1. Stakeholder Feedback Kimberly Yanek, PhD kyanek@midatlanticpbis.org
Developing a Strategic Plan for Statewide Implementation, Sustainability, and Capacity Building for PBIS
Stakeholder Feedback
Kimberly Yanek, PhD
SU-Supervisory unions

2. Workshop Outcomes
Develop a shared understanding of PBIS and provide feedback
Explore possibilities for greater efficiency & effectiveness through alignment and provide feedback
Explore sustainability and scaling up and provide feedback

3. Getting to Know You…

4. Develop a Shared Understanding
Nobody loves vanity license plates quite like Virginians…
This one was revoked
Virginia is the birthplace of both streaking and frats.
The state’s academic calendar is largely determined by amusement parks.
VA Boasts highest level of vanity plates, but IL actually has the actual highest number. Incidentally, VA DMV revoked this particular license plate in 2009 option after may complaints.

5. The Foundations of PBIS: What makes PBIS important to us today?
Data-driven decision
making framework
Increases Effectiveness and Efficiency
Guide selection & implementation of best practices
Improving social
culture, student outcomes
a data-driven decision making framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment (academic and behavior) for all students. PBIS represents an integration of behavioral, academic, wellness, cultural and other supports and evidence-based practices.
Process for Continuous Improvement
(OSEP Center on PBIS, 2010)
for ALL students

6. Tiered Logic Model for Healthy Aging
U.S. Public Health:
Tiered Logic Model for Healthy Aging
Surgery, More Intensive Medication, Vegetarian Diet
Supplements, Mild Medication, Yoga, Meditation
Eat healthy food, mostly vegetables; Exercise regularly, Annual Checkups, Positivity, Adequate Sleep
A few
Some
All
Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4, 194 – 209.

7. A few Some All U.S. Public Health: Tiered Logic Model
USS Mercy, Drs. Without Borders for people with sustained injury
First Aid; Temporary Shelter
Natural Disaster: food and water for all
A few
Some
All
Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4, 194 – 209.

8. Multi-Tiered Framework
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
FEW
~5%
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Our language and the ways we communicate with our colleagues, families, and other school community members is important. Sometimes we hear folks referencing T II students or T III students. It's important to communicate that the tiers refer to the layer of support and we use person first language. So, it might be a student needing T II support with math computation or a student needing TIII support with comprehension or a student needing TI support with making friends.
Support is always “layered” onto the previous supports. When a small group of students require a little more support, they continue to receive universal/tier 1 core or instruction. Students receiving secondary supports have increased opportunities for more frequent contingent feedback, additional structure, re-teaching of expectations, etc.
Students in need of intensive, individualized support, continue to receive universal supports. Tier III often builds upon the supports that the student receives with Tier II interventions.
ALL
~80% of Students

9. We organize our resources
Multi-Tier Continuum of Supports, Gap Analysis
So kids get help early
Prevention, data formed decision making, increased levels of support
We do stuff that’s likely to work
Evidence-Based interventions; Hexagon Tool
We provide supports to staff to do it right
Fidelity: Tiered Fidelity Inventory
And make sure they’re successful
Coaching and Support
Progress monitor and performance feedback
Problem-Solving process

10. Outcomes associated with Implementation
(George, H. 2018)

11. Reflect & Share Feedback
What is your why for implementing PBIS?
What data points are you hoping to impact through implementation?
What is your perception/understanding of the differences and/or similarities between”MTSS”, “RtI”, and “PBIS”?
From your perspective, what are barriers to implementing PBIS at the school level? At the Scholl Union level? State Level?

12. Explore possibilities for greater efficiency & effectiveness through alignment

13. Supporting Social & Behavioral Competence & Academic Achievement ...
EQUITABLE
OUTCOMES
Outcome data (social behavior, academic achievement, Progress Monitoring, Fidelity)
SYSTEMS
DATA
What we do to support adults to implement the practices
For the systems slide…build, communicate to staff, etc. this system which is defined by the data and practices.
For purposes of explanation…the colors matter.
Direct them back to the last triangle… do you see team based implementation? Evidence based practices? Etc. In the next two slides take them through the components.
PRACTICES
What we do to
support students 13

14. Sample School Resource Map
Tiers of Support
What practices are in place?
Are these practices trauma informed?
Are these practices used equitable? How do you know?
Who receives support?
Who are the providers?
How is progress monitored? How are outcomes evaluated? How is fidelity measured?
How do students enter & exit?
Tier I
ALL
N/A
Tier II
Tier III
First, ask participants to identify tier 2 practices, initiatives, programs. Share out
What are the decision rules for accessing and exiting each of these?
Then ask …What data sources are in place for each tier 2 practices ,initiatives, programs to measure effectiveness and to progress monitor? Share out

15. What if ?
School Employed and Community Employed Staff use community and school data to assess the needs of young people in their school community and, together as an integrated team, select evidence based practices that match specific social emotional behavioral needs…

17. Pro-social/Social Emotional School-wide Expectations
Classroom Matrix
Pro-social/Social Emotional
Classroom Routines
School-wide Expectations
The Wilson Way
Classroom Rules
Classroom (Attention Signal: Eyes on Me)
When you feel upset …
Morning Routine
How to Transition/
Line Up
Small Group Work
Be Responsible
Stay on task
Clean up area
Apologize for mistakes
Recognize what you’re feeling “I feel…”
Stop and take a few deep breaths
Turn in homework
Put instructional materials in desk
Put materials away
Get materials ready for next activity
Do your fair share
Manage time carefully
Be Respectful
Raise hand
Listen to speaker
Follow directions
Use appropriate voice level
Ask for a break if you need a moment
Express your feelings appropriately
Say “good morning” to teacher and classmates
Talk in soft voices
Listen for direction to next activity
Be silent
Listen to understand your peers
Take turns speaking
Use kind words with feedback
Speak only to group members
Be Safe
Walk quietly
Keep hands and feet to self
Talk to someone if you need help
Talk to someone if it will make you feel better
Put personal belongings in designated areas
Take your seat
Stand up
Push in chair
Wait for group to be called to line up
Clean up area when time is up
Classroom Rules
Start with entering your school-wide expectations on the left side and then add your classroom rules.
The School-wide matrix includes the rules for classrooms.
Classrooms then expand their matrix to also include the routines/procedures for common routines (mapped to the school-wide expectations).

18. NATURAL CONTEXT (Settings/Pro-Social Skills)
Teaching Matrix
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Share equipment.
Include others.
Practice good table manners
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs carefully.
Wipe your feet.
1. Expectations
NATURAL CONTEXT (Settings/Pro-Social Skills)
Invite people
who are alone
to join in your conversation.
Invite those who are alone to join in.
Expectations
3. Specific Behaviors
Replacement behaviors

19. INCORPORATE BULLY PREVENTION / INTERVENTION
Teaching Matrix
INCORPORATE BULLY PREVENTION / INTERVENTION
All Settings
Halls
Playgrounds
If you see Disrespect
Library/
Computer Lab
Assembly
Bus
Respectful
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Achieving
& Organized
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Share equipment.
Include others.
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Responsible
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs carefully.
Wipe your feet.
1. Expectations
STOP: Interrupt & model respect, rather than watch or join in
NATURAL CONTEXT (Settings/Pro-Social Skills)
WALK: Invite people
who are being disrepected to
to join you and move away.
Invite those who are
alone to
join in.
Expectations
Replacement behaviors
3. Specific Behaviors
Stop: Interrupt,
Say “that’s not ok.”
Walk: Walk away Don’t be an audience
Talk:
REPORT to an adult

20. Do we need to add to our matrix? ACTION ITEM Practices
What are the challenges/problems? What do you want kids doing instead?
Always asking this question and always reviewing to make sure it reflects your school’s unique challenges
NOTICE: Guide Me – expectations explicitly apply to staff
This school got in front of a new division-wide initiative for students having IPADs
Data
How are we being responsive to our current reality (e.g., outcome data, new initiatives- social emotional skills,bully prevention, technology usage, etc.)?
Do we need to add to our matrix? ACTION ITEM
Practices
Does our school-wide teaching matrix reflect the positive opposites of problem behaviors showing up in our data?
Are the behaviors observable, measurable, positively stated, understandable, and always applicable?
Do we need to rephrase our matrix? ACTION ITEM
Systems
How will we engage staff, families, students with teaching matrix to solicit feedback to inform or to review revisions?
Do we need a plan to involve stakeholders with our matrix? ACTION ITEM
C. Alton Lindsay Middle School PBIS Team, C. Alton Lindsay Middle School Hampton City Schools, VA

22. Daily Progress Report (DPR) Sample
SAIG:
Coping Skills
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
EXPECTATIONS
1st block
2nd block
3rd block
4th block
5th block
6th block
7th block
Be Responsible
Be Respectful
Be Safe
Total Points
Teacher Initials
Recognize what you’re feeling “I feel…”
Stop and take a few deep breaths
Ask for a break if you need a moment
Express your feelings appropriately
Talk to someone if you need help
Talk to someone if it will make you feel better 22

23. Hawken & Breen, 2016)

24. Sample DPR for Individualized Supports

25. Reflect & Share Feedback
What possibilities around alignment would support greater efficiency & effectiveness?
What support would be needed to help you align data, practices, systems?
What are your perceived barriers around aligning and/or integrating data, practices, and/or systems?

26. Share feedback to inform state strategic plan development

27. Vermont AOE PBIS Goals
Develop a strategic plan that defines a comprehensive system of services for implementation and state-wide scale up of PBIS from Pre-K through 12th grade as a part of a multi-tiered system of supports.

28. Vermont AOE PBIS Objectives
5 year plan that supports capacity building, maintaining fidelity, and is financially sustainable
Plan includes enhancing and expanding capacity of trainers and coaches
Plan includes alignment of initiatives (e.g., mental health, SEL, academics, bully prevention, trauma informed practices, equity, etc.)

29. (McIntosh, K., 2018)

30. PBIS Implementer’s Blueprint

32. Reflect & Share PBIS in Vermont
Describe your experiences with implementation support (e.g., training, coaching, technical assistance, etc.).
Describe what would enhance your experiences.

33. Reflect & Share PBIS in Vermont What exists to support sustainability?
What else could be done to enhance sustainability?
What could be done to support scaling up PBIS in VT?
What could be done to support capacity building of PBIS in VT?

34. What additional considerations, thoughts, or questions would you like to share?