Multi-Tiered System of Supports: Tier 1 Training

Multi-Tiered System of Supports:Tier 1 Training Addressing the Behavioral and Academic Needs of All Students Session 1

Welcome and Introductions • On the tent card on your table, put the following information: • School Name • Number of Students Served • Grade Range • One Positive Word to Describe Your School • Select a spokesperson to introduce your team to the group

"What percentage of your teacher's time is currently spent trying to get unruly kids to behave? If you don't know, that's a problem. Find out. If it is 10 percent of their time, cutting that in half in a school with forty teachers is like adding two full-time positions--or about $140,000. That's right; improving student discipline is like getting an extra $140,000 a year." Hess, Cage-Busting Leadership, p. 71

Introduction to PBIS Training Tier 1 PBIS is a four-day training for your entire PBIS School-wide Leadership Team The PBIS Coach will attend two additional days of training this year During Tier 1 PBIS training, your Team will learn about and begin to implement 10 critical elementsof PBIS This is the beginning of a systemic change process for your school

Critical Elements of School-wide PBIS • PBIS Leadership Team • Faculty Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching Expectations/Rules • Implementation Plan • Classroom Systems • Evaluation Benchmarks of Quality, FL PBIS

Big Idea: Keep doing what is working and focus only on what needs to change!

Introduction to PBIS Training • Your principal agreed to specific commitments regarding PBIS implementation • Attend 4 days of training together as a team • PBIS Coaching commitment • Meet monthly for one hour • Collect, submit, and analyze fidelity data • Collect and analyze outcome data (e.g., office referrals, suspensions, detentions, etc.) • Develop and track a PBIS Action Plan • Active participation • 3-5 year process for your school

Session Objectives • Overview of PBIS • Effective team collaboration • Team roles • Team responsibilities • Faculty commitment • Development of school-wide expectations

Reflection: Individual Team

What is School-Wide Positive Behavioral Interventions and Supports? • School-wide PBIS is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students • Evidence-based features of PBIS (Lewis & Sugai, 1999) • 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 interventions • Administrative leadership – Team-based implementation (Systems that support effective practices)

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

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Tier 1: SW PBIS • Why start at Tier 1? • Provides core teaching about important behaviors (Sugai & Horner, 2002) • All students receive instruction • Prevention is the goal • Less students will need more intensive interventions (Gresham, 2005)

Tier 1: SW PBIS • What does Tier 1 look like? • Behavior is taught, practiced, and monitored across all school settings • All students aware of expectations • All adults model, monitor, and reinforce • Should positively impact at least 80% of students

Tier 1: SW PBIS PBIS schools in KY showed significant decreases in office discipline referrals ODR Rate per 100 Students per Day KY PBIS Elementary Schools = .21 National Sample = .34 KY PBIS Middle Schools = .75 National Sample = .85 KY PBIS High Schools = .92 National Sample = 1.27 Davis, K. S., 2011

Tier 1: SW PBIS PBIS schools in KY showed significant decreases in out-of-school suspensions KY PBIS schools showed a 41% reduction in OSS State reduction for same time period was 15% Davis, K. S., 2011

Tier 1: SW PBIS PBIS high schools in KY showed significant decreases in dropout rate KY PBIS schools showed a 40% reduction in dropout rate State reduction for same time period was 17% Davis, K. S., 2011

Team Time How does this description of Tier 1 PBIS fit with your previous perceptions? Identify one thing you now know about PBIS that you didn’t know before today.

High quality instruction engages students and leads to reductions in problem behavior(McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press; Preciado, Horner, & Baker, 2010)

Improving the social behavior of students results in more minutes spent in academic instruction • (Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Too few performing at desired levels Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support Students needing intensive/ individualized Interventions Students needing strategic/targeted interventions Students performing at desired levels

Children who fall behind academically will be more likely to • Find academic work aversive • Find escape-maintained problem behaviors reinforcing McIntosh, 2008

Distribution of Elementary Reading Intervention Level: Michigan Example (based on DIBELS assessment) (n = 201) (n = 4074) 24% 56% 33% 24% 43% 20%

KY Gap Closure Needs Assessment Results • A lot of variance in the way RtI is delivered • Fundamental misunderstanding of RtI • “We do 15 minutes of RtI per day.” • Not really using strategies to differentiate • e.g., Think grouping IS the strategy • Teachers state they want more training on differentiation

Multi-Tiered Systems of Support Basics • The process is consistent at all three levels of intervention • The same basic questions get asked for the same basic reasons • Consistency of process reduces the confusion of where are we and what are we to do Scott, 2009

The Basic Questions 1. What are the predictable failures for this group of students? 2. What do we do to prevent failure? 3. How will we maintain consistency? 4. How will we know if it is working? Scott, 2009

Tier 1: Interventions and Supports for All 1. What are the predictable failures for students in this school? 2. What do we do to prevent failure? school-wide strategies 3. How do we maintain consistency? 4. How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful move to Tier 2 Level of Support

Team Time Find the handout titled Tier 1: Basic Questions. Focus on Questions 1 and 2. Be prepared to share out.

Establish a building-wide team that oversees all development, implementation, modification, and evaluation activities in order to implement procedures and processes intended for all students, staff, and settings Element 1: PBIS Leadership Team

PBIS Leadership Team Items BoQ Team has administrative support Team has regular meetings (at least monthly) Team has established a clear mission/purpose

Important Team Variables • Three critical variables that impact success of Tier 1/Universal implementation (Cohen, 2006): • Administrator commitment • Well-functioning Leadership Team • Staff buy-in

The Administrator is Critical to Success! • Highly visible • Model expectations • Communicate caring for students (National Association of Elementary Principals, 1983) • Willing to implement necessary changes • Knowledge of PBIS and treat as priority • Attend all meetings and trainings (Newton et al., 2009)

Essential Attributes of the Team • Committed to the teamwork philosophy • Understand the goals of the team • Understand their individual roles, functions, and responsibilities • Willing to take initiative • Willing to communicate • View disagreement as positive • View team performance evaluation as constructive Florida PBIS

Essential Activities of the Team • A basic understanding of team functioning and dynamics • Consistency in performing team duties (e.g., having monthly meetings) • Efficient use of meeting time (e.g., using team roles) • On-going use of an Action Plan • Consistent adherence to PBIS principles in making decisions with data Handler et al., 2007

Team Roles • PBIS Coach/Facilitator • Data Analyst • Recorder • Communicator • Time Keeper • Keeper of the Manual • Other

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Positive Behavior Supports: Tier 1/Universal Action Plan School Year: _______________ Critical Elements

Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

Team Time • Do you have the right staff members on your team, including at least one person knowledgeable about academic RtI? • Have you determined team roles to ensure efficient meetings? • Do you have a monthly schedule of meetings? • Document on your Action Plan.

Ensure that all staff members are engaged in the development and implementation of PBIS by being aware of and involved in data decisions and goal setting Element 2: Faculty Commitment

Faculty Commitment Items BoQ • Faculty is aware of behavior problems across campus through regular data sharing (e.g., newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) • Faculty is involved in establishing and reviewing goals (e.g., survey/feedback form during meeting, Survey Monkey) • Faculty feedback is obtained throughout year (e.g., any of the above plus Self-Assessment Survey)

Staff Commitment is Essential • Faculty and staff members are criticalstakeholders • 80% buy-in must be secured • Staff members must understand they are making a 3-5 year commitmentto change the culture of the school

Strategies to Keep Staff Commitment High • Regular communication (newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) about long-term and short-term components • Sharing data • On-going training for faculty and staff • Frequent assessment of how implementation is going (surveys, discussions, etc.) • Ensuring adequate resources Handler et al., 2007

Challenges to Gaining Buy-In Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Insufficient system of support Staff lack a clear vision of how the changes will impact them personally

Supporting Systemic Change through a Team Process • Staff members must share: • A common dissatisfaction with the processes and outcomes of the current system • A vision of what they would like to see replace it • Problems occur when those in the system lack the knowledge of how to initiate change or when there is disagreement about how change should take place

Team Time Find the Managing Complex Change handout. Discuss the different components necessary to produce change. What words do you think go in the blank boxes?

Team Time Now… Discuss Managing Change at your school. Which areas (vision, skills, etc.), if any, might be most problematic for you to produce culture change? Brainstorm some solutions!

Establishing and posting expectations for student and staff behavior, and developing rules and procedures linked to the expectations Element 5: Expectations and Rules Developed

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Multi-Tiered System of Supports: Tier 1 Training