1. School-Wide PBS: Planning for Implementation
Before beginning explain Showcase logistics and 6 questions to pick 2-3 minute presentations
Biggest Aha
Paradigm shift
Most proud
Biggest success
Looking forward to the most
Worked the hardest on
10 minutes in groups to discuss
Chris Borgmeier, PhD
Portland State University

2. Why SW-PBIS? Academic Engaged Time Remind us why we are here
Biggest predictor of academic success….Time on task

3. Academic Learning Time: Typical School
School Year (6.5 hours x 180 days)
Absenteeism (1 day/month x 10 months)
= Attendance Time (Time in School)
Non-instructional time (1.5 hrs./day for recess, lunch, etc)
= Allocated Time (Time scheduled for teaching)
(25% of allocated time for administration, transition, discipline-15 minutes/hour)
= Instructional time (time actually teaching)
Time off task (Engaged 75% of time)
= Engaged Time (On task)
Unsuccessful Engaged Time (Success Rate 80%)
= Academic Learning Time
Click in one by one
Efficiency Rating = 32%
Education Resources Inc., 2005

4. Academic Learning Time: Effective School
School Year (6.5 hours x 180 days)
Absenteeism (1 day/month x 10 months)
= Attendance Time (Time in School)
Non-instructional time (1.5 hrs./day for recess, lunch, etc)
= Allocated Time (Time scheduled for teaching)
(15% of allocated time for administration, transition, discipline-9 minutes/hour)
= Instructional time (actually teaching-710 vs. 626)
Time off task (Engaged 90% of time)
= Engaged Time (639 vs. 469 On task)
Unsuccessful Engaged Time (Success Rate 90%)
= Academic Learning Time
What we can improve with some of these schoolwide expectations
Move from a typical school to a more effective school
Efficiency Rating = 49%
Education Resources Inc., 2005

5. The Difference: Typical vs. Effective Schools
Unallocated Non-Instructional Time
75% vs. 85% = 84 more hours
Difference in 15 minutes vs. 9 minutes/hour
Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently
Engagement Rate
75% vs. 90% = 86 more hours
Management of groups, pacing
Success Rate
80% vs. 90% = 30 more hours
Appropriate placement, effective teaching
So what?
200 hours more academic learning time (575 vs. 375)
53% more ALT
95 more days in school (4-5 more months of school!)
Education Resources Inc., 2005

6. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive

7. Academic-Behavior Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District, Regional & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

8. Implementation & Prof’l Dev’t
Why SW PBIS is so successful in due to the monitoring and training that is coupled with the training. This is based on the implementation theory of action by Fixsen et al.
What are the things that you have done that is different than other pd you have participated in? How can you take some of the things that you are learned here that can be applied to other efforts

9. Team Discussion Though teams have implemented to varying degrees:
How has your SW-PBIS development/ implementation effort went?
How has this been different than other professional development efforts you have participated in?
What has worked?
What has been challenging?
5 minutes to discuss
Share out
Reassure about time to implement depending on variables at school and in school climate

10. Non-example Action Plan Strategies
Purchase & distribute classroom management curriculum/book
Discuss at faculty meeting
Bring in CM expert for next month’s ½ day in-service
Observe in effective classroom
Observe & give feedback
What is likelihood of change in teacher practice?
(Sugai, 2006)

11. Example Action Plan Strategies
+ Build a school-wide System
+ Use school-wide leadership team that meets regularly
+ Use data to justify
+ Adopt evidence based practice
+ Teach/practice to fluency/automaticity
+ Ensure accurate implementation 1st time
+ Regular review & active practice
+ Monitor implementation continuously
+ Acknowledge improvements
(Sugai, 2006)

12. School-wide Systems Building Capacity v. One Shot Support
Build systems to support sustained use of effective practices
SW leadership team
Regular data review
Regular action planning
Regular support & review
To begin school year & throughout school year

13. Effective Professional Development
High quality, ongoing, well planned PD
No drive-by/drive-through/drive-in PD!
Drive-by- shouldn’t be a one shot deal
Drive-through – shouldn’t be PD fast food- we want something that is nourishing for our system!
Drive-in – shouldn’t be solely for entertainment purposes – it should be based on the systems needs
Coaching Provides continuity

14. Wexelblatt’s Scheduling Algorithm
CHEAP
FAST
GOOD
When implementing an innovation,
you may pick any two.

15. Effective Professional Development
Change requires sustained focus
Consistency in training
Coaching Support
Data based decision making
Team implementation
Communication & feedback from staff
When it comes to PD… Entertainment can be the enemy of Implementation

16. Team Discussion
What have you learned about implementation of systems change efforts through this process with SW-PBIS?
How can you apply these implementation lessons to future SW-PBIS implementation efforts?
Or other school systems change efforts

17. Putting it all Together: PBS Handbook & Planning for Implementation

18. PBS Handbook What to include: PBS summary & rationale
School Rules & Posters
Expectations Grid
Lesson plans
Schedule for teaching expectations
Acknowledgment system
Example tickets & description of system
Responding to Misbehavior
Office referral system
Classroom v. Office Managed Behavior
Suggested Interventions
Refer to example packet

19. Team Process PBS is active, alive -- not static
It’s not something we’ve done – it’s something we’re doing
Requires regular team meetings with a team that represents ALL school staff
Team keeps PBS alive through ongoing planning, support, and decision making to address needs as they arise
Looking at data & maintaining & developing programs to meet needs
Constantly asking:
What can we do to address this need?
What can we do to decrease this trend?
How can we improve the current programs we have in place?

20. PBS Team: Roles & Responsibilities
Finish development of PBS systems
Focus on implementation – ready to start year as a PBS school
Plan “PBS Kick-Off”
Train Staff on PBS Implementation & “Kick Off”

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

22. 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
Use the talents of people in school
Develop a Schedule for Teaching Expectations
Teach expectations & routines across settings
Particularly recess & cafeteria

23. Training Staff for Implementation
Plan Ahead
Schedule time during Pre-service week to train staff on PBS 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 in staff lunchroom
Also use the lesson to help them understand what student lessons will look like

24. Team Tasks Plan for organizing & developing PBIS Handbook
Develop schedule for PBIS Kick-Off & Back to School calendar
Develop plan for preparing & training staff for PBIS Roll-out and implementation
Staff PBIS training in August
Demonstrate teaching lessons to staff
Refer to schedules packet for reference

25. Involving Students & Parents

26. Brainstorm for Parent Involvement & Introduction to PBS
Send home information
PBS in Parent/student handbook (see example)
Integrate PBS into “Back to School” night
Teach parents a PBS lesson & hand out tickets for good behavior, hold a drawing

27. Brainstorm for Parent Involvement & Introduction to PBS
Involve Parents in PBS
Parent on PBS team
Use parent volunteers during PBS Kick-off in first week of school
Make sure volunteering parents can use school acknowledgement system & know the rules
Publicize
Website, newsletter

28. Team Task
Rethink opportunities for involving parents & families in SW-PBIS implementation efforts from the beginning of the school year

29. What’s ahead? PBS Year 2

30. Role of PBS Team Next Year
Decision Making – discuss problem areas, look at referral data & develop interventions to address problem areas
Ongoing monthly meetings
Continuing Development (as determined)
Role out in fall
Monitoring implementation
Using data for decision making
You will have more of a hand in determining what to focus on depending on areas that pop up

31. Priorities for Next Year
Successful Implementation/Maintenance of School-Wide PBS system
Continuing Development of SW-PBS
Individual Student Systems
Classroom Support Systems
Non-classroom Support systems

32. Extending School-wide Programs
Collaborate with After-School programs
Improve routines in the lunch room & recess
Increase involvement of lunch/recess supervisors & paraeducators on PBS team
Sub packets
provide overview of PBS & school programs
make acknowledgment tickets from subs “GOLDEN” different color w/ add’l value

33. PRIORITY #1 PRIORITY #2 CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
FBABSP for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
PRIORITY #1
Primary Prevention:
School/Classroom-
Wide Systems for
All Students,
Staff, & Settings
PRIORITY #2
Next year we are going to ground ourselves in data to make decisions before we address the yellow zone and red zone
7 year process to have a full fledge triangle, since 80% of students in green, we spend the most time. You are signed on for a 3 year process
Can’t put yellow and red in place if solid green not in place. Chaotic school culture no matter what you have for yellow or red, will not influence change. Student on the plan looks around and sees others so why should I. Even the most well behaved students will misbehave if enough students are doing it.
~80% of Students

34. School-wide Positive Behavior Support Systems Classroom
Setting Systems
Nonclassroom
Setting Systems
Individual Student
Systems
Again the school wide system encompasses everything else….
What if we had started with individual student systems? Or classroom systems?
School-wide
Systems

35. Years 2-5: Continuing Development
School-wide System
SW-PBS Team
School Rules
Define & Teach:
Expectations
Routines
Acknowledgment System
Consequences & Decision Making
Handbook
Classroom Support
Training/ Support opportunities
Individual Teacher Support
Individual Student System
Targeted Group Interventions
FBA/BSP – Intensive Individualized Interventions
Year 2 & Beyond
Focus on teaming this year and data-based decision making can cut across other team activities
End of next year….check in /check out for Tier 2
Need to identify who will actually be implementing check in/check out and will train those for each site
We will be talking with coaches about this tomorrow and discussing with District Leadership Teams
Need to determine what programs, systems, etc have proven effective. Those should be kept. Refocusing resources to programs and systems that have proven
Do fewer programs with high fidelity
Year 2: Team Implemented Problem Solving & Data Based Decision Making

36. Team Discussion
Questions or thoughts about Year 2 implementation & planning

37. Team Presentations SW PBS

38. School Wide PBS Presentations
Team Process
PBS Meetings
Link w/ Staff – buy-in
Developing School Rules
Defining & Teaching
expectations across settings
routines across settings
Acknowledgment system
Responding to Misbehavior
Decision Making using Office Discipline Referrals (SWIS)
Handbook
Plans for Fall PBS Kick Off – 1st week of school
Training Staff on SW PBS