School-wide PBIS Universal Systems Year 2

1. School-wide PBISUniversal SystemsYear 2 Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

2. Team Sharing • Review SW-PBIS Roll-out and Implementation • Successes • Surprises • 1 think you learned you’ll change for next year • Challenges/Questions

3. Role of PBIS Team Monitoring & Maintaining Implementation • At least monthly team meetings • With monthly review of data • Regular updates with whole staff • Re-Teaching • Planning & maintaining Acknowledgment system & assemblies • Monitoring Discipline Data & challenging areas to inform action planning • Continuing Development of PBIS intervention

4. Team Process • 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 • Constantly asking: • What can we do to address this need? • What can we do to decrease this trend? • How can we improve the current programs we have in place?

5. Priorities for this Year • Successful Implementation, Problem Solving & Maintenance of School-Wide PBIS (Tier 1) system

6. PBIS Assessment www.pbisassessment.org

7. Team Activity • Open up your School Account on www.pbisassessment.org • Click on “Login” tab in upper right of page • Type in your School ID # • Click the “Action” arrow next to Team Checklist • As a team complete the Team Checklist on-line • Use your results to identify action items & develop an action plan • Identify any other priorities related to student behavior/ discipline/ PBIS in your school

8. Priorities for this Year • Successful Implementation, Problem Solving & Maintenance of School-Wide PBIS (Tier 1) system • Using Discipline Data to inform action planning in PBIS Team meetings • Continuing Development of PBIS Systems • Implement Classroom System Supports • Develop & Pilot CICO

9. School-wide Positive Behavior Support Systems Classroom Setting Systems CICO Nonclassroom Setting Systems Individual Student Systems School-wide Systems

10. CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% PRIORITY #1 Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings PRIORITY #2 ~80% of Students

11. What is planned for Year 2? Tier 1 Team Tier 2 Team Tier 1 Team Tier 2 Team

12. Who should we add to our Tier 2 team? • Check-In/Check-Out Coordinator and • Behavior Specialist(s): • Person(s) in school involved with conducting behavioral assessments, developing behavior support plans and providing support to students with challenging behavior • Often = School Psychologist, Special Education Teacher, and/or School Counselor

13. CICO Coordinator Responsibilities • Organize & coordinate implementation of CICO system • Coordinate check-in and check-out • Possibly do Check-in & check-outs • Lead meetings • Enter data daily (or monitor daily data entry) • Organize & summarize student data for meetings • Problem solve challenges to implementation of CICO • Establish rapport with students • Provide training to all students before they begin CICO • Contact person for caregivers • Process requests for assistance

14. CICO Coordinator Examples Non-Examples Principal Classroom teacher Any individual responsible for discipline • Social worker • Counselor • Special Education teacher • Paraprofessional

15. Team Task • Who will you add to your Tier 2 Team? • CICO Coordinator • Behavior Specialist • Questions for Year 2 planning & implementation

16. Classroom SystemsSchool-wide PBIS Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.pbisclassroomsystems.pbworks.com

17. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

19. Match Need to Intervention Challenge: embedding in a SW approach v. focusing only on individuals • Different staff will require different levels of Classroom Support • Systems approach is required for successful implementation at ALL levels of support

20. Non-example Action Plan Strategies • Purchase & distribute classroom management curriculum/book • Discuss at faculty meeting • Bring in CM expert for next month’s ½ day in-service • Observe in effective classroom • Observe & give feedback What is likelihood of change in teacher practice? (Sugai, 2006)

21. Example Action Plan Strategies + Build on SW System + Use school-wide leadership team + Use data to justify + Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements (Sugai, 2006)

22. Classroom SystemsBuilding Capacity v. One Shot Support • Build systems to support sustained use of effective practices • SW leadership team • Regular data review • Regular individual & school action planning • Regular support & review • To begin school year & throughout school year

23. Team Discussion Reflect on a School-wide Model for Classroom Support What ideas/questions/suggestions do you have about how to implement supports in an effective and feasible way

24. Classroom SystemsFocus: School-wide Support

25. Classroom Practices Self Assessment • Have staff complete the Classroom Practices Self Assessment • Available on-line • Plan to complete 3 times per year • Fall/ Winter/ Spring • Team collects data to: • Strategically guide decision making re: Prof’l Dev’t • Identify staff development topics/ areas of common need • Monitor progress

26. Classroom Practices Self-Assessment

30. When Giving the Survey • Make sure staff understand this is NOT an evaluative tool • Encourage honest evaluation of individual practices • Anonymous responses are likely to increase accuracy of responses • Recommended to preview each of the items on the survey so staff have a clear understanding of what the item is asking staff to evaluate • Explain how the data will be used to target specific needs for staff development with the School-wide Goal of improving classroom practices

31. Data Summaries Graphs & Summary How to read the data

32. Percent of Participating Staff

33. Team Discussion • Review your school Data • Prioritize Practice to focus on to support implementation • Note: Based on data across schools, we’ve developed materials to support PreCorrection

34. Classroom SystemsTeam Implementation & Support

35. Supporting Effective Classroom Practices Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”

36. #2 on NY Times Bestseller List on March 18th 2012 The Power of Habit: Why we do what we do in life and business Charles Duhigg Video Intro

37. The Habit Loopfrom “The Power of Habit” A habit is a formula our brain automatically follows: When I see a CUE, I will do ROUTINE in order to get a REWARD.

38. Steps to Changing your Habits • Identify your Bad Habit Loop • Identify your habit/Routine to change • Look for Rewards • Isolate the Cue • Have a Plan for change • Identify your Replacement Behavior “New Habit” • Pair w/ Rewards

39. My “Bad Habit” Loopfrom “The Power of Habit” A habit is a formula our brain automatically follows: When I see CUE, I will do ROUTINE in order to get a REWARD. Step 1: Identify your Habit – I raise my voice, scolding my daughter Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum, but raising my voice usually further escalates; so what is my reward?.... I get to feel like I’m doing something & letting her know this is not ok Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling, throwing a tantrum

40. The Habit Loop A habit is a formula our brain automatically follows: When I see CUE, I will do ROUTINE in order to get a REWARD. When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in order to make me feel like I’m doing something & let her know it’s not OK to act this way (reward). Step 4: Have a Plan – Replaceraising my voice with calmly saying “yelling is not ok” and consistently saying to her tell me what you want & occasionally prompting her with the words to say – this should provide me the Reward of letting her know it’s not ok, “doing something” and make me feel better and more controlled about how I’m responding… and teaching her specifically how to respond… over time reducing the trantrums & whining

41. Integrating “Power of Habit” in to the Classroom • How can we support teachers to: • Understand the “Habit Loop” • Build habits to use Evidence-based Classroom practices • Change Bad Habits in the classroom & replace w/ Evidence-based classroom practices

42. Implementation Steps • Teach staff the “Habit Loop” and the steps to changing your habits • Identify the Targeted Classroom Practice & provide examples • Give staff a chance to individualize (staff must be individually invested – changing habits is tough & takes commitment) • Tailor the classroom practice to fit their unique context & needs & • Define their personal “Habit Loop” (cue  habit  reward) • Present a range of plans for Supporting Implementation of the new habit/classroom practice • Give staff time to Develop an individualized Plan for Supporting Implementation

43. 1. The Habit Loop Teach staff the “Habit Loop” and the steps to changing your habits (see previous slides)

44. Team Discussion • Reflect on the Habit Loop information • Is this information useful? • If so, how would you present this information? • Is this something you believe would be meaningful for staff to hear?

45. 2. Present the Targeted Practice • Targeted Classroom Practices are selected by the SW-PBIS team based on teacher self-assessment results & ‘Priority for Improvement’ data to increase buy-in & tailor to needs • Share the Data • SW-PBIS team presents the Targeted Classroom Practice • Define classroom practice & critical features • Present a range of examples • Model cue & rewards • Might include individual examples from staff members who use the identified practice

46. PreCorrection • Definitions: • A systematic way of anticipating and addressing inappropriate social or academic behaviors (Kauffman, Mostert, Trent, & Pullen, 2006) • The provision of prompts for desired behavior in certain circumstances that are determined to be antecedents for problem behavior (DePry & Sugai, 2002)

47. PreCorrection: Critical Features • PreCorrectivestatements should be delivered at the beginning of an activity or transition before problem behavior has a chance to occur… it’s crucial to know the cues that most commonly trigger the problem behavior. • PreCorrectfor what to do – prompt for the expected appropriate behavior… do not focus on inappropriate student behavior

48. PreCorrection • Implementation Examples: • Recommend tailoring examples to fit your context • “Before we line up, remember walk in a straight line, quiet voices with hands to self” • “Before we break into group work, if you need help -- remember you can ask a peer in your work group quietly for help, and if they don’t know the answer, go on to the next problem, and you can ask me at the break.” • As students enter the classroom, the teacher prompts them to pick up their folders, go straight to their desk, and to get started quietly on the warm-up activity on the board.

49. Steps in PreCorrection ID the context & predictable behavior of concern Specify expected behaviors Modify the context Conduct behavioral rehearsals Provide strong reinforcement for expected behaviors Prompt expected behaviors before performance Monitor the plan

50. from Crosby, Jolivette & Patterson, 2006