Agenda

1. Getting to Readiness TrainingPreparing for PBIS Training  and ImplementationVTPiBS Implementation Team

2. Agenda Learning objectives - Overview/Review of PBIS Process for getting to School-wide PBIS Implementation PBIS Readiness Checklist PBIS School Presentation Data-based Decision Making Action Planning

3. So WHAT is School-wide PBIS? Positive Behavior Supports (PBIS) is a proactive, school-wide, data driven, systems approach to improving social and academic competence for all students.

4. Positive Behavior Supports Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

5. Establishing Continuum for VTPBiS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION ~15% • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

6. Continuum of Support for ALL Few Some All

7. Decrease in • office referrals • suspensions, detentions • disruptive classroom behavior Positive Behavior Support Primary Outcomes Improvement in the school behavioral climate: • Increase in • academic performance • on-task behavior • parent, student and staff satisfaction • staff retention

8. What are the elements of PBIS at the Universal Level? Create a common purpose Define 3-5 positively stated behavioral expectations Develop systems for teaching behavioral expectations Develop systems for acknowledging and rewarding behavioral expectations Develop systems for discouraging problem behaviors Develop data management systems

9. What should you expect to see/hear in a PBIS school? >80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them. >80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them. School staff have taught the school-wide expectations to all students. Positive adult-to-student interactions exceed negative

10. What should you expect to see/hear in a PBIS school? School staff agree on which behaviors involve a referral to the office. The school has a leadership team that is representative of school staff and includes an administrator Function based behavior support is foundation for addressing problem behavior. Data & team-based action planning & implementation are operating.

11. Activity:Dialogue about PBIS! 60 Second Elevator Pitch: 1. With a partner explain: What is PBIS? 2. As a team identify: 1-2 questions you still have about PBS. Write on index cards.

12. The Process of Getting to School-Wide Implementation ….From Here to There!

13. Attend Intro to PBIS Forum • 2) Visit Websites: • www.pbis.org • www.pbisvermont.org • 3) Contact PBIS/BEST Team with • questions Awareness Activities

14. You Are HERE! • Attend Getting to Readiness • Workshop • 2) Complete Activities Necessary to • Achieve 100% on Readiness • Checklist • 3) Submit Intent to Implement Form Readiness Activities

15. Attend First Steps to Implementation: Dec. or Apr. • 2) Conduct SET and PBIS Self • -Assessment Survey • 3) Gather materials* for use at Universal Team Leadership Training First Steps to ImplementationActivities

16. Attend Universal Leadership Team Training: • March • June (BEST Summer Institute) • August • Draft Implementation Plan: • Statement of purpose • 3-5 behavioral expectations • Procedures for teaching expectations • Procedures for rewarding expectations • Procedures for discouraging problem behaviors • Data information system PBIS Universal Leadership Team Training

17. Conduct roll-out activities for staff, students & family/community • Implement all parts of PBIS Plan • Conduct monthly Universal Leadership Team meetings and report progress to all staff • PBIS School & SU Coordinators attend regular regional PBS meetings PBIS Roll-Out

18. What isPBIS Readiness? Laying the foundation for School-wide PBIS

19. Completing the PBIS Readiness Checklist

22. Readiness Checklist 1. A School Action Plan exists that has school-wide discipline as one of its top three goals.

23. “Provides a safe, caring, respectful environment free of hazing and harassment” • School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust) Examples

24. Readiness Checklist 2. A PBIS Team is formed with broad representation. Non-Teaching Family Representation Specialized Support Administrator Community Student Teaching

25. Building Administrator • Grade/Department Representation • Specialized Support • special educator, school psychologist, school counselor, behavior specialist • Support Staff • office, custodial, bus, cafeteria, etc. • Parent/Community • Student Team Membership:

26. 3. Administrator actively participates and attends meetings/trainings. • 4. Administrator commits to 3-5 years with ongoing training and revisions to the plan. Readiness Checklist

27. The administrator’s support & active involvement are critical factors for successful implementation. The administrator provides an articulated vision for school-wide PBIS at the building, district and community level. The administrator gives PBIS a “Top-3-Priority” status. Why Administrator Support?

28. Readiness Checklist 5. PBIS Team commits to monthly meetings.

29. 10. PBIS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility. 11. PBIS School Coordinator is identified and assigned a .1 FTE responsibility. Readiness Checklist

30. Assure resources (grant allocations) are tied to PBIS work in the schools • Coordinate and support the work of schools implementing PBIS within the SU • Develop and support a PBIS SU level team Why have a Supervisory Union (SU) Coordinator?

31. PBS SU Coordinator Responsibilities: • Establish Supervisory Union Team  • Complete or coordinate school-based evaluations and assessments (SET, EBS)  • Act as a liaison between schools and State PBIS Team • Attend school-based Leadership Team meetings 3 times per year • Establish quarterly Supervisory Union meetings once there are multiple schools within a Supervisory Union • Attend regional PBIS Coordinator meetings • Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV) • Ensure student social behavior is a top priority of the SU

32. Why have a PBIS School Coordinator? Team start-up and support Help with Team sustainability and accountability Team reinforcement (positive nag) Public relations and communications Ensure school data collection system is in place Promote systems change process Monitor progress Enhance collaboration and participation

33. PBIS School Coordinator Responsibilities: Meet with team at least monthly Attend PBIS coordinator and Leadership Team trainings Attend regional coordinator meetings Help team complete tasks on time Help with team organization Data organization and reporting

34. Team Activity As a Team, discuss: Who needs to be on your PBIS Universal Leadership Team? Who will be designated as your PBIS School Coordinator? Who will be designated as your PBIS SU Coordinator? Schedule your PBIS Leadership Team meetings between now and your Team’s Universal training. Complete Action Plan for Readiness Checklist #’s 1,2,3,4,5,10,11

35. 7. PBIS Leadership Team has provided awareness training to ALL STAFF. 8. At least 80% of all staff agree to PBIS implementation. Readiness Checklist

36. Elements to Include: • What is PBIS? • Why choose PBIS? • What are the elements of PBIS at the • Universal Level? • What does PBIS look like/sound like? • What’s expected of me? Characteristics of an Effective PBIS Presentation to Staff:

37. For sample slide show presentations visit www.pbsvermont.org Sample PBIS Slides

38. A vote for PBIS means… • All staff commit to active participation in improving school climate • All staff members directly teach & encourage expected social behaviors • All staff increase their daily positive contacts with kids in- & outside classroom • Administrators increase their involvement in proactive student interactions & support • Data are used for decision making • Formal supports in place for non-responding students

39. Lack of administrative direction/leadership • Skeptical that universal intervention not needed • Hopelessness about change • Philosophical differences • Staff feel disenfranchised from each other, the Administrator or the School’s Mission • Competing initiatives/don’t see the connection between behavior and academics Staff Reluctance to PBIS Buy-In

40. Designing School-Wide Systems for Student Success Integrated Response to Intervention • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Universal Interventions • All students • Preventive, proactive Academic Support + Behavioral Support • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% • Targeted Group Interventions • Some students • High efficiency • Rapid response • Targeted Group Interventions • Some students • High efficiency • Rapid response 5-10% 5-10% • Universal Interventions • All settings, all students • Preventive, proactive 100% 100%

41. Team Activity: Part 1 As a Team discuss possible staff reluctance and how you might respond.

42. Team Activity: Part 2 As a Team, plan your PBIS presentation for staff: Who will design and deliver the presentation? How will you ensure FULL STAFF participation in the presentation? When will the presentation take place? How will you know that you have 80% buy-in? Complete Action Plan for Readiness Checklist #’s 7 & 8

43. PBS and Data-based Decision Making PBS Schools must have: High quality data System for collecting and analyzing the data 3. Procedures for making decisions based on data

44. Attendance Detention, Suspension, Expulsion Observations Surveys, focus groups Special Education referrals Special Education eligibility Kinds of Data Positive Behavior Support Survey information School-wide Evaluation (SET) information Teaming matrix Team Implementation Checklist Office discipline reports Behavioral incidents

45. What are the data you are most likely to need to help you in making PBIS decisions? • What problem behaviors are most common? • ODR per Problem Behavior • Where are problem behaviors most likely? • ODR per Location • When are problem behaviors most likely? • ODR per time of day • Who is engaged in problem behavior? • ODR per student • Why are problem behaviors sustaining? • No graph

46. General Approach: “Big 5” # referrals per day per month # referrals by student # referrals by location # referrals by problem behaviors # problem behaviors by time of day

47. # of referrals per day per month

48. # of referrals by student

49. # of referrals by location

50. # of referrals by problem behavior