1. Replacing Exclusionary Discipline with Positive Alternatives to Improve School Behavior Florida Charter School Conference Cat Raulerson, Ed.S, NCSP Lauren Evanovich, Ph.D
This brief ppt provides an overview of PBIS.
It is intended to assist school-based leadership teams in introducing PBIS to school faculty and staff in order to support buy-in, and also to refresh/boost excitement and commitment for PBIS implementation.

2. Florida’s PBIS Project
Mission
To increase the capacity of Florida’s school districts to use team-based planning and problem-solving to implement positive behavior supports within a multi-tiered system of support (MTSS)
What the Project Provides
Training, technical assistance, coaching, and resources in the development and implementation of positive behavior supports within MTSS
Tier 1
Classroom
Tier 2
Tier 3
This slide outlines the mission of the Florida PBIS Project. It also addresses the supports and services the project provides to schools and districts.
All supports are ‘FREE’ to all school districts in Florida. The Project is available to assist with training, implementation, intervention development, coaching, data-driven problem-solving, and supports for ALL students across ALL Tiers.

3. Who is our audience today??

4. Objectives for Today Describe the critical components of Tier 1 PBIS
Summarize examples of school-wide implementation
Identify the necessary steps for obtaining additional training on PBIS systems

5. Goals of PBIS Implementation
Build effective, positive school environments
Enhance school safety and academic and behavioral outcomes for ALL students
Prevent / reduce problem behavior using a collaborative, assessment-based approach to develop effective instruction & interventions
Teach appropriate behavior to enhance social-emotional learning
Reinforce desired behavior to maintain meaningful and durable behavior and lifestyle change.
These are the over-arching goals of PBIS implementation.
Emphasize that the focus is on SYSTEMS change…
improving environments,
improving teacher-student-family relationships,
improving academic outcomes, enhancing school safety,
improving social-emotional outcomes, AND
reducing and/or preventing problem behaviors.

6. Positive Behavior Interventions & Supports
Schools Implementing PBIS
20,000+ schools across the country
1,500+ schools in Florida
PBIS Framework
Provides the foundation for a Multi-Tiered System of Support (MTSS)
Can be adapted to fit within any school
Coexists with most school-wide behavior programs
Consistent with research-based principles of behavior
Intervention of choice in federal legislation
This slide answers the question, “Why implement PBIS?”, versus ‘something’ else.
Emphasize that PBIS is philosophy and framework for behavior. It is NOT a program that is implemented. There are numerous ‘behavior, social-emotional programs’ that might be used within a PBIS framework (i.e., Character Counts, Capturing Kids Hearts, etc.)
PBIS encompasses more than just a curriculum for teaching appropriate behavior, it also addresses teaming, relationship building, effective discipline procedures, responses to inappropriate behavior, data collection and analysis, progress monitoring and evaluation.

7. Changing the System ‘How Staff Interact with Students’
8/26/2018
Teach behavior like we teach academics
Model and practice expected behaviors
Reinforce/reward expected behaviors
Pre-correct/prompt to ensure positive behaviors are displayed
Active supervision to prevent problem behaviors
Respond effectively to problem behaviors
PBS Practices:
Making sure that all adults are on the same page using the same language 7

8. MTSS One model, multiple domains
Academics
Behavior
Core curricula: CCSS
Core curriculum
Houghton-Mifflin reading
School-Wide expectations
McGraw-Hill math
Rules, Routines
Harcourt science
2. Supplemental resources
Small group instruction
CI/CO program
Social skills groups
Support groups
3. Individualized help
Computerized instruction
Mentoring
Tutoring
Counseling
BIP
The MTSS triangle applies to academics as well as behavior. The academic side of MTSS has received a substantial amount of attention, and the technology and implementation are fairly well-developed. Behavior, on the other hand, has a great deal of variation and the technologies for implementation and evaluation are not always as straight-forward. Still, the approach for MTSS for behavior is the same.
At tier 1, there is a core curriculum for behavior just like there is for academics. With academics, it’s the Common Core State Standards, along with the text books and supporting materials used for lesson plans and evaluation. With Tier 1 for behavior, the core curriculum is unique to each school. It consists of the school-wide expectations (or “Guidelines for success”), and the rules, procedures, lesson plans, reward system, and discipline system. There are several accepted measures for evaluating a school’s core for behavior, as well, but these may not be part of a formal curriculum.
At tier 2, supplemental resources are provided to students who have similar needs. With academics, you might see small-group instruction using materials from the textbook developers. With behavior, schools must work to identify the common needs of their students, which should be based on the function of students’ behavior, and will be different from school to school. Once student needs are identified, students receive supplemental instruction just like they would for academics – but with behavior, the instruction would take the form of social skills groups, support groups, or CICO interventions.
At tier 3 for academics, students receive individualized instruction and/or supports, often through tutoring, computerized instruction, or 1-on-1 assistance. With behavior, students also receive individualized instruction and/or supports. Common examples of this include mentoring, counseling, or behavior contracts.

9. Those keys for establishing PBIS will get teams through the stages of implementation.

10. Critical Component: PBIS Team
Team designs Tier 1 instruction, guides implementation
Adequate representation helps to ensure stakeholder viewpoints are considered
Helps with buy-in for implementation strategies
Rationale:
Key Characteristics:
Multi-disciplinary
Administrative support is critical
Representative of all content areas, grade levels, demographics
Clear about their mission

11. School-Based PBIS Team
~6-8 Members
School Administrator – A MUST
General & special education teachers
Guidance Counselor or Behavior ‘Expert’
Paraprofessional
Family Members (ad hoc)
Students (ad hoc)
Responsibilities
Develop, implement, and evaluate the school’s PBIS plan with input from staff
Monitor behavior data and implementation progress
Maintain communication with staff and families
Hold monthly meetings to review and develop action plan
BRIEFLY identify the roles covered by members of the PBIS Team.
Point out the responsibilities are more important than making sure a person has a specific title. For example, recorders may function well with timekeeping responsibilities, or someone else may be able to handle that responsibility on their own.
Parent/community voice should be representative of the parent/community as they have a different view of the school and have my have a better understanding of the culture of the community the school serves. On a Tier I team they, ideally, would ensure communications between parents and educators to help bridge the gaps, help to collect information from parents to share back with the Tier I team, facilitate qualitative and quantitative types of data collection to inform problem-solving)

12. School Administrator Responsibilities
Actively communicates support for PBIS implementation on campus
Active member of the PBIS Team
Understands the school’s behavioral data system
Ensures behavior is written into the School Improvement Plan
Identifies and allocates resources to support implementation, including staff time for PBIS activities
This slide emphasizes the importance of the School Administrator’s commitment to PIBS implementation. Without his/her active, visible commitment and support it is extremely difficult to implement and maintain PBIS.
NOTE: If the School Administrator is NOT fully committed to implementing PBIS, further discussion is warranted.

13. Critical Elements of Tier 1 PBIS Benchmarks of Quality Tool For Teams
PBIS Team
Faculty Commitment
Expectations and Rules
Lesson Plans for Teaching Expectations
Effective Reward/Recognition System
Effective Discipline Process and Procedures
Implementation Plan
Classroom PBIS
Data Entry and Analysis
Evaluation and Progress Monitoring
These are the 10 critical elements that will need to be addressed for effective implementation of PBIS.
These critical elements are aligned with the Benchmarks of Quality used to measure, evaluate and problem-solving PBIS implementation variables.

14. What Does PBIS ‘Look Like’?
Staff develop expectations & rules with input from ALL stakeholders
Expectations & Rules
Lesson plans are developed for teaching the expectations
ALL staff and students are taught the expectations and rules
Teaching
System for reinforcing appropriate behavior is development
System is taught to ALL stakeholders and implemented
Reinforcing
Effective discipline process and procedures are developed
Procedures are consistently implemented by ALL staff
Discipline Process
Effective hierarchy of consequences are developed
Consequences are consistently implemented by ALL staff
Consequences
Timely collection and analysis of behavior data
Data-based problem solving is used to target instruction
Data System
When PBIS is implemented effectively, each of the key elements noted above are in place, visible and actively evaluated for effectiveness.
School staff may want to discuss what elements are currently in place on their campus and which elements are in need of additional support.

15. Challenges to PBIS Implementation: What do you experience in your school?
Philosophical change regarding behavior for all stakeholders
Shift in how staff respond to student behavior
Acquisition of new skills by students and staff
Effective, efficient data system to collect and evaluate behavioral data
Implementing PBIS with fidelity
Systems change is difficult and these are some of the challenges the school staff/administrators may face when getting initial staff buy-in, as well as maintaining buy-in and commitment throughout the implementation process.
Review and discuss these with the participants for additional input and/or strategies to address concerns.

16. Questions to Explore For Need on Campus
Is there an effective core curriculum for behavior in place on your campus?
Are faculty and staff consistently providing a high rate of positive responses and feedback to all students? (4:1 positives to neutral/negatives)
Does disruptive behavior take away from instructional time?
Are consequences for similar behaviors delivered consistently across all staff and students?
Are problems anticipated so that proactive instruction can be provided?
Review these questions with faculty & staff and/or develop additional questions specific to situations/concerns on your campus.

17. Examples of Implementation

18. With Good Implementation Comes Good Outcomes….
Annual Report 15-16

19. Foundations

20. Teaching Expectations Example A Teaching Expectations Example B
Elementary Examples
Teaching Expectations Example A
Teaching Expectations Example B

21. A: ODR Reductions Per 100 Students
Elementary Examples
A: ODR Reductions Per 100 Students
B: ODR Reductions

22. Middle School Example
. Staff reinforcement system with theme aligned to student reinforcement system.
Classroom: Clarifies Expectations, rules, what happens when you display desired behavior and what happens when there is undesired behavior

23. MS Outcomes Per 100 Students
Reduced ODRS
Reduced OSS

24. High School Example Of Implementation
Visuals on Campus School Wide Expectations and Reinforcement
Schedule of Quarterly Student Assemblies For Ongoing Instruction

25. HS Examples of School Wide Implementation
Reduced ODRS
Reduced OSS

26. What Steps Do I Take For Training and Support?

27. FLPBIS:MTSS Support Structure
School-Based Personnel
School-Based PBS Team Members
Charter School Requests To Project- Contact District
District “Coaches”
District Leadership Team
District Coordinator
Use this to discuss our usual district structure but highlight differences for charter school requests
PBIS Project Contact

28.
Please point out that right now we have lots of examples on our website, but many of them are not perfect – teams need to evaluate them against current training guidelines. Please credit original authors of products.
If you have access to internet- take them to the website instead of just showing them a picture.

29. Directors: Rob Horner, George Sugai & Tim Lewis
USF: Don Kincaid & Heather George
PBIS.org Resources

30.
APBS Resources

32. Contact Information and Resources
FLPBIS:MTSS Project
Phone: (813)
Fax: (813) :
OSEP TA Center on PBIS
Association on PBIS
May want to share a video here of Rita Pierson’s TED Talk as a wrap up