1. PBIS Day 5

2. TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a learner, Talking during allotted times?) Prepared? SELF Cell Phones (inaudible): Converse in lobbies and breaks Work as a team: room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

3. Agenda DAY 5 Review of Function Step 7: Develop continuum for discouraging behavior PM: Coaches Meeting DAY 6 Behavior “Quiz” Step 8: Data-based Procedures for Monitoring Lunch Crisis/Emergency Planning, Involving Families & Communities Planning for next year, Master Implementation Plan, Team Time

4. ASSUMPTIONS Behavior is learned (function). Behavior is lawful (function). Behavior is escalated through successive interactions (practice). Behavior can be changed through instructional approach.

5. Functions Functions

6. Reinforcement Reinforcement: a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior

7. Activity Take a few minutes and write down 2 or 3 things that you enjoy doing and list what you find reinforcing (get/obtain or Escape/avoid) about each activity. E.g. John likes poking fun at Sarah because she gives him the reaction he’s looking for ◦ his behavior is ‘reinforced’ by his reaction

8. How might John’s behavior change if…? If, when John poked fun at Sarah, she completely ignore him, he might ◦ be less likely to continue to poke fun at him.

9. Step 7: Develop Continuum for Discouraging Behavior Violations of Expectations

10. Punishment Punishment: a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

11. Punishment Examples Getting a speeding ticket leads to being less likely to speed in the future. Receiving public praise leads to being less likely to complete work in the future. Receiving a detention leads to being less likely to arrive at school late.

12. Activity: Procedures for Discouraging Behavior Violations Review and Use Consequences Handout (Major vs. Minor Behaviors) to begin continuum of procedures for discouraging behavior violations. Use wkbk pgs. 67-70 for guidelines/considerations

17. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations

18. Establish a continuum of strategies to respond to inappropriate behavior in the classroom. Error CorrectionsDifferential ReinforcementPlanned IgnoringResponse CostTime Out from reinforcement

19. Quick Error Corrections Error corrections should be… ◦ …contingent: occur immediately after the undesired behavior ◦ …specific: tell learner exactly what they are doing incorrectly and tell or ask what they should do differently in the future ◦ …brief: after redirecting back to appropriate behavior, move on

20. Quick Error Corrections – An Example Signal an error has occurred ◦ Refer to rules "We respect others in this room and that means not using put downs" Ask for an alternative appropriate response ◦ "How can you show respect and still get your point across?" Provide an opportunity to practice the skill and provide verbal feedback ◦ "That's much better, thank you for showing respect towards others"

21. Planned Ignoring Definition: ◦ Ignore behavior of interest (appropriate if a behavior is maintained by adult attention) Example: ◦ Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -). ◦ The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

22. Contact US or Visit the SERC Library The SERC library (www.ctserc.org/library) offers more than 10,000 resources, including: ◦ Books ◦ Instructional materials ◦ Tests ◦ Journals ◦ Online databases ◦ DVDs, videos, CD-ROMs ◦ Professional development materials for staff SERC 201522

23. PBIS Day 6

24. TRAINING EXPECTATIONS SELF-ASSESS(PARTICIPATING? Engaged as a learner, Talking during allotted times?) Prepared? SELF Cell Phones (inaudible): Converse in lobbies and breaks Work as a team: room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

25. Year 1 Goals: Have a schedule for rolling-out SW-PBIS including lesson plans and assignments for teaching of school-wide expectations to students Confirm a minimum 80% staff buy-in and support for PBIS Complete Steps 1 – 8 in chapter 2 of the School-wide PBIS Workbook and have an action plan that addresses the status of each step. Using the Behavior Practices Self-Audit and Working Smarter Matrix to begin the process of eliminating, modifying, or combining practices, activities, and workgroups to establish a clear continuum of evidence-based practices and interventions Training Year 1 School-wide Behavior Leadership Team Day 1: School-wide Systems Overview Behavior Purpose Statement Day 2: School-wide Information System (SWIS) Overview School-wide Expectations Day 3: School-wide & Classroom Matrix Behavioral Lesson Plans Day 4: Function of Behavior System of Reinforcement Continuum of Consequences Day 5: Using the Data Team Process to Make Decisions Day 6: Crisis Plan Preparation for Roll-Out Connecticut’s School-wide PBIS Training Series: Annual Content and Goals Day 5 Continuum of Consequences Day 5 Continuum of Consequences Day 6 Using the Data Team Process to Make Decisions Crisis Plan Preparation for Roll- Out Day 6 Using the Data Team Process to Make Decisions Crisis Plan Preparation for Roll- Out

26. Agenda

27. Training prompts PBIS Workbook Handouts Evaluation Action Plan!

28. SW-PBIS Quiz SW-PBIS Quiz 1. Assign one or two team members to answer each quiz item. 2. Take no more than 5 minutes to develop your response. 3. Take no more than 3 minutes per question to share your answer with your team and make updates as appropriate. 4. Be prepared to share each of your responses with the full group.

29. Getting Started with SWPBIS 1. Establish leadership team 2. Develop behavior purpose statement 3. Identify positive school-wide behavioral expectations 4. Develop procedures for teaching school-wide behavioral expectations 5. Develop procedures for teaching classroom-wide behavioral expectations 6. Develop continuum of procedures for encouraging use of expectations 7. Develop continuum for discouraging behavior violations of expectations 8. Develop data-based procedures for monitoring implementation

30. STEP 8 – Develop Procedures for Data- Based Decision-Making & Monitoring 1. General data collection procedures a.Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). b.Data collection procedures regularly checked for accuracy of use c.Data collection limited to information that answers important student, classroom, and school questions d.Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline e.Decision rules for guiding data analysis and actions f.Schedule for daily, weekly, monthly, quarterly feedback to students and staff g.Data system managed by 2-3 staff members h.No more than 1% of time each day for managing data system. i.Efficient, timely, and graphic displays of data 2. Office discipline referral procedures a.Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). b.A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) c.School-wide procedures for processing or responding to violations of behavior expectations. d.Efficient and user-friendly procedures for inputting and storing information e.Efficient and user-friendly procedures for summarizing and analyzing information. f.Efficient and user-friendly procedures for producing visual displays of the data. g.Procedures for presenting data to staff on routine basis. h.Procedures for making decisions and developing actions based on the data.

31. Let’s collect some data… As a table, collect data on: The combined total of your shoe sizes The total number of pets you own The total number of years as educators

33. The Data Team Process 1. Collect and chart data (“Treasure Hunt”) 2. Analyze strengths and obstacles; Prioritize 3. Establish SMART goals 4. Select strategies 5. Determine results indicators 6. Monitor and evaluate Results

34. Step 1A: Collect and Organize Data “Mine” the data by organizing it in order to gain insights about students’ behavior and trends.

35. Step 1B: Triangulate Data Points Location Time Problem Behavior Cafeteria 11:30 – 1:00 Out of bounds

36. Step 2A: Analyze Strengths and Obstacles Why? ◦ To identify causes for celebration and to identify areas of concern Considerations ◦ Strengths ◦ Needs ◦ Behavior ◦ Rationale

37. ABC’s of Behavior A  B  C

38. Step 2 A cont’d: Possible Causes?

39. Step 2B: Quality Prioritization Why? ◦ To take immediate action on the most urgent needs Quality prioritization requires a thorough understanding of: ◦ Student population ◦ Antecedents affecting student behavior ◦ Quality of program implementation

40. Step 3: Establish SMART Goals Step 3: Establish SMART Goals Why? ◦ To identify our most critical goals for student behavior based on the challenges that were identified through the inquiry process Specific, measurable, achievable, relevant, timely

41. Step 4: Select Specific Strategies Why? ◦ Adult actions will impact student behavior. Strategies are: ◦ Action-oriented ◦ Measurable/accountable ◦ Specific ◦ Research-based Consider the integrated elements of PBS

42. Step 4: Selecting Specific Strategies Antecedent Changes What can we change in the environment to avoid triggering behavior? Explicit Instruction How can we teach the desired behavior? Consequence Changes How can we reinforce desired behaviors?

43. Step 5: Determine Results Indicators Why? ◦ To monitor the degree of implementation and evaluate the effectiveness of the strategies

44. Results Indicators Considerations ◦ Serve as an interim measurement ◦ Used to determine effective implementation of a strategy ◦ Used to determine if strategy is having the desired impact on student behavior ◦ Help to determine midcourse corrections If we are ____, then we will see______... If___is effective, then we will see_____...

45. Step 6: Monitor and Evaluate Results Why? ◦ To engage in a continuous improvement cycle that: ◦ Identifies midcourse corrections where needed ◦ Adjusts strategies to assure fidelity of implementation

46. Data Team Meetings: Suggested time allotment Baseline/Goal-Setting Data Team Meetings/Steps Approx.% of time Example: 45 minute meeting 1.Collect and chart data (“Treasure Hunt”) 25%10 min. 2. Analyze strengths and obstacles; Prioritize 30%12 min. 3. Establish SMART goals5%5 min. 4. Select strategies30%13 min. 5. Determine results indicators10%5 min. Mid-cycle or Interim Data Team Meetings/Step Approx.% of time Example: 45 minute meeting 6. Monitor and Evaluate Results100%45 min.

47. STEP 8 – Develop Procedures for Data- Based Decision-Making & Monitoring 1. General data collection procedures a.Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). b.Data collection procedures regularly checked for accuracy of use c.Data collection limited to information that answers important student, classroom, and school questions d.Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline e.Decision rules for guiding data analysis and actions f.Schedule for daily, weekly, monthly, quarterly feedback to students and staff g.Data system managed by 2-3 staff members h.No more than 1% of time each day for managing data system. i.Efficient, timely, and graphic displays of data 2. Office discipline referral procedures a.Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). b.A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) c.School-wide procedures for processing or responding to violations of behavior expectations. d.Efficient and user-friendly procedures for inputting and storing information e.Efficient and user-friendly procedures for summarizing and analyzing information. f.Efficient and user-friendly procedures for producing visual displays of the data. g.Procedures for presenting data to staff on routine basis. h.Procedures for making decisions and developing actions based on the data. p. 73

48. Data-based Decision Making & Office Discipline Referrals Review Step 8 Guidelines in Getting Started Workbook (p.73) Consider and complete Appendix M

49. Crisis/Emergency Prevention and Response What do we do when crises/emergencies occur? ◦ Review and Complete Appendix I

50. Involving Families and Community

51. Planning for Beginning and End of the School Year Complete Appendix O (p.128-136) and focus on planning for beginning of next year!

52. Master Implementation Plan

53. Teaching School-wide Procedures to Staff

54. EffectiveEfficientRelevant Durable Ensure Systems, Practices, & Data are…

55. Action Planning Recommendations Review Self-assessment survey & TIC- prioritize missing itemsComplete Monitoring PlanComplete Crisis Plan QuestionnaireComplete Involving Families/Communities WorksheetFinalize Primary Prevention Tier Steps 1-8 Complete Conclusion/Preparation for school year handout---focus on Beginning of the year Plan Fall Roll-Out; Complete Master Implementation PlanReview and continue to update Action Plan

56. District-RegionSchool SWPBS Leadership Team SWPBS Tier 1T1 SystemsT1 Practices Specialized Behavior Support Team Group-based Tier 2T2 SystemsT2 PracticesIndividual Tier 3T3 SystemsT3 Practices Year 2 Goals: Evidence-based strategies for management in SW-PBIS settings. Evaluate what is in place. Systems: Procedures for student nomination/screening, implementation, orientation, progress review, etc… Practices: Procedures for Check-in/Check-out Training Team Recommendations: Administrator Specialist with behavioral expertise(s) SWPBS leadership team representative(s) Looking Ahead…

57. Contact US or Visit the SERC Library The SERC library (www.ctserc.org/library) offers more than 10,000 resources, including: ◦ Books ◦ Instructional materials ◦ Tests ◦ Journals ◦ Online databases ◦ DVDs, videos, CD-ROMs ◦ Professional development materials for staff SERC 201557