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A Multi-tiered Framework for Improving School Climate and Student Outcomes

Positive Behavioral Interventions and Supports

AcknowledgementsWe would like to thank the following for sharing resources that were used in the development of this presentation:

OSEP Center for PBISIllinois PBIS NetworkMidwest PBIS NetworkPBIS MarylandMissouri Schoolwide Positive Behavior SupportPBIS.org

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Be sure to point out that the national center and other states always welcome and encourage others to use and share their information.

Objectives

Understand how Academic & Behavior RTI support each other Gain a general understanding of PBIS Learn the roles & responsibilities of the PBIS Team Understand the need for Tier 1 Behavior Instruction

LRSDBehavior Needs Assessments

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Encourage audience to tell what they know or perceive about PBIS.

LRSD Behavior Needs AssessmentFebruary & March 2016

Tiered Fidelity Inventory (TFI) 6 teams

Self Assessment Survey (SAS) 229 participants

School Climate Survey (SCS) 220 participants

5

Team Assessment of core features (TFI)

6

47%

28%

64%

0

20

40

60

80

100

Tier I Tier II Tier III

Perc

enta

ge Im

plem

ente

d

School-Wide PBIS (SWPBIS) Tiered Fidelity InventoryAverage of Little Rock School District Leadership Teams

March, 2016

Benchmark Criterion – 70%

Team Assessment of core features

7

Expectations for behavior are identified but are not organized for teaching.

Teaching expected behaviors is informal and inconsistent.

Rewards for positive behavior are inconsistent.

All schools need an easier way to access & share data.

Behavior Systems in Place (SAS)

8

40% 37%45%

26%

0

20

40

60

80

100

School-Wide Non-Classroom Classroom Individual

% O

f Res

pond

ents

System

Percent Of Systems In PlaceAverage of Little Rock School District (n=229)

March, 2016

Benchmark Criterion

40% of School-wide discipline systems are in place (staff perception)

9

What’s in place?

• Classroom routines • Schools know what to do to in emergency/dangerous situations

What’s not in place?• Consistent ways to define and handle problem behaviors• Consistent ways to reward students for expected behaviors

Priority to improve behavior systems (SAS)

10

62%57%

64% 67%

0

20

40

60

80

100

School-Wide Non-Classroom Classroom Individual

% O

f Res

pond

ents

System

Percent Of Systems High PriorityAverage of Little Rock School District (n=229)

March, 2016

Priority to improve behavior systems

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Top priorities (in rank order from your staff point of views):

1. Directly teaching student behaviors2. Defining positively stated student expectations3. Having options for classroom instruction to continue

when problem behavior occurs4. Collecting and using behavior data5. Defining problem behaviors consistently

School Climate: Engagement Student Respect (SCS)

12

25%

75%

0

20

40

60

80

100

Perc

ent o

f res

pond

ents

Students respect the teachers. (n=219)Average of Little Rock School District

March, 2016

Agree Do not Agree

School Climate: Safety Student Safety (SCS)

13

74%

26%

0

20

40

60

80

100

Perc

ent o

f res

pond

ents

Students feel safe at school. (n=221)Average of Little Rock School District

March, 2016

Agree Do not Agree

School Climate: Environment Code of Conduct (SCS)

14

37%

63%

0

20

40

60

80

100

Perc

ent o

f res

pond

ents

The code of student conduct is consistently enforced. (n=220)Average of Little Rock School District

March, 2016

Agree Do not Agree

School Climate: Environment Student Behavior (SCS)

15

17%

83%

0

20

40

60

80

100

Perc

ent o

f res

pond

ents

Students are well-behaved. (n=220)Average of Little Rock School District

March, 2016

Agree Do not Agree

Behavior and Academic Supports

Academic Behavior Effective Instruction

engages students, and is central to reduction in problem behavior

Behavior Academic Effective Classroom

Management improves student engagement and is central to increased academic success.

(adapted from Horner, undated, pbis.org)

(Based on research from Lee, Sugai & Horner (1999), Allday & Pakurar, 2007; McIntosh, Horner, Chard & Braun, (2008), Preiado, Horner, & Baker (2009), Sanford & Horner (2013), undated, PBIS.org)

Something needs to be done (from SAS)

17

20%In Place

75%Priority

0

20

40

60

80

100

% o

f Res

pond

ents

Classroom System

Students experience high rates of academic success.Average of Little Rock School District (n=229)

March, 2016

PBIS & Literacy/Academics: RTIHow do they fit together?

• They are Symbiotic• They share Philosophy• They focus on Systems

Symbiotic Relations Symbiosis

• sym·bi·o·sis \ˌsim-bē-ˈō-səs, -ˌbī-\• biology : the relationship between two different kinds of living things that live

together and depend on each other (Merriam Webster Dictionary)

Components Depend on Each Other(Adapted From Horner, undated, PBIS.org)

Academic Supports

Academic Gains

Behavior Supports

Behavior Gains

But what comes first?(Adapted from Horner, undated, PBIS.org)

Academic Supports

Academic Gains

Behavior Supports

Behavior Gains

Shared Philosophy Philosophy

• noun phi·los·o·phy \fə-ˈlä-s(ə-)fē\• : a set of ideas about how to do something or how to live (Merriam Webster Dictionary)

Examples of Shared Philosophy• High quality instruction• Prevention• Problem-solving model• Progress monitoring• Data-based decision making

Systems-based system

• noun sys·tem \ˈsis-təm\• : a group of related parts that move or work together (Merriam Webster Dictionary)

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

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

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

80-90% 80-90%Universal Interventions•All students•Preventive, proactive

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

Systems in Multi-tier Model(from Horner, undated, PBIS.org)

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Although three tiers are the ones most often seen, an RtI model can have any number of tiers. One misinterpretation to guard against is that tier 1 is general education, tier 2 is Title I and tier 3 is Special Education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General ed., title I and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who need intensive intervention who do not qualify for special education ( ELL, gifted and talented, students who have missed a lot of school). The focus of this model is primarily on the Nature and Intensity of instruction that students need.

Is RTI exactly the same for academics and behavior?

• Specific academic assessments and interventions

• Use of published curricula selected by school or district

• Use of direct assessment of skills

• Periodic assessment through benchmarking periods

• Focus on grade-level teaming

• Described in IDEA as SPED eligibility determination approach

• Specific social behavior assessments and interventions

• Use of free materials that are adapted to fit the school’s context

• Use of indirect assessment of behavior

• Continuous assessment of social behavior with existing data sources

• Focus on school-wide teaming

• Described in IDEA as school-wide prevention and individual intervention approach

• Scientifically-based interventions

• Instruction as prevention• Tiered continuum of

supports with increasing intensity based on need

• Use of a problem-solving model and data-based decision rules

• Focus on teaming• Emphasis on improving

quality of implementation• Embedded into school

improvement plan• Regular screening for

early intervention

Academic PBIS

Features of RTI (originally from McIntosh & Goodman; adapted from Horner, undated, PBIS.org)

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How many people already know this? Fitness tracker – evidence-based practice of moving around (data), My fitness tracker and my scale are now conspiring against me Make it easy – just wear it and go! Collaboration – community of practice

Academic PBIS

Why integrate? Because some things work better together

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Working together“Academic and behavioral challenges are of utmost concern to schools… …they are too closely linked to approach independently and intervene separately.”

McIntosh, Chard, Boland, Horner (2006)

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What will RTI look like in your school?

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District overview of Literacy & PBIS (January 2016)Needs Assessments of Literacy & Behavior (Feb & March)Literacy Action Plans Developed (March 2016)Behavior Action Plans Developed (March 2016)RTI Overview – today!PBIS Preparation Training (April 2016)RTI Leadership Training (May 2016)PBIS Development Training (May 2016)PBIS Implementation Training (August 2016)PBIS Roll out to staff! (August 2016)

The journey has begun!

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Examples of PBIS training timelines

Wisconsin Tier I/Universal TrainingTraining/Workshop Who

Administrative Training District & Building Administrators

New Coaches Orientation Administrators & Coaches

Tier I/Universal Training School PBIS Team

Coaches Networking Meeting Coaches

Time

1/2 day

1 day

3 days

2-4 days/year

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Arkansas

(Adapted from Horner, undated, PBIS.org)

Now what?

Where do you begin?

How do we implement PBIS?

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Understanding PBISPositive Behavior Interventions & Supports

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A New PhilosophyPBIS is more than just adding interventions it is a change in philosophy.

PBIS is a proactive and positive approach to discipline rather than punitive discipline.

PBIS teaches, models, and encourages positive student behavior instead of waiting for students to make a mistake.

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PBIS starts with a change in the way adults approach discipline. Instead of just giving students a handbook of rules and a list of things ‘not to do’, and waiting for them to make mistakes, PBIS is about having expectations for behavior, teaching and modeling that behavior, and encouraging that behavior.

A Good Point… “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we…

…teach? …punish?” “Why can’t we finish the last sentence as

automatically as we do the others?” -John Herner, Former President NASDSE, 1998

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That brings us to a good point: do we teach our students to behave the way we want them to behave, or do we just tell them what not to do and hope for the best?

Organizing Your Environment

PBIS: What do we need to support ALL students?

Some guiding questions: What outcomes do we want for our students? What supports will help them reach those outcomes? How will we deliver those supports? How will we know if they are working?

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PBIS is an ongoing process for answering these questions.

4 Basic Elements of PBIS Supports

Supporting Data-based

Decision Making

Supporting Staff

Behavior

Supporting Student Behavior

Systems Data

Practices

Outcomes

Supporting Social Competence and Academic Achievement

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This is a graphic representation of what was discussed in the last slide. It shows how all of the elements are interconnected. Systems, practices and data-based decision making all function together to work towards the desired outcomes. The desired outcomes are always student achievement; systems are put into place to support staff as they implement the practices that support students. Data are used to make decisions during every step of implementation.

1. Systems: Plans for Support- How you support staff so that they can support students

Plan for how and when you teach students behavior Plan for acknowledging appropriate behavior Plan for addressing inappropriate behavior Problem solving team to make decisions

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Staff need support so that they can do the things that they need to do to support the students. Having infrastructure in place – such as procedures and schedules and a team that can make decisions – will make easier for staff.

2. Practices: What to do- How you reduce problem behaviors across the entire student body

Teach appropriate behavior Model appropriate behavior Recognize appropriate behavior Discourage inappropriate behavior

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Practices refer to all the things the adults do to help and encourage students to use appropriate behavior. In Tier 1 of PBIS, the main focus is on teaching the students what behaviors are expected in the school. Staff are expected to lead by example, modeling the behaviors themselves. Practices also include using opportunities to reinforce expected behavior when it happens.

3. Measurable Outcomes How you will know if you are succeeding?

Monitor data (e.g., Office Discipline Referrals)

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Think about that house we were building 2 slides ago . The blueprint contains all kinds of measurements and specifications for parts, etc. If you want the house to end up like the architect’s picture, you have to have precise, measureable plans. The same is true of any project. With PBIS, the goals will concern student outcomes, but in order to know if you’re making progress you will need specific, measurable goals. For example, how many office referrals do you have now, and by what percentage do you want to reduce them? This is a specific, measurable goal.

4. Data-based Decision MakingHow will you make informed decisions and measure success?

Answer the following:

Who What When Where Why

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How will you know if you are making an impact? This is where recording and using data to make decisions comes in. The PBIS process revolves around the use of data to drive problem solving and decision making. We talked about setting specific, measurable goals – now we need to see if we are reaching those goals, or if we need to try a different approach. The decision making is a continuous process, as there is always change. Staying on top of trends and spikes in discipline referrals will help keep problems from escalating. We will look at data more closely later in the presentation.

Tiers of Intervention

Levels, Or Tiers Of InterventionsLet’s go back to Practices – what you do to support students.

PBIS is for all students! Everyone receives general education in behavior Some students may need more

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As we discussed earlier, having 3 levels of interventions is optimal for giving students the best opportunity to succeed. The PBIS process always begins with implementing a school-wide behavior curriculum, but once this preventive level, or tier, is being implemented well and most students are following the behavioral expectations, there are additional interventions that can be used to support students that are not responding well to the 1st level or tier. Not all students that are making mistakes need individual interventions. PBIS provides a continuum of interventions matched to the needs of the students.

Tier 1: Core instruction (general education) for all students.

Tier II: Targeted supports for students with non-serious repetitive behaviors.

Tier III: Individualized supports for students engaging in dangerous or threatening behaviors

A continuum of practices: 3 levels of Prevention

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This is a pyramid graphic that describes the 3 tiers of intervention for PBIS (same for RTI, in general). This pyramid has become an iconic symbol in PBIS implementation . We call these levels of prevention because the goal is to prevent students from making more mistakes or escalating in behavior. Tier II interventions are for students that are behaving inappropriately often, but they are not engaging in dangerous or serious behavior. Typically, students are motivated by getting attention or avoiding something. The interventions at Tier II will provide more appropriate ways of getting what they want or need. Tier III interventions are for students with serious behavior issues or behavior disorders. At this level students and their families are brought together with a team that will provide all the supports that the student and family may need so that the student can remain in the school and in the home. Note how the tiers overlap – they are not separate. Students receiving Tier II or Tier III interventions are still receiving Tier I support.

Universal Tier 1 is Core Instruction - Why teach all students behavior?

Prevent problem behaviors Reduce time spent on reactive management Improve school climate Maximize student achievement

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The Universal tier is focused on prevention – teaching students what is expected and reinforcing them when they do what is expected. When students know what is expected and are reminded and reinforced regularly, they make less mistakes, leaving teachers with more time to actually teach instead of having to address problem behaviors. When schools make fundamental changes and begin focusing on prevention and positive reinforcement, school climate improves, and student achievement improves along with this. Although it might seem like there are a lot of students that need Tier II or Tier III interventions, until you fully implement Tier I you can’t see what effects it will have.

Tier II is Supplemental InstructionTier II interventions:

• Continuously available• Easily/quickly accessible• Require little effort from teachers• Assessment based• Progress monitored• Led by Tier II team

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Tier II is meant to be a continuum of interventions that are readily available and accessible to students that are having repetitive mistakes in behavior, but not dangerous, threatening types of behaviors. School teams will decide on criteria for when students will enter and exit these interventions, and teachers will not be required to do a lot of extra work. Students are given feedback via a progress report, and these reports are recorded daily and reviewed every week or 2 to decide if student should stay in intervention, graduate from intervention, or be referred to another intervention.

Types of Tier II Interventions Check-in Check-out:

• More frequent feedback to students• Prevent future & escalating behavior

Social Skills Groups• For students with social skills issues• To acquire & build fluency in appropriate behaviors

Check and Connect (Mentoring)• For students not engaged with school, with academics, or socially• For students motivated by adult attention• To promote student engagement and competence

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Check-in Check-out is typically the first intervention tried. Students are given feedback on how well they are following the school’s expectations in each setting during the day. This intervention is especially appropriate for students that are motivated by obtaining attention. *This would be an excellent time to mention that interventions are always based on function of behavior, or in other words, on what motivates the student to exhibit a behavior.

Tier III is Intensive InstructionTier III Interventions: Individualized to match the needs of the student Based on functional behavior assessment May require long periods of time & intensive interventions Led by Tier III team

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Tier III will require more investment in time, personnel and resources. Students recommended for this level of intervention may have long-term, intense behavior issues that require long-term interventions before seeing any improvement. A full function of behavior assessment is conducted and the family of the student is involved in the process. The Tier III team will require some members with behavior expertise, but as with other teams, it will still be diverse.

Example of Tier III InterventionWraparound: Intensive, person-centered process for planning &

managing care Community-based support to keep student at home/school Engages family of student Helps build social support network

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Tier III interventions are specific to the student. When a student has severe behavior issues or a behavior disorder, a team will come together with the student and family and problem solve about ways to support the student and family so that the student can remain in the school and in the community. The student and family may need support in many different life domains, so it is up to the team to work together to find academic, behavioral, and social supports that will help the student succeed.

Administrator Support

Tier I for behavior in LRSD

68% of the LRSD school staff say “the administrator is an active part of the behavior team”

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The administrator’s role

1. Maintain standards

2. Publicly show support

3. Establish a representative team

4. Support team members

5. Guide, rather than dictate

7. Be a leader in problem solving

8. Regularly participate in team meetings

9. Provide recognition to team & faculty

10.Serve as a community spokesperson

11.Monitor & provide feedback to all staff

Colvin, G. (2007). 7 Steps for developing a proactive schoolwide discipline plan, 17

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The administrator is the person that can make or break an initiative. If the administrator is committed to something, it is important to publicly support it or the staff will not take it seriously. Administrators need to be involved and make sure the team has support and resources to do their job. As with the coach, the administrator is also a guide and will participate in problem solving. It is also up to the administrator to make sure the team and the staff are recognized for their efforts.

Tier I

Where will LRSD start?First step: create your plan for Tier 1 for Core Behavior Instruction

Essential Components Of Tier 11. Develop common

philosophy 2. Define expected

behavior 3. Teach expected

behavior 4. Encourage appropriate

behavior

5. Discourage inappropriate behavior

6. Progress monitor7. Develop classroom

component

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These are the essentials components you will need to implement Tier 1. We will be looking at each component individually in the coming slides.

1. Common Philosophy Align with your mission/vision Commit to proactive/preventive discipline Create common language Create a predictable environment Ensure support from administration

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First and foremost, everyone needs to be on the same page – a common purpose or philosophy needs to be adopted and approved by all staff. Before you can expect students to change, adults need to change their approach. Once everyone is on board with a proactive, preventive philosophy, you can create an environment where everyone understands the language and knows what to do.

2. Define Expected BehaviorSome guiding questions: What have been the 3-5 biggest behavioral issues in your

district/school?

Combined survey responses from students from 2 Arkansas Middle Schools - 2015

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Districts and schools will need to think about the biggest issues they have had historically, and what they would like to see instead. Looking at historical discipline data, if possible, is the best way to pinpoint these issues. It is best to focus on about 3-5 goals and make sure the school mission or vision is represented in these goals.

How do you know?

Coming soon to your school!

Defiance

ExampleThis graph shows all referrals, sorted by problem behavior.

The most reported is Inappropriate Language. Next is Defiance.

Problem Behavior

Referrals by Problem Behavior

Num

ber o

f Ref

erra

ls

Defiance

Inappropriate Language

Physical Aggression

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Precise problem solving might start with looking more closely at all referrals by problem behavior. From here you might decide to look only at Inappropriate language, or maybe at Defiance, also.

2. Define Expected Behavior (cont.)What behaviors would you like to see instead?

Common Examples of expectations: Be respectful Be responsible Be safe

Defining Expectations Describe what the behavior ‘looks like’ in each school

setting

State in a positive way (say ‘what to do’)

Display expectations in all settings across the school

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It’s not enough to tell students what the expectations are – you need to describe expected behavior in a way that they can model. It has to be observable. Being respectful isn’t a specific observable behavior, but raising your hand to ask a question is. Expectations are always stated positively – tell the students what TO DO, not what not to do. An example of a display (matrix) is on the next slide.

Be a Blazer!Classroom & Everywhere

Hallway Playground

BeRespectful

1 – Listen and follow directions.

2-Know the listening position (Keep hands still and eyes on the speaker)

1 – Walk in the

traveling position

(Hands to the side or

behind. Mouth closed).

1-Take turns.

2-Use kind words and

actions.

3. Line up quickly and

quietly.

Valley View Elementary School-Wide Matrix

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Notice the very simple language used here – and everything is stated positively: what TO DO, not what NOT to do. All of the expectations are observable – staff can actually see if a student follows the expectation.

3. Teaching Expected BehaviorDefine Simply

ModelAdjust for

Efficiency Practic

e in Settin

g

Just like academics:

Monitor and Acknowledge Continuously

Define Simply

ModelAdjust for Efficiency

Practice in Setting

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The core component is a universal behavior education curriculum, which starts with defining what behavior is expected, teaching this to the students, and encouraging the students to continue using the expected behavior. Like we discussed earlier in the presentation, this is a basic model for teaching anything. Behavior is no different.

4. Encouraging Appropriate Behavior- Acknowledge students that use appropriate behavior

Turns the behavior into a habit! Competes with problem behaviors Students may encourage other students Prompts adults to recognize good behavior

WHY? Don’t you like being acknowledged?

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This is often an area where people can be skeptical – they don’t always buy in to the idea of giving students acknowledgements for ‘doing what they should be doing’. Think about things you get acknowledged for doing. How does this affect the way you do those things? This might include anything from receiving a thank you, or an award, to receiving frequent buyer rewards, etc. Because this is generally a new way of doing things in a school, the act of giving acknowledgements is a way for adults to remember that they are looking for good behavior instead of always focusing on the students that exhibit inappropriate behavior.

Strengthen sense of Community Set goals Celebrate your success Build a positive school culture

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The idea here is to celebrate goals being reached. For instance, one school had a monthly goal of reducing office referrals by 25%, and the reward was to be a field day. Students were assembled and given the challenge, and were shown the school data. They met their goal for the month and everyone got to attend a field day.

5. Discouraging Inappropriate Behavior- Create a predictable environment for staff and students

Create consistency across staff• Differentiate office managed & classroom managed behaviors • Develop T-Chart for behavior

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As nothing ever works for 100% of students 100% of the time, there have to be strategies to discourage inappropriate behavior, as well as consequences when expectations are not followed. Acknowledging appropriate behavior is one way to discourage inappropriate behavior, but when misbehavior happens, schools need to have a plan for how it will be addressed. Incidents can often be turned into teaching moments. Instead of focusing entirely on the punishment, take a minute to tell the student what they did wrong and ask them to tell you what they should have done instead. Staff need to have clear procedures for addressing different types of infractions and strategies for dealing with them.

T-Chart ExampleTeacher managed behaviors (minor)

Office managed behaviors (major)

TardyInappropriate language (minor)

Chewing gum; food/drinksNot having materials/supplies

Missing homeworkTattling

Teasing/bullyingLying

CheatingMinor dress code violation

Minor disruptionDefiance/disrespect/non-

compliance

Chronic/severe bullyingStealing

VandalismIllegal substance

Chronic non-compliancePossession of weapons

Profanity directed at personRepeated disruptions

Fighting/assaultThreat

Chronic class skippingGang-related behaviors

Sexual harassmentFalse fire alarm/bomb threat

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Typically, schools will have a list of minor behaviors that teachers will handle in the classroom. Again, it’s important for everyone to be on the same page. Teachers need to have strategies for guiding students in avoiding repeated behaviors.

6. Progress Monitoring

Use data to set goals & create action plans

Use data to make decisions on action plans

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Once you begin collecting data in your data system, you can start taking snapshots of student behavior on a regular basis. Using these data, the team can problem solve, set goals for improving student behavior, and create action plans to reach those goals. Once the action plan is in place, continue looking at data to monitor your progress. By looking at the data often, you can make decisions about your action plan, such as staying the course, tweaking the plan, or trying something entirely different.

7. The Classroom Component- Students spend most of their time in the classroom…

Create a classroom environment that • Encourages learning • Minimizes distraction & inappropriate behavior

Establish consistency for transition times

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Because students spend so much time in the classroom, it is important to make sure teachers have strategies for creating a positive environment conducive to student success. Students need to know what is expected and what the routines are, just like in all other areas and settings. Consistency will make it easier for students to settle, adjust, and be productive in the classroom.

PBIS in LRSD by August (it can be done!)

PBIS will take work and buy-in

(unfortunately it doesn’t just magically happen!)

Concentrated effort

PBIS Teams & Coaches

Do you need a team focused on school-wide prevention systems for behavior?

Leadership Teams, SBIT Teams…why add another team?

So many teams…so little time

Working Smarter-Systems/Staff Support

77Adapted from OSEP Center on PBIS; Effective Schoolwide Interventions

The PBIS Team

Create A Dream TeamWhat you need for school-wide implementation:

An Administrator – decision making power Representative from each grade – voice back to PLCs Represent demographics of school Represent various types of staff

• Music• Library• SPED

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It is important for an administrator to be involved – they will be the role model, cheerleader, etc. You want a representative group of people that can collaborate to make decisions in the best interest of ALL students. Abilities/competencies could mean people with communication skills, artistic skills, math/data analysis skills, behavior competency, etc.

Team responsibilities Develop school-wide PBIS action plan Monitor & evaluate behavior data Hold regular team meetings Maintain communication with staff & coach Monitor & evaluate progress Report outcomes to school & district stakeholders

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The overall goal of the team is to make decisions that will positively effect student outcomes. This is a list of specific things that the team will be doing. The team assesses the school environment, sets goals for improvement, and monitors progress. This is a continuous process. Communication is also a big part of the team’s activities. Getting input from others and giving progress reports to all the stakeholders shows transparency and will lead to better buy-in.

Team Roles Administrator – implements decisions Internal Coach - Guide team development & implementation Facilitator – keeps meetings on task Data Manager – provides on-going data to team Recorder – keeps and distributes minutes Communicator – shares information with others Active team members – participate in problem solving

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The team facilitator will create the agenda and lead the meetings. The data manager will look at data regularly and bring data to the meetings. The time-keeper keeps the team on task, and the recorder will take minutes and make sure everyone receives a copy. The communicator will share information with all key stakeholders – staff, families, community, students. It is good to have a back-up person for each role.

Who leads the team?

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What is a Coach?

A COACH helps people develop the skills they need to get from where they are…to where they want to be.

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Functions of the PBIS building coach Create positive, supportive,

structured environment for team Attend PBIS meetings, trainings Guide team coordination &

problem-solving Guide team action plan

development & implementation

Provide tools for training, evaluation, monitoring

Liaise with District Coordinator & District Coach

Submit data to district coach / district coordinator

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As we discussed in the previous slide, the coach is the person that guides the team – in this case, through the PBIS implementation process. The coach is tasked with making sure the environment is well structured and positive, and the team has the necessary training, resources and competency in data analysis. The team members are ultimately responsible for creating action plans, but the coach is there to guide them and keep them on track.

2016-2017: PBIS in LRSD • A-state provides coaching

2017 and beyond: PBIS in LRSD• Building coaching is established• District coaching is established

LRSD plan for coaching

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`

Sustainability

PBIS becomes a part of your school’s DNA

Components work together to form a larger structure in school

• A = Actions• C = Culture• G = Guidance• T = Teamwork

PBIS Will Work and Sustain If… You make PBIS a priority!

• Visibility• Written policy• Connection to other initiatives

You do it effectively• Evaluate fidelity• Share data

You do it efficiently• Repetition builds fluency – it

will get easier with time• Over time, less resources

needed

You adapt to change• Use data• Change culture

Presenter

Presentation Notes

These are the main factors in sustainability. There is always the danger of not sustaining PBIS when there is an administrative turnover. Having written policy, making PBIS competencies part of hiring criteria, and developing coaching capacity will go far in sustaining PBIS, especially when done at the district level. Schools can help ensure sustainability by having a PBIS handbook, collecting and sharing data, documenting staff support, and meeting with the new administrator. Getting first year teachers involved is also very important – the faster they build fluency, the better.

PBIS in LRSD

90

Develop PBIS Team

PBIS Team Preparation

Training

PBIS Implementation

Training(all staff)

PBIS

Kick- Off!

March April May August

PBIS Team

PBIS Overview

Coaching and Technical Assistance from Arkansas State University

Invest in prevention Create a PBIS team Teach, model, & reinforce

expected behaviors Use & share data

SUMMARY

References Research literature on PBIShttps://www.pbis.org/research

Research on Discipline, PBIS, and RTIhttp://www.nhcebis.seresc.net/research_and_literature

Article on benefits of implementing behavior and literacy RTI togetherhttp://www.nhcebis.seresc.net/document/filename/373/PBIS_and_Reading.pdf

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https://www.pbis.org/research

http://www.nhcebis.seresc.net/research_and_literature

http://www.nhcebis.seresc.net/document/filename/373/PBIS_and_Reading.pdf

CCE.astate.edu/pbis PBIS.org Midwestpbis.org Wisconsinpbisnetwork.org Pbismaryland.org

positive behavioral interventions and supportscce.astate.edu/pbis/wp-content/uploads/2016/11/... ·...

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