1. Multi-Tiered System of Supports: Tier 1 Training Addressing the Behavioral and Academic Needs of All Students Session 1

2. Welcome and Introductions On the tent card on your table, put the following information: – School Name – Number of Students Served – Grade Range – One Positive Word to Describe Your School Select a spokesperson to introduce your team to the group

3. "What percentage of your teacher's time is currently spent trying to get unruly kids to behave? If you don't know, that's a problem. Find out. If it is 10 percent of their time, cutting that in half in a school with forty teachers is like adding two full-time positions--or about $140,000. That's right; improving student discipline is like getting an extra $140,000 a year." Hess, Cage-Busting Leadership, p. 71

4. Introduction to PBIS Training Tier 1 PBIS is a four-day training for your entire PBIS School-wide Leadership Team The PBIS Coach will attend two additional days of training this year During Tier 1 PBIS training, your Team will learn about and begin to implement 10 critical elements of PBIS This is the beginning of a systemic change process for your school

5. Critical Elements of School-wide PBIS 1.PBIS Leadership Team 2.Faculty Commitment 3.Effective Procedures for Dealing with Discipline 4.Data Entry and Analysis Plan Established 5.Expectations and Rules Developed 6.Reward/Recognition Program Established 7.Lesson Plans for Teaching Expectations/Rules 8.Implementation Plan 9.Classroom Systems 10.Evaluation Benchmarks of Quality, FL PBIS

6. Big Idea: Keep doing what is working and focus only on what needs to change!

7. Introduction to PBIS Training Your principal agreed to specific commitments regarding PBIS implementation – Attend 4 days of training together as a team – PBIS Coaching commitment – Meet monthly for one hour – Collect, submit, and analyze fidelity data – Collect and analyze outcome data (e.g., office referrals, suspensions, detentions, etc.) – Develop and track a PBIS Action Plan – Active participation – 3-5 year process for your school

8. Session Objectives Overview of PBIS Effective team collaboration – Team roles – Team responsibilities Faculty commitment Development of school-wide expectations

9. Reflection: Individual Team

10. What is School-Wide Positive Behavioral Interventions and Supports? School-wide PBIS is: – A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students Evidence-based features of PBIS (Lewis & Sugai, 1999) – 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 interventions – Administrative leadership – Team-based implementation (Systems that support effective practices)

11. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavioral Interventions And Supports OUTCOMES Social Competence & Academic Achievement

12. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

13. Tier 1: SW PBIS Why start at Tier 1? – Provides core teaching about important behaviors (Sugai & Horner, 2002) – All students receive instruction – Prevention is the goal – Less students will need more intensive interventions (Gresham, 2005)

14. Tier 1: SW PBIS What does Tier 1 look like? – Behavior is taught, practiced, and monitored across all school settings – All students aware of expectations – All adults model, monitor, and reinforce – Should positively impact at least 80% of students

15. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in office discipline referrals ODR Rate per 100 Students per Day KY PBIS Elementary Schools =.21 National Sample =.34 KY PBIS Middle Schools =.75 National Sample =.85 KY PBIS High Schools =.92 National Sample = 1.27 Davis, K. S., 2011

16. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in out-of-school suspensions KY PBIS schools showed a 41% reduction in OSS State reduction for same time period was 15% Davis, K. S., 2011

17. Tier 1: SW PBIS PBIS high schools in KY showed significant decreases in dropout rate KY PBIS schools showed a 40% reduction in dropout rate State reduction for same time period was 17% Davis, K. S., 2011

18. Team Time How does this description of Tier 1 PBIS fit with your previous perceptions? Identify one thing you now know about PBIS that you didn’t know before today.

19. High quality instruction engages students and leads to reductions in problem behavior (McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press; Preciado, Horner, & Baker, 2010 )

20. Improving the social behavior of students results in more minutes spent in academic instruction ( Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

21. Proficiency on 4 th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

22. Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Students performing at desired levels Too few performing at desired levels

23. Children who fall behind academically will be more likely to Find academic work aversive Find escape-maintained problem behaviors reinforcing McIntosh, 2008

24. Distribution of Elementary Reading Intervention Level: Michigan Example (based on DIBELS assessment) 33% 43% 56% 24% 20% (n = 201) 24% (n = 4074)

25. KY Gap Closure Needs Assessment Results A lot of variance in the way RtI is delivered Fundamental misunderstanding of RtI – “We do 15 minutes of RtI per day.” Not really using strategies to differentiate – e.g., Think grouping IS the strategy Teachers state they want more training on differentiation

26. Multi-Tiered Systems of Support Basics The process is consistent at all three levels of intervention The same basic questions get asked for the same basic reasons Consistency of process reduces the confusion of where are we and what are we to do Scott, 2009

27. The Basic Questions 1. What are the predictable failures for this group of students? 2. What do we do to prevent failure? 3. How will we maintain consistency? 4. How will we know if it is working? Scott, 2009

28. Tier 1: Interventions and Supports for All 1. What are the predictable failures for students in this school? 2. What do we do to prevent failure? school-wide strategies 3. How do we maintain consistency? 4. How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful move to Tier 2 Level of Support

29. Team Time Find the handout titled Tier 1: Basic Questions. Focus on Questions 1 and 2. Be prepared to share out.

30. Element 1: PBIS Leadership Team Establish a building-wide team that oversees all development, implementation, modification, and evaluation activities in order to implement procedures and processes intended for all students, staff, and settings

31. PBIS Leadership Team Items Team has administrative support Team has regular meetings (at least monthly) Team has established a clear mission/purpose

32. Important Team Variables Three critical variables that impact success of Tier 1/Universal implementation (Cohen, 2006): – Administrator commitment – Well-functioning Leadership Team – Staff buy-in

33. The Administrator is Critical to Success! ● Highly visible ● Model expectations ● Communicate caring for students (National Association of Elementary Principals, 1983) ● Willing to implement necessary changes ● Knowledge of PBIS and treat as priority ● Attend all meetings and trainings (Newton et al., 2009)

34. Essential Attributes of the Team ● Committed to the teamwork philosophy ● Understand the goals of the team ● Understand their individual roles, functions, and responsibilities ● Willing to take initiative ● Willing to communicate ● View disagreement as positive ● View team performance evaluation as constructive Florida PBIS

35. Essential Activities of the Team ● A basic understanding of team functioning and dynamics ● Consistency in performing team duties (e.g., having monthly meetings) ● Efficient use of meeting time (e.g., using team roles) ● On-going use of an Action Plan ● Consistent adherence to PBIS principles in making decisions with data Handler et al., 2007

36. Team Roles ● PBIS Coach/Facilitator ● Data Analyst ● Recorder ● Communicator ● Time Keeper ● Keeper of the Manual ● Other

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38. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #_____ 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: _______________ Critical Elements

39. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team AugustOn-goingMeeting Notes. School Calendar Monthly # # # # 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

40. Team Time Do you have the right staff members on your team, including at least one person knowledgeable about academic RtI? Have you determined team roles to ensure efficient meetings? Do you have a monthly schedule of meetings? Document on your Action Plan.

41. Element 2: Faculty Commitment Ensure that all staff members are engaged in the development and implementation of PBIS by being aware of and involved in data decisions and goal setting

42. Faculty Commitment Items ● Faculty is aware of behavior problems across campus through regular data sharing (e.g., newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) ● Faculty is involved in establishing and reviewing goals (e.g., survey/feedback form during meeting, Survey Monkey) ● Faculty feedback is obtained throughout year (e.g., any of the above plus Self-Assessment Survey)

43. Staff Commitment is Essential Faculty and staff members are critical stakeholders 80% buy-in must be secured Staff members must understand they are making a 3-5 year commitment to change the culture of the school

44. Strategies to Keep Staff Commitment High Regular communication (newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) about long-term and short-term components Sharing data On-going training for faculty and staff Frequent assessment of how implementation is going (surveys, discussions, etc.) Ensuring adequate resources Handler et al., 2007

45. Challenges to Gaining Buy-In Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Insufficient system of support Staff lack a clear vision of how the changes will impact them personally

46. Supporting Systemic Change through a Team Process Staff members must share: – A common dissatisfaction with the processes and outcomes of the current system – A vision of what they would like to see replace it Problems occur when those in the system lack the knowledge of how to initiate change or when there is disagreement about how change should take place

47. Team Time Find the Managing Complex Change handout. Discuss the different components necessary to produce change. What words do you think go in the blank boxes?

48. Team Time Now… Discuss Managing Change at your school. Which areas (vision, skills, etc.), if any, might be most problematic for you to produce culture change? Brainstorm some solutions!

49. Element 5: Expectations and Rules Developed Establishing and posting expectations for student and staff behavior, and developing rules and procedures linked to the expectations

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51. Expectations and Rules Items 3-5 positively stated expectations are posted around school Expectations apply to students and staff Rules/procedures developed for specific settings (where problems are prevalent) Rules/procedures linked to expectations Staff are involved in developing expectations and rules/procedures

52. School-Wide Expectations Definition: – A list of 3-5 specific, positively stated behaviors that are desired of all faculty and students – Broad, global behaviors – Expectations should be in line with the team mission/purpose statement and should be taught to all faculty, students, and families – Usually contain both behavioral and academic attributes Examples: – Show Respect to Everyone – Act Responsibly – Put Forth Best Effort

53. Rules for Unique Settings Definition: – Behaviors you want students to exhibit in specific settings such as classroom and non-classroom areas – Specific, observable, and measurable Examples: – Walk on the right side of the hall – Keep your hands, feet, and objects to yourself – Use a Level 1 voice – Three students on the tire swing at a time – Begin bell ringer as soon as you take your seat

54. Procedures for Non-Classroom Areas Definition: – Written documentation of how the school-wide expectations will be taught in a non-classroom area – Includes how rules apply to the expectations in that area – Includes information regarding supervision duties and how student behavior will be monitored, reinforced, and corrected

55. Benefits of Expectations and Rules Uniform instruction across multiple settings within the school A consistent environment that enhances learning Reduction in discipline infractions Communication among staff members Communication with parents Curriculum design

56. How Are Expectations and Rules Similar? Both should be limited in number (3-5) Both should be positively stated Both should be aligned with the team mission/purpose statement and school discipline policies Both should clarify criteria for successful performance

57. How Are Expectations and Rules Different? Expectations are broadly stated Expectations apply to all people in all settings Expectations describe the general ways that people will behave Rules describe specific behaviors – Observable – Measurable Rules may apply to limited number of settings Rules clarify behaviors for specific settings

58. Which Ones Are School-wide Expectations? Show Tolerance Place Food Items in Proper Containers Remain Seated During Instruction Use a Level 0 Voice Have a Positive Attitude Show Integrity Be Responsible

59. Developing School-wide Expectations Consider existing data summaries – Discipline – Academic Identify common goals Review Mission/Purpose Statement Consider other school-based programs (integration) Identify characteristics of an ideal student

60. Key Components in Developing School-wide Expectations Provide a rationale (what’s the purpose?) All ideas of expectations considered A process to choose and eliminate Equal ownership of expectations Involve students and parents in process

61. School-wide Expectations Elementary Example Be Respectful Be Responsible Be a Team Player Be Willing to Learn

62. School-wide Expectations Middle School Example R espect others E xcel in academics A lways try C ommit to success H ave a positive attitude

63. School-wide Expectations High School Example P ositive attitude R espect I ntegrity D edication E xcellence

64. Team Time Determine your plan for obtaining feedback from all stakeholder groups regarding what your expectations will be. Be sure to create a timeline. Discuss ideas you have among your team regarding what you think your expectations should be.

65. Before Next Session  With staff input, decide on your school’s 3-5 PBIS School-wide Expectations  Have a team meeting and develop a team vision statement (“What outcomes are we hoping to achieve by implementing PBIS?”) See Handout called Sample Vision Statement for ideas  Provide your staff with an overview of PBIS and create excitement about the process Include connections between PBIS and your other district initiatives (e.g., RtI, PGES, LIM, etc.)

66. Rick DeFour