preparing for pbis training and implementation november, 2013 vtpbis state implementation team...

Preparing for PBIS training and implementation

November, 2013

VTPBiS State Implementation Team

VTPBiS Getting to Readiness Webinar

Agenda

• Brief Review of PBIS for fluency

• PBIS Readiness Checklist

• Data-based Decision Making

• PBIS School Example

• Supports Available

• Next Steps

So WHAT is School-wide PBIS?

Positive Behavior Supports (PBIS) is a proactive,

school-wide, data driven,

systems approach to improving social and academic

competence for all students.

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

1-5% 1-5%

5-10% 5-10%

100% 100%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Targeted Group Interventions•Some students•High efficiency•Rapid response

Targeted Group Interventions•Some students•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student SuccessDesigning School-Wide Systems for Student Success

Academic Support SupportBehavioral

Multi-Tiered Systems of Support

+

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Interventions & Supports

• Evidence-based

•Smallest effort

•Biggest, durable effect

What is PBIS Readiness?

Laying the foundation for School-wide PBIS

Implementation Readiness Checklist

Implementation Readiness Checklist

Readiness Checklist1. A School Action Plan exists that has

school-wide discipline as one of its top three goals.

Why?To ensure that PBIS is a top priority that will not

be superseded by other action planning goals.

To use as rationale for spending time and resources on PBIS activities.

To communicate and respond to the interests of the larger school community

Examples:

“Provides a safe, caring, respectful environment free of hazing and harassment”

School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)

Readiness Checklist

2. A PBIS Team is formed with broad representation.

Community

AdministratorSpecialized

Support

Student

Non-Teaching

Teaching

Family

Representation

Team Membership:• Building Administrator

• Grade/Department Representation

• Specialized Support:• special educator, school psychologist, school

counselor, behavior specialist

• Support Staff• office, custodial, bus, cafeteria, etc.

• Parent/Community

• Student

Why?To ensure that all perspectives are included in

PBIS implementation.

To ensure PBIS implementation, data review & dissemination of information throughout the school building.

To provide technical assistance & support to everyone in the school.

Effective School-Based Implementation Leadership Teams

• Use existing teams/committees as much as possible

• Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.)

• Team members are representative of the school

• Team members are respected by the school staff

So, as a PBIS leadership team member, what will I commit to?

• Attend the trainings and meet at least monthly

• Use data and information to make decisions

• Develop steps for implementation of activities

• Provide information to staff regarding activities, results, and training opportunities

• Communicate progress and assess ongoing commitment

Readiness Checklist

3. Administrator actively participates and attends meetings/trainings.

4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.

So, as a building administrator, what will I commit to?

• Attend trainings and meet with team at least monthly

• Identify PBIS as a priority and allocate resources• Combine teams and initiatives that have same

focus• Protect team members and staff from competing

initiatives• Become knowledgeable of data systems

• Make PBIS visible through frequent communication with staff

Readiness Checklist5. PBIS Team commits to monthly

meetings.

8. PBIS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility.

9. PBIS School Coordinator is identified and assigned a .1 FTE responsibility.

Readiness Checklist

Why have a Supervisory Union (SU)/District Coordinator?

• Assure resources (grant allocations) are tied to PBIS work in the schools

• Coordinate and support the work of schools implementing PBIS within the SU

So, as supervisory union coordinator, what will I commit to?

• Ensure student social behavior is a top priority

• Complete or coordinate school-based evaluations and assessments (SET, SAS)

• Provide encouragement and acknowledgement for schools’ efforts

• Attend School Leadership Team meetings quarterly

• Establish quarterly Supervisory Union level meetings

• Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV)

Why have a PBIS School Coordinator?• Team start-up and support

• Help with Team sustainability and accountability

• Team reinforcement

• Public relations and communications

• Ensure school data collection system is in place

• Promote systems change process

• Monitor progress

• Enhance collaboration and participation

So, as a PBIS school coordinator, what will I commit to?

• Meet with team at least monthly

• Attend PBIS coordinator and Leadership Team Trainings

• Attend regional coordinator meetings

• Act as positive nag

• Help team complete tasks on time

• Help with team organization

• Organize and report data

As a Team, discuss:

Who needs to be on your PBIS Universal Leadership Team?Who will be designated as your PBIS School Coordinator? Who will be designated as your PBIS SU/District Coordinator?

Schedule your PBIS Leadership Team meetings between now and your Team’s Universal training.

After today’s Webinar

Readiness Checklist

14. PBIS Leadership Team has provided awareness training to ALL STAFF.

15. At least 80% of all staff agree to PBIS implementation.

Characteristics of an Effective PBIS Presentation to Staff:

Elements to Include:• What is PBIS? • Why choose PBIS?• What are the elements of PBIS at the Universal Level?• What does PBIS look like/sound like?• What’s in it for me?• What’s expected of me?• Include a Vote:

a. Yes, let’s move forward! b.   Yes, I'm willing to give it a shot but with these reservations__________

c.   No, because_________________

A vote for PBIS means…• All staff commit to actively participate • All staff members directly teach & encourage

expected behaviors• All staff increase their daily positive contacts with

students• Administrators increase their involvement in

proactive student interactions & support• Data are used for decision making• Formal supports in place for non-responding

students

I shouldn’t have to do anything. Kids know what they are supposed to do,

why should I have to compliment them, give them rewards, or offer incentives

of any sort?

Staff Reluctance to PBIS Buy In

How’s that working for you?

Big ideas about acknowledgements:

• It’s more about changing adult behavior • The goal is to provide 6:1 positive

affirmations.• The tangible (ticket) allows you to count how

many times students are acknowledged• Rewards are not dangerous• There are many ways to provide

acknowledgements genuinely and effectively

As a Team discuss possible staff reluctance and how you might

respond.

After Today’s Webinar

As a Team, plan your PBIS presentation for staff:

o Who will design and deliver the presentation?o How will you ensure FULL STAFF participation in the

presentation?o When will the presentation take place?o How will you know that you have 80% buy-in?

Complete Action Plan for Readiness Checklist #’s 7 & 8

After Today’s Webinar

Other Readiness Checklist Items:

6. The Leadership Team has participated in an awareness presentation on PBIS7. The school has allocated/secured funding from the SU 10. The school uses, or agrees to develop, work products, practices and procedures that can be used to make data-based decisions11. The school has, or agrees to develop systems and processes to sustain PBIS12. Data entry time is allocated and scheduled to ensure that data will be current to within a week at all times.13. The school/SU will cover necessary costs or secure funds to cover costs for Leadership Team to participate in trainings.

What questions do you have?

School Example

37

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CCS Behavioral Expectations

Charlotte Central School Behavioral ExpectationsBehavioral

Expectations CLASSROOMS CAFETERIA RECESS GYM/MPR HALLWAY BATHROOM BUS

RESPECT YOURSELF

Do your best Be on task Be prepared

Eat your own food

Sit at your own seat

Play safe Dress for

weather Play fair

Do your best

Play safe

Walk Be on

time to class

Wash your hands

Flush

Follow safety rules

Stay in your seat and assigned area

Remain seated when bus is in motion

RESPECT OTHERS

Help others Stay in own

space Share

Use quiet voices

Let others join your table

Include others

Take turns

Play fair Share Include

others

Use inside voices

Be mindful of traffic

Respect privacy

Use inside voices

Keep hands to yourself

Keep the aisle clear

Follow the bus driver directions

RESPECTPROPERTY

Clean up Take only

what you need

Return materials

Clean up table

Stay seated until turn to leave

Clean up Use

equipment properly

Clean up Use

equipment properly

Admire art on walls

Clean and organized lockers

Clean up area

Report problems

Clean up Respect the

interior and exterior of bus property

Sample Lesson Plan

PURPOSE: •To promote respect and ensure the safety of all people in our school•To show pride in our school by taking care of it

DIRECT INSTRUCTION:

•Review the 3 School-Wide Behavioral Expectations•Ask students for examples of what “RESPECT OTHERS” “RESPECT SELF” “RESPECT PROPERTY” look like, sound like, and feel like in each setting.•Be sure to ask students to explain their reason.** Have students reword their “Don’t …….” into positively stated behaviors.

MODELING/ROLE PLAYS:

•Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice)•Discuss students’ observations of the role-play. Ask “What did you notice about …?”; Encourage them to recognize positive behaviors and appropriate social skills.•Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc.

FOLLOW-UP REINFORCEMENT SUGGESTIONS:

•Have students illustrate appropriate behaviors in an area of their choice.•Take photos of the students following expectations and create a class book or b. board.•Have students share their work with another class.

Expectation: Respect Self, Respect Others, and Respect Property

Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus

Acknowledgement System

RESEARCH SHOWS THAT ONE OF THE MOST IMPORTANT FEATURES OF PBIS SUSTAINABILITY IS

USING DATA TO MAKE DECISIONS (COFFEY & HORNER, 2009)

PBIS and Data-based Decision Making

PBIS Schools must have:

1. High quality data

2. System for collecting and analyzing the data

3. Procedures for making decisions based on data

PBIS and Data-based Decision Making

Kinds of Data• Self-Assessment Survey

(SAS)

• School-wide Evaluation (SET)

• Benchmarks of Quality (BoQ)

• Teaming matrix

• Office discipline reports

• Behavioral incidents

•Attendance

•Detention, Suspension, Expulsion

•Observations

•Surveys, focus groups

•Special Education referrals

•Special Education eligibility

PBIS Data that will need to answer these questions……….

• What problem behaviors are most common?– ODR per Problem Behavior

• Where are problem behaviors most likely?– ODR per Location

• When are problem behaviors most likely?– ODR per time of day

• Who is engaged in problem behavior?– ODR per student

• How often are problem behaviors occurring?– ODR per day per month

General Approach: “Big 7”1. # referrals per day per month

1. # referrals by student

2. # referrals by location

3. # referrals by problem behaviors

4. # problem behaviors by time of day

5. # problem behaviors by grade

1. # problem behaviors by day of week

School-wide Information SystemDemonstration

www.pbisapps.org

Resources to support you:www.pbisvermont.org

Contact your State TA!

Next StepsYou Are

HERE!

1. Work with your team to complete readiness activities so you can answer “yes” to all statements.

1. Complete Intent to Implement Application and send/e-mail to Anne Dubie at anne.dubie@uvm.edu by Jan. 1 for March training and April 1 for June training

1. Confirm readiness with PBIS State TA person

Next Steps4. Attend Coordinator Orientation Webinar Jan 15

or April 9.5. Get access to First Steps to Implementation

Online Module Series and complete with your team.

6. Complete PBIS Baseline Evaluations.7. Register to attend the Universal Leadership

Team training with your Team for two days in March (dates vary depending on region) or at the Summer Institute (four days) June 23-26.

Draft Implementation Plan:4. Statement of purpose5. 3-5 behavioral expectations6. Procedures for teaching expectations7. Procedures for rewarding expectations8. Procedures for discouraging problem behaviors9. Data information system