Getting to Readiness Training Preparing for PBIS Training

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Getting to Readiness Training Preparing for
PBIS Training  and ImplementationVTPiBS
Implementation Team
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Welcome to the following schools!

• Academy
• Benson
• Bethel
• Bristol
• Browns River
• Cabot
• Champlain
• Crossett Brook
• Easter Seals
• Fair Haven Graded
• Fairfield
• Green Street

• Jericho
• Lyndon Town
• Mt. Anthony Middle
• North Country UHS
• Orange Center
• Orchard
• Ottauquechee
• Riverside Middle
• Rochester
• Stockbridge
• Sustainability Academy
• Vergennes Union

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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

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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.

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Positive Behavior Supports
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
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Establishing Continuum for VTPBiS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

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• PRIMARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

80 of Students
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Continuum of Support for ALL
Few
Some
All
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Positive Behavior Support Primary Outcomes

• Improvement in the school behavioral climate

• Decrease in
• office referrals
• suspensions, detentions
• disruptive classroom behavior

• Increase in
• academic performance
• on-task behavior
• parent, student and staff satisfaction
• staff retention

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What are the elements of PBIS at the Universal
Level?

1. Create a common purpose
2. Define 3-5 positively stated behavioral
   expectations
3. Develop systems for teaching behavioral
   expectations
4. Develop systems for acknowledging and rewarding
   behavioral expectations
5. Develop systems for discouraging problem
   behaviors
6. Develop data management systems

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

• gt80 of students can tell you the school-wide
  expectations and can say that they have been
  rewarded for following them.
• gt80 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

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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.

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ActivityDialogue 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.

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The Process of Getting to School-Wide
Implementation

• .From Here to There!

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Awareness Activities

• Attend Intro to PBIS Forum
• 2) Visit Websites
• www.pbis.org
• www.pbisvermont.org
• 3) Contact PBIS/BEST Team with
• questions

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Readiness Activities

• Attend Getting to Readiness
• Workshop
• 2) Complete Activities Necessary to
• Achieve 100 on Readiness
• Checklist
• 3) Submit Intent to Implement Form

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First Steps to ImplementationActivities

• 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

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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

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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

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What is PBIS Readiness?
Laying the foundation for School-wide PBIS
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Completing the PBIS Readiness Checklist
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Readiness Checklist

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

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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)

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Readiness Checklist
2. A PBIS Team is formed with broad
representation.
Non-Teaching
Family
Representation
Specialized Support
Administrator
Community
Student
Teaching
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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

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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.

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Why Administrator Support?
The administrators 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.
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Readiness Checklist

• 5. PBIS Team commits to monthly meetings.

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Readiness Checklist
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.
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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

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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

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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

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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

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Team Activity

• As a Team, discuss
• Who needs to be on your PBIS Universal Leadership
  Team?
• Who will be designated as your PBIS School
  Coordinator?
• Who will be designated as your PBIS SU
  Coordinator?
• Schedule your PBIS Leadership Team meetings
  between now and your Teams Universal training.
• Complete Action Plan for Readiness Checklist s
  1,2,3,4,5,10,11

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Readiness Checklist
7. PBIS Leadership Team has provided awareness
training to ALL STAFF. 8. At least 80 of all
staff agree to PBIS implementation.
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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?
• Whats expected of me?

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Sample PBIS Slides
For sample slide show presentations visit
www.pbsvermont.org
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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

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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 Schools Mission
• Competing initiatives/dont see the connection
  between behavior and academics

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Designing School-Wide Systems for Student Success
Integrated Response to Intervention
Academic Support
Support
Behavioral

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

1-5
1-5

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

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

5-10
5-10

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

100
100
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Team Activity Part 1

• As a Team discuss possible staff reluctance and
  how you might respond.

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Team Activity Part 2

• As a Team, plan your PBIS presentation for staff
• Who will design and deliver the presentation?
• How will you ensure FULL STAFF participation in
  the presentation?
• When will the presentation take place?
• How will you know that you have 80 buy-in?
• Complete Action Plan for Readiness Checklist s
  7 8

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PBS School Presentation

• Swanton Schools
• Julie Benay, Principal
• Amanda Sweeney, PBS School Coordinator

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PBS and Data-based Decision Making

• PBS Schools must have
• High quality data 
• System for collecting and analyzing the data
• 3. Procedures for making decisions based on data

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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
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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

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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

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of referrals per day per month
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of referrals by student
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of referrals by location
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of referrals by problem behavior
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of referrals by time
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ActivityWhat 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?

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Making Decisions Based on Data
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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.

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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
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Next Steps

• Work with your team to complete readiness
  activities
• Confirm readiness with PBIS State Coach
• Complete PBIS Intent to Implement Form
• Register to attend First Steps to Implementation
  training with your Team
• Register to attend Universal Leadership Team
  training with your Team

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If you need help contact

• Richard Boltax 828-5125 or richard.boltax_at_state
  .vt.us
• Sherry Schoenberg 656-9656 or
  sherscho_at_sover.net
• Cassandra Corley 656-9349 or cassandra.corley_at_uv
  m.edu
• Ken Kramberg 295-2095 or kenkramberg_at_gmail.com
• Josh Souliere 828-0552 or josh.souliere_at_state.vt
  .us