1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training
Day 8
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Add trainer names for your event

2. Advance Organizer Quick Recap of Day 7 Training
Celebrate Accomplishments
Tier 1: Class-Wide PBIS
Focus on practices
Focus on Systems
Action Planning

3. Tier 1 Leadership Team & Coaches Meetings
WHAT
WHO
6 days of Team Training
Minimum membership: administrator, grade level representatives, support staff
3 days Coaches Meetings
2 Coaches
2 days of TA per district
Admin, Coach, Data Entry
YEAR 1
3 days of Team Training
Same above
3 days Coaches Meetings
2 days of TA per district
YEAR 2
Modify as appropriate to match your training approach (e.g., change number of TA days, but not training days)
2 days of Team Training
Same above
3 days Coaches Meetings
2 days of TA per district
YEAR 3+
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

4. MAIN TRAINING OBJECTIVES in YEAR 2
Enhance leadership team
Maintain staff agreements
Enhance knowledge of SWPBIS outcomes, data, practices, and systems
Refine individualized action plan for SWPBIS
Enhance and sustain implementation in future years

5. Training Expectations:
RESPECT…
Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?)
Stretch, break, stand as needed
SELF
Cell phones (inaudible): Converse in lobbies and breaks
Work as a team: Room for every voice, reinforce participation
OTHERS
Recycle
Maintain neat working area
ENVIRONMENT

6. School-wide PBIS Workbook and Appendices
Tools!
nepbis.org
pbis.org
School-wide PBIS Workbook and Appendices
Evaluation Plan
Action Plan

7. Training Organization
Legend
New Content
Review
Guidelines
+Ex
-Ex
Activity
Training Organization

8. Legend
Section Header (I.A)
Chapter Header (e.g., I)

9. Review of Day 7

10. Critical Features of PBIS
We reviewed guidelines, examples, and did a
self-check for critical implementation steps
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
DATA
SYSTEMS
(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)
Use data
Focus on outcomes: Academic & behavior success
On-going evaluation
Ensure cultural and contextual fit
Invest in systems
Organize research-validated practices within a continuum
Instructional & preventative approach
Integration
Tier 1 for all
I.C
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions

11. We Previewed Two New Tier 1 Topics: Equity
Integrating Initiatives: Bully Prevention

12. (adapted from Kent McIntosh)
Equity
(adapted from Kent McIntosh)

13. Disproportionality in School Discipline (Losen & Skiba, 2010)
This graph indicates the changes in risk for suspension by race over time. The first half shows risk by racial group in 1973, the second half indicates risk by race in You can pause here and ask participants for ideas about reasons for increased risk now, or just use this slide to point out the fact that there is a problem.

14. Definitions Overt Bias Explicit Bias Implicit Bias
Conscious belief in superiority of a group
Explicit Bias
Conscious belief that some groups aspire to desirable traits more than others
Implicit Bias
Unconscious associations regarding some groups
Critical definitions of terms we will use in this discussion.

15. A 5-point Intervention to Enhance Equity in School Discipline
The content and additional resources on this topic can be found at PBIS.org/equity

16. 5-point Intervention to Enhance Equity in School Discipline
Use effective instruction to reduce the achievement gap
Implement SWPBIS to build a foundation of prevention
Collect, use, and report disaggregated student discipline data
Develop policies with accountability for disciplinary equity
Teach neutralizing routines for vulnerable decision points
Step 5 teach neutralizing routines – this will be guided by data!

17. Integrating Initiatives: Bully Prevention in PBIS
(adapted from George Sugai, Aug 2010)

18. Doesn’t Work Works Label student Exclude student Blame family
Punish student
Assign restitution
Ask for apology
Teach targeted social skills
Reward social skills
Teach all
Individual for non-responsive behavior
Invest in positive school-wide culture

19.
“Top 5”

20. PBIS Prevention Goals & Bullying Behavior
Establish positive, predictable, consistent, rewarding school culture for all across all settings
Goal 2
Teach social skills that work at least as well as or better than problem behavior
Goal 3
Respond to nonresponsive behavior proactively & differently, rather than reactively & more of same
Goal 4
Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom

21. School
“Show and Tell”

22. Activity: Show, Tell, and Ask
Work as team for 10 min
Review your action plan and identify
1-2 accomplishments since last time we met
1-2 questions or concerns shared by most members of team
You’ll have 3-5 min to show, tell, and ask!

23. Class-Wide PBIS:
Focus on Practices

24. Critical Features of Evidence-based Classroom Management

25. Acknowledgements for this portion:
Other Members of Research Team:
Sarah Fairbanks, Amy Briesch, Diane Myers, & George Sugai

26. SWPBS
Systems
School-wide
Classroom
Non-classroom
Family
Student

27. What “kind” of students can display problematic behavior?
All students. Students with/without labels who are served in general/special education can display problematic behavior.
This is not a special education issue. It is an education issue.
We need to learn more about
the 5 critical features of
effective classroom management
to be able to help all students.

28. Evidence Based Practices in Classroom Management
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

29. 1. Maximize structure in your classroom.
Develop Predictable Routines
Teacher routines
Student routines
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, carpet, etc.)

30. 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
Establish
Teach
Prompt
Monitor
Evaluate
Sarah

31. Behavioral expectations/Rules
Establish
Behavioral expectations/Rules
Operationally define what the rules look like across all the routines and settings in your school.
One way to do this is in a matrix format.
This matrix should compliment your school-wide matrix, but be specific to your classroom setting.

32. Rules within Routines Matrix
Entering Classroom
Seat Work
Small Group Activity
Leaving Classroom
Respect
Responsibility
Safety

33. rules in the context of routines
Teach
rules in the context of routines
Teach expectations directly.
Define rule in operational terms—tell students what the rule looks like within routine.
Provide students with examples and non-examples of rule-following within routine.
Actively involve students in lesson—game, role-play, etc. to check for their understanding.
Provide opportunities to practice rule following behavior in the natural setting.

34. or remind students of the rule
Prompt
or remind students of the rule
Provide students with visual prompts (e.g., posters, illustrations, etc).
Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

35. What happens when we prompt a student ONE time at the beginning of class?
(Faul, Stepensky, & Simonsen, under review)

36. It worked for the next student too!
(Faul, Stepensky, & Simonsen, under review)

37. students’ behavior in natural context
Monitor
students’ behavior in natural context
Active Supervision (Colvin, Sugai, Good, Lee, 1997):
Move around
Look around (Scan)
Interact with students
Reinforce
Correct

38. the effect of instruction
Evaluate
the effect of instruction
Collect data
Are rules being followed?
If there are errors,
who is making them?
where are the errors occurring?
what kind of errors are being made?
Summarize data (look for patterns)
Use data to make decisions

39. A lesson plan that prompts the critical features just described:
Simonsen, Myers, Everett, Sugai, Spencer, & LaBreck (2012)
Explicitly teaching social skills school-wide: Using a matrix to guide instruction. Intervention in School and Clinic, 47, doi: /

40. RECAP: Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
Establish
Teach
Prompt
Monitor
Evaluate
Sarah

41. 3. Actively engage students in observable ways.
Provide high rates of opportunities to respond
Consider various observable ways to engage students
Link engagement with outcome objectives

42. Range of evidence based practices that promote active engagement
Direct Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards

43. Specific and Contingent Praise Group Contingencies Behavior Contracts
Establish a continuum of strategies to acknowledge appropriate behavior.
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies
Amy

44. Specific and Contingent Praise
Praise should be…
…contingent: occur immediately following desired behavior
…specific: tell learner exactly what they are doing correctly and continue to do in the future
“Good job” (not very specific)
“I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

45. Group Contingencies Three types: “All for one”
(Interdependent Group Contingency)
“One for all”
(Dependent Group Contingency
“To each his/her own”
(Independent Group Contingency)

46. (Wolery, Bailey, & Sugai, 1988)
Behavioral Contracts
A written document that specifies a contingency for an individual student or in this case…whole class
Contains the following elements:
Operational definition of BEHAVIOR
Clear descriptions of REINFORCERS
OUTCOMES if student fails to meet expectations.
Special BONUSES that may be used to increase motivation or participation.
(Wolery, Bailey, & Sugai, 1988)

47. Class Constitution
In Mrs. Gaines’ class, we are respectful to others, responsible for our selves, and create a safe environment.
We will be recognized (with kind words and points) by Mrs. Gaines when we demonstrate these behaviors. When we forget, we will be reminded.
If the whole class demonstrates these behaviors most of the time (earns X% of points) for X days, we will be able to choose a fun activity for Friday Fun.
My signature shows that I understand and agree.
Mrs. Gaines Abby Jacob
Luis Roisin Caleb

48. Establishing a Token Economy
Determine and teach the target skills
Select tokens
Identify what will be back-up reinforcers
Identify the number of tokens required to receive back-up reinforcers
Define and teach the exchange and token delivery system
Define decision rules to change/fade the plan
Determine how the plan will be monitored
(Guidelines from Sulzer-Azaroff & Mayer, 1991)

49. Considerations for Token Economies
A token can easily provide immediate feedback about student behavior, while delaying the presentation of the back-up reinforcer.
Allows you to avoid satiation of reinforcers.
Beware of counterfeiters.
Do you plan on only giving tokens for appropriate behavior? Or, will you implement a response cost procedure?

50. Differential Reinforcement
Establish a continuum of strategies to respond to inappropriate behavior.
Error Corrections
Differential Reinforcement
Planned ignoring
Response Cost
Time out from reinforcement
Emphasize that consequences to decrease behavior should still have an instructional focus and increase the likelihood that students can be successful the next time. (That doesn’t happen through punishment alone.)
Also encourage people to use caution if the elect to use Response Cost and Time Out from Reinforcement as part of their continuum (there are caution symbols on the detail slides). I always share that I directed a school with students with significant behavioral issues, and we did not employ either of these strategies…and we successfully managed intense behavior.

51. Quick Error Corrections
Error corrections should be…
…contingent: occur immediately after the undesired behavior
…specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future
…brief: after redirecting back to appropriate behavior, move on

52. Types of Differential Reinforcement
DR…of lower rates of behavior (DRL)
DR…of other behaviors (DRO)
DR…of alternative behavior (DRA)
DR…of incompatible behavior (DRI)

53. Planned Ignoring Definition:
If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest)
Examples:
Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -).
The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

54. Time-out
Definition:
A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing
Example:
Child throws a rock at another child on the playground. The child is removed to the office….
REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

55. RECAP: Evidence Based Practices in Classroom Management
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Does this remind you of anything you’ve seen before?
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

56. Evidence-Based Practices in Classroom Management
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated expectations.
Provide more acknowledgement for appropriate than inappropriate behaviors.
Maximize varied opportunities to respond.
Maximize active engagement.
Actively & continuously supervise.
Respond to inappropriate behaviors quickly, positively, & directly.
Establish multiple strategies for acknowledging appropriate behavior.
Generally provide specific feedback for errors & corrects.
Annimation is out of order on this slide- I fixed on my computer but check on yours
IV.B

57. Another useful resource from OSEP and pbis.org

58. Interactive Map of Core Features

59. Self-Assessment

60. Decision Making Chart

61. Tables with Definitions, Examples, Non-Examples, and Resources

62. Additional Tools

63. Scenarios to illustrate implementation

64. Activity: Discussion on Class-Wide PBIS
Work as team for 15 min
Review “Supporting and Responding to Behavior” on pbis.org
Discuss the extent to which you believe all/most teachers are implementing all/most of the evidence-based critical features of classroom management.
What are biggest challenges?
Prepare to present 1 “big idea” from your group.

65. Class-Wide PBIS:
Focus on Systems
To Support
Implementation

66. What is implementation?
Implementation is “…specified set of activities designed to put into practice an activity or program of known dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5)
It’s what we do.
Implementation outcomes include “changes in…
“…adult professional behavior”
“…organizational structures and cultures…to support the changes in adult professional behavior”
“…relationships to consumers, stakeholders, …and systems partners” (Fixsen et al., 2005, p. 12)
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

67. Isn’t there science to guide implementation?
Translated into our language (based on theirs)…
Begin with an “it” (evidence-based practice [EBP] or program; aka “source” or “best example”)
Identify the “who” (individuals who work to implement with fidelity; aka “purveyors”)
Identify the “where” (individuals and organizations that will adopt the EBP; aka “destination”)
Determine “how”: train, prompt, and use data (performance feedback; aka “feedback mechanism” or information flow)
Consider context (aka “influence”)
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

68. Isn’t there science to guide implementation?
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
“New Way”
“Old Way”
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

69. This is one way to start organizing our implementation supports
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
We know what these are!
We know where!
But…
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). ? ?
Expert
Self
How often?
Who needs what?
Peer
On what?
(Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

70. We can’t afford to do everything, but we can’t afford to do nothing...
We think there’s a lot in between!
NOTHING
BUT, how do we organize all of this?
EVERYTHING
No Training or Support Provided
Every teacher receives coaching and performance feedback
“Sit and Get” training delivered in isolation
Didactic training + reminders
Didactic training + reminders + periodic check-ins
PLUS Self-management supports

71. Multi-tiered Framework of Professional Development Support
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

72. Bottom line… So, what do we do?
“training by itself does not result in positive implementation…or intervention outcomes”
(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp )
So, what do we do?

73. One approach: Self-Management
Across multiple studies, we’ve found that self-management with coaching prompts resulted in desired initial increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects.
(Simonsen, Freeman, Dooley, Maddock, & Kern, under review;
Simonsen Freeman, Dooley, Kern, & Maddock, in preparation)
Teachers…
Set a goal (criterion for self-reinforcement)
Self-monitored daily
Entered data into an Excel Spreadsheet, which automatically graphed daily skillrates relative to goal
Self-evaluated and self-reinforced
Received weekly prompts to use skill and submit data

74. Strategies…What do you do?
One shot in-service?
On-going training?
Mentoring?
Coaching?
Performance feedback?
_____________________

75. Examples from schools…
Principal reviews 1 strategy per faculty meeting and gives grade-level (or content-specific) teams time to action plan around incorporating the strategy into their classrooms.
Dean of Students has teachers read a book on classroom management (e.g., Colvin’s book) and provides explicit training on each strategy (with CEUs).
School arranges peer mentors for all new or struggling teachers. Mentors model and then provide coaching and feedback.

76. Other examples…
Principal teaches one strategy (e.g., praise) and asks teachers to self-monitor their use of that strategy during 1 instructional activity per day for a week. Teachers turn in their praise rates with a plan to improve or maintain their levels.
PBS team members present content on classroom management (e.g., matrix, lesson plans, etc.). Then, they hold “workshop” drop in hours—when teachers can come get assistance with creating their products.

77. Activity: Jigsaw Class-Wide PBIS Systems
Work as team for 15 min
Brainstorm ideas for improving classroom management at your school
Count off and share ideas with individuals from other schools to refine/expand your ideas.
Return to your school team, debrief, and add relevant action steps to your action plan.
Prepare to present 1 “big idea” from your group.
Jigsaw for min
Return to school team and share 10 min

78. SWPBIS Action Planning

79. Activity: Action Planning
Work as team for 75 min
Complete the Team Implementation Checklist
Return to your Action Plan
Focus on classroom practices and systems discussed today, and review classroom data summarized by your coach.
Identify relevant resources and steps to help move your school forward.
Present 2-3 “big ideas” from your group (1 min. reports)

80. Review of SWPBIS

81. Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
DATA
SYSTEMS
(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)
Use data
Focus on outcomes: Academic & behavior success
On-going evaluation
Ensure cultural and contextual fit
Invest in systems
Organize research-validated practices within a continuum
Instructional & preventative approach
Integration
Tier 1 for all
I.C
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions

82. Evidence Based Practices in Classroom Management
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

83. Another useful resource from OSEP and pbis.org

84. Multi-tiered Framework of Professional Development Support
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

85. Consider Tattoos! 4 PBIS Elements School Systems SWPBIS SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Student Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
Decision
Making
Classroom
Non-classroom
Family
Student
School-wide
SWPBIS
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~80% of Students
~15%
~5%