school-wide positive behavioral interventions and supports (swpbis) northeast pbis (nepbis)...

School-Wide Positive Behavioral

Interventions and Supports (SWPBIS)Northeast PBIS (NEPBIS) School-Wide

Team Training

Day 1INSERT TRAINER NAMES

with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

Advance Organizer• Overview of NEPBIS School-Wide Training

• Overview of PBIS/SWPBIS – Why SWPBIS?– What is SWPBIS?– Critical Features– Evidence Based Behavioral Interventions– Continuum of Behavior Support– SWPBIS Team Implementation Process

• Getting Started with SWPBIS (steps 1-3)

• Action Planning

TIER 1 LEADERSHIP TEAM & COACHES MEETINGS

WHAT WHO

• 6 days of Team TrainingMinimum membership: administrator, grade level representatives, support staff

• 3 days Coaches Meetings 2 Coaches

• 2 days of TA per district Admin, Coach, Data Entry

• 3 days of Team Training Same above

• 3 days Coaches Meetings Same above

• 2 days of TA per district Same above

• 2 days of Team Training Same above

• 3 days Coaches Meetings Same above

• 2 days of TA per district Same above

YE

AR

1Y

EA

R 2

YE

AR

3+

Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

MAIN TRAINING OBJECTIVES

• Establish leadership team

• Establish staff agreements

• Build working knowledge of SWPBIS outcomes, data, practices, and systems

• Develop individualized action plan for SWPBIS

• Organize for upcoming school year

• Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?)

• Stretch, break, stand as neededSELF

• 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

TRAINING EXPECTATIONS:

RESPECT…

School-Wide

PBIS Workbook

and

Appendices

Tools!

1. Overview of SWPBIS

2. Getting Started with SWPBIS3. Non-classroom Settings

5. Building Behavioral Capacity

4. Classroom Settings

nepbis.orgpbis.org

School-Wide

PBIS Workbook

and

Appendices

Tools!

nepbis.org

pbis.org

nepbis.orgpbis.org

Evaluation Plan

School-Wide

PBIS Workbook

and

Appendices

Tools!

DISTRICTS/SCHOOLS IN TRAINING SCHEDULE

Purpose Measure Function

Year 1 Training Year 2 Training

Winter Spring Fall Winter SpringCapacity Building—

District LevelDistrict Capacity

Assessment (DCA)

Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning.

X X

Fidelity of

Implementation—Building Level

PBIS Tiered Fidelity

Inventory (TFI)

Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III.

X X X

Progress Monitoring—Building Level

Self-Assessment

Survey (SAS)

Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning.

X X

Progress Monitoring—Team Level

Team

Implementation Checklist (TIC)

A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities.

X X X X X

School Climate Georgia School Climate Surveys

An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention.

X X

Student Outcomes

School-wide

Information System (SWIS)

Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning.

Weekly

Weekly

Weekly

Weekly

Weekly

See evaluation plan…

…in your materials on nepbis.org

nepbis.orgpbis.org

Evaluation Plan

School-Wide

PBIS Workbook

and

Appendices

Action Plan

Tools!

nepbis.orgpbis.org

Evaluation Plan

School-wide

PBIS Workbook

and

Appendices

Action Plan

Tools!

New Content

Guidelines

Training Organizati

on

Review

+Ex -Ex

Activity

Legend

Legend

Chapter Header (e.g., I)

Section Header (I.A)

OVERVIEW OF SCHOOL-

WIDE POSITIVE BEHAVIOR SUPPORTS

(CHAPTER I)

Why SWPBIS?

I.A

Challenge #1

Challenge #2

Competing, Inter-related National Goals

• Common core• Improve literacy, math, geography, science,

etc.• Make schools safe, caring, & focused on

teaching & learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• College & career readiness• Provide a free & appropriate education for

all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….

Challenge #3

SWPBIS Message!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable.

(Zins & Ponti, 1990)

I.A

Context Matters!

Examples:Individual Student

vs.School-wide

“Mitch”

Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.

What would you do?

Fortunately, we have a science that guides us to…• Assess these situations• Develop behavior intervention

plans based on our assessment• Monitor student progress &

make enhancementsAll in ways that can be culturally & contextually appropriate

(Crone & Horner, 2003)

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Mitch and Rachel?

I.A

“159 Days!”

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrsMitch is in this

school!

“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

Rachel is in this

school!

“FTD”

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card

You are in this

School!

What is SWPBIS?

I.B

SWPBIS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All studentsI.B.

i

SWPBIS is an organizational approach for…

Improving classroom &

school climate D

ecreasing

reactiv

e

managem

e

nt

Inte

grat

ing

acad

emic

an

d be

havi

or

init

iati

ves

Maxim

izing aca

dem

ic ach

ievem

ent

Impr

ovin

g

supp

ort

for

students

wit

h E

BD

I.B.ii

Conceptual Foundations of SWPBIS

Behaviorism

ABA

PBIS

SWPBIS

Behavior is learned, lawful, and

maleableApply to socially

important problems in

applied settings

Consider larger context of improving

quality of life

I.B.iii

• Overuse of reactive management

• Adoption of non-evidence-based practices

• Mis-/non- use of information to guide decision

making

• Lack of investment in local implementers

• Inefficient use of our potential, time, &

expertise

• Adoption of inefficient and/or irrelevant systems

• Use of “train-n-hope” approach to teaching &

learning

Challenges or Worries about Our Responses to Problem Behavior

I.B.iv

“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution…. “Get Tough!”

• Give initial “aversive” consequence– Say “no”– Remove privilege – Send to “think seat”

...Predictable individual response

Some students’ behaviors improve (“respond” ); Other students’ behaviors continue…

I.B.v

Reactive responses are predictable….

When we experience aversive situation, we want select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to

student &/or othersI.B.v

When behavior still doesn’t improve, we “Get

Tougher!”• Give additional and more

“aversive” consequences– Repeat “NO” louder– Move closer and point– Complete ODR– Threaten and establish bottom line– Send to in-school detention

Again, some students’ behaviors improve (“respond” ); Other students’ behaviors continue…

I.B.v

When behavior still doesn’t improve, we “Get Even

Tougher!”• Increase intensity, frequency, and

duration of “aversive” consequences– Zero tolerance policies– Increased monitoring and security– Physically assist or intervene– Give out of school suspension

Behavior escalates in intensity, frequency, and duration to levels that interfere with teaching and learning

I.B.v

Erroneous assumptions that …

• ….student is inherently “bad”• …student must prove they

deserve to be part of class• …aversive consequences teach• …some kids improve (even

temporarily), so all will• …will be better tomorrow…

I.B.v

But….false sense of safety/security!

• Fosters environments of control• Triggers & reinforces antisocial

behavior • Shifts accountability away from

school• Devalues child-adult relationship• Weakens relationship between

academic & social behavior programming

I.B.v

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

I.B.v

I.B.v

VIOLENCE PREVENTION• Surgeon

General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction• Positive, active supervision &

reinforcement• Positive adult role models• Multi-component, multi-year

school-family-community efforts

Revisiting SWPBIS Message!



I.A

Common Vision/Values

Common Language

Common Experience

QualityLeadership

POSITIVE SCHOOL-WIDE CLIMATE FOR ALL (Students, Family,

School, Community)

Effective Organizations

I.B.vi

What are the critical features of SWPBIS?

I.C

I.C

Critical Features of PBIS

(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

SYST

EMS

PRACTICES

DATA

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally RelevantEvidence-based Interventions

OUTCOMES

Supporting Culturally Equitable Social Competence & Academic Achievement

SupportingCulturally Valid

DecisionMaking


SYST

EMS

PRACTICES

DATA




OUTCOMES



DecisionMaking

Focus on OutcomesOUTCOMES

How do we develop outcome

statements?

I.C.i

Guidelines for Good OutcomesOUTCOMES

Based on dataLocally important and meaningfulApplicable to all (culturally equitable)

• Students’ social competence and academic achievement

• Staff implementation of critical skills Observable and measurableWritten as a goal

I.C.i

• Student behavior will improve.

Non-example Outcome Statement

How would you know?

Example Outcome Statement

• As a result of implementing PBIS during the 20XX-20XY school year, ODR data will decrease by __% relative to that same period the prior year.

• As a result of implementing PBIS, school climate will improve and the school will feel better.


How would you know?


• As a result of implementing PBIS, staff, student, and parent surveys will indicate improved overall school climate (or target specific items related to acknowledgement, respect, etc.) as measured by an improvement of __ points on the Georgia Brief School Climate Surveys.

• During the first semester of PBIS implementation, staff members will teach expectations to students and “catch them being good.”


How would you know?


• During the first semester of PBIS implementation, staff members will implement PBIS with fidelity, as measured by meeting criteria on the Tiered Fidelity Inventory.

• During the first semester of PBIS implementation, staff members will be more positive toward students.


How would you know?


• During the first semester of PBIS implementation, 80% of staff members will meet or exceed a 4:1 positive to negative ratio as measured by calculating a ratio of positive tickets/acknowledgements to office discipline referrals (ODRs) per staff.

• Work as team for 10 min

Activity:Developing Outcomes

• Begin to draft 1-3 observable and measurable outcome statements for your school.

• Present 2-3 “big ideas” from your group (1 min. reports)


SYST

EMS

PRACTICES

DATA




OUTCOMES



DecisionMaking

Focus on Data DATA

What is data-driven

decision making?

I.C.ii

DISTRICTS/SCHOOLS IN TRAINING SCHEDULE

Purpose Measure FunctionYear 1 Training Year 2 Training

Winter Spring Fall Winter SpringCapacity Building—

District LevelDistrict Capacity

Assessment (DCA)

Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning.

X X

Fidelity of

Implementation—Building Level

PBIS Tiered Fidelity

Inventory (TFI)

Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III.

X X X

Progress Monitoring—Building Level

Self-Assessment

Survey (SAS)

Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning.

X X

Progress Monitoring—Team Level

Team

Implementation Checklist (TIC)

A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities.

X X X X X

School Climate Georgia School Climate Surveys

An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention.

X X

Student Outcomes

School-wide

Information System (SWIS)

Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning.

Weekly

Weekly

Weekly

Weekly

Weekly

To effectively use data……use your evaluation plan

…and tools available at:

MeasureYear 1 Training Year 2 TrainingWinter Spring Fall Winter Spring

District Capacity Assessment

(DCA) X X

PBIS Tiered Fidelity Inventory

(TFI)

X X X

Self-Assessment

Survey (SAS) X X

Team Implementation Checklist (TIC)

X X X X X

Georgia School Climate Surveys X X

SWIS Weekly Weekly Weekly Weekly WeeklyLet’s quickly preview SWIS (www.pbisapps.org)

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 SystemCoherent system for assigning referrals

Problem behavior definitions, referral form, rules for referralsAllocation of FTE to enter data and build reports

Computer ApplicationWeb-based, continuously available, secure

Decision MakingUse of data

School-wideIndividual student

SWIS Implementation Readiness

Core Reports in SWIS(www.pbisapps.org)

Referrals…

…per day per month

...by location

…by problem behavior

…by time of day

…by student

…by grade

…by day of week

This is what it would actually

look like at www.pbisapps.org

Additional SWIS Reports

It’s critical to further examine

your data to make sure it’s

working for all.


SYST

EMS

PRACTICES

DATA




OUTCOMES



DecisionMaking

Focus on Practices

PRACTICES

What evidence-

based intervention

s are included in SWPBIS?

I.C.iii

Classroom

Non-classroom Family

Student

Schoo

l-

wide

• Smallest #

• Evidence-based

• Biggest, durable effect

SWPBISPractice

s

I.C.iii

• Leadership team • Common purpose & approach to

discipline• Clear set of positive expectations &

behaviors• Procedures for teaching expected

behavior school- and class-wide• Continuum of procedures for

encouraging expected behavior• Continuum of procedures for

discouraging inappropriate behavior• Procedures for on-going monitoring &

evaluation

Behavioral Interventions and Practices…

School-Wide

Classroom


Student

Schoo

l-

wide

SWPBISPractice

s

I.C.iii

• All school-wide• Maximize structure and predictability (e.g.,

routines, environment). • Positively stated expectations posted,

taught, reviewed, prompted, and supervised.

• Maximum engagement through high rates of OTRs & delivery of evidence-based instructional curriculum and practices.

• Continuum of strategies to acknowledge appropriate behavior.

• Continuum of strategies to respond to inappropriate behavior.

Behavioral Interventions and Practices in…

Classroom Settings

Classroom


Student

Schoo

l-

wide

SWPBISPractice

s

I.C.iii

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, – Move,– Interact

• Pre-corrections, prompts & reminders

• Positive reinforcement


Non-classroom Settings

Classroom


Student

Schoo

l-

wide

SWPBISPractice

s

I.C.iii

• Behavioral competence at school & district levels

• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Behavioral Interventions and Practices for…

Individual Students

Classroom


Student

Schoo

l-

wide

SWPBISPractice

s

I.C.iii

• Continuum of positive behavior support for all families

• Frequent, regular, and positive contacts, communications, and acknowledgements

• Formal and active participation and involvement as equal partners

• Access to system of integrated school and community resources


Family Systems

The selection and organization of these practices should: Be developmentally, contextually, and culturally

appropriate and adaptable Be linked conceptually Have data rules that guide timely decisions within and

between practices and systems Be empirically and educationally defendable Be associated directly with the most important and

documented school climate and behavior priorities of the school

Be monitored continuously for implementation fidelity and student benefit

Represent the core features that define the tiered prevention logic

Guidelines for PracticesPRACTICES

What is the SWPBIS continuum of

support?

I.C.iii

PRACTICES

Continuum of School-Wide Instructional & Positive Behavior

Support

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

I.C.iii

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

(Sugai, Dec 7, 2007)

I.C.iii

Universal

Targeted

IntensiveContinuum of Support for

ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not peopleI.C.i

ii

Academic Continuum

Behavior Continuum

MTSSIntegrated Continuum

Mar 10 2010

Implementation with fidelity C

ontinuum of

evid

ence

base

d

interventions

Uni

vers

al

scre

enin

g

Prevention and Early

Intervention

Data

-base

d

deci

sion

mak

ing

&

prob

lem

solv

ing

Continuous progress

monitoring

PBIS = MTSS = RtI? ?

I.C.iii


Activity:Developing a SWPBIS

Continuum• Review or write 2-3 primary outcomes• Review Core Features of SWPBIS

Practices by Tier (p. 27) and • Review Steps (p. 28)• Complete Practices Evaluation Chart

(p. 29)– Identify current practices– Evaluate each using criteria

• Complete your current Continuum of SWPBIS (p. 30)



SYST

EMS

PRACTICES

DATA




OUTCOMES



DecisionMaking

Focus on Systems

SYST

EMS

What are key systems features to

support staff?

I.C.iv

I.C.iv

Key Systems Features

Team-based Implementation

Clear Action Plan

Staff Buy-in

Embedded Professional Development

Staff Recognition for Implementation

Avoiding “Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

I.C.iv

PBIS Systems Implementation Logic

I.C.iv

• SWPBIS practices, data, systems

• Policy, funding, leadership, priority, agreement

District Behavior

Team

• 2 yr. action plan• Data plan• Leadership• Team meeting

schedule

School Behavior

Team• SWPBIS • CWPBS• Small group• Individual student

School Staff

• Academic• Expectations &

routines• Social skills• Self-management

Student Benefit

Internal Coaching Support

External Coaching Support

Basic SWPBIS Implementation

Team Support

Regional/State Leadership

I.C.iv

Evaluation Implementation

Data-based Action Plan

Agreements

Team

GENERAL IMPLEMENTATION

PROCESS

I.C.iv

Agreements

Team


ImplementationEvaluation

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

Representation

Team

I.C.iv

Team Composition

• Administrator• Grade/Department

Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial,

Bus, Security, etc.• Parent• Community

– Mental Health, Business• Student

Agreements

Team



3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements

I.C.iv

Agreements

Team



Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

I.C.iv

Agreements

Team



Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

I.C.iv

I.C.iv

Agreements

Team



Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

I.C.iv

In other words...

Student

Classroom

School

State

District

Implementation Levels

I.C.iv



Clear Action Plan

Staff Buy-in



Action Planning

• Process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes


Activity:Preview Action Plan Template

• Preview Action Plan process principles, facilitating questions, flowchart, and example worksheets in workbook

• Download suggested template on nepbis.org

• Begin to complete individualize content (and format, if desired) for your team/school


I.C.iv



Clear Action Plan

Staff Buy-in



Buy-in!

Staff Buy-In

Effective Team…

Staff

…powered by Data

Effective Messenger(s)

Effective Leadership

I.C.iv



Clear Action Plan

Staff Buy-in




Explicit Training

Coaching/Prompting

Performance Feedback

Desired Outcom

es

I.C.iv



Clear Action Plan

Staff Buy-in



Staff Recognition

We can (and should) do

better!

If we want staff to recognize kids, we should recognize them!

Guidelines for Systems

For each item in your action plan, ensure: Agreement by >80% faculty and staff Include procedures for informing others (e.g.

families, community, district administrators, substitute teachers & staff)

Includes procedures for providing instruction to new faculty, staff, students, etc.

Schedule continuous evaluation of effectiveness, efficiency, and relevance

Include in school publications (e.g., handbook, posters, newsletters, etc.)

I.C.iv

SYST

EMS

Cultural and Contextual FitCulture & Context

How do you ensure

cultural and contextual

fit?

Guidelines for Culture & Context

For each item in your action plan, ensure:Involve staff, students, & families in

development Contextually/culturally appropriate (e.g.,

age, level, language) Examine disaggregated data to ensure

implementation of each feature works for all subgroups of students

I.C.v

Culture & Context

Putting it together…

SYST

EMS

PRACTICES

DATA

OUTCOMES

Culture & Context

I.D

Primary Tier

1.~80% of students with 0-1 major ODRs

2.~1 ODR per 500 students per day

3.Decreasing % of students suspended or expelled.

4.…

OUTCOMES

1. Post, teach, and reinforce positively stated expectations

2. …

1. SWPBIS Leadership Team

2. Data-based decision making

3. …

1. ODRs2. Suspensions

& Expulsions3. Academic

performance (CBM, CMTs)

4. …SY

STEM

S

DATA

PRACTICES

Secondary Tier

1.~15% of students with 2-5 major ODRs

2.Increasing pro-social skills of targeted group (as measured by points earned for pro-social behavior)

3.…

OUTCOMES

1. Screening2. More intense

and frequent social skills instruction & reinforcement

3. …

1. Secondary Intervention Team

2. Weekly data-based program review

3. …

1. ODRs2. Point card3. FACTS4. Academic

data (CMT, CBM, grades)

5. …SY

STEM

S

DATA

PRACTICES

Tertiary Tier

1.~5% of students with 6 or more major ODR

2.Individualized academic and behavioral goals

3.…

OUTCOMES

1. Individualized function-based behavior support plan

2. Family participation

3. …

1. Specialized behavioral competence

2. Team based decision making

3. …

1. FBA (e.g., interview and direct observation)

2. Academic data (CBM, grades)

3. …SY

STEM

S

DATA

PRACTICES

GETTING STARTED

WITH SWPBIS

(Chapter II)

What is the “Basic Logic” in one

picture?

II.A

Basic PBIS“Logic”

SYSTE

MS

PRACTICES

DATA

Training+

Coaching+

Evaluation

Cultural/Context

Considerations

Improve “Fit”

Start w/ effective,

efficient, & relevant, doable

Prepare & support

implementation

ImplementationFidelity

MaximumStudent

Outcomes

II.A

Let’s get started!

II.B

Getting Started with SWPBIS

1. Establish an effective leadership team2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW

expectations5. Develop procedures for teaching class-wide

expectations6. Develop continuum for strengthening

appropriate behavior7. Develop continuum for discouraging violations

of expectations8. Develop data-based procedures for monitoring9. Develop systems to support staff10. Build routines to ensure on-going

implementation

Day 2

Day 1

Day 3







implementation

II.B.i

SYST

EMS

How will we play

together?

Team Composition

• Administrator• Grade/Department

Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial,

Bus, Security, etc.• Parent• Community

– Mental Health, Business• Student

Start with a

team that

“works.”

Representative of school/community demographics

1-2 individuals with behavior/classroom management competence

Administrator as active member Schedule for presenting to whole staff at least

monthly Schedule for meeting at least monthly Integration with other behavior related initiatives

and programs Appropriate priority relative to school/district

goals Rules/agreements established Schedule for annual self-assessments (see list) Coaching support (school/district/region)

Guidelines for Team Composition

SYST

EMS


Activity:Team Profile and Agreements

• Complete Team Profile and Agreements

• Review Conducting Leadership Meetings Worksheet

• Establish Routines for Conducting Effective and Efficient Meetings

• Add items to your Action Plan as necessary








implementation

II.B.i

SYST

EMS

What if the same people are on every

team?

Working Smarter

II.B.i

Response: Work Smarter

• Do less…better

• Do it once

• Invest in clear outcomes

• Invest in a sure thing

• Be strategic about problem

solving

II.B.i

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

II.B.i

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Sample Teaming Matrix


Activity:Committee Audit (Working

Smarter)• Complete Committee/ Group Self

Assessment and Action Planning









implementation

II.B.ii

PRACTICES

What are we

“about”?

Positively stated

2-3 sentences in length

Supportive of academic achievement

Comprehensive in scope (all students/staff/settings)

And always remember to consider systems, culture, & context:

Guidelines for Purpose StatementPRACTICES

Non-examples of Purpose Statements

Our school will rock.

We will have a positive climate.

What does that mean?

Examples of Purpose Statements

G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens.

At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!


Activity:Behavioral Purpose

Statement• Draft School-Wide Behavioral

Purpose Statement









implementation

II.B.iii

PRACTICES

What do we expect?

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Linked to social culture of school Considerate of social skills that already exist 3-5 in number 1-3 words per expectation Positively Stated

Guidelines for ExpectationsPRACTICES

II.B.iii

II.B.iii

Linked to social culture of school Considerate of social skills that already exist 3-5 in number 1-3 words per expectation Positively Stated Supportive of academic achievement Comprehensive in scope Mutually exclusive (minimal overlap)

Guidelines for ExpectationsPRACTICES

And always remember to consider systems, culture, & context:

In Massachusetts, some things look familiar…

City View School

…but we put a unique spin on things as well!


Activity:Behavioral Expectations

• Draft School-Wide Behavior Expectations



SWPBIS Action Planning


Activity:Action Planning• Return to your Action Plan

• Update sections corresponding to identifying outcomes and Steps 1-3.

• In particular, make sure you’ve chosen a day, time, and setting for your regular SWPBIS team meetings!


Review of SWPBIS

SWPBIS Message!



I.C


SYST

EMS

PRACTICES

DATA




OUTCOMES



DecisionMaking

(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

(Sugai, Dec 7, 2007)

I.C.iii

Evaluation Implementation


Agreements

Team

GENERAL IMPLEMENTATION

PROCESS

I.C.iv







implementation

Day 2

Day 1

Day 3

Consider Tattoos!

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

School Systems

SWPBIS

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

Classroom


Student

School-w

ide

school-wide positive behavioral interventions and supports (swpbis) northeast pbis (nepbis)...

Documents

school staff

school dropout

schoolwide pbis action

upcoming school year

high school surveys

number of ta days

training support needs

district leadership