1. Getting to Readiness Training School Leadership Teams Preparing for PBS Training and Implementation Vermont PBS November 19, 2009

2. Welcome to the following schools! Insert schools later

3. Agenda Learning objectives - Overview/Review of PBS Process for getting to School-wide PBS Implementation PBS Readiness Checklist PBS School Presentation Data-based Decision Making Action Planning

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

5. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Supports

6. ~80% of Students ~15% ~5% Establishing Continuum for SWPBS TERTIARY PREVENTION Function-based support Wraparound Person-centered planning TERTIARY PREVENTION SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION PRIMARY PREVENTION

7. All Some Few Continuum of Support for ALL

8. Positive Behavior Support Primary Outcomes Improvement in the school behavioral climate: Increase in o academic performance o on-task behavior o parent, student and staff satisfaction o staff retention Decrease in o office referrals o suspensions, detentions o disruptive classroom behavior

9. What are the elements of PBS at the Universal Level? 1.Create a common purpose 2.Define 3-5 positively stated behavioral expectations 3.Develop systems for teaching behavioral expectations 4.Develop systems for acknowledging and rewarding behavioral expectations 5.Develop systems for discouraging problem behaviors 6.Develop data management systems

10. What should you expect to see/hear in a PBS 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

11. What should you expect to see/hear in a PBS 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.

12. Activity: Dialogue about PBS! 60 Second Elevator Pitch: 1. With a partner explain: What is PBS? 2. As a team identify: 1-2 questions you still have about PBS. Write on index cards.

13. The Process of Getting to School- Wide Implementation ….From Here to There!

14. Awareness Activities 1)Attend Intro to PBS Forum 2) Visit Websites: www.pbis.org www.pbsvermont.org 3) Contact PBS/BEST Team with questions

15. Readiness Activities 1)Attend Getting to Readiness Workshop 2) Complete Activities Necessary to Achieve 100% on Readiness Checklist 3) Submit Intent to Implement Form You Are HERE!

16. First Steps to Implementation Activities 1)Attend First Steps to Implementation: Dec. 8 or Apr. 1 2) Conduct SET and PBS Self -Assessment Survey 3) Gather materials* for use at Universal Team Leadership Training

17. PBS Universal Leadership Team Training Attend Universal Leadership Team Training: March 17-19 June 21-24 (BEST Summer Institute) August 10-12 Draft Implementation Plan: 1.Statement of purpose 2.3-5 behavioral expectations 3.Procedures for teaching expectations 4.Procedures for rewarding expectations 5.Procedures for discouraging problem behaviors 6.Data information system

18. PBS Roll-Out Conduct roll-out activities for staff, students & family/community Implement all parts of PBS Plan Conduct monthly Universal Leadership Team meetings and report progress to all staff PBS School & SU Coordinators attend regular regional PBS meetings

19. What is PBS Readiness? Laying the foundation for School-wide PBS

20. Completing the PBS Readiness Checklist

23. Readiness Checklist 1. A School Action Plan exists that has school-wide discipline as one of its top three goals.

24. 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)

25. Readiness Checklist 2. A PBS Team is formed with broad representation. Community Administrator Specialized Support Student Non-Teaching Teaching Family Representation

26. 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

27. 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.

28. Why Administrator Support? The administrator’s support & active involvement are critical factors for successful implementation. The administrator provides an articulated vision for school-wide PBS at the building, district and community level. The administrator gives PBS a “Top-3- Priority” status.

29. Readiness Checklist 5. PBS Team commits to monthly meetings.

30. 10. PBS Supervisory Union Coordinator is identified and assigned a.1 to.2 FTE responsibility. 11. PBS School Coordinator is identified and assigned a.1 FTE responsibility. Readiness Checklist

31. Why have a Supervisory Union (SU) Coordinator? Assure resources (grant allocations) are tied to PBS work in the schools Coordinate and support the work of schools implementing PBS within the SU Develop and support a PBS SU level team

32. PBS SU Coordinator Responsibilities: Establish Supervisory Union Team Complete or coordinate school-based evaluations and assessments (SET, EBS) Act as a liaison between schools and State PBS Team Establish quarterly Supervisory Union meetings once there are multiple schools within a Supervisory Union Secure stable funding for efforts Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV) Ensure student social behavior is a top priority of the SU Participate in required training events and meetings

33. Why have a PBS School Coordinator? Team start-up and support Help with Team sustainability and accountability Team reinforcement (positive nag) Public relations and communications Ensure school data collection system is in place Promote systems change process Monitor progress Enhance collaboration and participation

34. PBS School Coordinator Responsibilities: Meet with team at least monthly Attend PBS coordinator and Leadership Team trainings Attend regional coordinator meetings Help team complete tasks on time Help with team organization Data organization and reporting

35. Team Activity As a Team, discuss: o Who needs to be on your PBS Universal Leadership Team? o Who will be designated as your PBS School Coordinator? o Who will be designated as your PBS SU Coordinator? o Schedule your PBS 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

36. Readiness Checklist 7. PBS Leadership Team has provided awareness training to ALL STAFF. 8. At least 80% of all staff agree to PBS implementation.

37. Characteristics of an Effective PBS Presentation to Staff: Elements to Include: What is PBS? Why choose PBS? What are the elements of PBS at the Universal Level? What does PBS look like/sound like? What’s expected of me?

38. Sample PBS Slides For sample slide show presentations visit www.pbsvermont.org

39. Staff Reluctance to PBS Buy-In Lack of administrative direction/leadership Skeptical that universal intervention not needed Hopelessness about change Philosophical differences Staff feel disenfranchised from each other, the Administrator or the School’s Mission Competing initiatives/don’t see the connection between behavior and academics

40. Team Activity: Part 1 As a Team discuss possible staff reluctance and how you might respond.

41. Team Activity: Part 2 As a Team, plan your PBS presentation for staff: o Who will design and deliver the presentation? o How will you ensure FULL STAFF participation in the presentation? o When will the presentation take place? o How will you know that you have 80% buy-in? Complete Action Plan for Readiness Checklist #’s 7 & 8

42. PBS School Presentation Swanton Schools Julie Benay, Principal Amanda Sweeney, PBS School Coordinator

43. PBS and Data-based Decision Making PBS Schools must have: 1. High quality data 2. System for collecting and analyzing the data 3. Procedures for making decisions based on data

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

45. What are the data you are most likely to need to help you in making PBS decisions? 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 Why are problem behaviors sustaining? – No graph

46. 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

47. # of referrals per day per month

48. # of referrals by student

49. # of referrals by location

50. # of referrals by problem behavior

51. # of referrals by time

52. Activity: What is the data telling you? Look at the graphs on your table. Pretend this data is from your school. Answer the following: What do you think the data is telling you? What decisions might you make from looking at the data?

53. Making Decisions Based on Data

54. Step 1: Create a Precise Problem Statement and Hypothesis Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

55. Step 2: Develop a Solution Prevention *Maintain current lunch schedule, but shift classes to balance numbers. Teaching *Teach behavioral expectations in cafeteria Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely Corrective Consequence Active supervision, and continued early consequence (ODR) Data Collection Maintain ODR record and supervisor weekly report

56. Next Steps 1.Work with your team to complete readiness activities 1.Confirm readiness with PBS State Coach 1.Complete PBS Intent to Implement Form 2.Register to attend First Steps to Implementation training with your Team 3. Register to attend Universal Leadership Team training with your Team