1. VTPBiS Getting to Readiness Training
Preparing for PBIS training and implementation WEBINAR
November 2, 2011
VTPBiS Implementation Team

2. Agenda Brief Review of PBIS for fluency PBIS Readiness Checklist
Data-based Decision Making
PBIS School Example
Supports Available
Next Steps

3. So WHAT is School-wide PBIS?
Positive Behavior Supports (PBIS) is a proactive,
school-wide,
data driven,
systems approach
to improving social and academic competence for all students.

4. Designing School-Wide Systems for Student Success
Integrated Response to Intervention
Designing School-Wide Systems for Student Success
Academic Support +
Behavioral
Support
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
100%
100% 4

5. Positive Behavior Interventions & Supports
Supporting
Staff Behavior
Supporting
Decision
Making
SYSTEMS
DATA
Evidence-based
Biggest, durable effect
Smallest effort
PRACTICES
Supporting
Student Behavior

6. What are the elements of PBIS at the Universal Level?
Create a common purpose
Define 3-5 positively stated behavioral expectations
Develop systems for teaching behavioral expectations
Develop systems for acknowledging and rewarding behavioral expectations
Develop systems for discouraging problem behaviors
Develop data management systems

7. What should you expect to see/hear in a PBIS school?
>80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them.
>80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them.
School staff have taught the school-wide expectations to all students.
Positive adult-to-student interactions exceed negative

8. What should you expect to see/hear in a PBIS school?
School staff agree on which behaviors involve a referral to the office.
The school has a leadership team that is representative of school staff and includes an administrator
Function based behavior support is foundation for addressing problem behavior.
Data & team-based action planning & implementation are operating.

9. Vermont school example
Example of recovering instructional time through reduction in discipline referrals
67% improvement:
16.7 days of administrative and instructional time saved!
600 major discipline referrals = 25 days of lost instruction
198 major discipline referrals = 8.3 days of lost instruction

10. Stages of Implementation
2 – 4 Years
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
PBIS Foundation Phase
PBIS Implementation Phase
Implementation is not an event
Implementation is a mission-oriented process involving multiple decisions, actions, and corrections
The stages are not finite. They overlap and reoccur throughout the life of the initiative.
Full implementation requires 2-4 years. What implications does this have for building capacity to sustain funding and staffing to continue the work?
PBIS Sustainability Phase
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

11. Laying the foundation for School-wide PBIS
What is PBIS Readiness?
Review readiness checklist and some strategies for getting 100% completion of this by First Steps to Implementation.
Laying the foundation for School-wide PBIS

12. Implementation Readiness Checklist

13. Implementation Readiness Checklist

14. Readiness Checklist
1. A School Action Plan exists that has school-wide discipline as one of its top three goals.
This could be called a school improvement plan. It has to be a plan that is endorsed by the school board.

15. Why?
To ensure that PBIS is a top priority that will not be superseded by other action planning goals.
To use as rationale for spending time and resources on PBIS activities.
To communicate and respond to the interests of the larger school community

16. Examples:
“Provides a safe, caring, respectful environment free of hazing and harassment”
School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)
Here are some examples pulled from some schools that are currently pbs scools.

17. Readiness Checklist
2. A PBIS Team is formed with broad representation.
Non-Teaching
Family
Representation
Working smarter not harder
Does this grouping look familiar to you? Do you have any other groups that have this broad membership in your school?
Specialized Support
Administrator
Community
Student
Teaching

18. Team Membership: Building Administrator
Grade/Department Representation
Specialized Support:
special educator, school psychologist, school counselor, behavior specialist
Support Staff
office, custodial, bus, cafeteria, etc.
Parent/Community
Student

19. Why?
To ensure that all perspectives are included in PBIS implementation.
To ensure PBIS implementation, data review & dissemination of information throughout the school building.
To provide technical assistance & support to everyone in the school.

20. Effective School-Based Implementation Leadership Teams
Use existing teams/committees as much as possible
Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.)
Team members are representative of the school
Team members are respected by the school staff

21. So, as a PBIS leadership team member, what will I commit to?
Attend the trainings and meet at least monthly
Use data and information to make decisions
Develop steps for implementation of activities
Provide information to staff regarding activities, results, and training opportunities
Communicate progress and assess ongoing commitment

22. Readiness Checklist
3. Administrator actively participates and attends meetings/trainings.
4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.

23. So, as a building administrator, what will I commit to?
Attend trainings and meet with team at least monthly
Identify PBIS as a priority and allocate resources
Combine teams and initiatives that have same focus
Protect team members and staff from competing initiatives
Become knowledgeable of data systems
Make PBIS visible through frequent communication with staff

24. Readiness Checklist 5. PBIS Team commits to monthly meetings.
Sustainable - schedule meetings in advance. Teams consolidate so there is representation from pre-existing groups to do overall planning. Unsustainable - Too many teams, too many meetings. Different people show up different months. There will be an activity in April that has your team look at the possibility of streamlining the teams in your school that focus on similar outcomes so that they can be more efficient and effective – the motto is “Working Smarter, not Harder”.

25. Readiness Checklist
8. PBIS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility.
9. PBIS School Coordinator is identified and assigned a .1 FTE responsibility.
Sustainable - someone in the district needs to be a contact person. Unsustainable - schools within district not sharing PBS planning and data.
Sustainable - good to have someone from district. Unsustainable - no one at district level involved or aware of what’s going on.

26. Why have a Supervisory Union (SU)/District Coordinator?
Assure resources (grant allocations) are tied to PBIS work in the schools
Coordinate and support the work of schools implementing PBIS within the SU

27. So, as supervisory union coordinator, what will I commit to?
Ensure student social behavior is a top priority
Complete or coordinate school-based evaluations and assessments (SET, EBS) 
Provide encouragement and acknowledgement for schools’ efforts
Attend School Leadership Team meetings quarterly
Establish quarterly Supervisory Union level meetings
Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV)

28. Why have a PBIS School Coordinator?
Team start-up and support
Help with Team sustainability and accountability
Team reinforcement
Public relations and communications
Ensure school data collection system is in place
Promote systems change process
Monitor progress
Enhance collaboration and participation
Punch it up!

29. So, as a PBIS school coordinator, what will I commit to?
Act as positive nag
Help team complete tasks on time
Help with team organization
Organize and report data
Meet with team at least monthly
Attend PBIS coordinator and Leadership Team Trainings
Attend regional coordinator meetings

30. Complete Action Plan for Readiness Checklist #’s 1,2,3,4,5,10,11
After today’s Webinar
As a Team, discuss:
Who needs to be on your PBIS Universal Leadership Team?
Who will be designated as your PBIS School Coordinator?
Who will be designated as your PBIS SU Coordinator?
Schedule your PBIS Leadership Team meetings between now and your Team’s Universal training.
Complete Action Plan for Readiness Checklist #’s 1,2,3,4,5,10,11

31. Readiness Checklist
14. PBIS Leadership Team has provided awareness training to ALL STAFF.
15. At least 80% of all staff agree to PBIS implementation.

32. Characteristics of an Effective PBIS Presentation to Staff:
Elements to Include:
What is PBIS?
Why choose PBIS?
What are the elements of PBIS at the
Universal Level?
What does PBIS look like/sound like?
What’s in it for me?
What’s expected of me?
Key questions people have about PBS when learning about it from their peers:
Not another new initiative?
Not comfortable with reward systems

33. A vote for PBIS means… All staff commit to actively participate
All staff members directly teach & encourage expected behaviors
All staff increase their daily positive contacts with students
Administrators increase their involvement in proactive student interactions & support
Data are used for decision making
Formal supports in place for non-responding students

34. Staff Reluctance to PBIS Buy In
I shouldn’t have to do anything. Kids know what they are supposed to do, why should I have to compliment them, give them rewards, or offer incentives of any sort?
Have you heard this in the teacher’s lounge?

35. How’s that working for you?

36. Big ideas about acknowledgements:
It’s more about changing adult behavior
The goal is to provide 6:1 positive affirmations.
The tangible (ticket) allows you to count how many times students are acknowledged
Rewards are not dangerous
There are many ways to provide acknowledgements genuinely and effectively

37. As a Team discuss possible staff reluctance and how you might respond.
After Today’s Webinar
As a Team discuss possible staff reluctance and how you might respond.

38. After Today’s Webinar
As a Team, plan your PBIS presentation for staff:
Who will design and deliver the presentation?
How will you ensure FULL STAFF participation in the presentation?
When will the presentation take place?
How will you know that you have 80% buy-in?
Complete Action Plan for Readiness Checklist #’s 7 & 8

39. School Example

42. CCS Behavioral Expectations
Charlotte Central School Behavioral Expectations
Behavioral
Expectations
CLASSROOMS
CAFETERIA
RECESS
GYM/MPR
HALLWAY
BATHROOM
BUS
RESPECT YOURSELF
Do your best
Be on task
Be prepared
Eat your own food
Sit at your own seat
Play safe
Dress for weather
Play fair
Walk
Be on time to class
Wash your hands
Flush
Follow safety rules
Stay in your seat and assigned area
Remain seated when bus is in motion
RESPECT OTHERS
Help others
Stay in own space
Share
Use quiet voices
Let others join your table
Include others
Take turns
Use inside voices
Be mindful of traffic
Respect privacy
Keep hands to yourself
Keep the aisle clear
Follow the bus driver directions
RESPECT
PROPERTY
Clean up
Take only what you need
Return materials
Clean up table
Stay seated until turn to leave
Use equipment properly
Admire art on walls
Clean and organized lockers
Clean up area
Report problems
Respect the interior and exterior of bus property 42

43. Sample Lesson Plan
Expectation: Respect Self, Respect Others, and Respect Property
Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus
PURPOSE:
To promote respect and ensure the safety of all people in our school
To show pride in our school by taking care of it
DIRECT INSTRUCTION:
Review the 3 School-Wide Behavioral Expectations
Ask students for examples of what “RESPECT OTHERS”
“RESPECT SELF”
“RESPECT PROPERTY” look like, sound like, and
feel like in each setting.
Be sure to ask students to explain their reason.
** Have students reword their “Don’t …….” into positively stated behaviors.
MODELING/ROLE PLAYS:
Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice)
Discuss students’ observations of the role-play. Ask “What did you notice about …?”; Encourage them to recognize positive behaviors and appropriate social skills.
Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc.
FOLLOW-UP REINFORCEMENT SUGGESTIONS:
Have students illustrate appropriate behaviors in an area of their choice.
Take photos of the students following expectations and create a class book or b. board.
Have students share their work with another class.

45. PBIS and Data-based Decision Making
RESEARCH SHOWS THAT ONE OF THE MOST IMPORTANT FEATURES OF PBIS SUSTAINABILITY IS USING DATA TO MAKE DECISIONS (COFFEY & HORNER, 2009)

46. PBIS and Data-based Decision Making
PBIS Schools must have:
High quality data 
System for collecting and analyzing the data
Procedures for making decisions based on data

47. Kinds of Data Effective Behavior Support: Self-Assessment Survey
School-wide Evaluation (SET)
Teaming matrix
Team Implementation Checklist
Office discipline reports
Behavioral incidents
Attendance
Detention, Suspension,
Expulsion
Observations
Surveys, focus groups
Special Education referrals
Special Education eligibility

48. PBIS Data that will need to answer these questions……….
What problem behaviors are most common?
ODR per Problem Behavior
Where are problem behaviors most likely?
ODR per Location
When are problem behaviors most likely?
ODR per time of day
Who is engaged in problem behavior?
ODR per student
How often are problem behaviors occurring?
ODR per day per month
We’re not talking about why right now. Only if the behavior continues…..

49. General Approach: “Big 5”
# referrals per day per month
# referrals by student
# referrals by location
# referrals by problem behaviors
# problem behaviors by time of day

50. School-wide Information System Demonstration www.swis.org

51. Avg. referrals per day per month

52. # of referrals by student
These are not actual student numbers. SWIS randomly assigns different numbers to protect the confidentiality of all students entered.

53. # of referrals by location

54. # of referrals by problem behavior

55. # of referrals by time

56. Resources to support you:

57. Contact your State TA!
State TAs
Implementation Coaches
SU/District Coordinators
School Coordinators
Administrator and Leadership Team
School & Community
Vt’s infrastructure of supports to schools. This is based on the science of implementing evidence based practices in which the coaching feature at all levels of the system is a key feature in implmentation and sustainability over time. It allows for the PIP-PEP cycle.

59. Next Steps
You Are HERE!
Work with your team to complete readiness activities so you can answer “yes” to all statements.
Complete Intent to Implement Application and send to Anne Dubie
Confirm readiness with PBIS TA person
While today’s activity is optional, teams have told us that this time has been valuable. At this point, you should have an administrator on board and the beginnings of a team to complete some of these pre pbs activities.
Readiness checklist – must be at 100% or you do not pass go and collect 100 dollars.
After this meeting we will send you the official intent to implement form so we can have this as our record that you will go forward. We can then put you in our communication system.

60. Next Steps
4. Register for VTPBIS Science of Implementation Leadership Launch December 1 or May 10
5. Conduct baseline evaluations and collect baseline discipline data
6. Register to attend Universal Leadership Team training with your Team March or June 25-28
Draft Implementation Plan:
Statement of purpose
3-5 behavioral expectations
Procedures for teaching expectations
Procedures for rewarding expectations
Procedures for discouraging problem behaviors
Data information system