1. Refining, Defining, and Celebrating! Universal Team Training Day Three
Rachel Saladis
Wisconsin PBIS Network
Technical Assistance Coordinator

2. Agenda Review of PBIS Big Ideas Report Kick-off, Team Progress Break
Data Review, Problem-solving
Lunch
Classroom Management
TIC and Action Planning
Round Robin Discussion
Team Work Time
Report out/Next Steps

3. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Add levels of support, not replace or supplement
Purpose of tier one-prevent new problem behaviors from occurring-tier two reduce the frequency of problem behaviors-tier three reduce the intensity of problem behaviors
Model measures ODRs, does not take into account internalizers
The triangle is not only kids…adults will need more support
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

4. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
Tier 3/
Tertiary
Intervention
Assessment
Small Group Interventions (CICO, SSI, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with
Individualized Focus (CnC, etc)
Daily Progress Report (DPR) (Behavior and Academic Goals)
Tier 3 IS NOT JUST SPECIAL EDUCATION
Students in special education are supported at all three levels.
Simple Individual Interventions
(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Multiple-Domain FBA/BIP
SIMEO Tools: HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004

5. ٭ Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
These are the components you began developing in Day 1 & 2 of Universal Training. Systems to support your staff practices to support your students and Data to support decision making around implementation (SAS, TIC) and behavior patterns and change in your building.
PRACTICES
Adapted from “What is a systems
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at
Pbis.org/schoolwide.htm
Supporting
Student Behavior

6. Tier 1 Rollout Checklist
STATUS:
In Place
Partially in place
Not in Place
TASK
PRIORITY:
High
Medium
Low
Faculty and Staff
1 A consensus-building process has been used to identify the elements of the universal discipline system (expectations, behavior, teaching plans, reinforcement, etc.).
2. A plan for communicating the universal discipline system to faculty and staff has been developed.
3. The universal discipline system has been discussed with faculty and staff.
4. Faculty and staff are fluent with elements and procedures of the universal discipline system (expectations, problem behavior definitions, reinforcement, ODR form, procedures for referral to the office, etc.).
5. A plan for orienting new and substitute faculty and staff to the universal discipline system has been established.
6. New and substitute faculty and staff have been or are being oriented to the universal discipline system.

7. Rollout Checklist
Complete the Rollout Checklist to self-assess your beginning implementation/kickoff.
Create action steps that will assist in your planning for next year

8. Share Your Story
Begin a newspaper article that describes your PBIS work thus far. Include:
Catchy headline
Brief summarization of your kickoff
Specific successes or roadblocks that you have experienced so far, as you have developed your PBIS systems
Designate 1-2 team members to share out in 5 minutes or less.

9. Break!

10. DATA: Identifying Problems/issues
What data to monitor
ODR per day per month
OSS, ISS, Attendance, Teacher report
Team Checklist/BoQ/SAS(are we doing what we planned to do?)
What question to answer
Do we have a problem?
What questions to ask of Level, Trend, Peaks
How does our data compare with last year?
How does our data compare with national/regional norms?
How does our data compare with our preferred/expected status?
If a problem is identified, then ask
What more data do we need to make a good decision?

11. Using Data to Refine Problem Statement
The statement of a problem is important for team-based problem solving.
Everyone must be working on the same problem with the same assumptions.
Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem-solving.
We have too many referrals
September has more suspensions than last year
Use more detailed review of data to build “Precision Problem Statements.”

12. Precision Problem Statements
Precise problem statements include information about the five core “W” questions.
What is problem, and frequency
Where is it happening
Who is engaged in the behavior
When the problem is most likely
Why the problem is sustaining
Precision Statement: There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment

13. Using Your Data Create a precision statement that captures
What is problem, and frequency
Where is it happening
Who is engaged in the behavior
When the problem is most likely
Why the problem is sustaining
Add precision statement to your newspaper article

14. Solution Development Prevention Teaching Acknowledgement Extinction
Corrective Consequence
Solutions for tardies in class?
The best strategy I have heard from high school teachers is to model ‘being on time’, define what being on time looks and sounds like, and before each class period starts, have a potential test question on the board for students to copy as they construct a study guide.

15. Solutions Development
Complete the solutions development plan to address your precise statement
Add solution steps/action plan to your newspaper article

16. LUNCH

17. Positive Behavioral Interventions & Supports (PBIS)
Whole-school universal preventative intervention
Applies behavioral, social learning, organizational behavioral theories
Is for ALL students
Requires a shift from punitive to preventative
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp ). New York: Guilford Press.

18. Big Idea We often assume Universal is in place everywhere
But what about the classroom?
How is PBIS being used in the classroom to prevent problem behaviors?
By improving core practices, we can reduce need for additional interventions.

19. ALL Classroom Supports SOME FEW Data Collection and Progress
Monitoring at T3
Working with Families
Role on the Individual Support Team
Building Behavior Pathways and
Hypothesis Statements
FEW
SW Expectations linked to class rules and routines
Behavior Basics
Evidence Based Practices
Feedback Ratio
Wait time
Opportunities to Respond
Self Management
Academic Match
Working with Families
Transitions
Using Pre-corrections
Active Supervision
Data Collection and Using Data to
Guide Decisions
ODR, MIR
Self Assessment
Peer Coaching
Good Behavior Game
~5%
SOME
Working with Families
Deciding to increase Support
Progress Monitoring
Using the Daily Progress Report
Working with Students using CICO
Working with Students using “CICO
Plus” Academic or Social Instructional Groups
Using Data to Guide Decisions
Working with T2 Teams
ALL
Using ODR, Office Managed v Classroom Managed, teacher expectations, PD includes these topics…
Community of Practice and life long learners? Does admin support this kind of climate?
Need to clean this up

21. In Well Managed Classrooms Students:
Follow a schedule with high rates of student managed behavior
Use problem solving structures
Follow smooth and efficient transitions
Follow a predictable schedule
Perform with high rates of academic engagement
Experience high rates of academic achievement
Respond with high rates of compliance
Students are actively involved in their work
Students know what is expected of them and are generally successful
There is relatively little wasted time, confusion, or disruption
The climate of the classroom is work-oriented, but relaxed and pleasant
Linked with positive student outcomes (academic and behavior)
Increased risk of preventing more serious problems among at-risk kids
Supports all students in the prevention of possible current and future behavior problems.
Strong management signals to kids that the class is a safe place to learn.
Well managed classrooms are rated as having more positive climates

22. In Classrooms that were Ineffective Wehby, Symons, &Shores (1995)
Less than half of student’s hand raises or correct academic responses were acknowledged by teachers
About 26 “to do” statements per hour
Less than 2 praise statements per hour
64% of “to do” statements were social in nature
Most academic work consisted of independent seatwork
Inconsistent distribution of teacher attention
Compliance to a command generally resulted in the delivery of another command

23. 10 Key Features of Classroom Management
Review each feature
Consider a system for taking this information to the whole faculty
Build a “measure” of school-wide classroom management
Use this measure for action planning and continuous improvement

24. 1. Behavioral Expectations: Invest in Appropriate Behavior
Define and teach 3-5 expectations for your classroom early in year.
Positively stated expectations
Easy to remember
Posted in the classroom
Consistent with School-wide rules/expectations
Taught Directly
Positive and negative examples
Examples:
Be safe, Be responsible, Be respectful
Respect others, Respect property, Respect self

26. 2. Establish a Predictable Environment
Define and teach classroom routines
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
“Show me you are listening”
How to determine if you are doing well in class
Establish a signal for obtaining class attention
Teach effective transitions.

27. Designing Classroom Routines
Desired Behavior
Signal
Entering Class
Walk in, sit down, start work
Instruction on board
Obtaining class attention
Orient to teacher, be quiet ?
Getting Help during seat work

28. 3. Active Supervision Move Interact Acknowledge Pre-correct
Proximity makes a difference

29. 4. Establish a “positive environment”
Five instances of praise for every correction.
Begin each class period with a celebration.
Your first comment to a child establishes behavioral momentum.
Engelmann, Mace, “interspersed requests”
Behavioral priming
Provide multiple paths to success/praise.
Group contingencies, personal contingencies, etc

30. Increasing Positive Interactions
1 (negative) to 5 (positives)
Remind yourself of the “debt”
Specific vs. general praise
Identify specific times to provide praise
Before certain lessons – your reminder
During transitions – students’ reminder
Incorporate Tim’s Tip Sheets
Use individual conferences to provide specific praise
“Search” for reinforceable behaviors
Reduce attention to misbehavior and increase time rewarding positive behaviors
Increase positive interactions and use noncontingent positives

31. 5. Design a Functional Physical Layout for the Classroom
Different areas of classroom defined for different activities
Define how to determine “what happens where”
Traffic patterns
Groups versus separate work stations
Visual access
Teacher access to students at all times
Student access to relevant instructional materials
Density
Your desk
Divide Classroom into defined areas
Locate areas within easy access of any external requirements (e.g. sink, light)
Separate incompatible activities
Limit barriers that hinder supervision
Keep aisles and pathways are clear and don’t pass through work areas
Avoid large open spaces that invite inappropriate physical activities
Locate the Teacher’s desk: out of the way

32. 6. Maximize Academic Engaged Time
Efficient transitions
Maximize opportunities for student responses
Self-management
Active Supervision
Move
Monitor
Communication/Contact/Acknowledge
Pacing
Opportunities for student responses
Acquisition vs Practice/Performance
Joe Wehby
Phil Gunter
Student feedback from teacher
Student choice
Sequence activities so preferred activities follow more demanding activities

33. 8. Establish an effective hierarchy of consequences for problem behavior
Do not ignore problem behavior
(unless you are convinced the behavior is maintained by adult attention).
Establish predictable consequences
Establish individual consequences AND group consequences
Define the school-wide “rule” for what is managed in the classroom and what is sent to the office

34. Decreasing Negative Interactions
Determine if aspects of the environment (physical setting, schedule, organization, social situation) are contributing
Use “pre-corrections” to prevent the misbehavior
Praise other students for doing things the “right way”

35. Consequences for Problem Behavior
Applied consistently
Immediate feedback
Pre-determined plan for major, minor, repeat violations
Plan consistent with school-wide plan
Consequence linked to context
Goal: design environment to evoke appropriate behavior
Tips for re-teaching rules
-ask students—not just recite but come up with examples and non-examples
-embed into curriculum

36. 9. Vary modes of instruction
Group lecture
Small group
Independent work
Integrating Activities
Peer tutoring

37. Data is not a four letter word
Data is your friend
Data is not a four letter word

38. Use Data to Examine Classroom System: Tools to help
How do you know PBIS is in place?
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. Develop system to present best practice and encourage teacher engagement and implementation
Weekly skill and/or feature mini-lessons
Time for grade level collaboration related to the lesson
Time and resources for after school work sessions (voluntary)
Created timelines for implementation of each feature
Periodic self-assessment for progress monitoring and fidelity check
Planned booster session
Lori Newcomer, Ph.D.
University of Missouri

40. Team Time Complete Classroom Management Plan Self-Assessment
Think of all classrooms across the school
Would at least 80% of your staff individually respond that these important features are in place?
How can bring PBIS to life in all classrooms across youre school?

41. BREAK

42. Team Implementation Checklist
Complete the TIC as a team
Use the TIC action plan format to address any items not fully implemented

43. The Challenge of Sustained Implementation
The effort needed to achieve initial implementation cannot be sustained.
Universal PBIS needs to become easier over time.
There will always be the temptation to “add more”
It is possible to add so much “good” practices that nothing works. Better to be consistently implementing what is working!

44. Round Robin Activity
Select team member(s) to cover each area. Break into groups to share ideas. Each group report out
Teaching System – Teaching schedules, development of lesson plans,
Student Acknowledgement – When does it happen, how does it happen, unique feature or item, what are your celebrations?
Staff Acknowledgement - When does it happen, how does it happen, unique feature, what are your celebrations?
Communication System, Family/Community Engagement – How is information shared with school/family/community, Activities to engage Family and Community?
Data System - who inputs, who generates reports, what data is discussed at the team meeting? How shared with staff?
Report Unique Ideas, Barriers, Resources
20 minutes of team time
Each team selects a member to cover one area.
Participants break into content area to share what is happening in their building
Report out successes, barriers/solutions

45. WI Criteria to Begin Tier 2
Teams must show fidelity through at least one of these:
Benchmarks of Quality (BOQ) overall score of 70%
Team Implementation Checklist (TIC) overall score of 80%
Self-Assessment Survey (SAS) score of 80% on the School-wide section
a score of 80% on the Expectations Taught section and Overall score on the SET.

46. Team Work Time
Work as a team on whatever areas you feel are most beneficial to you as a team.
Cool Tool schedule and writing?
Fine tuning T-Chart, Flow Chart, process to respond to inappropriate behavior?
Student Acknowledgement/Celebration Schedule?
Staff Acknowledgement & Buy-In?
Data sharing & problem solving?
Utilizing committees?

47. Share your Newspaper article!!!
Report Out/Next Steps
Share your Newspaper article!!!
Next Steps: Coach use your School Code to
1.Enter your TIC on
2.Plan Staff Self-Assessment Survey if not done
3. Schedule Monthly team meetings and data sharing with faculty.
4. Coaches attend Networking Meetings.
5. Contact Technical Assistance Coordinator for readiness for Tier 2 requirements.

48. Resources