PBIS Universal Training
Implementation Foundations for Coaches and Principals
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
In Partnership with OSEP’s TA Center on Positive Behavior Support
Co-Directors: Rob Horner, University of Oregon, and George Sugai, University of Connecticut
www.pbis.orgwww.swis.org
The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
Wisconsin RtI Center
Our mission is to support schools through the phases and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to develop, coordinate, and provide high-quality professional development and technical assistance…as well as to gather, analyze, and disseminate RtI implementation data to enhance the support of schools’ implementation.
Principles for RtI in Wisconsin1. RtI is for ALL children and ALL educators.
2. RtI must support and provide value to effective practices.
3. Success for RtI lies within the classroom through collaboration.
4. RtI is a framework for academics and behavior together.
5. RtI supports and provides value to the use of multiple assessments to inform instructional practices.
6. RtI is something you do and not necessarily something you buy.
7. RtI emerges from and supports research and evidence based practice.
Core Beliefs of RtI1. The belief that all students can and will learn.2. The belief that our instruction should meet student
needs.3. The belief that the actions we take as educators will
impact student learning.4. The belief that using data does assist us in making
sound instructional decisions.
Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.”
“Educational researchers have proven time and again that culturally responsive teaching methods increase student engagement. So if our teaching is not culturally relevant, then we as educators are not relevant.”
- Chike Akua
Agenda
Coach and administrator roles/responsibilities
Overview of PBIS
PBIS components
PBIS data tools
Welcome ActivityIntroduce your table:
SchoolDistrict
Why are you here today?
Group Norms
Parking Lot
Why are YOU here?
Administrators
Internal coaches
External coaches
Roles & Responsibilities
Principal Role/Goals• Develop short/long term goals
• Includes behavior as a top three SIP goal
• Commitment
• Communication
• Among staff/staff meetings
• With family members/community
• Budget
• Time (allow for team to meet regularly)
• Connect building with central office
• Data collection tools in place
PBIS Coaching
Systems coachingCoaching around the process, vision, and framework
Content and error-correction coachingCoaching around practices and interventions
Internal Coach
• Provide information and building-based technical assistance:• Best practices• Current research
• Keep team focused/functioning
• Understand the use of data
• Plan and facilitate on-going team meetings
• Facilitate the communication and inclusion of family on the PBIS team
Internal Coach Roles and Responsibilities
Plan and facilitate team meeting• Pre-meeting (30 min-1 hour)
Agenda, facilitation prep with minute taker, data manager, external coach to create agenda - send to team members
• During meeting (1-2 hours per month)
Review previous action steps, assess intervention fidelity and outcomes
Create precise problem statement based on data, student outcome AND fidelity assessment; action plan around data
• Post-meeting
Ensure distribution of minutes/action plan to full team
Encourage full staff use of systems of teaching, acknowledgement, and response to inappropriate behavior
External Coach• Provide information and technical assistance to internal
coach/teams• Best practices• Current research• Funding sources
• Know and anticipate local needs and resources• Link to district-level team• Provide support to internal coach
• Keep teams focused/functioning
• Positive nag
External Coach Roles and Responsibilities
Planning/problem solving (w/internal coach & administrator)• Year 1: 1-2 hours/month• Year 2: 2-4 hours w/tier 2 added
Attend building PBIS team meetings, provide technical assistance to team• Tier 1: 1-2 hours/month• Tier 2: 2x/month, 1-2 hours
Attend technical assistance and networking opportunities • Networking: 1 day/month• External coach forums: 1.5 days, 2x/year
Work with school/district administrators and internal coaches to develop annual action plan
Coaching Calendar
Data Manager
• Pull data from system, sort necessary data
• Data organization, interpretation with admin/internal coach/external coach • 30-60 mins./month
Professional Development Training Components
Transfer Rate of New Skill into Practice
Theory 5%
Theory & Demonstration 10%
Theory, Demonstration, & Practice 20%
Theory, Demonstration, Practice, & Feedback
25%
Theory, Demonstration, Practice, Feedback, & ON-SITE COACHING/MENTORING 90%
Source: Joyce, B. & Showers, B. (1988). Student achievement through staff development. Longman, New York.
Why is Coaching Important to Schools Implementing SWPBIS?
PBIS Overview
Why a Positive Approach to Discipline?
Most common responses to at-risk students are punishment and exclusion (Lipsey, 1991; Tolan and Guerra, 1994)
Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness, and dropping out (Mayer and Sulzer-Azaroff, 1991)
What Does a System Need to Include?
Body of evidence that enables us to identify strategies that are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
• Community building• Social skills instruction• Positive recognitions and celebrations• Teaching procedures and routines
Work Time Current practices
Who is responsible
Needs
Building a sense of community and belonging (for ALL students)
Social Skills
Positive celebrations and recognitions
Teaching procedures and routines
We Know…• To improve the academic success of our
children, we must also improve their social success.
• Academic and social failures are reciprocally and inextricably related.
• Our systems impact student performance as much as internal traits.
An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all
Wisconsin RtI
Culturally Responsive Practices
Race, language, and culture are significant to the way RtI works
Multi-Level System of Support
Increasing IntensitySystematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention
Where Can I…?
ValidateAffirmBuildBridge
Academic and
Behavior
Tier 3/Intensive Level 1-5%
Tier 2/Selected Level 5-15%
Tier 1/Universal 80-90%
Attendance
Math (Acceleration)
Reading (Intervention)
PE
Hallway Behavior
Language Arts
Science
Label Behaviors…Not People
What is PBIS ?“PBIS” is a research-based systems approach designed to enhance the capacity of schools to
• effectively educate all students, including students with challenging social behaviors
• adopt & sustain the use of effective instructional practices
Culturally Responsive SchoolsHave a set of values and principles that recognize diversity
demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally and value diversity
conduct self-assessment to ensure sensitivity to cultural characteristics
are committed to manage the “dynamics of difference”
learn about and incorporate cultural knowledge into their practices
adapt to diversity and the cultural contexts of the communities they serve
Wisconsin’s Vision in detail...
PBIS: The Big Ideas1. Decide what is important for students to know
(behavioral expectations=common standards for student behavior, similar to reading & math)
2. Teach what is important for students to know (high quality instruction=differentiation)
3. Acknowledge students for demonstrating skills
4. Keep track of how students are doing (data, data, data)
5. Make changes according to the results (interventions at three tiers give kids what they need)
Tier 3/Intensive Interventions 1-5%• Individual students• Assessment-based• High intensity
1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures
Tier 2/Selected Interventions 5-15%• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
5-15% Tier 2/Selected 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
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/school-wide.htm
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Small group interventions (CICO, SSI, etc)
Inte
rven
tionAssessm
ent
Illinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004
Group interventions with individualized focus
Simple individual interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview,
Scatter Plots, etc.
Tier 2/Selected
Tier 3/Intensive
1. Place current practices/interventions in appropriate tiers
Work Time – 15 minutesTriangle Audit Activity
2. Circle the items that are proactive, preventative, or instructional in nature
3. Place a star next to items that include use of data – for inclusion, progress monitoring, or to assess integrity of intervention.
PBIS Components
A. Developing a PBIS team
B. Faculty commitment
C. Efficient procedures for dealing with discipline
D. Data entry and analysis plan established
E. Expectations and rules developed
F. Reward/recognition program established
G. Lesson plans for teaching expectations and rules
H. Implementation plan
I. Classroom systems
J. Evaluation plan
Elements: Tier 1 Universal
Basic Recommendations for Implementing PBIS
• Never stop doing something that is already working.
• Always look for the smallest change that will produce the largest effect.
• Adapt any initiative to make it “fit” your school community, culture, and context.
A. Establishing a PBIS Team• Family voice• Full staff voice• Student voice
B. Faculty CommitmentConsensus on:
• Vision• Goals• Desired Outcomes
T-Chart of Behavior
Staff Managed Behavior Office Managed Behavior
Teaching Matrix
ROUTINE/SETTING
CLASSROOM CAFÉ HALL/STAIRSOUTSIDE
TRACK FIELD
AFTER SCHOOL
PARKING LOT
BATHROOM
RULES/EXPECTATION
Be There Be Prepared
-Be in seat before bell-Start drill immediately-Have materials:Paper, pencil, calculatortext, notes
-Be on time for lunch-Stay in designated area-Have lunch card or money
-Move directly to class without lingering-Keep your planner or pass visible at all times
-Carry your I.D.-Stay with your adviser, teacher or coach-Have your activity bus pass
-Parked by 7:40 a.m.-Display parking permit-Park in student lot only
-Have your planner-Use proper pass
Live Responsibly
-Throw trash in can-Keep assignment-Complete assignments to the best of your ability-Do homework & study
-Throw your trash away-Keep area clean
-Keep to right-Walk-Get to class on time-Dress appropriately-Refrain from smoking
-Make sure trash gets in can-East & drink in designated areas only
-Drive safely-Follow traffic lane-Leave school grounds only upon your dismissal-Play stereo at reasonable volume
-Moderate your use of emergency passes-Use your planner only-Go directly to & from lavatory
Uphold Integrity
-Tell the truth-Do your own work
-Pay for your food-Take pride in the area-Take your proper place in line
-Display affection appropriately-Assist in keeping the peace
-Report vandal & vandalism-Pay admission -Remain in authorized areas
-Obey school rules & traffic laws-Report unlawful or suspicious activity
-Use passes in emergencies only-Report vandals & vandalism
Earn & Give Respect
-Keep hands to yourself-Keep a positive tone of voice-Use positive body language
-Keep your food on your plate-Use appropriate voice level-Chew w/mouth closed-Be kind to lunch monitors & classmates-Move to & from café quietly
-Use appropriate language & volume-Keep your hands to yourself-Say only kind things to and about others
-Cheer positively-Be welcoming & kind to visitors
-Park in marked spaces only-Be kind to others in heavy traffic
-Refrain from smoking-Flush-Clean up any mess you make-Refrain from writing on wall & doors
Kenwood High School
Modified Wedgewood Park International School:
Be Part of the “Wolf” Pack
Be Safe Be Respectful
Be Responsible
All Settings
Keep hands and body to yourself
Use voice Scale
Treat others like
you want to be
treated
School language
Respond to staff
Be prepared with
all of your supplies
Hallway
Stay in escort line
Don’t share
your combination (take care of
own stuff)
Stay in a single file
line
Keep hats and hoods
off in building
Keep halls clean (leave better than
you found it)
Keep all electronic
devices in locker (keep traffic
moving)
Walk with purpose
Cafeteria
Sit at assigned tables
Clean up after
yourself
“Please” and “Thank You”
Say your name clearly to the kitchen staff
Use best family
gathering manners
Restrooms
Wash hands
Give privacy to others
Keep equipment in good condition
Keep bathrooms
clean
Bus
Remain seated
All body parts remain
in the bus
Follow rules and
contract
Take all your
personal belongings
Cool Tools: Behavioral Lesson Plan
Universal Expectation: Respect OthersName of the Skill/Performance Standard: Use a quiet voiceSetting: Lunchroom/cafeteria
Purpose of the lesson/Why it’s important: using a quiet voice allows everyone to have a pleasant lunchtime, and have good conversations with our friends
Teaching Examples: -Restaurant – loud people near you-School cafeteria – announcements
Student Activities/Role-Plays:Counting 0-10 volume increases with each numberCounting to predetermined voice level and practice
Follow-Up Reinforcement Activities:Pre-correct prior to each lunchWall banner for each day voice level is achieved
Why Do We Acknowledge?
What we pay attention to expands/grows
Acknowledgement delivered after skill is taught will:
•Increase likelihood that new, positive behavior will continue
•Elevate new behavior to being more desirable than old behavior
Acknowledgement Also…
Helps teach cultural capital/situational appropriateness.• When student experiences differ• Builds skill positively• Decreases consequence• Increases positive environment• Builds connection
Components of School-Wide Acknowledgment Plans
High frequency/Predictable Delivered at a high rate for a short period e.g., Gotchas, falcon feathers, positive referrals, phone calls, high 5 tickets, caught being good, all-star gotchas, being unusually good, gold card, and privileges
Unexpected/IntermittentBring “surprise” attention to certain behaviors or at scheduled intervalse.g., Unpredictable use of “gotchas,” ticket lottery, special announcements, high five surprises, high five button # calls, skill-of-the-day, raffles
Long term Celebrationse.g., Quarterly activities, assemblies, parent dinners, field trips
TYPE WHAT WHEN WHERE WHOImmediate/High Frequency In the moment, predictable(e.g., Gotchas, paws, high fives, stickers)
STUDENTS:
ADULTS:
High frequency for a short time when first
teaching desired behavior or
re-teaching identified problem behavior
from data
ALL STUDENTS,
ALL ADULTS
Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway, class party/celebration)
STUDENTS:
ADULTS:
Maintaining a taught behavior (fading)
ALL STUDENTS,
ALL ADULTS
Long-term School-wide Celebrations (school-wide, not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day, karaoke)
BOTH TOGETHER:
At least quarterly ALL STUDENTS
ALL ADULTS
School-wide Acknowledgement Matrix (Students and Adults!)
Module A: Developing a PBIS Team
PBIS Implementation Goal1.Team has administrative support
a. Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings.
2.Team regular meetings (at least monthly)a. Team meets monthly (minimum of nine one-hour meetings each
school year)3.Team has established a clear mission/purpose
a. Team has a written purpose/mission statement for the PBIS Team
Workbook Examples and Tools
Critical Element Benchmarks of Quality/Goal
StatusIn PlacePartially
Not In Place
Implementation PlanHow? Who? When?
Use modules and snapshot to guide
process Module ALeadershipTeam 1. Team has administrative support
Administrator(s) attends training, plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS Team decisions
2. Team has regular meetings (at least monthly) Team meets monthly/2 times/month
during first year
3. Team has established a clear mission/purpose Team has a written purpose/mission
statement for the PBIS team
Self-Assessment/Action Planning from the Benchmarks of Quality
Working Smarter not Harder 10 minutes
1. What are some other “initiatives” or systems present in your building?
2. How will you begin the conversation of linking PBIS to these things?
3. How will your PBIS team link with other teams? Is there overlap?
4. Using the working smarter matrix, outline all of the teams in your building. You will have more time to work on this during the team training.
Workgroup/Committee/
Team
Outcome/Link to SIP
Who do we serve?
What is the ticket
in?
Names of Staff
Non-negotiable
District Mandate?
How do we measure impact?
Overlap?Modify?
Attendance Committee
Students Junebug, Leo, Tom
Yes Attendance records
Yesfold to SW PBIS
SW PBIS Team StudentsStaff
Ben, Tom, Lou No Office referralsAttend, MIR,Nursing log, climate
Yescontinue
Safety Committee StudentsStaff
Toni, Barb, Tom No Office referralsBIG 5, climate
Yesfold into SW PBIS
School Spirit Committee
Students Tom No No Yesfold into SW PBIS
Discipline Committee Students Tom, Lou No Office referrals
Yesfold into SW PBIS
Student Support Team/Problem Solving Team
Students Steve, Sue, Jon,Tom
Yes Discipline,DIBELS,FACTS…
Nocontinue
School Improvement 1,2,3 Bill, Jon, Lou, Tom
Yes All of the above Yescontinue
Working Smarter Systems/Staff Support
PBIS Data
Using Data to Make Decisions
Student • Outcome data• Student need assessment
Adult • Fidelity of intervention• Future action planning
PBIS teams CONSISTENTLY review the following (current to within 48 hours)
data/graphs:The average number of referrals:• Per day per month• By type of behavior• By location• By time of day• By student
• Race/ethnicity• Special education status
Big 5 X 2
Using Data
What does this graph tell you (or not tell you)?
Risk Ratios: System and Student Outcome Risk Ratio
(risk of an educational outcome for an enrolled subgroup)
% of subgroup enrollment with an outcome (ODR, suspension, etc)% of white enrollment with same outcome
e.g., 85% of Latino/Latina students received ODR42.5% of white students received ODR
Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is increased risk
Risk Ratio Calculator
TEAM TIME – T Y IT…Try It Back at your Building
Using your building data:
• Calculate risk ratio for student groups for getting disciplinary contact or below benchmark?
• Calculate risk ratio for consequence severity – suspension
• WHAT are the behaviors within the student subgroups that are resulting in ODR or suspension?
• How do you compare with national and state trends?
National trends and state trends shows white students referred for objective behaviors, students of color getting referral for subjective behaviors AND disproportionately severe consequence for minor behaviors.
Using Data
• Do we have a problem?• Refine the description of the problem?
• What behavior, who, where, when, why
• Test hypotheses• “I think the problem is due to…”
• “We think the lunch period is too long”• “We believe the end of ‘block schedule’ is used poorly”
• Create solution to address the problem• Define how to monitor if solution is effective
Precise Problem Statements
Precise problem statements include information about the Big Five x2 questions:
What is the problem, and how often is it happening?Where is it happening?Who is engaged in the behavior?When the problem is most likely?Why the problem is sustaining?
What are the data we need for a decision?
Primary vs. Precision Statements
Primary Statements• Too many referrals• September has more
suspensions than last year• Gang behavior is increasing• The cafeteria is out of
control• Student disrespect is out of
control
Precision StatementsThere are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment
Examples: Primary to Precise
Gang-like behavior is increasing
Texting during school is becoming more negative
Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.
A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.
Defining Precision Elements of the problemWhat are the problems?
Defining Precision Elements of the problemWhere are problem occurring?
Defining Precision Elements of the problemWhen are problem occurring?
Defining Precision Elements of the problemWhat students are involved?
Refining the Elements via custom reports
3rd, 6th, & 7th graders
Let’s look at 6th-7th graders problem behavior in classrooms first
6th and 7th grader problem behaviors in classrooms
Inappropriate Language
Disrespect
Harassment
Physical Aggression
Skipping/ Truancy
6th and 7th graders, in classroom, engaging in inappropriate language,at 9:45 & 12:45
6th and 7th graders6th and 7th graders, in classrooms at 9:45 & 12:45, are engaging in inappropriate language to obtain peer & adult attention & to avoid tasks
Using Precision Problem Statements to Build Solutions, Action & Evaluation plans
Prevention: How can we avoid the problem context? Who, When, WhereSchedule change, curriculum change, etc
Teaching: How can we define, teach, and monitor what we want? Teach appropriate behaviorUse problem behavior as negative example
Recognition: How can we build in systematic acknowledgement for desired behavior?
Extinction: How can we prevent problem behavior from being rewarded?
Consequences: What are efficient, consistent consequences for problem behavior?
Action Plan: Who will do each task & when will it be completed?
Evaluation: How will we collect and what data will we use to evaluate implementation fidelity, & impact on student outcomes?
Prevent “Trigger”
Define & Teach
Acknowledge/Reinforce
Extinction/Withhold Reward
Corrective consequence
Other
Safety
SWIS Demo School Precise Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.
Prevent “Trigger” Re-review 6th & 7th graders the classroom expectations/ Respecting others, daily.
Define & Teach Focus on Respect Re-teach stop-walk-talk routine.
Reward/Reinforce Set up “Daily Double” : Class period without problem behavior occurrence receive extra 2 mins. at end of period to talk. Provide specific feedback for using stop-walk-talk routine
Withhold Reward Ensure staff use routine for responding to a report when student comes to talk.
Corrective consequence Use school-defined process
Other
Safety
SWIS Demo School Precise Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and
aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade
classrooms, for 2010-11 school year.
TIPS Meeting Minutes and Problem-Solving Action Plan FormToday’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today________________________________________________________________
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Agenda for NEXT Meeting
1. 2. ‘3.
Implementation and EvaluationPrecise Problem Statement, based on
review of data(What, When, Where, Who, Why)
Solution Actions (Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations, Safety)
Who? By When? Goal with Timeline
Fidelity of Imp measure
Effectiveness of Solution/Plan
Not started Partially Imp Imp Fidelity Done
Goal Met Better Same Worse
Agenda for Today:1. 3. 5.2. 4. 6.
Previously Defined Problems/Solutions (Update)
The Secret to Happier Work
Tier 1 PBIS Assessment Data
Self-Assessment Survey (SAS)• Baseline• Annually – fall• Full staff
Team Implementation Checklist (TIC)• Progress monitor• 2x per year—fall & winter• Team - consensus
Benchmarks of Quality (BoQ)• Annually – spring• Team
1.Local Coordinator Obtains school login numbersOpens windows Enters Benchmarks of Quality
2.CoachSchedules assessmentsShares results with teamFacilitates action planning
3.TeamParticipates in surveysAction planning
Roles
What is the Self-Assessment Survey?
Self-Assessment Survey (SAS) to assess the extent to which Positive Behavior Support practices and systems are in place within a school• School-wide (18 items)• Non-classroom (specific setting) (9 items)• Classroom (11 items)• Individual student (8 items)
Who Completes the SAS?
The entire staff in a school completes the survey ONLINE (www.pbisassessment.org) as an initial and on-going assessment and planning tool, the survey is completed by:
• All staff at a staff meeting
• Recess supervisors
• Family/parent representatives
• Cafeteria/maintenance/bus staff
Read through SAS
Plan when your staff will complete the survey
Questions/Comments?10 minutes
Using the Self-Assessment Information for Decision Making
Is a system in place?• In place + (partial/2) > 80
Is there a need to focus on a system?• Current status of “in place” is < 66% and• Priority for improvement is “high” for > 50%
Which system should receive focus first?• Always establish school-wide as first priority
Which features of the system need attention?• Biggest change with least amount of effort!
Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty
Which system should receive focus first?• Always establish school-wide as first priority
Is school-wide system in place? Look at items 1-18:
What should we focus on?• Use the Individual Item Report
• Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty
SAS Action Planning
% In Place + (% Partial ÷2)
If total is > 80%, school-wide system is in place
• Items in RED are less than 50% in place• Items in YELLOW are 50-79% in place• In WHITE are 80-100% in place
Individual Summary Charts
Charts are provided for each system (school-wide, non-classroom, classroom, and individual)
Current status charts• Percentage of respondents who answered
“In Place,” “Partially In Place,” and “Not In Place”
Improvement priority charts• Percentage of respondents who answered
“High,” “Medium,” and “Low”
Example of PBS SAS Individual Summaries Chart
What do these charts
tell you?
Fidelity?Priority?
Analysis of School-wide System Chart
What areas require action?
Analysis of School-wide System Chart
Shows a chart with bars for components of the school-wide system• Expectations defined (question 1)• Expectations taught (question 2)• Reward system (question 3)• Violations system (question 4-8) • Monitoring (question 10-12)• Management (question 9, 14-16)• District support (question 17-18)
White = In Place
Yellow = Partial In Place
Red = Not In Place
Action Plan for items that require
least effort for greatest impact
first
Action Plan for SAS
• Progress monitor
• 2-3x per year
• Team - consensus
• Will stop completing once at fidelity
Team Implementation Checklist
Team Implementation Checklist (TIC) Subscale Report
Where would you start?
Team Implementation Checklist Items
Action plan for items with
scores of 1 or 0
Family Engagement Checklist
Home Resources Family Engagement Checklist
Closing Activity
What areas/components of PBIS are your team best prepared for?
What areas do you think may be problematic?
Is there anything I should know about your team/school that would be beneficial to your work at the training?
http://www.wisconsinpbisnetwork.org/regional-coordinators.html
SurveyPlease go to the following URL to complete the training surveyhttp://tinyurl.com/C100NewCoaches