Getting to Readiness Training

Preparing for PBIS Training  and

Implementation

VTPiBS Implementation Team

Agenda

Learning objectives - • Overview/Review of PBIS

• Process for getting to School-wide PBIS Implementation

• PBIS Readiness Checklist

• PBIS School Presentation

• Data-based Decision Making

• Action Planning

So WHAT is School-wide PBIS?

Positive Behavior Supports (PBIS) is a proactive,

school-wide, data driven,

systems approach to improving social and academic

competence for all students.

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Supports

~80% of Students

~15%

~5%

Establishing Continuum for VTPBiSTERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning

•

TERTIARY 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•

SECONDARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

All

Some

Few

Continuum of Support for ALL

Positive Behavior Support Primary Outcomes

Improvement in the school behavioral climate:

• Increase in o academic performance o on-task behavioro parent, student and staff satisfactiono staff retention

• Decrease in o office referralso suspensions, detentionso disruptive classroom behavior

What are the elements of PBIS at the Universal Level?

1.Create a common purpose2.Define 3-5 positively stated behavioral

expectations3.Develop systems for teaching behavioral

expectations4.Develop systems for acknowledging and

rewarding behavioral expectations5.Develop systems for discouraging problem

behaviors6.Develop data management systems

What should you expect to see/hear in a PBIS school?

>80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them.

>80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them.

School staff have taught the school-wide expectations to all students.

Positive adult-to-student interactions exceed negative

What should you expect to see/hear in a PBIS school?

School staff agree on which behaviors involve a referral to the office.

The school has a leadership team that is representative of school staff and includes an administrator

Function based behavior support is foundation for addressing problem behavior.

Data & team-based action planning & implementation are operating.

Activity:Dialogue about PBIS!

60 Second Elevator Pitch:

1. With a partner explain: What is PBIS?

2. As a team identify:

1-2 questions you still have about PBS. Write on index cards.

The Process of Getting to School-Wide Implementation

….From Here to There!

Awareness Activities

1)Attend Intro to PBIS Forum

2) Visit Websites: www.pbis.orgwww.pbisvermont.org

3) Contact PBIS/BEST Team with questions

Readiness Activities

1) Attend Getting to Readiness Workshop

2) Complete Activities Necessary to

Achieve 100% on Readiness Checklist 3) Submit Intent to Implement Form

You Are

HERE!

First Steps to ImplementationActivities

1) Attend First Steps to Implementation: Dec. or Apr.

2) Conduct SET and PBIS Self -Assessment Survey

3) Gather materials* for use at Universal Team Leadership Training

PBIS Universal Leadership Team Training

Attend Universal Leadership Team Training:• March • June (BEST Summer Institute)• August

Draft Implementation Plan:• Statement of purpose• 3-5 behavioral expectations• Procedures for teaching expectations• Procedures for rewarding expectations• Procedures for discouraging problem behaviors• Data information system

PBIS Roll-Out

• Conduct roll-out activities for staff, students & family/community

• Implement all parts of PBIS Plan

• Conduct monthly Universal Leadership Team meetings and report progress to all staff

• PBIS School & SU Coordinators attend regular regional PBS meetings

What is PBIS Readiness?

Laying the foundation for School-wide PBIS

Completing the PBIS Readiness Checklist

Readiness Checklist

1. A School Action Plan exists that has school-wide discipline as one of its top three goals.

Examples

“Provides a safe, caring, respectful environment free of hazing and harassment”

School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)

Readiness Checklist

2. A PBIS Team is formed with broad representation.

Community

AdministratorSpecialized

Support

Student

Non-Teaching

Teaching

Family

Representation

Team Membership:

• Building Administrator

• Grade/Department Representation

• Specialized Support• special educator, school psychologist, school

counselor, behavior specialist

• Support Staff• office, custodial, bus, cafeteria, etc.

• Parent/Community

• Student

Readiness Checklist

3. Administrator actively participates and attends meetings/trainings.

4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.

Why Administrator Support?

The administrator’s support & active involvement are critical factors for successful implementation.

The administrator provides an articulated vision for school-wide PBIS at the building, district and community level.

The administrator gives PBIS a “Top-3-Priority” status.

Readiness Checklist

5. PBIS Team commits to monthly meetings.

10. PBIS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility.

11. PBIS School Coordinator is identified and assigned a .1 FTE responsibility.

Readiness Checklist

Why have a Supervisory Union (SU) Coordinator?

• Assure resources (grant allocations) are tied to PBIS work in the schools

• Coordinate and support the work of schools implementing PBIS within the SU

• Develop and support a PBIS SU level team

PBS SU Coordinator Responsibilities:

• Establish Supervisory Union Team 

• Complete or coordinate school-based evaluations and assessments (SET, EBS) 

• Act as a liaison between schools and State PBIS Team• Attend school-based Leadership Team meetings 3 times per year

• Establish quarterly Supervisory Union meetings once there are multiple schools within a Supervisory Union

• Attend regional PBIS Coordinator meetings

• Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV)

• Ensure student social behavior is a top priority of the SU

Why have a PBIS School Coordinator?

• Team start-up and support

• Help with Team sustainability and accountability

• Team reinforcement (positive nag)

• Public relations and communications

• Ensure school data collection system is in place

• Promote systems change process

• Monitor progress

• Enhance collaboration and participation

PBIS School Coordinator Responsibilities:

• Meet with team at least monthly

• Attend PBIS coordinator and Leadership Team trainings• Attend regional coordinator meetings

• Help team complete tasks on time

• Help with team organization

• Data organization and reporting

Team Activity

As a Team, discuss:o Who needs to be on your PBIS Universal Leadership

Team?o Who will be designated as your PBIS School

Coordinator? o Who will be designated as your PBIS SU Coordinator?o Schedule your PBIS Leadership Team meetings

between now and your Team’s Universal training.

Complete Action Plan for Readiness Checklist #’s 1,2,3,4,5,10,11

Readiness Checklist

7. PBIS Leadership Team has provided awareness training to ALL STAFF.

8. At least 80% of all staff agree to PBIS implementation.

Characteristics of an Effective PBIS Presentation to Staff:

Elements to Include:

• What is PBIS?

• Why choose PBIS?

• What are the elements of PBIS at the Universal Level?

• What does PBIS look like/sound like?

• What’s expected of me?

Sample PBIS Slides

For sample slide show presentations visit

www.pbsvermont.org

A vote for PBIS means…• All staff commit to active participation in improving

school climate• All staff members directly teach & encourage

expected social behaviors• All staff increase their daily positive contacts with

kids in- & outside classroom• Administrators increase their involvement in

proactive student interactions & support• Data are used for decision making• Formal supports in place for non-responding

students

Staff Reluctance to PBIS Buy-In• Lack of administrative direction/leadership

• Skeptical that universal intervention not needed

• Hopelessness about change

• Philosophical differences

• Staff feel disenfranchised from each other, the Administrator or the School’s Mission

• Competing initiatives/don’t see the connection between behavior and academics

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

1-5% 1-5%

5-10% 5-10%

100% 100%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Targeted Group Interventions•Some students•High efficiency•Rapid response

Targeted Group Interventions•Some students•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student SuccessDesigning School-Wide Systems for Student Success

Academic Support SupportBehavioral

Integrated Response to Intervention

+

Team Activity: Part 1

As a Team discuss possible staff reluctance and how you might

respond.

Team Activity: Part 2

As a Team, plan your PBIS presentation for staff:

o Who will design and deliver the presentation?o How will you ensure FULL STAFF participation in

the presentation?o When will the presentation take place?o How will you know that you have 80% buy-in?

Complete Action Plan for Readiness Checklist #’s 7 & 8

PBS and Data-based Decision Making

PBS Schools must have:

1. High quality data 

2. System for collecting and analyzing the data

3. Procedures for making decisions based on data

Kinds of Data

Positive Behavior Support Survey information

School-wide Evaluation (SET) information

Teaming matrix

Team Implementation Checklist

Office discipline reports

Behavioral incidents

Attendance

Detention, Suspension, Expulsion

Observations

Surveys, focus groups

Special Education referrals

Special Education eligibility

What are the data you are most likely to need to help you in making PBIS

decisions?• What problem behaviors are most common?

– ODR per Problem Behavior• Where are problem behaviors most likely?

– ODR per Location• When are problem behaviors most likely?

– ODR per time of day• Who is engaged in problem behavior?

– ODR per student• Why are problem behaviors sustaining?

– No graph

General Approach: “Big 5”

# referrals per day per month

# referrals by student

# referrals by location

# referrals by problem behaviors

# problem behaviors by time of day

# of referrals per day per month

# of referrals by student

# of referrals by location

# of referrals by problem behavior

# of referrals by time

Activity:What is the data telling you?

Look at the graphs on your table.  

Pretend this data is from your school.  

Answer the following:

•What do you think the data is telling you?

•What decisions might you make from looking at the data?

Making Decisions Based on Data

Step 1: Create a Precise Problem Statement and Hypothesis

• Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Step 2: Develop a Solution

Prevention *Maintain current lunch schedule, but shift classes to balance numbers.

Teaching *Teach behavioral expectations in cafeteria

Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

Corrective Consequence Active supervision, and continued early consequence (ODR)

Data Collection Maintain ODR record and supervisor weekly report

Next Steps

1.Work with your team to complete readiness activities

1.Confirm readiness with PBIS State Coach

1.Complete PBIS Intent to Implement Form

2.Register to attend First Steps to Implementation training with your Team

3. Register to attend Universal Leadership Team training with your Team

If you need help contact…

Richard Boltax – 828-5125 or richard.boltax@state.vt.us

Sherry Schoenberg – 656-9656 or sherscho@sover.net

Cassandra Corley – 656-9349 or cassandra.corley@uvm.edu

Ken Kramberg – 295-2095 or kenkramberg@gmail.com

Josh Souliere – 828-0552 or josh.souliere@state.vt.us