Tier 1: Session 1

1. KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE Tier 1: Session 1 School-wide Positive Behavioral Interventions and Supports: Addressing the Behavior of All Students 33 Fountain Place, Frankfort KY 40601 Phone/Fax: 502.223.9932 - www.kycid.org

2. Critical Elements of School-wide PBIS Note: Critical Elements as defined by the Benchmarks of Quality, an evaluation instrument used by schools annually to assess implementation • PBIS Leadership Team • Faculty Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching Expectations/Rules • Implementation Plan • Classroom Systems • Evaluation

3. Introduction to KY PBIS Training • Your principal agreed to specific commitments regarding PBIS implementation • PBIS Coaching commitment • Meet monthly for one hour • Collect, submit, and analyze survey and evaluation data • Collect and analyze outcome data (e.g., office referrals, suspensions, detentions, etc.) • Develop and track a PBIS Action Plan • Active participation

4. PBIS Teams • Tier 1: PBIS School-wide Leadership Team • Largest team with broad representation • Significant involvement of administrator • Meets monthly • Focus mainly on behavior systems • Tier 2: Solution-Focused Team • Smaller team with focused representation • Focus on behavior and academic systems • Need behavior and academic “experts” • Meets one to two times monthly • Some overlap of membership with Tier 1 • Tier 3: Wraparound Team • Core team (small) with other invited team members • Need a trained facilitator • Meet as needed

5. Team Time Do you understand the PBIS commitments and training sequence? Are there any questions you have at this time?

6. Training Objectives for Session 100 • Overview of PBIS • Fidelity of implementation • Relationship between PBIS and RtI • Effective team collaboration • Team roles • Team responsibilities • Faculty commitment • Development of school-wide expectations

7. What is School-Wide Positive Behavioral Interventions and Supports? • School-wide PBIS is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students • Evidence-based features of PBIS (Lewis & Sugai, 1999) • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions • Administrative leadership – Team-based implementation (Systems that support effective practices)

8. Positive Behavioral Interventions And Supports Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

9. Systems Perspective Systems, data, practices, and outcomes “interact with and guide each other” (Sugai & Horner, 2006) Emphasis on systems separates PBIS from other models because it provides specific focus on increasing chances of sustainingchange

11. Commitment Equals Fidelity When a practice or program is implemented as intended by the researchers or developers, this is referred to as fidelity of implementation

12. Research Shows… When programs implemented with fidelity are compared to programs not implemented withfidelity, the difference in effectiveness is profound. Those implemented with fidelity yield results that are two to three times higher. Adapted from (Durlak & DuPre, 2008)

13. Research Shows… • Schools that received technical assistance from typical support personnel implemented SW PBIS with fidelity(Horner et al., 2010) • FidelitySW PBIS was associated with: • Lower levels of ODR • Improved perception of safetyof the school • Increased proportion of 3rd graders who met state readingstandards (Sugai, 2008)

14. Team Time From your previous experiences of implementing initiatives, how much thought was given to fidelity and what was the outcome?

15. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

16. Tier 1: SW PBIS • Why start at Tier 1? • Provides core teaching about important behaviors (Sugai & Horner, 2002) • All students receive instruction • Prevention is the goal • Less students will need more intensive interventions (Gresham, 2005) • What does Tier 1 look like? • Behavior is taught, practiced, and monitored across all school settings • All students aware of expectations • All adults model, monitor, and reinforce • Should positively impact at least 80% of students

17. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in office discipline referrals ODR Rate per 100 Students per Day KY PBIS Elementary Schools = .21 National Sample = .34 KY PBIS Middle Schools = .75 National Sample = .85 KY PBIS High Schools = .92 National Sample = 1.27

18. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in out-of-school suspensions KY PBIS schools showed a 41% reduction in OSS State reduction for same time period was 15%

19. Tier 1: SW PBIS PBIS high schools in KY showed significant decreases in dropout rate KY PBIS schools showed a 40% reduction in dropout rate State reduction for same time period was 17%

20. Tier 1: SW PBIS PBIS schools in KY showed significant decreases in retention rate KY PBIS schools showed a 33% reduction in retention rate State reduction for same time period was 16%

21. Team Time How does this description of Tier 1/Universal PBIS fit with your previous perceptions? What is the take-back message to share with your staff?

22. High quality instruction engages students and leads to reductions in problem behavior(McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press; Preciado, Horner, & Baker, 2010)

23. Improving the social behavior of students results in moreminutes spent in academic instruction • (Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

24. Children who fall behind academically will be more likely to • Find academic work aversive • Find escape-maintained problem behaviors reinforcing McIntosh, 2008

25. Establish a building-wide team that oversees all development, implementation, modification, and evaluation activities in order to implement procedures and processes intended for all students, staff, and settings Element 1: PBIS Leadership Team

26. PBIS Leadership Team Items Team has administrative support Team has regular meetings (at least monthly) Team has established a clear mission/purpose BoQ

27. Important Team Variables • Three critical variables that impact success of Tier 1/Universal implementation (Cohen, 2006): • Administrator commitment • Well-functioning Leadership Team • Staff buy-in

28. The Administrator is Critical to Success! • Highly visible • Model expectations • Communicate caring for students (National Association of Elementary Principals, 1983) • Willing to implement necessary changes • Knowledge of PBIS and treat as priority • Attend all meetings and trainings (Newton et al., 2009)

29. Essential Attributes of the Team • Committed to the teamwork philosophy • Understand the goals of the team • Understand their individual roles, functions, and responsibilities • Willing to take initiative • Willing to communicate • View disagreement as positive • View team performance evaluation as constructive Florida PBIS

30. Essential Activities of the Team • A basic understanding of team functioning and dynamics • Consistency in performing team duties (e.g., having monthly meetings) • On-going use of an Action Plan • Consistent adherence to PBIS principles in making decisions with data Handler et al., 2007

31. Positive Behavior Supports: Tier 1/Universal Action Plan School Year: _______________ Critical Elements

32. Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

33. Creating the Mission/Purpose

34. Creating a Clear Mission/Purpose Statement The PBIS Team must have a specific focus regarding the purpose of implementing of PBIS The mission/purpose statement should communicate to all stakeholders why your school is implementing PBIS This statement will drive the development of the 10 Critical Elements of PBIS

35. Examples of Mission/Purpose Statements “To promote a caring, cooperative, and consistent environment for the benefit of our students” – Ballard ES “To be proactive by ensuring consistent and positive expectations for all staff and students” – South Warren MS

36. Team Time Develop your mission or purpose statement based on your own school needs, issues, and identity.

37. Ensure that all staff members are engaged in the development and implementation of PBIS by being aware of and involved in data decisions and goal setting Element 2: Faculty Commitment

38. Faculty Commitment Items • Faculty is aware of behavior problems across campus through regular data sharing (e.g., newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) • Faculty is involved in establishing and reviewing goals (e.g., survey/feedback form during meeting, Survey Monkey) • Faculty feedback is obtained throughout year (e.g., any of the above plus Self-Assessment Survey) BoQ

39. How to Change When Change is Hard Common Vision STUDENT SUCCESS Common Experience Common Language

40. Staff Commitment is Essential Faculty and staff members are criticalstakeholders 80% buy-in must be secured Staff members must understand they are making a 3-5 year commitmentto change the culture of the school

41. Strategies to Keep Staff Commitment High Regular communication (newsletter, email, school website, faculty meeting, team meeting, PLC’s, etc.) about long-term and short-term components Sharing data On-going training for faculty and staff Frequent assessment of how implementation is going (surveys, discussions, etc.) Ensuring adequate resources Handler et al., 2007

42. Initial Commitment Data Did you know your school has already obtained preliminary feedback from your staff on their willingness to commit to change regarding behavior practices and discipline? This information was obtained through completion of the PBIS Self-Assessment Survey in the spring. This survey served as a baseline assessment of PBIS implementation in your school.

43. PBIS Self-Assessment Survey Taken annually to assess PBIS implementation across school-wide, non-classroom, classroom, and individual student systems Assesses both level of implementation (fidelity) and priority for improvement (buy-in) Fidelity of implementation is reached when the percentage of “In Place” responses for a system is 80% or higher

44. School-wide Non-classroom

45. School-wide Non-classroom

46. Team Time Discuss your school’s PBIS SAS results. How can you use the results of the Priority for Improvement information to facilitate behavior change in your school?

47. Challenges to Gaining Buy-In Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Insufficient system of support Staff lack a clear vision of how the changes will impact them personally

48. Supporting Systemic Change through a Team Process • Staff members must share: • A common dissatisfaction with the processes and outcomes of the current system • A vision of what they would like to see replace it • Problems occur when those in the system lack the knowledge of how to initiate change or when there is disagreement about how change should take place

49. Managing Complex Change Vision Skills Incentives Resources Action Plan = Skills Incentives Resources Action Plan = Vision Incentives Resources Action Plan = Vision Skills Resources Action Plan = Vision Skills Incentives Action Plan = Vision Skills Incentives Resources = CHANGE CONFUSION ANXIETY RESISTANCE FRUSTRATION TREADMILL

50. Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements