1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 8 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer Quick Recap of Day 7 Training Celebrate Accomplishments Tier 1: Class-Wide PBIS –Focus on practices –Focus on Systems Action Planning

3. 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.

4. MAIN TRAINING OBJECTIVES in YEAR 2 Enhance leadership team Maintain staff agreements Enhance knowledge of SWPBIS outcomes, data, practices, and systems Refine individualized action plan for SWPBIS Enhance and sustain implementation in future years

5. T RAINING E XPECTATIONS : RESPECT…

6. nepbis.org pbis.org Evaluation Plan School-wide PBIS Workbook and Appendices Action Plan Tools!

7. New Content Guidelines Training Organization Review +Ex-Ex Activity Legend

8. Chapter Header (e.g., I) Section Header (I.A)

9. Review of Day 7

10. I.C Critical Features of PBIS (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) 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 We reviewed guidelines, examples, and did a self-check for critical implementation steps

11. We Previewed Two New Tier 1 Topics: Equity Equity Integrating Initiatives: Bully Prevention Integrating Initiatives: Bully Prevention

12. Equity (adapted from Kent McIntosh)

13. Disproportionality in School Discipline (Losen & Skiba, 2010)

14. Overt Bias –Conscious belief in superiority of a group Explicit Bias –Conscious belief that some groups aspire to desirable traits more than others Implicit Bias –Unconscious associations regarding some groups Definitions

15. A 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

16. 1.Use effective instruction to reduce the achievement gap 2.Implement SWPBIS to build a foundation of prevention 3.Collect, use, and report disaggregated student discipline data 4.Develop policies with accountability for disciplinary equity 5.Teach neutralizing routines for vulnerable decision points 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

17. Integrating Initiatives: Bully Prevention in PBIS (adapted from George Sugai, Aug 2010)

18. Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individual for non- responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks

20. PBIS Prevention Goals & Bullying Behavior

21. School “Show and Tell”

22. Work as team for 10 min Activity: Show, Tell, and Ask Review your action plan and identify –1-2 accomplishments since last time we met –1-2 questions or concerns shared by most members of team You’ll have 3-5 min to show, tell, and ask!

23. Class-Wide PBIS: Focus on Practices

24. Critical Features of Evidence-based Classroom Management

25. Acknowledgements for this portion: www.pbis.org www.cber.org Other Members of Research Team: Sarah Fairbanks, Amy Briesch, Diane Myers, & George Sugai

26. SWPBS Systems Classroom Non-classroomFamily Student School-wide

27. 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 5 critical features of effective classroom management to be able to help all students.

28. Evidence Based Practices in Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

29. 1. Maximize structure in your classroom. Develop Predictable Routines –Teacher routines –Student routines 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.)

30. 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

31. Operationally define what the rules look like across all the routines and settings in your school. One way to do this is in a matrix format. This matrix should compliment your school-wide matrix, but be specific to your classroom setting. Behavioral expectations/Rules Establish

32. Rules within Routines Matrix Routines Rules Entering Classroom Seat Work Small Group Activity Leaving Classroom Respect Responsibility Safety

33. Teach expectations directly. –Define rule in operational terms—tell students what the rule looks like within routine. –Provide students with examples and non-examples of rule- following within routine. Actively involve students in lesson—game, role-play, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting. rules in the context of routines Teach

34. Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997). or remind students of the rule Prompt

35. What happens when we prompt a student ONE time at the beginning of class? Student 1 (Faul, Stepensky, & Simonsen, under review)

36. It worked for the next student too! Student 2 (Faul, Stepensky, & Simonsen, under review)

37. Active Supervision (Colvin, Sugai, Good, Lee, 1997) : »Move around »Look around (Scan) »Interact with students »Reinforce »Correct students’ behavior in natural context Monitor

38. Collect data –Are rules being followed? –If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions the effect of instruction Evaluate

39. A lesson plan that prompts the critical features just described: Simonsen, Myers, Everett, Sugai, Spencer, & LaBreck (2012)

40. 2. RECAP: Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

41. 3. Actively engage students in observable ways. Provide high rates of opportunities to respond Consider various observable ways to engage students Link engagement with outcome objectives

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

43. 4. Establish a continuum of strategies to acknowledge appropriate behavior. Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies

44. Specific and Contingent Praise Praise should be… –…contingent: occur immediately following desired behavior –…specific: tell learner exactly what they are doing correctly and continue to do in the future “Good job” (not very specific) “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

45. Group Contingencies Three types: –“All for one” (Interdependent Group Contingency) –“One for all” (Dependent Group Contingency –“To each his/her own” (Independent Group Contingency)

46. Behavioral Contracts A written document that specifies a contingency for an individual student or in this case…whole class Contains the following elements: –Operational definition of BEHAVIOR –Clear descriptions of REINFORCERS –OUTCOMES if student fails to meet expectations. –Special BONUSES that may be used to increase motivation or participation. (Wolery, Bailey, & Sugai, 1988)

47. Class Constitution In Mrs. Gaines’ class, we are respectful to others, responsible for our selves, and create a safe environment. We will be recognized (with kind words and points) by Mrs. Gaines when we demonstrate these behaviors. When we forget, we will be reminded. If the whole class demonstrates these behaviors most of the time (earns X% of points) for X days, we will be able to choose a fun activity for Friday Fun. My signature shows that I understand and agree. Mrs. Gaines Abby Jacob LuisRoisinCaleb

48. Establishing a Token Economy Determine and teach the target skills Select tokens Identify what will be back-up reinforcers Identify the number of tokens required to receive back-up reinforcers Define and teach the exchange and token delivery system Define decision rules to change/fade the plan Determine how the plan will be monitored (Guidelines from Sulzer-Azaroff & Mayer, 1991)

49. Considerations for Token Economies A token can easily provide immediate feedback about student behavior, while delaying the presentation of the back-up reinforcer. Allows you to avoid satiation of reinforcers. Beware of counterfeiters. Do you plan on only giving tokens for appropriate behavior? Or, will you implement a response cost procedure?

50. Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement 5. Establish a continuum of strategies to respond to inappropriate behavior.

51. Quick Error Corrections Error corrections should be… –…contingent: occur immediately after the undesired behavior –…specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future –…brief: after redirecting back to appropriate behavior, move on

52. Types of Differential Reinforcement DR…of lower rates of behavior (DRL) DR…of other behaviors (DRO) DR…of alternative behavior (DRA) DR…of incompatible behavior (DRI)

53. Planned Ignoring Definition: If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest) Examples: Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -). The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

54. Response Cost Definition: The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior. Examples: A wrong answer results in a loss of points. Come to class without a pencil, buy one for 5 points.

55. Response cost procedures fit best within a token economy. Generally, better to stick to the positives... –What happens if you continue to take away points? –How do you retrieve tokens once they have been given? REMEMBER we always want a higher ratio of positives to negatives!!!!! :  Response Cost Cont’d

56. Time-out Definition: A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing Example: Child throws a rock at another child on the playground. The child is removed to the office…. REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

57. RECAP: Evidence Based Practices in Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) Does this remind you of anything you’ve seen before?

58. 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

59. Another useful resource from OSEP and pbis.org

60. Interactive Map of Core Features

61. Self-Assessment

62. Decision Making Chart

63. Tables with Definitions, Examples, Non-Examples, and Resources

64. Additional Tools

65. Scenarios to illustrate implementation

66. Work as team for 15 min Activity: Discussion on Class-Wide PBIS Review “Supporting and Responding to Behavior” on pbis.org Discuss the extent to which you believe all/most teachers are implementing all/most of the evidence-based critical features of classroom management. What are biggest challenges? Prepare to present 1 “big idea” from your group.

67. Class-Wide PBIS: Focus on Systems To Support Implementation

68. Implementation is “…specified set of activities designed to put into practice an activity or program of known dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5 ) It’s what we do. Implementation outcomes include “changes in… –“…adult professional behavior” –“…organizational structures and cultures…to support the changes in adult professional behavior” –“…relationships to consumers, stakeholders, …and systems partners” (Fixsen et al., 2005, p. 12 ) What is implementation?

69. Isn’t there science to guide implementation? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12) Translated into our language (based on theirs)… Begin with an “it” (evidence-based practice [EBP] or program; aka “source” or “best example”) Identify the “who” (individuals who work to implement with fidelity; aka “purveyors”) Identify the “where” (individuals and organizations that will adopt the EBP; aka “destination”) Determine “how”: train, prompt, and use data (performance feedback; aka “feedback mechanism” or information flow) Consider context (aka “influence”)

70. Context Isn’t there science to guide implementation? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12) “Old Way”“New Way”

71. Context This is one way to start organizing our implementation supports (Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12) Expert Peer Self How often? On what? Who needs what? We know what these are! We know where! But… ??

72. Didactic training + email reminders + periodic check-ins We can’t afford to do everything, but we can’t afford to do nothing... We think there’s a lot in between! No Training or Support Provided Every teacher receives coaching and performance feedback “Sit and Get” training delivered in isolation EVERYTHING NOTHING Didactic training + email reminders PLUS Self-management supports BUT, how do we organize all of this?

73. (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013) Multi-tiered Framework of Professional Development Support

74. 74 Bottom line… “training by itself does not result in positive implementation…or intervention outcomes” (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp. 40-41) So, what do we do?

75. One approach: Self-Management Across multiple studies, we’ve found that self- management with email coaching prompts resulted in desired initial increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects. (Simonsen, Freeman, Dooley, Maddock, & Kern, under review; Simonsen Freeman, Dooley, Kern, & Maddock, in preparation) Teachers… Set a goal (criterion for self- reinforcement) Self-monitored daily Entered data into an Excel Spreadsheet, which automatically graphed daily skillrates relative to goal Self-evaluated and self-reinforced Received weekly email prompts to use skill and submit data Teachers… Set a goal (criterion for self- reinforcement) Self-monitored daily Entered data into an Excel Spreadsheet, which automatically graphed daily skillrates relative to goal Self-evaluated and self-reinforced Received weekly email prompts to use skill and submit data

76. 76 Strategies…What do you do? One shot in-service? On-going training? Mentoring? Coaching? Performance feedback? _____________________

77. 77 Examples from schools… Principal reviews 1 strategy per faculty meeting and gives grade-level (or content-specific) teams time to action plan around incorporating the strategy into their classrooms. Dean of Students has teachers read a book on classroom management (e.g., Colvin’s book) and provides explicit training on each strategy (with CEUs). School arranges peer mentors for all new or struggling teachers. Mentors model and then provide coaching and feedback. Principal reviews 1 strategy per faculty meeting and gives grade-level (or content-specific) teams time to action plan around incorporating the strategy into their classrooms. Dean of Students has teachers read a book on classroom management (e.g., Colvin’s book) and provides explicit training on each strategy (with CEUs). School arranges peer mentors for all new or struggling teachers. Mentors model and then provide coaching and feedback.

78. 78 Other examples… Principal teaches one strategy (e.g., praise) and asks teachers to self-monitor their use of that strategy during 1 instructional activity per day for a week. Teachers turn in their praise rates with a plan to improve or maintain their levels. PBS team members present content on classroom management (e.g., matrix, lesson plans, etc.). Then, they hold “workshop” drop in hours—when teachers can come get assistance with creating their products. Principal teaches one strategy (e.g., praise) and asks teachers to self-monitor their use of that strategy during 1 instructional activity per day for a week. Teachers turn in their praise rates with a plan to improve or maintain their levels. PBS team members present content on classroom management (e.g., matrix, lesson plans, etc.). Then, they hold “workshop” drop in hours—when teachers can come get assistance with creating their products.

79. Work as team for 15 min Activity: Jigsaw Class-Wide PBIS Systems Brainstorm ideas for improving classroom management at your school Count off and share ideas with individuals from other schools to refine/expand your ideas. Return to your school team, debrief, and add relevant action steps to your action plan. Prepare to present 1 “big idea” from your group. Jigsaw for 15-20 min Return to school team and share 10 min

80. SWPBIS Action Planning

81. Work as team for 75 min Activity: Action Planning Complete the Team Implementation Checklist Return to your Action Plan Focus on classroom practices and systems discussed today, and review classroom data summarized by your coach. Identify relevant resources and steps to help move your school forward. Present 2-3 “big ideas” from your group (1 min. reports)

82. Review of SWPBIS

83. 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)

84. Evidence Based Practices in Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

85. Another useful resource from OSEP and pbis.org

86. (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013) Multi-tiered Framework of Professional Development Support

87. 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