George Sugai Center for Behavioral Education & Research

School-Wide Positive Behavior Supports: May Leadership Team Follow-up – Day 2
George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 27-28 May 2015

Effective Organizations
Common Language Effective Organizations Common Experience Common Vision/Values Quality Leadership

Review of Basics

Academic & behavior success (failure) are linked!
Getting Tough Challenge: Academic & behavior success (failure) are linked! Teaching to Corner

SWPBS is about…. Improving classroom & school climate
Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives Mental illness Academic Failure Negative Climate Behvior Disroders School Violence Truancy Bullying

SWPBS (aka PBIS, MTSS-B, MTBF, RtI-B…)
for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

Maximum Student Benefits
Implementation of evidence-based practices IMPLEMENTATION Effective Not Effective PRACTICE Maximum Student Benefits Fixsen & Blase, 2009

SWPBS emphasis Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior DATA SYSTEMS CULTURE is one our major considerations, and CULTURAL INFLUENCE is reflected in high attention toward CULTURAL EQUITY of expectations CULTURAL VALIDITY of data CULTURAL RELEVANCE of practices CULTURAL KNOWLEDGE of implementers PRACTICES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Culturally Relevant Evidence-based Interventions

ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ~5% ~15% SECONDARY PREVENTION SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students

SWPBS: Core Practice Features
Precision TERTIARY PREVENTION Multi-disciplinary team w/ behavior expertise Function-based behavior support Wraparound, culture-driven, person-centered supports & planning School mental health Continuous monitoring of progress & implementation fidelity Increased precorrection, supervision, reinforcement Engagement Feedback Practice Teamwork SECONDARY PREVENTION Team-led implementation w/ behavior expertise Increased social skills instruction, practice Increased supervision & precorrection Increased opportunities for reinforcement Continuous progress monitoring This TIERED LOGIC can be illustrated by a schools that has ALIGNED its BEHAVIOR SUPPORT INTERVENTIONS OR PRACTICES BY THREE GENERAL TIERS TIER 1 PRACTICES ARE FOR ALL STUDENTS ACROSS ALL SCHOOL SETTINGS TIER 2 PRACTICES ARE FOR STUDENTS WHO REQUIRE SUPPLEMENTAL SPECIALIZED (SMALL GROUP) SUPPORTS TIER 3 PRACTICES ARE HIGHLY SPECIALIZED AND INTENSIVE FOR INDIVIDUAL STUDENTS. It is important to notice that these practices are SMALL IN NUMBER CONCEPTUALLY ALIGNED AND WOULD HAVE DATA RULES FOR MOVEMENT UP AND DOWN THE CONTINUUM PRIMARY PREVENTION Team-led implementation Behavior priority Social behavior expectations SW & CW teaching & encouraging of expectations Consistency in responding to problem behavior Data-based decision making

Basic SWPBS Implementation Framework
SWPBS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Regional/State Leadership Internal Coaching Support External Coaching Support Team Support

General Implementation Process
Team State/Country District School General Implementation Process Agreements Students Staff Principal, Superintendent Data-based Action Plan “Plan” = Coaching Evaluation “Check” Implementation “Do” All Staff, Students, Administrators

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 SWPBS

SWPBIS: Self-assessment - 15 minutes
Decision SWPBS Feature Action Yes ? No 1. Did we screen all our children for behavior status in last 3 months? 2. Did we check our students behavior progress at least weekly? 3. Did we use our discipline data to identify & solve a problem? 4. Did our team meet in the last month? 5. Is our team competent with implementation of tier 1? 6. Do we have a plan for establishing tier 1? 7. Have we checked the accuracy of our implementation of Tier 1?

Coercive Cycle KID (-) School Climate SCHOOL (-) School climate
Non-compliance & non-cooperation Disrespect Teasing, harassment, & intimidation Disengagement & withdrawal Nonattendance, tardy, & truancy Violent/aggressive behavior Littering, graffiti, & vandalism Substance use SCHOOL (-) School climate Reactive management Exclusionary disciplinary practices Informal social skills instruction Poor implementation fidelity of effective practices Inefficient organization support Poor leadership preparation Non-data-based decision making Inefficient, ineffective instruction Negative adult role models

Positive Reinforcement Cycle
SCHOOL (+) School Climate Positive > negative contacts Predictable, consistent, & equitable treatment Challenging academic success Adults modeling expected behavior Recognition & acknowledgement Opportunity to learn Safe learning environment Academic & social engagement KID Compliance & cooperation Respect & responsibility Positive peer & adult interactions Engagement & participation Attendance & punctuality Anger & conflict management Safe & clean environment Healthy food & substance use Self-management behavior

What’s It Take to Shift from Negative to Positive School Climate???
Behavior Negative Student Behavior Positive Reinforcement Cycle Coercive Cycle Positive Student Behavior Negative School Behavior

AGENDA Day 1 Day 2 Social skills – continued
Welcome & Organizer Reports Review: PBIS Review: Social Skills Instruction Review: Classroom Management Action Planning Concluding Comments Day 2 Social skills – continued Review: Classroom management Tier 2 Basics

PBIS Action Planning Logic
What will team do? * Develop teaching matrix * Develop teaching schedule * Develop data collection & use system * Model teaching behavior expectations What will staff do? * Teach daily 1st week * Remind & reinforce daily * Precorrect 20% What will students do? * Respect behaviors * Responsible behaviors * Safe behaviors Implement continua of supports Establish local, high fidelity implementation networks Establish instructional & behavior support leadership Decide w/ data Sustained, high fidelity implementation Data-decision capacity Positive classroom & school climate Social, emotional, behavioral & learning competence Evidence based practices Data systems Behavioral & prevention sciences Implementation examples

Review of Social Skills Instruction
Oct Chicago Mar San Francisco apbs.org Review of Social Skills Instruction

Social Skills Misrules
Punishment teaches Punishment signals error. Punishment does not teach SS. Teach “1 hour every Monday” SS are needed all day. SS are prompted & practiced all day. Not my responsibility SS are needed to learn. SS are needed to teach. Bad behavior is trait SS (good/bad) learned & taught. Teaching SS should be formal.

School-Wide PBS (Tier 1) Leadership team
Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation

What should we see in SWPBS School?
SWPBS School T1 Positive messaging Social skills being taught, prompted, monitored, corrected, reinforced Positive > negative teacher-student interactions High rates of academic engagement & opportunities to respond Team implementation Data-based decision-making

Self-assessment (15 minutes)
Decision SWPBS Feature Action Yes ? No 1. Do we have positive messaging in classrooms & nonclassroom settings? 2. Do we have more positive than negative interactions with our students? 3. Do we teach, monitor, prompt, & reinforce social skills daily? 4. Do our students have high rates of engagement & opportunities to respond during instruction? 5. Are we using data to monitor the above? 6. Is our team monitoring & coordinating implementation of above?

“Power of Habits” Charles Duhigg, 2012
CUE HABIT REWARD CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit) Dessert Carrot Eat Satisfied?! Satisfied TV remote Walk Sit & watch Entertained?! Entertained Teased Ignore Hit Teasing stops?! Teasing stops Difficult work Try Destroy work Work removed?! Work removed Subtitle: “Why We Do What We Do in Life & Business”

Establishing/Replacing Habit Charles Duhigg (2014)
CUE Remove competing cue Add desired cue HABIT Teach acceptable alternative Teach desired alternative REWARD Remove reward for old habit Add reward for new habit All three elements are addressed in SSI

2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Expectations
Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus 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. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

Typical Contexts/ Routines Classroom-Wide Rules/Expectations
Respect Others Respect Property Respect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Keep hands to self. Put/get materials first. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Ask if unclear. Teacher Directed Use materials as intended. Independent Work Return with done. Use time as planned. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

Teaching Routines Lesson Plan
What does routine look/sound like? Where/when should routine be used? When will routine be taught & for how long? How & when will routine be practiced? How will learning be confirmed? How, where, & how often will displays of routine be acknowledged?

Classroom Routine Lesson Plan Considerations

Source: 2009 MiBLSi Assessment
Central Elem Sch, MI Source: 2009 MiBLSi Assessment Where What Why How: Model Practice Reinforce Follow-up

Source: 2009 MiBLSi Assessment
Central Elem Sch, MI Source: 2009 MiBLSi Assessment

1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES
EXPECTATIONS TYPICAL HOME ROUTINES Morning Homework Playtime Mealtime Bedtime Respect Say “good morning” Try your best Use your words Say “thank you” Say “good night” Responsibility Put clothes in washer Put backpack & homework by backdoor Put toys away Wash hands Brush teeth Safety Return food to refrig-erator Put home-work in backpack Put toys in room when done Keep chair legs on floor Put toys on shelf 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

Social Skills Self-assessment - 15 minutes
Decision SWPBS Feature Action Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught? 2. Do we have plan for teaching school-wide social skill expectations? 3. Do we teach school-wide social skill expectations in our classrooms? 4. Do we teach school-wide social skill expectations throughout the day? 5. Are we using data to monitor the above? 6. Is our team monitoring & coordinating implementation of above?

Main messages & investments
Define, Model, Practice, Monitor, & Reward Train for use in other settings Actively & continuously supervise social skills Establish social networks (school climates) that expect & maintain social skills Enhance supports based on responsiveness

RCT & Group Design PBIS Studies
2014 RCT & Group Design PBIS Studies Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), “Wagering next month’s salary!!” 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

Implementation Drivers
PBIS Implementation Blueprint (2015 rev, pbis.org)

Action Planning 2:30 – 4:00 Review “big ideas” from today
Review Meeting Guidelines Review Accomplishments to date Review today’s self-assessment outcomes Current school data Complete TIC with regional officer/coach (Team Implementation Checklist) Develop Agenda for Action Planning What Outcomes? What Activities? Next Meeting? Staff Presentation?

Review of Classroom & Behavior Management

2 CW PBIS….basics! SW Tier 1 implemented w/ fidelity
1. SW Tier 1 implemented w/ fidelity 2. SW data-based decision making 3. CW linked to SW expectations 4. CW decisions data based 5. Effective instructional practices & curricula 6. Curriculum matched to student need

CW Practices Implementation Guidelines
2 CW Practices Implementation Guidelines Respond in manner that is business-like, objective, neutral, impartial, unbiased Professional Be considerate of individuals learning history & experience (e.g., family, community, peer-group) Culturally Base decisions on data on student behavior Informed Base decisions on implementation accuracy & fidelity Fidelity Consider quality of design & delivery of instruction Educational Explicitly teach, model, prompt, monitor, & reinforce expected behavior Constructive Pre-arrange environment (antecedents & consequences) to anticipate & encourage previously taught alternative social skills & discourage anticipated behavior errors Preventive

General Behavior Management
2 General Behavior Management ALL THE TIME ACTIVELY SUPERVISE continuously (scan, eyes up, move) MODEL expected behavior REMIND of expected behavior before problem situations DESCRIBE and RESTATE frequently RECOGNIZE successful expected behavior whenever possible RETEACH when behavior errors occur

2 1. PREVIOUS PROBLEM “What do we do when.......?
Precorrect (restate) positively & acknowledge ASAP before problem reoccurs. “What do we do when ? “Show me……”

Greet positively w/ student name
2 2. COMING TO GROUP Greet positively w/ student name “G’morning, Mike” “Hello, Darci” “Buenos Dias, Margie”

Review classroom/school behavior expectations
2 3. FIRST MINUTE Review classroom/school behavior expectations “Ready to learn.” “Ready to do……” “Raise hand.”

2 4. >1 EVERY 5 MINUTES Acknowledge displays of behavior expectations “Thank you for…….” “Excellent being ready.” “Good listening, Jorge”

5. MINOR BEHAVIOR EVENT Respond quickly and briefly to minor problem behaviors 1st time: Acknowledge others for expected behavior 2nd time: Quick reteach 2 “Thank you, Manuella, for…….” “Theora, “When you need help, raise your hand, & I will help you.”

2 6. CLOSING TRANSITION  Acknowledge expected behavior
 End positively with student name “Ashley, good job with…...” “Nick, thank you for…..” “Jorge, mucho gracias…..”

1. Appropriate behaviors that represent school & classroom expectations
✓ Signal occurrence of appropriate behavior ✓ Name appropriate behavior & related school-wide expectation ✓ Deliver explicit & specific praise & effective reinforce

2. Infrequent and non-disruptive minor behavior errors
(e.g., out of seat, talking, late, unprepared) ✓ Minimize attention, using planned ignoring or differential reinforcement ✓ Signal error occurrence & remind of expected behavior, using specific error correction ✓ Model/display expected behavior, using strategies to teach expectations ✓ Reinforce displays of expected behavior immediately, using specific praise or other acknowledgement strategies

(e.g., property damage, verbal/physical aggression)
3. Repeated and non-disruptive minor behavior errors &/or disruptive major behavior errors (e.g., property damage, verbal/physical aggression) ✓ Follow school procedures for responding to rule violations &individualized behavior support plan ✓ Prompt expected behavior before error occurs in high likelihood situations/conditions (precorrect) ✓ Minimize excess attention ✓ Determine likely purpose, or function, of behavior error by collecting data  If behavior error occurs & based on purpose  Signal error occurrence, using specific error correction  Model/display expected behavior, using strategies to teach expectations  Reinforce displays of expected behavior, using specific praise or other acknowledgement strategies

4. Administrator-managed behavior errors (e. g
4. Administrator-managed behavior errors (e.g., threats; physical injury, substance, illegal possessions, harassment) ✓ Follow school procedures for responding to rule violations & individualized behavior support plan ✓ Minimize excess attention ✓ Signal error occurrence &remind of expected behavior, using specific error correction ✓ Follow school-wide procedures for major rule violating behaviors ✓ Reteach, review, & prompt expected behavior, using strategies to teach expectations ✓ Monitor, by collecting data ✓ Reinforce displays of expected behavior, using specific praise or other acknowledgement strategies

5. Problem behavior that is repeated, disruptive, and unresponsive to previous school & classroom practices ✓ Form behavior support team & conduct functional behavioral assessment (FBA) ✓ Develop individualized behavior intervention plan (BIP) ✓ Provide supports to implement plan with fidelity ✓ Collect & use data to continuously monitor progress, responsiveness to intervention & implementation fidelity ✓ Continue preventive school & classroom practices.

Steps + Practices + Guidelines
2 Steps + Practices + Guidelines 1. Establish & acknowledge safe & efficient physical environment Student grouping Furniture arrangement Teaching stations Materials & equipment

2. Teach & reinforce expected behaviors & routines to fluency
Show/tell/model Prompt frequently Monitor Reinforce

2 3. Maximize student opportunity to respond
Active instructional engagement Systematic prompting Active supervision Frequent acknowledgements

2 Minimize attention Signal error occurrence
4. Handle infrequent & non-disruptive minor behavior errors (a) quickly & (b) discreetly Minimize attention Signal error occurrence Remind of expected behavior Model/display expected behavior Reinforce displays of expected behavior immediately

2 5. Handle repeated & non-disruptive minor behavior errors (a) preemptively, (b) quickly, & (c) discreetly 6. Handle disruptive major behavior errors (a) preemptively, (b) quickly, (c) discreetly, & (d) by procedure Minimize attention Determine likely purpose of behavior error (FBA) Precorrect before error occurrence If behavior error occurs & based on purpose: (a) Signal error occurrence, (b) Model/display expected behavior, (c) Reinforce displays of expected behavior

2 7. Handle administrator-managed behavior errors (a) quickly, (b) discreetly, & (c) by procedure Minimize attention Signal error occurrence Follow school-wide procedures for major rule violating behaviors Reteach, review, & prompt expected behavior Monitor Reinforce displays of expected behavior

Form behavior support team
8. For repeated major behavior errors &/or administrator-managed, develop & implement individualized, function-based behavior intervention plan Form behavior support team Conduct FBA Develop & implement behavior intervention plan Monitor continuously Reinforce displays of expected behavior

Responding to Non-Responsive Behavior: Managing Escalations
Geoff Colvin & George Sugai OSEP Center on PBIS University of Connecticut “Managing Escalating Behavior” Geoff Colvin

The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Recovery Low

THREE KEY STRATEGIES Intervene early in an escalation.
Manipulate environmental factors. Teach replacement behaviors that serve similar function.

Essential Behavior & Classroom Management Practices
See Classroom Management Self-Checklist

Classroom Management: Self-Assessment
Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Ratio of Positives to Negatives: _____ to 1

Classroom Management Practice
Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Overall classroom management score: 10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed” # Yes___

Classroom Management - 15 minutes
Decision SWPBS Feature Action Yes ? No 1. Are basic classroom management practices being used in most (80%) of classrooms throughout school day? 2. Do we have plan for teaching school-wide social skill expectations in classrooms? 3. Do we have a plan for teaching & encouraging use of basic classroom management practices? 4. Do you have planned & practiced procedures for crisis situations? 5. Are we using data to monitor the above? 6. Is our team monitoring & coordinating implementation of above? 1 Minute Attention Please

Basic Meeting Structure
Verified Need Planning Purpose & Outcomes Operations Summary of Outcomes & Agreements Follow-up & Evaluation Content Decisions & Outcomes Before During After

Agreements & Routines Solving problems & resolving conflicts
Achieving agreements & making decisions Specifying measureable outcomes Setting/modifying agenda & minutes Establishing roles/responsibilities Providing opportunities for participation & contributions

Conducting meeting: Basics
State/restate purpose & expected outcomes Assign roles/responsibilities Note taker Facilitator State/restate “rules” & agreements for conducting meeting Approving decisions Agreeing/disagreeing Contributing & participating Conclude w/ summary of agreements, tasks, & deadlines

PBIS Action Planning Logic
What will team do? * Develop teaching matrix * Develop teaching schedule * Develop data collection & use system * Model teaching behavior expectations What will staff do? * Teach daily 1st week * Remind & reinforce daily * Precorrect 20% What will students do? * Respect behaviors * Responsible behaviors * Safe behaviors Implement continua of supports Establish local, high fidelity implementation networks Establish instructional & behavior support leadership Decide w/ data Sustained, high fidelity implementation Data-decision capacity Positive classroom & school climate Social, emotional, behavioral & learning competence Evidence based practices Data systems Behavioral & prevention sciences Implementation examples

Attention 1 Minute Please Action Planning 2:30 – 4:15
Review “big ideas” from yesterday & today Review Meeting Guidelines Accomplishments to date & current data Complete TIC with regional officer/coach (Team Implementation Checklist) What will you do to celebrate end of year? What will you do at beginning of next year? Action Plan for June 2015-August 2016 What will team do? What will staff do? What will students do? Next Meeting? Staff Presentation? 1 Minute New Spokesperson Attention Please

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