1. Positive Behavior Intervention and Supports (PBIS) Tier 1 Day 5 Training

2. Agenda for Today Celebrate progress made!  Finish up discipline
PBIS Kickoff Planning

3. Team Activity --Review of Day 4 Tasks
Review Tier 1 Action Plan and prioritize items yet to be completed.
Inform staff of Day 4 PBIS information:
Importance of data for effective decision making
Appropriate interventions for problem behavior
SISWEB PBIS Tab
Importance of clean data and consistency
Office Discipline Referral Form and Process

4. Defining the Process and Documentation of Behavior

5. Defining the Discipline Process. Questions we will be answering today:
What forms to complete?
When? For which behaviors?
Is there a minor referral? Or only major?
Suspension/ Detention?
What is the follow-up?
What happens to the discipline referral form?
With student? With parent?
With referring staff?

6. Office Referral Form Essential Components Are we collecting the right information?
Who?
Where?
When?
What?
Why?
With whom?
Details
Response?

7. Essential Fields to Include on Referral Forms for easy data entry into SISWEB
Student Name & Grade
Referring Staff
Date & Time
Minor or Major Behavior
Problem Behavior
Location of Incident
Perceived Motivation
Others Involved
Comments
Action Taken

8. Motivation Perceived Motivation Definitions Avoid Adult
Student engages in problem behavior(s) to get away from adult(s).
Avoid Peers
Student engages in problem behavior(s) to get away from/escape peer(s).
Avoid Tasks/Activities
Student engages in problem behaviors(s) to get away/escape from tasks and/or activities.
Obtain Adult Attention
Student engages in problem behavior(s) to gain attention of adult(s).
Obtain Peer Attention
Student engages in problem behavior(s) to gain attention of peer(s).
Obtain Items/Activities
Student engages in problem behavior(s) to gain items and/or activities.
Other
Possible motivation for referral is not listed above. Staff using this area will specify the possible motivation for this student’s problem behavior.
Unknown
Student engages in problem behavior(s) for unclear reasons.
Handout 16

9. Reviewing your existing Discipline Referral form
Are you getting the most information from your
referral forms?
Could you update your referral form to provide you with more useful data?
Would you gain more information if you put in place a minor referral process, in addition to major referrals?

10. Guidance: Creating/ Refining your Office Referral Form
A list of EGUSD Referral Form Definitions is provided
Minor Problem Behaviors (defined)
Major Problem Behaviors (defined)
Locations (defined)
Perceived Motivations (defined)

11. Office Referral Form Sample
Worksheet 17

12. Team Time
Review your current Office Referral Form and revise, if necessary, to include the essential elements
Review the EGUSD Referral Form Definitions and make sure to include the most frequently documented behaviors on your form.
Review PBIS Tab Event Entry required fields and align form.
Discuss how you will train your staff on the referral form.

13. Revisiting Discipline

14. Changing the Social Culture: A shift is needed in our responses
GOAL of PBIS:
A unified staff that responds consistently, predictably & effectively to student problem behavior
Create a peer culture that encourages positive behavior

15. Responding to Problem Behavior
We will still use negative consequences in schools…
Why?
Must…
Effective for many students
Pair use of negative consequences
But only in ways that maintain the dignity, safety & respect of the student
With instruction of the desired behavior

16. Discipline: Derived from disciple, meaning “to teach”
Logical Consequences: Actions taken by the parent or person in authority that are related to the behavior.
(Trash left in cafeteria = Student cleans cafeteria area)
Natural Consequences: Action that occurs as a result of an initial action.
(If you put your finger in an electric socket = You will get a shock)

17. Discipline Assumption:
Focus on the remediation & instruction of alternative, desired behavior
Problem behavior should be seen as an instructional opportunity for social behavior
Delivering negative consequences for problem behavior
necessary but insufficient

18. A thought to ponder…
“So often, children are punished for being human. Children are not allowed to have grumpy moods, bad days, disrespectful tones, or bad attitudes, yet we as adults have them all the time. None of us are perfect, and we must stop holding our children to a higher standard of perfection than we can attain ourselves.”
What are your thoughts?
Agree? Disagree? Comments?

19. Developing a Continuum of School Responses

20. Majors
Minors

21. Responses to Problem Behavior
Develop alternatives to punishment & exclusion (detention/suspension/expulsion)
Good to focus on re-teaching of expectations
Kids go to “Rule School”
Peer Conflict Mediation
On Campus Intervention Class

22. Promote Corrective Responses to Misbehavior
Reteach expected behavior
Overcorrection
Practice appropriate behavior 2-3 times
Logical & natural equitable consequences
Missed instructional time made up at lunch or after school
Lose related privileges
infraction (like practicing or reviewing a lesson)
recess, Restitution, Lose related privileges

23. Developing a Progression of Consequences
Example:
Minor Behaviors
1st offense: Warning
2nd offense: Re-teaching
3rd offense: Minor Referral & Action
Repeated Minors: When does it become a Major?
Major Behaviors
Office Referral & Action
How will we follow up with staff?

24. Students with Recurring Problem Behavior
When negative consequences are not effective…
we need a new approach
How many days of detention, suspension,
missed classes before we realize this is not a
successful intervention for changing behavior?
Often student problem behavior is helping students to get exactly what they want:
Avoid difficult tasks
Obtain attention from peers or adult

25. Use data to drive intervention decisions...
Students with recurring behavior who do not seem to be responding to traditional consequences
Students x ID #

26. Team Time
Examine the current use of consequences for problem behavior.
What changes can you make to minimize loss of instructional time AND increase instructional responses to problem behavior?
How can you support students if recurring use of standard consequences are not changing behavior?

27. Putting it all together: PBIS Kick-Off

28. Preparing for Implementation
Plan Ahead
Be Ready for PBIS Kick-Off (First 2 weeks)
Obtain & Organize materials
Rules Posters, Acknowledgment tickets, handbook
Have “PBIS Kick Off” schedule ready to go
Schedule Summer meeting to finalize plans for the Kick-off, if needed

29. Kick-off Assembly Make it FUN & memorable for students & staff
Introducing School rules & Programs
Should be more than 1 day/ 1 assembly, make part of every day for the first 2-3 weeks
Develop a Schedule for Teaching Expectations
Teach expectations & routines across settings
Use videos, skits, discussion

30. Training Staff for Implementation
Plan Ahead
Schedule time during Pre-service week to train staff on PBIS implementation
Teach a Behavioral Lesson to staff, so they can understand what it will look like
Make the lesson fun and engage staff (still working on buy-in & creating a buzz)
Model lesson as if you’re teaching it to students OR teach Safe/Responsible & Respectful w/ counter/sink in staff lunchroom
Also use the lesson to help them understand what student lessons will look like

31. Brainstorm for Parent Involvement & Introduction to PBIS
Send home information
PBIS in Parent/student handbook
Add PBIS information (i.e behavior matrix, acknowledgment tickets, PBIS rally schedule to your school website and/or social media
Integrate PBIS into “Back to School” night
Teach parents a PBIS lesson & hand out tickets for good behavior, hold a drawing
Invite parents to help staff the ‘rewards store’ or table for weekly drawings

32. Team Time When will you have the PBIS “Kick-Off”?
What will be the format?
How will the expectations be introduced and taught?
Will you have an assembly/rally?
How will parents be informed?

33. Tiered Fidelity Inventory (TFI)

34. Purpose of the School-wide PBIS Tiered Fidelity Inventory
The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school.
Tier I (Universal PBIS)
Whole School Universal Prevention
Tier II (Targeted PBIS)
Secondary, Small Group Prevention
Tier III (Intensive PBIS)
Tertiary, Individual Support Prevention

35. SWPBIS Tiered Fidelity Inventory is a Self-Assessment
Primary purpose is to help school teams improve
Primary audience for the results is the team, faculty, families and administrators of the school.
Effective use requires multiple administrations (progress monitoring).

36. Team Work Time
Look over the Tiered Fidelity Inventory and evaluate the baseline levels for your school. (See TFI Handout)
Read each questions and then vote as a team on the score of 0,1 or 2.
Data sources are what we would ‘see’ as evidence of the element in place.
We will only be collecting Data for Tier 1 today.
The total score is out of 30.
You may score low today, which is ok. Do not be discouraged! Your scores will improve over time. It is a process. 

37. Overview of Tier I PBIS Training Series
PBIS Overview
Teaming
Foster Buy-In
Develop School-wide Expectations
Teaching Behavioral Expectations & Routines
Develop Lesson Plans
Tiered Fidelity Inventory
Acknowledgement Systems
Family Involvement
Consistent Consequence Systems
Data Systems (SISWeb)
PBIS Kickoff Plan
Team Initiated Problem Solving (TIPS)

38. We made it! Thanks for a productive day! Questions? Comments?
Evaluations—Please fill out and leave on your table. 

39. What’s ahead? PBIS Year 2

40. Priorities for Next Year
Team Initiated Problem Solving Training
Successful Implementation/Maintenance of School-Wide PBIS system
Planning for Tier II Systems for supporting students
Intervention Team and Meeting format
Development of Tier II Interventions: Check In Check Out, Social Skills Groups, Homework Club, Recess Club and others
Implementation, Monitoring & Evaluating Tier II Interventions