1. Welcome Back Year One Day 5

2. Working on the Critical Elements PBIS TEAM STAFF COMMITMENT EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE DATA ENTRY AND ANALYSIS PLAN ESTABLISHED GUIDELINES FOR SUCCESS AND EXPECTATION REWARD/RECONGITION PROGRAM ESTABLISHED LESSON PLANS FOR TEACHING GUIDELINES FOR SUCCESS AND EXPECTATIONS IMPLEMENTATION PLAN CRISIS PLAN EVALUATION

3. Supports and Barriers What supports does your team have in place for implementation of PBIS? What are barriers to implementing PBIS? And how have you/might you overcome them?

4. District and Campus Mission Statements Campus Statement of Beliefs Regarding Discipline and Behavior Why bother ?

5. Staff Beliefs Identify those principles related to behavior management and discipline that will guide the school and incorporate those principles into a written “statement” of Staff Beliefs

6. “You must know what harbor you are headed to, in order to catch the right wind to take you there.” -Seneca

7. Companies use them... 3M "To solve unsolved problems innovatively“ Mary Kay Cosmetics "To give unlimited opportunity to women.“ Merck "To preserve and improve human life.“ Wal-Mart "To give ordinary folk the chance to buy the same thing as rich people.“ Walt Disney "To make people happy."

8. Walt Disney, an entertainment business states their values as follows. No cynicism Nurturing and promulgation of "wholesome American values" Creativity, dreams and imagination Fanatical attention to consistency and detail Preservation and control of the Disney "magic"

9. Merck, a company that produces pharmaceutical products and provides insurance for pharmacy benefits, publicly states the following values: Corporate social responsibility Unequivocal excellence in all aspects of the company Science-based innovation Honesty & integrity Profit, but profit from work that benefits humanity

10. Statement of Staff Beliefs Should… Be used as a guide for staff development Solidify the culture of the school – even across changes in administration Create a sense of unanimity, belonging, and pride among the staff members Be used as part of the interview process when hiring new staff Orient new staff members to the school Be documented in writing and included in the staff handbook

11. Self-Assessment Does your mission statement communicate your goals and beliefs about behavior and discipline? Is it short (1-2 sentences)? Is it inclusive of all or every student? Is it known by all staff, students, and parents/families? Is it USED by all staff? Does it give you guidance in decision-making? Does it inspire your campus staff?

12. 5 Meeting Process and Implementation Activity positivebehaviorsupportr20 /

13. Steps to Clarifying Staff Beliefs Establish a task force who will guide your staff through the process. Design an effective development plan – That involves all staff – Is scheduled to occur over a period of time Re-energize the mission statement – Effective mission statements emphasize all students, is known by students, staff and parents, and is utilized by staff

14. Clarifying Staff Beliefs Must have effective development plan Sample plan includes 5 staff meetings to discuss 3 questions and model answers to each. 1.Who is responsible for managing student behavior in a school? 2.What should the goals of a school’s behavior management efforts be? 3.How can a school’s behavior management goals best be achieved? Staff respond and team collects answers and reports those back at next meeting.

15. First Meeting 1.Give purpose and benefits of staff beliefs. 2.Staff discusses Question 1 for 5-10 minutes. (Who is responsible for managing student behavior in a school?) 3.Staff then silently reads the model answer. 4.Ask staff to think about and then respond to the model answer before the next meeting. (Question and model answer will be on poster paper in staff room.) 5. Before the next meeting, prepare a summary of the staff responses.

16. 2 nd Meeting 1.Lead a 5-10 minute discussion on how staff would answer Question 1. Assess staff agreement/disagreement on the model answer. Closure and consensus is not required. 2.Then move to Question 2 (What should the goals of a school’s behavior management efforts be?)and have staff discuss for 5-10 minutes and then read the model answer. 3.Put up question and answer to collect staff responses. 4.Summarize staff responses and have ready for next meeting.

17. 3rd Meeting 1.Lead a 5-10 minute discussion on how staff would answer Question 2. Assess staff agreement/disagreement on the model answer. Closure and consensus is not required. 2.Then move to Question 3 (How can a school’s behavior management goals best be achieved?)and have staff discuss for 5-10 minutes and then read the model answer. 3.Put up question and answer to collect staff responses. 4.Summarize staff responses and have ready for next meeting.

18. 4th Meeting 1.Lead a 5-10 minute discussion on how staff would answer Question 3. Assess staff agreement/disagreement on the model answer. Closure and consensus is not required. 2.Explain that the purpose of the next meeting will be to use staff answers to create a staff beliefs statement.

19. 5th Meeting 1.This should be a 2-3 hour meeting where staff will not be rushed. 2.Review staff summary answers to all 3 questions. 3.In small groups, have staff brainstorm the principles they would like to see included in their staff beliefs statement. Have each group report out to whole group. 4.Lead the whole group in an effort to gain consensus on a statement of beliefs.

20. 5 th Meeting Consensus If you gain consensus, formally adopt beliefs statement and celebrate! If consensus is not achieved by the end of the meeting… – Identify any specific areas of disagreement Inform the staff that the team will develop alternative statements for staff consideration at a later meeting. Continue the process until consensus is reached.

21. Implementing Staff Beliefs Launch suggestions: – Celebrate with an announcement or party. – Emphasize that we will live this statement. – It shows what staff believes and commits to. – It shows staff unity to administration and community. Make the statement visible. – Add it to the handbook. – Share it with all stake holders.

22. Implementing Staff Beliefs Maintenance suggestions: – Review it at least once a year to encourage staff self-reflection and identify staff development needs. – Include it in administrative reviews and coaching, when setting goals with individual staff members. – Incorporate it into school rituals and traditions, like new hires, retirements, and recognition ceremonies for staff throughout the year.

23. Importance of Academics Enter kindergarten with low reading skills Leave Kinder with lower reading skills Academic tasks become increasingly aversive Problem Behavior Escape task

24. What is RtI? National Association of State directors of Special Education “RtI is the practice of: (1)providing high-quality instruction/intervention matched to all students needs and (2) using learning rate over time and level of performance to (3)make important educational decisions to guide instruction.

26. What is RtI for Behavior? A systematic process of providing a service of intensifying, evidence based behavioral interventions and supports matched to student needs.

27. 6 Essential concepts 1.Universal Screening 2.Progress Monitoring 3.Intervention fidelity 4.Data-based decision-making 5.Evidence-based or scientifically validated interventions 6.Multiple tiers of behavior support

28. Foundation of the Pyramid... Set Schoolwide behavior expectations Teach expected behaviors and campus guidelines Promote compliance of behavior expectations THEN...

29. Universal Screening Are we doing it? If yes... What does it look like If no...Why not?

30. If your Not... Lack of knowledge Lack of resources Perception that it’s okay for a portion of our student population to remain marginalized or unidentified

31. office referrals, attendance records, tardiness, schoolwide observations, surveys of staff, students, parents other discipline data If you are... What are you using as a screening tool?

32. Teachers ranking on Internalizing & Externalizing Behavioral dimensions 3 Highest Ranked Children on E & I behavioral Criteria Pool of Students

33. Gate Classroom Interventions Referral to Special Education

34. Systematic Screening for Behavioral Disorders (SSBD)

35. BASC-2Behavioral and Emotional Screening System (BESS)

36. Student Risk Screening Scale (SRSS)..\..\SRSS.doc

37. Social Skills Improvement System (SSIS) Classwide Intervention Program Strengths & Difficulties Questionnaires Strengths & Difficulties Questionnaires

38. Using ODR School-wide system interventions if: More than 35% of students in school received one or more ODR, OR There are more than 2.5 office referrals per student Classroom system if: More than 50% of referrals come from classroom, OR More than 40% of referrals come from less than 10% of all classrooms

39. Using ODR Targeted Group if: More than 10-15% receive more than 10 office referrals Individual system if: less than 10 students receive more than 10 referrals, OR A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

40. Based on the screeners Create a “risk list” Prioritize the list Determine the number of students to serve – What should be considered?

41. Interventions Consider: is evidence of effectiveness how much does intervention cost how big an effect can be expected can it be replicated by when not conducted by researchers can teachers integrate into their daily routine

42. What Science says... Evidence-based best practice begins with identifying problems EARLY “One-shot” workshops with no follow –up coaching does not work Counseling students – especially in peer group context does not work Information dissemination using fear, moral appeal and affective education – Nope!

43. Tier 1 Basics for all students, throughout – Unconditional positive regard – 4:1 ratio – Human needs fostered (fun, freedom, empowerment, & belonging – Individual and group reinforcement – On-going rule & procedure teaching – Differentiated instruction and accommodations

45. Progress Monitoring What is it? A reliable and valid method for measuring student progress and evaluate the effectiveness of intervention. Progress monitoring requires frequent and repeated collection of data in order to make informative decisions.

46. Is the intervention working? Progress monitoring occurs regularly and frequently Feedback from a teacher(s) Team feedback Data are used to guide decision-making Continue the intervention Modify the intervention Begin a new intervention Fade the existing intervention

47. Primary Methods Systematic Direct Observation (someone other than the teacher) Behavioral Observation of Students in School Direct Behavior Rating Effective Behavior Instrument Support Office Discipline Referral

48. Process Monitoring Electronic Daily Behavior Report Card © e‐DBRC©: Individual Progress Monitoring Review 360 Software CBM

49. Intervention Fidelity Percentage of intervention steps implemented Intervention manual Rating of intervention implementation Permanent products of intervention Task analysis of intervention School Fidelity Self Assesment

50. How is it done? August – September Prep teachers – training, re-teaching, etc. Review schoolwide rules Send notices home PBIS in place

51. Team Approach Universal Screeners Evidence Based Support Progress Monitoring Data Base Decisions Intervention Fidelity

52. Working on the Critical Elements PBIS TEAM FACULTY COMMITMENT EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE DATA ENTRY AND ANALYSIS PLAN ESTABLISHED GUIDELINES FOR SUCCESS AND EXPECTATION REWARD/RECONGITION PROGRAM ESTABLISHED LESSON PLANS FOR TEACHING GUIDELINES FOR SUCCESS AND EXPECTATIONS IMPLEMENTATION PLAN CRISIS PLAN EVALUATION Use to create ACTION PLAN

53. Review Prioritize Revise/Develop Adopt Implement PBIS YEAR ONE

54. DUE SOON REMINDERS ***Poster Session*** Action Plan for next year’s launch Faculty handbook Benchmark of Quality due MAY 22 TH Review binder: things to do

55. How’s the Team http://www.powerofteamworkmovie.com/