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School-wide Positive Behavioral Interventions & Support Day 1 PowerPoint Presentation
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School-wide Positive Behavioral Interventions & Support Day 1

School-wide Positive Behavioral Interventions & Support Day 1

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School-wide Positive Behavioral Interventions & Support Day 1

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  1. School-wide Positive Behavioral Interventions & SupportDay 1

  2. Overview of Today • Welcome & Introductions • Why School Climate? • What is SW-PBIS? • How to Implement SW-PBIS? • SW Rules • Behavior Expectations • Closing & Team Tasks

  3. Materials • SCCOE PBIS Website – http://pbis.sccoe.org • Resources • Tier 1 • Day 1 Materials/Presentations

  4. Working Agreements

  5. Goals of this Training Series Develop and/or strengthen existing School-wide PBIS systems at school sites

  6. Introductions Tell us a little about your school: • Introduction of team members (Name, Position, and Grade Level) • Size (# students/staff), demographics, neighborhood • What’s going well in your school – what are you proud of as a school? • What are challenges/needs? • What do you hope to gain?

  7. Every Kid Needs a Champion

  8. Why focus on School Climate?

  9. Why?

  10. Why? • Low achievement across school • Disproportionate outcomes across race/ethnicity • Teacher burn out • Toxic school environments

  11. Education Access and Outcomes • Exclusionary discipline (class removal, suspension, expulsion) • Often worsens problem behavior • Prevents access to instruction

  12. Education Access and Outcomes • Equity/Civil Rights Issue • Brown vs. B.O.E. 1954 • IDEIA 2004 • ESEA 2008 (No Child Left Behind) • Disproportionate discipline as a Civil Rights issue • “…both differential selection at the classroom level and differential processing at the administrative level make significant contributions to the disproportionate representation of African American and Latino students in school discipline.” (Skiba et al., 2011)

  13. Importance of School Climate California Education Reform California Law – AB 1729 Ammiano. Pupil rights: suspension or expulsion: alternatives and other means of correction.

  14. PBIS Big Ideas • Commitment to serve ALL students • Setting ALL Students & Staff up for Success • Level the Playing Field for All Students • Positive & Welcoming for ALL • Proactive is better than Reactive • Teach Social Behavior like we teach Academics • Increase participation in school & academic success • LIMIT LOSS OF INSTRUCTIONAL TIME

  15. PBIS Big Ideas • LIMIT LOSS OF INSTRUCTIONAL TIME • Reduce use of exclusionary & punitive strategies • Time in Office, Suspension, Detention, Expulsion • Focus on Attendance • Start with making school and classroom a welcoming, positive place for ALL students

  16. Cost Benefit Analysis Reactive Discipline v. PBIS Oregon Middle School Example 5100 referrals = 76,500 min. @ 15 min./referral = 1275 hrs. = 159 days @ 8 hrs/day almost an entire school year • Principal was at work 16 hr./day and it didn’t help • Implemented PBIS and referrals were reduced by over half in first year 240 days of instruction Gained!

  17. Team Activity Use Worksheet #1 • “WHY” is your school site here? • Is your school: • A safe, positive & welcoming environment for ALL students (race, gender, sexual orientation, ability/disability, SES, religion…..) • Maximizing instruction for ALL students… limiting expulsion, suspension, discipline referrals • Use Data (if you have), Experience, and perspectives to identify areas of strength and need • Any specific topics staff will prioritize? Rally around?

  18. What is PBIS?

  19. SW-PBIS The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Equitable Predictable Positive Consistent Safe

  20. SW-PBIS A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.

  21. Evidence-based features of SW-PBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective practices

  22. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings • Main Ideas: • Invest in prevention first • Multiple tiers of support intensity • Early/rapid access to support ~80% of Students 27

  23. SW-PBIS Culturally Equitable Academic & Social Competence OUTCOMES Culturally Relevant Support for Student Behavior Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…its based on long history of behavioral practices & effective instructional design & strategies Culturally Valid Decision Making DATA SYSTEMS PRACTICES Culturally Knowledgeable Staff Behavior

  24. Standardized Assessments

  25. Experimental Research on SWPBIS • SWPBIS Experimentally Related to: • Reduction in problem behavior • Increased academic performance • Increased attendance • Improved perception of safety • Reduction in bullying behaviors • Improved organizational efficiency • Reduction in staff turnover • Increased perception of teacher efficacy • Improved Social Emotional competence Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial.Archive of Pediatric Adolescent Medicine.2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012

  26. Components of Basic SW-PBIS Implementation • Team Process & Planning • Developing School Rules • Defining & Teaching expectations across settings • Defining & Teaching School-wide routines in common areas • Acknowledgment system Day 1 Day 2

  27. Components of Basic SW-PBIS Implementation • Responding to Problem Behavior & • Office Discipline Referrals & Data Systems • Implementation Plan & Handbook • Classroom Systems Day 3 Day 4

  28. Values of PBIS & Mission for School PBIS Teams • Improving school/student performance • Tying all efforts to the benefit of students • Never changing things that are working • Always making the smallest change that will have the biggest impact on students/school • Maximize our resources through data-based decisions and research based practices

  29. Team Discussion Use Worksheet #1 • Discuss with your team What will be important for the rest of your staff to understand about SWPBIS? • What questions do you have so far? • Share out

  30. How do we Implement SW-PBIS?

  31. Implementing Tier 1 in your school:How will we get there? Establish behavior rules and expectations Teach rules in context of routines Prompt, remind and reinforce positive behavior Monitor student behavior in natural context Evaluate effects on instruction Sustain; create your own school PBIS handbook and District Leadership support

  32. Leadership Organization Drivers Competency Drivers Integrated & Compensatory Change Takes Time…. Stages of Implementation INITIAL IMPLEMENTATION FULL IMPLEMENTATION 2 - 4 Years INSTALLATION EXPLORATION

  33. Exploration “Many implementation efforts fail because someoneunderestimated the scope or importance of preparation.” Leonard-Barton & Kraus, Harvard Business Review, 1985

  34. How can we make all students feel: Included & Valued? Membership & Pride in the School Give students a voice…a voice that is representative across factions of the student body Foster active participation of your students Positive Social Culture

  35. Establishing a Positive Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

  36. Shoulder Partner Activity • Share with your partner a time you were part of a team, club or group (non-work related) that had: Common language, experience, and vision/values • Share out at your table

  37. Team Process is….. • 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

  38. Identifying SW-PBIS Team Members • Membersto be included: • Certificated & Classified Staff • Administrator • School Psych/Counselor/Behavior Specialist • Family Member • Other staff/community members • Student (Middle/High) • Team should be representative of all staff • Across grades, departments, houses in school (if multiple houses), classified staff, tenure, race, gender, etc. • Allows for all persons in school to have a voice or receive updates

  39. Team Roles • Core roles • Facilitator • Minute taker • Data specialist • Time Keeper/Process Monitor • Active team member • Administrator • Backup for each role Typically NOT the administrator Can one person serve multiple roles? Are there other roles needed? -munchies manager

  40. Team Membership Culturally Responsive PBIS Recruit Community Members Include diverse customs & norms into implementation Recruit Family Members Is school staff representative of culture & diversity of the community?

  41. SW - PBISGENERAL IMPLEMENTATION PROCESS Team Staff Feedback Agreements Data-based Action Plan Evaluation Implementation

  42. Responsibilities of SW-PBIS Team • Initially • Lead: Development & Implementation • Seek Feedback Continue support of Tier 1 • Ongoing • Maintain: Development & Implementation • Meet Monthly • Monitor Data • Problem Solve

  43. Inform facilitator of absence/tardy before meeting • Avoid side talk • Remind each other to stay focused • Start and end on time • Be an active participant

  44. Working Smarter

  45. Sample Teaming Matrix Are outcomes measurable? Is there overlap in purpose?

  46. Team Activity

  47. In our Experience… The biggest hurdle to successful implementation of PBIS is: • Forging ahead with PBIS practices without paying sufficient attention to raising awareness & establishing buy-in and commitment (systems needs)