SW-PBIS Training Cambrian SD Sept. 2014

1. SW-PBIS TrainingCambrian SDSept. 2014 Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu

3. PBIS Big Ideas • Commitment to serve ALL students • Setting ALL Students & Staff up for Success • Level the Playing Field for All Students • Positive & Welcoming for ALL • Proactive is better than Reactive • Teach Social Behavior like we teach Academics • Increase participation in school & academic success • LIMIT LOSS OF INSTRUCTIONAL TIME

4. PBIS Big Ideas • LIMIT LOSS OF INSTRUCTIONAL TIME • Reduce use of exclusionary & punitive strategies • Time in Office, Suspension, Detention, Expulsion • Focus on Attendance • Start with making school and classroom a welcoming, positive place for ALL students

5. PBIS in a Nutshell(for kids and adults) If you want it, teach it. Teach it where you want it. If you want to see it, look for it. If you see it, recognize and reward it. - Dale R. Myers

6. CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% PRIORITY #1 Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

7. TIER 1 – Cambrian Team Statements • Ideas for motivating staff regarding self-improvement (Less complaining) and/or getting excited about their work place. • Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. • Messaging/working with our staff.  that our behavior programs in the classroom align with our PBIS philosophy • Suggestions for starting the process for a mural on campus • Team time!!!! ….and Tier focus (all level).

8. TIER 2 – Cambrian Team Statements • If there isn’t a real need for CICO, are we missing something or is that o.k.? • a chance to focus on the implementation of specific tier 2 strategies such as Check In Check Out – so this would be more planning time for us to work out how to do CICO and make sure it is resourced well enough. • from a higher level, implementing and staffing Tier 2 in a sustainable way.  e.g. Organizing our team, meetings and processes so that Tier 1 and Tier 2 are both being addressed in a sustainable way.  

9. TIER 3 – Cambrian Team Statements • How to get the ball rolling for Tier 3 • How to build teacher capacity and comfort for some of the more severe cases of behavior. • What (if any) support staff can learn working with behavioral challenges. • What to do with students that need a Tier 3 program or how to tweak CICO if it is not working.

10. Agenda • Overview of 3 tiers • Tier 1 – Respond to initial questions • Next steps with Tier 2 & Tier 3 • Team time tailored to each site • Address team questions

11. TIER 1 – Cambrian Team Statements • Ideas for motivating staff regarding self-improvement (Less complaining) and/or getting excited about their work place. • Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. • Messaging/working with our staff.  that our behavior programs in the classroom align with our PBIS philosophy • Suggestions for starting the process for a mural on campus • Team time!!!! ….and Tier focus (all level).

12. Start with the Why Simon Sinek

13. Why? • The WHY needs to fit local context: • Values • Culture • Needs • Why does your school need to implement SW-PBIS  Tier 1? Tier 2? Tier 3? ….then How? and What? • If the Why isn’t important – How and What don’t stand a chance

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

15. Role of Tier 1 - PBIS Team Monitoring & Maintaining Implementation • At least monthly team meetings • With monthly review of data • Regular updates with whole staff • Re-Teaching • Planning & maintaining Acknowledgment system & assemblies • Monitoring Discipline Data & challenging areas to inform action planning • Continuing Development of PBIS intervention

16. Inform facilitator of absence/tardy before meeting Avoid side talk Remind each other to stay focused Start and end on time Be an active participant

17. Team SW - PBISGENERAL IMPLEMENTATION PROCESS Staff Feedback Agreements Data-based Action Plan Evaluation Implementation

18. Team Process • PBIS is active, alive -- not static • It’s not something we’ve done – it’s something we’re doing • Requires regular team meetings with a team that represents ALL school staff • Team keeps PBIS alive through ongoing planning, support, and decision making to address needs as they arise • Looking at data & maintaining & developing programs to meet needs • Constantly asking: • What can we do to address this need? • What can we do to decrease this trend? • How can we improve the current programs we have in place?

19. Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

20. Use Schoolwide Information System (SWIS) Data to Achieve Precision • Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

21. Problem Statement • Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. • Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

22. School-wide Positive Behavior Support Systems Classroom Setting Systems • Working with our staff to understand that our behavior programs in the classroom align with our PBIS philosophy Nonclassroom Setting Systems Individual Student Systems School-wide Systems

23. Looking for High Blue (Not or Partially In Place) & High Red (Priority)

24. Rowe MS October 2013 Rankings School-wide Total % In Place = 59% Partial = 34% Not In Place = 5% Not Applicable = 2%

25. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

26. Annual Action Planning Tier 1

28. Tier 1Annual Action Planning Plan for Next Year Evaluation Tools for Sustainability; Schedule into Action Plan for Next Year

29. Team Task: Tier 1 Action Planning

30. Tier 2

31. Continuum of Assessment & Intervention Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted

32. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Student Referred for CICO BASIC CYCLE Check In Check Out (CICO) CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

33. CICO Coordinator Responsibilities • Organize & coordinate implementation of CICO system • Coordinate check-in and check-out • Possibly do Check-in & check-outs • Lead meetings • Enter data daily (or monitor daily data entry) • Organize & summarize student data for meetings • Problem solve challenges to implementation of CICO • Establish rapport with students • Provide training to all students before they begin CICO • Contact person for caregivers • Process requests for assistance

34. Team Task Complete the CICO Self-Assessment & Identify Actions for improved implementation

35. Tier 2/3 Problem Solving Team Individual PBIS Team (or whatever you want to call it) Tier I Tier II Tier III UniversalSWPBIS Team Progress Monitoring Team FBA Team Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Plans SW & Class-wide supports Sept. 1, 2009

36. Who should be on the Tier 2/3 team? • Administrator • Check-In/Check-Out Coordinator • Behavior Specialist(s): • Person(s) in school involved with conducting behavioral assessments, developing behavior support plans and providing support to students with challenging behavior • Often = School Psychologist, Special Education Teacher, and/or School Counselor

37. Administrator Manage & monitor system (Tier 2 & 3) implementation Actively demonstrate commitment to supporting students with challenging behavior in school environment Decision-maker present to maintain efficiency of Tier 3 teaming & planning Monitor implementation fidelity of Tier 2 & 3 implementation

38. Behavior Specialists • Some flexibility in schedule to conduct assessments & support implementation of Behavior Support Plan (BSP) • Training/ background knowledge in behavioral principles and intervention • Will be provided at trainings

39. Behavior Specialists • Lead FBA/BSP process: • Conduct interviews & observations • Develop Summary Statement • Complete Competing Behavior Pathway • Lead process of Behavior Support & Implementation planning • Support & Monitor implementation • Lead BSP meetings

40. Team Task Complete the Team Charter • What do you want to call your team? • Do you have the right team members on your I-PBIS team? • Anyone you’d like to add? • What is your meeting schedule? • Questions for Year 3 planning & implementation

41. > 1 hour meeting Review Tasks • Facilitator • Process Monitor • Notetaker • Tier 2 Intervention Coordinator

42. Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

43. Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support

44. Individualized Point Card Robbie Oct. 14th 20--

45. More Frequent Check-Ins “CICO Hair Club for Kids” • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals

46. Breaks Are BetterFunction = Escape Task (elem) Justin Boyd University of Oregon

47. Breaks are Better Card

49. ABC: Academic Behavior CICOFunction = Escape Task (MS) Jessica Turtura University of Oregon

50. ABC Point Card -- Front