Welcome to PBIS Tier One Leadership Team Training!

1. Welcome to PBIS Tier One Leadership Team Training! Day One: Universal Foundations Orange County Dept. of Education September 29, 2016

2. Welcome Comments • Dr. Christine Olmstead • Assistant Supt., Instructional Services • Orange County Department of Education

3. Inclusion Activity: Sentence Frames Please introduce your school team and respond to the following prompt: Managing Behavior is like ________________________, because___________________.

4. Outcomes Build understanding of the logic and core features of the PBIS Multi-tiered Behavior Support Framework. Introduce the Eight Steps of Tier One Universal Foundations Draft a Behavior Statement of Purpose and Identify 3-5 School-wide Expectations with your school team. Team Building and Action Planning

5. Agenda • Welcome, Introductions, Inclusion Activity • Creating the Context for PBIS • Dr. Lucy Vezzuto • Overview and Logic of PBIS • PBIS Implementation Steps 1-3 • Establishing the School Site Leadership Team • Developing a Statement of Behavior Purpose • Identifying Positive School-wide Behavior Expectations • Orange County Kindness Initiative • Stacy Deeble Reynolds • Self-Assessment and Team Action Planning

6. Working Norms

7. Schools using PBISAugust, 2016 23,363* 11,762,000 Students *3,138 High Schools 2016 CA PBIS Inaugural Conference

10. CA Data Summary:

11. Let's Hear from an Expert • Dr. Lucy Vezzuto, • Coordinator Mental Health • School Climate: Conditions for Learning and Positive Behavior Change

12. PBIS Tier One Team Member Handbook “Touch Each Page”

13. Core Features of PBIS • What is School-wide PBIS? • Logic • 8 Steps of Implementation

14. School-wide PBIS(A multi-tiered Behavioral Framework) Individualized, Tier III Tertiary Prevention: System for students requiring more intensive & individualized supports for academic, social, or mental health services. Targeted, Tier II Secondary Prevention: Systems for targeted or group-based interventions for students needing additional support beyond the Universal or Tier I system. Universal, Tier I Primary Prevention: School-wide & Classroom-wide systems for all students and all staff in all settings. PBISapps.org, CICO Training

15. A Layered Approach • Every student has access to Universal supports • Some students also receive Targetedsupports • Few students also receive Intensivesupports Tier 3 Tier 2 Tier 1

16. Fundamental Purpose • The fundamental purpose of PBIS is to make schools more efficient, effective and equitable by creating safe, predictable, positive, and consistent environments (Rob Horner).

17. Establishing a Positive Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

18. Eight Steps of Tier One Universal PBIS Implementation

19. So, what does this look like? • Step One: Establish Team Membership • Demographically representative of school and community • Represents grade levels • Includes a member with behavioral/classroom management expertise • Administrator is an active member

21. So, what does this look like? • PBIS Schools Develop a Positive Statement of Behavioral Purpose • Positively stated • Limit of 2-3 sentences • Supportive of academic achievement • Comprehensive in scope—ALL students, staff and settings “Abraham Lincoln School is a community of learners. We are here to learn, grow, and become good citizens.”

22. Behavior Statement of Purpose Examples • “Abraham Lincoln School is a community of learners. We are here to learn, grow, and become good citizens.” • Taft Tigers are a community of leaders who are respectful, responsible, and safe. • Butte HS is committed to fostering a positive, safe, and respectful environment. Together we create respectful, responsible and successful academic achievers.

23. So, what does this look like? • Step Three: Identify Positive School-wide Behavioral Expectations • 3-5 expectations • 1-3 words to describe each expectation • Positively stated

25. So, what does this look like? • Step Four: Develop Procedures for Teaching School-wide Behavioral Expectations • Teach behavioral expectations just like academics • Create a school-wide teaching matrix for all settings in the school • Positively define what each expectations “looks like” in each setting

26. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

27. So, what does this look like? • Step Five: Develop Procedures for Teaching Classroom-wide Behavioral Expectations • Teach behavioral expectations just like academics • Create a classroom teaching matrix for all routines that occur during your instructional day • Positively define what each expectation “looks like” for each routine

28. Rules within Routines Classroom Matrix

29. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

30. So, what does this look like? • Step Six: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations • Create quick and easy ways to reinforce and acknowledge school-wide expected behaviors • Develop a system to integrate the reinforcers into a meaningful continuum that creates value for students • Used by all staff in all settings • Keep track of number of acknowledgements versus the number of disciplinary actions

31. Acknowledge & Recognize

32. So, what does this look like? • Step Seven: Develop Continuum of Procedures for Discouraging Student Behavioral Violations of School-wide Behavioral Expectations • Create an Active Discipline Flowchart that identifies steps to take when students do not meet the desired behavioral expectations • Define the difference between major (office managed) and minor (classroom managed) problem behavior • Create an office discipline referral (ODR) form for tracking discipline events

34. So, what does this look like? • Step Eight: Develop Data-based Procedures for Monitoring Implementation of School-wide PBIS (SWPBIS) (Primary or Universal Tier) • Establish a structure and routine for data collection • Use SWIS (School-wide Information System) or a comparable data collection system when creating routines and procedures for review and analysis of data • Systems must be effective, efficient and relevant (pbssurveys.org)

35. “Tweeting” for Understanding • Think about what you just heard about SW-PBS. • With an elbow partner, write a Tweet that describes 1-2essential features of PBIS. • Share your Tweet with your table group. • Pick one Tweet to share with the whole group.

36. Implementation steps 1-3: Let’s get started

37. Step 1: Establishing Team Membership • 6-8 members (Secondary teams may be slightly larger) • Demographically representative of school and community • Includes a member with behavioral/classroom management expertise • Administrator is an active member • Coaching Support • Data expert • Recorder

38. Team Member Roles and Responsibilities • Review Step One in your Team Member Notebook • Have a conversation about which roles and responsibilities will be most important for your team. Who might serve each role? • Facilitator • Recorder • Data Analyzer • Coaching Support • Scheduler • Other

39. Team Building Activity:Personality Inventory (Explorer, Socializer, Developer, Producer Consider each set of phrases in regard to your work as a PBIS Team Member. Forced ranking 1, 2, 3 or 4 – only use each number ONE time Read the phrases and rate each row HORIZONTALLY. Add your scores VERTICALLY and find the largest number. Identify your Personality Profile (A, B, C, or D) Read the descriptions on p. … to find how it matches you.

40. Four Corners Activity Go to the “corner” that best matches your Team Member Personality Profile. Have a standing conversation about the common characteristics of your Team Member Style. Chart the common strengths and weaknesses for your group.

41. Table Talk: Team Member Personality Styles • Return to your school team table group. • Discuss how the different Team Member Styles can contribute to an effective PBIS Leadership team (See p. ... Team Member Handbook) • How can this information help your team work together more effectively?

42. Break

43. Brief Behavior Statement of Purpose • Behavior Statement of Purpose Guidelines: • Positively stated • Limit of 2-3 sentences • Supportive of academic achievement • Comprehensive in scope—ALL students, staff and settings

44. Behavioral Statement of Purpose Example Non-example “We, at Old School Elementary, believe that fear instilled in young children and corporal punishment still work.” “Abraham Lincoln School is a community of learners. We are here to learn, grow, and become good citizens.”

45. Additional Examples:

46. Considerations: • Who are we? • What is our current behavioral approach? • What is our current academic approach? • Are all students’ needs represented? • What are our core values? • Draw from initiatives, signature programs, LCAP priorities • Where are we headed? • What kind of Systems Change do we want to achieve? Horner, 2013 RtI2 Conference

47. List, Label Sort Activity:Behavior Statement of Purpose Relationships • Think of key words that best describe your school’s core values. Hints: • Draw from initiatives, signature programs, LCAP priorities, mascot • Individuals list key words on post-its. • Facilitator organizes post-its on table. • Team organizes post-its into categories to identify key concepts and priorities. • Use the key words to draft your school’s behavior statement of purpose. Community Climate Accountability safety

48. Drafting Your Statement of Purpose • Connect to your school symbol or mascot to reflect your school’s behavior interventions. Does it reflect where you want to be as a school? • Think about your school’s core values and beliefs, and incorporate them into your Behavior Statement. • What are the actions or the behaviors that you want to see that will help achieve your vision or mission statement? • Remember, your team will be writing a rough draft of your school-wide Behavioral Statement for your staff to consider. • You will take your draft back to school and build consensus with your staff so you have >80% staff buy-in.

49. Step 3: Identify Positive School-wide Behavioral Expectations • Think back to when you were a student in elementary, middle or high school. • What were some of the school rules that you remember? • Turn to your elbow partner and share. • How did students respond to them?

50. What are Behavioral Expectations? • Specific , positively stated expected behaviors that are desired by all faculty and students • Expectations that are taught to all faculty, students, families and community members in all settings. • Positive School-wide Expectations are aligned with school’s mission statement.