1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 4 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer Quick Review of SWPBIS from Days 1-3 Non-classroom Settings Classroom Settings Team Action Planning (with TIC) 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 1-3)

7. OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter I)

8. 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)

9. OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter II)

10. 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

11. 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 PRACTICES II.B.vii

12. ~10 positive : 1 correction

13. 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 II.B.viii DATA

14. II.B.vii i Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices Step 1: Develop evaluation questions. Step 2: Identify indicators or measures. Step 3: Develop methods for collecting and analyzing indicators. Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? How was the question answered and what should be done next?

15. Identify problems with precision Establish goal(s) Develop solution(s) Implement solution(s) with integrity and fidelity Monitor outcomes and compare to goal(s) Reassess and revise solution(s) as needed

16. Improving Decision Making Problem Problem Solving Solution Action Planning ProblemSolution

17. 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 II.B.ix SYSTEMS

18. I.C.iv Key Systems Features SYSTEMS

19. 80% Rule ~80% of Staff Primary Prevention: Systems to support all staff: Professional development Reinforcement Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~15% ~5% Apply the triangle to adult behavior! SYSTEMS

20. 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 II.B.x SYSTEMS

21. To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II.X

22. 3. SWPBIS P RACTICES AND S YSTEMS IN N ON - C LASSROOM S ETTINGS (Chapter III)

23. Problematic Non- Classroom Settings III.A

24. Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions.

25. Definitions and Intervention Considerations III.B

26. Non-Classroom Settings Particular times or places where supervision is emphasized Where instruction is not available as behavior management tool Examples: –Cafeteria, hallways, playgrounds, bathrooms –Buses & bus loading zones, parking lots –Study halls, library, “free time” –Assemblies, sporting events, dances III.B

27. Work as team for 5 min Activity: Non-Classroom Settings Pick 1 problematic non-classroom setting you have experienced Identify 2-3 features of problem Identify 2-3 possible solutions Report (<1 min.) main features of your example

28. III.B Classroom v. Non-Classroom ClassroomNon-Classroom Teacher directedStudent focus Instructional focusSocial focus Small # of predictable students Large # of unpredictable students

29. 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

30. Douglas County S.D., CO 4-08

32. III.C  Implementation is school-wide by all staff  School-wide behavior expectations taught in context  Administrator is an active member  Context-specific expectations and routines taught directly and early in the school year/term  Regular opportunities for review, practice, and positive reinforcement  Team-based review, action planning, and implementation consideration  Data-based progress monitoring and action planning  Regular review of accuracy of intervention implementation Guidelines for Non-Classroom Settings PRACTICES And always remember to consider systems, culture, & context:

33. SupervisionSelf-assessment YES or NO III.D

34. Did I have at least 4 positive for 1 negative student contacts? Have more positive student contacts than negative Use variety of contact forms

35. Did I move throughout the area I was supervising? Obvious Positive Interactive Unpredictable

36. Did I frequently scan the area I was supervising? Head up Make eye contact Overt body position

37. Did I positively interact with most of the students in the area? Variety of interaction types –Social positives –SW acknowledgements Variety of students Quick Noticeable Publicly appropriate “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

38. Did I handle most minor rule violations quickly and quietly? Quickly Privately Neutrally Follow-up with positive Follow-up

39. Did I follow school procedures for handling major rule violations? Quick By the book Business like Disengage Precorrect for next occurrence Considerations What are “costs” of compliance? Can I follow-through with consequences? Have I taught & reinforced compliance? Disengage quickly

40. Do I know our school-wide expectations (positively stated rules)? Positively stated Small in number Easy Comprehensive Defined

41. Did I positively acknowledge at least 5 different students for displaying school- wide expectations? Individualized Informative Sincere

42. “Readers’ Digest” Guide 7-8 “yes” = Super Supervision 5-6 “yes” = So-So Supervision <5 “yes” = Improvement Needed

43. Why does everyone need to be involved? Staff outnumbered Adult presence –Prompts desired behavior –Deters problem behavior “Being a good citizen” –Contribute to school climate What’d you say? Show you what? Oh, the data?

46. Back to the Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. “Talk, Walk, & Squawk” 1.School found out that most incidents were teasing that escalated. 2.Taught kids a simple social skill lesson called “talk, walk, squawk.” Talk: When someone teases you, say “I don’t like it when you say those things. Stop.” If teasing continues, look cool and walk away…don’t say anything. If teasing continues, “squawk: ask an adult to mediate a solution.” Teach school- wide so all students know what to do and can predict what will happen if they continue to tease. 3. Increase active supervision, practice of TWS, and reinforcement of use of TWS.

47. Back to the Examples A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. “Neighborhood Watch” 1.Held school, community, and family meeting to talk about school-wide rules: respect self, others, property 2.Taught kids about respect in nonschool settings (i.e., neighborhoods). 3.Told all kids, parents, and staff that all neighbors have been given permission to report kids in neighborhood who should be in school and/or engaged disrespectful behavior. Law enforcement similarly informed…..i.e., increased active supervision. 4.Kids and neighbors participated in a community picnic after school once a month.

48. Back to the Examples A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. “Adopt-a-Bathroom” 1.Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer. 2.All staff members “adopted a bathroom” and agreed to visit their bathroom at least three times daily. Didn’t have to use the bathroom, just walk through. Big school so every bathroom was visited numerous times by different faculty members. 3.Kids acknowledged for respecting privacy, good hygiene, etc.

49. Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions. “Music, Mags, & Munchies” This was unusual situation: school campus divided by interstate, most classrooms on one side, and office, cafeteria, etc. on other side. So kids had to be bused 3-4 times to one side or the other. 1.Increased active supervision. 2.Bus drivers given school store discounts to give to kids who had appropriate transitions. 3.Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.

50. SYSTEMS FEATURES School-wide implementation –All staff –Direct teaching 1 st day/week –Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

51. Recap: BASIC MANAGEMENT PRACTICES Positive expectations taught and encouraged Active supervision –Move, –Scan, & –Interact Precorrections & Reminders Positive reinforcement of expected behavior

52. Work as team for 15 min Activity: Supervision Self-Assessment Review “Active Supervision Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting Add relevant discussion items to your action plan. Report 2-3 “big ideas” from your team discussion (1 min. reports)

53. Break

54. 4. C LASSROOM M ANAGEMENT P RACTICES AND S YSTEMS (Chapter IV)

55. What “kind” of students can display problematic behavior? All students. Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue. We need to learn more about the critical features of effective classroom management to be able to help all students.

56. Effective Classroom Management Practices IV.A

57. Maximizing Academic Achievement Academic achievement is linked to academic engagement Academic engagement is linked to: –Effective curriculum –Effective delivery of curriculum (instruction) –Effective classroom management IV.A.i

58. Sustaining Classroom Management Accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBIS. In other words… IV.A.ii

59. Effective Academic Instruction Effective Behavioral Interventions Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation Positive, Preventative School Culture (SWPBIS)

60. 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.B

61. 1. Minimize crowding & distraction. Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: –Arrange furniture to allow easy traffic flow. –Ensure adequate supervision of all areas. –Designate staff & student areas. –Seating arrangements (groups, carpet, etc.) IV.B.i

62. 2. Maximize structure & predictability. Develop Predictable Routines –Teacher routines: volunteers, communications, movement, planning, grading, etc. –Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. IV.B.ii

63. 3. State, review, & reinforce positively stated expectations. IV.B.iii

64. 4. Provide more acknowledgement for appropriate than inappropriate behaviors. Maintain at least 4 to 1 ratio Interact positively once every 5 min Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated) IV.B.iv

65. 5. Maximize varied opportunities to respond. Provide high rates of opportunities to respond Vary individual vs. group responding Vary Response type Oral Written Gestural Increase participatory instruction Questioning Materials IV.B.v

66. IV.B.vi 6. Maximize active engagement. Vary format –Written responses –Choral responding –Gestures –Writing on individual white boards –Other: ____________ Specify observable engagements Link engagement with outcome objectives

67. Range of evidence based practices that promote active engagement Direct Instruction Computer Assisted Instruction Class-wide Peer Tutoring Guided notes Response Cards

68. 7. Actively & continuously supervise. Move Scan Interact Remind/pre-correct Positively acknowledge IV.B.vii

69. Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively Anticipate next occurrence 8. Respond to inappropriate behaviors quickly, positively, & directly. IV.B.viii

70. Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement Multiple strategies for responding to inappropriate behavior may include....

71. IV.B.ix 9. Establish multiple strategies for acknowledging appropriate behavior. Social vs. tangible vs. activity vs. … Frequent vs. infrequent Predictable vs. unpredictable Immediate vs. delayed

72. Multiple strategies for acknowledging appropriate behavior may include... Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies

73. 10. Generally provide specific feedback for errors & corrects. Provide contingently Always indicate correct behaviors Link to context IV.B.x

74. 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.B

75. IV.C  Academic achievement is linked to social success, active engagement, and effective teaching  Good teaching is used as a behavior management strategy  Behavior management is used as an instructional management strategy  The three-tiered prevention logic is applied to the classroom context  Classroom management is linked to school-wide behavior support  Typical classroom routines have been taught, practiced, and reinforced regularly  School-wide support systems are used to sustain effective classroom management strategies  Data-based progress monitoring and action planning  Regular review of accuracy of intervention implementation Guidelines for Classroom Settings PRACTICES And always remember to consider systems, culture, & context:

76. Work as team for 15 min Activity: Classroom Self-Assessment Review “Classroom Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting Add relevant items to your action plan Report 2-3 “big ideas” from your team discussion (1 min. reports)

77. Lunch

78. SWPBIS Action Planning

79. Team Implementation Checklist (TIC) 1.COACHES (1 per team) go to www.pbisapps.org www.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 Also see Appendix C Complete during Team Action Planning Time TODAY Also see Appendix C Complete during Team Action Planning Time TODAY

80. Work as team for 75 min Activity: Action Planning Return to your Action Plan Update content related to getting started steps, non-classroom settings, & classrooms. 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.

81. Review of SWPBIS

82. 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 ✓ ✓ IP

83. 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. 2

84. 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)

85. All Some Few Continuum of Support for ALL (Sugai, Dec 7, 2007) I.C.iii

86. 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

87. 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.

88. 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

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

90. 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

91. 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.B

92. 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

93. nepbis.org pbis.org