School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 4 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer • Quick Review of SWPBIS from Days 1-3 • Non-classroom Settings • Classroom Settings • Team Action Planning (with TIC) • Wrap up

3. 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

4. Training Expectations: RESPECT…

5. Tools! School-wide PBIS Workbook and Appendices nepbis.org pbis.org Evaluation Plan Action Plan

6. Activity:Please Enter Attendance • 1 min • Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

7. QUICK Review Overview & Getting Started with SWPBIS (Days 1-3)

8. Overview of School-wide Positive Behavior Support(Chapter I)

9. Critical Features of SWPBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions I.C

10. Overview of School-wide Positive Behavior Support(Chapter II)

11. Getting Started with SWPBIS • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation

12. Getting Started with SWPBIS PRACTICES • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.vii

13. ~10 positive : 1 correction

14. Getting Started with SWPBIS DATA • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.viii

15. Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices • Step 1: Develop evaluation questions. • Step 2: Identify indicators or measures. • Step 3: Develop methods for collecting and analyzing indicators. • Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? How was the question answered and what should be done next? II.B.viii

16. Continuous Quality Improvement Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Develop solution(s) Implement solution(s) with integrity and fidelity

17. Improving Decision Making Problem Solution Action Planning Solution Problem Problem Solving

18. Getting Started with SWPBIS SYSTEMS • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.ix

19. Key Systems Features SYSTEMS I.C.iv

20. 80% Rule SYSTEMS Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% • Primary Prevention: • Systems to support • all staff: • Professional development • Reinforcement ~15% Apply the triangle to adult behavior! • Secondary Prevention: • Specialized Group • Systems for Staff who are “At-Risk” • Additional instruction • Increased support ~80% of Staff

21. Getting Started with SWPBIS SYSTEMS • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.x

22. To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II.X

23. 3. SWPBIS Practices and Systems in Non-Classroom Settings(Chapter III)

24. Problematic Non-Classroom Settings III.A

25. Examples A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions. III.A

26. Definitions and Intervention Considerations III.B

27. Non-Classroom Settings • Particular times or places where supervision is emphasized • Where instruction is not available as behavior management tool • Examples: • Cafeteria, hallways, playgrounds, bathrooms • Buses & bus loading zones, parking lots • Study halls, library, “free time” • Assemblies, sporting events, dances III.B

28. Activity:Non-Classroom Settings • Pick 1 problematic non-classroom setting you have experienced • Identify 2-3 features of problem • Identify 2-3 possible solutions • Report (<1 min.) main features of your example • Work as team for 5 min

29. Classroom v. Non-Classroom III.B

30. Non-Classroom Settings: Basic Management Considerations Practices Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior • Physical or environmental arrangements • Routines & expectations • Staff behavior • Student behavior III.B

31. Douglas County S.D., CO 4-08

32. Douglas County S.D., CO 4-08

33. Guidelines for Non-Classroom Settings PRACTICES • Implementation is school-wide by all staff • School-wide behavior expectations taught in context • Administrator is an active member • Context-specific expectations and routines taught directly and early in the school year/term • Regular opportunities for review, practice, and positive reinforcement • Team-based review, action planning, and implementation consideration • Data-based progress monitoring and action planning • Regular review of accuracy of intervention implementation And always remember to consider systems, culture, & context: III.C

34. Supervision Self-assessment YES or NO III.D

35. Did I have at least 4 positive for 1 negative student contacts? • Have more positive student contacts than negative • Use variety of contact forms

36. Did I move throughout the area I was supervising? • Obvious • Positive • Interactive • Unpredictable

37. Did I frequently scan the area I was supervising? • Head up • Make eye contact • Overt body position

38. Did I positively interact with most of the students in the area? • Variety of interaction types • Social positives • SW acknowledgements • Variety of students • Quick • Noticeable • Publicly appropriate “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

39. Did I handle most minor rule violations quickly and quietly? • Quickly • Privately • Neutrally • Follow-up with positive • Follow-up

40. Did I follow school procedures for handling major rule violations? • Quick • By the book • Business like • Disengage • Precorrect for next occurrence Considerations • What are “costs” of compliance? • Can I follow-through with consequences? • Have I taught & reinforced compliance? • Disengage quickly

41. Do I know our school-wide expectations (positively stated rules)? • Positively stated • Small in number • Easy • Comprehensive • Defined

42. Did I positively acknowledge at least 5 different students for displaying school-wide expectations? • Individualized • Informative • Sincere

43. “Readers’ Digest” Guide • 7-8 “yes” = Super Supervision • 5-6 “yes” = So-So Supervision • <5 “yes” = Improvement Needed

44. Why does everyone need to be involved? • Staff outnumbered • Adult presence • Prompts desired behavior • Deters problem behavior • “Being a good citizen” • Contribute to school climate What’d you say? Show you what? Oh, the data?

46. Back to the Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. • “Talk, Walk, & Squawk” • School found out that most incidents were teasing that escalated. • Taught kids a simple social skill lesson called “talk, walk, squawk.” Talk: When someone teases you, say “I don’t like it when you say those things. Stop.” If teasing continues, look cool and walk away…don’t say anything. If teasing continues, “squawk: ask an adult to mediate a solution.” Teach school-wide so all students know what to do and can predict what will happen if they continue to tease. • Increase active supervision, practice of TWS, and reinforcement of use of TWS.

47. Back to the Examples A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. • “Neighborhood Watch” • Held school, community, and family meeting to talk about school-wide rules: respect self, others, property • Taught kids about respect in nonschool settings (i.e., neighborhoods). • Told all kids, parents, and staff that all neighbors have been given permission to report kids in neighborhood who should be in school and/or engaged disrespectful behavior. Law enforcement similarly informed…..i.e., increased active supervision. • Kids and neighbors participated in a community picnic after school once a month.

48. Back to the Examples A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. • “Adopt-a-Bathroom” • Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer. • All staff members “adopted a bathroom” and agreed to visit their bathroom at least three times daily. Didn’t have to use the bathroom, just walk through. Big school so every bathroom was visited numerous times by different faculty members. • Kids acknowledged for respecting privacy, good hygiene, etc.

49. Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions. • “Music, Mags, & Munchies” • This was unusual situation: school campus divided by interstate, most classrooms on one side, and office, cafeteria, etc. on other side. So kids had to be bused 3-4 times to one side or the other. • Increased active supervision. • Bus drivers given school store discounts to give to kids who had appropriate transitions. • Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.

50. SYSTEMS FEATURES • School-wide implementation • All staff • Direct teaching 1st day/week • Regular review, practice, & positive reinforcement • Team-based identification, implementation, & evaluation • Data-based decision making