PBIS Sustainability Tier 1

1. PBIS Sustainability Tier 1 Adapted from multiple sources including George Sugai, Susan Barrett John Beach, Becky Nies Erin Heine Engness PBIS/RtI Coach Princeton Public Schools

2. Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

3. The Power of One I am only one, but I am one. I cannot do everything, but I can do something. Please don’t let what I can’t do prevent me from doing what I can.

4. 2 SWPBS is framework for…. Our Challenges……. • 3. NEGATIVE SCHOOL CLIMATE • Bullying & harassment • 447 teacher abs yr • Staff/parents unsafe • 1.REACTIVE MANAGEMENT • 5100 ref/yr • Marcus 14 days det. • 5. COMPETING INITIATIVES • SW discipline • Class manage • Social skills program • 2. POOR ACHIEVEMENT • 25% 3rd at grade • >50% 9th 2+ “F” • 4. INEFFECTIVE SPED • 25% on IEPS • EBD sent to Alt school • Tasha spends day w/ nurse

5. Effective Academic Instruction Effective Behavioral Interventions POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS) = Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation

6. "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling Business Expert

7. Sustainability Innovative practices do not fare well in old organizational structures and systems Organizational and system changes are essential to successful implementation Expect it Plan for it

8. EVALUATION CRITERIA

9. CONTINUUM of SWPBS ~5% ~15% • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

10. Social Responsibility & Academic Achievement Positive behavior Support OUTCOMES Supporting Decision Making Supporting Staff behavior DATA SYSTEMS PRACTICES Infomercial ..\..\..\powerpoint files\infomercial\VIDEO_TS\VTS_01_1.VOB Supporting Student behavior

11. SWPBS Outcome Questions Are outcomes important to stakeholders (i.e., student, family, school, district, state)? Are outcomes realistically achievable? Are outcomes relevant to stakeholder needs? Is achievement of outcomes supported with adequate resources? Is outcome progress measurable & measured on continuous basis?

12. SWPBS Data Questions • Are data linked to outcomes? • Are data used to identify outcomes? • Are data monitored continuously? • Is data management efficient?

13. SWPBS Practices Questions • Are practices & interventions (P&I) evidence-based? • Are P&I adapted to local context? • Are (P&I) aligned w/ outcomes? • Are (P&I) implemented w/ fidelity?

14. SWPBS Systems Questions • Is implementation team guided? • Is implementation a high priority? • Outcomes? Resources? • Is implementation linked & integrated with other initiatives (e.g., literacy, safe schools)?

15. Systems • Is high implementation fidelity monitored & supported (e.g., SET)? • Regular & meaningful opportunities for feedback & acknowledgments? • Active & collaborative leadership involvement?

16. 17 SWPBS Practices School-wide Classroom Family Non-classroom Student

17. Sustainability = • Phase in which accurate implementation (90%) of an evidence-based practice across desired context(e.g., classroom, school-wide, nonclassroom) over time with local resources is documented.

18. Measuring Fidelity/Sustainability • Improvements in school climate • Decreases in ODR • Improvements in perceived school safety • Improvements in achievement • Standardized achievement tests • High levels of implementation fidelity

20. Proficiency Rates in Reading

21. SET Scores (School Wide Evaluation Tool)

22. Phases of ImplementationEmerging; Implementing; Fully Implementing; Exemplar; Sustaining

23. 10 Ways You Can Promote and Sustain PBIS

24. 1. Get honest about issues or concerns in your building

26. Do Principals Make a Difference? Statistically significant differences between SW-PBS and non-SW-PBS schools on staffs perceptions of: Principals involvement related to behavior management Overall effectiveness of behavior supports Job satisfaction

27. 2. Develop precision statements Key to being efficient with limited resources

28. From primary to precise: An example Primary statement: “There is too much fighting at our school” Precise statement There were 30 more ODRs for aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “

29. 3. Elements to the data process

30. A. Establish A Coherent Process for Discipline Behavior definitions Minor vs. Major Written procedures for staff Flow chart showing process Office referral form ( includes possible motivation) Other tracking forms Time during staff meetings to get agreement, learn about process and follow through all year!!

31. B. Computer Application Easy, efficient No more than 30 seconds to enter Able to generate reports quickly Available in picture form (bar graphs) Custom Reports

32. 05% 20% 11% 22% 84% 58%

33. SWIS Data 65% Fewer Referrals 52% Fewer Students Involved

36. Make SW-PBS Adaptiveto change Collection and use of data for decision-making Are we implementing SW-PBS with fidelity? Are students benefiting behaviorally, emotionally, academically? Are the systems and practices efficient? Satisfaction (student, faculty, family)

37. There is a proverb which says, “If you’ve told a child 1000 times to do something and they don’t do it…it isn’t the child that is a slow learner.” Irrelevant Transition Slide

38. Recommit each year!!What about new staff?What about substitutes?What about….?

39. Staff Tiger Pride Pledge We pledge our support for Tiger Pride (Positive Behavior Supports) at North Elementary. By pledging our support, we are saying that we will work to create predictable, positive, effective, achieving, and caring school and classroom environments for all students, staff, and parents. This includes the following: • Defining expectations • Teaching expectations • Monitoring expected behavior • Acknowledging expected behavior • Pre-correct and correct behavior errors • Actively supervising classroom and nonclassroom settings • Supporting behavioral and academic targeted interventions • Open and honest communication between staff, parents and students

40. 5. Acknowledge staff Acknowledge staff for their work and investment in the process- make it meaningful for your staff

41. North Staff Recognition

42. 6. Educate staff about evidence-based practice “Staff as consumers” of evidence based practices- with an average of 14 initiatives going at any one time in schools, educators must be able to say no to new practices that are unnecessary

43. www.pbis.org Horner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research”“Evidence Base”

44. Princeton Evidence Based Practices • Common expectations • Teaching expectations in context • Acknowledging and rewarding positive behavior • Secondary interventions – CI/CO, mentoring, Tiger Troopers • System for discouraging negative behavior • Using data to make adjustments

45. 7. Develop marketing plan

46. Recognition - it’s free!

47. Tiger ROARs

48. Budget • How will you pay for this?? • Budget, Target Money, PTA, Fundraising • Grants • Get creative - what is free? • Wearing hats • Listening to music • Positive Adult Connection • Shadow the custodian • Lunch with Principal • Early morning floor hockey

49. 8. Empower staff

50. All StaffInvolved!