School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

School-Wide Positive Behavioral Interventions and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training Day 4 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai Add trainer names for your event

Advance Organizer Quick Review of SWPBIS from Days 1-3
Non-classroom Settings Classroom Settings Team Action Planning (with TIC) Wrap up

MAIN TRAINING OBJECTIVES
Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year

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

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

Activity: Please Enter Attendance
1 min Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

Overview & Getting Started with SWPBIS
QUICK Review Overview & Getting Started with SWPBIS (Days 1-3)

Overview of School-wide Positive Behavior Support (Chapter I)

Critical Features of SWPBIS
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

Overview of School-wide Positive Behavior Support (Chapter II)

Getting Started with SWPBIS
Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

II.B.vii PRACTICES Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

~10 positive : 1 correction

II.B.viii DATA Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices
Step 1: Develop evaluation questions. Step 2: Identify indicators or measures. Step 3: Develop methods for collecting and analyzing indicators. Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? II.B.viii How was the question answered and what should be done next?

Continuous Quality Improvement
Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions. We can do this by building a system for improved decision making. Develop solution(s) Implement solution(s) with integrity and fidelity SWIS Facilitator Certification Training - Module 1

Improving Decision Making
Problem Solution Problem Problem Solving Solution Action Planning SWIS Facilitator Certification Training - Module 1

II.B.ix SYSTEMS Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

Key Systems Features Team-based Implementation Clear Action Plan
Staff Buy-in Embedded Professional Development Staff Recognition for Implementation Build section numbers, color coding, and structure into ppt. I.C.iv

Apply the triangle to adult behavior!
SYSTEMS 80% Rule Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% Primary Prevention: Systems to support all staff: Professional development Reinforcement ~15% Apply the triangle to adult behavior! Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Good sequence on staff acknowledgements…..important one for teams to get ~80% of Staff

II.B.x SYSTEMS Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II.X

3. SWPBIS Practices and Systems in Non-Classroom Settings (Chapter III)

Problematic Non-Classroom Settings
III.A

Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions. III.A

Definitions and Intervention Considerations
III.B

Non-Classroom Settings
Particular times or places where supervision is emphasized Where instruction is not available as behavior management tool Examples: Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, “free time” Assemblies, sporting events, dances III.B

Activity: Non-Classroom Settings
Work as team for 5 min Pick 1 problematic non-classroom setting you have experienced Identify 2-3 features of problem Identify 2-3 possible solutions Report (<1 min.) main features of your example

Classroom v. Non-Classroom
Teacher directed Student focus Instructional focus Social focus Small # of predictable students Large # of unpredictable students III.B

Non-Classroom Settings: Basic Management
Considerations Practices Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior III.B

Douglas County S.D., CO 4-08

Guidelines for Non-Classroom Settings
PRACTICES Guidelines for Non-Classroom Settings Implementation is school-wide by all staff School-wide behavior expectations taught in context Administrator is an active member Context-specific expectations and routines taught directly and early in the school year/term Regular opportunities for review, practice, and positive reinforcement Team-based review, action planning, and implementation consideration Data-based progress monitoring and action planning Regular review of accuracy of intervention implementation And always remember to consider systems, culture, & context: III.C

Supervision Self-assessment III.D YES or NO

Did I have at least 4 positive for 1 negative student contacts?
Have more positive student contacts than negative Use variety of contact forms

Did I move throughout the area I was supervising?
Obvious Positive Interactive Unpredictable

Did I frequently scan the area I was supervising?
Head up Make eye contact Overt body position

Did I positively interact with most of the students in the area?
Variety of interaction types Social positives SW acknowledgements Variety of students Quick Noticeable Publicly appropriate “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

Did I handle most minor rule violations quickly and quietly?
Privately Neutrally Follow-up with positive Follow-up

Did I follow school procedures for handling major rule violations?
Quick By the book Business like Disengage Precorrect for next occurrence Considerations What are “costs” of compliance? Can I follow-through with consequences? Have I taught & reinforced compliance? Disengage quickly

Do I know our school-wide expectations (positively stated rules)?
Small in number Easy Comprehensive Defined

Did I positively acknowledge at least 5 different students for displaying school-wide expectations?
Individualized Informative Sincere

“Readers’ Digest” Guide
7-8 “yes” = Super Supervision 5-6 “yes” = So-So Supervision <5 “yes” = Improvement Needed

Why does everyone need to be involved?
What’d you say? Staff outnumbered Adult presence Prompts desired behavior Deters problem behavior “Being a good citizen” Contribute to school climate Show you what? Oh, the data?

ADD NOTES

Back to the Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. “Talk, Walk, & Squawk” School found out that most incidents were teasing that escalated. Taught kids a simple social skill lesson called “talk, walk, squawk.” Talk: When someone teases you, say “I don’t like it when you say those things. Stop.” If teasing continues, look cool and walk away…don’t say anything. If teasing continues, “squawk: ask an adult to mediate a solution.” Teach school-wide so all students know what to do and can predict what will happen if they continue to tease. Increase active supervision, practice of TWS, and reinforcement of use of TWS.

Back to the Examples “Neighborhood Watch”
A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. “Neighborhood Watch” Held school, community, and family meeting to talk about school-wide rules: respect self, others, property Taught kids about respect in nonschool settings (i.e., neighborhoods). Told all kids, parents, and staff that all neighbors have been given permission to report kids in neighborhood who should be in school and/or engaged disrespectful behavior. Law enforcement similarly informed…..i.e., increased active supervision. Kids and neighbors participated in a community picnic after school once a month.

Back to the Examples A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. “Adopt-a-Bathroom” Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer. All staff members “adopted a bathroom” and agreed to visit their bathroom at least three times daily. Didn’t have to use the bathroom, just walk through. Big school so every bathroom was visited numerous times by different faculty members. Kids acknowledged for respecting privacy, good hygiene, etc.

“Music, Mags, & Munchies”
Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions. “Music, Mags, & Munchies” This was unusual situation: school campus divided by interstate, most classrooms on one side, and office, cafeteria, etc. on other side. So kids had to be bused 3-4 times to one side or the other. Increased active supervision. Bus drivers given school store discounts to give to kids who had appropriate transitions. Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.

SYSTEMS FEATURES School-wide implementation
All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

Recap: BASIC MANAGEMENT PRACTICES
Positive expectations taught and encouraged Active supervision Move, Scan, & Interact Precorrections & Reminders Positive reinforcement of expected behavior

Activity: Supervision Self-Assessment
Work as team for 15 min Review “Active Supervision Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting Add relevant discussion items to your action plan. Report 2-3 “big ideas” from your team discussion (1 min. reports)

4. Classroom Management Practices and Systems (Chapter IV)
This is a difficult area. It is critical to sustainability and reaching fidelity. It’s long term and so doesn’t all have to happen tomorrow but DOES need to happen

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. What are some of the reasons you hear about why kids act out? When we place the blame on the kid or the family it makes it so we don’t have to fix it. We need to learn more about the critical features of effective classroom management to be able to help all students.

Effective Classroom Management Practices
IV.A

Maximizing Academic Achievement
Academic achievement is linked to academic engagement Academic engagement is linked to: Effective curriculum Effective delivery of curriculum (instruction) Effective classroom management IV.A.i

Sustaining Classroom Management
Accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBIS. In other words… IV.A.ii

Effective Academic Instruction
Effective Behavioral Interventions Positive, Preventative School Culture (SWPBIS) Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation IV.A.ii

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

1. Minimize crowding & distraction.
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.) IV.B.i

2. Maximize structure & predictability.
Develop Predictable Routines Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. IV.B.ii

3. State, review, & reinforce positively stated expectations.
Define Teach Prompt Monitor Evaluate Sarah IV.B.iii

4. Provide more acknowledgement for appropriate than inappropriate behaviors.
Maintain at least 4 to 1 ratio Interact positively once every 5 min Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated) IV.B.iv

5. Maximize varied opportunities to respond.
Provide high rates of opportunities to respond Vary individual vs. group responding Vary Response type Oral Written Gestural Increase participatory instruction Questioning Materials IV.B.v

6. Maximize active engagement.
Vary format Written responses Choral responding Gestures Writing on individual white boards Other: ____________ Specify observable engagements Link engagement with outcome objectives IV.B.vi

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

7. Actively & continuously supervise.
Move Scan Interact Remind/pre-correct Positively acknowledge IV.B.vii

8. Respond to inappropriate behaviors quickly, positively, & directly.
Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively Anticipate next occurrence IV.B.viii

Multiple strategies for responding to inappropriate behavior may include....
Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement

9. Establish multiple strategies for acknowledging appropriate behavior.
Social vs. tangible vs. activity vs. … Frequent vs. infrequent Predictable vs. unpredictable Immediate vs. delayed Amy IV.B.ix

Specific and Contingent Praise Group Contingencies Behavior Contracts
Multiple strategies for acknowledging appropriate behavior may include... Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies Amy

10. Generally provide specific feedback for errors & corrects.
Provide contingently Always indicate correct behaviors Link to context IV.B.x

Developing Systems to Support Classroom Practices
IV.C

Classroom Systems Foundations
What are systems? structures and supports district and school leadership teams provide to encourage teachers’ implementation of evidence-based practices with fidelity What is Implementation? the systems we use to put into action a defined practice Ask: what?, where?, who?, how? (Freeman, et al, PBIS Technical Brief) IV.C

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)

Classroom Systems Action Planning Guide: Key Questions
Are foundational school-wide systems in place for all staff to enable successful implementation of Class-wide PBIS practices? (Can I do it?) Do all staff know what they are implementing and if they are doing it accurately? (Do I know how to do it?) Do data indicate that staff are implementing Class-wide PBIS practices with effectively? (Am I doing it?) Do data indicate that leadership team members are implementing differentiated supports via a Class-wide PBIS framework effectively? (Am I getting the supports I need?)

Implementation of PCBS is connected to a clear need in the building
Are foundational school-wide systems in place for all staff to enable successful implementation of Class-wide PBIS practices? (Can I do it?) Administration has communicated a clear priority for PCBS implementation Implementation of PCBS is connected to a clear need in the building Implementation of PCBS is aligned with academic instructional practices Staff understand and consistently use a data based decision making processes Staff have time dedicated to support PCBS implementation Staff recognition systems are aligned with accurate and effective implementation of PCBS practices

Do all staff know what they are implementing and if they are doing it accurately? (Do I know how to do it?) Clear expectations and explicit training about practices that should be implemented by all staff. Coaching and/or regularly available performance feedback on the use of PCBS practices?

Yes No Many Few Minor Few
Do data indicate that staff are implementing Class-wide PBIS practices with effectively? (Am I doing it?) Are staff implementing CWPBIS practices Effectively? Well done! Continue to monitor implementation across time Determine number of classrooms needing support Provide additional training and performance feedback Determine the type and severity of the implementation challenge Provide targeted training and performance feedback to small groups of staff needing support Consider consultation or other strategies for intensifying support for identified staff. Yes No Many Few Minor Few

Do data indicate that leadership team members are implementing differentiated supports via a Class-wide PBIS framework effectively? (Am I getting the supports I need?) Training and coaching fidelity data is collected, reviewed at team meetings, and used to guide decision making

Guidelines for Classroom Settings
PRACTICES Guidelines for Classroom Settings Academic achievement is linked to social success, active engagement, and effective teaching Good teaching is used as a behavior management strategy Behavior management is used as an instructional management strategy The three-tiered prevention logic is applied to the classroom context Classroom management is linked to school-wide behavior support Typical classroom routines have been taught, practiced, and reinforced regularly School-wide support systems are used to sustain effective classroom management strategies Data-based progress monitoring and action planning Regular review of accuracy of intervention implementation And always remember to consider systems, culture, & context: IV.C

Activity: Classroom Self-Assessment
Work as team for 15 min Review “Classroom Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting Add relevant items to your action plan Report 2-3 “big ideas” from your team discussion (1 min. reports)

SWPBIS Action Planning

Team Implementation Checklist (TIC)
COACHES (1 per team) go to Go to pbis applications login on the top right corner of your screen Login with your and password (if you haven’t set up your password yet, just go through forgot password process) Select PBIS Assessment Under Surveys Currently Open, Select Team Checklist 3.1 Click “Take Survey” Find Team Checklist Select under Action column Complete TIC as a team 9. Review reports to support your action planning See Appendix C Complete during Team Action Planning Time TODAY

Family Engagement Rubric
Review the Family, School, and Community Partnership Fundamentals ( Complete self assessment as a team Add relevant items to your action plan Add this to the appendix See Appendix M Complete during Team Action Planning Time TODAY

Activity: Action Planning
Work as team for 75 min Return to your Action Plan Update content related to getting started steps, non-classroom settings, & classrooms. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports) Please your action plan to your trainers by the end of the day to receive specific feedback.

Review of SWPBIS

MAIN TRAINING OBJECTIVES
✓ Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year ✓ IP IP IP

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 2 YEAR 1 3 days of Team Training Same above 3 days Coaches Meetings 2 days of TA per district YEAR 2 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.

Critical Features of SWPBIS
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

Continuum of Support for ALL
Universal Targeted Intensive Few Some NOTICE GREEN GOES FOR “ALL” All I.C.iii (Sugai, Dec 7, 2007)

Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

Establish Team Develop Statement of Behavioral Purpose or Vision At BSG, we are responsible for ourselves, respect each other, and maintain safety in our school. Establish Behavioral Expectations/Rules Teach Expectations in the Context of School Settings

Teach Expectations in the Context of Class Routines
Establish Procedures for Encouraging Appropriate Behavior Establish Procedures for Responding to Inappropriate Behavior Develop data-based procedures for monitoring

Build Routines to Ensure On-Going Implementation
Develop Systems to Support Staff

Non-Classroom Settings: Basic Management
Considerations Practices Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior III.B

Consider Tattoos! 4 SWPBIS 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%

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School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

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School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

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