Refining, Defining, and Celebrating! Universal Team Training Day Three Rachel Saladis

1. Refining, Defining, and Celebrating! Universal Team Training Day Three Rachel Saladis Wisconsin PBIS Network Technical Assistance Coordinator saladisr@wisconsinpbisnetwork.org

2. Agenda Review of PBIS Big Ideas Report Kick-off, Team Progress Break Data Review, Problem-solving Lunch Classroom Management Break TIC and Action Planning Round Robin Discussion Team Work Time Report out/Next Steps

3. 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

4. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

5. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

6. Tier 1 Rollout Checklist

7. Rollout Checklist Complete the Rollout Checklist to self-assess your beginning implementation/kickoff. Create action steps that will assist in your planning for next year

8. Share Your Story • Begin a newspaper article that describes your PBIS work thus far. Include: • Catchy headline • Brief summarization of your kickoff • Specific successes or roadblocks that you have experienced so far, as you have developed your PBIS systems • Designate 1-2 team members to share out in 5 minutes or less.

9. Break!

10. DATA: Identifying Problems/issues • What data to monitor • ODR per day per month • OSS, ISS, Attendance, Teacher report • Team Checklist/BoQ/SAS(are we doing what we planned to do?) • What question to answer • Do we have a problem? • What questions to ask of Level, Trend, Peaks • How does our data compare with last year? • How does our data compare with national/regional norms? • How does our data compare with our preferred/expected status? • If a problem is identified, then ask • What more data do we need to make a good decision?

11. Using Data to Refine Problem Statement • The statement of a problem is important for team-based problem solving. • Everyone must be working on the same problem with the same assumptions. • Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem-solving. • We have too many referrals • September has more suspensions than last year • Use more detailed review of data to build “Precision Problem Statements.”

12. Precision Problem Statements • Precise problem statements include information about the five core “W” questions. • What is problem, and frequency • Where is it happening • Who is engaged in the behavior • When the problem is most likely • Why the problem is sustaining • Precision Statement: There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment

13. Using Your Data • Create a precision statement that captures • What is problem, and frequency • Where is it happening • Who is engaged in the behavior • When the problem is most likely • Why the problem is sustaining • Add precision statement to your newspaper article

14. Solution Development

15. Solutions Development Complete the solutions development plan to address your precise statement Add solution steps/action plan to your newspaper article

16. LUNCH

17. Positive Behavioral Interventions & Supports (PBIS) Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press. Whole-school universal preventative intervention Applies behavioral, social learning, organizational behavioral theories Is for ALLstudents Requires a shift from punitive to preventative

18. Big Idea • We often assume Universal is in place everywhere • But what about the classroom? • How is PBIS being used in the classroom to prevent problem behaviors? • By improving core practices, we can reduce need for additional interventions.

19. Classroom Supports • Data Collection and Progress • Monitoring at T3 • Working with Families • Role on the Individual Support Team • Building Behavior Pathways and • Hypothesis Statements FEW • SW Expectations linked to class rules and routines • Behavior Basics • Evidence Based Practices • Feedback Ratio • Wait time • Opportunities to Respond • Self Management • Academic Match • Working with Families • Transitions • Using Pre-corrections • Active Supervision • Data Collection and Using Data to • Guide Decisions • ODR, MIR • Self Assessment • Peer Coaching • Good Behavior Game ~5% SOME • Working with Families • Deciding to increase Support • Progress Monitoring • Using the Daily Progress Report • Working with Students using CICO • Working with Students using “CICO • Plus” Academic or Social Instructional Groups • Using Data to Guide Decisions • Working with T2 Teams ALL Need to clean this up

21. In Well Managed Classrooms Students: Follow a predictable schedule Perform with high rates of academic engagement Experience high rates of academic achievement Respond with high rates of compliance Follow a schedule with high rates of student managed behavior Use problem solving structures Follow smooth and efficient transitions

22. In Classrooms that were IneffectiveWehby, Symons, &Shores (1995) Less than half of student’s hand raises or correct academic responses were acknowledged by teachers About 26 “to do” statements per hour Less than 2 praise statements per hour 64% of “to do” statements were social in nature Most academic work consisted of independent seatwork Inconsistent distribution of teacher attention Compliance to a command generally resulted in the delivery of another command

23. 10 Key Features of Classroom Management • Review each feature • Consider a system for taking this information to the whole faculty • Build a “measure” of school-wide classroom management • Use this measure for action planning and continuous improvement

24. 1. Behavioral Expectations:Invest in Appropriate Behavior • Define and teach 3-5 expectations for your classroom early in year. • Positively stated expectations • Easy to remember • Posted in the classroom • Consistent with School-wide rules/expectations • Taught Directly • Positive and negative examples • Examples: • Be safe, Be responsible, Be respectful • Respect others, Respect property, Respect self

26. 2. Establish a Predictable Environment • Define and teach classroom routines • How to enter class and begin to work • How to predict the schedule for the day • What to do if you do not have materials • What to do if you need help • What to do if you need to go to the bathroom • What to do if you are handing in late material • What to do if someone is bothering you. • Signals for moving through different activities. • “Show me you are listening” • How to determine if you are doing well in class • Establish a signal for obtaining class attention • Teach effective transitions.

27. Designing Classroom Routines

28. 3. Active Supervision Move Interact Acknowledge Pre-correct Proximity makes a difference

29. 4. Establish a “positive environment” • Five instances of praise for every correction. • Begin each class period with a celebration. • Your first comment to a child establishes behavioral momentum. • Engelmann, Mace, “interspersed requests” • Behavioral priming • Provide multiple paths to success/praise. • Group contingencies, personal contingencies, etc

30. Increasing Positive Interactions • 1 (negative) to 5 (positives) • Remind yourself of the “debt” • Specific vs. general praise • Identify specific times to provide praise • Before certain lessons – your reminder • During transitions – students’ reminder

31. 5. Design a Functional Physical Layout for the Classroom • Different areas of classroom defined for different activities • Define how to determine “what happens where” • Traffic patterns • Groups versus separate work stations • Visual access • Teacher access to students at all times • Student access to relevant instructional materials • Density • Your desk

32. 6. Maximize Academic Engaged Time • Efficient transitions • Maximize opportunities for student responses • Self-management • Active Supervision • Move • Monitor • Communication/Contact/Acknowledge

33. 8. Establish an effective hierarchy of consequences for problem behavior • Do not ignore problem behavior • (unless you are convinced the behavior is maintained by adult attention). • Establish predictable consequences • Establish individual consequences AND group consequences • Define the school-wide “rule” for what is managed in the classroom and what is sent to the office

34. Decreasing Negative Interactions • Determine if aspects of the environment (physical setting, schedule, organization, social situation) are contributing • Use “pre-corrections” to prevent the misbehavior • Praise other students for doing things the “right way”

35. Applied consistently Immediate feedback Pre-determined plan for major, minor, repeat violations Plan consistent with school-wide plan Consequence linked to context Consequences for Problem Behavior

36. 9. Vary modes of instruction Group lecture Small group Independent work Integrating Activities Peer tutoring

37. Data is your friend Data is not a four letter word

38. Use Data to Examine Classroom System: Tools to help How do you know PBIS is in place? • Collect data • Are rules being followed? • If there are errors, • who is making them? • where are the errors occurring? • what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions

39. Develop system to present best practice and encourage teacher engagement and implementation • Weekly skill and/or feature mini-lessons • Time for grade level collaboration related to the lesson • Time and resources for after school work sessions (voluntary) • Created timelines for implementation of each feature • Periodic self-assessment for progress monitoring and fidelity check • Planned booster session Lori Newcomer, Ph.D.

40. Team Time • Complete Classroom Management Plan Self-Assessment • Think of all classrooms across the school • Would at least 80% of your staff individually respond that these important features are in place? • How can bring PBIS to life in all classrooms across youre school?

41. BREAK

42. Team Implementation Checklist Complete the TIC as a team Use the TIC action plan format to address any items not fully implemented

43. The Challenge of Sustained Implementation • The effort needed to achieve initial implementation cannot be sustained. • Universal PBISneeds to become easier over time. • There will always be the temptation to “add more” • It is possible to add so much “good” practices that nothing works. Better to be consistently implementing what is working!

44. Round Robin Activity Select team member(s) to cover each area. Break into groups to share ideas. Each group report out • Teaching System – Teaching schedules, development of lesson plans, • Student Acknowledgement – When does it happen, how does it happen, unique feature or item, what are your celebrations? • Staff Acknowledgement - When does it happen, how does it happen, unique feature, what are your celebrations? • Communication System, Family/Community Engagement – How is information shared with school/family/community, Activities to engage Family and Community? • Data System - who inputs, who generates reports, what data is discussed at the team meeting? How shared with staff? Report Unique Ideas, Barriers, Resources

45. WI Criteria to Begin Tier 2 Teams must show fidelity through at least one of these: • Benchmarks of Quality (BOQ) overall score of 70% • Team Implementation Checklist (TIC) overall score of 80% • Self-Assessment Survey (SAS) score of 80% on the School-wide section • a score of 80% on the Expectations Taught section and Overall score on the SET.

46. Team Work Time Work as a team on whatever areas you feel are most beneficial to you as a team. • Cool Tool schedule and writing? • Fine tuning T-Chart, Flow Chart, process to respond to inappropriate behavior? • Student Acknowledgement/Celebration Schedule? • Staff Acknowledgement & Buy-In? • Data sharing & problem solving? • Utilizing committees?

47. Report Out/Next Steps Share your Newspaper article!!! Next Steps: Coach use your School Code to 1.Enter your TIC on www.pbissurveys.com 2.Plan Staff Self-Assessment Survey if not done 3. Schedule Monthly team meetings and data sharing with faculty. 4. Coaches attend Networking Meetings. 5. Contact Technical Assistance Coordinator for readiness for Tier 2 requirements.

48. www.pbis.orgwww.pbisillinois.orgwww.pbisassessment.orgwww.swis.orgwww.wisconsinpbisnetwork.orgwww.pbis.orgwww.pbisillinois.orgwww.pbisassessment.orgwww.swis.orgwww.wisconsinpbisnetwork.org Resources