PBIS Team Training

1. PBIS Team Training Module 2: Secondary Implementation

2. Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative

3. Modules developed by the University of Missouri Center for School-wide PBIS and revised by North Carolina PBIS Team

4. Training organized around three “modules” School responsibilities Complete Working Agreement Attend training Develop action plans Share Annual Data Requirements with NCDPI NCDPI responsibilities Provide training support Provide limited technical assistance Provide networking opportunities PBIS Training Overview

5. Overview: Module 2 • Review • Data : Classroom Data, Data Decision Rules, Evaluation • Systems: Referral Process, Intervention Team, and Effective Classroom Design and Management • Practices: Effective Classroom Management/lessons, Small Group Social Skills Instruction, Check-in/Check-out, Mentoring • Team Time

6. Module 2 Accomplishments and Products At the end of these two days, teams are expected to use the problem-solving model to: Assess current level of implementation & determine plan to address gaps Identify strategies to improve classroom management Begin planning systems to support secondary implementation Plan to collect & evaluate secondary data Revise and update Action Plan Materials to Assist: slides, workbook, supplemental resources, & Action Plan

7. Expectations • Be Responsible • Return promptly from breaks • Be an active participant • Be Respectful • Silence cell phones • Listen attentively to others • Be Kind • Participate in activities • Listen and respond appropriately to others’ ideas

8. Attention Signal • Trainer will raise his/her hand • Participants will raise their hand and wait quietly

9. School-wide ImplementationReview

10. What is PBIS? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13)

11. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior Resources Page 4 Positive Behavior Intervention & Support

12. School Improvement Whole School Academic Behavior Effective School Organization Classroom Effective Instructional Practices Culturally Responsive Instruction Intensive, Individual Interventions • Tutoring • Academic Remediation Plans • Specially Designed Instruction Intensive, Individual Interventions • Functional Behavior Assessment & Behavior Intervention Planning Effective Instructional Practices Struggling Students Culturally Responsive Practices Individuals Progress Monitoring Targeted Group Interventions • Small group instruction • Focused academic help sessions Targeted Group Interventions • Social Skills instruction • Reinforcement of specific skills • Group Behavioral Strategies • Classroom Coaching Consider- action for Eligibility EC Behavioral Group Strategies Universal Design/ Differentiated Instruction Related Services Positive School Climate Specially Designed Instruction FBA/BIP Mental Health Assistance Behavior Interventions Universal Interventions • Effective instructional practices • Recognition of academic achievement • Culturally responsive practices • Data-based decision-making • Parent & Community Partnerships Universal Interventions • School-wide rules and procedures • Systematic reinforcement • Social Skills Instruction • Culturally responsive practices • Data-based decision-making • Parent & Community Partnerships Effective Staff Development Mental Health Services Positive Classroom Management Focused Research-based Academic Instruction Data Based Decision Making Ongoing Screening and Assessment Classroom Coaching and Consultation Parent and Community Partnerships Resources Page 5

13. Positive Behavior Intervention & Support (Sugai, et al, 2010)

14. Tertiary Prevention : Specialized Individualized Systems for Students with Secondary Prevention High Risk Behavior Specialized Group Systems for Students with At Risk Behavior ~5% Primary Prevention School wide and ~15% Classroom wide Systems for All Students, ~ 80% of Students Staff, & Settings CONTINUUM OF POSITIVE BEHAVIOR SUPPORT Resources Page 4

15. Core GOAL: 100% of students achieve at high levels Tier I: Begins with clear goals: What do we expect all students to know, understand and do as a result of our instruction? How will we know if these goals are met? How will we respond when students do not meet the goals with initial instruction? How will we respond when some students have already met the goals? (Batsche, 2010) 15

16. Supplemental Tier II < 20% of students Core + Supplemental To Achieve Benchmarks Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/month to get there? What resources will move them at that rate? How will we monitor the growth of students receiving supplemental instruction? (Batsche, 2010) 16

17. Tier III < 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks Where is the student performing now? Where do we want him/her to be? How long do we have to get him/her there? What supports has he/she received? What resources will move him/her at that rate? How will we monitor and evaluate the student’s growth? ve, Individualized (Batsche, 2010) 17

18. Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

19. PBIS • Focuses on prevention • Focuses on instruction • Uses data to make decisions & develop appropriate curriculum • Collaborative process

20. PBIS Training & Implementation Resources Pages 6-8 All PBIS Modules organized around problem-solving model

21. PBIS

22. PBIS

23. Administrators at Successful PBIS Schools

24. Systems Implementation Logic Fixsen and Sugai, 2010

25. Features of a Comprehensive System of PBIS

26. PBIS Team Responsibilities • Assess the current behavior management practices • Examine patterns of behavior • Obtain staff commitment • Develop a school-wide plan • Obtain family and community participation and input • Oversee, monitor, and evaluate all planned objectives and activities developed by the team

27. Activity: Audit of School-wide Implementation Workbook Pages 3-5 • Complete the Universal section of the Implementation Inventory (or review your completed Inventory) • Determine if your score is above 80% • Address any areas of concern on your action plan

28. Why is it so critical to build School-Wide Interventions before implementing Secondary and then Tertiary Interventions?

29. It’s Time to Consider Secondary PBIS Implementation When… Universals have been implemented but are not sufficient to impact specific behaviors Students display chronic patterns Behavior is impacting academic progress and “time in class”

30. Tertiary Prevention : Specialized Individualized Systems for Students with Secondary Prevention High Risk Behavior Specialized Group Systems for Students with At Risk Behavior ~5% Primary Prevention School wide and ~15% Classroom wideSystems for All Students, ~ 80% of Students Staff, & Settings CONTINUUM OF POSITIVE BEHAVIOR SUPPORT Take a close look at Classroom Management before implementing specific secondary intervention

31. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeetingFoundations

32. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA PRACTICES Supporting Student Behavior Supporting Staff Behavior SYSTEMS Positive Behavior Intervention & Support

33. Secondary Data NC PBIS Data Collection Manual IIO at least Level 1 and SET scores at least 80% Triangle Data Data Collection Tool: DBR Data decision rules Small Group Outcome Data Evaluation of Secondary level of PBIS

34. Intensive, Individual Interventions Students with 6+ · Individual Students 07% 1 - 5% referrals · Assessment - based · Intense, durable procedures 03% Students with 2-5 referral Targeted Group Interventions · 10 - 15% Some Students (at - risk) · High Efficiency · Rapid Response 90% Universal Interventions Students with 0-1 · All Settings 80 - 90% referrals · All Students, · Preventive, proactive Triangle of Student Referrals

35. Referrals by Student as a Universal Screening Tool

36. Data needed to Problem-Solve • Data from “bounces,” ODR, ISS, after-school detention, OSS should include information about • Location • Frequency • Problem Behavior • Motivation

37. DBRs Resources Page 9 Daily Behavior Report = DBR The DBR involves a brief rating of target behavior over a specified period of time Additional examples at http://www.interventioncentral.org/htmdocs/interventions/behavior/behrptcd.php Level II

38. Characteristics of DBR The DBR involves a brief rating of target behavior over a specified period of time behavior(s) is specified rating of the behavior(s) typically occurs at least daily obtained information is shared across individuals (e.g., parents, teachers, students) the card is used to monitor the effects of an intervention as a component of an intervention (Chafouleas, Riley-Tillman & McDougal, 2002)

39. Potential Uses for the DBR Increase communication As a component of an intervention package, particularly in self-management Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible (Chafouleas, Riley-Tillman & McDougal, 2002)

40. A systematic DBR possesses the following 4 characteristics: 1. The behavior of interest must be operationally defined 2. The observations should be conducted under standardized procedures 3. The DBR should be used in a specific time, place, and at a predetermined frequency 4. The data must be scored and summarized in a consistent manner (Chafouleas, Riley-Tillman & McDougal, 2002)

41. How are DBR data summarized?

42. DBR Considerations Measures perception of behavior “3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects

44. Data Decision Rules

45. Data Decision Rules Can be used by teams to determine set points where students will be referred for additional support Can be used to determine focus of implementation

46. Data Decision Rule Examples Any student that is absent more than 3 days in one month (or one 4 week period) will be referred for intervention Any student who receives 2 or more ODRs within a 9-week period will be referred for intervention Any student who fails one or more classes will be invited to join a small group related to classroom success

47. Data Decision Rule Examples Resources Page 10

48. Evaluate Program Effectiveness Pre-test/post-test comparison of criterion for entrance into program (attendance, grades, suspensions, etc.)

49. Activity: Secondary Data Workbook Pages 6-7 Assess & Identify Problems Develop Hypothesis & Solutions Identify Action Steps

50. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeetingFoundations