PBIS Universal Training

Implementation Foundations for Coaches and Principals

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

In Partnership with OSEP’s TA Center on Positive Behavior Support

Co-Directors: Rob Horner, University of Oregon, and George Sugai, University of Connecticut

www.pbis.orgwww.swis.org

The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Wisconsin RtI Center

Our mission is to support schools through the phases and sustainability of their RtI system implementation.

The core reason that the Wisconsin RtI Center exists is to develop, coordinate, and provide high-quality professional development and technical assistance…as well as to gather, analyze, and disseminate RtI implementation data to enhance the support of schools’ implementation.

Principles for RtI in Wisconsin1. RtI is for ALL children and ALL educators.

2. RtI must support and provide value to effective practices.

3. Success for RtI lies within the classroom through collaboration.

4. RtI is a framework for academics and behavior together.

5. RtI supports and provides value to the use of multiple assessments to inform instructional practices.

6. RtI is something you do and not necessarily something you buy.

7. RtI emerges from and supports research and evidence based practice.

Core Beliefs of RtI1. The belief that all students can and will learn.2. The belief that our instruction should meet student

needs.3. The belief that the actions we take as educators will

impact student learning.4. The belief that using data does assist us in making

sound instructional decisions.

Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.”

“Educational researchers have proven time and again that culturally responsive teaching methods increase student engagement. So if our teaching is not culturally relevant, then we as educators are not relevant.”

- Chike Akua

Agenda

Coach and administrator roles/responsibilities

Overview of PBIS

PBIS components

PBIS data tools

Welcome ActivityIntroduce your table:

SchoolDistrict

Why are you here today?

Group Norms

Parking Lot

Why are YOU here?

Administrators

Internal coaches

External coaches

Roles & Responsibilities

Principal Role/Goals• Develop short/long term goals

• Includes behavior as a top three SIP goal

• Commitment

• Communication

• Among staff/staff meetings

• With family members/community

• Budget

• Time (allow for team to meet regularly)

• Connect building with central office

• Data collection tools in place

PBIS Coaching

Systems coachingCoaching around the process, vision, and framework

Content and error-correction coachingCoaching around practices and interventions

Internal Coach

• Provide information and building-based technical assistance:• Best practices• Current research

• Keep team focused/functioning

• Understand the use of data

• Plan and facilitate on-going team meetings

• Facilitate the communication and inclusion of family on the PBIS team

Internal Coach Roles and Responsibilities

Plan and facilitate team meeting• Pre-meeting (30 min-1 hour)

Agenda, facilitation prep with minute taker, data manager, external coach to create agenda - send to team members

• During meeting (1-2 hours per month)

Review previous action steps, assess intervention fidelity and outcomes

Create precise problem statement based on data, student outcome AND fidelity assessment; action plan around data

• Post-meeting

Ensure distribution of minutes/action plan to full team

Encourage full staff use of systems of teaching, acknowledgement, and response to inappropriate behavior

External Coach• Provide information and technical assistance to internal

coach/teams• Best practices• Current research• Funding sources

• Know and anticipate local needs and resources• Link to district-level team• Provide support to internal coach

• Keep teams focused/functioning

• Positive nag

External Coach Roles and Responsibilities

Planning/problem solving (w/internal coach & administrator)• Year 1: 1-2 hours/month• Year 2: 2-4 hours w/tier 2 added

Attend building PBIS team meetings, provide technical assistance to team• Tier 1: 1-2 hours/month• Tier 2: 2x/month, 1-2 hours

Attend technical assistance and networking opportunities • Networking: 1 day/month• External coach forums: 1.5 days, 2x/year

Work with school/district administrators and internal coaches to develop annual action plan

Coaching Calendar

Data Manager

• Pull data from system, sort necessary data

• Data organization, interpretation with admin/internal coach/external coach • 30-60 mins./month

Professional Development Training Components

Transfer Rate of New Skill into Practice

Theory 5%

Theory & Demonstration 10%

Theory, Demonstration, & Practice 20%

Theory, Demonstration, Practice, & Feedback

25%

Theory, Demonstration, Practice, Feedback, & ON-SITE COACHING/MENTORING 90%

Source: Joyce, B. & Showers, B. (1988). Student achievement through staff development. Longman, New York.

Why is Coaching Important to Schools Implementing SWPBIS?

PBIS Overview

Why a Positive Approach to Discipline?

Most common responses to at-risk students are punishment and exclusion (Lipsey, 1991; Tolan and Guerra, 1994)

Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness, and dropping out (Mayer and Sulzer-Azaroff, 1991)

What Does a System Need to Include?

Body of evidence that enables us to identify strategies that are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

• Community building• Social skills instruction• Positive recognitions and celebrations• Teaching procedures and routines

Work Time Current practices

Who is responsible

Needs

Building a sense of community and belonging (for ALL students)

Social Skills

Positive celebrations and recognitions

Teaching procedures and routines

We Know…• To improve the academic success of our

children, we must also improve their social success.

• Academic and social failures are reciprocally and inextricably related.

• Our systems impact student performance as much as internal traits.

An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all

Wisconsin RtI

Culturally Responsive Practices

Race, language, and culture are significant to the way RtI works

Multi-Level System of Support

Increasing IntensitySystematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention

Where Can I…?

ValidateAffirmBuildBridge

Academic and

Behavior

Tier 3/Intensive Level 1-5%

Tier 2/Selected Level 5-15%

Tier 1/Universal 80-90%

Attendance

Math (Acceleration)

Reading (Intervention)

PE

Hallway Behavior

Language Arts

Science

Label Behaviors…Not People

What is PBIS ?“PBIS” is a research-based systems approach designed to enhance the capacity of schools to

• effectively educate all students, including students with challenging social behaviors

• adopt & sustain the use of effective instructional practices

Culturally Responsive SchoolsHave a set of values and principles that recognize diversity

demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally and value diversity

conduct self-assessment to ensure sensitivity to cultural characteristics

are committed to manage the “dynamics of difference”

learn about and incorporate cultural knowledge into their practices

adapt to diversity and the cultural contexts of the communities they serve

Wisconsin’s Vision in detail...

PBIS: The Big Ideas1. Decide what is important for students to know

(behavioral expectations=common standards for student behavior, similar to reading & math)

2. Teach what is important for students to know (high quality instruction=differentiation)

3. Acknowledge students for demonstrating skills

4. Keep track of how students are doing (data, data, data)

5. Make changes according to the results (interventions at three tiers give kids what they need)

Tier 3/Intensive Interventions 1-5%• Individual students• Assessment-based• High intensity

1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Selected Interventions 5-15%• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

5-15% Tier 2/Selected Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%• All students• Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Small group interventions (CICO, SSI, etc)

Inte

rven

tionAssessm

ent

Illinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004

Group interventions with individualized focus

Simple individual interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

Tier 2/Selected

Tier 3/Intensive

1. Place current practices/interventions in appropriate tiers

Work Time – 15 minutesTriangle Audit Activity

2. Circle the items that are proactive, preventative, or instructional in nature

3. Place a star next to items that include use of data – for inclusion, progress monitoring, or to assess integrity of intervention.

PBIS Components

A. Developing a PBIS team

B. Faculty commitment

C. Efficient procedures for dealing with discipline

D. Data entry and analysis plan established

E. Expectations and rules developed

F. Reward/recognition program established

G. Lesson plans for teaching expectations and rules

H. Implementation plan

I. Classroom systems

J. Evaluation plan

Elements: Tier 1 Universal

Basic Recommendations for Implementing PBIS

• Never stop doing something that is already working.

• Always look for the smallest change that will produce the largest effect.

• Adapt any initiative to make it “fit” your school community, culture, and context.

A. Establishing a PBIS Team• Family voice• Full staff voice• Student voice

B. Faculty CommitmentConsensus on:

• Vision• Goals• Desired Outcomes

T-Chart of Behavior

Staff Managed Behavior Office Managed Behavior

Teaching Matrix

ROUTINE/SETTING

CLASSROOM CAFÉ HALL/STAIRSOUTSIDE

TRACK FIELD

AFTER SCHOOL

PARKING LOT

BATHROOM

RULES/EXPECTATION

Be There Be Prepared

-Be in seat before bell-Start drill immediately-Have materials:Paper, pencil, calculatortext, notes

-Be on time for lunch-Stay in designated area-Have lunch card or money

-Move directly to class without lingering-Keep your planner or pass visible at all times

-Carry your I.D.-Stay with your adviser, teacher or coach-Have your activity bus pass

-Parked by 7:40 a.m.-Display parking permit-Park in student lot only

-Have your planner-Use proper pass

Live Responsibly

-Throw trash in can-Keep assignment-Complete assignments to the best of your ability-Do homework & study

-Throw your trash away-Keep area clean

-Keep to right-Walk-Get to class on time-Dress appropriately-Refrain from smoking

-Make sure trash gets in can-East & drink in designated areas only

-Drive safely-Follow traffic lane-Leave school grounds only upon your dismissal-Play stereo at reasonable volume

-Moderate your use of emergency passes-Use your planner only-Go directly to & from lavatory

Uphold Integrity

-Tell the truth-Do your own work

-Pay for your food-Take pride in the area-Take your proper place in line

-Display affection appropriately-Assist in keeping the peace

-Report vandal & vandalism-Pay admission -Remain in authorized areas

-Obey school rules & traffic laws-Report unlawful or suspicious activity

-Use passes in emergencies only-Report vandals & vandalism

Earn & Give Respect

-Keep hands to yourself-Keep a positive tone of voice-Use positive body language

-Keep your food on your plate-Use appropriate voice level-Chew w/mouth closed-Be kind to lunch monitors & classmates-Move to & from café quietly

-Use appropriate language & volume-Keep your hands to yourself-Say only kind things to and about others

-Cheer positively-Be welcoming & kind to visitors

-Park in marked spaces only-Be kind to others in heavy traffic

-Refrain from smoking-Flush-Clean up any mess you make-Refrain from writing on wall & doors

Kenwood High School

Modified Wedgewood Park International School:

Be Part of the “Wolf” Pack

Be Safe Be Respectful

Be Responsible

All Settings

Keep hands and body to yourself

Use voice Scale

Treat others like

you want to be

treated

School language

Respond to staff

Be prepared with

all of your supplies

Hallway

Stay in escort line

Don’t share

your combination (take care of

own stuff)

Stay in a single file

line

Keep hats and hoods

off in building

Keep halls clean (leave better than

you found it)

Keep all electronic

devices in locker (keep traffic

moving)

Walk with purpose

Cafeteria

Sit at assigned tables

Clean up after

yourself

“Please” and “Thank You”

Say your name clearly to the kitchen staff

Use best family

gathering manners

Restrooms

Wash hands

Give privacy to others

Keep equipment in good condition

Keep bathrooms

clean

Bus

Remain seated

All body parts remain

in the bus

Follow rules and

contract

Take all your

personal belongings

Cool Tools: Behavioral Lesson Plan

Universal Expectation: Respect OthersName of the Skill/Performance Standard: Use a quiet voiceSetting: Lunchroom/cafeteria

Purpose of the lesson/Why it’s important: using a quiet voice allows everyone to have a pleasant lunchtime, and have good conversations with our friends

Teaching Examples: -Restaurant – loud people near you-School cafeteria – announcements

Student Activities/Role-Plays:Counting 0-10 volume increases with each numberCounting to predetermined voice level and practice

Follow-Up Reinforcement Activities:Pre-correct prior to each lunchWall banner for each day voice level is achieved

Why Do We Acknowledge?

What we pay attention to expands/grows

Acknowledgement delivered after skill is taught will:

•Increase likelihood that new, positive behavior will continue

•Elevate new behavior to being more desirable than old behavior

Acknowledgement Also…

Helps teach cultural capital/situational appropriateness.• When student experiences differ• Builds skill positively• Decreases consequence• Increases positive environment• Builds connection

Components of School-Wide Acknowledgment Plans

High frequency/Predictable Delivered at a high rate for a short period e.g., Gotchas, falcon feathers, positive referrals, phone calls, high 5 tickets, caught being good, all-star gotchas, being unusually good, gold card, and privileges

Unexpected/IntermittentBring “surprise” attention to certain behaviors or at scheduled intervalse.g., Unpredictable use of “gotchas,” ticket lottery, special announcements, high five surprises, high five button # calls, skill-of-the-day, raffles

Long term Celebrationse.g., Quarterly activities, assemblies, parent dinners, field trips

TYPE WHAT WHEN WHERE WHOImmediate/High Frequency In the moment, predictable(e.g., Gotchas, paws, high fives, stickers)

STUDENTS:

ADULTS:

High frequency for a short time when first

teaching desired behavior or

re-teaching identified problem behavior

from data

ALL STUDENTS,

ALL ADULTS

Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway, class party/celebration)

STUDENTS:

ADULTS:

Maintaining a taught behavior (fading)

ALL STUDENTS,

ALL ADULTS

Long-term School-wide Celebrations (school-wide, not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day, karaoke)

BOTH TOGETHER:

At least quarterly ALL STUDENTS

ALL ADULTS

School-wide Acknowledgement Matrix (Students and Adults!)

Module A: Developing a PBIS Team

PBIS Implementation Goal1.Team has administrative support

a. Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings.

2.Team regular meetings (at least monthly)a. Team meets monthly (minimum of nine one-hour meetings each

school year)3.Team has established a clear mission/purpose

a. Team has a written purpose/mission statement for the PBIS Team

Workbook Examples and Tools

Critical Element Benchmarks of Quality/Goal

StatusIn PlacePartially

Not In Place

Implementation PlanHow? Who? When?

Use modules and snapshot to guide

process Module ALeadershipTeam 1. Team has administrative support

Administrator(s) attends training, plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS Team decisions

2. Team has regular meetings (at least monthly) Team meets monthly/2 times/month

during first year

3. Team has established a clear mission/purpose Team has a written purpose/mission

statement for the PBIS team

Self-Assessment/Action Planning from the Benchmarks of Quality

Working Smarter not Harder 10 minutes

1. What are some other “initiatives” or systems present in your building?

2. How will you begin the conversation of linking PBIS to these things?

3. How will your PBIS team link with other teams? Is there overlap?

4. Using the working smarter matrix, outline all of the teams in your building. You will have more time to work on this during the team training.

Workgroup/Committee/

Team

Outcome/Link to SIP

Who do we serve?

What is the ticket

in?

Names of Staff

Non-negotiable

District Mandate?

How do we measure impact?

Overlap?Modify?

Attendance Committee

Students Junebug, Leo, Tom

Yes Attendance records

Yesfold to SW PBIS

SW PBIS Team StudentsStaff

Ben, Tom, Lou No Office referralsAttend, MIR,Nursing log, climate

Yescontinue

Safety Committee StudentsStaff

Toni, Barb, Tom No Office referralsBIG 5, climate

Yesfold into SW PBIS

School Spirit Committee

Students Tom No No Yesfold into SW PBIS

Discipline Committee Students Tom, Lou No Office referrals

Yesfold into SW PBIS

Student Support Team/Problem Solving Team

Students Steve, Sue, Jon,Tom

Yes Discipline,DIBELS,FACTS…

Nocontinue

School Improvement 1,2,3 Bill, Jon, Lou, Tom

Yes All of the above Yescontinue

Working Smarter Systems/Staff Support

PBIS Data

Using Data to Make Decisions

Student • Outcome data• Student need assessment

Adult • Fidelity of intervention• Future action planning

PBIS teams CONSISTENTLY review the following (current to within 48 hours)

data/graphs:The average number of referrals:• Per day per month• By type of behavior• By location• By time of day• By student

• Race/ethnicity• Special education status

Big 5 X 2

Using Data

What does this graph tell you (or not tell you)?

Risk Ratios: System and Student Outcome Risk Ratio

(risk of an educational outcome for an enrolled subgroup)

% of subgroup enrollment with an outcome (ODR, suspension, etc)% of white enrollment with same outcome

e.g., 85% of Latino/Latina students received ODR42.5% of white students received ODR

Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is increased risk

Risk Ratio Calculator

TEAM TIME – T Y IT…Try It Back at your Building

Using your building data:

• Calculate risk ratio for student groups for getting disciplinary contact or below benchmark?

• Calculate risk ratio for consequence severity – suspension

• WHAT are the behaviors within the student subgroups that are resulting in ODR or suspension?

• How do you compare with national and state trends?

National trends and state trends shows white students referred for objective behaviors, students of color getting referral for subjective behaviors AND disproportionately severe consequence for minor behaviors.

Using Data

• Do we have a problem?• Refine the description of the problem?

• What behavior, who, where, when, why

• Test hypotheses• “I think the problem is due to…”

• “We think the lunch period is too long”• “We believe the end of ‘block schedule’ is used poorly”

• Create solution to address the problem• Define how to monitor if solution is effective

Precise Problem Statements

Precise problem statements include information about the Big Five x2 questions:

What is the problem, and how often is it happening?Where is it happening?Who is engaged in the behavior?When the problem is most likely?Why the problem is sustaining?

What are the data we need for a decision?

Primary vs. Precision Statements

Primary Statements• Too many referrals• September has more

suspensions than last year• Gang behavior is increasing• The cafeteria is out of

control• Student disrespect is out of

control

Precision StatementsThere are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment

Examples: Primary to Precise

Gang-like behavior is increasing

Texting during school is becoming more negative

Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.

A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.

Defining Precision Elements of the problemWhat are the problems?

Defining Precision Elements of the problemWhere are problem occurring?

Defining Precision Elements of the problemWhen are problem occurring?

Defining Precision Elements of the problemWhat students are involved?

Refining the Elements via custom reports

3rd, 6th, & 7th graders

Let’s look at 6th-7th graders problem behavior in classrooms first

6th and 7th grader problem behaviors in classrooms

Inappropriate Language

Disrespect

Harassment

Physical Aggression

Skipping/ Truancy

6th and 7th graders, in classroom, engaging in inappropriate language,at 9:45 & 12:45

6th and 7th graders6th and 7th graders, in classrooms at 9:45 & 12:45, are engaging in inappropriate language to obtain peer & adult attention & to avoid tasks

Using Precision Problem Statements to Build Solutions, Action & Evaluation plans

Prevention: How can we avoid the problem context? Who, When, WhereSchedule change, curriculum change, etc

Teaching: How can we define, teach, and monitor what we want? Teach appropriate behaviorUse problem behavior as negative example

Recognition: How can we build in systematic acknowledgement for desired behavior?

Extinction: How can we prevent problem behavior from being rewarded?

Consequences: What are efficient, consistent consequences for problem behavior?

Action Plan: Who will do each task & when will it be completed?

Evaluation: How will we collect and what data will we use to evaluate implementation fidelity, & impact on student outcomes?

Prevent “Trigger”

Define & Teach

Acknowledge/Reinforce

Extinction/Withhold Reward

Corrective consequence

Other

Safety

SWIS Demo School Precise Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.

Prevent “Trigger” Re-review 6th & 7th graders the classroom expectations/ Respecting others, daily.

Define & Teach Focus on Respect Re-teach stop-walk-talk routine.

Reward/Reinforce Set up “Daily Double” : Class period without problem behavior occurrence receive extra 2 mins. at end of period to talk. Provide specific feedback for using stop-walk-talk routine

Withhold Reward Ensure staff use routine for responding to a report when student comes to talk.

Corrective consequence Use school-defined process

Other

Safety

SWIS Demo School Precise Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and

aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade

classrooms, for 2010-11 school year.

TIPS Meeting Minutes and Problem-Solving Action Plan FormToday’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today________________________________________________________________

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and Evaluation

Precise Problem Statement, based on review of data

(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Agenda for NEXT Meeting

1. 2. ‘3.

Implementation and EvaluationPrecise Problem Statement, based on

review of data(What, When, Where, Who, Why)

Solution Actions (Prevent, Teach, Prompt, Reward,

Correction, Extinction, Adaptations, Safety)

Who? By When? Goal with Timeline

Fidelity of Imp measure

Effectiveness of Solution/Plan

Not started Partially Imp Imp Fidelity Done

Goal Met Better Same Worse

Agenda for Today:1. 3. 5.2. 4. 6.

Previously Defined Problems/Solutions (Update)

The Secret to Happier Work

Tier 1 PBIS Assessment Data

Self-Assessment Survey (SAS)• Baseline• Annually – fall• Full staff

Team Implementation Checklist (TIC)• Progress monitor• 2x per year—fall & winter• Team - consensus

Benchmarks of Quality (BoQ)• Annually – spring• Team

1.Local Coordinator Obtains school login numbersOpens windows Enters Benchmarks of Quality

2.CoachSchedules assessmentsShares results with teamFacilitates action planning

3.TeamParticipates in surveysAction planning

Roles

What is the Self-Assessment Survey?

Self-Assessment Survey (SAS) to assess the extent to which Positive Behavior Support practices and systems are in place within a school• School-wide (18 items)• Non-classroom (specific setting) (9 items)• Classroom (11 items)• Individual student (8 items)

Who Completes the SAS?

The entire staff in a school completes the survey ONLINE (www.pbisassessment.org) as an initial and on-going assessment and planning tool, the survey is completed by:

• All staff at a staff meeting

• Recess supervisors

• Family/parent representatives

• Cafeteria/maintenance/bus staff

Read through SAS

Plan when your staff will complete the survey

Questions/Comments?10 minutes

Using the Self-Assessment Information for Decision Making

Is a system in place?• In place + (partial/2) > 80

Is there a need to focus on a system?• Current status of “in place” is < 66% and• Priority for improvement is “high” for > 50%

Which system should receive focus first?• Always establish school-wide as first priority

Which features of the system need attention?• Biggest change with least amount of effort!

Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

Which system should receive focus first?• Always establish school-wide as first priority

Is school-wide system in place? Look at items 1-18:

What should we focus on?• Use the Individual Item Report

• Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

SAS Action Planning

% In Place + (% Partial ÷2)

If total is > 80%, school-wide system is in place

• Items in RED are less than 50% in place• Items in YELLOW are 50-79% in place• In WHITE are 80-100% in place

Individual Summary Charts

Charts are provided for each system (school-wide, non-classroom, classroom, and individual)

Current status charts• Percentage of respondents who answered

“In Place,” “Partially In Place,” and “Not In Place”

Improvement priority charts• Percentage of respondents who answered

“High,” “Medium,” and “Low”

Example of PBS SAS Individual Summaries Chart

What do these charts

tell you?

Fidelity?Priority?

Analysis of School-wide System Chart

What areas require action?

Analysis of School-wide System Chart

Shows a chart with bars for components of the school-wide system• Expectations defined (question 1)• Expectations taught (question 2)• Reward system (question 3)• Violations system (question 4-8) • Monitoring (question 10-12)• Management (question 9, 14-16)• District support (question 17-18)

White = In Place

Yellow = Partial In Place

Red = Not In Place

Action Plan for items that require

least effort for greatest impact

first

Action Plan for SAS

• Progress monitor

• 2-3x per year

• Team - consensus

• Will stop completing once at fidelity

Team Implementation Checklist

Team Implementation Checklist (TIC) Subscale Report

Where would you start?

Team Implementation Checklist Items

Action plan for items with

scores of 1 or 0

Accessing the Surveyshttp://www.pbisapps.org

Family Engagement Checklist

Home Resources Family Engagement Checklist

Closing Activity

What areas/components of PBIS are your team best prepared for?

What areas do you think may be problematic?

Is there anything I should know about your team/school that would be beneficial to your work at the training?

http://www.wisconsinpbisnetwork.org/regional-coordinators.html

SurveyPlease go to the following URL to complete the training surveyhttp://tinyurl.com/C100NewCoaches