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Placer County Office of Education Positive Behavioral Interventions and Supports - Universal System
PBIS Tier IDay 1 Team Training
Welcome!List Schools
Michael LombardoDirector Interagency Facilitation
Luke AndersonPBIS/MTSS Coordinator
Celeste Rossetto-DickeyPBIS/MTSS Coordinator
Kerri Fulton Regional Coach/[email protected]
Denae DennisRegional Coach/[email protected]
Ruth Volpi-LaneProgram Analyst
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Acknowledgements
Dr. Rob Horner, University of Oregon
Dr. George Sugai, University of Connecticut
Dr. Chris Borgmeier, Portland State University
PBIS Technical Assistance Center
Today’s Learning Objectives:
Introduction to PBIS
PBIS Teaming
Staff Involvement
School Expectations
Teaching Matrix
Classroom Expectations
Materials
PBIS Tier I Binder
http://sites.placercoe.k12.ca.us/PBIS/
PBIS Handbook Template
Tier I Day 1 Packet
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Tier I Action Plan: Preview of Today’s TasksDocument 1
IntroductionsNameSchoolStaff Position
Training Expectations
• Watch for power cords• Keep lids on beveragesBe Safe
• Turn off cell phones• Listen during presentation time
Be Respectful
• Participate fully with your team• Use the team time to complete tasks
Be Hardworking
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What is PBIS?
Positive Behavior Interventions and Supports
Shoulder partner: 1) What do you already know about SW-PBIS?2) Why do you think it is important to implement
School-wide behavior support systems?
Relationships
Rita Pierson
Importance of Relationships Make an effort to get to know each student in your
classroom. Always call them by their names and strive to understand what they need to succeed in school. (Croninger & Lee, 2001)
Make an effort to spend time individually with each student, especially those who are difficult or shy. This will help you create a more positive relationship with them. (Pianta, 1999; Rudasill, Rimm-Kaufman, Justice, & Pence, 2006)
Be aware of the explicit and implicit messages you are giving to your
students Be careful to show your students that you want them to do well in school through both actions and words.(Pianta, et al.,
2001; Rimm-Kaufman et al.,)
Create a positive climate in your classroom by focusing not only on
improving your relationships with your students,
but also on enhancing the relationships among your students.(Charney, 2002; Donahue, Perry & Weinstein, 2003).
Discuss
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What is the purpose of PBIS?
…to make schools more effective and equitablelearning environments for ALL students.
Predictable
Consistent
Positive
Safe
Equitable
PBIS is…
For ALL students
Important academic and behavioral outcomes
A continuum of evidence-based interventions to achieve
Framework for enhancing the adoption and implementation of
Experimental Research on SWPBIS
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), 100‐115
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), 462‐473.
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, 133‐148.
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.
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, 133‐145.
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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School‐wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions andSupports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149‐156
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Trends in Discipline Practices
Least Effective
Punishment (when used too often)
Exclusion
Counseling (as a reactive strategy)
(Gottfredson, 1997)
Most Effective
Proactive school‐wide discipline systems
Social skills instruction in natural environment
Academic/curricular restructuring
Behaviorally based interventions
Early screening and identification of antisocial behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
FRMS Total Office Discipline Referrals (Majors)Sustained Impact
0
500
1000
1500
2000
2500
3000
94-95
95-96
96-97
97-98
98-99
99-00
00-01
01-02
02-03
03-04
04-05
05-06
06-07
Academic Years
To
tal
OD
Rs
Pre
Post‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
0
200
400
600
800
1000
1200
2006/07 2007/08 2008/09 2009/2010 2010/11 Goal
1108
724 655
475
350
# o
f D
isc
ipli
ne
Re
ferr
als
Year
Office Discipline Referrals Per Year
PBiS Implemented
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HOW?
Establish positive school
climate Maximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Hoagwood, Mayer, Patterson,
Reid, Walker
Tiered Fidelity Inventory (TFI)
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Let’s begin with baseline data…• Tiered Fidelity Inventory (TFI): An assessment tool developed
by the University of Oregon, PBIS Technical Assistance Center
• Provides teams with a single, efficient, valid, reliable survey to guide implementation and sustained use of school wide PBIS
• Today, we will collect baseline data for Tier I only
• Do not be discouraged! You may score low today, that is OK! You will find your scores improving over time.
www.pbisapps.org
Instructions and Considerations
1. Teams will read each question, then vote as a team. Scoring criteria is 0, 1 or 2.
2. Where would we look, or how would we know if something is in place? See middle column, “Possible Data Sources”. You do not need all sources; this is a small list of where you might look.
1. Teams will read each question, then vote as a team. Scoring criteria is 0, 1 or 2.
2. Where would we look, or how would we know if something is in place? See middle column, “Possible Data Sources”. You do not need all sources; this is a small list of where you might look.
3. You will see questions that reference a “Walkthrough Tool”. Make your best guess, as the walkthrough tool has not been completed at your site yet.
4. Question 1.14 asks about fidelity data. Completing the TFI satisfies this item, give yourself an automatic “2 points” for this question.
What is PBIS?
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PRACTICES
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Social Competence & Academic Achievement
SupportingDecision Making
Universal PreventionAll Students• Core Instruction• Preventive• Proactive• Common Rules
and Expectations• Common
Referral System• Acknowledgment
Based Behavior System
Targeted InterventionGroups with similar needs• Preventative• Easily Accessible• Academic or
Behavioral
Intensive Intervention • Individualized• Function-based• High intensity
PBIS Framework
80%
7-15%
1-5%
Change Takes Time…
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
You are here
Plan for rollout
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Implementing Tier I in your school:How will we get there?
ESTABLISH behavior rules
and expectations
TEACHrules in context
of routines
PROMPT; remind and
reinforce positive
behaviors
MONITORstudent
behavior in natural context
EVALUATEeffects on instruction
SUSTAIN; create your own
school PBIS handbook
Overview of Tier I PBIS Training
Date ContentDay 1 PBIS Overview
Teaming & Behavioral Expectations
Day 2 Lesson PlansAcknowledgement Systems
Day 3 Consistent Consequence Systems; Data Systems
Day 4 Team Initiated Problem Solving (TIPS)Family EngagementPBIS Kick Off
Developing a Positive School Culture
Developed materials Documentation of system Handbook Posted expectations
Staff participation and buy-in 80% + participation by staff Acknowledgement system
reaches all students Leadership on PBIS team
meeting regularly to maintain the strength of PBIS systems
Without these school culture will not shift.
PBIS Handbook Template: Document 13
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PBIS Handbook (Template: Document 13)
What to include:• PBIS Summary & Rationale
• School Rules & Posters
• Expectations Matrix
• Lesson Plans
• Schedule for Teaching Expectations
• Acknowledgment System• Example tickets & description of system
• Responding to Misbehavior• Office referral system
• Staff v. Office Managed Behavior
CommonVision/Values
CommonLanguage
CommonExperience
MEMBERSHIP
Shoulder Partner Activity
Share with your partner a time you were part of a team, club or group (non-work related) that had: Common language, experience and vision/values
Share out
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Teaming
Active, alive -- not static
Not something we’ve done – it’s something we’re doing (Think of it as a PLC for behavior)
Representative of ALL school staff
Supportive of family and student voice
Alive through ongoing planning, support, and decision making, based on data to address needs as they arise
Regularly using data to maintain and develop programs in order to meet needs
A Team is…. Tell us in your own words!
Compass Activity
Just get it done!Like to act, try things out, plunge in….
Look at the big pictureLike to speculate andConsider possibilities
before acting.
Consider everyone’s feelingsLike to hear and honor all voices before
acting
Pay attention to the details
Like to know who, what where, how
before acting
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Compass Points
With your compass group, list:List four strengths of your style preference
List four limitations of your style preferenceList some examples of what others need
to know about people with your style preference to make your work together more productive and successful
Team MembershipCulturally Responsive PBIS
Is school staff representative of culture & diversity of
the community?
Recruit family members
Recruit community members
Include diverse customs & norms into
implementation
Strategies for Fostering Parent and Community Voice at Your Site
Parent Advisory Group
Parent night with food
Letter to Employers
Partnership with Community Advocacy Groups
Home visits
Surveys
Social Media
Others?
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Reflection and Team DiscussionReflection: Do all students and families benefit
equally from the educational services you provide?
What are your ideas for seeking and giving voice to representative staff, students, families and community?
Do you need to add any additional team members?
Identifying PBIS Team Members
Members to be included:• Administrator• Coach• Team Lead• Certificated Staff Members• Classified Staff Members• School Psych/Counselor/Behavior Specialist• Family Member• Other staff/community members• Student ( Middle/High)
Team should be representative of all staff• Across grades, departments, classified staff, tenure, race, gender,
etc.• Allows for all persons in school to have a voice or receive update
See Document 2: PBIS Team Roles
Team Roles
District Coach
Team Facilitator/Lead
Minute taker
Data Analyst
Active team members
Administrator
Can one person serve multiple roles?Are there other roles needed?
Typically NOT the administrator
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Activity: Pair & Share Form groups of four with those around you
Count off 1,2,3,4
You will read a numbered section from the Team Member Responsibility (Document 3)
You will describe to the rest of your group the responsibilities and traits of the role you were reading about
NumberAssigned
to You:Read and Report on the role of the:
1 Facilitator
2 Data Analyst
3 Minute Taker
4 Team Member
Who is Responsible?Action Person Responsible
Reserve Room Facilitator
Recruit items for Agenda Facilitator
Review data prior to the meeting Data Analyst
Reserve projector and computer for meeting
Minute Taker
Keep discussion focused Facilitator
Record Topics and Decisions on agenda/minutes
Minute taker
Ensure that problems are defined with precision
Facilitator
Ensure that solutions have action plans
Facilitator
Provide “drill down” data during discussion
Data Analyst
End on time Facilitator
Prepare minutes and send to all members
Minute taker
Learning from our colleagues…
Building Team Capacity
Define meeting logisticsTeam roster with contact
informationGroup agreements for operating team
meetingsAccess to equipmentPrevious meeting minutesLaptop & Projector Internet access
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PBIS Team
Shared responsibilities
Represents
all staff
Coordinating with other initiatives
Team Work Time
Guiding question Team task Use
Who will be your:• Facilitator• Data Analyst• Minute Taker• Team members• Back-ups for each
Assign roles and backups to team members and record these roles on the PBIS Team Roster
Document 4 (Electronic)Document (Word) 5
Use Document 5 if you have a Mac
When will the PBIS team be meeting this year?
Schedule PBIS team meetings for the school year. Teams should meet monthly for 45-60 minutes.
Electronic Calendar?
Meeting FoundationsTIPS Meeting Minute Form
(Team Initiated Problem Solving)
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Organizing for an effective problem solving conversation
Problem
SolutionOut of
Time
Use Data
A key to collective problem solving is to provide a process that allows everyone to
follow and contribute
The Process: TIPS Meeting Minute Form
Documentation
Review of meeting minutes
Visual tracking of focus topics• Prevents side conversations• Prevents repetition • Encourages completion of tasks
TIPS Meeting Minute Form: Intro TIPS Form: Document 6
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Meeting Information
Agenda Items
Information & Decisions
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Brief Evaluation
Team Work TimeGuidingquestion
Team task Use
How will your team use the TIPS meeting minute form?
Complete the top 2 sections of the meeting form:• Meeting date• Team members• Roles• Agenda items
• Additional members needed?
• Does the team represent the school & community?
TIPS Intro Meeting Minute Form (Document 6)
School Rules: Creating a Culture
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“What are our school rules?”
Why 3-5 Positively Stated Rules?
They are easier to learn & remember
Increased generalization of
rules:
Same rules can be used across staff &
settings
Guidelines for Developing School Rules
• Broad enough to cover academic and behavioral goals
• Stated positively• Brief, easy to remember• Catchy, personalized to your school
3-5 School Rules
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RedesignLearning&TeachingEnvironment
Let’s see some examples…
A Lassen County school
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Fairfield Elementary, Eugene, Oregon
John Still Elementary, Sacramento
Tangen School, Norway
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Washington, DC
Let’s see some Non-examples…
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Team Work Time
Guiding question Team task Use
What are your school rules?
Identify 3-5 school rulesExamples:
• Be Kind, Be Safe, Be Responsible
• SOAR: Safe, Respect Others, Achieve, Ready to Learn
Document 7 or 8
How will you get staff input about the school rules?
Agree on a plan for finalizing the school rules based on feedback.
Include School Rules in your PBIS Handbook
Defining Behavioral Expectations &
Routines In School Settings
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Defining Expectations
Guided by school rules
• Seek input from staff, especially those staff working in specific setting (e.g. library, playground, cafeteria)
Specific to each setting
• Walk in the hallway vs. No running
1-3 Positively stated expectations
• Keep hands to yourself vs. Keep your body under control
Focus on clear, specific behaviors you want to see
Behavioral Expectation MatrixDefining expected behavior across settings (outside the classroom)
School Rules
Settings Be Safe Responsible Respectful
Hallway Walk on the right sideAllow others to pass
Hold door open for person behind youHave a pass during class time
Use quiet voicesKeep hands & feet to self
Playground Stay in boundaries
Be aware of people around youPut equipment away at break
Include everyoneFollow game rules
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat until you are satisfied.
Include 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.
TEACHING MATRIX
Exp
ecta
tions
Rules
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RAH – at Adams City High School(Respect – Achievement – Honor)
RAHHallway/
Commons
Cafeteria Bathrooms
Respect Keep location neat, Keep to the right,
Use appropriate language
Put trash in cans, Push in your chair, Be courteous to all staff and students
Keep area clean, Put trash in cans, Be mindful of others’ personal space,
Flush toilet
Achievement Keep track of your belongings, Monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students
Leave the room better than you found it
Honor Be considerate of yours and others’ personal space
Keep your own place in line, Maintain personal boundaries
Report any graffiti or vandalism
RAH – Athletics
RAH Practice Compe-titions
Eligibility Lettering Team Travel
Respect Listen to coaches directions
Push yourself Encourage teammates to excel.
Show positive sportsmanship Solve problems in mature manner Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter
Be where you are directed to be.
Achieve-ment
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals Encourage your teammates.
Earn passing grades;
Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms
Win with honor and integrity
Represent your school with good conduct.
Show team pride in and out of the school.
Set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times Demonstrate team honor/pride.
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Setting Fair & Reasonable Expectations
Can you give an example?
Did we create unreasonableexpectations?• We set ourselves
up to be inconsistent in enforcing expectations
Will the expectations be enforced?• If we believe the
expectations are unfair or unreasonable, we will not enforce them!
Are you sure?• Be careful not to
set yourself / your staff up with expectations that you will not enforce.
Team Work TimeGuiding question Team task Use
What locations or contexts exist at your site?
(We will focus on classrooms separately)
-List your school rules across the top. -List the locations in the left column.-Focus on most pressing location first-Create a plan for defining behavioral expectations in each setting.
Document 7Document 8
Examples: Document 9
How will you develop the behavioral expectations for each setting?
Begin developing the expectations for each setting. Tip: Divide & Conquer!
http://www.pbis.org/training/new-teamGoogle: pbis expectations matrix
Include Matrix in your PBIS Handbook
Behavioral Expectations in the Classroom
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Define behavioral expectations and routines within Classroom Grade Level Teams and/or Professional Learning Teams
Link the expectations to School Rules
Classroom Expectations
Mapping School Rules to Classroom Expectations & Routine
Document 10
PBIS Team or individual teachers fill in this section. Solicit feedback!
Individual teachers fill in this section.
Mapping School Rules to Classroom Expectations & Routine
Document 11
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Team Work Time
Guiding question Team task Use
How will you link school rules & defining behavioral expectations in the classroom?
Complete the top section as an example to share with staff
Document 10 (Top Section)
How will you work with your teachers to link theirclassroom expectations to the school rules?
Use Guiding Questions to work with teachers to develop their classroom routines
Document 10 (Routines Section)
Document 11, 12: Examples
Include Classroom Expectations in your
PBIS Handbook
Publicly Post School Rules
Make easily viewable postersand
Post them in every room/area of the school
Posters should be visible from nearly any location in the school
Why post the rules?• Prompts staff and students to
acknowledge positive, not only negative behavior
• Increases accountability for staff and students to use language and follow rules
• Signs can reduce personal focus or confrontation…Can point to the rules poster and cite the school rule being broken
“It’s not my rule you’re breaking, it’s one of our 3 school rules.”
Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines
Ho’ihi: Be RespectfulUse proper table manners Eat your own food
Laulima: Be CooperativeWait patiently/quietly
Malama: Be SafeWalk at all timesWash hands Chew food wellSlow down
Cafeteria
KingKaumualiionKauai
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Poster Guidelines
Readable and legible
Student and staff eye level
Specific to each area
Durable
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Team Work TimeGuiding question Team task Use
How will you create your posters?
Discuss ideas you will present to the staff: (e.g. student contest, printing company, design ideas)
How will your PBIS team gather feedback from the larger staff about the setting expectations and posters?
Develop a plan for how to present to staff and seek feedback
TIP: Most school picture photography companies will agree to print PBIS posters at no-cost, if negotiated into the signing agreement.
Staff Involvement
General Implementation
Process
PBIS Team attends PBIS
training
PBIS Team shares what was learned
with all staff
PBIS Team seeks input from all staff & stakeholders
PBIS team
leads implementation
efforts
PBIS Team creates data-based action
plan
Site Implementation
PBIS Team evaluates
effectiveness
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Encouraging Buy-in & SupportAcross School Staff
• Frequent data and progress updates to ALL staff
• No surprises!
Promote PBIS
• Before finalizing decisions
Seek Feedback
• Distribute materials
Be User Friendly
• Team members (not administrators) present PBIS updates to staff
Updates
• Staff participation
• Link with student incentives
Incentives
• Begin with a shared area of concern on campus
Focus
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Other examples
Staff surveys
Staff poll at staff meeting
Sharing data
Idea box
Carousel walk
Team DiscussionGuiding question Team task
What will be important for your staff to understand about PBIS?
How will this information be meaningful to your colleagues?
Identify specific ideas and be ready to share.Add to Meeting Agenda.
Overview of Tier I PBIS Training Series: What’s Next?
Date Content
Day 1 PBIS OverviewTeaming & Behavior ExpectationsPBIS Meeting Foundations (TIPS)
Day 2 Lesson PlanningAcknowledgement Systems
Day 3 Consistent Consequence Systems; Data SystemsRemember to bring your Office Discipline Referral form to Training Day 3
Day 4 Problem Solving (TIPS)Family Engagement & PBIS Kick Off
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Team Time: Use the Tier I Day 1 Action Plan to plan your next steps
Questions, Comments &
EvaluationA portion of PBIS training is funded by CalMHSA, who requires certain demographic questions to be asked on participant evaluation forms. Your answers are anonymous; data is collected in an effort to strengthen outreach to typically underserved populations. If you prefer, you may leave these items blank. Thank you.
