1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 6 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer Quick Review Review TIC/TFI & Team Action Planning Preview of Tier II and Tier III Planning for the Beginning of the Semester/School Year Team Action Planning Wrap up

3. MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year

4. T RAINING E XPECTATIONS : RESPECT…

5. nepbis.org pbis.org Evaluation Plan School-wide PBIS Workbook and Appendices Action Plan Tools!

6. QUICK Review Overview & Getting Started with SWPBIS (Days 1-5)

7. I.C Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

8. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation

9. Functions Pos ReinfNeg Reinf V.A

10. Calm Peak De-escalation Recovery Acceleration Agitation Trigger Crisis Escalation & De-escalation High Low (Colvin & Sugai, 1989) Preventio n

11. TIC/TFI Action Planning

12. Team Implementation Checklist (TIC) 1.COACHES (1 per team) go to www.pbisapps.orgwww.pbisapps.org 2.Go to pbis applications login on the top right corner of your screen 3.Login with your email and password (if you haven’t set up your password yet, just go through forgot password process) 4.Select PBIS Assessment 5.Under Surveys Currently Open, Select Team Checklist 3.1 6.Click “Take Survey” –Find Team Checklist 7.Select under Action column 8.Complete TIC as a team 9. Review reports to support your action planning Also see Appendix C Complete during Team Action Planning Time TODAY Also see Appendix C Complete during Team Action Planning Time TODAY

13. Work as team for 60 min Activity: Action Planning Review all content Complete and use your TIC to guide action planning Identify one person who will present big ideas from action planning for your group

14. Preview of Tier II V.C.i

15. Continuum of School-Wide Instructional and Positive Behavior Support TIER 1: School-/Classroom- Wide Systems for All Students, Staff, & Settings TIER 2 : Specialized Group Systems for Students with At-Risk Behavior ~80% of Students ~15%

16. V.C.i SWPBS Systems established, including: School board/district/regional support SWPBS Leadership Team Administrator endorsement and active participation Continuous, data-based professional development (training and coaching) Recognition of staff behavior, contributions, and/or accomplishments School-wide data system SWPBS Practices established, including: 3-5 positively stated and defined school-wide expectations Expectations regularly taught in both classroom and non- classroom settings School-wide reinforcement plan to acknowledge expected behavior Plan and continuum of consequences for rule violations Evidence-based classroom management practices What is needed to consider secondary intervention?

17. If Tier I practices and systems are not firmly in place, reconsider implementation of Tier II practices and systems at this time. V.C STOP

18. Common Secondary Intervention Features Consistent, standardized implementation across students Easily accessible (e.g., within a few days of referral) Continuous availability Implemented by all school staff Consistent with and extra doses of school-wide expectations and interventions Continuous utilization of data for decision-making (e.g., progress monitoring) (Crone, Horner, & Hawken, 2010) V.C.i

19. Possible Solution Check-In Check-Out (CICO) is a commonly utilized and well- researched Tier II intervention (Crone, Horner, & Hawken, 2010)

20. CICO Cycle (Crone, Horner, & Hawken, 2004) Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Home Check-In Daily Teacher Evaluation Referral, Assessment, & Orientation Afternoon Check-In All of this is managed by a Specialized Support Team

21. V.C.i Specialized Support Team: Roles, Responsibilities, & Functions Provide training and support to school staff regarding the program(s) Provide specialized behavioral assessment strategies, interventions, and supports Meet regularly (e.g., weekly or biweekly) to review the program, monitor individual student progress, and review new referrals Coordinate school-wide implementation of the overall Tier II practices and systems Develop screening procedures and data-based decision rules for referring students to intervention Develop data-based decision rules (including time frames) for placing students, monitoring progress, and fading the intervention Summarize and review data

22. Specialized Support Team: Membership Examples Representative from SWPBS Leadership Team Tier II Intervention Coordinator School Administrator Behavior Specialists (e.g., school counselor, school psychologist, social worker, special educator)

23. Secondary systems efficiently support a small group of students by increasing prompts, structure, and opportunities for reinforcement.

24. Break

25. Preview of Tier III V.C.ii

26. Continuum of School-Wide Instructional and Positive Behavior Support TIER 1: School-/Classroom- Wide Systems for All Students, Staff, & Settings TIER 2 : Specialized Group Systems for Students with At-Risk Behavior Tier 3 : Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

27. Individual’s Movement Throughout the Continuum of Supports Initially, Bean is successful with Tier 1 supports. Then, Bean starts to display at-risk behaviors and needs additional (Tier 2) support to be successful. Events in Bean’s life are associated with an increase in severe behaviors. Luckily, Bean receives comprehensive function-based supports, which are eventually faded and is again able to be successful with Tier 1 supports. Bean is successfully faded from staff- managed to self- managed Tier 2 supports. Reminder: Supports, NOT KIDS, are organized in tiers.

28. V.C.ii Behavioral competence at school & district levels Team- & data-based decision making Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Function-based behavior support planning Comprehensive person-centered planning & wraparound processes Individual Student Systems

29. Individualized Behavioral Interventions Students benefit from function-based support (e.g., Crone & Horner, 2003) –All behavior occurs in a context. –By looking at the behavior in context, we can hypothesize about the function of a student’s behavior.

30. V.C Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Implementation support *Data plan *Continuous improvement *Sustainability plan *Continuous improvement *Sustainability plan Team-based Behavior competence Team-based Behavior competence

31. 3 Basic Steps: Developing interventions for Individual Students

32. Remember Functions S R+ S R-

33. 1. Look at the Function of Behavior Based on observing these patterns across time, what is the probable function of the behavior?

34. Introduction to FBA We look at the function of the problem behavior and teach the learner a more appropriate way to get their needs met. We do this by conducting a Functional Behavioral Assessment (FBA) and building a Behavior Intervention Plan (BIP) on the information we collect.

35. FBA: Collecting Information An FBA involves collecting information from multiple sources through a variety of methods across time, including:

36. FBA: Collecting Information An FBA involves collecting information from multiple sources through a variety of methods across time, including:

37. Outcome of FBA Thus the outcome of the entire FBA process is a supported hypothesis statement, now referred to as a summary statement, which specifies the supported antecedents, behaviors, and function. That is:

38. 3 Basic Steps: Developing interventions for Individual Students

39. Fundamental Rule “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

40. 2. Choose a Desired Behavior MAINTAINING CONSEQUENCE (FUNCTION) The desired behavior should be what is expected given the same antecedent event/condition. It likely results in different consequences. PROBLEM BEHAVIOR DESIRED BEHAVIOR NATURAL CONSEQUENCE (in typical instructional conditions) NATURAL CONSEQUENCE (in typical instructional conditions)

41. 2. Choose a Replacement Behavior PROBLEM BEHAVIOR REPLACEMENT BEHAVIOR MAINTAINING CONSEQUENCE (FUNCTION) HELP The replacement behavior should be more efficient and effective at achieving maintaining reinforcer (i.e., meeting the same function).

42. 3 Basic Steps: Developing interventions for Individual Students

43. 3. Develop Intervention Strategies Based on our understanding of the context of problem behavior, we then begin to develop intervention strategies. ANTECEDENT MANIPULATIONS ANTECEDENT MANIPULATIONS INSTRUCTIONAL STRATEGIES CONSEQUENCE MANIPULATIONS CONSEQUENCE MANIPULATIONS …to make the problem behaviorIRRELEVANT IRRELEVANT INEFFICIENT INEFFICIENT INEFFECTIVE INEFFECTIVE

44. More specifically… Minimize the likelihood Neutralize Withhold S D Add prompts Increase reinforcement for desired behavior SE or MO MANIPULATIONS Redesign the environment Physical arrangement Predictability Choice Instructional variables Add Prompts and/or pre- corrections ANTECEDENT MANIPULATIONS Develop objectives Teach replacement behavior Shift from replacement to desired behavior WAYS TO TEACH BEHAVIORS Increase function-based reinforcement for replacement behavior Increase reinforcement for desired behavior Prevent reinforcement for problem behaviors CONSEQUENCE MANIPULATIONS

45. Tier III Elements Contextually Appropriate Support Testable Hypothesis Function Statement Competing Path Analysis Supporting Data Behavior Intervention Plan Definition of Problem Behavior or Class See Checklists included in Appendices. Appendix G Appendix H

46. Tertiary interventions are intensive, function-based supports for individual students. The focus is on redesigning environments and teaching functional skills.

47. Lunch

48. Work as team for 15 min Activity: Tier 1 Questions and Answers Time to refocus on Tier 1 implementation! With your group brainstorm 2-3 questions that you still have related to Tier 1. Share questions, responses, and solutions as a large group.

49. SWPBIS Action Planning

50. Work as team for 105 min Activity: Action Planning Return to your Action Plan Update content related to Tier 1. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports) Please email your action plan to your trainers by the end of the day to receive specific feedback.

51. Review of SWPBIS V.D

52. MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year ✓ ✓ ✓ ✓ ✓

53. T IER 1 L EADERSHIP T EAM & C OACHES M EETINGS WHATWHO 6 days of Team Training Minimum membership: administrator, grade level representatives, support staff 3 days Coaches Meetings2 Coaches 2 days of TA per districtAdmin, Coach, Data Entry 3 days of Team TrainingSame above 3 days Coaches MeetingsSame above 2 days of TA per districtSame above 2 days of Team Training Same above 3 days Coaches Meetings Same above 2 days of TA per district Same above YEAR 1 YEAR 2 YEAR 3+ Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity. 0 ✓

54. I.C Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

55. Continuum of School-Wide Instructional and Positive Behavior Support TIER 1: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

56. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation Day 2 Day 1 Day 3

57. Establish Behavioral Expectations/Rules Teach Rules in the Context of School Settings Establish Team Develop Statement of Behavioral Purpose or Vision At BSG, we are responsible for ourselves, respect each other, and maintain safety in our school.

58. Establish Procedures for Encouraging Rule Following Develop data-based procedures for monitoring Teach Rules in the Context of Class Routines Establish Procedures for Responding to Rule Violations

59. Build Routines to Ensure On-Going Implementation Develop Systems to Support Staff

60. Non-Classroom Settings: Basic Management Considerations Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Practices Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior III.B

61. Evidence-Based Practices in Classroom Management 1.Minimize crowding & distraction 2.Maximize structure & predictability 3.State, review, & reinforce positively stated expectations. 4.Provide more acknowledgement for appropriate than inappropriate behaviors. 5.Maximize varied opportunities to respond. 6.Maximize active engagement. 7.Actively & continuously supervise. 8.Respond to inappropriate behaviors quickly, positively, & directly. 9.Establish multiple strategies for acknowledging appropriate behavior. 10.Generally provide specific feedback for errors & corrects. IV.A

62. Functions Pos ReinfNeg Reinf

63. Crisis Escalation & De-escalation High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger (Colvin & Sugai, 1989) Preventio n

64. Continuum of School-Wide Instructional and Positive Behavior Support TIER 2 : Specialized Group Systems for Students with At-Risk Behavior ~80% of Students ~15%

65. CICO Cycle (Crone, Horner, & Hawken, 2004) Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Home Check-In Daily Teacher Evaluation Referral, Assessment, & Orientation Afternoon Check-In All of this is managed by a Specialized Support Team

66. Continuum of School-Wide Instructional and Positive Behavior Support Tier 3 : Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

67. Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Implementation support *Data plan *Continuous improvement *Sustainability plan *Continuous improvement *Sustainability plan Team-based Behavior competence Team-based Behavior competence

68. Next Steps

69. Implement Action Plan Communicate information to staff Meet monthly with team –Review school data –Review/update action plan Implement activities on action plan

70. Future Support Use your action plan, data, TIC, and TFI to hold your team accountable (and share info with us). Keep in touch with us. Coaches and teams will still meet next year (3 times each). Have a great spring and summer!

71. Consider Tattoos! SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBIS Elements School Systems SWPBIS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% Classroom Non-classroomFamily Student School-wide

72. neswpbs.org pbis.org