School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 5 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer • Quick Review of SWPBIS from Days 1-4 • Function of Behavior • Escalation and De-escalation • Team Action Planning • Wrap up

3. MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SWPBIS outcomes, data, practices, and systems • Develop individualized action plan for SWPBIS • Organize for upcoming school year

4. Training Expectations: RESPECT…

5. Tools! School-wide PBIS Workbook and Appendices nepbis.org pbis.org Evaluation Plan Action Plan

6. Activity:Please Enter Attendance • 1 min • Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

7. QUICK Review Overview & Getting Started with SWPBIS (Days 1-4)

8. Overview of School-wide Positive Behavior Support(Chapter I)

9. Critical Features of SWPBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions I.C

10. Behavior Continuum Academic Continuum MTSS Integrated Continuum Mar 10 2010

11. Getting started with School-wide Positive Behavior Support(Chapter II)

12. Getting Started with SWPBIS • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation Day 3

13. Getting Started with SWPBIS PRACTICES • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.vii

14. ~10 positive : 1 correction

15. Getting Started with SWPBIS DATA • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.viii

16. Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices • Step 1: Develop evaluation questions. • Step 2: Identify indicators or measures. • Step 3: Develop methods for collecting and analyzing indicators. • Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? How was the question answered and what should be done next? II.B.viii

17. Continuous Quality Improvement Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Develop solution(s) Implement solution(s) with integrity and fidelity

18. Improving Decision Making Problem Solution Action Planning Solution Problem Problem Solving

19. Getting Started with SWPBIS SYSTEMS • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.ix

20. Key Systems Features SYSTEMS I.C.iv

21. 80% Rule SYSTEMS Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% • Primary Prevention: • Systems to support • all staff: • Professional development • Reinforcement ~15% Apply the triangle to adult behavior! • Secondary Prevention: • Specialized Group • Systems for Staff who are “At-Risk” • Additional instruction • Increased support ~80% of Staff

22. Getting Started with SWPBIS SYSTEMS • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation II.B.x

23. To start your semester/year off well, begin teaching and learning activities on the first day of semester/school SYSTEMS CHAPTER II.B.X

24. 3. SWPBIS Practices and Systems in Non-Classroom Settings(Chapter III)

25. Non-Classroom Settings: Basic Management Considerations Practices Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior • Physical or environmental arrangements • Routines & expectations • Staff behavior • Student behavior III.B

26. 4. Classroom Management Practices and Systems (Chapter IV)

27. Evidence-Based Practices in Classroom Management • Minimize crowding &distraction • Maximize structure & predictability • State, teach, review, & reinforce positively stated expectations. • Provide more acknowledgementsfor appropriate than inappropriate behaviors. • Maximize varied opportunities to respond. • Maximize active engagement. • Actively & continuously supervise. • Respondto inappropriate behaviors quickly, positively, & directly. • Establish multiple strategies for acknowledgingappropriate behavior. • Generally provide specific feedback for errors & corrects. IV.A

28. Activity:Share Accomplishments • Discuss with your group and identify • 1-2 accomplishments • 1-2 questions or concerns shared by most members of team • Talk as team for 5 min

29. 5. Building Behavioral Capacity(Chapter V)

30. Understanding the Function of Behavior V.A

32. Function matters!

33. V.A

34. All Behavior Serves a Function: get or obtain avoid or escape aversive activities, tangible items, attention, or sensory stimulation • desired activities, • tangible items, • attention, or • sensory stimulation V.A

35. What function?

36. What function? I’m sending my whole class to the office!

37. Functions Pos Reinf Neg Reinf V.A

38. Non-examples of Function-Based Approach • “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the principal.” “Function” = outcome, result, purpose, consequence

39. To Determine Function of Behavior Antecedent Behavior Consequence Based on observing patterns across time, we can infer the probable function of behavior. V.A

40. Let’s practice During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Antecedent? Behavior? Consequence? What Function? Get/obtain Attention

41. Let’s practice When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment). Antecedent? Behavior? Consequence? What Function? Escape Task

42. Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Antecedent? Behavior? Consequence? What Function? Peer attention

43. Let’s practice When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Antecedent? Behavior? Consequence? What Function? Escape noise (stimulation)

44. By understanding function, we can intervene more effectively. Antecedent Behavior Consequence We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively. V.A

46. Let’s practice During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Prevent? Teach? Respond/Reinforce? Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

47. Let’s practice When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment) Prevent? Teach? Respond/Reinforce? With these simple tweaks, we’ve made it less likely for her to engage in disruptive behavior to escape difficult tasks.

48. Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

49. Let’s practice When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

50. Activity:Function of Behavior • Consider a common problem behavior in your non-classroom or classroom settings (or a common challenge with staff!) • Describe the “ABCs” • Identify strategies to prevent, teach, and respond/reinforce • Report (<1 min.) main features of your example • Work as team for 15 min