1. School-Wide PBS: Planning for Implementation Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

2. Why SW-PBIS? Academic Engaged Time

3. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Education Resources Inc., 2005 Efficiency Rating = 32%

4. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Education Resources Inc., 2005 Efficiency Rating = 49%

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. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 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 Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

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

8. Implementation & Prof’l Dev’t

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?

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 1 st 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. GOOD FASTCHEAP When implementing an innovation, you may pick any two. Wexelblatt’s Scheduling Algorithm

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

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 Team Role  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

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)

31. Priorities for Next Year 1. Successful Implementation/Maintenance of School-Wide PBS system 2. 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. Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: FBA  BSP for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT PRIORITY #1 PRIORITY #2

34. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

35. Years 2-5: Continuing Development 1. School-wide System  SW-PBS Team  School Rules  Define & Teach: Expectations Routines  Acknowledgment System  Consequences & Decision Making  Handbook 2. Classroom Support  Training/ Support opportunities  Individual Teacher Support 3. Individual Student System  Targeted Group Interventions  FBA/BSP – Intensive Individualized Interventions Year 2: Team Implemented Problem Solving & Data Based Decision Making Year 2 & Beyond

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

37. Team Presentations SW PBS

38. School Wide PBS Presentations 1.Team Process  PBS Meetings  Link w/ Staff – buy-in 2.Developing School Rules 3.Defining & Teaching  expectations across settings  routines across settings 4.Acknowledgment system 5.Responding to Misbehavior  Decision Making using Office Discipline Referrals (SWIS) 6.Handbook 7.Plans for Fall PBS Kick Off – 1 st week of school  Training Staff on SW PBS