership and support 2.Common behavior purpose and approach to discipline led by a building SW-PBS leadership team 3.Clear set of positive expectations and behaviors 4.Procedures for teaching expected behavior school-wide and classroom- wide 5.Continuum of procedures for encouraging expected behavior (this is the R word – Rewards/ Reinforcement) 6.Continuum of procedures for discouraging inappropriate behavior 7.Procedures for on-going data-based monitoring and evaluation School-wide

15. Settings in which the primary emphasis is on supervision and monitoring (e.g., sporting events, lunchrooms, hallways) Positive expectations and routines taught and encouraged/acknowledged Active supervision by all staff, emphasizing scanning, moving, and interacting Pre-corrections, prompts, and reminders Positive feedback Non-Classroom

16. Settings in which delivery of instruction is emphasized All Schoolwide components Classroom expectations/rules identified, taught, and acknowledged Classroom routines identified, taught, and acknowledged High rates of positive feedback (e.g. 4 positives to 1 corrective) Active teacher supervision Respectful redirection and error correction Multiple opportunities to respond Activity sequence and offering students choice Ensuring academic success by adjusting task difficulty Classroom

17. Engaging and supporting family participation and access to resources of the school Continuum of positive behavior support for all families Frequent, regular, and positive contacts, communications, and acknowledgements Formal and active participation and involvement as equal partners Access to system of integrated school and community resources Family

18. Individual students whose behaviors are not responsive to school-wide or primary tier prevention Behavioral competence at school and district levels Function-based behavior support planning Team- and data-based decision making Targeted social skills and self-management instruction Individualized instructional and curricular accommodations Comprehensive person-centered planning and wraparound processes Student

19. “Learn the fundamentals, master the fundamentals, teach the fundamentals to others, and apply the fundamental in every area of our lives. Mastering the fundamentals is one of a lot of little things done well that make a big difference in our pursuit of success.” Coach Wooden’s Goal:

20. ■ Build commitment from Administration, Faculty, Students and Families that attention to social culture is important ❑ Implement SCHOOL-WIDE, multi-tiered systems. ■ Build on what you already do well ❑ Never stop doing what already works ❑ Always implement the smallest change that produces the largest effect. ❑ Never adopt something new without defining what you will STOP doing to create the resources needed for new adoption. ■ Measure fidelity of implementation as well as impact ❑ Measure fidelity frequently, and use the information to guide improvement. ■ Report outcomes to families, faculty, community and administration. Implications for Schools

21. 10 Ways You Can Promote and Sustain PBIS

22. ■ Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process ■ “Community of Practice” ❑ Tools: Self Assessment, TIC, SET, ODRs, climate surveys, satisfaction surveys ❑ Provide data summaries within a week of return – decide best approach to deliver feedback 1. Get honest about issues or concerns in your building

23. Key to being efficient with limited resources 2. Develop precision statements

24. – Primary statements are vague and leave us with more questions than answers – Precise statements include information about the 5 “Wh” questions: ❑ What is the problem and how often is it happening? ❑ Where is it happening ❑ Who is engaging in the behavior? ❑ When is the problem most likely to occur? ❑ Why is the problem sustaining? From primary to precise

25. A. Establish A Coherent Process for Discipline ❑ Behavior definitions ❑ Minor vs. Major ❑ Written procedures for staff ❑ Flow chart showing process Flow chart showing process ❑ Office referral form ( includes possible motivation) ■ Other tracking forms ❑ Time during staff meetings to get agreement, learn about process and follow through all year!! 3. Elements to the data process

26. B. Computer Application ❑ Easy, efficient ❑ Able to generate reports quickly ❑ Available in picture form (bar graphs) ❑ Custom Reports Elements to the Data Process (continued)

27. C. Data For Decision Making – Generate reports for various meetings – Build Precision Statements – Determine Intervention – Track Data, Continue, Modify, Terminate – Share with Faculty – Celebrate!!!!! Data Process (continued)

28. Example Triangle Data

29. Total Office Referrals Bar Graph

30. ■ Develop and recommit to team process and PBIS process with staff ■ Ask for buy-in each year ■ Showcase results and form a plan that addresses trends seen from this school year 4. Recommit each year!!

31. We pledge our support for Tiger Pride (Positive Behavior Supports) at North Elementary. By pledging our support, we are saying that we will work to create predictable, positive, effective, achieving, and caring school and classroom environments for all students, staff, and parents. This includes the following: ➢ Defining expectations ➢ Teaching expectations ➢ Monitoring expected behavior ➢ Acknowledging expected behavior ➢ Pre-correct and correct behavior errors ➢ Actively supervising classroom and non-classroom settings ➢ Supporting behavioral and academic targeted interventions ➢ Open and honest communication between staff, parents and students Staff Tiger Pride Pledge

32. ■ Develop marketing plan to renew commitment - how will you keep it novel new and a priority in school and community? ■ Continue to make it a priority - admin crucial - needs to continue to be a top school improvement goal ■ As it becomes standard practice it will be easier each year 5. Develop marketing plan

33. ■ Acknowledge staff for their work and investment in the process ■ Make it meaningful for your staff 6. Acknowledge staff

34. Staff Appreciation Example

35. Another staff appreciation example

36. Tiger Torch

37. Spin the Wheel Prizes for Staff

38. ■ “Staff as consumers” of evidence based practices- with an average of 14 initiatives going at any one time in schools, educators must be able to say no to new practices that are unnecessary ■ Best practices should not go away with when we get new leadership - with data, we can make informed decisions about effective and ineffective practices that fit into each school’s culture 7. Educate staff about evidence-based practice

39. Teach Staff School Wide Expectations

40. School- wide Expectation Posters

41. Expectations Poster

42. Matrix Posted

43. Bloomington - Elementary

44. TPN Videos and Announcements

45. Passport to Teach Expectations

46. Teaching Expectations in Each Area

47. Recognizing Positive Behavior

48. North Star Cafe

49. HS Tokens

50. Carnival – The Great North Elementary Get Together

51. Tiger Bingo

52. St. Paul Incentives

53. 8. Get involved – Get involved in PTA board presentations, local newspaper articles, policy decisions- – Tell your story to your local delegate/senator/congress person

54. Tiger Pride Family Night

55. St. Paul – Farnsworth

56. Community Connections

57. ■ Newsletter to families ■ Regular reports to faculty/staff ■ Formal system for reporting to school board or district ■ Information to community at large ■ Websites Make SW-PBS efforts Public

58. – Randomly interview staff about the use of effective practices- share info ❑ Example: SET interview questions – Review data by teacher – Guided practice before independent practice!!! 9. Provide technical assistance

59. ■ Give them a voice, communication mechanism ■ Referral process for tier 2,3- respond to requests in 24 hours, provide support within 48 hours ■ System must be there before kids are identified ■ Make them part of the process when designing supports ❑ Are you ready for Tier 2? ❑ Establishing Check-In/Check-Out (CICO) in your school 10. Empower staff also make it easy to do….

60. Coaching is the active and interactive delivery of: ❑ (a) prompts that increase successful behavior, and ❑ (b) corrections that decrease unsuccessful behavior. ❑ Coaching is done by someone with credibility and experience with the target skill(s) ❑ Coaching is done on-site, in real time ❑ Coaching is done after initial training ❑ Coaching is done repeatedly (e.g. monthly) ❑ Coaching intensity is adjusted to need Horner 2009 Coaching

61. ■ Handbook ■ Description of SW-PBS core ideas ■ School-wide Behavioral Expectations ■ Teaching matrix ■ Teaching plans and teaching schedule ■ Reward system ■ Continuum of consequences for problem behavior ■ Teaming System ■ Regular meeting schedule and process ■ Regular schedule for annual planning/training ■ Annual Calendar of Activities ■ On-going coaching support Make SW-PBS Easier to do

62. Work as a team Make decisions based upon data Consider needs of all students Integrate PBIS activities into other initiatives and projects Begin teaching, learning, and behavioral expectations on the first day General Guidelines

63. General Guidelines Continued Involve students, staff, parents, and community Maintain typical daily instructional and behavioral routines until the last day of school Increase use of reminders and precorrections before and after transitions Increase/maintain high rates of positive acknowledgements Specify expected outcomes of every activity

64. Prepare students for next grade/teachers Prepare teachers for new students Prepare students for transition to new school Teach/ precorrect expectations and routines for end of school year Review and reinforce expected behaviors End of School Year

65. Arrange events to celebrate successes of all student and staff Survey staff on status of school-wide PBIS (e.g., SAS) Review and evaluation office referral and/or discipline data for year Review/evaluate PBIS accomplishments (action plans) for year Prepare proactive transition plans for at and high risk students End of School Year Continued

66. Set PBIS team meeting schedule for the year Review membership of PBIS team Update written policies and procedures Collect data to establish/modify PBIS action plan for next year Orient new staff members Plan for Student Kick-Off/Fall training Plan for Staff Kick-Off Beginning of School Year

67. Plan for Parent Kick-Off (minimally a letter should be sent home describing PBIS, the school-wide expectations, rewards system and how they can contact the school for more information or if they are interested in joining the committee) Plan for Bus Driver Kick-Off Set up data management system and plan for sharing data with staff throughout the year Develop proactive transition plan for at- or high-risk students Establish schedule for communicating/reporting/problem- solving with staff for the year Establish schedule of celebrations/reinforcement activities Beginning of School Year Continued