PBIS Tier 1 Training

1. PBIS Tier 1 Training Day 1: Foundational Work

2. Today • Positive Behavior Intervention & Supports PBIS • Equitable, Multi-level System of Supports • Equity and Behavior Content Area (PBIS) • Behavior • Prevention

3. Objectives for Today Teams will build an understanding of: Prevention strategies How to identify and define the skills students need to be successful Develop a plan for building: Team capacity around implementation of prevention strategies Staff and stakeholder capacity around implementation of prevention strategies through team provided training and ongoing support

4. Acronyms in the Field RtI = Response to Intervention PBIS = Positive Behavior Intervention Supports CRP = Culturally Responsive Practices MLSS/MTSS = Multi-level (tiered) System of Support

5. Putting it All Together in Wisconsin Equitable, Multi-level System of Supports Systematically providing equitable services, practices, and resources to ALL students based upon their responsiveness to effective instruction and intervention. RtI (reading/math) + PBIS (behavior) + CRP

6. Put Wisconsin’s Vision of College and Career Readiness into Actionby Implementing an Equitable, Multi-level System of Supports KNOWLEDGE: Students receive equitable access to the academic content SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

7. Team Roles

8. Take a few minutes with your team to re-ground in the following and record your responses: Your school/district mission, vision, and purpose (why PBIS?) The group(s) currently underserved by your system Why are you implementing PBIS – think elevator speech Discussion What’s your why? Page 31 We’ll keep coming back to these key ideas throughout the day today.

9. School-wide PBIS The fundamental purpose of School-wide PBIS (SWPBIS) is to make schools more effective and equitable learning environments. Positive Predictable Consistent Safe

10. Tier 3/Intensive 1-5% • Individual students • Assessment-based • High intensity Tier 2/Selected 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal 80-90% • All students • Preventive, proactive

11. Student Snapshot Math (Acceleration) Reading (Intervention) Strengths & Challenges PE Language Arts Hallway Behavior Attendance Science

12. PBIS Framework Source: https://www.pbis.org/school

13. Practices Skills and techniques used to support students Evidence-based Sometimes called core components when used in a broader program context • Instruction • Feedback • Reinforcement Improve student outcomes

14. Systems Create and sustain an environment and conditions that supports the system Policies, procedures, regulations, and structures that facilitate implementation fidelity Support the staff Examples include • Training • Support/coaching • Teaming • Leadership • Data

15. Team, Train, Support Team • Clearly define what the critical components of PBIS look like in practice • Apply defined practices in their own environments • Learn and adjust • Strong understanding of practices • Better equipped to develop and provide professional development and ongoing support Train • Professional development plan (ongoing, scaffolded, focused, connected to big picture) Support • “Staff work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another.” • “…direct connection between learning and application in daily practice, thereby requiring active teacher involvement in cooperative, inquiry-based work.” http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx(https://learningforward.org/wp-content/uploads/2017/08/job-embedded-professional-development.pdf)

16. Reminder “The use of effective interventions without implementation strategies is like serum without a syringe; the cure is available but the delivery system is not.” Fixsen, Blase, Duda, Naoom, & VanDyke, 2010

17. Data Guides decision-making processes • Types • Performance (fidelity data) • Process data (implementation data) • Outcome (student-level data) https://implementation.fpg.unc.edu/module-2/performance-assessment

18. Measures the extent to which staff are able to use practices as intended Assesses use of skills that have been trained and supported Helps to assure sustained implementation of practices Not a reflection on teachers, staff, or students “The most effective intervention will not produce positive effects if it is not implemented.” Performance Data https://nirn.fpg.unc.edu/learn-implementation/implementation-drivers/performance-assessment

19. Process Data Measures the extent to which the system is in place Leadership - Active involvement in facilitating and sustaining systems change to support implementation (e.g. communication, decisions, guidance, and resource allocation) Competency - Strategies to develop, improve, and sustain educators’ ability to implement PBIS (e.g. training and support) Organization - Strategies for analyzing, communicating, and responding to data in ways that result in continuous improvement of systems and supports for educators https://implementation.fpg.unc.edu/module-2/performance-assessment

20. Process Data PBIS Assessment Assists in supporting high fidelity, sustained implementation of PBIS • Online • Surveys • Tiered Fidelity Inventory (TFI) • Self Assessment Survey (SAS) • Reports Supports action planning to improve implementation

21. Process and Performance Data is analyzed to: Measure the extent to which the system has been put into place Inform improvements to the training content and delivery Inform improvements in training and implementation supports Examples: • Team (Self-assessment, non-evaluative observations) • Train (Pre and post assessments of knowledge of skills, non-evaluative observation of participants practicing new skills, trainer performance feedback via schedule, content, process) • Support (Non-evaluative observations, support service delivery plan and implementation log, staff feedback) • Fidelity (Non-evaluative observations, documentation/log, self-assessment)

22. Outcome Data • Informal data sources • Minors (ongoing) • Majors • Attendance • Grades • Angel List • Teacher request for assistance • Surveys • Health room visits • Pupil Service request for assistance • Dropout Early Warning System / Early Warning System • Disciplinary actions (time out of class, detentions, missed recesses, ISS, OOSS, etc.)

23. Given the information on data, practices, and systems, consider: What are some ideas that feel familiar (we have used this in the past) What are some ideas that are new (we have not always thought about that before when implementing initiatives) Discussion Ideas Take notes

24. EQUITY is at the center of the framework and is embedded into all other key features. Key Features of an A CONTINUUM OF SUPPORTS for learners… SYSTEMIC IMPLEMENTATION throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports; STRONG SHARED LEADERSHIP and POSITIVE CULTURE to provide the context necessary for schools and districts to grow and sustain implementation …among staff, learners, families, and communities Equitable, Multi-level System of Supports We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools. We believe in the STRATEGIC USE OF DATA for CONTINUOUS IMPROVEMENT COLLABORATION to make the complex work of system change possible…. Use of EVIDENCE-BASED PRACTICES to ensure that school and district efforts positively impact learner outcomes Through HIGH QUALITY INSTRUCTION, academic, behavioral, social, and emotional teaching and supports are delivered. All of these key features inform and impact each other. …starting with a strong UNIVERSAL LEVEL OF SUPPORT as the base;

25. Educational Equity Every student has access to the resources and educational rigor they need at the right moment in their education, across race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income. Equity. (2018, March 08). Retrieved from https://dpi.wi.gov/rti/equity

26. Equity Read the page on equity from Wisconsin’s Framework for Equitable Multi-Level Systems of Supports Page 74 Click image to access Wisconsin’s Framework for Equitable Multi-Level Systems of Supports

27. Discussion How does what you just read align to your district’s mission and vision? Do current school and district policies and practices around behavioral error benefit some groups of students more? When considering disproportionality in our data, are current solutions designed to fix students and families; or to remove barriers and create access for students and families? Revisit what’s your why? Page 31

28. This Photo by Unknown Author is licensed under CC BY

29. Behavior Behavioral skills and habits include: Social and emotional competencies College and career ready skills and habits School procedure skills

30. Behavior Anything we say or do: Focus on what is observable rather than intentions How we react to our environment Behaviors are learned and continue because they serve a purpose or function Overview of Basic Behavior Principles [PDF Document]. Retrieved from: http://flpbs.fmhi.usf.edu/revision07/overview/general/Overview%20of%20Basic%20Behavior%20Principles%20Handouts.pdf

31. ABCs Antecedent: What happens right before the behavior. Behavior: Observable and measurable description. Consequence: What happens after the behavior.

32. Behavior Jacob was off-task. Monique was disrespectful during art class. Phong was disruptive during work time. Darius was really helpful during class today.

33. (b) Behavior Behaviors need to be defined in ways that are observable and measurable. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. Behaviors need to be defined in ways that are observable and measurable. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

34. (a) Antecedent What occurs right before a behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. What occurs right before a behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

35. (c) Consequence (outcome) What happens after the behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. What happens after the behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

36. TEAM: Citation or possibly reference? This article addresses that there are these two functions ONLY-no power and control, etc. Function of Behavior What is reinforcing or maintaining the behavior? ObtainAvoid Attention (peer, adult) Tangibles/Activities Sensory Iovanonne, R., Anderson, C. M., & Scott, T. M. (2013, 04). Power and Control: Useful Functions or Explanatory Fictions? Beyond Behavior, 22(2), 3-6. doi:10.1177/107429561302200202

37. Function The reason the behavior occurred. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. Function? The reason the behavior occurred. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. Function? To avoid (a task-math problems)

38. Identify the Behavior Identify the Consequence Identify the Antecedent During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on.The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. Identify the Function Function? Obtain (teacher attention)

39. Identify… Behavior, Antecedent, Consequence, Function When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. Function? When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. Function? Avoid (cold temperature)

40. School-Wide There are a high number of minor disruption referrals for all grades in the hallway before recess (mid-winter). The consequence has been that students lose their recess for the rest of the day. The function of the behavior is to avoid (recess).

41. Share a time that either: Understanding the principles of behavior has had a positive effect in how you have responded to student behavior. OR How understanding the principles of behavior would have changed how you reacted to student behavior. Stand Up -Hand Up -Pair Up take notes

42. Discussion Do you have staff meetings where this training can occur? Do you have PLC time where this can be reinforced with ongoing support? How will you train your staff around the Principles/ ABCs of Behavior? Top of Page 32

43. Structure Environment to Maximize Student Learning Positive relationships Physical arrangement of space Structure Instructional practices Adult supervision Clearly defined purposeful expectations and indicators

44. Positive Relationships

45. Positive Relationships “Teachers/leaders believe it is their role to develop positive relationships in classrooms” • Students feel ok about making mistakes or not knowing • Errors are seen as opportunities for learning • Fair, empathetic, and trustworthy climate • Warmth-acceptance, unconditional respect, and positive regard for students (must be shown in observable ways) • Trust-students see that the teacher believes in them-especially when they are struggling • Empathy-teachers can take the perspective of the student Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge (pgs. 157, 158, and 187).

46. Positive Relationships Communicating positive expectations • Call on all students equitably • Increase latency periods when questioning students • Give hints/clues to help students answer questions • Tell students they have the ability to do well Correcting students in a constructive way • Help students reflect and make a better choice Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx

47. Positive Relationships Developing positive classroom pride • Display student work • Provide high rates of specific positive feedback • Speak to accomplishments of all your students • Develop pride in improvement as well as excellence Demonstrating caring • Show an interest in your students' personal lives • Greet students by the front door as they enter the classroom • Watch for/touch base with students who display strong emotion • Sincerely listen to students • Empathize with students Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx

48. Positive Relationships Prevent/reduce your own frustration and stress • Be able to identify signs of frustration or stress • De-escalate • Have a plan to prevent or reduce frustration or stress when it occurs Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx

49. Discussion Consider the five broad categories for creating positive relationships Communicating positive expectations Correcting students constructively Developing positive classroom pride Demonstrating caring Prevent/reduce own frustration/stress Which category do you feel you are most skilled at? Share some examples of what that looks like in your practice. Turn & Talk Page 32

50. Physical Arrangement of Space Teachers can prevent many instances of behavioral error and minimize disruptions by strategically planning the arrangement of the physical environment (Wong & Wong, 2009) Arranging classroom environment to deliver instruction in a way that promotes learning(Archer & Hughes, 2011) https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf