pbis positive behavior interventions and supports year one team training ann marie dubuque martha...

PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS YEAR ONE TEAM TRAINING ANN MARIE DUBUQUE MARTHA WALLY

TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a learner, Talking during allotted times?) Stretch, break, stand as needed SELF Cell Phones (inaudible): Converse in lobbies and breaks Work as a team: room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

Goals What: Define the core features of SWPBIS Why: Define how SWPBIS implementation can improve school culture and climate How: Define the process for implementing SWPBIS Establish: Quality, Equity, Efficiency as guiding themes.

Year 1 Goals Confirmation that at least 80% of staff agree to support SWPBS implementation School Leadership Behavior Team, Internal Coach, & meeting schedule Completion of SWPBIS Self-Assessment, Team Implementation Checklist, & Behavior Practices Audit Action plan based on Chapter 2 of SWPBIS Workbook w/ schedule for implementing SWPBIS: SW expectations, lesson plans & teaching schedule, acknowledgement system, data system Training Year 1 School-wide Behavior Leadership Team Day 1 SW Systems Logic & Overview SW/CW Expectations Day 2 SW/CW Teaching Matrix Action Planning Day 3 Acknowledgement Systems Non-Classroom Settings Day 4 Classroom Management Action Planning Day 5 Data Systems Crisis & Safety Plans Day 6 Preparation for Roll-Out Action Planning Year 2 Goals Full implementation of SW/CW Tier I PBIS, including high fidelity & sustainability Action plan for Tier II practices & systems Training Year 2 School-wide Behavior Leadership Team Day 3 Function-based Support Practices & Systems Action Planning Year 3 Goals Sustained implementation of SW/CW Tier I & Tier II PBIS, including high fidelity & sustainability Action Plan for Tier III practices & systems Training Year 3 Specialized Behavior Support Team Day 1 Review Tier II Practices & Systems Day 2 Tier II: Check In Check Out Day 3 School Mental Health Wraparound Day 1 Review Tier III Practices & Systems Day 2 Tier III: Function-based Behavior Support Planning Massachusetts School-wide PBIS: Annual Training Content and Goals Adapted from CT SERC Training Series

Agenda DAY 1 Welcome, Introduction, PBIS backdrop Break (15 min.) Step 1 - Establish Team, TIC Audit, Practices Evaluation Lunch (1 hour) Coaches Meeting Step 2 - Behavior Purpose ODRs, Categorizing Behavior, Major vs. Minor Action Planning DAY 2 Welcome, Feedback, Review SWIS Overview Break (15 min.) Step 3 - Identify Behavioral Expectations Lunch Coaches Meeting Action Planning Lunch

Logic for School-wide PBIS Early Intervention CCSS PARCC Math Literacy Educator Evaluation RTI Family Support PBIS Schools face a set of difficult challenges today Students arrive at school with widely differing understandings of what is socially acceptable Multiple expectations (Academic accomplishment, Social competence, Safety) Individual student interventions Effective, but cant meet need Multiple initiatives Equity

The Challenge 80% of principals indicate that too much time is spent dealing with disruptive and dangerous students. National Association of Elementary School Principals, 1997 81% of teachers polled state that their worst behaved students are a barrier to effective education in their classrooms Public Agenda, 2004

Typical responses to students behavior Get Tough Get Tough (practices) Train-&-Hope Train-&-Hope (systems)

When behavior doesnt improve, we Get Tough! Zero tolerance policies Increased suspension & expulsion In-service training by expert Alternative programming Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Establish bottom line Security guards, student uniforms, metal detectors, video cameras ..Predictable systems response !

Erroneous assumption that a student Is inherently bad and wants to ruin my day Will be better tomorrow Will learn more appropriate behavior through increased use of aversives

Reactive responses are predictable. When we experience aversive situations, we want to select interventions that produce immediate relief Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others

Example of Teaching by Getting Tough Principal Principal: You skipped all of your a.m. classes, Im assigning you two days of O.S.S. Student Student: See-ya

However Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

Science of behavior has taught us that students. Are NOT born with bad behaviors Do NOT learn when presented contingent aversive consequences .. Do learn better ways of behaving by being taught directly & receiving positive feedback

React to a Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice Expect, But HOPE for Implementation Wait for NEW Problem TRAIN AND HOPE

Main Messages We will not achieve the academic goals of schools without investing in building the social culture that makes a school and effective learning environment. The most cost-effective approach to reducing problem behavior is to invest first in school-wide systems then add more intensive supports. 16

Move Towards a Solution The answer is not the invention of new solutions, but the enhancement of the schools organizational capacity to: Accurately adopt and efficiently sustain their use of research-validated practices Provide a seamless continuum of behavioral and academic support for all students Adopt an instructional focus that accounts for students prior learning history

SWPBIS Logic Core Features

Purpose of SWPBIS The fundamental purpose of SWPBIS is to make schools more effective learning environments. Predictable Consistent Positive Safe

SWPBIS/RTI is a for enhancing adoption & implementation of Continuum of evidence- based interventions to achieve Academically & behaviorally important outcomes for All students Framework

SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBIS Laws of Behavior Applied Behavioral Analysis Social Validity All Students

Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

Talk at your table Take 2 minutes Who are your students? How well do you know them? How are you supporting them?

NICHOLAS Nick is a student who has a long history of anger management issues. He was expelled in the sixth grade for throwing a chair at a teacher. He is now back in the same school to finish eighth grade. He is six feet tall, wears skinny jeans, refuses to remove his hat in the hall and walks around in the morning banging on lockers.

Fortunately, we have a science that guides us to Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

Context matters What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Nick?

Our hood By 2 nd period, the ISS room has so many students that the overflow is sent to the counselors office. Most students have been assigned for being out of dress code. Nick is in this school!

DAVID David is a 10 th grade student at McKensie High School. He lives on a farm 20 miles out and is bused into town to attend school. He wakes up everyday at 4:30 am to tend to his chores prior to coming to school. On Tuesday, he fell asleep during Algebra, when the teacher nudged him to wake up his pocket knife slipped out of his pants onto the floor

Cant sit here During Homeroom the rich kids sit on the left the poor kids sit to the right. Most of the class period they yell and text slurs back and forth to each other (e.g. white trash, snob,etc) The teacher is no-nonsense He sends the students he catches to the office everyday. David is in this classroom!

SWPBIS Is About Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

SWPBIS Logic Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

Basic Logic SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve Fit Start w/ effective, efficient, & relevant, doable Prepare & support implementation Maximum Student Outcomes Implementation Fidelity

Universal Targeted Intensive All Some Few PBIS/RTI Continuum of Support for ALL Dec 7, 2007

Classroom SWPBIS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect Smallest # Evidence-based Biggest, durable effect

Prompts Prompts PBIS Workbook Handouts Evaluation Action Plan!

SWPBS Implementation Blueprint www.pbis.org

Agreements Team Data-based Action Plan Data-based Action Plan Implementation Evaluation GENERAL IMPLEMENTATION PROCESS: Getting Started

Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Administrator Specialized Support Student Community Non-Teaching Teaching Family Representation Start with Team that Works. Start with Team that Works. Team-led Process Meetings

3-4 Year Commitment 3-4 Year Commitment Top 3 School- Wide Initiatives Top 3 School- Wide Initiatives Coaching & Facilitation Coaching & Facilitation Dedicated Resources & Time Dedicated Resources & Time Administrative Participation Administrative Participation 3-Tiered Prevention Logic 3-Tiered Prevention Logic Agreements & Supports Agreements & Supports

Data Action Plan Self Assessment Existing Discipline Data Multiple Systems Evidence- Based Practices Team-based Decision Making Efficient Systems of Data Management

Team ManagedEffective Practices Administrator Participation Staff Training & support Continuous Monitoring Staff Acknowledgments Implementation

Evaluation Continuous Monitoring Team based Decision making & Planning Relevant & Measurable Indicators Efficient Input, Storage & Retrieval Effective Visual Displays Regular Review

Action Plan

Getting Started with SWPBIS 1. Establish leadership team 2. Develop behavior purpose statement 3. Identify positive school-wide behavioral expectations 4. Develop procedures for teaching school-wide behavioral expectations 5. Develop procedures for teaching classroom-wide behavioral expectations 6. Develop continuum of procedures for encouraging use of expectations 7. Develop continuum for discouraging behavior violations of expectations 8. Develop data-based procedures for monitoring implementation

STEP 1 - Establish Team Membership

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 ACTIVITY: Sample Teaming Matrix

STEP 1 - Establish Team Membership 1. Representative of demographics of school and community 2. 1-2 individuals with behavior/classroom management competence 3. Administrator active member 4. Schedule for presenting to whole staff at least monthly 5. Schedule for team meetings at least monthly 6. Integration with other behavior related initiatives and programs 7. Appropriate priority relative to school and district goals 8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9. Schedule for annual self-assessments 1.SAS Self-Assessment Survey 2.Review Office Discipline Referrals 3.Benchmarks of Quality 4.School-wide Evaluation Tool 10. Coaching support (school and/or district/region)

ACTIVITY: Team Implementation Checklist (TIC) 1. Go to www.pbisapps.orgwww.pbisapps.org 2. Select Applications (drop-down menu) 3. Select PBIS Assessment 4. Under School Assessment Login (top right) Enter School ID # (see table tent) 5. Under Surveys Currently Open Find Team Checklist 6. Select under Action column 7. Complete TIC as a team

~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBIS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15% ACTIVITY: 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

6 Eliminate, Integrate, Modify, Sustain

STEP 2 Develop Behavior Purpose Statement

The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features (Gilbert, 1978; Horner, 2003): Common Language Common Experience Common Vision/Values

Sample Behavior Purpose Statements Ex. 1 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

STEP 2 Develop Behavior Purpose Statement 1. Positively stated 2. 2-3 sentences in length 3. Supportive of academic achievement 4. Contextually/culturally appropriate (e.g., age, level, language) 5. Comprehensive in scope (school-wide ALL students, staff, and settings) 6. Agreement by >80% faculty and staff 7. Communicated to stakeholders (e.g., families, community members, district administrators) 8. Included in school publications (e.g., handbook, posters, newsletters)

www.pbis.org

Share-outShare-out 1 Minute per team please: Date of your next meeting One thing accomplished One Question/Concern 1 Minute per team please: Date of your next meeting One thing accomplished One Question/Concern

PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS YEAR ONE TEAM TRAINING ANN MARIE DUBUQUE MARTHA WALLY

TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a learner, Talking during allotted times?) Stretch, break, stand as needed SELF Cell Phones (inaudible): Converse in lobbies and breaks Work as a team: room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

Agenda DAY 2 Welcome, feedback review Introduction to SWIS Step 3 - Identify Behavioral Expectations Lunch Coaches Meeting Action Planning

Basic Logic SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve Fit Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes

How are RTI & PBIS connected?

Need for better Data-based decision making Early & timely decision making Comprehensive screening Support for non- responders Implementation Fidelity Instructional accountability & justification Assessment- instruction alignment Resource & time use

GUIDING PRINCIPLES Data Academic & Behavior Success Outcomes Research-validated practices Instructional Approach Prevention Integration Culture & Content Continuum of behavior support School-wide for all Evaluate Team

RTI Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum

Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Alignment for Systems change Literacy Wraparound Math Family Support Behavior Support ALIGNMENT Early Intervention Response to Intervention/Prevention Student Outcomes Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices

SOUNDS SIMPLE, BUT IMPLICATIONS FOR. Curricular & instructional decisions Special education functioning General education functioning Measurement, assessment, & evaluation Implementation accountability Families & community interactions

Universal Targeted Intensive All Some Few PBIS/RTI Continuum of Support for ALL Dec 7, 2007

EVALUATION CRITERIA Effective Desired Outcomes documented Efficient Doable by local implementers Relevant Contextual & Culturally appropriate Sustainability Lasting implementation and durable outcomes Scalable Transportable and Generalizable Defendable Conceptually sound and theoretically logical

IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RTI Response to Intervention

What is the School-Wide Information System (SWIS)? The School-Wide Information System (SWIS) is a web-based decision system used to improve behavior support in schools and other educational facilities by providing school personnel with accurate, timely, and practical information for making decisions about school environments.

Three Elements of SWIS Data Collection System Coherent system for assigning referrals Problem behavior definitions, referral form, rules for referrals Allocation of FTE to enter data and build reports Computer Application Web-based, continuously available, secure Decision Making Use of data School-wide Individual student

Using SWIS Data for Decision Making: School-Wide Universal Screening Tool Proportion of students with 0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs Progress Monitoring Tool Compare data across time Prevent previous problem patterns

Improving Decision Making Problem Solution From To Problem Problem Solving Solution Action Planning

HOW OFTEN? A VERAGE R EFERRALS PER DAY PER MONTH

WHEN? By Day of Week

WHEN? By Time of Day

WHERE? By Location

WHAT? By Problem Behavior

WHO? By Grade

WHO? By Student

WHO? Total Referrals vs. Enrollment by Ethnicity By race

WHO? Students with Referrals vs. Enrollment by Ethnicity

WHO? Students within Ethnicity with Referrals

Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities. NYTimes, M. Rich Aug 7 2012 13% w/ v. 7% w/o 1 in 4 black K-12 students High suspension correlated w/ Low achievement Dropout Juvenile incarceration >1 Susp. 1 Year 1 in 6 black 1 in 13 Amer Indian 1 in 14 Latinos 1 in 20 Whites Not correlated w/ race of staff Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA

SWIS Implementation Readiness

Getting Started with SWPBIS 1. Establish leadership team 2. Develop behavior purpose statement 3. Identify positive school-wide behavioral expectations 4. Develop procedures for teaching school-wide behavioral expectations 5. Develop procedures for teaching classroom-wide behavioral expectations 6. Develop continuum of procedures for encouraging use of expectations 7. Develop continuum for discouraging behavior violations of expectations 8. Develop data-based procedures for monitoring implementation

STEP 3 Identify Positive SW Expectations

Alana Alana is an African-American student new to a mostly white school in Southwestern Connecticut. Her transcripts state that she is a mostly A student, very involved in clubs, and a cheerleader. After about three weeks in her new school, she is refusing to complete homework, talking back to the teachers, and fighting with her classmates.

Circles Madley Elementary School has 400 children grades k-5. The students whose families live in this community have been there for generations. For the past 7-10 years families from the neighboring city have been steadily moving to Madley for its educationparents, teachers, and students are resentful Alana is in this school!

Small number of positively stated expectations.

DePaolo Middle Schools Patriot Pride Pride in Self Pride in Self Pride in Others Pride in Others Pride in School Pride in School

Few positive SW expectations defined, taught, & encouraged

STEP 3 Identify Positive SW Expectations

Advanced Organizer TO DOS: (In this order please) 1. Practices Evaluations & Audit, 2. Membership audit, etc 3. Behavior Purpose statement 4. SW Expectations 5. Defining problem behaviors 6. ODR compatibility w/ SWIS 7. Major vs. Minor 8. Update Team Action Plan

Interim Tasks Schedule and Meet at least 1 x per Month Present all work to Faculty for feedback Present PBIS overview to staff (see websites for examples) Finalize Primary Prevention Tier Implementation Steps 1-3 Get buy-in (staff survey) Update Team Action Plan

Share-outShare-out 1 Minute per team please: Date of your next meeting One thing accomplished One Question/Concern 1 Minute per team please: Date of your next meeting One thing accomplished One Question/Concern

Elements of Effective School Climate Clear expectations Caring relationships Meaningful participation Perceived school safety School connectedness Low violence perpetration Low violence victimization Low harassment and bullying Low substance use at school Adam Voight | Gregory Austin | Thomas Hanson A Climate for Academic Success: How School Climate Distinguishes Schools That Are Beating the Achievement Odds (2013)

Next Training Session Day 3: December 9, 2014 8:30 a.m. 3:30 p.m. Day 4: December 10, 2014 8:30 a.m. 3:30 p.m.

pbis positive behavior interventions and supports year one team training ann marie dubuque martha...

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