Review & Re-establish School-Wide PBIS: Tier 1 Cohort 10 August 2015 *

Improving school and classroom climate Decreasing reactive management Maximizing academic achievement Improving support for students with EBD Integrating academic & behavioral initiatives

It’s about following the herd…

(H)EERDS Logic of SW-PBIS! Have to be.. Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) *

How are you doing? * 1414

SYSTEMS PRACTICES DATA OUTCOMES Integrated Elements DATA: What do we currently see and know? OUTCOMES: What do we want to see? PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see? SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b) full implementation that is contextualized, accurate, and sustainable?

SYSTEMS PRACTICES DATA OUTCOMES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally Equitable Academic & Social Behavior Expectations Culturally Relevant & Effective Instruction Culturally Knowledgeable Staff Culturally Valid Information for Decisions

Systems Guidelines 1. Work as a Team 2. Involve students, staff, parents, and community 3. Review your expected outcomes 4. Make decisions based on data 5. Revise / set new expected outcomes 6. Integrate initiatives (working smarter) 7. Develop a plan for the start of this year – Kick-off, teaching expectations, reward systems, …

Practices Guidelines 1. Review Data 2. Use effective, efficient, relevant practices 3. Review and practice school-wide expectations 4. Increase use of pre-corrections 5. Increase/ maintain high rates of positive reinforcement 6. Identify students whose behaviors are unresponsive to Tier 1

Classroom SWPBIS Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect 1717

▪ Leadership team ▪ Behavior purpose statement ▪ Set of positive expectations & behaviors ▪ Procedures for teaching SW & classroom-wide expected behavior ▪ Continuum of procedures for encouraging expected behavior ▪ Continuum of procedures for discouraging rule violations ▪ Procedures for on-going data-based monitoring & evaluation School-wide 1818

▪All school-wide ▪Maximum structure & predictability in routines & environment ▪Positively stated expectations posted, taught, reviewed, prompted, & supervised. ▪Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices ▪Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies ▪Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. Classroom 1818

▪ Positive expectations & routines taught & encouraged ▪ Active supervision by all staff ▪ Scan, move, interact ▪ Precorrections & reminders ▪ Positive reinforcement Non-classroom 1818

▪ Behavioral competence at school & district levels ▪ Function-based behavior support planning ▪ Team- & data-based decision making ▪ Comprehensive person-centered planning & wraparound processes ▪ Targeted social skills & self-management instruction ▪ Individualized instructional & curricular accommodations Individual Student 1818

▪ Continuum of positive behavior support for all families ▪ Frequent, regular positive contacts, communications, & acknowledgements ▪ Formal & active participation & involvement as equal partner ▪ Access to system of integrated school & community resources Family 1919

TIC TIME!

WHY Take the TIC? ❏ The Team Implementation Checklist is a progress monitoring tool for Tier 1 ❏ Each time you take the TIC celebrate what you have in place! ❏ Action plan how you will take your next steps to implement Tier 1 ❏ ALWAYS share the results of your TIC with all staff ❏ Highlight celebrations and back them up with outcome data ❏ Share action planning next steps

Taking the TIC Review ➢ Coach reads each question and the team discusses ➢ Coach enters the score in the implementation manual first ➢ When all questions have been discussed and scored in the implementation manual, coach enters the scores in pbisapps.org

PBIS Assessments Website *

School-Wide Review 8 Step Planning Guide How Are You Doing?

Getting Started with SWPBS Primary Intervention Tier In the following sections, planning steps for getting started with the implementation of SWPBS are described. Examples of outcomes for each step are provided in the Appendices. Guidelines: Step 1 – Establish Leadership Team Membership Step 2 – Develop Brief Statement of Behavior Purpose Step 3 – Identify Positive School-wide Behavioral Expectations Step 4 – Develop Procedures for Teaching School-wide Behavior Expectations Step 5 – Develop Procedures for Teaching Classroom-wide Behavioral Expectations Step 6 – Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations Step 7 – Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations Step 8 – Develop Data-based Procedures for Monitoring Implementation of SWPBS (Primary Tier) * 44

▪ Leadership team ▪ Behavior purpose statement ▪ Set of positive expectations & behaviors ▪ Procedures for teaching SW & classroom-wide expected behavior ▪ Continuum of procedures for encouraging expected behavior ▪ Continuum of procedures for discouraging rule violations ▪ Procedures for on-going data-based monitoring & evaluation School-wide 1818

Before Students Return Establish: ▪ PBIS School-wide Team meeting schedule for the year – 2 times a month ▪ Schedule for communicating/reporting/ problem-solving with staff for the year ▪ Schedule of celebrations/acknowlegement activities

Before Students Return Plan For: ▪Staff Kick-Off ▪Student Kick-Off/Fall training ▪Parent Kick-Off (minimally a letter should be sent home describing PBIS, the school-wide expectations, rewards system and how they can contact the school for more information or if they are interested in joining the committee) ▪A Bus Driver Kick-Off ▪How School-wide Team will provide data to the staff/team managing Targeted & Intensive Interventions ▪Expectations posted in all areas

The National Website *

The Minnesota Website *

PBIS Assessments Website *

Action Planning ❖ Access TIC reports from pbisapps.org ❖ Use reports to action plan for next steps ❖ Use p.44 from your implementation manual as well ❖ Use an action planning form that helps you inform staff and secure participation for your next steps