School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 2 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer • Review of SWPBIS from Day 1 • Getting Started with SWPBIS: Steps 4-6 • Procedures for teaching SW expectations • Procedures for teaching class-wide expectations • Continuum for strengthening appropriate behavior • Preview Steps 7-10 • Action Planning • Wrap up

3. MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SWPBIS outcomes, data, practices, and systems • Develop individualized action plan for SWPBIS • Organize for upcoming school year

4. Training Expectations: RESPECT…

5. Activity:Please Enter Attendance • 1 min • Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

6. Review of Day 1

7. SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990)

8. Critical Features of SWPBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions

9. SWPBIS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Non-classroom Family Student

10. Continuum of Support for ALL Few Some All (Sugai, Dec 7, 2007)

11. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation

12. Getting Started with SWPBIS • Establish an effective and representative leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation Day 1 Day 2 Day 3 Day 4

13. Getting Started with SWPBIS PRACTICES • Establish an effective leadership team • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring • Develop systems to support staff • Build routines to ensure on-going implementation Teaching social behavior explicitly? Like academic behavior II.B.iv

14. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Teaching Academic & Social Behaviors II.B.iv

15. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Teaching calculating hypotenuse of triangle “C2 = A2 + B2 where C is side opposite right angle….” “Work w/ another partner & do these 4 examples….” “I noticed that everyone got #1 & #3 correct. #2 was tricky because no right angle….” “Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….” “Work w/ your partner & calculate hypotenuse of triangle for these 3 examples……”

16. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Teaching social behaviors like academic skills “You got it. Tomorrow let’s figure out how to handle cyber-teasing.” “If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…” “That was great. What would that look like if you were stuck on the bus? In the classroom?” “Watch. This is how I would do it at a concert.” “Tell me how you would do it if you were in hallway.” “At school dance.”

17. In other words…follow these key steps II.B.iv

18. Define Behavioral expectations/Rules • Operationally define what the rules look like across all the routines and settings in your school. • One way to do this is in a matrix format. II.B.iv

19. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES II.B.iv

20. RAH – at Adams City High School

21. II.B.iv Highline School District, Washington May 2011

22. Activity:Behavioral Expectations • Draft School-Wide Teaching Matrix • Write in your school-wide expectations • Identify typical settings/contexts in your school • Identify 1-2 observable, measurable, and positively stated behaviors for each cross-section • Add items to your Action Plan as necessary • Present 2-3 “big ideas” from your group (1 min. reports) • Work as team for 20 min II.B.iv

23. Behavioral Expectations in Non-School Settings • Consider a student activity similar to the existing school-wide behavior matrix • The tweak: • Take school expectations and have students… • Apply expectations to their home setting • Apply expectations to their community

25. Steps for the Activity • Ask students about the purpose of expectations. • Review the school-wide expectations and specific examples with students. • Ask students to write down multiple examples of following each of the expectations at home. • Ask students to write down multiple examples of how their friends expect them to behave. • Ask students to share similarities and differences in expectations across settings. • Have students turn in matrices for staff review. • Return the matrices to students for their personal reference.

27. Activity:Personal Matrix • Fill in the school-wide expectations for your school • e.g., be safe, be respectful, be responsible • Reference the School Wide Teaching Matrix your team developed to complete the “AT SCHOOL” column • Complete the “AT HOME” and “IN MY NEIGHBORHOOD” columns for you personally • Alternative: “WITH MY FRIENDS” • Work individually for 10 min

28. Activity:Personal Matrix Debrief Debrief in your team: • How was this activity for you personally? • What was hard? What was easy? • If your students completed personal matrices, what might be similar or different from school: • at home? • in their community? • Present 2-3 “big ideas” from your group (1 min. reports) • Work as team for 10 min

29. Considering Students’ Personal Matrix • For the differences between school and other settings, are the “different” school rules necessary for positive student development? • NO: Change the rules to align more with home and neighborhood • YES: Acknowledge explicitly and provide additional teaching, practice, and acknowledgment

30. Example Are the different school rules necessary for positive student development? • YES: Acknowledge explicitly and provide additional teaching, practice, and acknowledgment

31. Example Are the different school rules necessary for positive student development? • NO: Change the rules to align more with home and neighborhood

32. Activity:Personal Matrix • Review the steps to the Personal Matrix activity. Plan when and how you could complete this activity with students to inform the development of your school matrix. • Add items to your Action Plan as necessary • Work as team for 5 min II.B.iv

33. In other words…follow these key steps II.B.iv

34. Teach rules in the context of routines • Teach expectations directly. • Define rule in operational terms—tell students what the rule looks like within routine. • Provide students with examples and non-examples of rule-following within routine. II.B.iv

35. “Cool Tool”

36. Teach rules in the context of routines • Teach expectations directly. • Define rule in operational terms—tell students what the rule looks like within routine. • Provide students with examples and non-examples of rule-following within routine. • Actively involve students in lesson—game, role-play, etc. to check for their understanding. II.B.iv

37. Teach rules in the context of routines • Teach expectations directly. • Define rule in operational terms—tell students what the rule looks like within routine. • Provide students with examples and non-examples of rule-following within routine. • Actively involve students in lesson—game, role-play, etc. to check for their understanding. • Provide opportunities to practice rule following behavior in the natural setting. II.B.iv

38. Expectations & behavioral skills are taught & recognized in natural context

39. In other words…follow these key steps II.B.iv

40. Prompt or remind students of the rule • Provide students with visual prompts (e.g., posters, illustrations, etc). II.B.iv

41. School Wide Expectations Everywhere! • School website • Building entrances • Computer wallpaper • TV screens • School newspaper • Hallways • Classrooms • Sporting Events • Dances

44. Kuleana: Be Responsible Plan ahead Walk directly to destination Ho’ihi: BeRespectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times Walkways King Kaumualii on Kauai

45. Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: BeRespectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

46. …and in Massachusetts Norrback Ave. SchoolCafeteria Yacker Tracker

47. In Massachusetts, we also care about…

48. In MA, we consider diverse reading abilities… Norrback Ave. School

49. In a South Carolina Elementary School Expected behaviors are visible Sirrine Elementary June 8, 2004 SC

50. And people say high schools are different…