1. Advanced Teams Action Planning: Setting the Stage for a Productive Summer Institute Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

2. Starting Point…. We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

3. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SW-Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

4. Practices (what we do for students) Clear Outcomes/Objectives Research supported Technical assistance input Stake holder input

5. Systems (how we support adults) Evaluate Current systems Allocate/reallocate resources Develop process/model and forms (adult & student) Training / information dissemination On-going support (adult & students) Develop formative evaluation process (student outcomes, adult use, success and barriers) Provide frequent positive & instructional feedback to staff

6. Data (how we make decisions) How to identify students/ problem behaviors / problem areas Progress along the way – Student outcomes – Adult perceptions System analyses / Cost benefit

7. Policy (how to maintain change) Create standard processes Codify within existing policy Dissemination to multiple audiences

8. Assumptions Teams - Administrator Social behavior curriculum developed / adapted Data-based decision making Problem solving logic Access to Technical Assistance Working toward district/regional support SW-PBS/MBI is a Marathon, not a sprint Focus is always on what students should be learning versus what they should not be doing

9. Creating Environments Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

10. "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling Business Expert

11. Creating Environments to Increase the Likelihood: Universals Annually: – Revisit your set of expectations and teaching activities – Assess and address “problem spots” across school environments – Assess effective instruction and management in each classroom High Rates of Positive Feedback

12. Creating Environments Focus on socially important behaviors Inviting atmosphere / Friendly & Helpful Connections / relationships between: – Staff-staff – Staff-students – Students-adults Is your school a place where you would want your own child to attend?

13. Classroom Teacher Issues Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language, Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of property Method for handling student behaviors Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc. Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc. Team Issues Repeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems, Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions Method for handling student behaviors Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the student, Triage at lunch with the student, Team Focus, etc. Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc. Office Issues Bus referrals, Truancy, Chronic offender, Threatening student or adult, Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal Teacher Method for handling student behaviors  Referral Form – send student to office with completed form  Process with student before re-entry Office Method for handling student behaviors Proactive: RRKS Review, Parent Contact Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc. Pyramid to Success for All

14. First Task Quick Audit Worksheet – Identify current supports across the continuum within your school

15. Creating Environments to Increase the Likelihood: Classrooms Keep in mind: – Most problem behaviors occur in the classroom – Effective social and academic instruction is essential for ALL classrooms – Classrooms are “personal”

16. Importance of Effective Instruction (Sanders, 1999) The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of the classroom. The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level. The classroom's effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.

17. So one of our own is now blaming everything on the teacher!! If classroom teachers are struggling, it is a systems issue NOT an individual teacher issues

18. Creating Effective Classroom Environments Insure ALL faculty and staff engaging in effective instruction and classroom management Align resources to challenges – Work within existing organization structure, or – Raze and rebuild Must build an environment that simultaneously supports student and adult behavior

19. Essential 1.Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) 2.Procedures & routines defined and taught 3.Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4.Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure 5.Students are actively supervised (pre-corrects and positive feedback) 6.Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement 7.Activity sequence promotes optimal instruction time and student engaged time 8.Instruction is differentiated based on student need

20. Systems To Support Classroom Peer coaching – Individual classroom plan – Brief in-service, single topic focus – Performance feedback Modeling – Specialist Principal “walk through”

21. Peer Coaching with Performance Feedback 2 schools – one high SES, one low SES 4 teacher “cool tools” on instructional talk, prompts, feedback, and wait time Implemented school-wide; provided a tip sheet and mini in-service on each, weekly email reminders from administrators

23. Second Task Review “classroom systems” self –assessment & Mapping Examples Outline plan for all in school to self-assess and develop targeted training – pbis.org for additional classroom assessment tools

24. First Homework Assignment http://pbismissouri.org/minimod.html

25. Core Curriculum Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

26. Core Curriculum Based on local issues/problems – “What do you want them to do instead” Clear goal/purpose Matched to student need Research-based Accompanying training and support for all staff to implement – Mini-modules + “tip sheets” – Performance feedback

27. Meaningful PD Outcomes Staff Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs A Model of the Process of Teacher Change Guskey, 1986

28. Your Third Task Review your school set of expectations/matrix Review your current lesson plans Review your teaching schedule Review your current strategies to support staff – Training – Technical Assistance – Feedback

29. Consistency and Fidelity Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

30. Consistency & Fidelity On-going, sustained, and purposeful training On-going access to technical assistance Periodic checks – Student outcomes – Student perceptions – Adult perceptions Working toward a District-Wide SW-PBS/MBI initiative that will sustain over time

31. Phases of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

32. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) What does work – Long term, multi-level approaches – Skills-based training – Practice-based coaching – Practioner performance-feedback – Program evaluation – Facilitative administrative practices – Methods for systems intervention

33. Consistency & Fidelity Boosters based on data Apply logic of SW-PBS/MBI to adult learners – Tell-show-practice – Data / Feedback – Data Decisions Align Initiatives to SW-PBS/MBI work – Eliminate competing initiatives that do not produce measurable outcomes

34. What Happens When We Run into Problems?

35. SW-PBS Problem Solving Logic 1.Establish Ground Rules 2.Start with Data 3.Match Practices to Data 4.Align Resources to Implement Practices (systems, systems, systems)

36. SW-PBS Problem Solving Logic 1. Establish Ground Rules – Nothing sacred / Everything is important – Not about “philosophy” or “theory" – Keep focus on outcomes – Remember, if what we are doing now was meeting the needs of all students we wouldn’t be having the conversation – Allow for a transition period 2-3 years

37. SW-PBS Problem Solving Logic 2. Start with Data – Be prepared for the “examination & explanation” – Understand that data are simply a “sample” of what is going on – Data must be contextualized – Don’t drown in the data – Assess the integrity of the data (plan to correct) – Keep the conversation focused on data that are “in your control” – Be prepared with a draft action plan

38. SW-PBS Problem Solving Logic 3. Match Practices to Data – Strategies, curricula, and resources independent of what is currently in place – Don’t limit to what you currently know – outside resources – Build your daily schedule around priorities

39. SW-PBS Problem Solving Logic 4. Align Resources to Implement Practices – New roles to reach outcomes will require training and on-going technical assistance (systems)

40. We’re Ready to Move up the Continuum

41. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

42. Tier II/III Starting Points Pre-requisites Universals firmly in place including classrooms Data used consistently in team meetings Requisites Data decision rules to identify students who need additional supports supports – Environment – Student Progress monitoring plan developed Equal attention to practices (student support) and systems (adult support)

43. Basic Steps 1.School-wide, including classroom, universals in place 2.Identify students who need additional supports 3.Identify what supports student needs – Environment – Intervention 4.Monitor & evaluate progress

44. Starting Point Work within current formal and informal systems Develop missing steps of efficient process Provide training and technical assistance to facilitators – Grade Level Problem Solving Teams (partnership) – Tier II/III Team Guided process with templates for environmental modifications and interventions

45. RRKS Team STAT Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly Core Team Representative SAT Partner Core Team Teachers *Meets Weekly Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist

46. Tier II/III Support Process Step 1 – Insure Universals, including Classroom, in place Step 2 – Student Identification Process – Decision Rules – Referral – Screen Step 3 - Grade Level / Team Problem Solving – Classroom supports (function-based) – Progress monitor Step 4 - Tier II/III supports – Non-responders to grade level supports – Match function of student behavior to intervention – Progress monitor Step 5 - Evaluate Process

47. Next Steps Time to Plan

48. Summer Institute Planning Map 1.Review your team's current MBI Status by considering the three questions relative to session topics Planning map MBI Blueprint 2.Select a member of your team to attend & participate in selected topical breakout sessions 3.At each team sharing session, team members will report on what they learned to enhance your action plan

49. Current Status What Activities: 1.Need to be added or adopted? 2.Need to be tweaked for accurate & sustained implementation? 3.Are working well & need to be sustained & expanded?

50. Action Plan What Learned What do we want to accomplish How can we accomplish When and Who

51. Remember We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

52. Your Task Now Complete the “Leadership Team Action Planning Worksheet” Identify times you will meet across the week to debrief Identify a time to complete the Action Planning Worksheet with names and dates attached to key items When finished, enjoy your evening