Minnesota PBIS Training Adapted from George Sugai University of Connecticut

1. School-wide Positive Behavioral Interventions and Support for All Students: Getting Started Overview Minnesota PBIS Training Adapted from George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research and Rob Horner, Ph.D. University of Oregon www.pbis.org www.cber.org

2. PURPOSE Overview of fundamentals for getting started with SWPBIS implementation

3. Rationale for adopting SWPBIS OUTCOME OBJECTIVES Features of SWPBIS Description of implementation framework Examples

4. Why SWPBIS? • The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Predictable Positive Consistent Safe

5. School-wide Positive Behavioral Interventions and Supports (PBIS) • School-wide PBIS is: • A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. • Evidence-based features of SWPBIS • 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 intervention supports. • Implementation of the systems that support effective practices

6. End Goal Common Language & Behaviors Effective Organizations Common Vision/Values Common Experience Quality Leadership

7. www.pbis.org

8. Why SWPBIS?

9. Improving classroom & school climate PBIS is about…. Integrating academic & behavior initiatives Decreasing reactive management Improving support for students w/ EBD Maximizing academic achievement

10. Biglan, Colvin, Mayer, Patterson, Reid, Walker A FUNDAMENTAL Establish positive school climate Maximizing academic success Communicating positively Teaching important social skills Active supervision HOW? Recognizing good behavior Modeling good behavior

11. What is PBIS?

12. IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING CONTENT EXPERTISE & FLUENCY CORE FEATURES MTSS/RtI DATA-BASED DECISION MAKING & PROBLEM SOLVING TEAM-BASED IMPLEMENTATION

13. Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

14. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally EquitableAcademic & Social Behavior Expectations OUTCOMES Culturally Valid Information for Decisions Culturally Knowledgeable Staff DATA SYSTEMS PRACTICES Culturally Relevant & Effective Instruction

15. Continuum of Support for ALL Few Some All Dec 7, 2007

16. Continuum of Support “Terri” Math Science Writing Spanish Soc skills Comprehension Decoding Technology Soc Studies Basketball Label behavior…not people Dec 7, 2007

17. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Technology Ind. play Adult rel. Attend. Self-assess Homework Coop play Peer interac Label behavior…not people Dec 7, 2007

18. Continuum of Support for ALL: “George” Catalan Statistics Expressing Emotions Technology Lawn Mowing Tennis Reading Comprehension Cooking Billiards Teaching Bicycle Touring Label behavior…not people Dec 7, 2007

19. Continuum of Support for ALL: “________” __________ __________ __________ _________ _________ ________ _______ ________ ___________ _________ _________ Dec 7, 2007

21. Minnesota’s PBIS Training Sequence • 9 Days of Training over 2 years • First year is focused on Tier 1

22. 17 SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

24. Year 1

25. Year 2

26. Year 2

27. Discussion What are you thoughts about the Framework of PBIS so far?

28. PBIS Implementation

29. WAIT for New Problem REACT to Problem Behavior Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice “Train & Hope”

30. Factors Directly & Indirectly Contributing To Student Learning Student/ Family Background School Conditions School Leadership Teachers Classroom Conditions Louis, Leithwood, Wahlstrom, & Anderson (2010).

31. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan “Plan” Evaluation “Check” Implementation “Do”

32. ADJUST for Efficiency DEFINE Simply MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Teaching Academics & Behaviors

34. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

35. Acknowledge & Recognize

36. Implementation Fidelity Fixsen & Blase, 2009

37. Cultural/Context Considerations BASIC PBIS LOGIC DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Maximum Student Outcomes Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation

38. Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health & safety • Reductions in teacher reported bullying behavior & peer rejection • Improved school climate

39. I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began….           Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar.    Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property.Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being.    In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution.Thank you very much for giving me the opportunity to live my life to its fullest.Sincerely, High School Student writing to her grade school principal

40. Basic Recommendations for Implementing PBIS • Never stop doing what already works • Always look for the smallest change that will produce the largest effect • Avoid defining a large number of goals • Do a small number of things well • Do not add something new without also defining what you will stop doing to make the addition possible.

41. Basic Recommendations for Implementing PBIS • Collect and use data for decision-making • Adapt any initiative to make it “fit” your school community, culture, context. • Families • Students • Faculty • Fiscal-political structure

42. Discussion How is your understanding of SWPBIS different than when you walked in the door today?