Vermont PBS First Steps to Implementation February 11, 2010

Who’s Here? Bethel Bridgewater Bristol Cabot Coventry Fairfield Green Street Jericho Lowell Lyndon Newport Town North Country Riverside Sharon Sherburne Tunbridge Vergennes Williamstown

PBS Leadership Team Sabine Baldwin Richard Boltax Doug Dows Cassandra Corley Josh Souliere Carol Randall Anne Dubie Ken Kramberg Sherry Schoenberg

Agenda PBS Pop Quiz! The PBS Big Picture! External Supports Available for PBS Teams First Steps to Implementation Creating Effective and Efficient Teams Roles and Norms Working Smarter, not Harder Components #1 and #2 Purpose Statement 3-5 Expectations Using PBS Data Tools SET and EBS Team Charge

PBS Signal to Coaches Cups Green = We’re all set. No help needed. Yellow = We need help, but can continue with our work. Red = HELP! We can’t continue with our work.

PBS Pop Quiz! Test your PBS knowledge and skills

Question: Which acronym is not synonymous with Positive Behavior Supports? A.PBS B.SW-PBS C.YMCA D.PBIS E.EBS

Answer: C. YMCA! PBS aka EBS or PBIS or SW-PBS Green = Universal = School-wide and Classroom Yellow = Targeted = Secondary Red = Intensive = Tertiary

Question: Which of the following statements least describes Positive Behavior Supports? A.A proactive, school-wide, data driven systems approach to promoting social and academic competence. B.A framework that encompasses primary, secondary and tertiary prevention. C.A new federal regulation requiring schools to suspend students for incorrectly stating the school’s expectations D.A science that defines, teaches and rewards behavior expectations, provides predictable consequences for problem behaviors and uses data to guide implementation and impact over time.

Answer: C.A new federal regulation requiring schools to suspend students for incorrectly stating the school’s expectations PBS Myth-busters – PBS is: A general approach to preventing problem behavior – not an intervention in isolation For every student – not just students with the most extreme challenging behaviors Based on long history of behavioral practices & effective instructional design and strategies – not a passing fad

Question: PBS uses data to: A.Make decisions about the effectiveness of interventions or the need to change them. B.Evaluate teacher performance C.Support student AND staff behavior change D.A and C

ProblemSolutionFrom ToProblem Solving Solution Information (Data) Answer: D! PBS uses data to help staff analyze behavior and to make effective changes…not to evaluate teachers!

True or False : PBS recommends providing the most significant interventions for the smallest possible effects.

False! In PBS, the big idea is to Invest in the smallest evidence-based practice with the biggest documented impact! “add 1, drop 2”

True or False : At the Universal (school-wide) level (the green part of the triangle), PBS supports only those students that have less than 1-2 Office Discipline Referrals (ODRs).

All Some Few False: PBS is for ALL!

True or False: In a PBS school, students and staff know the expectations and are recognized for positive behavior.

True! In a PBS school, one should expect to see/hear: >80% of students and staff can cite expectations and are being personally recognized for following expectations. Positive adult-to-student interactions exceed negative. Data and team-based action planning and implementation are visibly in place. Administrators are active participants. Full continuum of behavior support is available to all students.

The Big Picture: Your Journey through PBS

Learn about PBS Attend Prerequisite Trainings Establish Readiness Complete baseline SET & EBS Develop PBS Implementation Plan 1.Purpose Statement Expectations 3.System for Teaching Expectations 4.System for Acknowledging Expectations 5.System for Discouraging Problem Behavior 6.Data-based Decision Making Meet Monthly as a PBS Leadership Team Complete Post Implementation SET

Implement Universal with Fidelity SET Evaluation at 80/80 Establish Targeted Team and Identify Targeted Coordinator Learn about PBS Targeted Level Inventory Existing Targeted Practices Develop Check-in/Check-out Introduce Function-Based Practices Develop Data System to Support Targeted Interventions

Establish Intensive Team and Indentify Intensive Coordinator Learn about the Intensive Level of PBS Develop Capacity to Complete FBA and BSP Develop Capacity for Wraparound Supports

External Supports Available to Assist You in Your PBS Journey PBS Coaches Leadership Team Training (at every level) Topic-based Workshops (at every level) Regional PBS Coordinators Meetings BEST Summer Institute Graduate courses/credits BEST/Act 230 Grants PBS Vermont website – Links to national web sites and materials National Technical Assistance Center

Introducing… The PBS State Implementation Coaches

Technical Assistance for PBS Schools and State Coaches for your Supervisory Union CASSANDRA – Fairfield JOSH – Coventry, North Country Union HS, Lyndon KEN – Bridgewater, Green Street, Riverside, Sharon, Sherburne, RICHARD – Jericho, Bristol, Vergennes SHERRY – Williamstown, Bethel

The District/S.U. Model Why Now? Fidelity of implementation will require local expertise and capacity Exponential growth in Vermont has created need to build local capacity for coaching and behavioral expertise As demonstrated by other states, District/S.U. active support increases likelihood that the initiative will be maintained

Function of District/S.U. Model ensures that school PBS Readiness checklists are complete and validated by external coach secures stable funding for PBS efforts. ensures that schools have an information system for data- based decision making relevant to PBS. ensures behavior is top priority for district. arranges 3-4 SU meetings per year of PBS coordinators and administrators to review status and plan Maintains a.1 FTE coach who meets with school based leadership teams several time a year

District/S.U. Coach Expectations Attend PBS School Team Leadership Training Attend PBS District/SU Coach training (at Summer Institute and Oct. 1) Complete School Evaluation Tool (SET) for PBS schools in District/SU Participate in regional coordinators/coaches meetings (4 times per year) Attend PBS School meetings 2-3 times per year Facilitate 2-3 meetings of PBS schools within SU

Congratulations! You’ve worked hard to get here! Ongoing assessment of readiness is an important factor in successful PBS implementation.

First Steps to Implementation: The PBS Leadership Team

Criteria for an Effective and Efficient PBS Universal Leadership Team Representative, credible membership Uses effective team processes Roles and Norms Efficient use of staff resources “Working Smarter, not Harder” Action and outcome driven

Important Team Practices Show respect through meeting norms Assign roles. Use expected meeting behaviors. Reschedule cancelled meetings. Acknowledge contributions. Communicate Distribute meeting minutes. Keep people informed. Celebrate success along the way! Assess team actions and processes Conduct Team Implementation Checklist (TIC) monthly. Review “Working Smarter” Team Matrix regularly. Use data in planning. Reflect on team process and apply to skill building.

Team Roles Recommended: Facilitator Recorder Time Keeper Optional: Refreshment Coordinator Data Facilitator But Watcher

Activity # 1: Roles and Norms Assign roles Brainstorm a list of positively stated norms for your team to consider. Work toward consensus on 3-5 norms for your team. Write norms on Team Profile and Meeting Schedule. Consensus = team members can agree to support each norm.

“Working Smarter” Team Matrix Team, Committee or Initiative Related to School Climate & Student Behavior Purpose ~ Intended Outcomes Target Group Staff Involved What Action Plan goal does this address?

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

Activity #2: The Working Smarter Matrix Activity #3: Team Profile & Meeting Schedule Work as a team to complete the “Working Smarter” Matrix. List team participants and coordinator. Who’s missing? Establish your team meeting schedule at least monthly Approximately one hour re-negotiate schedule annually

First Steps to Implementation: Component 1: Purpose Statement

Six Components of School-wide PBS 1.Statement of purpose 2.Clearly defined expected behavior 3.Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5.Continuum of procedures for discouraging problem behaviors 6.Procedures for record-keeping and decision making

PBS Purpose Statement Used to capture the explicit objective of a PBS Implementation Plan. “The purpose of PBS at our school is…”

Purpose Statement - Guidelines – Positively stated – 2-3 sentences in length – Supportive academic achievement – Contextually/culturally appropriate (e.g. age, level, language)

Woodbury Purpose Statement: The Woodbury Elementary School works collaboratively to help meet all students’ social, emotional and academic needs. As a community of learners, we value and respect the diverse nature of each individual. Within a nurturing, safe and respectful environment, the children will strive with our support to reach their full potential as life long learners. Woodbury Expectations: Respectful, Safe and Responsible

Wolcott Elementary Purpose Statement: All learners are responsible for themselves, their community and the greater world. Wolcott eagles are responsible, respectful, and ready in thoughts, words and actions.

Example: The purpose of the PBS Leadership Team is to build the capacity of our school to develop structures for teaching expected behaviors, create student behavioral and academic support systems, and apply data-based decision-making to discipline, academics, and social/emotional learning. Our Team promotes family and community involvement at all levels of implementation.

Write a brief Statement of Purpose for your PBS Implementation Plan Use Implementation Plan – I. Common Approach/Statement of Purpose template. Create plan to get feedback from staff and others. Activity #4: Purpose Statement

First Steps to Implementation: Component 2: Behavior Expectations

Six Components of School-wide PBS 1. Statement of purpose 2. Clearly defined expected behavior 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging problem behaviors 6. Procedures for record-keeping and decision making

(Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

Behavior Expectations: Guidelines Few in number Positively stated Behaviorally defined

Positive SW Expectations - Guidelines 1.Linked to social culture of school (e.g., community, mascot) in number words per expectation 4.Positively stated 5.Supportive of academic achievement 6.Apply to ALL students, staff and settings 7.Mutually exclusive (minimal overlap) 8.Contextually/culturally appropriate (e.g., age, level, language) 9.Communicated to stakeholders (e.g., families, community members, district administrators) 10.Included in school publications (e.g., handbook, posters, newsletters)

Example: Burke Elementary School Respect yourself Respect others Respect this school

Example: People’s Academy Middle Respect self and others Respect environment Be responsible Be safe R2 B2

Example: Chicago Public High School Be Caring Be Academically Engaged Be Respectful Be Responsible

Orange County, CA

Activity #5: Behavior Expectations Develop 3 to 5 clearly defined, positively stated expectations. Use Implementation Plan – II. School-wide Behavioral Expectations template

First Steps to Implementation: Using PBS Data Tools

Assessing PBS Practices EBS Survey (self-assessment) School-wide Evaluation Tool (SET) Team Implementation Checklist (TIC)

Effective Behavior Support (PBS) Self- Assessment Survey Purpose:Assess staff perceptions of PBS practices in place and priority for changes Design annual action plan Format:Survey Completed by:All staff Manual or on-line scoring, graphing When?Annually, preferably in the spring

Two main questions 1.What systems are in place now? 2.What systems are most in need of improvement?

**SAMPLE**

Assessing PBS Practices EBS Survey (self-assessment) School-wide Evaluation Tool (SET) Team Implementation Checklist (TIC)

School-wide Evaluation Tool (SET) Purpose:Assess school-wide implementation of PBS practices Format:Interviews with staff, students; observations; review of discipline related documents Completed by: Coaches Manual scoring, graphing When?Before SW implementation, 6-12 weeks after SW implementation, Annually

SET Components Section A: Expectations Defined Section B: Behavioral Expectations Taught Section C: On-Going System for Rewarding Behavioral Expectations Section D System for Responding to Behavioral Violations Section E: Monitoring and Evaluation Section F: Leadership

At the Team Leadership Training You will: Review data from the School-wide Evaluation Tool (SET) for your school Review data from the EBS Self-Assessment Develop action steps to shape your PBS Implementation Plan

Activity #6: To Do Now! 1.Schedule a time for your staff to complete the EBS self-assessment. 2.Meet with your PBS TA person and schedule your SET between now and the Team Leadership Training.

Your Charge: 1.Finalize your PBS Leadership Team 2.Get feedback and complete components #1 and #2 3.Complete your SET and EBS Self-Assessment 4.Register for the Team Leadership Training at BEST Summer Institute (6/21-6/24) or 8/10- 8/12.

PBS Coordinator Orientation Purpose: to prepare Coordinator to assist team in completing the PBS Implementation Plan Date, Time and Location: After lunch on the first day of training (details TBA)

Summer Institute Steps 1.Go to BEST web-site: 2.Complete team registration form and send deposit. 3.Complete individual registration form on-line: Select Strand “A” Select Wednesday workshop of your choice. 4.Decide whether you want to attend the Institute for three credits. If so, click “what to do to take the Institute for credit”. 5.Send payment to UVM. 6.Visit “what’s new” to learn about special events at the Institute.