School-Wide PBS:Planning for Implementation

Chris Borgmeier, PhD

Portland State University

cborgmei@pdx.edu

www.web.pdx.edu/~cborgmei

Why SW-PBIS?

Academic Engaged Time

Academic Learning Time: Typical School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)

- 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour)

= 626 Instructional time (time actually teaching)- 157 Time off task (Engaged 75% of time)= 469 Engaged Time (On task)- 94 Unsuccessful Engaged Time (Success Rate 80%)= 375 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 32%

Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)

- 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour)

= 710 Instructional time (actually teaching-710 vs. 626)- 71 Time off task (Engaged 90% of time)= 639 Engaged Time (639 vs. 469 On task)- 64 Unsuccessful Engaged Time (Success Rate 90%)= 575 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 49%

The Difference: Typical vs. Effective Schools Unallocated Non-Instructional Time

75% vs. 85% = 84 more hours Difference in 15 minutes vs. 9 minutes/hour Teaching expectations, teaching transitions, managing appropriate and

inappropriate behavior efficiently

Engagement Rate 75% vs. 90% = 86 more hours

Management of groups, pacing

Success Rate 80% vs. 90% = 30 more hours

Appropriate placement, effective teaching

So what? 200 hours more academic learning time (575 vs. 375) 53% more ALT 95 more days in school (4-5 more months of school!)

Education Resources Inc., 2005

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic-Behavior Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District, Regional & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Implementation & Prof’l Dev’t

Team Discussion Though teams have implemented to varying

degrees:

How has your SW-PBIS development/ implementation effort went?

How has this been different than other professional development efforts you have participated in?

What has worked? What has been challenging?

Non-example Action Plan Strategies

- Purchase & distribute classroom management curriculum/book

- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day in-

service- Observe in effective classroom - Observe & give feedback

What is likelihood of change in teacher practice?(Sugai, 2006)

Example Action Plan Strategies+ Build a school-wide System+ Use school-wide leadership team that

meets regularly+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

(Sugai, 2006)

School-wide SystemsBuilding Capacity v. One Shot Support

Build systems to support sustained use of effective practicesSW leadership teamRegular data reviewRegular action planning

Regular support & review To begin school year & throughout school year

Effective Professional Development High quality, ongoing, well planned PD No drive-by/drive-through/drive-in PD!

Drive-by- shouldn’t be a one shot deal Drive-through – shouldn’t be PD fast food-

we want something that is nourishing for our system!

Drive-in – shouldn’t be solely for entertainment purposes – it should be based on the systems needs

Coaching Provides continuity

GOOD

FASTCHEAP

When implementing an innovation, you may pick any two.

Wexelblatt’s Scheduling Algorithm

Effective Professional Development

Change requires sustained focusConsistency in trainingCoaching SupportData based decision makingTeam implementationCommunication & feedback from staff

When it comes to PD… Entertainment can be the enemy of Implementation

Team Discussion

What have you learned about implementation of systems change efforts through this process with SW-PBIS?

How can you apply these implementation lessons to future SW-PBIS implementation efforts?Or other school systems change efforts

Putting it all Together: PBS Handbook & Planning for Implementation

PBS Handbook What to include:

PBS summary & rationale School Rules & Posters Expectations Grid Lesson plans Schedule for teaching expectations Acknowledgment system

Example tickets & description of system

Responding to Misbehavior Office referral system Classroom v. Office Managed Behavior Suggested Interventions

Team Process PBS 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 PBS alive through ongoing planning,

support, and decision making to address needs as they arise

Looking at data & maintaining & developing programs to meet needs Constantly asking:

What can we do to address this need? What can we do to decrease this trend? How can we improve the current programs we have in place?

PBS Team: Roles & Responsibilities

Team RoleFinish development of PBS systemsFocus on implementation – ready to start year

as a PBS schoolPlan “PBS Kick-Off”Train Staff on PBS Implementation & “Kick

Off”

Preparing for Implementation Plan Ahead

Be Ready for PBS Kick-Off (First 2 weeks) Obtain & Organize materials

Rules Posters, Acknowledgment tickets, handbook

Have “PBS Kick Off” schedule ready to go

Might need to Schedule a Summer meeting to finalize plans for the Kick-off

Kick-off Assembly

Make it FUN & memorable for students & staff Introducing School rules & Programs Should be more than 1 day/ 1 assembly, make part of

every day for the first 2-3 weeks Use the talents of people in school

Develop a Schedule for Teaching Expectations Teach expectations & routines across settings

Particularly recess & cafeteria

Training Staff for Implementation Plan Ahead Schedule time during Pre-service week to

train staff on PBS implementation

Teach a Behavioral Lesson to staff, so they can understand what it will look like

Make the lesson fun and engage staff (still working on buy-in & creating a buzz)

Model lesson as if you’re teaching it to students OR teach Safe/Responsible & Respectful in staff lunchroom

Also use the lesson to help them understand what student lessons will look like

Team Tasks

Plan for organizing & developing PBIS Handbook

Develop schedule for PBIS Kick-Off & Back to School calendar

Develop plan for preparing & training staff for PBIS Roll-out and implementation Staff PBIS training in August Demonstrate teaching lessons to staff

Involving Students & Parents

Brainstorm for Parent Involvement & Introduction to PBS

Send home informationPBS in Parent/student handbook (see

example)

Integrate PBS into “Back to School” nightTeach parents a PBS lesson & hand out

tickets for good behavior, hold a drawing

Brainstorm for Parent Involvement & Introduction to PBS

Involve Parents in PBS Parent on PBS team Use parent volunteers during PBS Kick-off in first

week of school Make sure volunteering parents can use school

acknowledgement system & know the rules

Publicize Website, newsletter

Team Task

Rethink opportunities for involving parents & families in SW-PBIS implementation efforts from the beginning of the school year

What’s ahead?PBS Year 2

Role of PBS Team

Next YearDecision Making – discuss problem areas,

look at referral data & develop interventions to address problem areas

Ongoing monthly meetingsContinuing Development (as determined)

Priorities for Next Year

1. Successful Implementation/Maintenance of School-Wide PBS system

2. Continuing Development of SW-PBS Individual Student Systems Classroom Support Systems Non-classroom Support systems

Extending School-wide Programs Collaborate with After-School programs

Improve routines in the lunch room & recess Increase involvement of lunch/recess supervisors &

paraeducators on PBS team

Sub packets provide overview of PBS & school programs make acknowledgment tickets from subs “GOLDEN”

different color w/ add’l value

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

PRIORITY #1

PRIORITY #2

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Years 2-5: Continuing Development

1. School-wide System SW-PBS Team School Rules Define & Teach:

Expectations Routines

Acknowledgment System Consequences & Decision

Making Handbook

2. Classroom Support Training/ Support

opportunities Individual Teacher

Support

3. Individual Student System Targeted Group

Interventions FBA/BSP – Intensive

Individualized Interventions

Year 2: Team Implemented Problem Solving & Data Based

Decision Making

Year 2 & Beyond

Team Discussion

Questions or thoughts about Year 2 implementation & planning

Team PresentationsSW PBS

School Wide PBS Presentations1. Team Process

PBS Meetings Link w/ Staff – buy-in

2. Developing School Rules3. Defining & Teaching

expectations across settings routines across settings

4. Acknowledgment system5. Responding to Misbehavior

Decision Making using Office Discipline Referrals (SWIS)

6. Handbook7. Plans for Fall PBS Kick Off – 1st week of school

Training Staff on SW PBS