Tier 1 Positive Behavior Support

Booster/Refresher Training:Orientation

2011-2012

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Today’s Purpose• To BOOST PBS/RtI:B implementation efforts

at your school!• Review BoQ or PIC results• Identify and prioritize action steps which

address all critical elements of a Tier 1 PBS system

• Specific Action Plan, Part B – Tier 1 Training Binder• Determine what is working – celebrate!• Determine what needs to be improved• Plan for 2011-2012 school year

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Positive Behavior Support…• Aims to build effective environments in which

positive behavior is more effective than problem behavior

• Is a collaborative, assessment-based approach to developing effective interventions for problem behavior

• Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based

upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction

and supports.

Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic

and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

Florida’s State Transformation Team on RtI (Dec. 3, 2009)

Universal

Targeted

Intensive

RTIContinuum of Support for

ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

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PBS provides the framework for RtIB

• It’s about more than just problem behavior• Behavioral data system and school-wide

procedures facilitate effective data-based decision making for RtI

• The Tier 1 system supports “academic enhancers” and productive citizenship

• Tier 1 PBS establishes the core curriculum for behavior and provides the structure for advanced supports

Ongoing Collaboration

http://floridarti.usf.edu/

http://flpbs.fmhi.usf.edu

http://www.pbis.org

http://www.apbs.org

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Critical Elements of School-Wide PBS

Measured by the Benchmarks of Quality (BoQ) andthe PBS Implementation Checklist (PIC)

• PBS Team, Administrative Support• Faculty Commitment, Participation• Effective Discipline • Data Entry & Analysis• Expectations & Rules• Reward/Recognition Program• Lesson Plans for Teaching Behavior• Implementation Planning• Classroom PBS Systems• Evaluation

(Kincaid, Childs & George, 2005)

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Using the Baseline BoQ Results

• Reference throughout Booster Training• Use for updating Action Plan for

implementation in 2011-2012• Use as a baseline for comparison after

every year of implementation

Look at your BoQ Data

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Look at your BoQ Data

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Data Review How did your team score overall on the BoQ

or PIC? Which Critical Elements received a score of

less than 70%? What do your team’s outcome data look

like? Reductions and/or increases in ODRs, ISS, OSS,

attendance, FCAT? What is working? What needs to be improved?

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Using Your Action Plan: Part B• Record of your Tier 1 PBS implementation

process What needs to be addressed? Who is responsible? Timeline for completing tasks? What has been accomplished? What worked and did not work?

• BoQ Critical Elements guides the process Are you implementing all the critical elements?

• Guides your team through the 4-step problem solving process

• Revisit it , revise it and evaluate your progress

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Problem-Solving Process(See Detailed Problem-Solving Module with voiceover)

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

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Problem Solving ProcessStep 1: Problem Identification - Use your data

What problem behaviors are occurring? Where are problem behaviors occurring? Who is involved?

Step 2: Problem Analysis: Brainstorm reasons Why is the problem occurring?

Step 3: Intervention Design and Implementation What interventions will be put in place to teach appropriate

behaviors? Who will implement the plan? How will the plan be evaluated?

Step 4: Response to Intervention - Use your data Is the intervention working? How will you know?

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Remember, It’s an Ongoing Process

• Implementation is not a one shot deal, it is an ongoing and continuous process… just like a good marriage or diet plan.• PBS/RtI is a philosophical shift• 3-5 years for full implementation across Tiers

• Get faculty support on all the critical elements prior to implementation• Present everything to your faculty as a draft• Get their input and feedback at each step

• More likely to get faculty support & implement with fidelity

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Get Connected

• FLPBS on FaceBook:• www.facebook.com/flpbs

• FLPBS on Twitter:• www.twitter.com @flpbs

• National TA Center on Ning:• www.pbisTAcenter.ning.com