PBIS goes to Preschool Julie Betchkal WI Pyramid Model Training Coordinator Justyn Poulos WI PBIS Network Coordinator

Who’s Here? K-12 Teachers Preschool Teachers K-12 Administrators Parents Other? Julie

Tiered Intervention Julie and Justyn Process….not curriculum. Three to five year implementation process. Tiered levels of support Difference….PM trains in all areas, PBIS focuses on getting one level in place with fidelity before moving onto next level. Why? Young children developmentally experience more appropriate disruptive behavior…. We EXPECT challenging behavior as part of typical development.

Shared evidence base that emphasizes prevention Administrative leadership as vital Teaming as a change agent Data based decision making Defined positive social expectations Explicit teaching Acknowledge positive behavior Continuum of intervention Julie

Why worry about pre school behavior? Preschool expulsion rates are 3 times higher than K-12 expulsion rates. Boys are 4.5 times more likely than girls to be expelled. African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children. Expulsion rates for 5 year olds are double rates for 4 year olds. Julie

Preschool expulsion: Wisconsin Data In WI, over two-thirds of child care providers reported that they had expelled a child from their care at some point in their career 52% asked a family to leave within the past two years Child and family behavior were among the leading causes of expulsion in both group and family child care settings 1 in 5 providers reported that they had little or no confidence in their ability to deal with challenging behaviors Irvin-Vitela, L. (2010). Child Retention in Wisconsin Child Care Settings, Supporting Families Together Association. https://supportingfamiliestogether.org/uploads/Expulsion_Survey.pdf Julie Key points: Unmet social emotional needs affect children, caregivers, and families. Children expelled for challenging behavior…..and the work force feels ill equipped to handle challenging behavior. From the administration to the teachers to children’s families, everyone needs to work together to support children’s development. Teachers and families need to feel supported and respected. Each party should have access to information and training that can break this cycle of expulsion, as well as the other consequences of unmet social emotional needs from previous slide. Addressing children’s social emotional development is key to this work, and research can guide us. (handout on early social emotional development) References: Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center. Irvin-Vitela, Lilly (2010). Child Retention in Wisconsin Child Care Settings: Understanding the Attitudes, Beliefs, and Behaviors that Impact Expulsion and Retention in Early Care and Education Refer the group to review SFTA report at http://csefel.vanderbilt.edu/resources/states/wi_retention_expulsion_survey.pdf

Schools implementing SW-PBIS as of December 15, 2010 574 Schools Trained 401 Schools Implementing

Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Justyn PRACTICES Supporting Student Behavior

Systems Systems are level of supports that staff experience in the school SYSTEMS Administrative support Staff buy in Common language Continuum of procedures Environmental changes Consistent procedures Coaching Justyn

Leadership Team PBIS Team Implementation Checklist Leadership Team Self-Assessment and Planning tool Pyramid Model Includes Behavior Support personnel Plans for parent support Includes administration, teacher representation Meets monthly Guides implementation based on data Action plans based on the Benchmarks of Quality Review policies, procedures, practices Julie and Justyn

Clear Expectations= Common Language PBIS RHRS Respect: Use good manners Honesty: Tell the truth Responsibility: Act responsibly Safety: Engage in safe behaviors Pyramid Model Justyn does PBIS and Julie does PM

Expectations to rules….PBIS Justyn

Expectations to rules….Pyramid Model Julie

Majors/ Minors PBIS Pyramid Model Persistence and resistance Child guidance procedures Justyn does PBIS and Julie does PM

Continuum of procedures- PBIS Justyn

Continuum of procedures - Pyramid Model When a child with persistent challenging behavior is identified, these are the step to follow. Step 4: Team reviews and evaluates observations and develops a Behavior Support Plan Step 1: Consult with the Behavior Coach and continue with BIRs (week 1) Step 2: Collect a few weeks of BIRs and observation cards (week 2-3) Step 5: Teachers and parents begin to implement the Behavior Support Plan with coaching support Julie Step 3: Continue to collect data and observation cards. Complete a FAI with parents and teachers Step 6: Team members meet periodically to evaluate how the plan is working, refine as needed

Practices Practices are the supports Students experience Explicit teaching Reinforcing behavior Consistent consequences PRACTICES Justyn

PBIS- “Cool Tool” example Justyn

We share…. Pre-corrections Reminders Redirections Reinforcements Julie

Environment as a tool in Pyramid Model Need/ Arousal Need is met Relaxation Trust/ Attachment Julie

Daily review of rules- Pyramid Model What Do We Do In Circle? Julie Right way, wrong way: When we introduce new rules, it important to demonstrate both the right way and the wrong way to demonstrate the skill. This helps children to learn to self-evaluate their own behavior, as well help children learn the language teachers will use when directing and redirecting rules (acquisition) Review: Young children need multiple repetitions to solidly learn skills (learn skills to mastery). (fluency) Remind: Reminders (cueing/ prompting) help young children to transfer skills from lessons to applying the skill in actual situations. Reminders assist children in meeting expectations. (maintenance) Reinforce: Acknowledging children when they exhibit learned skills- with and without reminders- helps children to use skills long term, and on their own (generalization)

Reinforcing behavior- PBIS Power Paw Slip Justyn Golden Sneaker Award

Reinforcing behavior- Pyramid Model Positive descriptive feedback Social recognition Julie

Pyramid Model also emphasizes social “curriculum” Share Give ideas Take turns Say nice things Be a helper Julie

Tired Surprised Julie

? Problem solving 3. What would happen if…? 4. Give it a try! 1. What is my problem? ? 2. Think, think, think of some solutions. 3. What would happen if…? Would it be safe? Would it be fair? How would everyone feel? 4. Give it a try! Julie

Social Problem Solving Julie

Consistent Response What Does NOT Work Well: Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior Justyn Mayer, (2008). Consortium to Prevent School Violence FACT SHEET #1: Overview of School Violence Prevention, Rutgers University.

Data PBIS Pyramid Model Fidelity of Implementation Benchmarks of Quality (BoQ) Team Implementation Checklist (TIC) Self-Assessment Survey (SAS) School-Wide Evaluation Tool (SET) Benchmarks of Quality Teaching Pyramid Observation Tool (TPOT) Teaching Pyramid for Infants and Toddlers Observation Scale (TPITOS) Program Data Attendance, suspension, expulsion Office Discipline Referrals Attendance, suspension, expulsion, parent contact Behavior Incident Reports Child Status State academic testing Progress Monitoring Social emotional screeners Ongoing assessment Social emotional screening Justyn and Julie

Benchmarks of Quality PBIS Pyramid Model PBS Team Establish Leadership Team Faculty Commitment Staff Buy-in Effective Procedures for dealing with discipline Family Involvement Data Entry & Analysis Plan Established Program Wide Expectations Reward/ Recognition program established Strategies for teaching and acknowledging the program wide expectation Lesson Plans for teaching expectations/rules All classrooms demonstrate implementation of the Pyramid Model Implementation Plan Procedures for responding to challenging behavior Crisis Plan Professional development and staff support plan Evaluation Monitoring implementation and outcomes Justyn and Julie

ODRs/ BIRS average behavior incidents per day per month location Office Discipline Referrals/Behavior Incidence Reports average behavior incidents per day per month location time of day problem behaviors number of students Staff, consequences, student, motivation- Other aggregate Number of incidents by month location Activity behavior type Staff, consequences, child, and/or motivator. Justyn does PBIS and Julie does PM

SW-PBIS Data Justyn

Can pull the Big 5 graphs in the BIR access database… Julie

Teacher level data- Pyramid Model Julie

Summary of TPOT Observations Strengths Schedule and routine are a balance of teacher and child directed activities Center time allows kids to have higher rates of engagement. Adults initiate transitions based on engagement of kids. Children who aren’t yet skilled at group activities aren’t forced/required to participate. Emerging Skills Directions tell what to do but are often paired with a “no” or “not” first. The visual schedule is referenced with individual children who ask questions related to the schedule.  Professional Development Needs Structuring transitions to include: warnings, zone defense, descriptive feedback and routines that have a beginning, middle and end. Structure for circle time. Proposed goals for Action Plans *Transitions *Structure Circle Time Julie

Child Level Data- Pyramid Model Number of children: Above cut off Near cut off Below cut off Julie

Tiered Model of Interventions Focus on Birth-5 Focus on K-12 SEFEL Pyramid Model – Key Components  School Wide PBIS – Key Components   Tiered Model of Interventions Focus on Birth-5 Focus on K-12 Administration Participation and Support  Administration Participation and Support   Explicitly Teaching Behavior   Explicitly Teaching Behavior Focus on Prevention Program-wide Expectations   School-wide Expectations Systematic Acknowledgement Acknowledgement System  Adult Managed Behavior Teacher/Office Managed Bx (T-Chart) Data-Based Decision Making Summary slide: Reference the brochure……Julie? The Department of Public Instruction has begun to build infrastructure to support school districts to implement Positive Behavior Interventions and Supports in Wisconsin’s public schools. The process of implementing school wide positive behavior interventions and supports is very similar to the process of implementing the Pyramid Model across an entire program. It is this program wide- or school wide- implementation that research shows produces the greatest benefit for children who are at-risk for, or who currently exhibit challenging behavior. 37

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Julie

Justyn Poulus WI PBIS Network Coordinator poulosj@wisconsinpbisnetwork Justyn Poulus WI PBIS Network Coordinator poulosj@wisconsinpbisnetwork.org 920.855.2114 Ext. 251 Julie Betchkal WI Pyramid Model Training Coordinator julieb@cesa11.k12.wi.us 715-986-2020 ext. 2185 Lana Nenide WI Pyramid Model State Coordinator lnenide@wiaimh.org 608-442-0360