School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training District Capacity Building Year 2 Day 1 [Insert Trainers Names] with support from Brandi Simonsen, Jen Freeman, Susannah Everett, Adam Feinberg, & George Sugai

2. Advance Organizer • Review of PBIS Implementation Blueprint Review • District Implementation Focus: Policy & Systems Alignment • Review of Self-Assessment: Policy & Systems Alignment • Report out & Action Planning

3. Tools! Implementation Blueprint & Self Assessment nepbis.org pbis.org Evaluation Plan Action Plan

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

5. PBIS/MTSS will be the roadmap You can change the tires- but don’t throw out the bike!!! Coaching School Team Data based problem solving Effective interventions School Leadership Implementation

6. Main Messages • Sustained and High Fidelity Implementation of SWPBIS requires active District Support. ----------------------------------------------------------- Student = unit of impact Schools = unit of analysis District = unit of implementation

7. PBIS Academy: Systems & Timeline district capacity building supports

8. PBIS Academy:Data, measures, and assessing impact

9. Guiding District level PBIS Capacity PBIS Blueprint & Self Assessment Use as a self-assessment. Will be replaced soon with updated measure District Systems Fidelity Inventory

10. Funding Stakeholder Support Policy & Systems Alignment Workforce Capacity Executive Functions LEADERSHIP TEAMING Implementation Functions Training Coaching Evaluation & Performance Feedback Behavioral Expertise Local Implementation Demonstrations

11. Alignment: Defined(Goodman & Horner, 2015) • Alignment • “To be in precise adjustment or correct relative position” • “The proper positioning of parts in relation to each other.” • Organizational Alignment • The simultaneous implementation of multiple initiatives with efficiency and effectiveness. Easier Said Than Done…

12. Where is the alignment happening? Co-Sponsored PD Events Co-Branded resources Policy Funding State Regional or County Single Set of Teams School Improvement Special Ed, Gen Ed, Community, School Student, Family District Leadership Team District Team School PBIS and SEL Classroom Teaching Rules, Routines alongside calming strategy

13. Trauma Informed Strategies Foundation: Establish team operating procedures Establishing, Teaching and Acknowledging SW expectations and Social Skills Curriculum Establishing an Equitable Discipline System Using Data to Guide Decisions (Academic, Behavior, Climate, Attendance) Screening Classroom Systems: 8 components Student, Family, Community Support Evaluation: Fidelity and Impact Discipline Handbook/ Code of Conduct Data Review and Needs Assessment and Readiness Wraparound Function-based Support School Mental Health Classroom Management Restorative Practices Wellness & Self-Regulation Cognitive Behavior Counseling Literacy Instruction Check In Check Out Track 1: SEL Additional Professional Development on Specific Topics/Matched to Need Social Emotional Learning Threat Assessment Dropout Prevention Track 2: Equity Check & Connect Track 3: Restorative Practices Bullying Prevention School Climate Safety Cultural Responsiveness

14. Develop a SharedUnderstandingLanguage SWPBIS MTSS RTI Others? PBS PBIS

15. Aligning Initiatives, Programs, & Practices View Technical Guide on pbis.org National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

16. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

17. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

18. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives Are the highly-valued outcome(s) for children and families defined for initiatives to be aligned (e.g., improved social emotional competence for all students)? National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

19. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives Has a list of all related initiatives including population served across schools and community agencies been developed? Has the department or division that oversees the initiative (i.e. budget authority), as well as individuals leading the implementation been identified? Has the research to determine the evidence of effectiveness for each initiative been reviewed/identified? Has the expected outcome(s) and documented results to date for each initiative been identified? National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

20. Example: Alignment, Brading, & Integration It’s not an either or choice – It’s about how these different approaches complement one another to meet your school’s needs (Example courtesy of NJ PBSIS, in partnership with NJDOE OSE funded by IDEA funds - Part B 2018-2019)

21. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives Have the specifics of team-based leadership and coordination for each related initiative been identified? Have the fidelity measures for each initiative been identified? Have the specific core practices across each tier been identified? Have the outcome measure(s) been identified for each initiative? Have the comprehensive screening measure(s) for each initiative been identified? Have the current professional development plans been identified? National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

22. Example: Alignment, Brading, & Integration It’s not an either or choice – It’s about how these different approaches complement one another to meet your school’s needs (Example courtesy of NJ PBIS, in partnership with NJDOE OSE funded by IDEA funds - Part B 2018-2019)

23. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives Have system features of the related initiatives been examined for consistency/overlap? Has the team resolved conflicts&/or duplicity of system features? Has the team defined acceptable & determined which practices within each initiative can be aligned? Has the team identified initiatives without fidelity &/or outcome measures and determined if measurement is possible? Has the team determined which initiatives should be eliminated or modified? Has the team determined the value added/lost for these decisions? National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

24. Aligning Initiatives, Programs, & Practices Step 1: Leadership Team Assesses Current Initiatives Has the team determined how the system features will be aligned to support efficiency and clarity at the building level (e.g., teaming, integrated data system, training & coaching)? Has the team determined how the practice features will be aligned at the school level? Has the team determined the common fidelity tool(s) to assess system features and core practices? Has the team determined the outcome measure(s) to support effective alignment? Has the team determined when and how leadership teams and staff are trained and supported? National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

25. Example: Installing a Trauma Approach within the Framework of PBIS Step 1: What does the data say? (discipline patterns, climate surveys, fidelity checks) Where and what time are vulnerable decision points most like to occur? The most significant concern is ______defined as that is taking place most often in _____________ (problem location). This behavior occurs ________ (frequency/quantify behavior), and is most likely to happen (time of day) . Students from (group of students/grade level) are most frequently referred. This may be due to ___________. Step 4: How do we teach staff the necessary skills? How do we support staff to implement with fidelity? Professional Learning Communities used to support one another in development of practices. How do we use data to monitor progress toward our goal and inform each other? How do we improve ? DATA – Supports Decision Making SYSTEMS – Support Staff Behavior Step 3: What will we do to support student behavior and provide necessary coping skills? What curriculum will we use? (e.g. SEB, Coping Cat, SPARKS) Match to need Promote predictable, positive, safe, and consistent environments by: -Develop caring connections (e.g. morning meetings) -Teach expectations, replacement skills -Develop acknowledgement system Layered Daily Progress Report with additional time for acquiring coping skills PRACTICES – Support Student Behavior Step 2: What is the SMART (specific, measurable, attainable, realistic, time-bound) goal? (Example courtesy of Midatlantic & Midwest PBIS Networks)

26. Aligning Initiatives, Programs, & Practices Step 2: Leadership Team Adopts Process for New Initiatives What we just said! National TA Center on PBIS. (2017). Technical guide for alignment of initiatives, programs, practices in school districts. Eugene, OR: Retrieved from www.pbis.org

27. Guidelines for Effective Alignment • Align multiple initiatives at the organizational level where a common budget authority exists. • Align multiple initiatives by using a common outcome measure to assess effectiveness. • Build aligned professional development by comparing and combining the “core features” of multiple initiatives. • Compare fundamental assumptions • Start with common “core features” and compare the practices used to achieve these features. • Determine how to incorporate additional core features with efficiency • Build single Professional Development curricula that combine core features. • Resolve Logic Model Conflict

28. Big Ideas • Use one coherent implementation framework to align competing initiatives and avoid repeatedly shifting focus to new initiatives. • Articulate and simplify message to district, community/school leaders and staff how a coherent framework could be envisioned that aligns initiatives to support an overall improvement strategy • Use the PBIS/MTSS core features as the guiding principles of the proactive/preventative approach.

29. Alignment Worksheet Resource Available on nepbis.org

30. PBIS Blueprint & Self Assessment Policy & Systems Alignment

31. PBIS Blueprint & Self Assessment Policy & Systems Alignment

32. Activity:District Team Time! • Review leadership team items. • Self-Assess • Rate current status • Celebrate successes! • Identify areas of needs / growth • List specific actions • Be ready to discuss. • District Team Members • 10 min

33. Main Messages • Sustained and High Fidelity Implementation of SWPBIS requires active District Support. • Especially for Tiers II and III ----------------------------------------------------------- Student = unit of impact Schools = unit of analysis District = unit of implementation