1. PBIS Tier I Overview
This presentation is intended to meet the Tier I Training Readiness Checklist requirements for Pasco County Schools and Florida’s Positive Behavior Support Project

2. Agenda Mission and Vision Behavioral Health Continuum
PBIS
Trauma Informed Care
Restorative Practices
PBIS and Tiers of Support
Tier I
PBIS Structure
District
School
Coaching
Classroom
Challenges and Barriers
Staff Input Survey
Resources
Review the agenda and components that will be addressed during this PBIS overview

3. Mission and Vision

4. Mission and Vision Pasco County Schools PBIS District Leadership Team
Providing a World Class Education to All Students
PBIS District Leadership Team
Make strategic connections between district priority goals (High Impact Instruction, Data Driven Decisions, and Collaborative Cultures) and the philosophy of PBIS through the development of annual action plans aligned to school Success Plans and district Mission
FLPBS
To increase the capacity of Florida’s school districts to address problem behavior using Positive Behavior Support within a Response to Intervention framework
Briefly discuss the important of a mission statement and the mission statements that drive the current PBIS work in Pasco County Schools

5. District Key Priorities and PBIS
High Impact Instruction
Teachers select and/or develop core instruction/school-wide interventions for all students for behavioral health.
Data-Driven Decisions
School leaders facilitate school teams to select and/or develop a system to collect data, monitor implementation of core instruction/school-wide interventions.
Collaborative Culture
School team problem-solves school-wide data including identifies tiered academic and behavioral needs.
Connect the Pasco County District Key Priorities back to the PBIS framework

6. Behavioral Health Continuum

7. Behavioral Health Continuum
The Behavior Health Continuum is a framework to help envision the supports for the whole child.
Important Points:
Trauma Informed Care is the lens to see the entire system framework
PBIS and Restorative Practices fit within the Trauma Informed Framework
It is vital that we use universal precautions to ensure safety, security, voice, choice, transparency for ALL staff and students
Support can be provided across the whole continuum

8. Trauma Informed Care in Schools
A framework that acknowledges the prevalence and impact of trauma, and the complex paths to healing and recovery in all aspects of organizational culture and operation. These principles and practices seek “safety first” and commit themselves to “do no harm.”
Ten Tenets of Trauma Informed Care
Recognize the impact of violence and victimization on development and coping strategies.
Identify recovery from trauma as a primary goal.
Employ an empowerment mode.
Strive to maximize individual choices and control over their recovery.
Are based on relational collaboration.
Create an atmosphere that is respectful of survivors’ need for safety, respect and acceptance.
Emphasize individual’s strengths, highlighting adaptations over symptoms, resilience over pathology.
Minimize the possibilities of re-traumatization.
Strive to be culturally competent and to understand each person in the context of their life experiences and cultural background.
Solicit consumer input and involve consumers in designing and evaluating services.
Adapted from Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women, Elliot et al. May 27, 2005.
What’s wrong with you?
vs.
What’s happened to you?
Emphasize the importance of changing our verbiage from what is wrong with you to what has happened to you.
Describe the tenets and how the apply to staff as much as students- some schools even begin using the Trauma Informed Framework with staff

9. PBIS Tiers of Support

10. PBIS and Tiers of Support
Aims to build effective environments in which positive behavior is more effective than problem behavior
Is a collaborative, assessment-based approach to developing effective interventions for problem behavior
Emphasizes the use of preventative, teaching, and reinforcement- based strategies to achieve meaningful and durable behavior and lifestyle outcomes
Describe the framework for PBIS and Multi-Tiered Systems of Support

11. PBIS and Tiers of Support
The School Leadership Team is primarily responsible for the Tier I academic and behavioral structures at the school wide level. That team may have branches that support other work and should have a communication loop with the Professional Learning Communities and School Intervention Team

12. PBIS and Tiers of Support
Build effective, positive school environments
Enhance school climate and safety
Prevent problem behaviors from occurring
Teach and reinforce appropriate behaviors
Increase instructional time and academic performance
Enhance teacher capacity to effectively address problem behavior
Create meaningful and durable behavior and lifestyle outcomes
Some of the responsibilities and components of Tiered Supports

13. PBIS and Tiers of Support
Traditional Discipline:
Goal:
Stop undesirable behavior through punishment
Focus:
The student is the problem
PBIS:
Goal:
Alter the environment
Replace problem behavior with appropriate behavior
Teach new skills
Reward demonstration of appropriate behavior
Focus:
The environment
The whole-child
Emphasize the difference between traditional approaches and positive approaches

14. PBIS and Tiers of Support
It is aligned with the core components of RtI (Response to Intervention)
It can be adapted to fit the needs of your school
It coexists with most other school-wide programs
It is consistent with research-based Principles of Behavior
Share the pros and benefits of PBIS within the overall framework of school MTSS work

15. PBIS Tier I

16. Tier I
Review the Triangle and the connection between academics and behavior.
Describe the resources that can be provided across all three tiers.
Clearly define the need for students above Tier I to continue to receive supports in lower tiers.
Emphasize the approximate percentages (Tier I 80-90%; Tier II 10-15%; Tier III 1-5%).
Connect the triangle to Early Warning System (EWS).

17. Tier I Tier 3 – (Intensive, Individualized)
Processes and procedures reflect school-wide expectations coupled with team-based strategies to address problematic behaviors of individual students
Tier 2 – (Targeted, Supplemental)
Processes and procedures address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention, escape)
Tier 1 & 2 – (Classroom)
Processes and procedures reflect school-wide expectations coupled with pre- planned strategies applied within classrooms
Tier 1 – (Universal, Core)
Procedures and processes support behavior intended for all students, staff, across all settings
Provides the same information as the Triangle slide and also includes classroom supports

18. Tier I A 3-5 year process for comprehensive systems change to occur
Effective, committed district leadership and support
Effective PBS team and committed Administrator
Faculty commitment and buy-in
Fidelity of implementation and evidence-based practices
Tier 1 - Universal (all students, times, locations)
Tier 2 - Targeted (students at-risk)
Tier 3 - Intensive (individualized for severe behaviors)
On-going data collection for data-based decision-making
Progress monitoring and evaluation
Contextual fit with school culture and school improvement plan
Provide an explanation of the systems change process and importance of patience and fidelity.

19. School Data Review ADD SCHOOL DATA HERE
Insert 1-2 graphs of the school’s current discipline data and review needs based on data

20. PBIS Structures

21. PBIS Structure PBS Team and administrative support
Expectations & Rules – Core Curriculum of Tier 1 PBS
Reward/Recognition system
Teaching expectations, rules and consequences
Effective discipline process, procedures and consequences
Faculty commitment
Implementation fidelity
Classroom PBS systems
Data entry, analysis and effective problem-solving (RtI)
Evaluation and progress monitoring
Critical Components of PBIS- ALL areas must be implemented and monitored with fidelity for success

22. PBIS Structure PBIS Project Contact District Coordinator PBIS Coach
PBIS Team
Faculty and Staff
Students and Families
PBIS Project Contact is at Florida’s PBS Project
Jenna Sage is District Coordinator
You are the PBIS Coach 
The PBIS Team may be part of all of the School Leadership Team
All faculty and staff must commit to and buy-in to PBIS
PBIS needs to include student voice and parent partnership

23. PBIS Structure PBIS Coach: School-based staff
Facilitates the teaming process at the school level
Attends:
trainings with their school-based team
PBIS Team meetings
Coaches’ meetings with the District Coordinator
other trainings and professional development, as needed
Reports to District Coordinator
Facilitates the completion of Mid-Year and End-Year PBIS reports
Your role in the process.
Emphasize that the PBIS Coach is a liaison, receives additional training, provides supports and resources.

24. PBIS Structure PBIS Team 6-8 Members:
Administrator, Gen Ed teachers, Special Ed teachers, Student Services, persons with behavioral knowledge/expertise, paraprofessionals, parents & students
Develops, implements, and evaluates the school’s PBIS plan with input from faculty and staff
Monitors behavior data
Develops and supports interventions
Monitors PBIS progress
Maintains communication with faculty and staff
Meets regularly to review action plan
Describe the common work of the PBIS Team

25. PBIS Structure
Staff will develop and implement school-wide Expectations & Rules
Students and staff will be taught the expectations and rules
A Reward System will be developed and taught to students and staff to encourage and model appropriate behavior
A consistent Discipline Referral Process will be developed and implemented
Effective Consequences will be developed and used to discourage inappropriate behavior.
Data will be used to track progress and identify target areas for intervention
Describe the responsibilities of ALL Staff.

26. Challenges and Barriers

27. Challenges and Barriers
Philosophical change regarding behavior
Shift in how staff respond to student behaviors
Acquisition of new skills by students and staff
Need for good data collection and evaluation systems
Implementation fidelity
No established benchmarks or decision rules for behavior
Put a positive spin on the challenges:
Change can be difficult but it is necessary to keep moving forward (Einstein’s quote of doing the same thing…)
Adults have to change their behavior before students can (analogy of fish in a dirty aquarium- need to clean the tank first)
It will be a learning process for everyone and that takes time but can be very rewarding
For the process to be effective we have to monitor and adjust like any intervention
If there is strong implementation fidelity of ALL of the critical elements (can’t cherry pick) there will be sustainable change
Research has shown and schools have seen decreases in discipline referrals and suspensions; increases in staff and student satisfaction; increases in academic performance; increases in parent participation; increases in attendance; and MORE 

28. Required Staff Survey

29. Your input and participation is greatly appreciated
Staff Input Survey
As part of the PBIS Tier I Readiness process it is important to gain staff input into the PBIS process
Please take a moment and complete the survey linked HERE
Your input and participation is greatly appreciated
This is a required task prior to Tier I training

30. Resources

31. Resources Florida’s Positive Behavior Support Project
Association of Positive Behavior Support
OSEP Technical Assistance Center on PBIS
PBIS Canvas Page:
Guide participants to the Canvas page as well and the resources that are available

32. Thank You!
This presentation is intended to meet the Tier I Training Readiness Checklist requirements for Pasco County Schools and Florida’s Positive Behavior Support Project
If you have not done so already, please take a moment to complete the PBIS Staff Input Survey HERE
Remind staff that they need to participate in the PBIS Staff Input Survey