Tier 1: Session 1

SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS:

ADDRESSING THE BEHAVIOR OF ALL STUDENTS

Tier 1: Session 1

KENTUCKY CENTER FOR INSTRUCTIONAL

DISCIPLINE

33 Fountain Place, Frankfort KY 40601Phone/Fax: 502.223.9932 - www.kycid.org

Critical Elements of School-wide PBIS

1. PBIS Leadership Team

2. Faculty Commitment

3. Effective Procedures for Dealing with Discipline

4. Data Entry and Analysis Plan Established

5. Expectations and Rules Developed

6. Reward/Recognition Program Established

7. Lesson Plans for Teaching Expectations/Rules

8. Implementation Plan9. Classroom Systems10. Evaluation

Note: Critical Elements as defined by the Benchmarks of Quality, an evaluation instrument used by schools annually to assess implementation

Introduction to KY PBIS Training

Your principal agreed to specific commitments regarding PBIS implementation PBIS Coaching commitment Meet monthly for one hour Collect, submit, and analyze survey and

evaluation data Collect and analyze outcome data (e.g., office

referrals, suspensions, detentions, etc.) Develop and track a PBIS Action Plan Active participation

PBIS Teams

Tier 1: PBIS School-wide Leadership Team Largest team with broad representation Significant involvement of administrator Meets monthly Focus mainly on behavior systems

Tier 2: Solution-Focused Team Smaller team with focused representation Focus on behavior and academic systems Need behavior and academic “experts” Meets one to two times monthly Some overlap of membership with Tier 1

Tier 3: Wraparound Team Core team (small) with other invited team members Need a trained facilitator Meet as needed

Team Time

Do you understandthe PBIS

commitmentsand training

sequence?

Are there any questions

you have at this time?

Training Objectives for Session 100

Overview of PBISFidelity of implementationRelationship between PBIS and RtIEffective team collaboration

Team roles Team responsibilities

Faculty commitmentDevelopment of school-wide expectations

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)

SYST

EM

S

PRACTICES

DATASupporting

Staff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehavioral

InterventionsAnd

Supports

OUTCOMES

Social Competence &Academic Achievement

Systems Perspective

Systems, data, practices, and outcomes “interact with and guide each other” (Sugai & Horner, 2006)

Emphasis on systems separates PBIS from other models because it provides specific focus on increasing chances of sustaining change

Commitment Equals Fidelity

When a practice or program is implemented as intended by the researchers or developers, this is

referred to as fidelity of implementation

Research Shows…

When programs implemented with fidelity are compared to

programs not implemented with fidelity, the difference in

effectiveness is profound. Those implemented with fidelity yield

results that are two to three times higher.

Adapted from (Durlak & DuPre, 2008)

Research Shows…

Schools that received technical assistance from typical support personnel implemented SW PBIS with fidelity (Horner et al., 2010)

Fidelity SW PBIS was associated with:o Lower levels of ODRo Improved perception of safety of the school o Increased proportion of 3rd graders who met state

reading standards (Sugai, 2008)

Team Time

From your previous experiences

of implementing initiatives,

how much thought was given to

fidelity and what was the outcome?

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

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• 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

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

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)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

Year 1 Year 2 Year 30

50

100

150

200

250Elementary

Middle

High

Mea

n O

ffic

e R

efer

ral R

ates

per

Yea

r pe

r 10

0 S

tude

nts

ODR Rate per 100 Students per Day

KY PBIS Elementary Schools = .21National Sample = .34

KY PBIS Middle Schools = .75 National Sample = .85

KY PBIS High Schools = .92National Sample = 1.27

Tier 1: SW PBIS

PBIS schools in KY showed significant decreases in out-of-school suspensions

Baseline Year 1 Year 2 Year 30

5

10

15

20

25

30

Elementary

Middle

High

Mea

n N

umbe

r of

O

ut-o

f-S

choo

l Sus

pens

ions

per

Yea

r pe

r 10

0 S

tude

nts

KY PBIS schools showeda 41% reduction in OSS

State reduction for sametime period was 15%

Tier 1: SW PBIS

PBIS high schools in KY showed significant decreases in dropout rate


0.5

1

1.5

2

2.5

3

3.5

Mea

n H

igh

Sch

ool D

ropo

ut R

ate

KY PBIS schools showeda 40% reduction in dropoutrate


Tier 1: SW PBIS

PBIS schools in KY showed significant decreases in retention rate


1

2

3

4

5

6 Elementary

Middle

High

Mea

n S

tude

nt R

eten

tion

Rat

e

KY PBIS schools showeda 33% reduction in retention rate


Team Time

How does this description

of Tier 1/Universal PBIS

fit with your previous

perceptions?

What is the take-back

message to share with your staff?

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)

Children who fall behind academically will be more

likely to

• Find academic work aversive• Find escape-maintained problem

behaviors reinforcing

McIntosh, 2008

Element 1: PBIS Leadership Team

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

PBIS Leadership Team Items

Team has administrative supportTeam has regular meetings (at least

monthly)Team has established a clear

mission/purpose

BOQ

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)

● On-going use of an Action Plan● Consistent adherence to PBIS principles in

making decisions with data

Handler et al., 2007

Include the development, implementation, and management activities of your plan.All Critical Elements should be addressed within your plan.

Critical Element

Action/Activity Who is responsible?

Start Date

CompletionDate

How will it be monitored?

Evaluation Date

#_____

#_____

#_____

#_____

#_____

1. PBIS Team established (membership, meeting times, roles, mission)

2. Faculty commitment3. Effective procedures for dealing with discipline4. Data entry and analysis plan established5. Expectations and rules developed

6. Reward/recognition program established7. Lesson plans for teaching expectations/rules8. Implementation plan9. Classroom systems10. Evaluation

Positive Behavior Supports: Tier 1/Universal Action PlanSchool Year: _______________

Critical Elements


Critical Element


Start Date

CompletionDate


Evaluation Date

#1Establish day and time for

monthly LT meeting(example)

Leadership Team

August

On-going Meeting Notes.School

Calendar

Monthly

#

#

#

#




Positive Behavior Supports: Tier 1/Universal Action PlanSchool Year: 2011-2012

Critical Elements

Creating the Mission/Purpose

Creating a Clear Mission/Purpose Statement

The PBIS Team must have a specific focus regarding the purpose of implementing of PBIS

The mission/purpose statement should communicate to all stakeholders why your school is implementing PBIS

This statement will drive the development of the 10 Critical Elements of PBIS

Examples of Mission/Purpose Statements

“To promote a caring, cooperative, and consistent environment for the benefit of our students” – Ballard ES

“To be proactive by ensuring consistent and positive expectations for all staff and students” – South Warren MS

Team Time

Develop your mission

or purpose statement

based on your ownschool needs, issues,

and identity.

Element 2: Faculty Commitment 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

Faculty Commitment Items

● 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) BOQ

How to Change When Change is Hard

Common Vision

Common Language

Common Experienc

e

STUDENT

SUCCESS

Staff Commitment is Essential

Faculty and staff members are critical stakeholders

80% buy-in must be secured

Staff members must understand they are making a 3-5 year commitment to 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

Initial Commitment Data

Did you know your school has already obtained preliminary feedback from your staff on their willingness to commit to change regarding behavior practices and discipline?

This information was obtained through completion of the PBIS Self-Assessment Survey in the spring.

This survey served as a baseline assessment of PBIS implementation in your school.

PBIS Self-Assessment Survey

Taken annually to assess PBIS implementation across school-wide, non-classroom, classroom, and individual student systems

Assesses both level of implementation (fidelity) and priority for improvement (buy-in)

Fidelity of implementation is reached when the percentage of “In Place” responses for a system is 80% or higher

School-wide

Non-classroom

Team Time

Discuss your school’s PBIS SAS results.

How can you use the results

of the Priority forImprovement

information to facilitatebehavior change in

your school?

Challenges to Gaining Buy-In

Reasons for making changes are not perceived as compelling enough

Staff feel a lack of ownership in the processInsufficient modeling from leadershipInsufficient system of supportStaff 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

Managing Complex Change

Vision Skills Incentives Resources Action Plan =

Skills Incentives Resources Action Plan =

Vision Incentives Resources Action Plan =

Vision Skills Resources Action Plan =

Vision Skills Incentives Action Plan =

Vision Skills Incentives Resources =

CHANGE

CONFUSION

ANXIETY

RESISTANCE

FRUSTRATION

TREADMILL


Critical Element


Start Date

CompletionDate


Evaluation Date



Leadership Team

August


Calendar

Monthly

#2Share monthly discipline

data with staff(example)

Mr. C. September

May (monthly sharing)

Review monthly PBIS

newsletter

Monthly at team meeting

#

#

#





Critical Elements

Team Time

How will you ensure you have strong

facultycommitment to

PBIS?

How will you keep it?

Element 5: Expectations and Rules Developed

Establishing and posting expectations for student and staff behavior, and developing rules and procedures linked to the expectations

Expectations and Rules Items

3-5 positively stated expectations are posted around school

Expectations apply to students and staff Rules/procedures developed for specific

settings (where problems are prevalent) Rules/procedures linked to expectations Staff are involved in developing

expectations and rules/procedures

BOQ

School-Wide Expectations

Definition: A list of 3-5 specific, positively stated behaviors that

are desired of all faculty and students Broad, global behaviors Expectations should be in line with the team

mission/purpose statement and should be taught to all faculty, students, and families

Usually contain both behavioral and academic attributes

Examples: Show Respect to Everyone Act Responsibly Put Forth Best Effort

Rules for Unique Settings

Definition: Behaviors you want students to exhibit in specific

settings such as classroom and non-classroom areas

Specific, observable, and measurableExamples:

Walk on the right side of the hall Keep your hands, feet, and objects to yourself Use a Level 1 voice Three students on the tire swing at a time Begin bell ringer as soon as you take your seat

Procedures for Non-Classroom Areas

Definition: Written documentation of how the school-wide

expectations will be taught in a non-classroom area

Includes how rules apply to the expectations in that area

Includes information regarding supervision duties and how student behavior will be monitored, reinforced, and corrected

Examples: See Handout of Sample Arrival Procedure

Benefits of Expectations and Rules

Uniform instruction across multiple settings within the school

A consistent environment that enhances learning

Reduction in discipline infractionsCommunication among staff membersCommunication with parentsCurriculum design

How Are Expectations and Rules Similar?

Both should be limited in number (3-5)

Both should be positively stated

Both should be aligned with the team mission/purpose statement and school discipline policies

Both should clarify criteria for successful performance

How Are Expectations and Rules Different?

Expectations are broadly stated

Expectations apply to all people in all settings

Expectations describe the general ways that people will behave

Rules describe specific behaviors

Observable Measurable

Rules may apply to limited number of settings

Rules clarify behaviors for specific settings

Developing School-wide Expectations

Consider existing data summaries Discipline Academic

Identify common goalsReview Mission/Purpose StatementConsider other school-based programsIdentify characteristics of an ideal student

Which Ones Are School-wide Expectations?

Show TolerancePlace Food Items in Proper ContainersRemain Seated During InstructionUse a Level 0 VoiceHave a Positive AttitudeShow IntegrityBe Responsible

Key Components in Developing School-wide Expectations

Provide a rationale (what’s the purpose?)

All ideas of expectations considered

A process to choose and eliminate

Equal ownership of expectations

Involve students and parents in process

School-wide ExpectationsElementary Example

Briarwood Elementary

Be RespectfulBe ResponsibleBe a Team PlayerBe Willing to Learn

School-wide ExpectationsMiddle School Example

Paducah Middle School

R espect othersE xcel in academicsA lways tryC ommit to successH ave a positive attitude

School-wide ExpectationsHigh School Example

Warren East High School

P ositive attitudeR espectI ntegrityD edicationE xcellence


Critical Element


Start Date

CompletionDate


Evaluation Date



Leadership Team

August


Calendar

Monthly

#2Share monthly discipline

data with staff(example)

Mr. C. September

May (monthly sharing)

Review monthly PBIS

newsletter

Monthly at team meeting

#5Get input from staff , students, families on

expectations(example)

Mrs. Anders June July Team will review results

of surveys

July

#

#





Critical Elements

Team Time

Determine your plan for obtaining feedback from all stakeholder

groups regarding what your expectations will

be. Be sure to create a timeline.

Discuss ideas you have among your team

regarding what you think your expectations

should be.

Tier 1: Session 1

Documents

Transcript of Tier 1: Session 1