Overview of PBIS and Necessary District/School Commitments Jennifer Grenke Technical Assistance Coordinator Wisconsin P

1. Overview of PBIS and Necessary District/School Commitments Jennifer Grenke Technical Assistance Coordinator Wisconsin PBIS Network grenkej@wisconsinpbisnetwork.org 800.831.6391 x 245

2. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut www.pbis.org www.swis.org

3. Today’s Agenda What is PBIS? Why Consider PBIS? How do we get there?

4. Opening Activity What do I know? What do I want to know?

5. 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

6. PBISThe Big Ideas Decide what is important for students to know (behavioralexpectations - local standards for student behavior, reading & math) Teach what is important for students to know (high quality instruction= differentiation) Acknowledge students for demonstrating skills Keep track of how students are doing ( data, data, data) Make changes according to the results (interventions at 3 tiers-give kids what they need)

7. 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

8. Activity B • Triangle Audit • List current practice, interventions, initiatives at each tier • Circle items that are positive, proactive or preventative • Star each item that has an active data component

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

10. Elements: Tier 1 Universal • Developing a PBIS team • Faculty commitment • Efficient procedures for dealing with discipline • Data entry and analysis plan established • Expectations and rules developed • Reward/recognition program established • Lesson plans for teaching expectations and rules • Implementation plan • Classroom systems • Evaluation plan

11. National and State Resources www.pbis.org www.wisconsinPBISnetwork.org www.SWIS.org www.pbisassessment.org www.apbs.org

12. Why PBIS?

13. Federal Mandates:IDEA 2004NCLBState Mandates:RTIBest Practices:Researched-basedData drivenStandards Aligned CurriculumFamily InvolvementDISCIPLINE = TIME LOST TEACHING

14. Cost Benefit Analysis(Barrett & Swindell, 2002)‏ Assume • ODR: Admin. (10 mins), Student (20 mins), Staff (5 mins)‏ • ISS: Admin. (20 mins), Student (6 hours), Staff (5 mins)‏ • OSS: Admin. (45 mins), Student (6 hours), Staff (5 mins)‏

15. ODRs ISSs OSSs Total Time Gained Back Admin 7190 mins. 119.8 hrs. 940 mins. 15.7 hrs. 1215 mins. 20.3 hrs. 9345 mins. 155.8 hrs. 25.9 days Student 14380 mins. 239.7 hrs. 16920 mins. 282 hrs. 9720 mins. 162 hrs. 41020 mins. 683.7 hrs. 144 days Staff 3595 mins. 59.9 hrs. 235 mins. 3.9 hrs. 135 mins. 2.3 hrs. 3965 mins. 66.1 hrs. 11 days West Elementary, Alton, ILReduced ODRs by 719, ISSs by 47, OSSs by 27*

16. Does PBIS implementation result in a benefit to students? ODR & Climate for one school This school met fidelity for PBIS in the 2009-10 school year. Students have 50 more days of learning, administrators have 12 more days of instructional time, and teachers have 4 extra days to teach!

17. Does PBIS implementation result in a benefit to students? Climate for one school, cont. This school met fidelity for PBIS in the 2009-10 school year.

18. How Do We Get There? District commitment, school staff buy-in Coaching capacity Professional development plan Efficient data tool

19. District Level Support Structures Needed for Sustainability…

20. District Vision & Principlesto Guide Planning • Give priority to prevention • Focus on whole school & community • Give priority to evidence-based practices • Lead with a team • Emphasize data-based evaluation

21. District Action Planning4 capacity building targets • Local Policy & Funding Capacity • Local Training Capacity • Local Coaching Capacity • Local Evaluation Capacity (link to Blueprint – leadership team self assessment)

22. Taking it to Scale

23. DISTRICT READINESS, FUNDING AND POLITICAL SUPPORT • Schools must be committed to improving behavior • One of the top priorities • Make sure the SIP addresses issues of student behavior – maybe able to access SIP $$$ • Behavior, discipline, climate, or safety • SIP needs to be aligned with the school’s mission statement • All initiatives/practices should be organized using three tiered logic • Review content of SIP with all faculty and staff * Inconsistency and lack of direction can impede overall school improvement!

24. School Improvement Plan • Review the SIP yearly • Familiarize and educate new staff annually • If plan is reviewed and discussed often, goals will be accomplished • Let the SIP guide all activities that occur in your school

25. Big Ideas-District Long term planning is essential Funding sources Coaching commitment at all 3 tiers

26. School Staff Buy-in Needed for Successful Implementation

27. Trends in Discipline Practices Least Effective • Punishment (when used too often) • Exclusion • Counseling (as a reactive strategy) (Gottfredson, 1997) 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) 29

28. First Steps in Obtaining Staff Buy-in Communication is essential in this process Open communication will allow faculty to feel as though they are part of the change process Faculty will begin to understand what is happening across campus Frequent communication opens dialogue for problem-solving across campus

29. Faculty/Staff Support • Climate/Discipline one of top 3 school improvement goals • Faculty feedback is obtained throughout year • Faculty involved in some decision making/establishing goals Admin/faculty commits to PBIS for at least 3 years

30. Decreasing Problem Behaviors Staff commitment is essential Faculty and staff are critical stakeholders 80% buy-in/consensus must be secured 3-5 year process

31. What does 80% buy in mean? Consensus means that I agree to: • provide input in determining what our school’s problems are and what our goals should be • make decisions about rules, expectations, and procedures in the non-classroom areas of the school as a school community • Follow through with all school-wide decisions, regardless of my feelings for any particular decision • Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

32. Supporting Systemic Change • Those involved in the school must share : • a common dissatisfaction with the processes and outcomes of the current system • a vision of what they would like to see replace it • Problems occur when the system lacks the knowledge of how to initiate change or when there is disagreement about how change should take place

33. Remember • PBIS involves all of us • we decide what our focus will be • we decide how we will monitor • we decide what our goals are • we decide what we’ll do to get there • we evaluate our progress • we decide whether to keep going or change

34. A School-based PBIS Team School Administrative Team must be committed to school-wide PBIS and actively participate on the team PBIS team should remain small (6-8 members) Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, parents… Consider Core Team vs. Peripheral Team

35. School PBIS Team Tasks Develop the school-wide PBIS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to Coach/Facilitator & District Coordinator

36. PBIS - Coaching Internal Coach External Coach

37. Internal Coach Role Work with team during Tier 1/Universal trainings Facilitates Tier 1/Universal team meetings Communicate with stakeholders (administrator, external coach, school board, staff, families) Submit assessment data to external coach or PBIS coordinator “Keeper of the Process” Self-assessment (SAS Survey, TIC, BoQ) Action planning – (Year-At-A-Glance, Action Plans) Activity implementation On-going evaluation

38. Internal Coach Role (cont.) Initial Implementation Help maintain momentum Help with team process Coordinate information Provide access to praise, celebration Provide or obtain critical information/technical support. Active problem solving All staff trainings/orientation Development and use of data for decision-making Active Capacity Building Systems development Sustainability Transition prompts New training

39. External Coach Role Expand and sustain PBIS implementation through multiple buildings Assess training needs and connect with state support systems Support best practices and provide staff development and technical assistance Collaborate to connect students, families, service organizations and schools to meet child and family needs

40. External Coach Role Expand and sustain PBIS implementation through multiple buildings Assess training needs and connect with state support systems Support best practices and provide staff development and technical assistance Collaborate to connect students, families, service organizations and schools to meet child and family needs

41. Principal Role/Goals • Develop short/long term goals for building positive behavior supports • Includes Behavior as a top three SIP goal • Commitment- • communication • among staff/staff meetings • with parents/community • budget • time-allow for team to meet regularly • Connect building with central office • Data collection tools are in place

42. Building Level Commitments Handout--PBIS Commitment for Success • Three-five year focus to get sustainable change • Active administrative support and participation • Administrative leadership for PBIS teams • Commitment from staff (80%)‏ • Ongoing communication and support with staff • Completion and use of data collection (discipline and academic data, survey, checklists)‏ • Staff participation in ongoing training • Must be completed with Technical Assistance Coordinator and turned in by team registration

43. District & Building PD Plan Please refer to Handout Titled: “Training Scope & Sequence”

44. District Readiness FormSchool Readiness Form Must be completed with Technical Assistance Coordinator and turned in by team registration

45. DATA • Process/Fidelity data • PBS surveys.org • Local coordinator • Student Outcome data • Data audit • Office Discipline Referral (ODR)

46. Data Audit Behavior Data ODRs per day per mo. By behavior By time of day By location By infraction Other including M/m Subgroup, etc. Attendance EE or LRE Detentions Suspensions I/O Expulsions Academic data per subgroup/individual Etc.