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Maximizing PBIS Implementation for Positive Student Outcomes

Learn how to ensure fidelity of implementation for PBIS, support staff behavior and decision making, and use data systems and practices to support student behavior. Focus on staff perspectives, school-wide evaluation, and advanced tiers.

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Maximizing PBIS Implementation for Positive Student Outcomes

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  1. PAPBS Network Coaches DayJanuary 28, 2016 Fidelity Measures Lisa Brunschwyler- School Age- School wide LeAnne Lorenzo- Early Childhood- Program wide

  2. Supporting Social Competence & Academic Achievement Positive Behavioral Interventions and Supports OUTCOMES Supporting Staff Behavior Supporting Decision Making DATA SYSTEMS PRACTICES Supporting Student Behavior

  3. Data Based Decision Making • Are we implementing PBIS with fidelity? • Are students benefiting behaviorally, emotionally and academically? • Are our systems and practices efficient? • Are we promoting buy in/ continued commitment from staff, students and community?

  4. Fidelity of Implementation • the extent to which the delivery of an intervention adheres to the protocol or program model originally developed

  5. Staff Perspectives- School Wide • PBIS apps website • School Safety Survey (SSS) • Completed by ALL building staff • Completed ANNUALLY in the spring • Collect BASELINE (pre-implementation) • Self Assessment Survey (SAS) • Completed by ALL building staff • Completed ANNUALLY in the spring • Collect Baseline (pre-implementation)

  6. Inventory of Practice- Program Wide

  7. Benchmarks of Quality- School Wide • The BoQ • Aself assessment tool • Completed by the Universal Core Team annually • Identifies 53 Benchmarks- a total score of 107 points • Identify strengths and areas of need • Team will use SSS, SAS and BoQ data to develop an ACTION PLAN for the following school year • Action plan with GOALS for the year! • Scores entered on PBIS apps and p-Track

  8. EC Benchmarks of Quality – Critical Elements • Establish leadership team • Staff Buy-In • Family Involvement • Program-wide expectations • Strategies for teaching and acknowledging the program wide expectations • All classrooms demonstrate the adoption of the “Teaching Pyramid” • Procedures for responding to challenging behavior • Staff Support Plan • Monitoring implementation and outcomes

  9. EC Benchmarks of Quality: Action Plan • Developed annually by the Core Leadership Team members • Based on the Benchmarks of Quality progress/data • Drives the work of the Core Leadership Team for the year

  10. School-Wide Evaluation Tool (SET) • The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. • The SET results are used to: • assess features that are in place • determine annual goals for school-wide effective behavior support • evaluate on-going efforts toward school-wide behavior support, • design and revise procedures as needed, and • compare efforts toward school-wide effective behavior support from year to year.

  11. SET- School-wide • In PA, we use the SET to assess Fidelity of Implementation of Tier 1 (Universal) Level of Support. • Schools must first complete a BoQ • Score 70% or higher, request a SET to be completed - an outside evaluator will be assigned. • Goal- an 80/80 score: • 80% or higher for category B- (Behavioral Expectations Taught) and 80% or higher for the overall Mean Score.

  12. SET – school visit • The outside evaluator will ask for: • As a COACH, make sure schools are developing these systems.

  13. Sustainability!!!!

  14. Early Childhood- Program Wide • Classroom Fidelity Implementation Tools • TPOT • Early childhood (preschool or childcare programs) • TPITOS • Infant/Toddler (childcare programs) • Preschool SET

  15. Classroom Fidelity Implementation Tools • Teaching Pyramid Observation Tool- TPOT • Preschool Observation Tool • Key teaching practices • Red Flags • Responses to Challenging Behavior Preschool

  16. Classroom Fidelity Implementation Tools • Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) Infant and Toddler The TPITOS observation consists of three main elements: 2010 (1) Observing for Red Flags (2) Observing specific routines and conducting engagement sweeps (3) Observing specific routines and rating behavioral and environmental items for each routine. NEW

  17. Social Emotional Screening Tools • Ages and Stages Questionnaire – Developmental-3 and Social/Emotional-2 • Social Skills Improvement System (SSIS) Rating Scales • Preschool and Kindergarten Behavior Scales-2 • Devereux Early Childhood Assessment – Resiliency and Social Skills

  18. Pre-SET (Preschool SET) • Research Edition: An Assessment of Universal Program-Wide Positive Behavior Support in Early Childhood • PAPBS uses Pre-SET to determine fidelity at Tier 1-Universal for Recognition • Completed by an outside evaluator

  19. Advanced Tiers- School Wide • Tiered Fidelity Inventory (TFI) • In PA, being used to assess Fidelity at Tier 1, Tier II and Tier III level of support. • Tier I • 30 point total • Fidelity is a score of 80% or higher • Includes a “walk-trough” • Similar to a “mini-SET”

  20. TFI - School Wide • Tier II level of support • Uses a rubric- similar to the BoQ • Total score of 26 points • Score of 80% or higher reflects fidelity (a level of implementation that will result in improved student outcomes). • Tier III level of support • Total score of 34 points • Score of 80% or higher reflects fidelity (a level of implementation that will result in improved student outcomes).

  21. TFI- School Wide • Tier III level of support • This involves 1:1 support planning for a student • This typically involves the District Leadership Team (with the Building Level Team) • Contracts with outside providers • Intensive Supports • Need for a district Behavior Specialist • Use of School Psychologist • Guidelines for Community Supports when in the builidng

  22. Advanced Tiers: Program Wide

  23. Documentation for Facilitation of Advanced Tiers Checklist

  24. Behavior Incident Reports (BIRs)- PW • Created by the site to match activities and routines • Definitions for behaviors are determined • Directions for use are developed • Training for staff on the use and purpose • Data from BIRs are used within the PBIS process

  25. Brookside Children’s Early Education Center

  26. Behavior Partnerships- PW

  27. Early Childhood PAPBS Database • Manage • your program • Buildings • Staff • Teams • Classrooms • Enter Benchmarks of Quality • Enter Coaching Logs

  28. Authentic Assessment- PW • BRIGANCE Early Childhood Developmental Inventory (ECDI) • Head Start Developmental Inventory (HSDI) • Pearson: The Ounce Scale, The Work Sampling System • Teaching Strategies: GOLD • HighReach Learning: GRO

  29. School-Wide PBIS • DATA, DATA, DATA • P-Track • PBIS apps

  30. Questions?

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