Sustaining

1. Sustaining

2. Today Timelines Expectations • Overview of PBIS (8:30-10:00) - History & Big Picture • Implementation Steps -(Tier 1,2,3) (10:00-11:30) Lunch (11:30-12:30) • Exploring Sustaining Steps or Implementing Tier 1 (12:30-3:00) Respect Others & the Facility Ask Questions

3. “All organizations (and systems) are designed, intentionally or unwittingly, to achieve precisely the results they get.” R. Spencer Darling

4. Positive Behavioral Interventions & Supports is a framework!

5. PBIS History

6. University of Oregon found that greater attention should be directed toward prevention, research-based practices, data- based decision-making, school-wide systems, explicit social skills instruction, team- based implementation and professional development, and student outcomes.

7. Reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with Behavioral Disorders.

8. Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback

9. Prevention Logic for All(Walker et al., 1996) • Decrease development of new problem behaviors • Prevent worsening of existing problem behaviors • Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors • Teach, monitor, & acknowledge prosocial behavior

10. PBIS objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable • Outcome-based • Data-guided decision making • Evidence-based practices • Systems support for accurate & sustained implementation

11. 16,000 schools • pbis.org • Two national leadership and dissemination conferences (October Leadership Forum, and March partnership with the Association for Positive Behavior Supports) • Three best-practices and systems “blueprints” (Implementation, Evaluation, and Professional Development)

12. PBIS History Lesson • Jigsaw the Article on the History of PBIS • Discuss as a group...what did you learn? • How article that your team should share with staff? • How can the article help your staff gain a better understanding of PBIS?

13. History is important. If we are going to ask our people to redesign learning environments they may have to change what they are currently doing. Change can be a Challenge! They need to know the “why” as well as “how.”

14. PBIS overview

15. The “Big Picture” Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Basics: 4 PBIS Elements PRACTICES Supporting Student Behavior

16. DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review • Shared with staff • Precision Problem Solving OUTCOMES SYSTEMS DATA PRACTICES

17. PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable OUTCOMES SYSTEMS DATA PRACTICES

18. SYSTEMS • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives OUTCOMES SYSTEMS DATA PRACTICES

19. OUTCOMES • Data-based • Relevant/valued • Measurable OUTCOMES DATA SYSTEMS PRACTICES

20. School-wide Positive Behavior Support Systems Classroom Setting Systems Individual Student Systems Nonclassroom Setting Systems Family & Community School-wide Systems

21. School-wide Systems 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5.Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

22. NonclassroomSetting Systems 1.Positive expectations & routines taught & encouraged, posted 2.Active supervision by all staff Scan, move, interact 3.Precorrections & reminders Positive reinforcement

23. ClassroomSetting Systems 1.Classroom-wide positive expectations taught & encouraged 2.Teaching classroom routines & cuestaught & encouraged & posted 3. Ratio of 4-8 positive to 1 negative adult-student interaction 4. Active supervision 5. Redirections for minor, infrequent behavior errors 6. Frequent precorrections for chronic errors 7. Effective academic instruction & curriculum

24. Individual StudentSystems 1. Behavioral competence at school & district levels 2. Function-based behavior support planning 3. Team & data-based decision making 4. Individualized instructional & curricular accommodations 5. Provide students with FEEDBACK on the accuracy and use of their social skills and behaviors, in the same manner that feedback is provided for successful and accurate academic performance 6. Targeted social skills & self-management instruction 7. Comprehensive person-centered planning & wraparound processes

25. Family & Community 1. School-wide Expectations 2. School-wide ‘acknowledgements’ described 3. School matrix sent home 4. Tips for helping students with ‘before and after’ school routines 5. Invite families to help plan celebrations 6. Families volunteer to participate, support, and develop the PBIS Universal Store 7. Families are invited to be active on PBIS teams 8. Families are informed about PBIS with specially designed handbooks, mini-binders, newsletter and/or websites

26. SWPBIS Continuum in a Multi-tiered System of Support • SWPBIS schools structure their evidence-based practices and systems of support into a multi-tiered approachbased on individual, targeted group and school-wide student need. • A multi-tiered prevention logic requires all students receive supports at the universal level with more intensive behavioral and academic supports provided when a student requires more support to reach social and academic success. • SWPBIS also uses behavioral science across all layers of the continuum. Understanding the function or the “why” of behaviorand academic difficulties is central to the underlying theory of action for SWPBIS.

27. Redesigning teaching & learning environments through the Steps of Implementation Before the Behavior After the Behavior Behavior

28. Implementation Science

29. Step 1- TEAM (PBIS is a Team Lead Process) Tier 1 Team Meets Monthly • Guides and maintains Tier 1 Implementation • Is representative of stakeholders • Knows purpose • Has defined roles & responsibilities • Uses an efficient & effective meeting process • At least one member serves on the advanced tiers team (link) • Shares, informs, gains buy-in from stakeholders Advanced Tiers Team Meets bi-weekly • Guides the Intervention & Support Process for Students • Uses an efficient & effective meeting process • Communicates and informs all involved of intervention plan Before the Behavior

30. Step 2: PURPOSE (Does everyone know it?) Before the Behavior

31. Step 3: Behavioral Expectations (3-5 Prosocial skills your students need to be fluent with to be successful) •Relevant to your school’s mission •Will accomplish your behavior purpose •Becomes your Tier 1 social skills instruction •Will be taught directly in context •Will be posted in Context Be Kind Be Safe • Be A Learner Before the Behavior

32. Step 4: Directly Teaching SW Behavior Expectations • •Lay out a SW plan (SW Matrix) • •Develop Lesson Plans • •Teach & Model Expectations in Context • •Post Expectation in Context Before the Behavior

33. Step 5: Develop Procedures for Teaching Classroom-wide Behavioral Expectations • •Embed SW Expectations within the normal procedures of the day (classroom matrix) • •Develop lesson plans • •Teach & Model Directly • Post • Use of behavioral best practices Before the Behavior

34. Before the Behavior

35. How do you know you have buy-in? • Observational Data • Outcome Data • ASK!!!

38. Step 6: Develop Continuum of Procedures for Encouraging & Strengthening the Use of SW Behavioral Expectations • •4-8:1 Positive to Negative Interactions • •“Gotcha” used as a visual reminder for STAFF to give specific behavioral feedback to students to tell them what they are doing RIGHT • •Celebrations; Individual,class,whole school After the Behavior

39. Step 7: Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations • •Reteaching is always first response to minor behavior error • •Reteaching occurs within response to major behavior mistake • •Establish common agreement about classroom vs. office managed problem behaviors (major/minor flowchart) • •Establish agreed upon consequences for rule violations • Understand function of behavior to avoid maintaining problem behavior After the Behavior

40. Step 8: Develop data-based procedures for monitoring implementation fidelity and outcomes Data leads us to the right questions so we can solve the problem! • •Use outcome data to identify the problem precisely, match intervention, determine the effectiveness of our intervention and inform staff development • •Use PBIS assessments to inform implementation efforts After the Behavior

41. Asking the right questions

42. The African proverb: "It takes a village to raise a child" holds true for North staff in providing high quality and engaging instruction for the remainder of the school year. The PBIS committee met Friday and identified 3 target behaviors based on office discipline referrals to help us focus so we can "finish strong!" Please read the attachment in detail which includes reminders and interventions we will put in place beginning Monday, April 21st. The only way we can do this is if we ALL hold each other and our students accountable to the high expectations we are capable of achieving. Thanks, team! Using Data After the Behavior

43. After the Behavior

44. Goal & benefit for ALL

45. So where are you at with Tier 1 Prevention Implementation?

46. Read each step of implementation Check off each product that you have in place for each step Look for steps and products you may be missing

47. Action Planning- 8 Steps

48. Implementing Tiers 2 & 3

49. Continuum of Support Tier III Individualized Intense Intervention Tier II Some Students Targeted Intervention Tier I All Students All Staff All Settings

50. Tiers 2 & 3 of Support Before Tier 2 & 3… Score of 80%/80% on SET, or 80% total score for TIC, or 70% total score for BoQ