1. School-wide Positive Behavioral Interventions and Support for All Students: Getting Started Overview Minnesota PBIS Training Adapted from George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research and Rob Horner, Ph.D. University of Oregon www.pbis.org www.cber.org

2. PURPOSE Overview of fundamentals for getting started with SWPBIS implementation

3. OUTCOME OBJECTIVES Rationale for adopting SWPBIS Features of SWPBIS Description of implementation framework Examples

4. Why SWPBIS? The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Predictable Consistent Positive Safe

5. School-wide Positive Behavioral Interventions and Supports (PBIS) School-wide PBIS is: A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. Evidence-based features of SWPBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

6. Common Vision/Values Common Language & Behaviors Common Experience Quality Leadership Effective Organizations End Goal

7. www.pbis.org

8. Why SWPBIS?

9. PBIS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

10. HOW? Establish positive school climate Maximizing academic success Teaching important social skills Recognizing good behavior Modeling good behavior Active supervision Communicating positively A FUNDAMENTAL Biglan, Colvin, Mayer, Patterson, Reid, Walker

11. What is PBIS?

12. IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING CORE FEATURES MTSS/RtI

13. SYSTEMS PRACTICE S DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making

14. SYSTEMS PRACTICES DATA OUTCOMES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally Equitable Academic & Social Behavior Expectations Culturally Relevant & Effective Instruction Culturally Knowledgeable Staff Culturally Valid Information for Decisions

15. Universal Targeted Intensive All Some Few Continuum of Support for ALL Dec 7, 2007

16. Universal Targeted Intensive Continuum of Support “Terri” Dec 7, 2007 Science Soc Studies Comprehension Math Soc skills Basketball Spanish Label behavior…not people Decoding Writing Technology

17. Universal Targeted Intensive Continuum of Support for ALL: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people Self-assess Homework Technology

18. Universal Targeted Intensive Continuum of Support for ALL: “George” Dec 7, 2007 Statistics Teaching Tennis Catalan Cooking Bicycle Touring Lawn Mowing Label behavior…not people Reading Comprehension Billiards Technology Expressing Emotions

19. Universal Targeted Intensive Continuum of Support for ALL: “________” Dec 7, 2007 __________ _________ ________ __________ _______ _________ ________ ___________ _________ __________

21. Minnesota’s PBIS Training Sequence 9 Days of Training over 2 years First year is focused on Tier 1

22. Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

23. SCHOOL-WIDE 1.1. Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

24. CORE FEATURES: School-Wide PBIS (Tier 1) Leadership team (Day 1 of training) Behavior purpose statement (Day 1) Set of positive expectations & behaviors (Day 1) Procedures for teaching SW (Days 2, 3) & classroom-wide expected behavior (Day 5) Continuum of procedures for encouraging expected behavior (Day 4) Continuum of procedures for discouraging rule violations (Day 4) Procedures for on- going data-based monitoring & evaluation (throughout) Year 1

25. CORE FEATURES Targeted PBIS (Tier 2) Team & data drivenBehavior expertise Increased social skills instruction & practice Increased adult supervision Increased opportunity for positive reinforcement Continuous progress monitoring Increased precorrection Year 2

26. CORE FEATURES Intensive PBIS (Tier 3) Multi-disciplinary Team & data driven Behavior expertise Functional Based Behavior Support Planning Wraparound Supports & Culture Driven Person Centered Planning Comprehensive School Mental Health Supports Continuous progress monitoring, positive reinforcement & adult supervision Increased precorrection Year 2

27. Discussion What are you thoughts about the Framework of PBIS so far?

28. PBIS Implementation

29. “Train & Hope” REACT to Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice WAIT for New Problem Expect, But HOPE for Implementation

30. Factors Directly & Indirectly Contributing To Student Learning Louis, Leithwood, Wahlstrom, & Anderson (2010). School Leadership School Conditions Teachers Classroom Conditions Student/ Family Background

31. Agreements Team Data-based Action Plan “Plan” Implementation “Do” Evaluation “Check” GENERAL IMPLEMENTATION PROCESS: “Getting Started”

32. Teaching Academics & Behaviors DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

34. Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

35. Acknowledge & Recognize

36. IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Reduced Probability of Student Benefit Not Effective Low Probability for Student Benefit Fixsen & Blase, 2009 Implementation Fidelity

37. SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes BASIC PBIS LOGIC

38. Reduced major disciplinary infractions Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation Improvements in academic achievement Enhanced perception of organizational health & safety Reductions in teacher reported bullying behavior & peer rejection Improved school climate

39. I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began…. Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar. Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property. Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being. In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution. Thank you very much for giving me the opportunity to live my life to its fullest. Sincerely, High School Student writing to her grade school principal

40. Never stop doing what already works Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible.

41. Collect and use data for decision-making Adapt any initiative to make it “fit” your school community, culture, context. Families Students Faculty Fiscal-political structure

42. Discussion How is your understanding of SWPBIS different than when you walked in the door today?