1. Sustaining

2. Today Timelines ❏ Overview of PBIS (8:30- 10:00) - History & Big Picture ❏ Implementation Steps -(Tier 1,2,3) (10:00-11:30) Lunch (11:30-12:30) ❏ Exploring Sustaining Steps or Implementing Tier 1 (12:30-3:00) Expectations Respect Others & the Facility Ask Questions

3. “All organizations (and systems) are designed, intentionally or unwittingly, to achieve precisely the results they get.” R. Spencer Darling

4. Positive Behavioral Interventions & Supports is a framework!

5. H ISTORY PBIS

6. University of Oregon found that greater attention should be directed toward prevention, research-based practices, data- based decision-making, school-wide systems, explicit social skills instruction, team- based implementation and professional development, and student outcomes.

7. Reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with Behavioral Disorders.

8. Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback

9. Prevention Logic for All (Walker et al., 1996) Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior

10. PBIS objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable Outcome-based Data-guided decision making Evidence-based practices Systems support for accurate & sustained implementation

11. 16,000 schools pbis.org Two national leadership and dissemination conferences (October Leadership Forum, and March partnership with the Association for Positive Behavior Supports) Three best-practices and systems “blueprints” (Implementation, Evaluation, and Professional Development)

12. PBIS History Lesson ❏ Jigsaw the Article on the History of PBIS ❏ Discuss as a group...what did you learn? ❏ How article that your team should share with staff? ❏ How can the article help your staff gain a better understanding of PBIS?

13. History is important. If we are going to ask our people to redesign learning environments they may have to change what they are currently doing. Change can be a Challenge! They need to know the “why” as well as “how.”

14. OVERVIEW PBIS

15. The “Big Picture” SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics: 4 PBIS Elements

16. DATA Clear definitions Efficient procedures Easy input/output Readable displays Regular review Shared with staff Precision Problem Solving SYSTEMS PRACTICES DATA OUTCOMES

17. PRACTICES Evidence-based Outcome linked Cultural/contextual adjustments Integrated w/ similar initiatives Doable SYSTEMS PRACTICES DATA OUTCOMES

18. SYSTEMS Training to fluency Continuous evaluation Team-based action planning Regular relevant reinforcers for staff behavior Integrated initiatives SYSTEMS PRACTICES DATA OUTCOMES

19. Data-based Relevant/valued Measurable SYSTEMS PRACTICES DATA OUTCOMES

20. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems Family & Community

21. School-wide Systems 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5.Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

22. Nonclassroom Setting Systems 1.Positive expectations & routines taught & encouraged, posted 2.Active supervision by all staff Scan, move, interact 3.Precorrections & reminders Positive reinforcement

23. Classroom Setting Systems 1.Classroom-wide positive expectations taught & encouraged 2.Teaching classroom routines & cues taught & encouraged & posted 3. Ratio of 4-8 positive to 1 negative adult-student interaction 4. Active supervision 5. Redirections for minor, infrequent behavior errors 6. Frequent precorrections for chronic errors 7. Effective academic instruction & curriculum

24. Individual Student Systems 1. Behavioral competence at school & district levels 2. Function-based behavior support planning 3. Team & data-based decision making 4. Individualized instructional & curricular accommodations 5. Provide students with FEEDBACK on the accuracy and use of their social skills and behaviors, in the same manner that feedback is provided for successful and accurate academic performance 6. Targeted social skills & self-management instruction 7. Comprehensive person-centered planning & wraparound processes

25. Family & Community 1. School-wide Expectations 2. School-wide ‘acknowledgements’ described 3. School matrix sent home 4. Tips for helping students with ‘before and after’ school routines 5. Invite families to help plan celebrations 6. Families volunteer to participate, support, and develop the PBIS Universal Store 7. Families are invited to be active on PBIS teams 8. Families are informed about PBIS with specially designed handbooks, mini-binders, newsletter and/or websites

26. SWPBIS Continuum in a Multi-tiered System of Support ➔ SWPBIS schools structure their evidence- based practices and systems of support into a multi-tiered approach based on individual, targeted group and school- wide student need. ➔ A multi-tiered prevention logic requires all students receive supports at the universal level with more intensive behavioral and academic supports provided when a student requires more support to reach social and academic success. ➔ SWPBIS also uses behavioral science across all layers of the continuum. Understanding the function or the “why” of behavior and academic difficulties is central to the underlying theory of action for SWPBIS.

27. Redesigning teaching & learning environments through the Steps of Implementation Behavior Before the Behavior After the Behavior

28. Implementation Science

29. Step 1- TEAM (PBIS is a Team Lead Process) Tier 1 Team Meets Monthly ➔ Guides and maintains Tier 1 Implementation ➔ Is representative of stakeholders ➔ Knows purpose ➔ Has defined roles & responsibilities ➔ Uses an efficient & effective meeting process ➔ At least one member serves on the advanced tiers team (link) ➔ Shares, informs, gains buy-in from stakeholders Advanced Tiers Team Meets bi-weekly ➔ Guides the Intervention & Support Process for Students ➔ Uses an efficient & effective meeting process ➔ Communicates and informs all involved of intervention plan Before the Behavior

30. Step 2: PURPOSE (Does everyone know it?) Before the Behavior

31. Step 3: Behavioral Expectations (3-5 Prosocial skills your students need to be fluent with to be successful) Relevant to your school’s mission Will accomplish your behavior purpose Becomes your Tier 1 social skills instruction Will be taught directly in context Will be posted in Context Be Kind Be Safe ➔ Be A Learner Before the Behavior

32. Step 4: Directly Teaching SW Behavior Expectations ❏ Lay out a SW plan (SW Matrix) ❏ Develop Lesson Plans ❏ Teach & Model Expectations in Context ❏ Post Expectation in Context Before the Behavior

33. Step 5: Develop Procedures for Teaching Classroom-wide Behavioral Expectations ●Embed SW Expectations within the normal procedures of the day (classroom matrix) ●Develop lesson plans ●Teach & Model Directly ●Post ●Use of behavioral best practices Before the Behavior

35. How do you know you have buy-in? ➔ Observational Data ➔ Outcome Data ➔ ASK!!!

38. Step 6: Develop Continuum of Procedures for Encouraging & Strengthening the Use of SW Behavioral Expectations ❏ 4-8:1 Positive to Negative Interactions ❏ “Gotcha” used as a visual reminder for STAFF to give specific behavioral feedback to students to tell them what they are doing RIGHT ❏ Celebrations; Individual,class,whole school After the Behavior

39. Step 7: Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations ❏ Reteaching is always first response to minor behavior error ❏ Reteaching occurs within response to major behavior mistake ❏ Establish common agreement about classroom vs. office managed problem behaviors (major/minor flowchart) ❏ Establish agreed upon consequences for rule violations ❏ Understand function of behavior to avoid maintaining problem behavior After the Behavior

40. Step 8: Develop data-based procedures for monitoring implementation fidelity and outcomes Data leads us to the right questions so we can solve the problem! After the Behavior ❏ Use outcome data to identify the problem precisely, match intervention, determine the effectiveness of our intervention and inform staff development ❏ Use PBIS assessments to inform implementation efforts

41. Asking the right questions

42. The African proverb: "It takes a village to raise a child" holds true for North staff in providing high quality and engaging instruction for the remainder of the school year. The PBIS committee met Friday and identified 3 target behaviors based on office discipline referrals to help us focus so we can "finish strong!" Please read the attachment in detail which includes reminders and interventions we will put in place beginning Monday, April 21st. The only way we can do this is if we ALL hold each other and our students accountable to the high expectations we are capable of achieving. Thanks, team! Using Data After the Behavior

44. Goal & benefit for ALL

45. So where are you at with Tier 1 Prevention Implementation?

46. Read each step of implementation Check off each product that you have in place for each step Look for steps and products you may be missing

47. Action Planning- 8 Steps

48. Implementing Tiers 2 & 3

49. Continuum of Support Tier III Individualized Intense Intervention Tier II Some Students Targeted Intervention Tier I All Students All Staff All Settings

50. Tiers 2 & 3 of Support Before Tier 2 & 3… Score of 80%/80% on SET, or 80% total score for TIC, or 70% total score for BoQ

51. Organizational Elements Tier 2 & 3 Team ❏ Includes at least one members who also serves on the Tier 1 Team ❏ Team has dedicated time allocated for management of Tier ll/lll interventions ❏ Team meets at least every two weeks ❏ A Team Coordinator with behavioral expertise & adequate FTE is identified

52. Organizational Elements Using Data at Tiers 2 & 3 ❏ Data-based process is used to identify students in need of Tier 2 or Tier 3 interventions. At least two data sources (ODR, attendance, suspension, failing grades) are used to identify students for Tier 2 and Tier 3 support ❏ Documented process for communicating with teachers, families, teams, and administration about the progress of students on Tier 2 & Tier 3 interventions ❏ Documented process for communicating with teachers, families, teams, and administration about fidelity of implementation of Tier 2 & Tier 3

55. Tier 2 Critical Elements Main Intervention ❏ A main (most commonly used) Tier 2 intervention is available that includes or references school-wide expectations. ❏ A main (most commonly used) Tier 2 intervention is available that is evidence- based

56. Tier 2 Critical Elements ❖ A main Tier 2 intervention is available that has documented procedures that are defined, operationalized, and accessible. ➢ Complete material exists ➢ Is accessible to staff, substitutes, volunteers, and families.

57. Tier 2 Critical Elements ❖ A main Tier 2 intervention is available that has efficient implementation achieved by using common practices. ➢ Can be applied to multiple students similarly without extensive individual startup

58. Tier 2 Critical Elements ❖ A main Tier 2 intervention is available that is implemented with regular measurement of fidelity. ➢ Fidelity is evaluated at least annually

59. Tier 2 Critical Elements A main Tier 2 intervention is available that has progress toward behavioral goals assessed at least weekly.

60. Tier 3 Critical Elements ❏ Team members who understand behavioral theory as well as expertise in PBIS all systems and tiers of support. ❏ Support plans are individualized to address student needs/problems. (FBAs & BSP or BIP) ❏ Interventions used are evidence-based.

61. Tier 3 Critical Elements ❖ All Tier 3 intervention plans include: ➢ A problem statement (summary statement) with: ➔ operational definition of problem behavior(s), ➔ antecedent events, and ➔ consequences that maintain the problem behavior

62. Tier 3 Critical Elements ❖ All Tier 3 intervention plans include strategies for preventing the problem behavior, minimizing reward of problem behavior, and rewarding appropriate behavior that are logically linked to information about the function of the behavior.

63. Tier 3 Critical Elements ❖ All Tier 3 intervention plans include a process for collecting and using data to progress monitor the impact of the plan on student behavior and for making modifications as needed. ➢ Data are used to monitor interventions at least every two weeks

64. Tier 3 Critical Elements ❖ All Tier 3 intervention plans have a means for assessing fidelity of implementation at least every two weeks.

65. PBIS objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable Outcome-based Data-guided decision making Evidence-based practices Systems support for accurate & sustained implementation

66. What is sustainability? Documentation of accurate implementation (90%) of an evidence- based practice across a desired context (district, school, classroom, non- classroom settings) over time with local resources. -- George Sugai

67. Sustaining and Scaling Change Know your basics Adopt and adapt evidenced based practices Monitor implementation fidelity Give priority to what matters Keep data regularly, easy, and relevant Know your outcomes Integrate for efficiency Build durable capacity Celebrate successes and improvement

68. 8 Steps of Sustainability ❖ Priority ❖ Building Leadership ❖ External Leadership ❖ Effectiveness ❖ Efficiency ❖ Data-Based Decision Making ❖ Capacity Building ❖ Overcoming Barriers

69. Priority ●Is PBIS a critical and shared need for the school? ●Are PBIS outcomes highly valued? ●Is PBIS integrated into other initiatives? ●Are parents involved in PBIS?

70. Building Leadership ●Does the building administrator support PBIS and list it as a top priority? ●Does the building administrator support regular team meetings and participate in them?

71. External Leadership ●Are there resources to support PBIS? ●Does district administration support PBIS by making it a priority and adding it to district handbooks/policies? ●Does the state level support PBIS? ●Is PBIS promoted within the community?

72. Effectiveness ●Does the school staff see PBIS as meeting desired building outcomes? ●Does school personnel celebrate the work PBIS? ●Does PBIS work for a majority of students and lead to positive effects in other areas? ●Is the school team knowledgeable about PBIS and meet at least monthly? ●Is PBIS implemented as intended and data collected that demonstrates this?

73. Efficiency ●Has PBIS become just a way the school does business? ●Is PBIS cost effective? ●Are materials created used from year to year? ●Is the data collection system set up easy to use?

74. Data Based Decision Making ●Are needs assessments conducted at least yearly and the data from them used for improvement? ●Is student data (ODRs) collected and used at various team, district, and staff meetings? ●Is data used to solve problems, make decisions and plan future actions?

75. Capacity Building ●Do all school personnel have a basic understanding of PBIS? ●Do school personnel and PBIS team members have opportunities for staff development in PBIS? ●Does the school team have access to a system of PBIS support (district and state)?

76. Overcoming Barriers ●Is the team continuing to build staff consensus in regards to PBIS? ●How does the team plan for staff turnover? ●Have administrators created positions to assist with the work of PBIS? ●Does PBIS continue to be a part of the building’s educational initiatives?

77. SUBSIST ❖ What is it? ➢ Survey assessing the variables that enhance or prevent sustainability of SWPBS ➢ Developed through an expert panel and a pilot study used to identify the most important steps for sustainability ❖ Why complete it? ➢ Determine areas of success and focus areas for improvement ➢ Assist with future action planning ➢ Keep fidelity of PBIS intact

78. SUBSIST Completion ❖ Take the SUBSIST as a team ➢ discuss each item and determine where your team is at

79. Final Thought

80. “The central message is that the application of PBIS should result not only in reduction of problem behavior, but also include the development of positive behaviors that have substantive lifestyle impact for the individual. In the end, the quality of life a person experiences determines the success of support.” Glen Dunlap, Wayne Sailor, Robert Horner & George Sugai

81. Talk about your NEXT STEPS and Update your ACTION PLAN.