PBIS Tier I Overview This presentation is intended to meet the Tier I Training Readiness Checklist requirements for Pasco County Schools and Florida’s Positive Behavior Support Project

Agenda Mission and Vision Behavioral Health Continuum PBIS Trauma Informed Care Restorative Practices PBIS and Tiers of Support Tier I PBIS Structure District School Coaching Classroom Challenges and Barriers Staff Input Survey Resources Review the agenda and components that will be addressed during this PBIS overview

Mission and Vision

Mission and Vision Pasco County Schools PBIS District Leadership Team Providing a World Class Education to All Students PBIS District Leadership Team Make strategic connections between district priority goals (High Impact Instruction, Data Driven Decisions, and Collaborative Cultures) and the philosophy of PBIS through the development of annual action plans aligned to school Success Plans and district Mission FLPBS To increase the capacity of Florida’s school districts to address problem behavior using Positive Behavior Support within a Response to Intervention framework Briefly discuss the important of a mission statement and the mission statements that drive the current PBIS work in Pasco County Schools

District Key Priorities and PBIS High Impact Instruction Teachers select and/or develop core instruction/school-wide interventions for all students for behavioral health. Data-Driven Decisions School leaders facilitate school teams to select and/or develop a system to collect data, monitor implementation of core instruction/school-wide interventions. Collaborative Culture School team problem-solves school-wide data including identifies tiered academic and behavioral needs. Connect the Pasco County District Key Priorities back to the PBIS framework

Behavioral Health Continuum

Behavioral Health Continuum The Behavior Health Continuum is a framework to help envision the supports for the whole child. Important Points: Trauma Informed Care is the lens to see the entire system framework PBIS and Restorative Practices fit within the Trauma Informed Framework It is vital that we use universal precautions to ensure safety, security, voice, choice, transparency for ALL staff and students Support can be provided across the whole continuum

Trauma Informed Care in Schools A framework that acknowledges the prevalence and impact of trauma, and the complex paths to healing and recovery in all aspects of organizational culture and operation. These principles and practices seek “safety first” and commit themselves to “do no harm.” Ten Tenets of Trauma Informed Care Recognize the impact of violence and victimization on development and coping strategies. Identify recovery from trauma as a primary goal. Employ an empowerment mode. Strive to maximize individual choices and control over their recovery. Are based on relational collaboration. Create an atmosphere that is respectful of survivors’ need for safety, respect and acceptance. Emphasize individual’s strengths, highlighting adaptations over symptoms, resilience over pathology. Minimize the possibilities of re-traumatization. Strive to be culturally competent and to understand each person in the context of their life experiences and cultural background. Solicit consumer input and involve consumers in designing and evaluating services. Adapted from Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women, Elliot et al. May 27, 2005. What’s wrong with you? vs. What’s happened to you? Emphasize the importance of changing our verbiage from what is wrong with you to what has happened to you. Describe the tenets and how the apply to staff as much as students- some schools even begin using the Trauma Informed Framework with staff

PBIS Tiers of Support

PBIS and Tiers of Support Aims to build effective environments in which positive behavior is more effective than problem behavior Is a collaborative, assessment-based approach to developing effective interventions for problem behavior Emphasizes the use of preventative, teaching, and reinforcement- based strategies to achieve meaningful and durable behavior and lifestyle outcomes Describe the framework for PBIS and Multi-Tiered Systems of Support

PBIS and Tiers of Support The School Leadership Team is primarily responsible for the Tier I academic and behavioral structures at the school wide level. That team may have branches that support other work and should have a communication loop with the Professional Learning Communities and School Intervention Team

PBIS and Tiers of Support Build effective, positive school environments Enhance school climate and safety Prevent problem behaviors from occurring Teach and reinforce appropriate behaviors Increase instructional time and academic performance Enhance teacher capacity to effectively address problem behavior Create meaningful and durable behavior and lifestyle outcomes Some of the responsibilities and components of Tiered Supports

PBIS and Tiers of Support Traditional Discipline: Goal: Stop undesirable behavior through punishment Focus: The student is the problem PBIS: Goal: Alter the environment Replace problem behavior with appropriate behavior Teach new skills Reward demonstration of appropriate behavior Focus: The environment The whole-child Emphasize the difference between traditional approaches and positive approaches

PBIS and Tiers of Support It is aligned with the core components of RtI (Response to Intervention) It can be adapted to fit the needs of your school It coexists with most other school-wide programs It is consistent with research-based Principles of Behavior Share the pros and benefits of PBIS within the overall framework of school MTSS work

PBIS Tier I

Tier I Review the Triangle and the connection between academics and behavior. Describe the resources that can be provided across all three tiers. Clearly define the need for students above Tier I to continue to receive supports in lower tiers. Emphasize the approximate percentages (Tier I 80-90%; Tier II 10-15%; Tier III 1-5%). Connect the triangle to Early Warning System (EWS).

Tier I Tier 3 – (Intensive, Individualized) Processes and procedures reflect school-wide expectations coupled with team-based strategies to address problematic behaviors of individual students Tier 2 – (Targeted, Supplemental) Processes and procedures address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention, escape) Tier 1 & 2 – (Classroom) Processes and procedures reflect school-wide expectations coupled with pre- planned strategies applied within classrooms Tier 1 – (Universal, Core) Procedures and processes support behavior intended for all students, staff, across all settings Provides the same information as the Triangle slide and also includes classroom supports

Tier I A 3-5 year process for comprehensive systems change to occur Effective, committed district leadership and support Effective PBS team and committed Administrator Faculty commitment and buy-in Fidelity of implementation and evidence-based practices Tier 1 - Universal (all students, times, locations) Tier 2 - Targeted (students at-risk) Tier 3 - Intensive (individualized for severe behaviors) On-going data collection for data-based decision-making Progress monitoring and evaluation Contextual fit with school culture and school improvement plan Provide an explanation of the systems change process and importance of patience and fidelity.

School Data Review ADD SCHOOL DATA HERE Insert 1-2 graphs of the school’s current discipline data and review needs based on data

PBIS Structures

PBIS Structure PBS Team and administrative support Expectations & Rules – Core Curriculum of Tier 1 PBS Reward/Recognition system Teaching expectations, rules and consequences Effective discipline process, procedures and consequences Faculty commitment Implementation fidelity Classroom PBS systems Data entry, analysis and effective problem-solving (RtI) Evaluation and progress monitoring Critical Components of PBIS- ALL areas must be implemented and monitored with fidelity for success

PBIS Structure PBIS Project Contact District Coordinator PBIS Coach PBIS Team Faculty and Staff Students and Families PBIS Project Contact is at Florida’s PBS Project Jenna Sage is District Coordinator You are the PBIS Coach  The PBIS Team may be part of all of the School Leadership Team All faculty and staff must commit to and buy-in to PBIS PBIS needs to include student voice and parent partnership

PBIS Structure PBIS Coach: School-based staff Facilitates the teaming process at the school level Attends: trainings with their school-based team PBIS Team meetings Coaches’ meetings with the District Coordinator other trainings and professional development, as needed Reports to District Coordinator Facilitates the completion of Mid-Year and End-Year PBIS reports Your role in the process. Emphasize that the PBIS Coach is a liaison, receives additional training, provides supports and resources.

PBIS Structure PBIS Team 6-8 Members: Administrator, Gen Ed teachers, Special Ed teachers, Student Services, persons with behavioral knowledge/expertise, paraprofessionals, parents & students Develops, implements, and evaluates the school’s PBIS plan with input from faculty and staff Monitors behavior data Develops and supports interventions Monitors PBIS progress Maintains communication with faculty and staff Meets regularly to review action plan Describe the common work of the PBIS Team

PBIS Structure Staff will develop and implement school-wide Expectations & Rules Students and staff will be taught the expectations and rules A Reward System will be developed and taught to students and staff to encourage and model appropriate behavior A consistent Discipline Referral Process will be developed and implemented Effective Consequences will be developed and used to discourage inappropriate behavior. Data will be used to track progress and identify target areas for intervention Describe the responsibilities of ALL Staff.

Challenges and Barriers

Challenges and Barriers Philosophical change regarding behavior Shift in how staff respond to student behaviors Acquisition of new skills by students and staff Need for good data collection and evaluation systems Implementation fidelity No established benchmarks or decision rules for behavior Put a positive spin on the challenges: Change can be difficult but it is necessary to keep moving forward (Einstein’s quote of doing the same thing…) Adults have to change their behavior before students can (analogy of fish in a dirty aquarium- need to clean the tank first) It will be a learning process for everyone and that takes time but can be very rewarding For the process to be effective we have to monitor and adjust like any intervention If there is strong implementation fidelity of ALL of the critical elements (can’t cherry pick) there will be sustainable change Research has shown and schools have seen decreases in discipline referrals and suspensions; increases in staff and student satisfaction; increases in academic performance; increases in parent participation; increases in attendance; and MORE 

Required Staff Survey

Your input and participation is greatly appreciated Staff Input Survey As part of the PBIS Tier I Readiness process it is important to gain staff input into the PBIS process Please take a moment and complete the survey linked HERE Your input and participation is greatly appreciated This is a required task prior to Tier I training

Resources

Resources Florida’s Positive Behavior Support Project http://flpbs@fmhi.usf.edu Association of Positive Behavior Support www.apbs.org OSEP Technical Assistance Center on PBIS www.pbis.org PBIS Canvas Page: https://pasco.instructure.com/courses/38944 Guide participants to the Canvas page as well and the resources that are available

Thank You! This presentation is intended to meet the Tier I Training Readiness Checklist requirements for Pasco County Schools and Florida’s Positive Behavior Support Project If you have not done so already, please take a moment to complete the PBIS Staff Input Survey HERE Remind staff that they need to participate in the PBIS Staff Input Survey