1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Tier 1: Session 1 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE 33 Fountain Place, Frankfort KY 40601 Phone/Fax: 502.223.9932 - www.kycid.org

2. Participant Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone etiquette  Listen attentively to others  Limit sidebars and stay on topic Be Kind  Enter discussions with an open mind  Respond appropriately to others’ ideas

3. Welcome and Introductions On the tent card on your table, put the following information:  School Name  Number of Students Served  Grade Range  One Positive Word to Describe Your School Select a spokesperson to introduce your team to the group

4. Introduction to KY PBIS Training Tier 1/Universal is a four-day training for your entire PBIS School-wide Leadership Team The PBIS Coach will attend two additional days of training this year During Tier 1/Universal training, your Team will learn about and begin to implement 10 critical elements of PBIS This is the beginning of a systemic change process for your school

5. Critical Elements of School-wide PBIS 1. PBIS Leadership Team 2. Faculty Commitment 3. Effective Procedures for Dealing with Discipline 4. Data Entry and Analysis Plan Established 5. Expectations and Rules Developed 6. Reward/Recognition Program Established 7. Lesson Plans for Teaching Expectations/Rules 8. Implementation Plan 9. Classroom Systems 10. Evaluation Note: Critical Elements as defined by the Benchmarks of Quality, an evaluation instrument used by schools annually to assess implementation

6. Introduction to KY PBIS Training Your principal agreed to specific commitments regarding PBIS implementation  Attend 4 days of training together as a team  PBIS Coaching commitment  Meet monthly for one hour  Collect, submit, and analyze survey and evaluation data  Collect and analyze outcome data (e.g., office referrals, suspensions, detentions, etc.)  Develop and track a PBIS Action Plan  Active participation  Attend future trainings with different teams

7. PBIS Teams Tier 1: PBIS School-wide Leadership Team  Largest team with broad representation  Significant involvement of administrator  Meets monthly  Focus mainly on behavior systems Tier 2: Solution-Focused Team  Smaller team with focused representation  Focus on behavior and academic systems  Need behavior and academic “experts”  Meets one to two times monthly  Some overlap of membership with Tier 1 Tier 3: Wraparound Team  Core team (small) with other invited team members  Need a trained facilitator  Meet as needed

8. Team Time Do you understand the PBIS commitments and training sequence? Are there any questions you have at this time?

9. Training Objectives for Session 100 Overview of PBIS Fidelity of implementation Relationship between PBIS and RtI Effective team collaboration  Team roles  Team responsibilities Faculty commitment Development of school-wide expectations

10. What is School-Wide Positive Behavioral Interventions and Supports? School-wide PBIS is:  A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students Evidence-based features of PBIS (Lewis & Sugai, 1999)  Prevention  Define and teach positive social expectations  Acknowledge positive behavior  Arrange consistent consequences for problem behavior  On-going collection and use of data for decision-making  Continuum of intensive, individual interventions  Administrative leadership – Team-based implementation (Systems that support effective practices)

11. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavioral Interventions And Supports OUTCOMES Social Competence & Academic Achievement

12. Systems Perspective Systems, data, practices, and outcomes “interact with and guide each other” (Sugai & Horner, 2006) Emphasis on systems separates PBIS from other models because it provides specific focus on increasing chances of sustaining change

14. Commitment Equals Fidelity When a practice or program is implemented as intended by the researchers or developers, this is referred to as fidelity of implementation

15. Research Shows… When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield results that are two to three times higher. Adapted from (Durlak & DuPre, 2008)

16. Research Shows… Schools that received technical assistance from typical support personnel implemented SW PBIS with fidelity (Horner et al., 2010) Fidelity SW PBIS was associated with: o Lower levels of ODR o Improved perception of safety of the school o Increased proportion of 3 rd graders who met state reading standards (Sugai, 2008)

17. Team Time From your previous experiences of implementing initiatives, how much thought was given to fidelity and what was the outcome?

18. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

19. Tier 1: SW PBIS Why start at Tier 1?  Provides core teaching about important behaviors (Sugai & Horner, 2002)  All students receive instruction  Prevention is the goal  Less students will need more intensive interventions (Gresham, 2005) What does Tier 1 look like?  Behavior is taught, practiced, and monitored across all school settings  All students aware of expectations  All adults model, monitor, and reinforce  Should positively impact at least 80% of students

20. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in office discipline referrals ODR Rate per 100 Students per Day KY PBIS Elementary Schools =.21 National Sample =.34 KY PBIS Middle Schools =.75 National Sample =.85 KY PBIS High Schools =.92 National Sample = 1.27

21. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in out- of-school suspensions KY PBIS schools showed a 41% reduction in OSS State reduction for same time period was 15%

22. Tier 1: SW PBIS PBIS high schools in KY showed significant decreases in dropout rate KY PBIS schools showed a 40% reduction in dropout rate State reduction for same time period was 17%

23. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in retention rate KY PBIS schools showed a 33% reduction in retention rate State reduction for same time period was 16%

24. Team Time How does this description of Tier 1/Universal PBIS fit with your previous perceptions? What is the take-back message to share with your staff?

25. Creating an Efficient Process: Integrating PBIS and RtI Hallmarks of the PBIS process are efficiency and effectiveness Therefore, PBIS schools consider ways to braid initiatives in order to maximize efficiency and effectiveness Schools should integrate systematic responses to both behavior and academics (i.e., PBIS and RtI initiatives) Do schools need separate teams to address behavior and academic concerns?

26. Possibilities of Behavior/Academic Concerns Around Function of Problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

27. Why Look at an Integrated Behavior and Academic Support Model? Both are critical for school success Share critical feature of data-based decision- making Utilize three-tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than a reading-only model (Stewart, Benner, Martella, & Marchand- Martella, 2007)

28. High quality instruction engages students and leads to reductions in problem behavior (McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press; Preciado, Horner, & Baker, 2010 )

29. Improving the social behavior of students results in more minutes spent in academic instruction ( Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

30. Proficiency on 4 th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

31. Emphasis is Placed on Establishing Universal Behavior/Academic Supports with Fidelity Reduces number of students requiring more intensive intervention Reduces the intensity of many of the at-risk behaviors Greater allocation of resources for those in greater need Less demand on limited school/district

32. Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Students performing at desired levels Too few performing at desired levels

33. Children who fall behind academically will be more likely to Find academic work aversive Find escape-maintained problem behaviors reinforcing McIntosh, 2008

34. Distribution of Elementary Reading Intervention Level: Michigan Example (based on DIBELS assessment) 33% 43% 56% 24% 20% (n = 201) 24% (n = 4074)

35. Team Time What does this information mean in regards to your PBIS School-wide Leadership Team? Do you have an established RtI Team? Can your PBIS and RtI teams be combined? What are the advantages and disadvantages?

36. Element 1: PBIS Leadership Team Establish a building-wide team that oversees all development, implementation, modification, and evaluation activities in order to implement procedures and processes intended for all students, staff, and settings

37. PBIS Leadership Team Items Team has administrative support Team has regular meetings (at least monthly) Team has established a clear mission/purpose

38. Important Team Variables Three critical variables that impact success of Tier 1/Universal implementation (Cohen, 2006):  Administrator commitment  Well-functioning Leadership Team  Staff buy-in

39. The Administrator is Critical to Success! ● Highly visible ● Model expectations ● Communicate caring for students (National Association of Elementary Principals, 1983) ● Willing to implement necessary changes ● Knowledge of PBIS and treat as priority ● Attend all meetings and trainings (Newton et al., 2009)

40. Essential Attributes of the Team ● Committed to the teamwork philosophy ● Understand the goals of the team ● Understand their individual roles, functions, and responsibilities ● Willing to take initiative ● Willing to communicate ● View disagreement as positive ● View team performance evaluation as constructive Florida PBIS

41. Essential Activities of the Team ● A basic understanding of team functioning and dynamics ● Consistency in performing team duties (e.g., having monthly meetings) ● On-going use of an Action Plan ● Consistent adherence to PBIS principles in making decisions with data Handler et al., 2007

42. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #_____ 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: _______________ Critical Elements

43. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team AugustOn-goingMeeting Notes. School Calendar Monthly # # # # 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

44. Team Time Do you have the right staff members on your team, including at least one person knowledgeable about academic RtI? Have you determined team roles to ensure efficient meetings? Do you have a monthly schedule of meetings?

45. Creating the Mission/Purpose

46. Creating a Clear Mission/Purpose Statement The PBIS Team must have a specific focus regarding the purpose of implementing of PBIS The mission/purpose statement should communicate to all stakeholders why your school is implementing PBIS This statement will drive the development of the 10 Critical Elements of PBIS

47. Examples of Mission/Purpose Statements “To promote a caring, cooperative, and consistent environment for the benefit of our students” – Ballard ES “To be proactive by ensuring consistent and positive expectations for all staff and students” – South Warren MS

48. Team Time Develop your mission or purpose statement based on your own school needs, issues, and identity.

49. Element 2: Faculty Commitment Ensure that all staff members are engaged in the development and implementation of PBIS by being aware of and involved in data decisions and goal setting

50. Faculty Commitment Items ● Faculty is aware of behavior problems across campus through regular data sharing (e.g., newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) ● Faculty is involved in establishing and reviewing goals (e.g., survey/feedback form during meeting, Survey Monkey) ● Faculty feedback is obtained throughout year (e.g., any of the above plus Self-Assessment Survey)

51. How to Change When Change is Hard Common Vision Common Language Common Experience STUDENT SUCCESS

52. Staff Commitment is Essential Faculty and staff members are critical stakeholders 80% buy-in must be secured Staff members must understand they are making a 3-5 year commitment to change the culture of the school

53. Strategies to Keep Staff Commitment High Regular communication (newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) about long-term and short-term components Sharing data On-going training for faculty and staff Frequent assessment of how implementation is going (surveys, discussions, etc.) Ensuring adequate resources Handler et al., 2007

54. Initial Commitment Data Did you know your school has already obtained preliminary feedback from your staff on their willingness to commit to change regarding behavior practices and discipline? This information was obtained through completion of the PBIS Self-Assessment Survey in the spring. This survey served as a baseline assessment of PBIS implementation in your school.

55. PBIS Self-Assessment Survey Taken annually to assess PBIS implementation across school-wide, non-classroom, classroom, and individual student systems Assesses both level of implementation (fidelity) and priority for improvement (buy-in) Fidelity of implementation is reached when the percentage of “In Place” responses for a system is 80% or higher

56. School-wide Non-classroom

57. School-wide Non-classroom

58. Team Time Discuss your school’s PBIS SAS results. How can you use the results of the Priority for Improvement information to facilitate behavior change in your school?

59. Challenges to Gaining Buy-In Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Insufficient system of support Staff lack a clear vision of how the changes will impact them personally

60. Supporting Systemic Change through a Team Process Staff members must share:  A common dissatisfaction with the processes and outcomes of the current system  A vision of what they would like to see replace it Problems occur when those in the system lack the knowledge of how to initiate change or when there is disagreement about how change should take place

61. Managing Complex Change Vision Skills Incentives Resources Action Plan = Skills Incentives Resources Action Plan = Vision Incentives Resources Action Plan = Vision Skills Resources Action Plan = Vision Skills Incentives Action Plan = Vision Skills Incentives Resources = CHANGE CONFUSION ANXIETY RESISTANCE FRUSTRATION TREADMILL

62. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team AugustOn-goingMeeting Notes. School Calendar Monthly #2 Share monthly discipline data with staff (example) Mr. C.Septe mber May (monthly sharing) Review monthly PBIS newsletter Monthly at team meeting # # # 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

63. Team Time How will you ensure you have strong faculty commitment to PBIS? How will you keep it?

64. Element 5: Expectations and Rules Developed Establishing and posting expectations for student and staff behavior, and developing rules and procedures linked to the expectations

65. Expectations and Rules Items 3-5 positively stated expectations are posted around school Expectations apply to students and staff Rules/procedures developed for specific settings (where problems are prevalent) Rules/procedures linked to expectations Staff are involved in developing expectations and rules/procedures

66. School-Wide Expectations Definition:  A list of 3-5 specific, positively stated behaviors that are desired of all faculty and students  Broad, global behaviors  Expectations should be in line with the team mission/purpose statement and should be taught to all faculty, students, and families  Usually contain both behavioral and academic attributes Examples:  Show Respect to Everyone  Act Responsibly  Put Forth Best Effort

67. Rules for Unique Settings Definition:  Behaviors you want students to exhibit in specific settings such as classroom and non-classroom areas  Specific, observable, and measurable Examples:  Walk on the right side of the hall  Keep your hands, feet, and objects to yourself  Use a Level 1 voice  Three students on the tire swing at a time  Begin bell ringer as soon as you take your seat

68. Procedures for Non-Classroom Areas Definition:  Written documentation of how the school-wide expectations will be taught in a non-classroom area  Includes how rules apply to the expectations in that area  Includes information regarding supervision duties and how student behavior will be monitored, reinforced, and corrected Examples:  See Handout of Sample Arrival Procedure

69. Benefits of Expectations and Rules Uniform instruction across multiple settings within the school A consistent environment that enhances learning Reduction in discipline infractions Communication among staff members Communication with parents Curriculum design

70. How Are Expectations and Rules Similar? Both should be limited in number (3-5) Both should be positively stated Both should be aligned with the team mission/purpose statement and school discipline policies Both should clarify criteria for successful performance

71. How Are Expectations and Rules Different? Expectations are broadly stated Expectations apply to all people in all settings Expectations describe the general ways that people will behave Rules describe specific behaviors  Observable  Measurable Rules may apply to limited number of settings Rules clarify behaviors for specific settings

72. Developing School-wide Expectations Consider existing data summaries  Discipline  Academic Identify common goals Review Mission/Purpose Statement Consider other school-based programs Identify characteristics of an ideal student

73. Which Ones Are School-wide Expectations? Show Tolerance Place Food Items in Proper Containers Remain Seated During Instruction Use a Level 0 Voice Have a Positive Attitude Show Integrity Be Responsible

74. Key Components in Developing School-wide Expectations Provide a rationale (what’s the purpose?) All ideas of expectations considered A process to choose and eliminate Equal ownership of expectations Involve students and parents in process

75. School-wide Expectations Elementary Example Briarwood Elementary Be Respectful Be Responsible Be a Team Player Be Willing to Learn

76. School-wide Expectations Middle School Example Paducah Middle School R espect others E xcel in academics A lways try C ommit to success H ave a positive attitude

77. School-wide Expectations High School Example Warren East High School P ositive attitude R espect I ntegrity D edication E xcellence

78. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team AugustOn-goingMeeting Notes. School Calendar Monthly #2 Share monthly discipline data with staff (example) Mr. C.Septe mber May (monthly sharing) Review monthly PBIS newsletter Monthly at team meeting #5 Get input from staff, students, families on expectations (example) Mrs. AndersJuneJulyTeam will review results of surveys July # # 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

79. Team Time Determine your plan for obtaining feedback from all stakeholder groups regarding what your expectations will be. Be sure to create a timeline. Discuss ideas you have among your team regarding what you think your expectations should be.

80. Closing Activity

81. KYCID Contacts Mike Waford, Director Judy Boggs, Assc. Director Lea Brown, West Kelly Davis, West Janeah Gullett, East Karen Bush, North Tamara Kendrick, Training Assistant mike.waford@eku.edu judy.boggs@eku.edu lea.brown@eku.edu kelly.davis@eku.edu janeah.gullett@eku.edu karen.bush@eku.edu tamara.kendrick@eku.edu www.kycid.org

82. Rick DeFour