School-wide Positive Behavioral Interventions & Support

Day 1

Overview of Today

Welcome & Introductions Why School Climate? What is SW-PBIS? How to Implement SW-PBIS?

SW Rules Behavior Expectations

Closing & Team Tasks

Materials•SCCOE PBIS Website – http://pbis.sccoe.org

• Resources•Tier 1

• Day 1 Materials/Presentations

Working Agreements

Be Focused and Engaged• Participate in

discussions and activities

• Be an active listener

• Be present for the entire training

Support others by reducing distraction• Use electronics

responsibly• Limit side

conversations

Take care of your personal needs•Use restroom as needed•Take emergency texts/calls outside

Goals of this Training Series

•Develop and/or strengthen existing School-wide PBIS systems at school sites

Introductions

Tell us a little about your school: Introduction of team members (Name, Position,

and Grade Level) Size (# students/staff), demographics,

neighborhood What’s going well in your school – what are you

proud of as a school? What are challenges/needs? What do you hope to gain?

Every Kid Needs a Champion

Why focus on School Climate?

Why?

Why?

■ Low achievement across school■ Disproportionate outcomes across

race/ethnicity■ Teacher burn out■ Toxic school environments

Education Access and Outcomes

■ Exclusionary discipline (class removal, suspension, expulsion)◻Often worsens problem behavior◻Prevents access to instruction

Education Access and Outcomes

•Equity/Civil Rights Issue–Brown vs. B.O.E. 1954–IDEIA 2004–ESEA 2008 (No Child Left Behind)

•Disproportionate discipline as a Civil Rights issue–“…both differential selection at the classroom level and differential processing at the administrative level make significant contributions to the disproportionate representation of African American and Latino students in school discipline.” (Skiba et al., 2011)

Importance of School Climate

• California Education Reform

California Law – AB 1729Ammiano. Pupil rights: suspension or expulsion: alternatives and other means of correction.

PBIS Big Ideas•Commitment to serve ALL students

–Setting ALL Students & Staff up for Success•Level the Playing Field for All Students•Positive & Welcoming for ALL

•Proactive is better than Reactive

•Teach Social Behavior like we teach Academics

•Increase participation in school & academic success

–LIMIT LOSS OF INSTRUCTIONAL TIME

PBIS Big Ideas

LIMIT LOSS OF INSTRUCTIONAL TIME

Reduce use of exclusionary & punitive strategies Time in Office, Suspension, Detention, Expulsion

Focus on Attendance Start with making school and classroom a welcoming,

positive place for ALL students

Cost Benefit Analysis Reactive Discipline v. PBIS

Oregon Middle School Example5100 referrals =76,500 min. @ 15 min./referral

= 1275 hrs.= 159 days @ 8 hrs/dayalmost an entire school year

• Principal was at work 16 hr./day and it didn’t help• Implemented PBIS and referrals were reduced by over

half in first year

240 days of instruction Gained!

Team Activity

•“WHY” is your school site here? –Is your school:

•A safe, positive & welcoming environment for ALL students (race, gender, sexual orientation, ability/disability, SES, religion…..)

•Maximizing instruction for ALL students… limiting expulsion, suspension, discipline referrals

•Use Data (if you have), Experience, and perspectives to identify areas of strength and need

•Any specific topics staff will prioritize? Rally around?

Use Worksheet #1

What is PBIS?

SW-PBIS

•The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.

Predictable

Consistent

Positive

Safe

Equitable

SW-PBIS

A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.

Evidence-based features of SW-PBIS

•Prevention•Define and teach positive social expectations•Acknowledge positive behavior•Arrange consistent consequences for problem behavior

•On-going collection and use of data for decision-making

•Continuum of intensive, individual intervention supports.

•Implementation of the systems that support effective practices

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Main Ideas:1. Invest in prevention

first2. Multiple tiers of

support intensity3. Early/rapid access to

support

SYST

EMSPRACTICES

DATACulturally Valid

DecisionMaking

Culturally KnowledgeableStaff Behavior

OUTCOMES

Culturally Equitable Academic &Social Competence

Culturally Relevant Support

forStudent Behavior

SW-PBIS

Not limited to anyparticular group of

students…it’sfor all students

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behavior

Not new…its based onlong history of

behavioral practices &effective instructional

design & strategies

Outcomes

School-wide behavior

expectations

Class-wide Behavior

expectations and routines

Academic Success

Social Emotional

Competence

Practices

School-wide Instruction on Expectations

Class-wide Instruction on

Routines

Active Supervision

Effective Recognition

Corrective Consequences

Function-based

Support

Systems

Team-based

Supportive Leadership

Selection, Training, Coaching

Multi-tiered Support

Policies and funding

Data

Universal Screening

Progress Monitoring

Implementation Fidelity

Standardized Assessments

Experimental Research on SWPBIS

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors

6. Improved organizational efficiency7. Reduction in staff turnover8. Increased perception of teacher efficacy

9. Improved Social Emotional competence

Components of Basic SW-PBIS Implementation

• Team Process & Planning• Developing School Rules• Defining & Teaching expectations

across settings

• Defining & Teaching School-wide routines in common areas

• Acknowledgment system

Day 1

Day 2

Components of Basic SW-PBIS Implementation

• Responding to Problem Behavior &

• Office Discipline Referrals & Data Systems

• Implementation Plan & Handbook

• Classroom Systems

Day 3

Day 4

Values of PBIS & Mission for School PBIS Teams

Improving school/student performance Tying all efforts to the benefit of students Never changing things that are working Always making the smallest change that

will have the biggest impact on students/school

Maximize our resources through data-based decisions and research based practices

Team Discussion

Discuss with your team

What will be important for the rest of your staff to understand about SWPBIS?

What questions do you have so far?

Share out

Use Worksheet #1

How do we Implement SW-PBIS?

Implementing Tier 1 in your school:How will we get there?

• Establish behavior rules and expectations

• Teach rules in context of routines

• Prompt, remind and reinforce positive behavior

• Monitor student behavior in natural context

• Evaluate effects on instruction

• Sustain; create your own school PBIS handbook and

District Leadership support

Stages of Implementation

2 - 4

Years

EXPLORATION

INSTALLATIO

N

INITIA

L

IMPLEMENTATIO

N

FULL

IMPLEMENTATION

Integrated & Compensatory

Com

pete

ncy D

river

s Organization Drivers

Leadership

Change Takes Time….

Exploration

“Many implementation efforts fail because someone underestimated the scope or importance of preparation.”

Leonard-Barton & Kraus, Harvard Business Review, 1985

Positive Social Culture

■ How can we make all students feel: Included & Valued? Membership & Pride in the School

Give students a voice…a voice that is representative across factions of the student body

Foster active participation of your students

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Establishing a Positive Social Culture

Shoulder Partner Activity

Share with your partner a time you were part of a team, club or group (non-work related) that had: Common language, experience, and vision/values

Share out at your table

Team Process is…..

• PBIS is active, alive -- not static• It’s not something we’ve done – it’s

something we’re doing• Requires regular team meetings with a

team that represents ALL school staff• Team keeps PBIS alive through ongoing

planning, support, and decision making to address needs as they arise

• Looking at data & maintaining & developing programs to meet needs

Identifying SW-PBIS Team Members

• Members to be included:• Certificated & Classified Staff

• Administrator

• School Psych/Counselor/Behavior Specialist

• Family Member

• Other staff/community members

• Student (Middle/High)

• Team should be representative of all staff– Across grades, departments, houses in school (if multiple

houses), classified staff, tenure, race, gender, etc.– Allows for all persons in school to have a voice or receive

updates

Team Roles• Core roles

– Facilitator– Minute taker– Data specialist– Time Keeper/Process Monitor– Active team member– Administrator

• Backup for each roleCan one person serve multiple roles?

Are there other roles needed? -munchies manager

Typically NOT the administrator

Team MembershipCulturally Responsive PBIS

Recruit Family Members

Recruit Community Members

Include diverse customs & norms

into implementation

Is school staff representative

of culture & diversity of the community?

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

SW - PBISGENERAL IMPLEMENTATION

PROCESS Staff Feedback

Initially Lead: Development & Implementation

Seek Feedback

OngoingMaintain:

Development & Implementation

Meet Monthly

Monitor Data

Problem Solve

Continue support of Tier 1

Responsibilities of SW-PBIS Team

1. Inform facilitator of absence/tardy before meeting2. Avoid side talk3. Remind each other to stay focused4. Start and end on time5. Be an active participant

School ______________________________

Name of Team: _____________________________ Date: ________________

Team’s Mission

Team Member Roles and Back-Ups: Team Member Role Back-Up Team Member

1.

Facilitator

2.

Data Analyst

3.

Minute Taker

4.

Timekeeper

5.

6.

Team Member

7.

Team Member

Team Norms:

Decision-making method: (i.e. voting, everyone must agree, majority rules)

Monthly Team Meeting Dates:

Signed By:

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

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

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

Are outcomes

measurable?

Is there overlap in

purpose?

Team ActivityQuestion Team Task Worksheet

Identify if there are teams, workgroups, or PLCs with an overlapping purpose?

Complete the Working Smarter Matrix List all current committees, teams, workgroups in your school site

Worksheet # 2

Do you have adequate representation of ALL staff and students on your current PBIS team?

Who will be a good fit for member roles and backups?

Complete Team Charter- Identify members to recruit, if

needed- Identify who will fill the

Facilitator, Data Analyst, Minute Taker, and Time Keeper roles. Identify at least one back up for each role.

- Discuss and decide on team norms.

Worksheet # 3Handout #3

When will your PBIS team meet throughout the school year?

Calendar PBIS team meeting dates for the school year

Worksheet # 3

In our Experience…

The biggest hurdle to successful implementation of PBIS is:

Forging ahead with PBIS practices without paying sufficient attention to raising awareness & establishing buy-in and commitment (systems needs)

Staff Introducto

ry Presentati

on

Sell it – FUN and Creative

What is PBIS? Why

PBIS?

Staff Feedback

What can staff expect? What are staff roles

& responsibilitie

s?

Include current issues & concerns

linking SW PBIS

Fostering Buy-in & Support

• Team Members (Not Admin) present to staff• Frequent data and progress updates to ALL

staff• No Surprises

Updates

• Give staff options • Before finalizing decisions• Be creative

Seek Feedback

• Staff Participation• Link with student incentives

Staff Incentives

• Active and involved in development• Generate Ideas for:

• School Rules, Expectation Grid, Expectations, etc.

Include Staff

Fostering Buy-in & Support

“80% Rule”

• Apply triangle to adult behavior!• Regularly acknowledge staff behavior• Individualized intervention for non-

responders

Team Activity

Question Team Task Worksheet

What ways will your team use to communicate & gather feedback from your entire staff?

1. Begin discussing and creating a SW-PBIS Introductory presentation

2. Identify specific ideas and be ready to share

• Gathering feedback

• Providing updates

• Staff Incentives

Worksheet # 1

School-wide Rules: Creating a Culture

Menlo Park SW Rules Video

• Broad enough to cover all potential behavior

• Stated positively• Brief and easy to remember• Catchy – personalized to your school

3-5 School-wide Rules

Guidelines for Developing School-wide Rules

Be Safe, Be Respectful, Be Responsible

Why 3-5 Positively Stated Rules?

They are easier to Learn & Remember

Create a Common Language

Increased Generalization of

Rules:

Same rules can be used across staff &

settings

Prompts staff & students to acknowledge positive,

not only negative behavior

Increases accountability for staff and students to use language & follow

rules

Signs can reduce personal focus of confrontation

Point to the rules poster and cite the school rule

being broken, no longer my rule you’re breaking

Why Post the rules?

Publicly Post School Rules

Publicly Post SW-Rules

Make rules posters easily visible & post them in every room/area of the school Posters should be visible from nearly any

location in the school Front Office Classrooms Bathrooms Hallways Cafeteria Library Play Yard

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

School Rules Poster

NON-EXAMPLE!!!!

Make the Rules fit your School & Community

Contextual & Cultural fit Consider your local community & culture Incorporate school tradition, mascots, etc. Actively encourage participation of families and

community members Especially if the make-up of your staff does not

represent the diversity of your community

Team Activity

Question Team Task Worksheet

What are your school-wide rules?

If you have existing rules… are you satisfied w/ them; do you need to revise them? Are they widely used? Catchy?

Identify 3-5 School-Wide Rules Worksheet #1Handout #1/2

How will you make your SW rules visible?

Brainstorm ideas for making your SW Rules visible

Worksheet #1

How will you involve and gather staff feedback in the development of the SW rules?

Identify ways to involve staff, students & families in SW rules & making posters

Worksheet #1

Defining Behavioral Expectations &

Routines

Imma Be Video

Guided by school–wide rules

Specific to each setting• Seek input from staff, especially from those who work in

specific settings

Positively stated• Walk in the hallway v. No running• Helps cue staff to recognize positive, not just negative

behaviorFocus on clear, specific behaviors• Keep hands & feet to self v. Keep body under control

Defining Expectations

Behavioral Expectation MatrixDefining expected behavior across settings

School Rules

Settings Be Safe Responsible Respectful

Hallway Walk on the right side Allow others to pass

Hold door open for person behind youHave a pass during class time

Use quiet voicesKeep hands & feet to self

Playground Stay in boundaries No play fighting

Be aware of people around youPut equipment away at break

Include everyoneFollow game rules

SETTING

All Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Behavior Expectation MatrixE

xpec

tatio

ns

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

    

PPerseveranceHolding to a course

of action despite obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show consideration,

appreciation, and acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and behavior

IIntegrityAdherence to an

agreed upon code of behavior

• Be responsible• Do your own work• Be trustworthy and

trust others

DDisciplineManaging ones self to achieve goals and meet expectations

• Strive for consistency

• Attend class daily; be on time

• Meet deadlines; do your homework

EExcellenceBeing of finest or

highest quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others

NEHS website, Oct. 26, 2004

WalkwaysKuleana: Be Responsible Plan aheadWalk directly to destination

Ho’ihi: Be Respectful Walk quietly when classes are in session

Laulima: Be CooperativeKeep movement flowingShare equipment and play space

Malama: Be SafeWalk at all times

King Kaumualii on Kauai

Playground/Recess

• May want to include more detail:– Develop a map of area to clearly identify

boundaries– Do you want to develop expectations &

procedures for specific games or equipment that are common sources of concern?•Basketball•Jungle Gym

• We set ourselves up to be inconsistent in enforcing expectations

Are we setting unreasonable expectations?

• If we believe expectations are unfair or unreasonable, we will not enforce them

Are the expectations

unfair?• Be careful not

to set yourself or your staff up with expectations that will not be enforced

Are you sure?

Inconsistency = Reduced Credibility

Setting Fair & Reasonable Expectations

What are some examples?

Environmental Redesign Prevent problems & Set up Success

• As you’re thinking about expectations & routines for settings…. ALSO consider environmental changes to set students up for success

• Examples:– Need more waste baskets in bathrooms– Check tables & traffic patterns in cafeteria– Add another garbage & recycling station for

lunch dismissal to reduce congestion– Reduce long wait in lunch line

Team Activity

Question Team Task Worksheet

How will our team develop expectations for each setting?

Complete or revise/update your Behavior Expectations Matrix

Identify settings, expectations, routines & procedures.

TIP: Divide & Conquer!

Include staff from the setting (e.g. include cafeteria staff & supervisors in developing cafeteria expectations)

Handout # 1/2

Additional Resources

•National PBIS TAC – www.pbis.org

•Other PBIS resources –http://swpbis.pbworks.com–http://www.sjusd.org/student-services/pbis/pbis-schools/canoas/

–http://www.pinterest.com/12trey16/pbis-ideas/

Day 1 Tasks for Teams

Team Solidified Is the school site team membership established Are Roles for each member defined

Staff Presentation on PBIS Was there a school wide presentation of PBIS to Staff Staff consulted in the development of PBIS

School Wide Rules Determined At least 3 School Wide Rules In Place and Agreed

Upon

Behavioral Matrix Completed Per Setting