Replacing Exclusionary Discipline with Positive Alternatives to Improve School Behavior Florida Charter School Conference Cat Raulerson, Ed.S, NCSP Lauren Evanovich, Ph.D This brief ppt provides an overview of PBIS. It is intended to assist school-based leadership teams in introducing PBIS to school faculty and staff in order to support buy-in, and also to refresh/boost excitement and commitment for PBIS implementation.

Florida’s PBIS Project Mission To increase the capacity of Florida’s school districts to use team-based planning and problem-solving to implement positive behavior supports within a multi-tiered system of support (MTSS) What the Project Provides Training, technical assistance, coaching, and resources in the development and implementation of positive behavior supports within MTSS Tier 1 Classroom Tier 2 Tier 3 This slide outlines the mission of the Florida PBIS Project. It also addresses the supports and services the project provides to schools and districts. All supports are ‘FREE’ to all school districts in Florida. The Project is available to assist with training, implementation, intervention development, coaching, data-driven problem-solving, and supports for ALL students across ALL Tiers.

Who is our audience today??

Objectives for Today Describe the critical components of Tier 1 PBIS Summarize examples of school-wide implementation Identify the necessary steps for obtaining additional training on PBIS systems

Goals of PBIS Implementation Build effective, positive school environments Enhance school safety and academic and behavioral outcomes for ALL students Prevent / reduce problem behavior using a collaborative, assessment-based approach to develop effective instruction & interventions Teach appropriate behavior to enhance social-emotional learning Reinforce desired behavior to maintain meaningful and durable behavior and lifestyle change. These are the over-arching goals of PBIS implementation. Emphasize that the focus is on SYSTEMS change… improving environments, improving teacher-student-family relationships, improving academic outcomes, enhancing school safety, improving social-emotional outcomes, AND reducing and/or preventing problem behaviors.

Positive Behavior Interventions & Supports Schools Implementing PBIS 20,000+ schools across the country 1,500+ schools in Florida PBIS Framework Provides the foundation for a Multi-Tiered System of Support (MTSS) Can be adapted to fit within any school Coexists with most school-wide behavior programs Consistent with research-based principles of behavior Intervention of choice in federal legislation This slide answers the question, “Why implement PBIS?”, versus ‘something’ else. Emphasize that PBIS is philosophy and framework for behavior. It is NOT a program that is implemented. There are numerous ‘behavior, social-emotional programs’ that might be used within a PBIS framework (i.e., Character Counts, Capturing Kids Hearts, etc.) PBIS encompasses more than just a curriculum for teaching appropriate behavior, it also addresses teaming, relationship building, effective discipline procedures, responses to inappropriate behavior, data collection and analysis, progress monitoring and evaluation.

Changing the System ‘How Staff Interact with Students’ 8/26/2018 Teach behavior like we teach academics Model and practice expected behaviors Reinforce/reward expected behaviors Pre-correct/prompt to ensure positive behaviors are displayed Active supervision to prevent problem behaviors Respond effectively to problem behaviors PBS Practices: Making sure that all adults are on the same page using the same language 7

MTSS One model, multiple domains Academics Behavior Core curricula: CCSS Core curriculum Houghton-Mifflin reading School-Wide expectations McGraw-Hill math Rules, Routines Harcourt science 2. Supplemental resources Small group instruction CI/CO program Social skills groups Support groups 3. Individualized help Computerized instruction Mentoring Tutoring Counseling BIP The MTSS triangle applies to academics as well as behavior. The academic side of MTSS has received a substantial amount of attention, and the technology and implementation are fairly well-developed. Behavior, on the other hand, has a great deal of variation and the technologies for implementation and evaluation are not always as straight-forward. Still, the approach for MTSS for behavior is the same. At tier 1, there is a core curriculum for behavior just like there is for academics. With academics, it’s the Common Core State Standards, along with the text books and supporting materials used for lesson plans and evaluation. With Tier 1 for behavior, the core curriculum is unique to each school. It consists of the school-wide expectations (or “Guidelines for success”), and the rules, procedures, lesson plans, reward system, and discipline system. There are several accepted measures for evaluating a school’s core for behavior, as well, but these may not be part of a formal curriculum. At tier 2, supplemental resources are provided to students who have similar needs. With academics, you might see small-group instruction using materials from the textbook developers. With behavior, schools must work to identify the common needs of their students, which should be based on the function of students’ behavior, and will be different from school to school. Once student needs are identified, students receive supplemental instruction just like they would for academics – but with behavior, the instruction would take the form of social skills groups, support groups, or CICO interventions. At tier 3 for academics, students receive individualized instruction and/or supports, often through tutoring, computerized instruction, or 1-on-1 assistance. With behavior, students also receive individualized instruction and/or supports. Common examples of this include mentoring, counseling, or behavior contracts.

Those keys for establishing PBIS will get teams through the stages of implementation.

Critical Component: PBIS Team Team designs Tier 1 instruction, guides implementation Adequate representation helps to ensure stakeholder viewpoints are considered Helps with buy-in for implementation strategies Rationale: Key Characteristics: Multi-disciplinary Administrative support is critical Representative of all content areas, grade levels, demographics Clear about their mission

School-Based PBIS Team ~6-8 Members School Administrator – A MUST General & special education teachers Guidance Counselor or Behavior ‘Expert’ Paraprofessional Family Members (ad hoc) Students (ad hoc) Responsibilities Develop, implement, and evaluate the school’s PBIS plan with input from staff Monitor behavior data and implementation progress Maintain communication with staff and families Hold monthly meetings to review and develop action plan BRIEFLY identify the roles covered by members of the PBIS Team. Point out the responsibilities are more important than making sure a person has a specific title. For example, recorders may function well with timekeeping responsibilities, or someone else may be able to handle that responsibility on their own. Parent/community voice should be representative of the parent/community as they have a different view of the school and have my have a better understanding of the culture of the community the school serves. On a Tier I team they, ideally, would ensure communications between parents and educators to help bridge the gaps, help to collect information from parents to share back with the Tier I team, facilitate qualitative and quantitative types of data collection to inform problem-solving)

School Administrator Responsibilities Actively communicates support for PBIS implementation on campus Active member of the PBIS Team Understands the school’s behavioral data system Ensures behavior is written into the School Improvement Plan Identifies and allocates resources to support implementation, including staff time for PBIS activities This slide emphasizes the importance of the School Administrator’s commitment to PIBS implementation. Without his/her active, visible commitment and support it is extremely difficult to implement and maintain PBIS. NOTE: If the School Administrator is NOT fully committed to implementing PBIS, further discussion is warranted.

Critical Elements of Tier 1 PBIS Benchmarks of Quality Tool For Teams PBIS Team Faculty Commitment Expectations and Rules Lesson Plans for Teaching Expectations Effective Reward/Recognition System Effective Discipline Process and Procedures Implementation Plan Classroom PBIS Data Entry and Analysis Evaluation and Progress Monitoring These are the 10 critical elements that will need to be addressed for effective implementation of PBIS. These critical elements are aligned with the Benchmarks of Quality used to measure, evaluate and problem-solving PBIS implementation variables.

What Does PBIS ‘Look Like’? Staff develop expectations & rules with input from ALL stakeholders Expectations & Rules Lesson plans are developed for teaching the expectations ALL staff and students are taught the expectations and rules Teaching System for reinforcing appropriate behavior is development System is taught to ALL stakeholders and implemented Reinforcing Effective discipline process and procedures are developed Procedures are consistently implemented by ALL staff Discipline Process Effective hierarchy of consequences are developed Consequences are consistently implemented by ALL staff Consequences Timely collection and analysis of behavior data Data-based problem solving is used to target instruction Data System When PBIS is implemented effectively, each of the key elements noted above are in place, visible and actively evaluated for effectiveness. School staff may want to discuss what elements are currently in place on their campus and which elements are in need of additional support.

Challenges to PBIS Implementation: What do you experience in your school? Philosophical change regarding behavior for all stakeholders Shift in how staff respond to student behavior Acquisition of new skills by students and staff Effective, efficient data system to collect and evaluate behavioral data Implementing PBIS with fidelity Systems change is difficult and these are some of the challenges the school staff/administrators may face when getting initial staff buy-in, as well as maintaining buy-in and commitment throughout the implementation process. Review and discuss these with the participants for additional input and/or strategies to address concerns.

Questions to Explore For Need on Campus Is there an effective core curriculum for behavior in place on your campus? Are faculty and staff consistently providing a high rate of positive responses and feedback to all students? (4:1 positives to neutral/negatives) Does disruptive behavior take away from instructional time? Are consequences for similar behaviors delivered consistently across all staff and students? Are problems anticipated so that proactive instruction can be provided? Review these questions with faculty & staff and/or develop additional questions specific to situations/concerns on your campus.

Examples of Implementation

With Good Implementation Comes Good Outcomes…. Annual Report 15-16

Foundations

Teaching Expectations Example A Teaching Expectations Example B Elementary Examples Teaching Expectations Example A Teaching Expectations Example B

A: ODR Reductions Per 100 Students Elementary Examples A: ODR Reductions Per 100 Students B: ODR Reductions

Middle School Example . Staff reinforcement system with theme aligned to student reinforcement system. Classroom: Clarifies Expectations, rules, what happens when you display desired behavior and what happens when there is undesired behavior

MS Outcomes Per 100 Students Reduced ODRS Reduced OSS

High School Example Of Implementation Visuals on Campus School Wide Expectations and Reinforcement Schedule of Quarterly Student Assemblies For Ongoing Instruction

HS Examples of School Wide Implementation Reduced ODRS Reduced OSS

What Steps Do I Take For Training and Support?

FLPBIS:MTSS Support Structure School-Based Personnel School-Based PBS Team Members Charter School Requests To Project- Contact District District “Coaches” District Leadership Team District Coordinator Use this to discuss our usual district structure but highlight differences for charter school requests PBIS Project Contact

http://flpbs.fmhi.usf.edu Please point out that right now we have lots of examples on our website, but many of them are not perfect – teams need to evaluate them against current training guidelines. Please credit original authors of products. If you have access to internet- take them to the website instead of just showing them a picture.

Directors: Rob Horner, George Sugai & Tim Lewis USF: Don Kincaid & Heather George PBIS.org Resources

www.apbs.org APBS Resources

Contact Information and Resources FLPBIS:MTSS Project Phone: (813) 974-6440 Fax: (813) 974-6115 E-mail: flpbs@fmhi.usf.edu http://flpbs.fmhi.usf.edu www.facebook.com/flpbs : https://twitter.com/flpbis https://www.youtube.com/user/FloridaPBS OSEP TA Center on PBIS www.pbis.org Association on PBIS www.apbs.org May want to share a video here of Rita Pierson’s TED Talk as a wrap up