1. School-Wide PBIS: Planning for Implementation
Chris Borgmeier, PhD
Portland State University

2. Out the Door Questions
How do other schools document and track incidents leading up to Uh-Ohs?
Please send sample handbooks
How to plan for School roll out next year
Clarify final deadlines & finished products

3. Out the Door Questions Next Year Topics
Train teachers to find motivation behind behavior
Strategies for Tier 2 & Tier 3 students
Defining bullying & how to deal with it

4. Out the Door Questions
Toolbox of Strategies for Mgmt in the Classroom

5. Mapping SW Rules to Classroom Expectations & Procedures

6. Mapping SW Rules to Classroom Expectations & Procedures

8. Emphasize the need to maintain & maximize instructional time
Reduce Escalation – Emphasize Defusion Strategies
See Iris Media for good video – “Defusing Anger & Aggression”

9. Watch the Video
Start at 12:50

10. PBIS Classroom Walkthrough Tool

11. Team Task
Plan what steps you can take to help staff implement PBIS in the Classroom
Mapping Classroom Expectations to PBIS
Defusing Anger & Aggression video
PBIS Classroom Walkthrough tool

12. Why SW-PBIS?
Academic Engaged Time

13. Academic Learning Time: Typical School
School Year (6.5 hours x 180 days)
Absenteeism (1 day/month x 10 months)
= Attendance Time (Time in School)
Non-instructional time (1.5 hrs./day for recess, lunch, etc)
= Allocated Time (Time scheduled for teaching)
(25% of allocated time for administration, transition, discipline-15 minutes/hour)
= Instructional time (time actually teaching)
Time off task (Engaged 75% of time)
= Engaged Time (On task)
Unsuccessful Engaged Time (Success Rate 80%)
= Academic Learning Time
Efficiency Rating = 32%
Education Resources Inc., 2005

14. Academic Learning Time: Effective School
School Year (6.5 hours x 180 days)
Absenteeism (1 day/month x 10 months)
= Attendance Time (Time in School)
Non-instructional time (1.5 hrs./day for recess, lunch, etc)
= Allocated Time (Time scheduled for teaching)
(15% of allocated time for administration, transition, discipline-9 minutes/hour)
= Instructional time (actually teaching-710 vs. 626)
Time off task (Engaged 90% of time)
= Engaged Time (639 vs. 469 On task)
Unsuccessful Engaged Time (Success Rate 90%)
= Academic Learning Time
Efficiency Rating = 49%
Education Resources Inc., 2005

15. The Difference: Typical vs. Effective Schools
Unallocated Non-Instructional Time
75% vs. 85% = 84 more hours
Difference in 15 minutes vs. 9 minutes/hour
Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently
Engagement Rate
75% vs. 90% = 86 more hours
Management of groups, pacing
Success Rate
80% vs. 90% = 30 more hours
Appropriate placement, effective teaching
So what?
200 hours more academic learning time (575 vs. 375)
53% more ALT
95 more days in school (4-5 more months of school!)
Education Resources Inc., 2005

16. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
5-10%
5-10%
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
80-90%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive

17. Academic-Behavior Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District, Regional & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

18. PBIS Assessment

19. Introduction to www.pbisassessment.org
Preview
Complete Team Implementation Checklist
Review Staff Self Assessment Scores

20. Staff Self Assessment Subscale

21. Staff Self- Assessment Survey x Item

22. Team Activity Complete Team Implementation Checklist (TIC) Baseline
Can be used as an action planning tool
To be completed quarterly
Turn in to your coach

23. PBIS Handbook & Planning for Implementation

24. PBIS Handbook What to include: PBIS summary & rationale
School Rules & Posters
Expectations Grid
Lesson plans
Schedule for teaching expectations
Acknowledgment system
Example tickets & description of system
Responding to Misbehavior
Office referral system (major/minor forms & procedural flowchart)
Classroom v. Office Managed Behavior
Suggested Interventions

25. Preparing for Implementation
Plan Ahead
Be Ready for PBIS Kick-Off (First 2 weeks)
Obtain & Organize materials
Rules Posters, Acknowledgment tickets, handbook
Have “PBIS Kick Off” schedule ready to go
Might need to Schedule a Summer meeting to finalize plans for the Kick-off

26. Kick-off Assembly Make it FUN & memorable for students & staff
Introducing School rules & Programs
Should be more than 1 day/ 1 assembly, make part of every day for the first 2-3 weeks
Use the talents of people in school
Develop a Schedule for Teaching Expectations
Teach expectations & routines across settings
Particularly recess & cafeteria

27. Teaching & Re-Teaching
Teaching Schedule
Teaching &
Re-Teaching

32. SW-PBIS Kick-Off Schedule

37. Advanced Teaching
Re-teach areas of concern
How will new students who move to your school be taught the lessons?
How will new staff or substitute teachers be introduced to rules and expectations?
How can parents be involved?

38. Training Staff for Implementation
Plan Ahead
Schedule time during Pre-service week to train staff on PBIS implementation
Teach a Behavioral Lesson to staff, so they can understand what it will look like
Make the lesson fun and engage staff (still working on buy-in & creating a buzz)
Model lesson as if you’re teaching it to students OR teach Safe/Responsible & Respectful in staff lunchroom
Also use the lesson to help them understand what student lessons will look like

39. Team Tasks Develop a timeline for completing remaining task
Plan for organizing & developing PBIS Handbook
Develop schedule for PBIS Kick-Off & Back to School calendar
Develop plan for preparing & training staff for PBIS Roll-out and implementation
Staff PBIS training in August
Demonstrate teaching lessons to staff

40. What’s ahead? PBIS Year 2 Chris Borgmeier, PhD
Portland State University

41. Role of PBIS Team Next Year
Decision Making – discuss problem areas, look at referral data & develop interventions to address problem areas
Ongoing monthly meetings
Continuing Development (as determined)

42. Team Process PBIS is active, alive -- not static
It’s not something we’ve done – it’s something we’re doing
Requires regular team meetings with a team that represents ALL school staff
Team keeps PBIS alive through ongoing planning, support, and decision making to address needs as they arise
Looking at data & maintaining & developing programs to meet needs
Constantly asking:
What can we do to address this need?
What can we do to decrease this trend?
How can we improve the current programs we have in place?

43. PBIS Team: Roles & Responsibilities
Finish development of PBIS systems
Focus on implementation – ready to start year as a PBIS school
Plan “PBIS Kick-Off”
Train Staff on PBIS Implementation & “Kick Off”

44. Priorities for Next Year
Successful Implementation/Maintenance of School-Wide PBIS system
Continuing Development of SW-PBIS
Individual Student Systems
Classroom Support Systems
Non-classroom Support systems

45. PRIORITY #1 PRIORITY #2 CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
FBABSP for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
PRIORITY #1
Primary Prevention:
School/Classroom-
Wide Systems for
All Students,
Staff, & Settings
PRIORITY #2
~80% of Students

46. School-wide Positive Behavior Support Systems Classroom
Setting Systems
Nonclassroom
Setting Systems
Individual Student
Systems
School-wide
Systems

47. Years 2-5: Continuing Development
School-wide System
SW-PBIS Team
School Rules
Define & Teach:
Expectations
Routines
Acknowledgment System
Consequences & Decision Making
Handbook
Classroom Support
Training/ Support opportunities
Individual Teacher Support
Individual Student System
Targeted Group Interventions
FBA/BSP – Intensive Individualized Interventions
Year 2 & Beyond
Year 2: Team Implemented Problem Solving & Data Based Decision Making

48. Team Initiated Problem Solving (TIPS)
                                                                                                  
Version stable
Main Menu
User: Chavez School: Cesar Chavez Academy
                                                                          
SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

49. Team Discussion
Questions or thoughts about Year 2 implementation & planning

50. Data Decision System & Teaming Process Early ID of Students
ESTABLISHING CONTINUUM of SWPBIS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
Progress Monitoring Behavior
~5%
~15%
SECONDARY PREVENTION
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Targeted academic support (Literacy)
Data Decision System & Teaming Process
PRIMARY PREVENTION
Teach SW expectations
Positive reinforcement
Fair, consistent consequences
for problem behavior
Effective instruction
Data Based Decision Making
PRIMARY PREVENTION
Early ID of Students
~80% of Students 50

51. Targeted (Tier 2) Interventions

52. What is a Tier 2/ Targeted Intervention
An intervention that:
Serves multiple students at one time
Students can get started with almost immediately upon referral
Requires almost no legwork from referring staff to begin implementation of the intervention with a student
All school staff know about, understand their roll with, and know the referral process for
Matches school needs by effectively supporting a significant proportion of students at-risk for challenging behavior in the school
If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

53.                                                                           
SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

54. AKA Check-n-Connect, HUGs, Behavior Education Program…
Check In/Check Out
AKA
Check-n-Connect, HUGs, Behavior Education Program…

55. Check In/Check Out Weekly CICO Meeting 9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation

56. Example Middle School Point Card

57. Majors only Middle School – as of Oct. 29th
Are these all of these students on our intervention list?
Decision Rule

58. Example Point Card - Elementary

59. SWIS-CICO What do you think? Any actions needed? Support Plan Change
Description
10/06/2009
Check out with Joe Binder

60. Elementary School of 515 student
Tier 2 Tracking Tool
Elementary School of 515 student
What action plan items would you suggest given this data?

61. Resources Required Who will coordinate CICO system?
System for students at a time
Coordination & Meetings = 5 hrs/wk
Who can be check-in & check-out mentors at the beginning & end of school day?
2 people x 5 days x 30 min = 5 hrs/wk
Combined responsibilities often suggest about 10 hrs/wk commitment

62. Training Attendees Tier 1 Tier 2
Your PBIS team – those of you here today
Admin
Beh Specialist (SPED)
Beh Specialist (SPED/SPSY) – possibly District Beh Spec
CICO Coord (couns?) +
+ members of Tier 1 team (as appropriate; at least 2 members)

63. 2014-15 PBIS Training Schedule
Sept 10
Sept 11
Tier 1 – Classroom systems + Maintain Tier 1
Tier 1 – TIPS
Nov 5
Nov 6
½ Day Tier 1 – Classroom systems & ½ Day Tier 2 - CICO
Tier 2 – CICO
Jan 21
Jan 22
Tier 1 - Classroom Systems & Bully Prevention
Tier 1 - TIPS Follow-up
Mar 1
Mar 2
½ Day Tier 1 – Classroom Systems & ½ Day Tier 2 – CICO
Tier 2 – Data Teaming & I-PBS
Tier 1 team
Tier 2 team (Nov 5-6 & Mar 1-2)
You know who you are
Sept &
Jan 21-22
Admin
Beh Specialist (SPED)
Beh Specialist (SPED/SPSY) – possibly District Beh Spec
CICO Coord (couns?) +
2 members of Tier 1 team

64. Team Task What questions do you have about Year 2 & CICO?
Any thoughts/ideas about who might provide coordination of CICO?
Resource needs?
Who should be attending the Tier 2 training days next year?