1. Getting to Readiness Training School Leadership Teams Preparing for PBS Training, Coaching and Implementation Vermont PBS “Bringing out the BEST in all of us.”

2. Agenda Learning objectives -  Overview of the process for getting to School- wide PBS Rollout  Understanding the PBS Readiness Checklist – assessing where you stand as a school  Learning from Experience – hearing from others who have been through it  Begin and Action Plan for completing any readiness activities that still need work

3. Team Agreements Data-based Action Plan Implementation Evaluation Plan Act StudyDo PDSA Cycle Dean A. Fixsen and Karen A. Blasé, 2006

4. The Process of School-Wide PBS Implementation Getting From Here to There!

5. Vermont PBS Flow Chart Awareness Activities Attend the October Intro Forum Visit web sites – www.pbis.org; www.pbsvermont.orgwww.pbis.org www.pbsvermont.org Contact your PBS Coach

6. Readiness Activities Attend Getting to Readiness Workshop Complete Activities Necessary to Achieve 100% on Readiness Checklist Submit Intent to Implement Form

7. First Steps to Implementation Attend First Steps Workshop Conduct SET and EBS Collect Office Discipline Data as Baseline Review Baseline Data with staff

8. PBS Leadership Team Training Attend BEST Summer Institute in June Draft Implementation Plan:  Statement of purpose  3-5 behavioral expectations  Procedures for teaching expectations  Procedures for rewarding expectations  Procedures for discouraging problem behaviors  Data information system

9. Roll-Out Conduct roll-out activities for staff, students, and family/community Implement all parts of PBS Plan Conduct monthly Leadership Team meetings and report progress to all staff PBS coordinator attends regular regional PBS meetings

10. Post Implementation Complete post-implementation SET When score is at 80/80, move to secondary/tertiary level of PBS

11. What is PBS Readiness? Laying the foundation for School-wide PBS

14. Readiness Checklist A School Action Plan exists that has school-wide discipline as one of its top three goals.

15. Examples “Provides a safe, caring, respectful environment free of hazing and harassment” School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)

16. Readiness Checklist A PBS Team is formed with broad representation. Community Administrator Specialized Support Student Non-Teaching Teaching Family Representation

17. Team Membership: Building Administrator Grade/Department Representation Specialized Support  special Educator, school psychologist, school counselor, behavior specialist Support Staff  office, custodial, bus, cafeteria, etc. Parent/Community Student

18. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

19. Readiness Checklist Administrator actively participates and attends meetings. 4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.

20. Why Administrator Support? The administrator’s support & active involvement are critical factors for successful implementation The administrator provides an articulated vision for school-wide PBS at the building, district and community level. The administrator gives PBS a “Top-3- Priority” status

21. Readiness Checklist PBS Team commits to monthly meetings.

22. Readiness Checklist 6. PBS Leadership Team has participated in an awareness presentation about PBS.

23. Questions for PBS Leadership Team Members Have you attended an introductory presentation on PBS? Have you visited the www.pbis.org and www.pbsvermont.org? Have you contacted your external coach to get your questions answered?

24. PBS District contact or District Coordinator is identified. PBS school coordinator is identified and assigned a.1 FTE responsibility. Readiness Checklist

25. Why a District Level Contact or Coach? Assure resources (grant allocations) are tied to PBS work in the schools Coordinate and support the work of multiple schools implementing PBS within supervisory union/school district. Responsible for developing and supporting a PBS district level team.

26. Why have a PBS School Coordinator? Team start-up and support Help with Team sustainability and accountability Team reinforcement (positive nag) Public relations and communications Ensure school data collection system is in place Promote systems change process Monitor progress Enhance collaboration and participation

27. PBS Coordinator Responsibilities Meet with team at least monthly Attend PBS coordinator and Leadership Team trainings (First Steps to Implementation, Summer Institute, etc.) Attend regional coordinator meetings Help team complete tasks on time Help with team organization Data organization and reporting

28. Team Activity As a Team, discuss: Who needs to be on your PBS Leadership Team? Who will be designated as your PBS coordinator? Schedule your PBS Leadership Team meetings between now and April? Complete Action Plan for Readiness Checklist #s 1-6, 10-11.

29. Readiness Checklist PBS Team has provided awareness training to ALL STAFF.

30. Characteristics of an Effective PBS Presentation to Staff: What is PBS? Why choose PBS? What are the elements of PBS at the Universal Level? What does PBS look like/sound like? What’s expected of me?

31. Sample PBS Slides The following slides are just a few examples of slides to include in a presentation. For sample slide show presentations visit www.pbsvermont.org. www.pbsvermont.org

32. So WHAT is PBS? Positive Behavior Supports (PBS) is a proactive, school-wide, systems approach to improving social and academic competence for all students.

33. Universal Application Targeted small group, short term individual interventions Intensive individual interventions Positive Behavior Supports Continuum 33

34. Improvement in the school behavioral climate: Increase in Increase in academic performance academic performance on-task behavior on-task behavior parent, student and staff satisfaction parent, student and staff satisfaction staff retention staff retention Decrease in Decrease in office referrals office referrals suspensions, detentions suspensions, detentions disruptive classroom behavior disruptive classroom behavior Positive Behavior Support Primary Outcomes 34

35. Why Choose PBS? Maximize academic engagement & achievement Minimize rates of rule violating behavior Encourage respectful & responsible acts Facilitate more efficient, effective & relevant school functioning Improve supports for students with disabilities & greater risk of educational failure

36. Examples…. In one elementary school in Vermont – one student received 91 office discipline referrals, another 87 One teacher processed 283 referrals In another school nearly 2/3 of students received at least two office discipline referrals One middle school reported over 1400 office discipline referrals in one academic year

37. Instructional Time Lost 1400 referrals @15 mins= 350 hrs = - or – 44 days for teachers 59 days for administrators (20 min per) 131 days of instruction for students (40 min per)

38. When a student Doesn’t know how to read – what do we do? WE TEACH. Doesn’t know how to add – what do we do? WE TEACH. Doesn’t know how to swim – what do we do? WE TEACH. Doesn’t know how to drive – what do we do? WE TEACH. When a student doesn’t know how to behave – what can we do? When a student doesn’t know how to behave – what can we do?...............

39. What are the elements of PBS at the Universal Level? Create a common purpose Define 3-5 positively stated behavioral expectations Develop systems for teaching behavioral expectations Develop systems for acknowledging and rewarding behavioral expectations Develop systems for discouraging problem behaviors Develop data management systems

40. What should I expect to see/hear in a PBS school (Universal level)? SW-PBS (universal) >80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them. >80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them. School staff have taught the school-wide expectations to all students. Positive adult-to-student interactions exceed negative School staff agree on which behaviors involve a referral to the office. The school has a leadership team that is representative of school staff and includes an administrator Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating.

41. PBS - What’s expected of me? Support the 3-5 behavioral expectations Participate in PBS roll-out activities Apply and teach expectations in school and classroom settings Reward students for following expectations according to acknowledgement system Use consistent approaches for addressing disruptive behaviors Review data to direct approaches around behavior change 41

42. Readiness Checklist 8. At least 80% of all staff agree to PBS implementation.

43. Staff Resistance to PBS Implementation Lack of administrative direction/leadership Skeptical that universal intervention not needed Hopelessness about change Philosophical differences Staff feel disenfranchised from each other, the Administrator or the School’s Mission Competing initiatives/don’t see the connection between behavior and academics

44. Team Activity As a Team, plan your PBS presentation for staff: Who will design and deliver the presentation? How will you ensure FULL STAFF participation in the presentation? When will the presentation take place? How will you know that you have 80% buy-in? Complete Action Plan for Readiness Checklist #s 7 & 8.

45. 3 Elements of Data-based Decision Making High quality data from clear definitions, processes, & implementation (e.g., sw behavior support) Efficient data storage & manipulation system (e.g., SWIS) Process for data-based decision making & action planning (e.g., team)

46. Kinds of Data Positive Behavior Support Survey information School-wide Evaluation (SET) information Teaming matrix Team Implementation Checklist Office discipline reports Behavioral incidents Attendance Detention, Suspension, Expulsion Observations Self-assessments Surveys, focus groups Special Education referrals Special Education eligibility

47. General Approach: “Big 5” # referrals per day per month # referrals by student # referrals by location # kinds of problem behaviors # problem behaviors by time of day

48. What your staff think....

49. Involving the School Community

50. Activity What is the Data telling us? Look at the following slides – What information can you draw from these graphs?

51. Office Referrals per Day per Month by Grade

52. Office Referrals per Student

54. Office Referrals per Day per Month Total Office Referrals thru Mid-March = 1324

55. Office Referrals by Problem Behavior Inappropriate

56. Office Referrals by Location unknown

57. Office Referrals by Time 0:00

58. YearMonthNum of DaysNum of ReferralsAvg Referrals Per Day 2001Aug000.00 2001Sep1950.26 2001Oct21180.86 2001Nov18170.94 2001Dec14211.50 2002Jan22180.82 2002Feb17150.88 2002Mar19261.37 2002Apr21140.67 2002May18130.72 2002Jun1120.18 2002Jul000.00 Totals: 1801490.83

59. # ODR per Day per Month

61. Sometimes things are not what they seem...

62. 4J School District Eugene, Oregon Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

63. Staff Data

64. Do your discipline forms do this? Minors: Behaviors that do not require administrator involvement, do not significantly violate rights of others, do not put others at risk or harm, or are not chronic Majors: Behaviors that require administrator involvement, significantly violate rights of others, put others at risk or harm, or are chronic. Develop clear distinctions between problem behaviors managed by staff/teacher and by office/administrative staff

65. Are you able to EASILY* track behavior and discipline incidents by all of the following?  Name  Grade  Respondent  Date  Time  Location  Reporter  Frequency  Type of behavior  Others involved  Possible motivation  Which school- wide behavioral expectation was violated *obtain graphs and charts at the push of a button, enter reports in less than one minute per

66. Activity Turn to the person next to you – 1.In the system you currently have, do you think everyone understands the distinction between a major and a minor incident? 2.Do you have an office discipline referral form? 3.Does it collect the information described?

67. Next Steps 1.Work with your team to complete readiness activities 2.Work with your Implementation Coach to confirm readiness 3.Confirm 100% Readiness by February 15, 2009 4.Attend first day of training with team on April 2, 2009