1. Please Note: The intent of this overview is to provide awareness-level content related to the need for a school team to develop and implement a school-wide system of positive behavior support. The intent of this overview is to provide awareness-level content related to the need for a school team to develop and implement a school-wide system of positive behavior support. Please notify the developers before altering or using for any reason other than the intended purpose. Please notify the developers before altering or using for any reason other than the intended purpose. When using these materials, please cite the Hamilton County Center for Regional Educational Services. When using these materials, please cite the Hamilton County Center for Regional Educational Services. Contact: Karen Stine (513) 674.4308 or karen.stine@hcesc.org

2. Overview of School-wide Positive Behavior Supports November, 2008 Hamilton County Center for Regional Educational Services

3. The Three-Tier Model Academic and Behavioral Supports (ISM) ISM is a comprehensive school-wide prevention model that provides support systems which address both academic and behavioral needs of ALL students. ISM is a comprehensive school-wide prevention model that provides support systems which address both academic and behavioral needs of ALL students.

4. The Three-Tier Model of Academic and Behavioral Supports This model uses collaborative problem solving at both systems and individual levels to proactively establish and maintain school environments that maximize student achievement. This model uses collaborative problem solving at both systems and individual levels to proactively establish and maintain school environments that maximize student achievement.

5. The Three-Tier Model of Academic and Behavioral Supports Academic SystemsBehavioral Systems Adapted from OSEP Effective School-Wide Interventions 5-10% Targeted Interventions 1-5% Intensive Individualized Interventions 80-90% School-Wide Interventions

6. Key Features of an Effective Integrated Model Administrative Leadership Collaborative Strategic Planning (CPS) Scientifically- Based Research Data-Based Decision Making Culturally Responsive Practices Academic & Behavior Supports Across 3-tiers

7. Why Positive Behavior Supports?

8. Why are you here? Take a minute to think about: Why are you viewing this overview session? What prompted your interest in school-wide PBS? What “needs” are you seeing in your current setting?

10. Impact of 491 Office Referrals in an Elementary School in Ohio... Administrative Time Lost 7,365 minutes 123 hours 20 work days * Based on 15 minutes per referral. Student Instructional Time Lost 22,095 minutes 368 hours 61 school days * Based on 45 minutes out of the classroom. Adapted from Barrett et.al. *** $6,500 or more spent per year for an instructional leader to process office referrals. * Based on an average salary of $70,000

11. Impact of 3057 Office Referrals in a Middle School in Ohio... Administrative Time Lost 45,855 minutes 764 hours 95 work days * Based on 15 minutes per referral. Student Instructional Time Lost 137,565 minutes 2,292 hours 382 school days * Based on 45 minutes out of the classroom. Adapted from Barrett et.al. *** $35,000 or more spent per year for an instructional leader to process office referrals. * Based on an average salary of $70,000

12. We have a problem: Current practices in schools are not adequately addressing the educational needs of students from culturally and linguistically diverse backgrounds as indicated by achievement and discipline data from local school districts.Current practices in schools are not adequately addressing the educational needs of students from culturally and linguistically diverse backgrounds as indicated by achievement and discipline data from local school districts.

19. Factors Contributing to Achievement Gaps Less opportunity for low- income and minority students to receive rigorous and challenging curricula Less opportunity for low- income and minority students to receive rigorous and challenging curricula Current use of inadequate educational practices Current use of inadequate educational practices Segregated special education services Segregated special education services Reactionary disciplinary actions Reactionary disciplinary actions Eurocentric curricula Eurocentric curricula Vague or no instruction in critical skills Vague or no instruction in critical skills Cultural mismatch between student/families and school Cultural mismatch between student/families and school Educators’ lack in knowledge and use of culturally responsive educational practices Educators’ lack in knowledge and use of culturally responsive educational practices

20. Specific educational practices, teaming processes, instructional strategies, and curricula content which have been established by research to increase the achievement of historically underachieving culturally diverse students - NCCRESt 2004 Culturally Responsive Practices

21. Creating the right conditions will raise the achievement of all students and close achievement gaps.

22. “If a child doesn’t know how to read, we If a child doesn’t know how to swim, we If a child doesn’t know how to multiply, we If a child doesn’t know how to drive, we If a child doesn’t know how to behave, we... Why can’t we finish the last sentence as automatically as we do the others? John Herner (NASDE President ) Counterpoint 1998, page 2 teach. teach? punish?

23. Guiding Principles of SWPBS 1.Student misbehavior can be changed. 2.Environments can be created to change behavior. 3.Changing environments requires change in adult behavior. 4.Adult behavior must change in a consistent and systematic manner. 5.Systems of support are necessary for both students and adults.

24. Definition of Positive Behavior Supports PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. PBS’s key attributes include proactivity, data-based decision making, and a problem-solving orientation. Horner, 2000; Lewis & Sugai 1999; Sugai, et al., 2000; Weigle, 1997

25. “BIG IDEAS” of Positive Behavior Supports C lear Expectations C lear Expectations C omprehensive Instruction in Expected Behaviors C omprehensive Instruction in Expected Behaviors C onsistent Encouragement of Expected Behaviors and Correction of Behavior Errors C onsistent Encouragement of Expected Behaviors and Correction of Behavior Errors C ommunity Connections C ommunity Connections

26. Examining Discipline Data

27. Characteristics and Examples of Electronic Data Management Systems Efficient method to gather information Efficient method to gather information Computer application for data entry and report generation (“pictures” vs. lists) Computer application for data entry and report generation (“pictures” vs. lists) Practical process for using information for decision making Practical process for using information for decision making

28. Example: SWIS Provides school personnel with ongoing information that is: Provides school personnel with ongoing information that is: Accurate Accurate Timely Timely Practical Practical Leads to positive behavior supports for Leads to positive behavior supports for Individual students Individual students Groups of students Groups of students Whole student body Whole student body

29. SWIS Reporting Average Referral Per Day Per Month Average Referral Per Day Per Month Referrals by Problem Behavior Referrals by Problem Behavior Referrals by Location Referrals by Location Referrals by Time Referrals by Time Referrals by Student Referrals by Student

34. Visit School Wide Information Systems www.swis.org

35. Web Resources for Behavior Florida’s Positive Behavior Support Project http://flpbs.fmhi.usf.edu Safe and Civil Schools www.safeandcivilschools.com National Technical Assistance Center on Positive Behavioral Interventions and Supports www.pbis.org Maryland’s PBS Initiative www.pbismaryland.org Illinois PBIS Network www.pbisillinois.org

36. Your building team should have representatives from all relevant stakeholder groups: Critical members: Building administrator Building administrator General and Special Educators General and Special Educators Related Service Provider Related Service Provider Parent/Family Parent/Family Consider also inviting: District Office District Office Community/Agency Partners Community/Agency Partners Classified Staff Classified Staff

37. Building A Team Activity Step 1: Use the grid provided to brainstorm who you might invite to be part of your school- wide PBS team.

38. Step 2: List 3 key points that you will use as a “hook” to get people interested.

39. Team Functions Meet regularly to develop an action plan with problem definition, problem analysis and a goal statement based on data collected and reviewed. Meet regularly to develop an action plan with problem definition, problem analysis and a goal statement based on data collected and reviewed. Look at data within first 10 minutes of each meeting, and adjust action plan steps accordingly. Look at data within first 10 minutes of each meeting, and adjust action plan steps accordingly. Plan for staff development (internal & external). Plan for staff development (internal & external).

40. Course Series - Not Your Typical “Sit ‘n’ Get” Training Four on-line modules Four on-line modules One per month One per month Viewed prior to each session Viewed prior to each session Viewed by each team member Viewed by each team member No longer than 30 minutes each No longer than 30 minutes each Four sessions Four sessions Each session will have a brief amount of content Each session will have a brief amount of content Majority of each session will be spent working as a team and receiving technical assistance (TA) from HC CRES Consultants Majority of each session will be spent working as a team and receiving technical assistance (TA) from HC CRES Consultants Your team is welcome to stay and work all day! Your team is welcome to stay and work all day!

41. Next Steps Form a building planning team. Form a building planning team. Register your team for the course series by December 19, 2008: Call Register your team for the course series by December 19, 2008: Call Jackie Voelkerding at 513.674.4244 Gather existing behavioral data using form. Gather existing behavioral data using form. Complete Self Assessment Survey by January 22, 2008. Complete Self Assessment Survey by January 22, 2008. Team views on-line Module: posted by December 12, 2008 on www.hcesc.org Click on Quick Links then HCESC Resources then Positive Behavior Supports. Team views on-line Module: posted by December 12, 2008 on www.hcesc.org Click on Quick Links then HCESC Resources then Positive Behavior Supports.

42. Getting Ready for PBS Action Planning Complete as much as you can of the action plan for getting started with School-wide PBS.

43. Course Series Session 1: Thursday, January 29 Session 1: Thursday, January 29 Session 2: Wednesday, February 18 Session 2: Wednesday, February 18 Session 3: Tuesday, March 24 Session 3: Tuesday, March 24 Session 4: Friday, May 1 Session 4: Friday, May 1 8:30 - 11:30 a.m. at Hamilton County CRES in Reading Teams are welcome to stay all day!