Developing a Universal System of Positive Behavioral Interventions and Supports as Response to Inter

1
Developing a Universal System of Positive
Behavioral Interventions and Supports as Response
to Intervention
Howard Muscott, Ed.D. , Director NH Center for
Effective Behavioral Interventions and
Supports www.nhcebis.seresc.net 206-6891
hmuscott_at_seresc.net
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Support for NH RESPONDSis provided by the NH
Bureau of Special Education, NH Department of
Education under a grant from the US Department of
Education, Office of Special Education and
Rehabilitation Services
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NH RESPONDS Lead Partners

• NH Department of Education- Bureau of Special
  Education
• NH Center for Effective Behavioral Interventions
  and Supports at SERESC
• Expertise in Positive Behavior Supports
• Expertise in integration of mental health and
  school supports
• Institute on Disability at University of NH
• Expertise in Literacy within an RtI model
• Expertise in PBIS and Intensive Interventions
  (RENEW) for Secondary Transition and Dropout
  Prevention

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Behavior Strand B Agenda

• Welcome and Preview the Day
• Research, Beliefs and Conundrums
• Steps in Implementing Universal PBIS Systems of
  Behavior Support
• Building Universal Teams
• Developing Outcomes
• Developing Behavioral Expectations in Context
• Lunch, Graduation and Posters
• Action Planning

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Outcomes for Today

• To provide school teams with knowledge and
  skills to design proactive, positive, and
  predictable universal systems of discipline.
• To assess the capacity of each school to deliver
  effective behavioral interventions and supports.
• To complete two process assessments to address
  team readiness and RtI for behavior features
• To create a action plan that will move each
  school closer to the goal of implementing PBIS
  with fidelity.

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Behavior Strand B Assumptions

• This strand is for schools who have already
  obtained readiness and a commitment to adopt PBIS
  as a multi-tiered RtI system for behavior
  support.
• Strand B presumes participants do not need to be
  convinced of the need for a multi-tiered system
  of behavior support.
• Strand B assumes that teams have come ready to
  learn the knowledge and skills that will enable
  them to build the universal tier.

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We Know that Schools are Faced with Increasing
Challenges

• The Challenge of Educating an Increasingly
  Diverse Student Population
• The Challenge of Providing a Safe, Orderly, and
  Positive School Climate Conducive to Learning
• The Challenge of Improving Academic Achievement
• The Challenge of Producing Students Capable of
  Competing within a Global Economy
• The Challenge of Accomplishing These Outcomes
  with Diminishing Resources

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Guiding Principle Social Behavior and
Achievement are Linked
To improve the academic success of our
children, we must also improve their social
success. Academic and social failures are
reciprocally and inextricably related. As a
result, systems to support behavior and literacy
should be integrated
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Guiding Principle How Full is Your Plate?
Schools and educators are bombarded with
changing mandates, competing and multiple
initiatives and a train and hope approach to
professional development that is not aligned to a
few core priorities and outcomes
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Guiding Principle How Full is Your Plate?

• We believe implementation requires programs to be
  thoughtful in determining a small number of
  priorities and using a train and sustain approach
  to align professional development activities to
  those few core priorities and outcomes

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Guiding Principle RtI Implementation Starts from
Where You Are

• Its a process, not a curriculum
• Its a roadmap with a set of guiding principles
• It requires buy-in and commitment from staff,
  administration and SD leadership

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Responsiveness to Intervention (RtI)Batsche et
al. (2006)

• RtI is defined as the practice of providing
  high-quality instruction and interventions
  matched to student need, monitoring progress
  frequently to make decisions about changes in
  instruction or goals, and applying child response
  data to important educational decisions.

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Responsiveness to Intervention

• A systematic framework for improving social,
  emotional, behavioral academic outcomes for
  children in K-12 schools ECE Programs.
• A broad set of evidence-based systemic
  individualized strategies to effectively prevent
  respond to academic and behavioral problems.
• A strategic approach in which collaborative teams
  use effective group processes data-based
  decision-making to achieve desired outcomes.

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What is Response to Intervention? National
Center on Response to Interventionwww.rti4success
.org

• Response to intervention
• Integrates assessment intervention within a
  multi-level prevention system to maximize student
  achievement reduce behavior problems. 
• Schools using RtI
• Identify students at risk for poor learning
  outcomes
• Monitor student progress
• Provide evidence-based interventions
• Adjust the intensity and nature of those
  interventions depending on a students
  responsiveness

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Responsiveness to Intervention

• The ultimate goal of an RtI model is a
  comprehensive and integrated approach to academic
  and behavior support for all students.

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Positive Behavioral Interventions and
Supports-NH is
Response to Intervention for Behavior
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Systemic Process of RtI
Literacy
Behavior

• Universal Interventions
• All students
• Core curriculum
• Preventive, proactive

80-90

• Targeted, Group Interventions
• Some students (at risk)
• Additional instruction
• Progress monitoring

• Intensive, Individual Interventions
• Individual students
• Specifically tailored instruction
• Progress monitoring

5-10
1-5
Secondary Transition for high school
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A 3-Tier ApproachLevel 1

• Primary prevention for the whole population
• Differentiated instruction to reach 80-90 of
  students
• The purposes of universal strategies are to
• maximize achievement,
• prevent future difficulty, and
• increase positive interactions (success) with
  people and learning.

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Tier 1 Universal Whole School, All students,
Screening and Early Identification
Behavior Expectations Promotion of positive
behavior (define, teach, recognize) Response to
problem behavior (define behaviors and response
processes)
Literacy Standards Word ID Language
Comprehension Print Processing
Data Weekly data reports of problem behavior
Attendance, Periodic self-assessments
Tools Explicit instruction/modeling Systematic
instruction/skill-building Ample practice
opportunities Immediate corrective feedback
Differentiated instruction Continuous assessment
Data DIBELS NWEA AIMSweb Other
Tools Matrix of expected behaviors Teaching plan
and practice Recognition plan Problem behavior
definitions Response process Reporting/Data
collection
Tools Research-based literacy curriculum Classroom
-wide and small group Benchmark
assessment Data-driven instruction
Movement to Tier 2 supported by effective
decision rules, goal-setting, progress
monitoring, fidelity of implementation, use of
evidence-based instruments and linkage to
specific skill deficits
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SYSTEMS
2. Communication with Staff and Families
1. Universal Team and Processes
Primary Prevention Universal Approaches
8. Systematic Screening
3. Schoolwide Expectations for All Locations
DATA
9. Data-Based Decision Making
4. Classroom Management
7. Responding to Problem Behavior
PRACTICES
5. Teach Expectations in Locations
6. Recognize Students for Exhibiting Expected
Behaviors
Muscott Mann (2006)
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A 3-Tier ApproachLevel 2

• Increase opportunities for struggling students to
  succeed by providing additional time, strategies,
  approaches and tools
• Structured secondary interventions to meet needs
  of at-risk youth through group interventions and
  targeted core instruction
• Increased monitoring of targeted skills to
  measure intervention progress

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Tier 2 Targeted Small Groups and Individual
Supports Based on Similarities of Needs and Data
Literacy Additional group instruction time to
address specific skill needs
Behavior Social contracting Targeted group
interventions based on function of behavior
Data Weekly data reports of problem behavior or
prosocial behavior Progress monitoring of group
interventions Periodic self-assessments
Tools Social contracting Check-In, Check-Out PASS
(Preparing and Supporting Self-Managers) And
other group interventions Functional Behavioral
Assessment and Support
Tools Diagnostic assessment Small groups based on
specific skill needs (e.g., comprehension, sight
word recognition, vocabulary)
Data DIBELS AIMSweb Other
Movement to Tier 3 or 1 supported by effective
decision rules, goal-setting, progress
monitoring, fidelity of implementation, use of
evidence-based instruments and linkage to
specific skill deficits
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SYSTEMS
1. Targeted Team and Processes
2. Data-Based Decision Making
DATA
Secondary Prevention Targeted Approaches A
Function-Based Perspective
3. Communication with Staff and Families
8. Behavior Support Planning
7. Functional Assessment
4. Early Identification and Referral Processes
Muscott Mann (2007)
6. Targeted Group Interventions
5. Teacher Check, Connect, Expect
PRACTICES
SAU/District-wide Administrative Team
Universal Primary Prevention
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A 3-Tier ApproachLevel 3

• Targets the 1-5 who are not responding to Tier I
  and Tier II efforts.
• Intensive strategies or programs delivered in
  small group or 11 in addition to core
  instruction
• Increased monitoring of targeted skills to
  measure intervention progress
• Student-centered and adapted to meet individual
  needs.

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Tier 3 Intensive Individual Assistance Focused
on Needs and Data
Literacy Additional individual instruction time
to address specific skill needs
Behavior Individualized plan for behavior supports
Tools One-on-one instruction Explicit
instruction/modeling Systematic
instruction/skill-building Ample practice
opportunities Immediate corrective feedback
Alternative Education Planning (HS)
Data Weekly data reports of problem
behavior Progress monitoring of student Periodic
self-assessments Student Progress Tracker (HS)
Tools Functional behavioral Assessment Behavior
Support Plan Person-Centered Planning Life Space
Crisis Intervention (LSCI) Wraparound RENEW
School-to Career Planning (HS) Alternative
Education Plans (HS)
Data DIBELS AIMSweb Diagnostic Assessment
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1. Conflict Cycle
8. Wraparound
PBIS-NH School-Based Tertiary Practices Muscott,
Mann Berk (2007)
7. Person-Centered Planning
2. Escalating Behavior Cycle
3. Intensive FBA Behavior Support Plans
6. Referrals to Community Services
5. Communicating with Families
4. Life Space Crisis Intervention
Building Relationships
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Ive been waiting for this for 30 years in
public education.

• NH Teacher

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New Hampshires System of Care and Education
School-wide and General Education Classroom
Systems for Preventative Instructional and
Behavior Management Practices Systematic
Screening Promote Positive Parent Contact
Efficient Systematic Intervention for Students
Who Do Not Respond to SW and Classroom
Prevention and Response Systems Teacher Check,
Connect Expect
Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior
Available for Students Who Dont Respond to SW
and Teacher Check, Connect Expect
Mann Muscott (2007)
Function-Based Support Planning (Functional
Assessment and Intervention Planning) Available
for SW and Group non-responders
School-based Intensive Supports Coordinator
Intensive Behavior Support Plans and Crisis
Intervention
Linkages to Wrap-NH Facilitation
School-based Intensive Supports
Linkages to Community-based Supports
Linkages to Case Centered Collaboratives
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PBIS-NH Support Systems
Supporting Decision Making
Supporting Staff Behavior
OUTCOMES
SYSTEMS
DATA
PRACTICES
Supporting Student Behavior
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PBIS-NH Logic Model Muscott (2007)
PBIS Systems, Data Practices Implemented with
Fidelity
Safe, Orderly, Predictable Positive Learning
Environment
Early Identification of At-Risk
Students Differentiated Interventions including
Relationship Building
Reductions in Problem Behavior/Increases in
Prosocial Behavior
Increased Time for Effective Teaching, Learning
Relationships
Increased Academic Achievement School Success
Improved School Climate Improved Faculty and
Staff Morale and Sense of Efficacy
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Establishing a Social Culture in Schools Horner
(2007)
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values
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Supporting systemic change in a school community
is a long-term journey that begins with dreams
and ideas.

• Which can be embraced by faculty,
  administration, students, families, and community
  members
• initially with Words
• which develop into Actions or Behaviors
• and then become Habits through Practice
• to ultimately form Climate or Culture

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With PBIS, as the students move through the
grade levels they find that the rules are the
same, the cues are the same and the consequences
are the same. By the time they reach grade four,
students are able to self-monitor their behaviors
and work out many of the conflicts that
previously required so much teacher time.

• Kathleen Custer
• Principal
• James Mastricola Elementary School
• Merrimack

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Cultural ConundrumsMuscott Mann (2007)

• A conundrum is a puzzle, mystery or challenge
• Beliefs present Cultural Conundrums for programs,
  schools and families
• These conundrums become barriers if not put on
  the table and worked through
• Left unattended, they present the potential to
  undermine efforts
• People get frustrated, upset or apathetic
• They can split a program or school staff
• They require strategic and systems thinking to
  address
• They are an important factor in determining
  successful vs. unsuccessful implementation

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How Full is Your Plate?

• We know that programs can only address a few
  priorities or at a time
• We understand that some programs pile on many
  initiatives, while others limit priorities
• We believe PBIS implementation requires programs
  to be thoughtful in prioritizing or aligning
  efforts

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An Ounce of Prevention or a Pound of Detention?

• We know teaching behavior is an effective form of
  prevention even if we feel the students should
  already know how to behave
• We understand that most discipline systems in
  school are reactive and that some people in your
  program or school see little need for teaching
  behaviors while others understand that regardless
  of whether students should know how to behave,
  teaching the expectations to all students in the
  school or program is required
• We believe in a preventive instructional approach
  where teaching the expectations to all students
  is the cornerstone of the program

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Consistent Identical or Effective?

• We know that effective programs are predictable
  and consistent
• We understand that some see consistency as using
  identical strategies for everyone, while others
  understand the need for a consistent approach
  with flexible strategies
• We believe in a consistent approach where the
  goal is to find effective strategies to change
  behavior

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To Recognize or To Ignore?

• We know that increasing positive contacts and
  recognizing students for expected behavior
  creates a positive climate and increases the
  chances students will behave as expected
• We understand that some see little value in
  recognizing students for behaviors they should
  already know while others understand that
  recognition is a fundamental human need at any
  age
• We believe that high rates of positive contacts
  and recognizing expected behaviors create a
  welcoming and caring learning environment

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Parents as Partners?

• We know that parental involvement is a
  fundamental pillar of effective programs
• We understand that some see parents as the
  problem while others see them as part of the
  solution
• We believe that parents are important partners
  and we encourage programs to actively engage all
  types of parents in decision-making

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One Size Fits All?

• We know there are three types of students
  typical, those at risk for developing behavior
  problems, and those with intense and chronic
  needs
• We understand that some believe that if we only
  get rid of the bad students this place would
  great, while others understand this approach
  fails to support many students who are worth our
  efforts and can be reclaimed.
• We believe that we dont have a child to waste
  and that building comprehensive systems that work
  are in everyones best interest.

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The Carrot vs. the Stick!

• We know that negative consequences are only
  effective when coupled with positive approaches
• We understand that some people see negative
  consequences as the answer to all problem
  behavior while others understand that negative
  consequences in the absence of a caring, positive
  climate invariably alienates many students
• We believe that positive relationships with
  students increases the likelihood that negative
  consequences when used, will be effective

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Conundrum Activity

• Who Universal Team
• What Review the list of conundrums and identify
  2 or 3 that most apply to your school or will
  come up early in implementation. Answer the
  question, How do you know? Indicate the level of
  effort (high, medium, low) you believe it will
  require to address these conundrums?
• Timeframe 20 minutes
• Report Out Brief comments

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I was very skeptical about this program at
first. I thought, here we go again another
initiative. But I can honestly say that teaching
is much easier with PBIS in place I am now sold
on this approach.

• Barbara Condon, Elementary School Teacher,
  Merrimack school district

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Typical PBIS-NH Sequence
Year 4
Fine tune intensive plan sustainability
Celebrate
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Generic Schedule for Universal PBIS-NH Planning
Jan Feb Mar
Apr May
Jun Jul Aug
Sep
Draft behavioral expectations
Assemble Univ. Team
Involve faculty in self-assessments of classroom
and non-classroom management features
Plan the initial kickoff and teaching series
Collaborative Team checklist
Draft behavioral matrix
Define major and minor problem behaviors
Develop specific strategies for teaching
specific behaviors in specific locations
Universal Implementation checklist
Conduct EBS survey with faculty
Develop or revise the office referral form
Determine the recognition plan to be used and
how to encourage its consistent use
Finalize expectations and matrix
Determine action plans
Map the plans for rolling out PBIS to students,
faculty and families
Define problem behavior referral process
Rollout!
Apply for a SWIS license
Complete and action plan the Working Smarter
Inventory as necessary to eliminate duplication
of effort
Have you determined how you will keep the team
and the faculty on the same page?
Are your team processes effective? If not, go
back to ground rules and the Collaborative Team
checklist.
At each stage, ask Is it appropriate for
families to be involved? If the answer is yes,
what is your plan?
Determine sources, and use, of data for
decision-making
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Steps for Implementing Universal Systems in
PBIS-NH

• 1. Build a universal leadership team and create a
  mission statement
• Representative and Influential
• 2. Identify internal coach(es)
• Capacity for Behavior Support
• 3. Self evaluate building strengths and needs
• Collaborative Team Checklist,
• Universal Team Implementation Checklist,
• Family Engagement Checklist,
• Effective Behavioral Support Survey

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Steps for Implementing Universal Systems in
PBIS-NH

• 4. Establish a clear set of positively stated
  behavioral expectations
• Schoolwide Expectations
• 5. Clearly define expected behaviors for
  classroom, non-classroom and home settings (bus,
  bathroom, hallway/transition, playground, morning
  routine, TV, sleep)
• Behavioral Matrix
• Home Matrix Optional
• 6. Establish procedures for teaching expected
  behavior in context and practice
• Teaching Matrix
• Cool Tools/Teaching Scripts
• Teaching Scripts in Context

48
Steps for Implementing Universal Systems in
PBIS-NH

• 7. Establish a continuum to acknowledge/
  celebrate expected behaviors
• Reinforcement/Acknowledgement Plan
• 8. Align classroom management and management of
  nonclassroom setting to schoolwide system
• Classroom Management
• Non Classroom Management
• Self-Assessments

49
Steps for Implementing Universal Systems in
PBIS-NH

• 9. Develop Procedures for Responding to Problem
  Behavior
• a. Definitions of Problem Behaviors
• (Majors vs. Minors)
• b. Office Discipline Referral Form or
• Form for Recording Problem Behaviors
• c. Process for Responding to Problem Behaviors
• d. Consequences (Punishments, Reteaching) for
  Problem Behaviors

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Steps for Implementing Universal Systems in
PBIS-NH

• 10. Identify an efficient school or program-wide
  data management system and align to procedures
  for responding to or discouraging problem behavior

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Steps for Implementing Universal Systems in
PBIS-NH

• 11. Develop an initial rollout plan with high
  profile kickoff event to formally introduce the
  program to students and families
• 12. Develop an initial program or schoolwide
  teaching plan using evidence-based instructional
  strategies for teaching the expected behaviors in
  one setting/context to all students based on
  data.
• 13. Develop a schedule for when teaching and
  recognition activities will occur across the
  year.

52
Steps for Implementing Universal Systems in
PBIS-NH

• 11. Evaluate the initial instructional plan and
  student outcomes and determine next steps.
• 12. Determine benchmarks for non-responders (ODR,
  tardies, absenteeism, nurses visits).

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Think Sustainability During RecruitmentMuscott
(2008)

• Integrate and Align Initiatives
• State, national and local mandates
• Addressing local outcomes
• Obtain School and School District Commitments
• Require school administrator commitment
• Require 80 favorable staff vote for
  implementation
• Require detailed signoff from principal and
  superintendent of expectations for implementation
• Require school district commitment
• Require 3 year commitment

54
Think Sustainability During ReadinessMuscott
(2008)

• Build Effective Teams and Coaches
• People with credibility and influence
• Mavens, Connectors and Salespeople
• Training and coaching in teaming
• Allow Adequate Time for Training and Development
  Prior to Implementation
• Training begins January before September start-up
• Vetting and gaining staff commitments of features
• Address Communication Systems
• Staff, Families, Board and Community

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Think Sustainability During ImplementationMuscott
(2008)

• Provide On-going Training and Technical
  Assistance
• Coaches and principals continue attending
  trainings and workshops at no charge after cohort
  graduation
• Coaches trainings explicitly address
  understanding and managing resistance
• Address systems integration at all three tiers
• Emphasize and Re-emphasize Data
• Fidelity
• Habits
• Organization
• Analysis

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Think Sustainability During ImplementationMuscott
(2008)

• Increase Visibility
• Stickiness of the message
• Multiple forms of data and stories
• Build Demonstration Sites
• Exemplars with strong leadership and credibility
• Multiple levels (ECE, EL, MS, HS, AS)
• Address Hiring Practices
• Effective plan to hire PBIS-compatible staff and
  orient new staff
• Hiring practices must emphasize knowledge of, or
  at least support for, basic PBIS principles in
  candidates
• Superintendents, coaches, principals

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• "To be successful, you don't have to do
  extraordinary things.
• Just do ordinary things extraordinarily well.
• - John Rohn

58
Steps for Implementing Universal Systems in
PBIS-NH

• Create a representative, credible and influential
  universal leadership team which meets regularly
  and uses effective team processes.

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It All Begins with an Effective Universal
Leadership Team
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That Knows How to Build Climate and Have Fun Too
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Effective PBIS-NH Teams

• Are Strategically Formed to Include Membership
  that Increases the Likelihood of Achieving
  Mission and Outcomes
• Identify and Agree to Ground Rules and Meeting
  Processes
• Meet Regularly with Full Team
• Group Processes Maintain the Team
• Have a Mission that Describes Purpose
• Team Members are Committed to the Mission
• Are Outcome and Action Driven
• Use Action Planning
• Individual Accountability

62
Composition of the Universal School Leadership
Team by Role

• Administrators
• Curriculum/Assessment Director
• General Education Classroom Teacher
• Special Education Teacher
• Behavior Specialist/Guidance/Psychologist
• Reading/Literacy Specialist and/or Title I
  Coordinator
• Family Member
• Paraeducator

63
Universal Team Membership BasicsThink Skills
More Than Role

• Person/People with School-Wide Decision-Making
  Influence
• Person/People with General Education Classroom
  Experience and Expertise
• Person/People with Expertise in Specially
  Designed Instruction
• Person/People with Skill / Experience in
  Data-Based Decision Making
• Person/People Expertise in Family Perspective
• Person/People with Expertise in Student
  Perspective

64
Some People are More Contagious Than Others

• Gladwell talks about three types of powerful
  people who exist among us and are KEY to
  spreading a message
• Mavens The Information Specialists who provide
  the message
• Connectors The People Specialists who spread
  the message
• Salespeople The Persuaders who inspire people
  to act

The Tipping Point, Malcolm Gladwell (2002)
65
9 Important Attitudes, Knowledge and Skills for
Teams as a Group

• People who understand the school culture and the
  schools current systems
• Child Centered
• Success Oriented
• Outcome Oriented
• Unbridled Optimism
• Leadership
• Problem-solvers
• Connectors
• Data-based Decision Makers

66
Roles of the Blended Universal School Leadership
Team

• Lead the Universal System of RtI
• Meet regularly
• Identify key issues/concerns
• Conduct a site analysis
• Identify data management system (SWIS,
  Performance Pathways, district system)
• Develop/revise the school-wide RtI for behavior
  and literacy programs using current data

67
Roles of the Blended Universal School Leadership
Team

• Actively communicate with staff members and
  families regarding the activities of the school
  team
• Conduct staff meetings
  to ensure the understanding, implementation
  and maintenance of the school-wide RtI for
  behavior and literacy programs
• Serve as exemplars for staff and families

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NH CEBIS Matrix of Initiatives
69
NH CEBIS Matrix of Initiatives
70
Effective PBIS-NH Teams Have a Defined Mission

• Team members know the mission, support the
  mission, and can easily articulate the mission to
  others

71
Creating a Mission Statement for the Universal
Team

• A mission statement for the Universal Leadership
  Team helps explain what you do (to various
  audiences)
• The statement should
• Be positive and proactive
• Connect to your PBIS Mission
• Address why the team exists

72
NH CEBIS Sample Mission Statement for a
Universal Team

• Our mission is to be data-driven, thoughtful and
  strategic while developing and implementing a
  program-wide behavioral support system designed
  to maximize positive social and academic behavior
  and minimize problem behavior.

73
Effective PBIS-NH Teams Have Clear and Effective
Group Processes

• Participation is distributed leadership is
  shared
• Roles and responsibilities are defined and
  assigned
• Agendas are prepared for each meeting
• Decision-making is formalized
• Consensus is defined
• An effective problem solving approach is used
• Action plans with tasks, timelines and
  accountability are developed
• Data is used to guide decision-making
• Conflicts are addressed and resolved
  constructively and professionally

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• Effective PBIS-NH Teams Identify Ground Rules,
  Agree to Them,
• and Stick to Them!
• Ground Rules are Reviewed Regularly
• But are Respected Until a Decision
• is Made to Change

75
Belknap-Merrimack Head Start Universal Team
Expectations and Ground Rules

• Stay on topic (be concise, succinct)
• Accomplish charge/agenda items
• Be positive
• Tabled items will be revisited
• Build on others ideas
• Come to consensus
• Inform/update absent members
• Come prepared to meeting your action items
  completed
• Read agenda at start of meeting

76
   
77
Universal Team Meeting Agenda Steps Template

• STEP 1 Follow-up/monitor progress on action
  items from previous meeting.
• STEP 2 Review school-wide data and action plan.
• STEP 3 Discuss Calendar or Other Implementation
  Items and Action Plan.
• STEP 4 Ensure Communication to Key Stakeholders
• STEP 5 Bring Meeting to Closure
• STEP 6 Disseminate Action Items and Decision Log
  to Team Members and Others

78
Effective PBIS-NH Teams Adopt an Effective Means
for Note-taking

• DECISION LOG
• Action Planning Format

79
NH CEBIS MEETING MINUTES
80

• Effective Teams are
• Outcome
• and
• Action Driven

81
PBIS NH Big IdeaData-based Decision-Making

• Sustainability requires that we use a data-based
  decision-making model to achieve the outcomes we
  desire and evaluate whether we have achieved
  those results.
• Where do we want to achieve?
• How will we know weve gotten there?

82
Action Planning Steps

• Identify Issue (Team Meeting Process Where /
  Time to meet)
• Identify TASK(s) to Complete (Find
  distraction-free location / poll Team members for
  best time)
• Identify Person / People Responsible for
  Completing the Task (John H)
• Identify When the Task is to be Completed (2/2/05
  one week prior to next planned Team meeting)

83
Collaborative Team Process ChecklistMann and
Muscott, 2004

• Tool to assess team functioning (14 items)
• Assess status (In place, Partial, Not in Place)
• Identify Priority (High, Medium, Low)
• Develop action plan based on priorities
• Should be completed 2xs a year (Fall, Spring)
• Universal team functioning is priority 1!

84
Collaborative Team Checklist Activity

• Who Universal Team
• What Complete the Collaborative Team Checklist
  (Status only) on the paper version
• Timeframe 30 minutes
• Report Out None

85
Steps for Implementing Universal Systems in
PBIS-NH

• 2. Identify one or more internal PBIS behavior
  support coaches who take a lead role.

86
A PBIS Coach Muscott Mann, 2004

• The PBIS coach is an optimistic, hopeful, and
  positive leader a person with energy,
  commitment and vitality.
• The PBIS coach is eternally persistent, a natural
  problem-solver, and a person who practices what
  they preach.

87
What Makes an Effective Coach?Sugai and Horner

• Fluency with PBIS systems and practices
• Growth in capacity to deliver high level PBIS
  technical assistance
• Capacity to train others in PBIS practices and
  systems
• Capacity to sustain teams in efforts to implement
  PIBS systems practices
• Ability to be a Positive Nag

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Steps for Implementing Universal Systems in
PBIS-NH

• 3. Identify broad desired outcomes and critical
  questions to address based on a review of
  existing (or additional) sources of data using
  data-based decision making processes.

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Using Data-Based Decision-Making to Inform
Schoolwide Teaching Plans Mann Muscott (2006)

• Begin with Broad Outcomes (What do we want to
  achieve?) or Key Questions (What do we want to
  know?)
• Identify the scope a Problem (scope and context)
  through the use of Data (Where we are now?)
• Translate Broad Outcomes into Specific Objectives
  with Criteria for Success based on data (What
  exactly do we want to achieve by when?)
• Identify Action items to get to the outcomes
  (What do we want to do?) (Strategic Plan) which
  creates Structure so that follow through is an
  expectation
• Monitor and Evaluate progress Use Data to
  assess your progress (Did it work?)
• Adapted from Horner (2003)

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Begin with Broad Outcomes or Key Questions

• What do you want to achieve in terms of student
  behavior this year (broad outcomes)?
• When looking at the outcomes, what questions
  arise?
• Do you have past and/or current data to answer
  the questions? Is it accurate?
• If not, how can you get accurate data?
• How does the data compare with the outcomes
  (discrepancies?)

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Whats Problem Behavior Like at your School?

• What type of problem behavior do you have?
• Where is problem behavior more likely to occur?
• What time of day?
• What proportion of the student body is exhibiting
  the behavior?
• On average, how many major incidents are
  occurring each day?
• How accurate is the data?

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What are We Trying to Accomplish?

• Broad Outcomes
• Reduce problem behavior, suspensions, expulsions,
  referrals to special education?
• Improve positive behavior?
• Improve school climate?
• Increase time for learning?
• Increase academic achievement?
• Improve faculty, administration, family
  participation/buy-in?

93
Key Features of Effective Data Systems

• The data is used to answer important questions
  about outcomes
• The data are accurate
• The data are very easy to collect (1 of staff
  time)
• The data are collected continuously
• The data collection should be an embedded part of
  the school cycle not something extra

94
Key Features of Effective Data Systems

• Data should be summarized prior to meetings of
  decision-makers (e.g. weekly)
• Data are used for decision-making
• The data must be available when decisions need to
  be made
• The people who collect the data must see the
  information used for decision-making
• The data are used to celebrate success

95
Potential Data Sources

• Problem Behavior Incident Reports
• Office Discipline Referrals
• In and Out of School Suspensions
• Surveys on Bullying, Harassment, School Safety,
  Tardies, Absenteeism, Nurse Visits, Staff
  Surveys, Climate Surveys, My Voice Surveys, etc.
  

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Tag Gone Bad!Thorntons Ferry Elementary School

• SWIS data revealed highest levels of problem
  behavior was coming from 1st and 2nd graders on
  the playground at recess (214 ODRs August 03
  through May 10, 2004)
• Aggression/Fighting was the biggest problem
  behavior by far
• Referrals are coming from many students rather
  than a few
• Observation and reflection discerned it was
  primarily tag gone bad or lack of skills and
  appropriate games

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Thorntons Ferry Elementary SchoolMerrimack NH

• September 2004 vs. September 2003 SWIS Data
  adjusted for number of students
• Physical Contact 11 per 100 reduced to 6 (46)
• Defiance/Disrespect/Noncompliance 18 per 100
  reduced to 5 (73)

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Why the Improvement?

• Focused on TEACHING and RE-TEACHING all
  playground expectations
• Universal Team taught playground monitors active
  supervision
• Universal Team developed and taught the monitors
  and children Rules and Games for the Playground
• Classroom teachers pre-alerted students before
  recess
• PRE-CORRECTION The first grade teachers worked
  as a team giving students the same message and
  reminding all students of playground expectations
  before leaving their classrooms each day

100
South Meadow Middle School (5-8)Peterborough, NH

• Began implementing PBIS in Fall 2003
• Faculty were concerned with high rates of
• Disruptions
• Defiance/Disrespect
• Aggression

101
Turning the Tide on Problem BehaviorSouth Meadow
MS (5-8)

• Data identified high levels of disruptions,
  disrespect/defiance, and aggression as compared
  to other problem behavior first six weeks of
  school
• Disruptions 130
• Defiance/Disrespect 145
• Aggression 75
• Other 16
• Physical Contact 28
• Harassment 27
• Inappropriate verbal 22
• Abusive language 25

102
Turning the Tide on Problem BehaviorSouth Meadow
MS (5-8)

• Created Cool Puma Tool to combat these behaviors
  (based on lesson in The Treasure Chest by Cheryl
  Noversten)
• Identified Killer statements (Slams) as
  things that are disrespectful and deflating to
  others
• Students asked to watch and track slams over 24
  hours period
• Defined Disrespect What does it look/feel like?
• Defined Respect What does it look/feel like?

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Desired Outcomes and Key Questions What do you
want to achieve? What do you need to know? The
important questions about students, families,
staff, building, community that you need to
answer in order to be most successful (i.e.
student achievement, types/frequency of
behaviors parent involvement school safety
community culture/values)
What kind of data will best answer the
question? (Survey, interview, observation,
behavioral data, comprehensive evaluation, focus
group, etc.)
What past and current data already exists?
Does the data help to answer the question? Is
the data accurate? Is this enough data to
provide a sufficient answer?
Yes
What does the data tell you (summarize)?
No
Compare Data with Desired Outcomes
What additional data might you need?
Using PBIS techniques (teaching, acknowledgement,
assessment) strategize how to get from where you
are (current) to where you want to go (desired)
What new question might this raise?
ID Types/Sources of data
Collect additional data
105
Outcome and Data Activity

• Who Universal Team
• What Answer these questions
• What challenges do you experience in terms of
  school climate and discipline?
• What outcomes related to climate, discipline or
  school culture would you want to achieve?
• What current data is available that will help
  answer your key questions?
• Timeframe 30 minutes

106
Steps for Implementing Universal Systems in
PBIS-NH

• 4. Complete and analyze baseline PBIS process
  assessments to determine current level of
  implementation and prioritize needs and use the
  information for action planning and
  decision-making.

107
Process, Process, Process

• PBIS requires teams to periodically complete
  self-assessment checklists to
• Determine what features are in place, partially
  in place, or not in place
• For items that are either partially or not in
  place, determine priority for action (high,
  medium, low)
• Create an action plan to address priorities
• Ultimately address all features to criteria

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PBIS-NH Universal Process
Assessments

• Collaborative Team Checklist
• (2x per year Fall, Spring)
• Universal Team Implementation Checklist
• (2x per year Fall, Spring)
• Family Engagement Checklist
• (1x per year)
• Effective Behavioral Support Survey
• (1x per year)
• Rollout Survey
• (2x per year Spring, Fall)

109
Steps for Implementing Universal Systems in
PBIS-NH

• 5. Establish procedures for on-going
  communication and feedback on the developing
  features of the program with faculty, families,
  students (as appropriate) and administration.

110
Steps for Implementing Universal Systems in
PBIS-NH

• 6. Establish a clear set of positively stated
  program or schoolwide behavioral expectations
  based on needs and culture

111

• In all of my 9 years at this school, this year
  had the smoothest beginning and its because of
  three words cooperation, respect, and
  responsibility.
• Newmarket School Principal at PBIS Rollout Open
  House

112
Antrim Elementary School Eagle Soars
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Littleton High School ROCKS

• Be Respectful
• Take advantage of Opportunity
• Be a good Citizen
• Act with Kindness
• Be Safe

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Create Program (2-3) or Schoolwide (3-5)
Expectations or Social Values

• Social values that are true in any environment in
  the school
• Typically character traits or virtues (Respect,
  Responsibility, Appreciation of Diversity, Be
  Kind etc.) but could address other social
  expectations such (Safety, Achievement,
  Community, Engagement)
• Expectations should be expressed positively
• Expectations should be derived from the culture
  of the school (Mission Statements or Time Honored
  Values)
• Expectations can be derived from a response to
  problem behavior
• Reduce violence, bullying, disrespect

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The Stickiness Factor

• Messages that are sticky or memorable are more
  likely to be successful
• A message can be so sticky that it can create
  change and spur someone to action

The Tipping Point, Malcolm Gladwell (2002)
118
Implications of Stickiness to PBIS-NH

• What is the message of PBIS and how can we
  increase its stickiness?
• Skippyjon Jones at Horn Street Elementary School
• The ABCs of Profile
• Connecting the message of PBIS to your school
  culture (mascot, name, etc.) and embedding it in
  existing activities and communications increases
  stickiness.
• Connecting the message to the interests and
  priorities of the various stakeholders in schools
  increases stickiness.
• Data and stories increase stickiness.

The Tipping Point, Malcolm Gladwell (2002)
119
Steps for Implementing Universal Systems in
PBIS-NH

• 7. Clearly define expected behaviors in the
  different settings by location (e.g., classroom,
  bus, bathroom, hallway, playground) or routine
  (e.g., arrival, lunch, circle time)

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Translate Expectations into Specific Behaviors in
Context

• The behavior matrix is designed to translate
  global expectations across various locations or
  routines
• The program/school identifies the locations or
  routines to be considered
• The expectations and locations and transferred to
  the matrix
• At least two specific, positively stated
  behaviors are identified for each expectation in
  each location
• Think What do I want in each location or
  routine?
• Duplications of behaviors across traits is not
  recommended
• Expectations are posted in the various locations

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Playground ExpectationsAmherst Street Elementary
School
122
Hallway Expectations Thorntons Ferry Elementary
School
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Creating a Behavior Matrix Activity (If Time
Permits)

• Who Universal Team
• What (1) Identify 2 broad program or schoolwide
  expectations. (2) Pick one location or routine
  and develop 1 or 2 behaviors for each program or
  schoolwide expectation
• Timeframe 30 minutes
• Report Out None

124
Team Action Planning Time
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Universal Team Checklists 2.2Sugai, Horner,
Lewis-Palmer, 2002

• Two Checklists (Start-Up and Monitoring)
• Assess status (In place, Partial, Not in Place)
• Typically identify Priority (High, Medium, Low)
  no need to do that now
• Develop action plan
• Collect baseline during Summit

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Universal 2.2 Team Checklist Activity

• Who Universal Team
• What Complete Universal Team Checklist (Status
  only).
• If time permits identify initial action items
• Timeframe 30 minutes
• Report Out None

127
Homework Activity

• Who Universal Teams
• What
• Develop Action Plans Based on Collaborative Team
  and Universal Team Checklists and Address Highest
  Priorities
• Identify Coach(es)
• Review Outcomes
• Determine Communication with Faculty
• Timeframe By Next Training