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This project is a collaborative effort between the WVDE/OSP & WVATC

Day 1

• Welcome! • Please Review Academy Expectations (located in the center of your table)

• Please log-on to WVPBIS.orgTraining MaterialsTier 1Academy Day 1 Power Point

2017-2018

• Welcome

• Introductions

• Housekeeping

• Expectations

• Agenda

• #WVPBIS

Academy Expectations

Be PromptBe PreparedBe Involved

Be Prompt Be Prepared Be Involved

Bathrooms

Flush toilets Wash hands Dispense of paper towels

Training Room

Arrive on time

Lap tops charged Open wvpbis.org homepage Take notes for future discussion (questions you may have or ideas you want to share) Follow transition routine

Answer and ask questions Take notes Side-bar conversations are kept to a minimum (pass a note if needed) Dispense of trash

Break-out Rooms

Return to main training room when prompted

To report out if requested Stay on current content (moving ahead can cause confusion)

Transitions

Listen for 2-minute Look at timer located at the front of the room Listen for timer Focus your attention on the trainer When prompted with 3, 2, 1 stop talking and focus on trainer

Start wrapping-up discussion at the 2-minute warning Take notes for future discussion (questions you may have or ideas you want to share)

Be respectful of presenters by listening Monitor side-bar conversations at your table

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First Things First

• We can’t make kids learn or behave

• What we can do is create environments to increase the likelihood students learn and behave

• What we know is environments that increase the likelihood are guided by a core curriculum implemented with fidelity and consistency

Your Filter

What’s your theory?

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The problem with Kids these days….

Schools as a Social Learning Environment

• The average student in West Virginia will spend approximately 1,237 hours at school each year.

• The average student in West Virginia will spend approximately 16,076 hours at school from kindergarten through 12th

grade.

• Schools are a primary social institution for social learning in society.

(Bush, 2011; NCE, 2008)

“The ideal school should serve as a mediator between the home and

the wide world of reality, and should be a place not merely for book knowledge, but a place in which the knowledge and art of

living are taught.”

-Alfred Adler (1930)

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“For every complex problem there is an answer that is clear, simple, and wrong.”

H. L. Mencken –American Journalist

X + Child = Healthy Adult

Simple Answers

• Time-out/Detention

• Suspension & Expulsion

• Card Flipping

• Medication

• Fear/Intimidation

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Multi-tiered System of Support

A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data- based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need Driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency

CliffsNotes for MTTS

• Evidence-based model

• Data-based problem-solving

• Instruction and intervention are delivered to students in varying intensities (multiple tiers) based on student need.

• For all students

Universal

Targeted

IntensiveMTSS:

Multi-Tiered System

of Support for all

students

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

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What is Positive Behavioral Interventions or Support?

PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

www.pbis.org

Cliffs Notes for PBIS

• Framework

• Helps organize discipline systems

• Evidence-based interventions

• School-wide Project

• Academic and behavior outcomes for all students

• PBIS, School-wide PBIS & PBS

The Elephant in The Room

• Rewarding behavior can create significant negative and unintended long-term consequences for both kids and families

• Undermining kids’ intrinsic motivation

• Studies have shown that offering children tangible rewards in exchange for caring behavior may diminish future helpful behavior and can erode children’s innate tendency to help others

Eric Reischer 2016

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PBIS is not…

• Another initiative

• A curriculum

• Only a ticket/reward system (although we do have tickets)

• No consequences

The ExcitementYes triangles are everywhere but we are all talking the same language when targeting behavioral issues, social emotional development, change in school culture and climate.

MTSS in West Virginia

• SPL

• Graduation 20/20

• WV Project Aware or WV Aware

• Expanded School Mental Health

• School Counselor Policy

• PBIS

• ECPBIS

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History of PBIS

• In 1960s & 1970s increased social strain due to deinstitutionalization.

• In 1980s researchers at the University of Oregon began to research and develop interventions for use with students who have emotional behavioral disorders.

• In 1997, Congress renewed the Individuals with Disabilities Education Act (IDEA) and secured funding to establish the national Center on Positive Behavioral Interventions and Supports (www.pbis.org).

• In 2004, Rob Horner and George Sugai, with the support from the U.S. Department of Education Office of Special Education Programs, wrote the PBIS Blueprints to guide practitioners in implanting PBIS.

The PBIS Team Handbook

Right Now!

• 21,000 schools implementing PBIS

• 16 States with more than 500 schools

• Used in all environments from the locker room to the bus

• Has been adopted by rural, suburban and urban schools; by Alternative Learning Centers, charter schools, juvenile justice centers and Preschools.

Internationally Known

Jamaica

Denmark

Australia

China

New Zealand

Puerto Rico

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Essential Features of Tier 1

• Team Composition

• Team Operating Procedures

• Behavioral Expectations

• Teaching Expectations

• Problem Behavior Definitions

• Discipline Policies

• Professional Development

• Classroom Procedures

• Feedback and Acknowledgment

• Faculty Involvement

• Student/Family/community Involvement

• Discipline Data

• Data-based Decision Making

• Fidelity Data

• Annual Evaluation

PBIS Outcomes

• Decreased Disciplinary Problem Behavior

• Increase Positive School Climate

• Improved Organizational Health

• Decreased Student Bullying

• Increased Academic Achievement

www.pbis.org

Who can implement PBIS?

• The framework can be implemented in any school that is interested in improving behavioral and academic outcomes for all students.

• Sooo any and all schools!

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Why now West Virginia? Connecting PBIS and Policy

Teacher Rant (video)

Oh no! Not another initiative!

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WV Policy & Procedures

• Policy 4373: Expected Behavior in Safe and Supportive Schools

• Policy 2315: Comprehensive School Counseling Programs

• Policy 2510: Assuring Quality Education: Regulations for Education Programs (Student Assistance Team)

• Policy 2520.19: 21rst Century Advisory/Advise 5-12 Content Standards and Objectives for WV Schools

What do you know about Policy 4373?

Policy 4373 Highlights

• Physical Restraint• CPI

• Documentation

• Behavior Standards• Self Awareness/MGT

• Social Awareness/Interpersonal Skills

• Decision Making Skills

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WV Standards for High Quality Schools

• Positive Climate & Cohesive Culture & Climate

• Student Support Services & Family/Community Connections

• Strategic Plan

• Smart Goals

• Action Steps

Multi-Tiered Model of School Supports and the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & SupportsThe most intense instruction and intervention based on

individual student need, in addition to and aligned with Tier 1

& 2 academic and behavior instruction and supports.

Tier 2: Targeted, Supplemental

Interventions & SupportsMore targeted instruction/intervention and supplemental

support, in addition to and aligned with the core academic

and behavior curriculum.

Tier 1: Core, Universal

Instruction & Supports General academic and behavior instruction and support

provided to all students in all settings.

Florida’s State Transformation Team on RtI (Dec. 3, 2009)

Breakdown of Supports

• Tier 3: Intensive, Individualized Interventions & Supports

The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

• Tier 2: Targeted, Supplemental Interventions & SupportsMore targeted instruction/intervention and supplemental support, in addition

to and aligned with the core academic and behavior curriculum.

• Tier 1: Core, Universal Instruction & SupportsGeneral academic and behavior instruction and support provided to all

students in all settings.

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Positive Behavior Support

1. Aims to build effective environments in which positive behavior is more effective than problem behavior

2. Collaborative, assessment-based approach to developing effective interventions for problem behavior

3. Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

WV’s PBIS Project

• The mission is to support school teams via training and technical assistance as they take a proactive systems approach to creating and maintaining a safe and positive school.

• The goals include:Increase positive school culture and climatesDecrease Office Discipline Referrals Increase proactive teaching strategies

• What we do:Provide 3 day trainingOngoing technical assistanceCoaching supportData collection

Will this work?

• Sure it will!

• The research says so!

• National & State Collaboration

• WVEIS Discipline System

• WV Schools are very familiar with the multi-tiered intervention model

• A solid implementation and evaluation plan

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WV DataPopulation & Sample

• 21 School Teams participated in the 2014 Summer Academy

• 19 School Teams completed the pre & post evaluations.

• School Teams consisted of:• Administrator (Required)• General Education Teacher• Special Education Teacher• Behavior Specialist (Counselor, Social Worker,

Psychologist)

•15 Different Counties

•9 from the Northern Region

•10 from the Southern Region

•9 Elementary Schools

•7 Middle Schools

•3 High Schools

Population & Sample

School Demographic Information

Characteristics N %

School Type (N = 19)

Elementary 9 47.4

Middle or High School 10 52.6

Socioeconomic Status (N = 19)

Title 1 Status 8 42.1

Regular Status 11 57.9

School Size (N = 19)

Small (202-318) 6 31.6

Medium (354-504) 6 31.6

Large (549-907) 7 36.8

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Evaluation Instrument & Schedule

• Benchmarks of Quality (BoQ) • Kincaid, Childs, & George, 2010• Self-assessment scale• Interrater reliability between Time 1 & 2 of .94

(p.<.01).• Correlation of .51 (p<.05) with School-wide

Evaluation Tool (SET).• Scoring matrix and prior training provided

• Evaluation Schedule• Beginning of the Year BoQ completed at the Summer

2014 Academy.• End of Year BoQ completed in May 2015.

Findings

Research Question 1: Difference between pre and post tests for critical elementsCritical Element Mean Pretest

Score (Std. Deviation)

Mean Posttest Score (Std. Deviation)

Highest Possible Score

% Change T Score Significance

PBS Team 3.7 (1.6) 5.4 (0.9) 6 45.9 4.2 .000*

Faculty Commitment 2 (1.9) 4.1 (1.1) 6 105 5.2 .000*

Effective Procedures for Dealing with Discipline

8 (2.6) 9.3 (2.1) 11 16.2 1.9 .072

Data Entry & Analysis Plan Established

2.8 (2.1) 5.5(2.1) 8 96.4 4.7 .000*

Expectations & Rules Developed

4.4 (2.9) 9.4 (1.9) 11 113.6 7.6 .000*

Reward/Recognition Program Established

6.1 (4.4) 10.5 (3.7) 16 72.1 4.9 .000*

Lesson Plans for Teaching Expectations /Rules

2.4 (2.7) 5.5 (2.9) 9 129.2 3.8 .001*

Implementation Plan 2.9 (2.9) 8.0 (3.6) 13 175.9 6.6 .000*

Classroom Systems 5.9 (3.4) 10.1 (3.5) 14 71.2 6.4 .000*

Evaluation 3.6 (4.3) 8.6 (3) 13 138.9 5.0 .000*

All (%) 39.1 (19.) 71.4 (17.8) 100 82.6 7.7 .000*

* Significance attained at p < 0.05

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Critical Element Implementation

• A significant difference was attained at the p < 0.05 level between the pretest and posttest mean scores for all of the critical elements, except for Effective Discipline Procedures.

• A lack of significance for the critical element Effective Discipline Procedures could be related to the fact that many schools already receive training and technical assistance related to discipline procedures via WVDE and RESAs in accordance with existing policies.

• It is promising that there was a significant difference found in all but one of the critical elements form pretest to posttest.

Critical Element Implementation

• A positive percent difference was found for all critical elements with the average percent change from pretest to posttest for all critical elements being 82.6 percent.

• This high percentage difference could due in part to the fact that many of the schools had low overall and specific pretest scores.

• It is promising that the school made such strong gains.

Critical Element Implementation

• The critical elements Expectations & Rules Developed, Lesson Plans for Teaching Expectations/Rules, Evaluation, and Implementation Plan showed a positive percentage change of over 100 percent.

• This high-level of percentage change from pretest to posttest is not surprising considering the fact that these critical elements are unique to PBIS implementation and many school would not have any prior knowledge or efforts related to them.

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Critical Element Implementation

• The lowest percent change was 16.2 percent for Effective Discipline Procedures for Dealing with Discipline.

• The low level of percent different for the critical element Effective Discipline Procedures could be related to the fact that many schools already receive training and technical assistance related to discipline procedures via WVDE and RESAs.

Research Questions 2 & 3: Ranking of critical elements form pretest to posttestRank Pretest % Pretest Rank Posttest % Posttest Rank Percent Change Percentage Difference Rank

1 72.7 Effective Procedures for Dealing with Discipline

90 PBS Team 113.6 Expectations & Rules Developed

2 61.7 PBS Team 85.5 Expectations & Rules Developed

175.9 Implementation Plan

3 42.1 Classroom Systems 84.5 Effective Procedures for Dealing with

Discipline

138.9 Evaluation

4 40.0 Expectations & Rules Developed

72.1 Classroom Systems 129.2 Lesson Plans for Teaching Expectations /Rules

5 38.1 Reward/Recognition Program Established

68.8 Data Entry & Analysis Plan Established

96.4 Data Entry & Analysis Plan Established

6 35.0 Data Entry & Analysis Plan Established

68.3 Faculty Commitment 105 Faculty Commitment

7 33.3 Faculty Commitment 66.2 Evaluation 72.1 Reward/Recognition Program Established

8 27.7 Evaluation 65.6 Reward/Recognition Program Established

71.2 Classroom Systems

9 26.7 Lesson Plans for Teaching Expectations

/Rules

61.5 Implementation Plan 45.9 PBS Team

10 22.3 Implementation Plan 61.1 Lesson Plans for Teaching Expectations

/Rules

16.2 Effective Procedures for Dealing with Discipline

• The critical elements that ranked in the top four based on pretest scores also ranked in the top four for posttest scores.

• The bottom two critical elements based on pretest remained in the bottom two for the posttest.

• The two critical elements with the highest pretest and posttest scores were ranked in the bottom two for percentage difference.

• The highest ranking critical elements in regards to difference were Expectations, Implementation, and Evaluation.

Critical Element Implementation Ranking

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Research Question 1: Percentage Implementation Scores on BoQ by Number of Schools

Percentage of Implementation Number of School Pretest Number of Schools Posttest

80% to 100% 0 7

60% to 79% 3 7

40% to 59% 5 4

20% to 39% 7 1

0% to 19% 4 0

• An overall implementation score of 80 percent is considered to be implementing the critical elements with fidelity and warrants a school moving to Tier 2 implementation.

• There were four schools that scored in the 0 to 19 percent range for the pretest, but there we no schools scoring in that range for the posttest.

• The number of schools in the 20 to 39 percent range went from seven to one school.

• From the 40 to 100 percent range there was a pattern of increase from the pretest to the posttest with the 80 to 100 range showing the highest increase in schools from 0 to 7.

Percentage Implementation Scores by Number of Schools

Research Question 4: Implementation Difference Based on DemographicsDemographic Category Posttest Mean (SD) F Score Significance

School Type Elementary 70.7 (20.6) .593 .453

Middle or High 72.1 (15.9)

Socioeconomic Status (Title 1) Title 1 74.1 (21.7) 1.083 .313

Regular 69.4 (5.2)

School Size Small (202-318) 66.5 (20.9) .122 .886

Medium (354-504) 74.6 (17.9)

Large (549-907) 72.9 (16.8)

* Significance attained at p < 0.05

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Implementation Difference Based on Demographics

1. There was no significant difference in regards to implementation when comparing schools by type.

2. There was no significant difference in regards to implementation when comparing schools by socioeconomic status.

3. There was no significant difference in regards to implementation when comparing schools by school size.

Implications

Connecting to the Literature

Based on the findings of Bradshaw, Bevans, Ialongo, and Leaf (2008), school personnel have reported that the implementation of PBIS improved clarity of purpose,

coordination of work, and perceived impact on student outcomes. This perceived improvement from the school personnel is critical when looking at concepts like school

climate.

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Connecting to the Literature

An increasing body of evidence supports the implementation of PBIS is associated with a reduction in problem behavior (Colvin,

Kame’enui, 1993a; R. H. Horner et al., 2009; Nelson, Martella, & Marchand,

2002; Safran & Oswald, 2003).

Connecting to the Literature

• The reduction in problem behavior could then reduce the usage of anti-social or exclusionary strategies such as time-out, detention, and suspension.

• It is within the realm of logic that as problem behaviors decrease in these schools, it will create opportunities for improved instruction and academic performance.

“The journey of 1,000 miles begins with one step.”

- Lao Tzu

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Let’s get started with Tier 1!

Tiered Fidelity Inventory (TFI)Fidelity Tool

• TFI is your map to implementation

• TFI describes the essential features

• TFI is used to create your action plan

• TFI is referred to monthly

• TFI should be part of your language when discussing PBIS

Blueprint or Road Map

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TFI 101

• The purpose is to provide one efficient instrument that can be used over time to guide implementation and sustainability

• Divided Into 3 Sections-(we are only focusing on Tier 1 Universal Features)Universal Features

Targeted Features

Intensive

BASELINE School Wide (SWPBIS) Tiered Fidelity Inventory Tier 1: Version 2.1 Universal School Name: ______________________________________________ County :______________________________ Coach’s Name: _____________________________________________ Date: ________________________________ To be completed with your team during Tier 1 training. Based on your observations and available data, read the TFI Scoring Guide and come to consensus on point values for each item. Score each item according to its current status in your school – do not base your score on future plans for implementation (e.g., after you present your drafts to your staff). When you have finished the assigned items, add up your score for each. The total TFI Score is not important for this activity. When the activity is complete, your team can use this information to prioritize plans for problem solving and implementation.

Critical Features TFI Item Critical Feature Score

1.1 Team Composition 0 1 2 /2

1.2 Team Operating Procedures 0 1 2 /2

1.3 Behavioral Expectations 0 1 2 /2

1.4 Teaching Expectations 0 1 2 /2

1.5 Problem Behavior Definitions 0 1 2 /2

1.6 Discipline Policies 0 1 2 /2

1.7 Professional Development 0 1 2 /2

1.8 Classroom Procedures 0 1 2 /2

1.9 Feedback and Acknowledgement 0 1 2 /2

1.10 Faculty Involvement 0 1 2 /2

1.11 Student/Family/Community Involvement 0 1 2 /2

1.12 Discipline Data 0 1 2 /2

1.13 Data-based Decision Making 0 1 2 /2

1.14 Fidelity Data 0 1 2 /2

1.15 Annual Evaluation 0 1 2 /2

Scoring the SWPBIS Tiered Fidelity Inventory: 1-15 / 30 points possible ______________/30 = _________________ % of SWPBIS Implantation

Send the completed digital form to your coach and Amy Kelly at kelly9@marshall.edu.

Citation for Publication:

Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putman, B., Swain-Bradway, J., McIntosh, K., & Sugai,

G (2014). School-Wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavior

Interventions and Supports. www.pbis.org

Team Worktime

• Look through TFI pages 6-11

• Complete school information at the top of the TFI score sheet Manually or digital but a digital copy must be submitted at the end of Day 3

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Teaming(TFI 1.1 & 1.2 page 6)

Section Goals1. Understand the team operating procedures

2. Discuss team member roles and responsibilities

3. Begin planning PBIS team structure and activities

Team Operating Procedures(Responsibilities)

• Meets monthly with an agenda and keeps minutes

• Defines team member roles

• Collects data to use to make decisions

• Oversees Tier 1 interventions

• Trains school staff

• Evaluates implementation using the TFI

• Edits action plan as needed

PBIS: A Collaborative Approach

1. School-Based Problem-Solving Team a. Reviews all Tier 1 data for academics and behavior

b. Multi-disciplinary team representing all stakeholders

c. PBIS team may be a sub-group of the school-based leadership team

2. PBIS is data-based problem-solving for behavior

3. PBIS Team Responsibilitiesa. Developing the behavioral core curriculum (what & when)b. Designing & overseeing Tier 1 interventions c. Evaluating progress (review behavior data) d. Training school staff

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PBIS Team Members

1. PBIS Coaching Facilitator

2. Team Leader

3. Administrator

4. Behavior ‘Expert’

5. Data Specialist

6. Recorder

7. Timekeeper

8. Classroom Teacher Liaison

9. Family Liaison

10.Student Liaison

11.Snack Master

Each role/responsibility should be covered, but there is flexibility in assignments

What teams/initiatives can you combine?

Team Building Activity

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Administrator Responsibilities

The single most important perceived factor in sustainability is school administrator support.

(McIntosh and Nese 2014)

Administrative Support(video)

Administrator Responsibilities

1. Active participant on the PBIS Team

2. Actively communicates commitment to PBIS

3. Familiar with school’s current data and reporting system

4. Ensures behavior is written into the School Strategic Plan

5. Allocates staff time for PBIS activities

6. Ensures PBIS meeting dates/times are posted on master schedule

If the Principal is not committed to the change process, it is unwise to move forward with PBIS implementation.

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Coaching Responsibilities Attend all team meetings

Supports teams as the are implementing all PBIS features with fidelity

Help team analyze discipline data

Support teams in addressing challenges and/or barriers to the process

Support teams to stay on track and remain positive

Support staff in sharing responsibilities for teaching, acknowledging, and promoting PBIS efforts

Complete Baseline and End-of-Year Evaluations

Responsibilities Cont.

• Who will coordinate the meeting logistics? (e.g., time, location, notification, etc.)

• Who will set the agendas?

• Who will facilitate the team meetings?

• Who will be the Recorder? Time keeper? Snack Master?

• Who will collect the discipline data?

• Who will analyze and summarize graphs before the meeting?

Main Goal for A New Coach

• Develop a thorough knowledge of PBIS

• Coaches must be able to describe to others exactly what the PBIS framework is and what is isn’t

• Develop your own language to describe the features of the implementation process of PBIS

• Primary support to the leadership team

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Are coaches a…

Importance of the Teaming Process

1. Higher functioning PBIS teams have higher Tier 1 implementation scores (Cohen, 2006. Dissertation, University of South Florida)

2. Clear team mission and goals

a. Enhance productivity, morale and increase effectiveness (DeBevoise, 1984; McLaughlin & Schwartz, 1998)

b. Decrease teachers’ sense of isolation (Ashton & Webb, 1986)

3. Ground rules support effective collaboration

Team Membership

1. Examine individual skills, strengths, and preferences prior to finalizing team membership and roles

a. What skills do I bring to the team?

b. What skills will each member bring to the team (beyond grade level or subject representation)?

c. Are the appropriate people on the team?

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Now That You Know

• Finalizing team membership

• Remain focused on the skills the individual brings to the table. Caution: If teams get too big they can become ineffective

• Student Voice

• Family & community participation

Team Worktime

• Discuss your current members.

• Is there someone you should invite to be on the team?

Guidelines for Effective Teaming

1. Shared goals & responsibilities

2. No Champions

3. Transparency in actions

4. Trust between team members

5. Quality communication

6. Balance task & process

7. Rule by consensus

8. Observe dynamics & resolve conflict constructively

9. Administrative support for time & resources

10. Have fun!

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Running Effective Meetings(Setting Ground Rules)

• Data & agenda distributed in advance

• Time limits on each agenda item

• Meeting starts and ends on time – no exceptions

• Team leader moves team through agenda

• Minutes are recorded

• Stay on-topic

• Every member participates

• Every member volunteers for action plan items

• New Action Plan items added

• Update Action Plan

Guidelines for Effective Teaming

Be Brief!

Be Brilliant!

Be Gone!

Don’t use this time for a baby shower!

Establishing Goals

• Long- and short-term goals provide concrete benchmarks to drive activities and measure progress.

• Examples 2-Year Goal: Implement all the critical features of Tier 1.

1-Year Goal: Agree on 3-5 Tier 1 expectations for behavior and develop monthly lesson plans to teach them.

3-Day Goal: Identify and prioritize action steps which address all critical features of Tier 1.

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Tip for Buy-in

• Invite faculty to PBIS meetings

• Tap into faculty and family talentsArt Teacher

Music Teacher

Computer/Technology Teacher

Team Worktime• Complete PBIS Team Roster

1. State Coordinator2. Team Member Contact Information

a. Try out different roles during training b. Finalize roles on Day 3

3. Team Meetingsa. Establish meeting dates and time b. Consider availability of team members

1. Family/community representation2. School psychologist, behavior specialist

c. Discuss possible ground rules

• As a team complete the following items on the TFI1.1-Team Composition1.2-Team Operating Procedures

See example next slide!

Tier 1 PBIS Team Roster

Co

un

ty S

up

po

rt

School: Phone Number:

County:

Cohort Number

RESA:

PBIS Coordinator

Amy Kelly Phone: 304-696-3514 Email: Kelly9@marshall.edu

PBIS Point of Contact

Phone: Email:

PBIS Coach

Phone: Email:

Special Ed. Director

Phone: Email:

RESA Special Ed. Director

Phone: Email:

Superintendent

Phone: Email:

PB

IS L

ead

ersh

ip T

eam

Co

nta

ct

Role Name Position Email School Administrator

Team Leader/Facilitator

Data Specialist

Recorder

Timekeeper

Mee

tin

gs

Meeting Dates

Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June July

Meeting Time: Meeting Location:

BASELINE School Wide (SWPBIS) Tiered Fidelity Inventory Tier 1: Version 2.1 Universal School Name: ______________________________________________ County :______________________________ Coach’s Name: _____________________________________________ Date: ________________________________ To be completed with your team during Tier 1 training. Based on your observations and available data, read the TFI Scoring Guide and come to consensus on point values for each item. Score each item according to its current status in your school – do not base your score on future plans for implementation (e.g., after you present your drafts to your staff). When you have finished the assigned items, add up your score for each. The total TFI Score is not important for this activity. When the activity is complete, your team can use this information to prioritize plans for problem solving and implementation.

Critical Features TFI Item Critical Feature Score

1.1 Team Composition 0 1 2 /2

1.2 Team Operating Procedures 0 1 2 /2

1.3 Behavioral Expectations 0 1 2 /2

1.4 Teaching Expectations 0 1 2 /2

1.5 Problem Behavior Definitions 0 1 2 /2

1.6 Discipline Policies 0 1 2 /2

1.7 Professional Development 0 1 2 /2

1.8 Classroom Procedures 0 1 2 /2

1.9 Feedback and Acknowledgement 0 1 2 /2

1.10 Faculty Involvement 0 1 2 /2

1.11 Student/Family/Community Involvement 0 1 2 /2

1.12 Discipline Data 0 1 2 /2

1.13 Data-based Decision Making 0 1 2 /2

1.14 Fidelity Data 0 1 2 /2

1.15 Annual Evaluation 0 1 2 /2

Scoring the SWPBIS Tiered Fidelity Inventory: 1-15 / 30 points possible ______________/30 = _________________ % of SWPBIS Implantation

Send the completed digital form to your coach and Amy Kelly at kelly9@marshall.edu.

Citation for Publication:

Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putman, B., Swain-Bradway, J., McIntosh, K., & Sugai,

G (2014). School-Wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavior

Interventions and Supports. www.pbis.org

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Developing Behavioral Expectations(TFI 1.3 and 1.8)

Section Goals

1. Understand the characteristics of Tier 1 expectations2. Come to consensus on draft expectations and rules

to present to staff

Building the Core

Ideal Student’ ActivityHelps build consensus among staff, families, and students

Brainstorm ideas to inspire change in students & staff

Identify 3-5 broad expectations, define critical attributes

Activity-The Ideal Student – Part 1

Part 1:1. Individually, brainstorm a list of specific behaviors of an ideal student and

record on post-it.a. What does an ideal student do?

b. Note specific behaviors

c. What engagement, social, and emotional behaviors do students need to be successful?

2. Examples: Student…a. Takes responsibility for his/her behavior

b. Offers camaraderie to isolated peers

c. Speaks out if others are bullied

d. Asks for help to understand an assignment

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Activity-The Ideal Student – Part 2

Part 2:

1. As a team, compile a master list of behaviors.

a. Eliminate duplicates

b. Identify common themes

c. Come to consensus on at least 1 theme

Tier 1 Expectations

Definition

1. Broad, positively stated behaviors

2. Demonstrated by all staff, students, and families

3. Aligned with school’s mission statement

Guidelines for Tier 1 Expectations

•Use the school’s discipline data

1. Select 3-5 broadly stated behaviors

2. State in positive terms

3. Post throughout campus

4. Teach to all staff, students, and families

5. Applicable to all students, staff, and families in all settings

a. Meeting or conference room

b. Front office, parking lot, car line

c. Hallway, cafeteria, bus

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Which Guidelines Were Not Followed?

• Don’t run

• Raise your hand and wait to be recognized before speaking

• Be good

• No talking

• Stay in your seat

Example Tier 1 Expectations

1. Top 3 Problem Behaviorsa. Disruption

b. Disrespect

c. Safety Violations

2. Expectations Developeda. Be Respectful

b. Be Prepared

c. Be Safe

d. Be an Active Learner

Moundsville Middle School

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South Harrison Middle School

Mannington Middle School

Activity-Student Expectations (Refer to Ideal Student Activity)

• Identify 3-5 expectations that address your school’s commonthemes/values.

a. Themes must meet the guidelines for Tier 1 expectations

Select 3-5 broadly stated behaviors

State in positive terms

Post throughout campus

Teach to all staff, students, and families

Applicable to all students, staff, and families in all settings

Meeting or conference room

Front office, parking lot, car line

Hallway, cafeteria, bus

b. Define the expectations in terms students will understand

c. Expectations must address the school’s top discipline problems (use discipline data if possible)

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Tier 1 Unique Settings

1. Specific skills students should exhibit

2. Detailed procedures students need to follow in particular settings

What does it look like?

• Be considerate

• Place food items in their proper containers

• Remain seated during instruction

• Use an inside voice

• Be a problem-solver

• Keep all four legs of your chair on the floor

Creating Tier 1 Guidelines

1. Use the School’s Discipline Data a. Determine problem locations on campusb. Determine the most significant problem behaviors students

are demonstrating in those locations

2. Develop no more than 5 rules for each problem location

3. It is not necessary to create a rule for each expectation in every problem location

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Activity: Use YOUR Data to Determine Specific Settings

• Identify the top 3 problem non-classroom locations on campus (ex. cafeteria, bathrooms and hallway)

• Describe the specific behaviors that generated referrals in each location

• Develop draft guidelines to address the problem behaviors

• Identify which expectation will be tied to each rule

Tip for Buy-in: Involve those who supervise (professionals and paraprofessionals) these settings for their buy-in to enforce the rules.

Procedures and Routines

• Definition1. Specific steps taught to students to facilitate successful task completion

• Example: Going through the lunch line1. Single file

2. Tell attendant your lunch order

3. Money out; Know your lunch number

4. Go to seat

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Tier 1 Expectations in the Classroom

• Tier 1 expectations apply to classroom settings

• Post expectations in all classrooms

• Expectations taught throughout the year

• Expectations embedded into academic lessons

• Solicit teacher input on the final version of the expectations

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Classroom Guidelines (rules)

1. Determined by the classroom teachera. Tier 1 expectations apply in the classroomb. Students may contribute to the development

2. Follow guidelinesa. Aligned with Tier 1 expectationsb. Positively stated, observable & measurablec. Limited number (maximum 5)

3. PBIS team may provide assistance/guidance

4. Classroom Examplesa. Be Responsible = Complete all assignmentsb. Be Safe = Keep belongings in deskc. Be Respectful =Raise your hand

Tip for Buy-in 1. Complete the ‘Ideal Student’ activity with staff and families using the draft

from training to same time

2. Survey staff about the behaviors they would most like to see in studentsa. For rules, ask about the top problem behavior in a specific setting

b. Consider forced- or multiple-choice questions

c. Share survey results

3. Offer incentives for developing classroom PBIS plans

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Team Work Time1.3 and 1.8

1. Record activities that need to be completed

a. Team Roster

b. TFI (only features that have been discussed)

c. School-wide Expectations and Guidelines

d. Classroom Expectations and Guidelines

2. Record action items to inform and/or involve stakeholders (staff, students, families)

Day 1: Homework

1. Complete the TFI Essential Features from today 1.11.2 1.31.8

2. Complete sections on your Action Plan from today’s content 3. Bring some form of discipline data (WVEIS, ZOOM,

Educators Handbook etc.). You will not be sharing this information.

4. Be ready to present your draft expectations and examples for one setting to the group first thing on Day 2

5. Check out our Facebook, Pinterest and Twitter