January 15, 2015 Cohort 4 Day 1 training Establishing District Level Support and School Readiness for SWPBIS Implementation 1

Today’s Agenda I.Reflect Orientation Video II.Overview of SWPBIS III.Establishing Support and Readiness IV.PBIS Assessments 2

Objectives Participants will: Acquire knowledge of policies, content for training, required technical assistance support, and sequence of activities necessary to induct a school district and its schools into the PA PBIS Network. o Review and understand use of Implementer’s Blueprint o Learn the PA PBIS Network protocol for establishing readiness for Districts to ensure implementation of SWPBIS with fidelity 3

Reflect on Orientation Video

Responsibilities/Expectations for all Provisional Facilitators across Attendance to all training days January 15-16, 2015 and March 24, 2015 January 28, 2015 District Coaches & Facilitators Implementers’ Forum in May 27-28, Offer/provide/attend training (in collaboration with your mentor) 3.Support new/existing teams (in collaboration with your mentor) 4.Assessments 5.Onsite consultations as needed *Completion of PAPBS Network Documentation for Independent Facilitator 5

Introduction to School-wide Positive Behavior Interventions and Support 7

1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems 8

What is SWPBIS? A team-based process including a broad range of systemic & individualized strategies for achieving important social & learning outcomes. A proactive approach to teach, monitor, and support school-appropriate behavior for ALL students. A focus on preventing problem behavior of any/all students at the school-wide, classroom, non- classroom & individual levels. 9

Relies on the use of research-based behavioral and instructional principles. Recognizes and builds upon the strengths of your school. Comprehensive by using a variety of supports. Emphasis is on creating a positive school climate. Focuses on the critical link between instruction and desired student behavioral outcomes. Data-driven decision making is key to design and sustainability of behavior plan. What is SWPBIS? 10

Ultimate Purpose of SWPBIS Ultimate purpose of Positive Behavior Support is to increase student achievement. 11

What SWPBIS IS NOT A packaged curriculum A quick fix Newest, flashiest behavior program Just about tangible reinforcers Just about discipline A special education program Just for “some” of the students 12

How can SWPBIS Help? Schools implementing SWPBIS with fidelity report: 20-60% reductions in office discipline referrals Improved faculty/staff satisfaction Improved administrator perceptions of school safety 13

How can SWPBIS Help? Reducing discipline incidents and office discipline referrals promotes safe, productive school environments Proactive school environments increase the likelihood of academic success 14

What must a Facilitator do? Develop strong district and administrative support Establish a Core Team Involve all faculty and staff Create a system of both district and building level coaches 15

Strong Administrative Support Minimum of 3-5 year commitment to the project Provide consistent support for team meetings Provide access building discipline data (office referrals) 16

Active Administrative Leadership is Essential… 1. To Implement SWPBIS: Commit Time and Resources for Initial Training Data Collection System is Available 2. To Support SWPBIS: Participate in All Team Meetings Publicly Support Team Efforts and SW-PBIS Process 3. To Sustain SWPBIS: Commit to 3-5 Year Implementation Plan Commit to On-going Professional Development 17

Begin by forming a building level core team:  Administrator  Grade / Department Representation  Specialized Support  Support Staff  Parent  Community How do we implement SWPBIS? 18

Role of the Core Team Completes a quantitative and qualitative assessment of the school Facilitates work with school staff to design and implement services and supports based upon needs identified in the assessment Meets regularly and communicates with all stakeholders Helps to deliver training components to staff Monitors on-going progress and adapts plan as needed 19

All Faculty and Staff are Involved Complete Self-Assessment Provide Consensus Define Classroom Expectations Explicitly Teach and Reinforce the Expectations Participate in School-wide Events 20

District Coach vs. Building Coach  Necessary for large scale implementation  Supports ongoing training for new schools  Gets the District “To Scale”  Support the Core Team with implementation 21

1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems 22

Effective Instruction Behavior Support Plan & Plan & Procedures Procedures Classroom Management How do we Implement SWPBIS? 23

Tier 1: School-Wide Support Components Develop 3-5 positively stated school-wide expectations Teach the behaviors necessary to follow the rules. Develop a school-wide reinforcement plan. Core team meets regularly to monitor, plan, make recommendations and update staff Administrator support and involvement Data drives decision-making 24

Tier 1: School-wide Implementation Target the entire student body Proactive, preventive approach Well designed rules, routines, and physical arrangements Clear expectations in all locations including non-instructional (playground, bus, halls, cafeteria) “Everyone knows the rules.” 25

Non classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems Research to Practice Family & Community Systems 26

School-Wide Systems 1.Common purpose & approach to discipline 2.Positive statement of purpose 3.Clear set of positive expectations & behaviors 4.Procedures for teaching expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging inappropriate behavior 7.Procedures for on-going monitoring & evaluation 27

Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom Setting Systems 28

Positive expectations and routines taught & encouraged Active supervision by all staff – Scan, move, interact with all students Pre-corrections & reminders Positive reinforcement Non-classroom Setting Systems 29

RAH – at Adams City High School (Respect – Achievement – Honor) RAH ClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism 30

What is my role? As a facilitator, I am responsible for: To ensure success, I may need more information related to: Another comment I have is: 31

Tier 2: Targeted Interventions For students at-risk (10-15%) More intervention by adult(s) Intensified instruction and explicit, guided practice Increased use of cues and prompts Examples and non-examples of desired behaviors Self monitoring 32

Tier 3: Intensive Interventions For chronic, intense behavior problems (3-5%) Intensified assessments and interventions When school-wide and targeted interventions are effective, only a small percent need intensive interventions Functional Behavior Assessment and Positive Behavior Support Plan 33

DATA COLLECTION 34

What About Data Collection? Types of Data 1.Quantitative – Office discipline reports – Attendance – Suspension/Detention 2.Qualitative (EBS) – Policy and procedures – Reinforcement systems – Instructional environment – Non-classroom systems – Professional development – School climate 35

WHY COLLECT DATA? Understand how students are behaving Identify problem behaviors Identify routines that are not working Evaluate the effectiveness of improvement strategies 36

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Referrals by Problem Behavior 39

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Referrals per Student 42

What does a SWPBIS School look like? 80% of students can state the school rules & give behavioral example Positive adult-to-student interactions exceed negative Ongoing data collection & team-based planning & implementation Administrators are active participants. Continuum of behavior support is available to all students 43

Sample Time Line Planning Stage - Year 1 January – overview for core team February – Overview for staff – Core team full day training on Universal level & Staff completes online surveys – Core team develops draft matrix- present draft to faculty for feedback then revise March – Core team training on Teaching Expectations and Acknowledgement System April & May – Write lesson plans and design acknowledgment system Summer - organize for September Kick off 44

Sample Time Line Implementation Year September Kick-off event – teach expectations and implement acknowledgment system Parent information meeting October-December – Revise as needed (monthly data review) – Booster sessions January 20xx – begin training and Plan Tier 2 – Continue to review data monthly September 20xx -Implement Tier 2 – Plan and revise as needed – Begin developing Tier 3 45

Establishing Support and Readiness 46

District Leadership Team

School-wide Facilitator District Coaches Building Coaches District Leadership Team Building Level Teams

District Planning District will be successful if: They start with sufficient resources and commitment They use the Implementers’ Blueprint and Self- Assessment They focus on the smallest changes that will result in the biggest difference They have a clear action plan They use on-going self-assessment to determine if they are achieving their plan They have access to a facilitator who is supportive, knowledgeable and persistent.

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PBIS Blueprint Located on Located on under Provisional Facilitators June training (this may change later on) – Also a Handoutwww.papbs.org 51

Using the Blueprint Section I: Describing School-wide Positive Behavior Interventions and Supports Section II: Implementation Foundations Section III: Implementing a Systems Approach to School-wide Positive Behavior Interventions and Supports 52

SWPBIS Implementers’ Blueprint 53

SWPBIS Implementers’ Blueprint Representation from key stakeholders Meet regularly with a regular process Complete regular self-assessment and long term action planning Led by Coordinator with FTE LEADERSHIP TEAM (Coordination) 54

SWPBIS Implementers’ Blueprint Identify recurring funding sources 3 to 5 yrs. of support Disseminate results to multiple audiences Websites Newsletters Conferences Media (TV, etc.) Mission, Vision, Goals Operational Foundations Management Procedures & Protocols LEADERSHIP ACTIVITIES Funding Visibility Political Support Policy Presentations to: school boards, state departments Write into policy Connect with key administrators 55

Training Coaching Evaluation SWPBIS Implementers’ Blueprint BUILD CAPACITY (training expertise) Support coaches Ensure coaches implement with fidelity Establish community of learning BUILD CAPACITY (implementation expertise) Support school teams Ensure teams implement with fidelity DATA-BASED DECISION MAKING Create data systems Fidelity Student outcomes Design process for evaluation Establish eval cycles COORDINATION ACTIVITIES Behavioral Expertise BUILD CAPACITY (implementation expertise) EBPs/EBIs Partnerships w providers Ensure teams implement with fidelity 56

Preparing School Districts for SWPBIS training 57

Getting Started 1.You have identified a potential school 2.Set meeting with the administrator and key personnel 3.At initial meeting review: -Benefits to joining network -Begin to talk about Schools commitment -Walk through training readiness checklist -Establish training dates 58

Benefits to joining the PAPBS Network Availability of a research-supported approach A list of PAPBS Network endorsed facilitators Availability of professional development and technical support to district coaches by the Network. Access to on-line data analysis tools ( An enhanced district image 59

Benefits to joining the PAPBS Network Training on data collection and analysis for decision-making. Access to the Network’s proprietary sections of its website, serving as a repository for additional materials, resources, and tools. Opportunity for members to participate in the PAPBS Annual Implementers’ Forum Eligibility for districts/schools to receive Network acknowledgement for exemplary implementation. The district will be part of a statewide Community of Practice (CoP) or learning community that promotes a three-tiered prevention approach to mental or behavioral health supports. 60

Commitment to Implement with Fidelity Agreement  District Team  Core Team  District& Building Coach  Professional Development Turn-around training for faculty Networking and training support for Coaches  Funding 61

School Building Readiness Focuses on:  Establishing a Core Team  Earning Faculty Commitment  Supporting position of Internal Coaching/Building level  Training plan for Implementation and Sustainability 62

Training Readiness Checklist for Individual Schools 63

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Reflect on Today What is my role? As a facilitator, I am responsible for: To ensure success, I may need more information related to: Another comment I have is: 65

Reflect on Today Next Steps for me to Consider Contact Schools Necessary Resources Schedule training Other 66

PBIS Assessments An Overview Cohort 4 Day 1: School-wide Facilitator Training 67

Objectives Describe PBIS Assessment Tools Review components of PBIS Assessment Tools Identify possible applications of data for problem solving, decision making, and action planning at building, district, PA PBS Network levels and its use for determining needs across district/building Discuss the similarities in data across the surveys 68

What are PBIS Assessments Web-based surveys Developed through educational and community supports; University of Oregon 69

Where do I find the Assessments? 70

Who uses PBIS Assessment? School teams use to guide implementation of SW- PBIS to ensure high fidelity. Coaches/Coordinators use to determine which schools are collecting and using data, how schools are progressing, and what support may be of greatest value for any one team. Research/Evaluation Groups use as a way to help schools in their research and evaluation projects to enter data about SW-PBIS implementation fidelit y. 71

PBIS Assessment includes tools and instruments for research, annual assessment and progress monitoring of implementation of SW-PBIS. Criteria for including a tool/instrument to PBIS Assessment: Reliable and evidence-based Consistent across states Meets need(s) not duplicated by tool/instrument currently in use 72 What is PBIS Assessment?

Current Tools/Instruments: 73

Which Questions Can PBIS Assessment Data Answer? 1.How is our Universal SWPBIS team functioning? (Team Implementation Checklist) 2.How can we get staff input and focus our SWPBIS work on our staff’s top priorities? (Self-Assessment Survey) 3.How safe does it feel in our school? (School Safety Survey) 4.What is going well and where can we grow our SWPBIS implementation? (Benchmarks of Quality) 74

Effort data (Are we working the plan?) Team Implementation Checklist (TIC) Self-Assessment Survey (SAS) Outcome data (Is it having an effect?) “Big 5” Graphs Triangle % School Safety Survey (SSS) Fidelity data (Are we following the plan?) School Evaluation Tool (SET) Benchmarks of Quality (BoQ) Classes of Data

Who Can Utilize the Results of PBIS Assessments? SWPBIS Building Implementation Teams District SWPBS Leadership SWPBS Regional Facilitators and Local Facilitators State Leadership / State Coordination Team 76

Why Use PBIS Assessments? Analyze the process and systems of implementation Identify strengths and needs Evaluate effectiveness of current implementation plan Action plan and progress monitoring Required 77

Process for Facilitators to use to set up surveys for schools 1.Contact your regional facilitator to set up an account for your school 2.Assigned school code will be generated and sent to the facilitator to share with school 3. Keep a log of your school codes 78

Your PBIS Assessment Account Your SWPBS Regional Facilitator will: – Give each school a unique account number – Open surveys for a time period that is convenient for your school to complete the survey – Close the survey time period when you and/or your schools staff has finished taking the survey Reports and graphs generated automatically when survey period closed – Closed surveys cannot be reopened – Please notify Regional Facilitator in advance if date will not be met 79

PBIS Assessment Tools Team Implementation Checklist (TIC) Self Assessment Survey (SAS) School Safety Survey (SSS) Benchmarks of Quality (BoQ) School-wide Evaluation Tool (SET) Benchmarks for Advanced Tiers (BAT)* 80

WHO: WHAT: WHERE: WHEN: HOW: Survey Summary Guide 81

Team Implementation Checklist (TIC) Question 1: How is our Universal SWPBIS team functioning? 82

TIC Rationale The Team Implementation Checklist is designed as a “progress monitoring” tool for school teams implementing Universal PBIS elements. The TIC should be completed by the full team (preferable with the district coach). Information from the TIC should be used to guide development of an action plan. The TIC typically is completed each month (or every other month) until a team rates 80% of the TIC items as “Achieved” for three consecutive administrations.

TIC Reports Two reports available 1.Implementation by feature 2.Overall implementation 87

TIC: Implementation by Feature Report Percentage implemented and partially implemented for each feature 88

TIC Implementation by Feature Report: Percentage implemented and partially implemented for each feature 89

TIC: Overall Implementation Report Shows overall scores as percentage of items fully/partially implemented percentage of implementation points 90

TIC: Overall Implementation Report 91

Summary: Team Implementation Checklist WHO: Completed by the Universal SWPBS Team WHAT: The TIC guides the development, implementation, monitoring and revision process for building a positive school culture WHERE: At your school during a Universal SWPBS Team meeting WHEN: Quarterly/monthly HOW: One person, usually the Internal SWPBS Coach, inputs the checklist that the team has completed online at 92

Self-Assessment Survey (SAS) Question 2: What is current staff perceptions and needs regarding implementation status? 93

SAS Examines perceived status and need for improvement of four systems School-wide discipline systems Non-classroom management systems (e.g., cafeteria, hallway, playground), Classroom management systems Systems for individual students engaging in chronic problem behaviors 94

SAS Provides data pertaining to: Initial/baseline assessment (annually in subsequent years) Annual action planning Internal decision making Impact of interventions over time Awareness of building staff Team validation 95

SAS 96

Self-Assessment Survey Reports Individual Summaries Comparative Summaries Analysis of Schoolwide System Individual Item Scores 97

Summary: Self-Assessment Survey WHO: Completed by all teachers, staff and administrators in your school building WHAT: Examines the status and need for improvement of four behavior support systems WHERE: At your school WHEN: Annually, usually at the beginning or towards the end of each school year HOW: All school staff take the survey online at 98

Self-Assessment Survey Use? Building District PA PBS Network 99

School Safety Survey (SSS) Question 3: How safe is our school? 100

Assesses risk factors and response plans for school safety & violence Helps school leaders evaluate – The extent to which the school provides a safe learning environment – Training and support needs related to school safety and violence prevention and – Responses to violence and the effectiveness of protective measures School Safety Survey 101

School Safety Survey 102

SSS Reports Individual Respondent Reports Comparative Yearly Summaries 103

Summary: School Safety Survey WHO: Completed by the staff WHAT: Measures risk and protective factors WHERE: At your school WHEN: Completed annually HOW: The individuals at your school who have been asked to complete the survey do so online

School Safety Survey Use? Building District PaTTAN/IU 105

Benchmarks of Quality (BoQ) Question 5: What's going well and where can we improve SWPBIS implementation? 106

Purpose The Benchmarks of Quality is a self-assessment process in which the PBIS internal coach will evaluate the development and implementation of the critical features of School-Wide PBIS The BoQ measures fidelity of implementation, within 10 critical elements of SW-PBIS The BoQ is designed to give your school feedback for future action planning and is used to determine what level of professional learning in PBIS will be recommended to your school team

BoQ: Two Elements Scoring Form Completed by coach/facilitator using Scoring Guide Used for reporting back to team Scoring Guide Describes administration process Rubric for scoring each item

What you can expect to learn from the results of the BoQ? To examine the fidelity of implementation of the universal level Are we really doing what we think we are doing? To identify and examine strengths and weaknesses of implementation What successes can we celebrate? What steps can we take to improve?

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BoQ Reports Implementation of Critical Element Area Overall Implementation 113

Summary: BoQ WHO: The SWPBS Universal Team WHAT: Lists 53 benchmarks & 10 critical elements of quality for Universal School-wide SWPBS implementation This tool identifies strengths and opportunities for change and growth. WHERE: At your school WHEN: The spring of each school year Mar/Apr/May HOW: Completed by school teams periodically to identify areas of strength and weakness. Entered online by Regional Facilitator 114

Benchmarks of Quality Use? Building District PA PBS Network 115

The School-wide Evaluation Tool (SET) A research instrument for determining the extent to which a school is implementing school-wide positive behavior support. 116

Action Planning The PAPBS Network may use Data Tool results to: 1.Determine if sites are implementing with integrity 2.Provide technical assistance or training to sites whose scores do not yet meet criteria 3.Acknowledge sites who have met criteria 117

Action Planning Schools should use Data Tool results to:  Focus on area in need of action  Guide selection of action steps  Evaluate if actions are making a difference Discuss & Plan ways to provide information about the use of PAPBS Network Data Tools and their use… 118

Survey Data Commonalities Self Assessment (STAFF) TIC (TEAM) BoQ (TEAM) Expectations defined XXX Expectations taught XXX Reward System XXX Violations System XXX Level of Commitment XX 119

Survey Data Commonalities (cont’d) Self Assessment (STAFF) TIC (TEAM) BoQ (TEAM) Team Management XXX Data Systems XXX Evaluation Systems XX Action Planning X District Supports XX Classroom System XX 120

Resources Todd, A. W., Boland, J., Horner, R., & Sugai, G. Positive behavior supports surveys: User’s manual. University of Oregon: ECS Available at Positive behavior supports surveys. Available at 121

PA PBS Network Regional Facilitator Contacts PaTTAN Pittsburgh Kathryn Poggi PaTTAN King of Prussia Tina Lawson PaTTAN Harrisburg Laura C. Moran