Kansas School-wide Positive Behavior Support Training

Tier One Initial TrainingTeam- Day 1

Lea Ann Pasquale and Jamie Wolfe

District SWPBS Facilitators

Year One • Getting Started (Today & Tomorrow)

– Overview, School-wide, Non-classroom, Data Decisions, Team Meetings, Team Planning

• Expanding Implementation (January)– Classroom, Escalation Cycle, Team Status

Check, Annual Planning Reports, Team Planning

• Sustaining Efforts (April)– Individual Student, Targeted-group, Team

Planning, Long-term Action Planning, Movement Towards Tier Two

Training Content

Day 1 • Overview of School-wide

PBS • Developing Teaching

Strategies with Faculty Input

• Rewarding & Acknowledging Students and Staff

• Team and Faculty Planning

Day 2• Assess Interest &

Commitment• Ongoing Data-based

Decision Making• Begin Self Assessment• Enhancing Discipline

Procedures• Team and Faculty

Planning

Overview of School-wide PBS

Getting Started

Factors Contributing to Antisocial Behaviors

• School

• Community

• Home

Home (e.g., Dishion & Patterson)

• Inconsistent management

• Reactive discipline

• Lack of monitoring

Community (e.g., Biglan)

• Antisocial network of peers

• Lack of pro-social engagements

School (e.g., Mayer)

• Reactive/punishing discipline approach

• Lack of agreement about rules, expectations,

& consequences

• Lack of staff support

• Failure to consider & accommodate

individual differences

• Academic failure

When Behavior Doesn’t Improve, We “Get Tougher!”

• Zero tolerance policies• Increased surveillance• Increased suspension & expulsion• In-service training by expert• Alternative programming

…..Predictable systems response!

Reliance on Punishment = Increases in Problem Behavior

• Punishing problem behaviors without a school-wide system of support is associated with increased – Aggression – Vandalism – Truancy – Tardiness– School Drop Out Rates(Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)

Responses to Antisocial Behavior

• Reviews of over 500 studies indicate that the least effective responses to school violence are– Punishment– Counseling– Psychotherapy

• Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987)

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

Tom Tom Herner (NASDE President ), 1998

“Why can’t we finish the last sentence as automatically as we

do the others?”

The most effective responses educators can make to school violence include:

– Social skills instruction– Behaviorally based interventions– Academic interventions

Character Education

• Easy to change moral knowledge..... ...difficult to change moral conduct

• To change moral conduct...– Adults & students model moral behavior– Students must experience academic success– Students must be taught social skills for

success

Preparing for Adult Settings: Toyota Service Department

• We will treat you with respect

• We will be responsible for ourselves & you

• We will do our best

• Safety is our primary goal

Native Alaskan Community Values

Example of Cup’ik Values• Help other people• Respect other people’s belongings• Respect the animals you catch for food• Remember what you are taught and told

Saint Lawrence Island Yup’ik Values• Give service to others• Gather wisdom and knowledge

Oleksa, M. (2005). Another culture/ Another world. Association of Alaska School Boards

Main Message!

Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

School-wide PBS is…

• Not a curriculum…it’s systems approach for preventing problem behavior

• Not limited to any particular group of students…it’s for all students

• Not new…its based on long history of behavioral practices & effective instructional design & strategies

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

School-wide Systems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

Classroom Management Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Nonclassroom Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Individual Student System• Behavioral competence at school & district

levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Halls Ferry Elem entary School

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

High Fiv e Approach - school wide social skill lessonsCentral Data SystemProduced school-wide expectations v ideoCafeteria routine and lessons

Playground routine and lessonsProduced bathroom expectations & routines videoProduced indoor recess expectation & routines video

New comer's ClubStudy Skills - Homew ork Support

Social Skills Club

FBA TrainingCoaches T raining

MentoringChamps Theater

Function-BasedStudent SupportTeam

ClassroomBus expectations

Present to Board

District w ide w eb based data systemDistrict level leadership teamDistrict level collaborative teamDistrict w ide netw orking system

Universal School-w ide Systems

Secondary / Targeted Group

Tertiary / Individual Student

District Level Systems

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

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

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

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

School-Wide Systems for Student Success & Multi-tier System of Supports

TIER I

TIER II

TIER III

Reading• All Students• Open Court + Workshop• K 70 min. of core

1-3 90 min. core + 30 min.

4-6 60 min. core + 30 min. workshop + 30 min. LA

• DIBELS K-6 F/W/Sp

• MAP 3-6 F

Behavior• All school settings• Teach 3-5 expected

social behaviors determined by staff

• Encourage positive behaviors systematically

• Clear and consistent response to problem behavior

• Data system to monitor Tier One interventions

Reading• All students

demonstrating need for strategic assistance

• Workshop time (30 min.) with front-line intervention 3-5x per week in groups < 5

• DIBELS progress monitoring every 2 weeks

• Diagnostic data as necessary

Behavior• Students with 2-5 ODR• Available throughout

the day• Implemented quickly • Low effort by teachers• Consistent with

school-wide expectations

• Student chooses to participate

• Group interventions• FBA using existing

data sources with diagnostic data as necessary

Reading• All students demonstrating need for intensive assistance

• Workshop time (30 min.) + 30 additional min. with front-line intervention 5x per week in groups < 3

• DIBELS progress monitoring weekly

• Diagnostic data as necessary

• Problem-Solving Team likely expanded

Behavior

• Students with 5 or more ODR’s or needing more intense problem-solving

• FBA with more intensive supports addressing function of behavior

• More frequent and specific monitoring

• Team-based approach

•Person-centered planning/wraparound

One Response, Many Terms:“Positive Behavior Support”

PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

“SWPBS” = “EBS” = “PBS” = “PBIS” etc.

٭

Same Issue in MTSS:One Triangle, Many Terms

• Primary Prevention = Universal =

Core = Tier 1

• Secondary Prevention = Targeted Interventions = Strategic = Tier 2

• Tertiary Prevention = Intensive = Tier 3

Why Does this Happen?• National efforts with many different people involved• Evolution of academic and behavioral systems change• University professionals starting with different funds

– George Sugai leads the way with his EBS center– SWPBS with Rob Horner joins forces with George’s school-wide

discipline• Technology professionals who like short titles• Strange unexplained resistance to fixing title

discrepancies (in SWPBS)• What makes us strong (many people with many ideas)

also makes us a little inconsistent

• Systems Change has a way of adding complexity

Moving Away From Ineffective Responses to

Problem Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

SWPBSFeatures

Science of Human

Behavior

Local Context& Culture

Prevention Logic

NaturalImplementers

Evidence-Based

Practices

SystemsChange&

Durability

Continuum ofBehavior Support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

SWPBS Implementation

LogicLEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Year 1 SWPBS Training:

Primary Prevention

Elements of School-wide PBS

• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create an acknowledgement system• Refine consequences• Monitor, evaluate, and modify

Instructional Approach

• Behavioral expectations taught directly • Teach social behaviors like academic skills• Academic engagement & success are maximized• Influence of instructional support is considered

Apache’s Average Referrals Per Day Per Month

SWIS Data

Apache’s Instructional and Academic Time Regained

40

Number of referrals for 2008 - 2009 1026

Number of referrals for 2009 - 2010 852

Average number of minutes student is out of class due to referral

30

Average number of minutes administrator needs to process referral

15

Apache’s Instructional and Academic Time Regained

41

Student Administrator

Minutes 5220 2610

Hours 87 44

Days 11 5

Apache’s DIBELS Data

Spring

DIBELS Data

Teaching Guidelines

• Behavior management problems are instructional problems.

• Process for teaching social behaviors & academic skills is fundamentally same.

• Emphasis is on teaching functional & prosocial replacement behaviors.

• Instructional supports are important.

Teaching Expectations

• School-Wide Expectations– Safe– Respectful– Responsible

• Defining and Teaching– Taught by teachers– Reviewed by office staff– Posted around school– Letter home to parents

Guidelines

• Use continuum of strategies to teach expectations– teach expected behavior– increase opportunities for academic and social

success– provide positive feedback more often than corrections

and reprimands (e.g., 6 to 1)– move from tangible to social reinforcement– move from external to self-managed reinforcement– individualize reinforcement

Creating School-wide Expectations

• Limited in number 3-5

• Positively stated

• Aligned with mission statement/policies

• Broadly stated

• Applies to everyone

Examples of School-wide Expectations

• Be Safe• Be Respectful• Be Responsible• Be Ready• Be On-Task• Follow Directions• Honor Diversity• Be a Problem Solver

Defining Expectations

• Identify broad Expectations that apply to all settings within the school– Be Safe– Be Respectful– Be Responsible

Defining Expectations

• Define key environments– Classroom– Hallway– Cafeteria– Events– Transportation

Defining Expectations

• Define observable behaviors that become rules that define the broader expectations– Walk in the hallways– Stay to the right except when directed

otherwise in hallways

Example- Cafeteria

Be Responsible• Place food items in their proper containers

• Clean up your lunch area when leaving the table

• Keep book bags close to wall away from walk ways

All Areas/ClassroomsCooperate with

OthersAct Safely Respect

Ourselves and Others

Encourage Success for All

Follow directions the first time

Raise your hand to speak

Focus on your own work

Enter and exit the classroom with voice level 0.

Participate in learning

Turn assignments in on time

Keep hands and feet to yourself

Use materials and equipment safely

Keep all furniture legs on the floor

Use walking feet

Telling vs. tattling

Use kind words

Treat others how you would like to be treated

Allow others to be different

Take turns and share

Respect personal space of others

Be honest Keep our

school clean

Be prepared for school each day

Always try your best

Support and celebrate classmates

Empathize with others

Be helpful Problem solve

Nieman Kids C.A.R.E.

54

Classroom Recess Cafeteria Restrooms Hallways Assembly

Be RespectfulEyes on speaker. Be an active listener. Take care of property, self and others. Include others. Use kind words.

Stay in personal space. Recess begins/ends outdoors. Exhibit good sportsmanship. Include everyone in play.

Wait in line silently with hands to self. Demonstrate good manners. Speak appropriately to others in close proximity.

Allow other people privacy. Use restroom quickly and quietly. Use appropriate language. Wash hands after using restroom.

Silent voices. Keep personal space.

Give full attention to presenter or event. Eyes on performer/speaker. RR/drinks used before event.

Be SafeUse materials as they are intended. Observe personal space. Think before you act. Keep hands, feet and property to self.

Dress appropriately for the weather including correct shoes. Keep feet below the head. Respond immediately to the adult/ whistle. Keep hands, feet and property to self.

Keep hands, feet and property to self.

Use restroom only w/ permission. Keep feet on the floor at all times. Avoid splashing water out of sink. 1 person per stall/urinal. Report damages or unsafe behavior immediately. Keep hands, feet and property to self.

Walk at all times. Keep hands, feet and property to self. Eyes face forward. When going up/down stairs, one hand on rail, one foot per step. Keep hands, feet and property to self.

Enter and Exit quietly. Sit correctly with legs crossed and hands in lap. Keep hands, feet and property to self.

Be ResponsibleListen to directions the 1st time. Be an active listener. Take care of materials.Complete quality work on time. Report all bullying behavior.

Take care of playground equipment. Stay inside assigned area. Know & follow equipment/game rules. Be involved in an organized activity. Report all bullying behavior.

Eat only your own food. Listen to adult supervision. Report all bullying behavior.

Keep walls/floors clean. Flush every time. Pick up paper towels off the floor. Use 1 squirt of soap and 1-2 paper towels. Report all bullying behavior.

Walk on 3rd tile on floor. Wipe feet before entering building. Use manners in hallways. Report all bullying behavior.

Enter and Exit quietly. Appropriate applause and response. Report all bullying behavior.

Hallway

• Allow others to work as I walk quietly through the halls.

PEACEFUL :

RESPONSIBLE:

• Follow the rules without reminders• Follow transition routines

• Keep my place in line

Hallway

RESPECTFUL:

• Walk quietly, listen for directions

• Keep hands and feet off the walls and bulletin boards

• Greet others with a smile and/or a wave

Hallway

SAFE:• Always walk

• Yield to the youngest grade level• Eyes forward hands and feet to self

• One-hand, one-step on stairs• Allow others personal space

Hallway

Process for Teaching Behavioral Expectations

• Define the Expectation• Provide a Rationale• Teach the Critical Discrimination

– Demonstrate Appropriate Behavior-”Examples”– Demonstrate Unacceptable Behavior-”Non-

Examples”– Practice telling the difference with multiple examples

• If there is a “signal” teach the signal (when should the appropriate behavior occur?)

• Have everyone practice the appropriate behavior• Acknowledge students for demonstrating appropriate

behavior

McAuliffe’s Lesson Plan

PERKS Objective

Teaching Example

Student Practice

After the Lesson (During the Day)

Students will show RESPECT in the HALLWAYS.

Intentionally create a hallway disruption and have students reflect through writing or discussion the challenges to learning it posed.Model how it looks to greet a friend, teacher, sibling, etc. in the hallway while maintaining respect.Hang a white piece of paper by your classroom door, with the instructions for students to touch the paper each time coming in/out of the classroom. Observe the paper at the beginning and at the end of the day, noting what happens when the walls and artwork aren’t respected and the guidelines aren’t followed.

What does it look like: Follow the 3 T’s in order to set an example. Minding your own business and taking care of yourself. Looking at walls/displays/artwork without touching.What does it sound like: Be silent with your voice and quiet with your body in order to respect the learning of others.

Anytime you witness or watch a student demonstrate the objectives, even in a simple way, point it out, praise them, and give them a PERKS Pass.

Shawanoe’s Lesson Plan

Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

Apache’s Lesson Plan

Curriculum – Library Books Organized by School Expectations and Available on a

Special Shelf for Teachers

Comanche’s Implementation Calendar

Nieman’s Implementation Calendar

Create an Implementation Calendar for 2011-2012

Teaching School-wide Expectations “Opening Day”

• Teach directly in context (“teaching stations”)– See/model– Practice– Acknowledge

• 2 day intensive by all staff/students• Regular weekly/monthly review• Plan to implement throughout the year

Visual Prompts for Positive Expectations

Signs in the Hallways, Art Competitions, and Other Creative

Ideas

Teaching Expectations

• Signage• Announcements• Power Points• Student Generated Videos• Assemblies• Expectation Stations• Games• Student Skits• PBS “Dictionary”

Team TimeHow will your school define school-wide behavioral How will your school define school-wide behavioral

expectations and teach the expectations in the setting expectations and teach the expectations in the setting where the behavior should occur? where the behavior should occur?

How to Teach?

— Matrix— Signage— Implementation Calendar

Where to Find Examples on the Web Back Pack?

– Expectations– Expectation Matrices– Calendar

Elements of School-wide PBS

• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create an acknowledgement system• Refine consequences• Monitor, evaluate, and modify

Acknowledging SW Expectations: Rationale

• Humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment

• Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Important Issues Related to Reinforcement Systems

• Plan for monitoring reinforcers that are delivered to make sure the ratio is high enough

• Reinforce behavior immediately after observing expectations

• Students who engage in problem behavior need to receive high levels of reinforcement for positive behavior that is observed– Don’t expect perfect behavior at first– Shape behavior towards higher and higher

expectations

Important Issues Related to Reinforcement Systems

• Acknowledge frequently in the beginning

• Acknowledgements should be based upon the 3-5 expected behaviors

• Do not threaten the loss of positives as a strategy for motivating desired behaviors

• Keep 6:1 ratio of reinforcement

Important Considerations for Student Acknowledgements

• Make sure that the rewards/ acknowledgements are tied to the behavior expectations

• Rewards/acknowledgements are for students doing well (prevention) and students with behavioral difficulties (intervention)

Roesland’s Specific Feedback Staff Training

“Staff Dinger”

• Office intercom system

• Reminding staff to have positive interaction

• Procedures– Ring timer on regular, intermittent schedule– Engage in quick positive interaction

Reinforcement

• Positive Reinforcement: Behavior increases when an item, event, or person is presented

• A principle of behavior (not “bribing”)• Intrinsic reinforcement

– Engaging curriculum– Being part of a learning community

• Major goal: Teach students the value of social interaction and learning

Common Concerns & QuestionsCommon Concerns & Questions

• Isn’t this bribery?

– Definition of “bribe”: the inducement (usually monetary) to do something illegal, unethical, or immoral. A bribe is an incentive to do something wrong.

Common Concerns & QuestionsCommon Concerns & Questions

• Isn’t this bribery?– Do you hear this comment: “We

shouldn’t have to bribe kids”• Gentle correction: “I have never

bribed a kid because I have never created an extrinsic system to do something wrong.”

Bottom Line

• An extrinsic acknowledgement system provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix

“Bus Bucks”

• Procedures– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus drivers

Create Unique Awards Ceremony

• Celebrate success of school-wide PBS– Show progress meeting goals for decreasing office

referrals, increasing academic achievement etc.

• Students create/hand make trophies for different awards– Students with best skit showing expectations– Students with best attendance– Family member with highest number of volunteer

hours

“Super Sub Slips”

• Empowering subs at Hocker Grove Middle School

• Procedures– Give 5 per sub in subfolder– Give 2 out immediately

• Students redeem sub slips for sub sandwich

“Golden Plunger”

• Involve custodian

• Procedure– Custodian selects one classroom/ hallway

each week that is clean & orderly– Sticks gold-painted plunger with banner on

wall

Acknowledging Our Colleagues

“1 Free Period”

• Contributing to a safe, caring, effective school environment

• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time

Team TimeDevelop your acknowledgement system to Develop your acknowledgement system to positively reinforce student social behavior.positively reinforce student social behavior.

How to Acknowledge?

— Tickets, Chips, Loops— Drawings— Classroom Menu— Assemblies

Where to Find Examples?

– Lesson Plans-All– Recognition– Staff Training

Getting Started: Build a School Planning Team

Elements of School-wide PBS

• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify

Responsibilities of theSchool-wide PBS Team

• Obtain staff commitment• Gather self assessment• Schedule time to share assessment with faculty• Collaborate with school faculty• Develop a school-wide action plan• Invite parental participation and input• Oversee, monitor, and evaluate school-wide

activities developed by team

Coaches’ Roles & Responsibilities• Facilitates meetings and is point of contact • Active school planning team member• Coaches attend all trainings and team meetings• Ensures action plan is completed and active• Receives ongoing assistance from District

Facilitator• Reports to the District Facilitator• Provides school data to the District for evaluation

purposes

Participation from Administration

Administrators:• Play an active role in the school-wide PBS

change process• Attend monthly SWPBS team meetings• Actively communicate commitment to

support SWPBS to school faculty and other personnel

• Reinforce staff and builds a climate that supports change

Planning Team Considerations

• Check in with faculty to make sure that everyone feels represented

• Some parents and classified staff may also be members

• Identify individual who tend to show different perspectives

• Invite individuals who are passionate about certain topics– Parent/community involvement– Data based decision making– Faculty consensus

Building Behavioral Expertise• Identify one individual from the school

and/or district office who will learn more about SWPBS

• This may include a school psychologist, behavior specialist/analyst, or counselor

• If there isn’t anyone to support the school, identify a person who will take on this role within your school/district

Strategies

• The behavior expert will be one of the primary resources for the student improvement team (SIT)

• Behavior expert may take a lead role in the process because of their training and skills:– Assist teams supporting students with serious

problem behavior– Participate in ongoing training for all faculty

about individual SWPBS

Creating a Planning Team

• Planning team should not be too large• 5-8 participants• School Improvement Committee should have a

role with the SWPBS team• Consider representatives that include: general

education teachers, special education teachers, administration, guidance, specials teachers, parents…

• Make sure all faculty have a representative voice represented in the planning team

Creating the Setting for Effective Meetings

• Find a meeting place where team members won’t be distracted

• Focus on strengths and progress in addition to problem solving

• Reinforce each other for the work that is done• Set norms

– Everyone stays throughout the entire meeting– Attendance by everyone is expected– Team members will give everyone a chance to speak

and voting will be used– Everyone chips in regardless of roles and job

responsibilities

Evaluating Your SWPBS Team: What Other Teams Have Done

• One individual from all of the other committees join new SWPBS planning team

• Leadership team also becomes SWPBS team• Combination of existing teams form• Entirely new team is created with new team

members

SWPBS Implementation

LogicLEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Committees at Overland ParkMembers Duties SIP Responsibility * Will change some based upon

new SIP plan

Building Leadership Team Guide the building-wide MTSS and SWPBS initiatives Problem solving Coordinating activities and communication between

committees Conduct annual staff development needs assessment

Guide the building-wide School Improvement Plan

Problem solving Coordinating activities and communication

between committees Guide Staff Development for the SIP Plan

Promo Pups Promote a positive school climate/spirit Plan and coordinate school spirit assemblies Responsible for SWPBS morning announcements

Assist with Tier II and III instructional/behavioral support for students

Data Dogs Guide Analysis of DIBELS, MAP, KS Assessment, Maps+, and Basic Skills data and provide

Responsible for Swiss Data Entry Identify, monitor, & provide suggestions for supports for

At-Risk Students Use data to identify instructional ideas for teachers Identify in-service for October and March Establish a school-wide expectations calendar for the

next year

Use data to guide instructional decisions Coordinate data collection for SIP Assist with Tier II and III

instructional/behavioral support for students

Warm Fuzzies Cafeteria program Responsible for the “ticket” incentive program and new

ideas for rewards Plan student and teacher incentives Plan social events, support staff in births,

illnesses/deaths, retirements, etc. Plan and coordinate the end-of-the-year theme and

activities (Follow the Golden Rule – Land of OPIE) Coordinate quarterly Bulldogs for Excellence Award

Guide Staff Development for the SIP

Identify Team Roles and Responsibilities

• Coach- facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda

• Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be

spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)

• Data Entry Person- trained to enter and access office referral data and brings the data to the meetings

• External Coach- a person who has received training in individual positive behavior support

• District Facilitators- district-level individuals who coordinate coach and inservice trainings, provides link between schools, and coaches

Before the Meeting…

• Room reserved• Previous meeting agenda reviewed• “New business” items solicited for agenda• Agenda produced • Team member roles determined/ backup as needed• Data (e.g., tables/graphs/reports) produced• Data reviewed by Data Analyst

– Analyst ready to lead a discussion of (a) effects of in-process solutions and (b) new problems

• Computer reserved & access to online database assured• LCD projector reserved & set up to project meeting minutes & data• Team members have individual notebooks to bring to meeting

At Close of and After Meeting…

• At closing– Meeting Minutes and Action Plan completed– Team self-assessment of…

• Success at tracking whether you’re completing solution-related tasks you agreed on at previous meetings

• Success at actually completing the solution-related tasks you agreed on at previous meetings

• Success of completed tasks (implemented solutions) at resolving student problems

• After meeting – Copy of Meeting Minutes & Action Plan distributed to each member within 24 hrs.

Norms for SWPBS Team Meetings

Safe •Maintain confidentiality of student information

Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBS outside of team meeting

Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff

Productivity Team members will be focused on task at hand.

Team members will follow through with assigned tasks.

Effort Team members will be engaged in discussion.

Respect Team members will listen to others’ ideas. Team members will be respectful of

information on teacher documentation sheets.

Kindness Team members will notify other team members when assigned tasks are completed.

Team members will display a positive attitude about PBS.

Safety Team members will maintain confidentiality of student information.

Team members will maintain confidentiality of teacher documentation sheets.

Shawanoe PBS Team Norms

•Develop SWPBS Team Norms•Identify Team Roles•Based on your conversation, what committees can you:

eliminate? combine? provide more support?how can we embed SWPBS into other committees and activities?

Team Time

SWPBS Self-Assessment & Ongoing Monitoring

Team Implementation Checklist

www.pbssurveys.org

(Free website!)

Your School Name Here

Team Implementation Checklist (TIC)

• Characterizes the evolution of School-wide PBS implementation:– “Achieved,” “In progress,” or “Not started”

• Assists in: – Initial assessment– Getting started on action plan– Measuring progress of School-wide PBS

Implementation

• Assesses team-based response– Quarterly or monthly

TIC Feature Areas1. Establish Commitment2. Establish and Maintain Team3. Conduct Self-Assessment4. Define Expectations5. Teach Expectations6. Establish Reward System7. Establish Violations System8. Establish Information System9. Build Capacity for Function-based Support10.Ongoing Activities

Checklist #1: Start-Up Activity

Complete and submit Monthly.Status: Achieved, In Progress, Not

Started

Date:(MM/DD/YY)

Establish Commitment1. Administrator’s support and active involvement.

Status:

2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).

Status:

Establish and Maintain Team3. Team established (representative).

Status:

4. Team has regular meeting schedule, effective operating procedures.

Status:

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.

Status:

Self-Assessment6. Team/faculty completes EBS self-assessment survey.

Status:

7. Team summarizes existing school discipline data.

Status:

Team Implementation Checklist

8. Strengths, areas of immediate focus and action plan are identified.

Status:

Establish School-wide Expectations9. 3-5 school-wide behavior expectations are defined.

Status:

10. School-wide teaching matrix developed. Status:

11. Teaching plans for school-wide expectations are developed.

Status:

12. School-wide behavioral expectations taught directly and formally.

Status:

13. System in place to acknowledge/reward school-wide expectations.

Status:

14. Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.

Status:

Establish Information System15. Discipline data are gathered, summarized, and reported.

Status:

Build Capacity for Function-based Support16. Personnel with behavioral expertise are identified and involved.

Status:

17. Plan developed to identify and establish systems for teacher support, functional assessment and support plan development and implementation.

Status:

Team Implementation Checklist continued

Checklist #2: On-going Activity Monitoring

Complete and submit Monthly.Status: Achieved, In Progress, Not

Started

1. EBS team has met at least monthly. Status:

2. EBS team has given status report to faculty at least monthly.

Status:

3. Activities for EBS action plan implemented. Status:

4. Accuracy of implementation of EBS action plan assessed.

Status:

5. Effectiveness of EBS action plan implementation assessed.

Status:

6. EBS data analyzed. Status:

Team Implementation Checklist continued

Scoring the TIC• Implementation Points

– Achieved = 2 – In progress = 1 – Not Started = 0

• Percentage of Items Implemented – Total

Number of items scored as “Achieved” divided by 17 (items)– Subscale scores

Number of items in each subscale area scored as “Achieved” divided by the number of items in that subscale area

• Percentage of Points Implemented– Total

Total number of points divided by 34– Subscale scores

Total number of points in each subscale divided by total number of items multiplied by 2

Total Average TIC Scores School

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Nov-03 Dec-03 Apr-04 Oct-03 Dec-03 Mar-04 Sep-03 Oct-03 Nov-03 Feb-04 Mar-04 May-04

Mar-03 Nov-03 Jan-04 Apr-04

1 2 3 4

Schools

Team Implementation Checklist

0

10

20

30

40

50

60

70

80

90

100

Commitm

ent

Team

Self A

sses

smen

t

SW E

xpec

tatio

ns

Info

rmat

ion S

yste

m

Funct

ion-bas

ed Sup

port

over

all

% i

mp

lem

ente

d

Pre-PBS

1. What is working well? 2. What are next steps?

1. What is going well? 2. What are next steps?

Team Implementation Checklist

010

2030

4050

6070

8090

100

Commitm

ent

Team

Self A

sses

smen

t

SW E

xpec

tatio

ns

Info

rmat

ion S

yste

m

Funct

ion-bas

ed Sup

port

over

all

% i

mp

lem

ente

d

Pre-PBS Year 1

Activity: Team Checklist

• Review the Team Implementation Checklist– Complete items 1-5 on the Team Checklist

• Coaches take the lead in recording the results on the checklist

• One person completes and takes meeting minutes

Online Trainers Website Pages

Access to all SWPBS Training Materials:• http://www.pbskansas.org/swpbs/schoolwide/• Go to swpbs button

– Go to trainer site at bottom of page

• Username: swpbs• Password: checklist

Online Team Resources

• For implementation examples including lesson plans, school websites, district websites, tools, and resources teams can use to become inspired:

http://www.pbskansas.org/swpbs/resource.html• MTSS Resource Library

– Follow instructions indicating elementary, middle and high school resources

– Find Tier 1 links

• Shawnee Mission PBS Web back pack:http://www4.smsd.org/positivebehaviorsupports/• National Websites:http://www.pbis.orghttp://www.pbisvideos.com