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School-Wide PBS: Planning for Implementation

School-Wide PBS: Planning for Implementation. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei. Why SW-PBIS?. Academic Engaged Time. Academic Learning Time: Typical School. 1170 School Year (6.5 hours x 180 days)

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School-Wide PBS: Planning for Implementation

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  1. School-Wide PBS:Planning for Implementation Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

  2. Why SW-PBIS? Academic Engaged Time

  3. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

  4. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

  5. The Difference: Typical vs. Effective Schools • Unallocated Non-Instructional Time • 75% vs. 85% = 84 more hours • Difference in 15 minutes vs. 9 minutes/hour • Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently • Engagement Rate • 75% vs. 90% = 86 more hours • Management of groups, pacing • Success Rate • 80% vs. 90% = 30 more hours • Appropriate placement, effective teaching • So what? • 200 hours more academic learning time (575 vs. 375) • 53% more ALT • 95 more days in school (4-5 more months of school!) Education Resources Inc., 2005

  6. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  7. Academic-Behavior Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District, Regional & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  8. Implementation & Prof’l Dev’t

  9. Team Discussion • Though teams have implemented to varying degrees: • How has your SW-PBIS development/ implementation effort went? • How has this been different than other professional development efforts you have participated in? • What has worked? • What has been challenging?

  10. Non-example Action Plan Strategies • Purchase & distribute classroom management curriculum/book • Discuss at faculty meeting • Bring in CM expert for next month’s ½ day in-service • Observe in effective classroom • Observe & give feedback What is likelihood of change in teacher practice? (Sugai, 2006)

  11. Example Action Plan Strategies + Build a school-wide System + Use school-wide leadership team that meets regularly + Use data to justify + Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements (Sugai, 2006)

  12. School-wide SystemsBuilding Capacity v. One Shot Support • Build systems to support sustained use of effective practices • SW leadership team • Regular data review • Regular action planning • Regular support & review • To begin school year & throughout school year

  13. Effective Professional Development • High quality, ongoing, well planned PD • No drive-by/drive-through/drive-in PD! • Drive-by- shouldn’t be a one shot deal • Drive-through – shouldn’t be PD fast food- we want something that is nourishing for our system! • Drive-in – shouldn’t be solely for entertainment purposes – it should be based on the systems needs • Coaching Provides continuity

  14. Wexelblatt’s Scheduling Algorithm CHEAP FAST GOOD When implementing an innovation, you may pick any two.

  15. Effective Professional Development • Change requires sustained focus • Consistency in training • Coaching Support • Data based decision making • Team implementation • Communication & feedback from staff • When it comes to PD… Entertainmentcan be the enemy of Implementation

  16. Team Discussion • What have you learned about implementation of systems change efforts through this process with SW-PBIS? • How can you apply these implementation lessons to future SW-PBIS implementation efforts? • Or other school systems change efforts

  17. Putting it all Together: PBS Handbook & Planning for Implementation

  18. PBS Handbook • What to include: • PBS summary & rationale • School Rules & Posters • Expectations Grid • Lesson plans • Schedule for teaching expectations • Acknowledgment system • Example tickets & description of system • Responding to Misbehavior • Office referral system • Classroom v. Office Managed Behavior • Suggested Interventions

  19. Team Process • PBS is active, alive -- not static • It’s not something we’ve done – it’s something we’re doing • Requires regular team meetings with a team that represents ALL school staff • Team keeps PBS alive through ongoing planning, support, and decision making to address needs as they arise • Looking at data & maintaining & developing programs to meet needs • Constantly asking: • What can we do to address this need? • What can we do to decrease this trend? • How can we improve the current programs we have in place?

  20. PBS Team: Roles & Responsibilities • Team Role • Finish development of PBS systems • Focus on implementation – ready to start year as a PBS school • Plan “PBS Kick-Off” • Train Staff on PBS Implementation & “Kick Off”

  21. Preparing for Implementation • Plan Ahead • Be Ready for PBS Kick-Off (First 2 weeks) • Obtain & Organize materials • Rules Posters, Acknowledgment tickets, handbook • Have “PBS Kick Off” schedule ready to go • Might need to Schedule a Summer meeting to finalize plans for the Kick-off

  22. Kick-off Assembly • Make it FUN & memorable for students & staff • Introducing School rules & Programs • Should be more than 1 day/ 1 assembly, make part of every day for the first 2-3 weeks • Use the talents of people in school • Develop a Schedule for Teaching Expectations • Teach expectations & routines across settings • Particularly recess & cafeteria

  23. Training Staff for Implementation • Plan Ahead • Schedule time during Pre-service week to train staff on PBS implementation • Teach a Behavioral Lesson to staff, so they can understand what it will look like • Make the lesson fun and engage staff (still working on buy-in & creating a buzz) • Model lesson as if you’re teaching it to students OR teach Safe/Responsible & Respectful in staff lunchroom • Also use the lesson to help them understand what student lessons will look like

  24. Team Tasks • Plan for organizing & developing PBIS Handbook • Develop schedule for PBIS Kick-Off & Back to School calendar • Develop plan for preparing & training staff for PBIS Roll-out and implementation • Staff PBIS training in August • Demonstrate teaching lessons to staff

  25. Involving Students & Parents

  26. Brainstorm for Parent Involvement & Introduction to PBS • Send home information • PBS in Parent/student handbook (see example) • Integrate PBS into “Back to School” night • Teach parents a PBS lesson & hand out tickets for good behavior, hold a drawing

  27. Brainstorm for Parent Involvement & Introduction to PBS • Involve Parents in PBS • Parent on PBS team • Use parent volunteers during PBS Kick-off in first week of school • Make sure volunteering parents can use school acknowledgement system & know the rules • Publicize • Website, newsletter

  28. Team Task • Rethink opportunities for involving parents & families in SW-PBIS implementation efforts from the beginning of the school year

  29. What’s ahead?PBS Year 2

  30. Role of PBS Team Next Year • Decision Making – discuss problem areas, look at referral data & develop interventions to address problem areas • Ongoing monthly meetings • Continuing Development (as determined)

  31. Priorities for Next Year • Successful Implementation/Maintenance of School-Wide PBS system • Continuing Development of SW-PBS • Individual Student Systems • Classroom Support Systems • Non-classroom Support systems

  32. Extending School-wide Programs • Collaborate with After-School programs • Improve routines in the lunch room & recess • Increase involvement of lunch/recess supervisors & paraeducators on PBS team • Sub packets • provide overview of PBS & school programs • make acknowledgment tickets from subs “GOLDEN” different color w/ add’l value

  33. CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% PRIORITY #1 Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings PRIORITY #2 ~80% of Students

  34. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  35. School-wide System SW-PBS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Handbook Classroom Support Training/ Support opportunities Individual Teacher Support Individual Student System Targeted Group Interventions FBA/BSP – Intensive Individualized Interventions Years 2-5: Continuing Development Year 2 & Beyond Year 2: Team Implemented Problem Solving & Data Based Decision Making

  36. Team Discussion • Questions or thoughts about Year 2 implementation & planning

  37. Team PresentationsSW PBS

  38. School Wide PBS Presentations • Team Process • PBS Meetings • Link w/ Staff – buy-in • Developing School Rules • Defining & Teaching • expectations across settings • routines across settings • Acknowledgment system • Responding to Misbehavior • Decision Making using Office Discipline Referrals (SWIS) • Handbook • Plans for Fall PBS Kick Off – 1st week of school • Training Staff on SW PBS

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