PBIS at the Universal Level WI PBIS Network Coach Institute Peg Mazeika/Kent Smith

1. PBIS at the Universal LevelWI PBIS Network Coach InstitutePeg Mazeika/Kent Smith

2. EXPECTATION TRAINING SITE BE RESPECTFUL • Please, • Turn cell phones to “off” or to “vibrate” • Receive and make phone calls in areas outside of training room • Wait for communications with table members until table and break times or write notes BE RESPONSIBLE • Please, • Sign attendance sheet • Return from lunch/breaks on time • Complete evaluation form upon close BE PREPARED • Please, • Make plans to stay until scheduled training dismissal Training Behavioral Expectations

3. What Would You Like to Learn from this Presentation? Please write down any questions you hope to have answered by the end of the two day training and post during break. Any questions that have not been answered by the end of Part 2 will be addressed before the end of the session.

4. Introductions Who is in the audience? What do you know? And a word of warning… THIS IS NOT A REPLACEMENT FOR COACH TRAINING (C100-200)

6. What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).

7. Terms to know and love… • ODR= Office Discipline Referral • BoQ= Benchmarks of Quality • TAC=Technical Assistance Center/Coordinator • OMG= What you send in text when your eyes start rolling back in your head PBIS=Positive Behavioral Interventions and Supports (also SWPBS, PBS) TIC= Team Implementation Checklist SAS= School Self Assessment

8. Origins of PBIS • Fern Ridge Middle School, Eugene, OR, 1994 – A school in need of a systems approach to discipline: • 880 students - reported over 5,100 office discipline referrals in one academic year • Rob Horner, George Sugai and Anne Todd, Professors at University of Oregon, focus Fern Ridge Middle School on the research regarding effective practices. • ThePositive Behavior Interventions & Supports(PBIS)processbegins!

9. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 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

10. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

11. Four Challenges Facing Schools Today Doing more with less Educating increasing numbers of students who are more different than similar from each other Educating students with challenging behaviors Creating “host environments” or systems that enable adoption & sustained use of effective practices

12. What is PBIS? An important feature of PBIS is the practice of engaging families as partners in schools (Muscott, 2008).

13. “PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… Establish a small number of priorities “do less, better” Consolidate/integrate whenever possible “only do it once” Specify what is wanted & how you’ll know when you get there “invest in a clear outcome and assess progress” Give priority to what works “research-based, evidence-based”

14. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

15. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • _____________________ • _____________________ • _____________________ • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • Tier 2/Secondary Interventions 5-15% • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • Tier 1/Universal Interventions80-90% • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • 80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ 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

16. Table Time At your table, list the available Tier 1/Universal academic and behavioral supports in your buildings

17. Table Time Go back to your table’s triangle and identify which interventions are proactive and which ones are reacting to the behavior

18. Table Time On your triangle, note the academic and social activities which involve families.

19. Trends in Discipline Practices • Most Effective • Proactive school-wide discipline systems • Social skills instruction in natural environment • Academic/curricular restructuring • Behaviorally based interventions • Early screening and identification of antisocial behavior patterns • (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) Least Effective Punishment (when used too often) Exclusion Counseling (as a reactive strategy) (Gottfredson, 1997)

20. Why Choose PBIS ?Federal Mandates:IDEA 2004NCLBState Mandates:SELRTIBest Practices:Researched-basedData drivenStandards Aligned CurriculumFamily InvolvementDISCIPLINE = TIME LOST TEACHING

21. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

22. Tier1/Universal Practices of PBIS Define *3-5 school-wide expectations *rules show what the expectations look like Teach/Pre-correct *cool tools/ behavior lesson plans direct instruction *in-the-moment reminders Model/Practice *adults model what they teach *students practice what we teach Acknowledge *daily recognition – ex. Gotchas (students and adults) *intermittent-unexpected *weekly/quarterly grade-level/whole school celebrations Re-teach *restate the expectation using a different strategy *have the student practice the skill

23. Improving Decision-Making From: Problem Solution To: Problem Solving Using Data Solution Monitor Outcome Problem

24. “PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… Establish a small number of priorities “do less, better” Consolidate/integrate whenever possible “only do it once” Specify what is wanted & how you’ll know when you get there “invest in a clear outcome and assess progress” Give priority to what works “research-based, evidence-based”

25. How does my building fit into the “Big Picture” (or, all politics is local politics)

26. Implementation Levels State District School Classroom Student

27. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

28. District Leadership Team (The Ideal) • General Education Teachers • Special education teachers • Psych/SW Department co-chair • Partnership coordinators • Parent representatives of diverse backgrounds Deputy Superintend. Director of Special Education/Student Services Curriculum Director Building Principals from all levels Counseling representatives

29. Coaching Functions, Outcomes, and Competencies

30. Why Coach If school leadership teams are to be successful; structures and routines must be in place to assist, prompt, encourage and monitor their progress as they develop, implement and evaluate their school wide PBS System. -Anne Todd

31. Introductions • External Coaches • “District” • District-wide or multiple building responsibilities • Coordinates district efforts and data collection Internal Coaches “Building” “Lives” in the building Coordinates building efforts and data collection

32. District PBIS Coordinator External Coach External Coach Internal Coach Internal Coach Internal Coach Internal Coach

33. Coaching Defined • Coaching is the active and continuous delivery of: • (a) prompts that increase successful behavior, and • (b)correctionsthat decrease unsuccessful behavior. • Coaching is done by someone with credibility and experience with the target skill(s) • Coaching is done on-site, in real time • Coaching is done after initial training • Coaching is done repeatedly (e.g. monthly) • Coaching intensity is adjusted to need

34. Outcomes of Coaching • Fluency with trained skills • Adaptation of trained concepts/skills to local contexts and challenges • And new challenges that arise • Rapid redirection from misapplications • Increased fidelity of overall implementation • Improved sustainability • Most often due to ability to increase coaching intensity at critical points in time.

35. Coaching Capacity The system’s ability to organize personnel and resources for supporting local school training implementation efforts. Emphasis on coaching role, responsibility and activities. Efficiency is achieved by integrating the coach function into job description of existing personnel (i.e. school psych, school SW, counselor, etc.)

36. Coaches Build Capacity Are skilled at constructing and posing questions Use nonjudgmental response behavior Use nonverbal behaviors to establish and maintain rapport Set aside unproductive patterns of listening, responding and inquiring Value self-directed learning *Project CHOICES, 2009

37. Who Should be a Coach? Coaching Competencies Generic Coaching PBIS Specifics Participate in team training Able to attend team meetings at least monthly Effective working with adults Knowledgeable about school operating systems Professional Commitment Knowledge about SWPBS Knowledge about behavior support practices (targeted, individual) Skilled in collection and use of data for decision-making.

38. Guiding Principles for Effective Coaching Build local capacity Become unnecessary…but remain available Maximize current competence Never change things that are working Always make the smallest change that will have the biggest impact Focus on valued outcomes Tie all efforts to the benefits for children Emphasize Accountability Measure and report; measure and report; measure and report. Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. Precorrect for success

39. How Internal Coaches Work Coordinate with District coordinators and external coaches Attend PBIS meetings and trainings Support the team during Tier 1/Universal trainings Facilitate Tier 1/Universal team meetings Communicate with stakeholders (administrator, external coach, school board, staff, families) Guide use of Data for Decision Making Share data stories with external coach or PBIS coordinator Insure Integrity of Implementation through – Self-assessment (Self-Assessment Survey (SAS), Team Implementation Checklist (TIC), Benchmarks of Quality (BoQ) Action planning – (Year-At-A-Glance, Multi-tiered Action Plan; MAP) On-going evaluation (School Profile) System Response Tool

40. How Internal Coaches Work Initial Implementation and capacity building Help maintain momentum though support, praise, celebration Guide team development of systems, process Arrange All staff trainings/orientation Oversee Development and use of data for decision-making/active problem solving

41. Skills for Internal Coach Fluency with PBIS systems, data & practices Understanding of PBIS relationship to RTI Capacity to deliver high level PBIS technical assistance Understanding of role of PBIS in district/school improvement process Communication and collaboration skills to support/sustain teams Presentation skills to communicate with all stakeholders Computer skills for using PBIS network tools and other resources

42. Team Roles and Functions

43. Effective Teams Include: Regular education teachers (grade level) Special education teachers Support staff Clinical expertise Administrators Family members – “Family Voice”

44. Social Competence & Academic Achievement STUDENT OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

45. Establish Procedures for On-going Monitoring and Evaluation Data Collection and Use Why do we use data? Data gives a picture of what’s happening behaviorally in the school Sets baseline to measure improvement Identifies need Guides intervention planning Measures effectiveness of interventions Decisions to continue or eliminate “business as usual”

46. Table Time Discuss from the perspective of teachers, counselors, administrators, etc. What data do you collect? How do you use it? How is this data shared with the School/Family/Community? With whom is it shared within the School/Family/Community? How often?

47. Improving Decision-Making From Problem Solution We have data but don’t know what to do with it

48. Improving Decision-Making To Action Planning & Evaluation Problem Solving Problem Solution Information/ Data

49. Roles of Tier 1/ Universal Team Members Facilitator to create the agenda, lead the meeting Data Manager to brings data to team meetings Time-keeper to keeps team on task Recorder to takes and distributes minutes; archives material; updates profile Communicator to shares information on activities and data to with, families, and communities *Must be clear which of these is a role of internal coach and which is role of alternate team member.

50. Meet twice a month (during first year) with set agenda Complete Self Assessment Survey annually Create, distribute, and schedule “cool tools” to staff Functions of PBIS Universal Team Share data with your School/Family/Community monthly Inform School/Family/Community of PBIS activities occurring in the building Be cheerleaders for the PBIS process in the building Identify students in need of Tier 2 and Tier 3 supports