School-Wide PBIS: Planning for Implementation Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

Out the Door Questions How do other schools document and track incidents leading up to Uh-Ohs? Please send sample handbooks How to plan for School roll out next year Clarify final deadlines & finished products

Out the Door Questions Next Year Topics Train teachers to find motivation behind behavior Strategies for Tier 2 & Tier 3 students Defining bullying & how to deal with it

Out the Door Questions Toolbox of Strategies for Mgmt in the Classroom

Mapping SW Rules to Classroom Expectations & Procedures

Mapping SW Rules to Classroom Expectations & Procedures

Emphasize the need to maintain & maximize instructional time Reduce Escalation – Emphasize Defusion Strategies See Iris Media for good video – “Defusing Anger & Aggression” www.irised.com

Watch the Video Start at 12:50

PBIS Classroom Walkthrough Tool

Team Task Plan what steps you can take to help staff implement PBIS in the Classroom Mapping Classroom Expectations to PBIS Defusing Anger & Aggression video PBIS Classroom Walkthrough tool

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 Efficiency Rating = 32% Education Resources Inc., 2005

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 Efficiency Rating = 49% Education Resources Inc., 2005

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

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% 5-10% 5-10% 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 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

Academic-Behavior Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District, Regional & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

PBIS Assessment www.pbisassessment.org

Introduction to www.pbisassessment.org Preview www.pbisassessment.org Complete Team Implementation Checklist Review Staff Self Assessment Scores

Staff Self Assessment Subscale

Staff Self- Assessment Survey x Item

Team Activity Complete Team Implementation Checklist (TIC) Baseline Can be used as an action planning tool To be completed quarterly Turn in to your coach

PBIS Handbook & Planning for Implementation

PBIS Handbook What to include: PBIS 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 (major/minor forms & procedural flowchart) Classroom v. Office Managed Behavior Suggested Interventions

Preparing for Implementation Plan Ahead Be Ready for PBIS Kick-Off (First 2 weeks) Obtain & Organize materials Rules Posters, Acknowledgment tickets, handbook Have “PBIS 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

Teaching & Re-Teaching Teaching Schedule Teaching & Re-Teaching

SW-PBIS Kick-Off Schedule

Advanced Teaching Re-teach areas of concern How will new students who move to your school be taught the lessons? How will new staff or substitute teachers be introduced to rules and expectations? How can parents be involved?

Training Staff for Implementation Plan Ahead Schedule time during Pre-service week to train staff on PBIS 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 Develop a timeline for completing remaining task 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

What’s ahead? PBIS Year 2 Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

Role of PBIS Team Next Year Decision Making – discuss problem areas, look at referral data & develop interventions to address problem areas Ongoing monthly meetings Continuing Development (as determined)

Team Process PBIS 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 PBIS 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?

PBIS Team: Roles & Responsibilities Finish development of PBIS systems Focus on implementation – ready to start year as a PBIS school Plan “PBIS Kick-Off” Train Staff on PBIS Implementation & “Kick Off”

Priorities for Next Year Successful Implementation/Maintenance of School-Wide PBIS system Continuing Development of SW-PBIS Individual Student Systems Classroom Support Systems Non-classroom Support systems

PRIORITY #1 PRIORITY #2 CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% PRIORITY #1 Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings PRIORITY #2 ~80% of Students

School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

Years 2-5: Continuing Development School-wide System SW-PBIS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Handbook Classroom Support Training/ Support opportunities Individual Teacher Support Individual Student System Targeted Group Interventions FBA/BSP – Intensive Individualized Interventions Year 2 & Beyond Year 2: Team Implemented Problem Solving & Data Based Decision Making

Team Initiated Problem Solving (TIPS)                                                                                                    Version 3.1.5 stable Main Menu User: Chavez School: Cesar Chavez Academy                                                                            SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

Team Discussion Questions or thoughts about Year 2 implementation & planning

Data Decision System & Teaming Process Early ID of Students ESTABLISHING CONTINUUM of SWPBIS TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Progress Monitoring Behavior ~5% ~15% SECONDARY PREVENTION SECONDARY PREVENTION Check in/out Targeted social skills instruction Targeted academic support (Literacy) Data Decision System & Teaming Process PRIMARY PREVENTION Teach SW expectations Positive reinforcement Fair, consistent consequences for problem behavior Effective instruction Data Based Decision Making PRIMARY PREVENTION Early ID of Students ~80% of Students 50

Targeted (Tier 2) Interventions

What is a Tier 2/ Targeted Intervention An intervention that: Serves multiple students at one time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin implementation of the intervention with a student All school staff know about, understand their roll with, and know the referral process for Matches school needs by effectively supporting a significant proportion of students at-risk for challenging behavior in the school If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

                                                                           SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

AKA Check-n-Connect, HUGs, Behavior Education Program… Check In/Check Out AKA Check-n-Connect, HUGs, Behavior Education Program…

Check In/Check Out Weekly CICO Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation

Example Middle School Point Card

Majors only Middle School – as of Oct. 29th Are these all of these students on our intervention list? Decision Rule

Example Point Card - Elementary

SWIS-CICO What do you think? Any actions needed? Support Plan Change Description 10/06/2009 Check out with Joe Binder

Elementary School of 515 student Tier 2 Tracking Tool Elementary School of 515 student What action plan items would you suggest given this data?

Resources Required Who will coordinate CICO system? System for 15-20 students at a time Coordination & Meetings = 5 hrs/wk Who can be check-in & check-out mentors at the beginning & end of school day? 2 people x 5 days x 30 min = 5 hrs/wk Combined responsibilities often suggest about 10 hrs/wk commitment

Training Attendees Tier 1 Tier 2 Your PBIS team – those of you here today Admin Beh Specialist (SPED) Beh Specialist (SPED/SPSY) – possibly District Beh Spec CICO Coord (couns?) + + members of Tier 1 team (as appropriate; at least 2 members)

2014-15 PBIS Training Schedule Sept 10 Sept 11 Tier 1 – Classroom systems + Maintain Tier 1 Tier 1 – TIPS Nov 5 Nov 6 ½ Day Tier 1 – Classroom systems & ½ Day Tier 2 - CICO Tier 2 – CICO Jan 21 Jan 22 Tier 1 - Classroom Systems & Bully Prevention Tier 1 - TIPS Follow-up Mar 1 Mar 2 ½ Day Tier 1 – Classroom Systems & ½ Day Tier 2 – CICO Tier 2 – Data Teaming & I-PBS Tier 1 team Tier 2 team (Nov 5-6 & Mar 1-2) You know who you are Sept 10-11 & Jan 21-22 Admin Beh Specialist (SPED) Beh Specialist (SPED/SPSY) – possibly District Beh Spec CICO Coord (couns?) + 2 members of Tier 1 team

Team Task What questions do you have about Year 2 & CICO? Any thoughts/ideas about who might provide coordination of CICO? Resource needs? Who should be attending the Tier 2 training days next year?