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Getting to Readiness Training
School Leadership Teams Preparing for PBS Training and
Implementation
Vermont PBS
November 19, 2009
Welcome to the following schools! Academy
Benson
Bethel Bristol
Browns River
Crosse6 Brook Easter Seals
Fairfield
Green Street Jericho
Lyndon
Mt. Anthony Middle
North Country UHS
Orange Center Orchard
O6auqueechee
Riverside Rochester
Stockbridge
Sustainability Academy Vergennes
Agenda
Learning objectives - • Overview/Review of PBS • Process for getting to School-wide PBS
Implementation • PBS Readiness Checklist • PBS School Presentation • Data-based Decision Making • Action Planning
So WHAT is School-wide PBS?
Positive Behavior Supports (PBS) is a proactive,
school-wide, data driven,
systems approach to improving social and academic
competence for all students.
SYSTEMS
PRACTICES
DATA
Supporting Staff Behavior
Supporting Decision Making
Supporting Student Behavior
Positive Behavior Supports
~80% of Students
~15%
~5%
Establishing Continuum for SWPBS TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning
•
TERTIARY PREVENTION • • • • • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement •
SECONDARY PREVENTION • • • • • PRIMARY PREVENTION • • • • • •
All
Some
Few Continuum of Support for ALL
Positive Behavior Support Primary Outcomes
Improvement in the school behavioral climate:
• Increase in o academic performance o on-task behavior o parent, student and staff satisfaction o staff retention
• Decrease in o office referrals o suspensions, detentions o disruptive classroom behavior
What are the elements of PBS at the Universal Level?
1. Create a common purpose 2. Define 3-5 positively stated behavioral
expectations 3. Develop systems for teaching behavioral
expectations 4. Develop systems for acknowledging and
rewarding behavioral expectations 5. Develop systems for discouraging problem
behaviors 6. Develop data management systems
What should you expect to see/hear in a PBS school?
>80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them.
>80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them.
School staff have taught the school-wide expectations to all students.
Positive adult-to-student interactions exceed negative
What should you expect to see/hear in a PBS school?
School staff agree on which behaviors involve a referral to the office.
The school has a leadership team that is representative of school staff and includes an administrator
Function based behavior support is foundation for addressing problem behavior.
Data & team-based action planning & implementation are operating.
Activity: Dialogue about PBS!
60 Second Elevator Pitch:
1. With a partner explain: What is PBS? 2. As a team identify: 1-2 questions you still have about
PBS. Write on index cards.
The Process of Getting to School-Wide Implementation
….From Here to There!
Awareness Activities
1) Attend Intro to PBS Forum
2) Visit Websites: www.pbis.org www.pbsvermont.org
3) Contact PBS/BEST Team with questions
Readiness Activities
1) Attend Getting to Readiness Workshop
2) Complete Activities Necessary to Achieve 100% on Readiness Checklist
3) Submit Intent to Implement Form
You Are HERE!
First Steps to Implementation Activities
1) Attend First Steps to Implementation: Dec. 8 or Apr. 1
2) Conduct SET and PBS Self -Assessment Survey
3) Gather materials* for use at Universal Team Leadership Training
PBS Universal Leadership Team Training
Attend Universal Leadership Team Training: • March 17-19 • June 21-24 (BEST Summer Institute) • August 10-12
Draft Implementation Plan: 1. Statement of purpose 2. 3-5 behavioral expectations 3. Procedures for teaching expectations 4. Procedures for rewarding expectations 5. Procedures for discouraging problem behaviors 6. Data information system
PBS Roll-Out • Conduct roll-out activities for staff,
students & family/community
• Implement all parts of PBS Plan
• Conduct monthly Universal Leadership Team meetings and report progress to all staff
• PBS School & SU Coordinators attend regular regional PBS meetings
What is PBS Readiness?
Laying the foundation for School-wide PBS
Completing the PBS Readiness Checklist
Readiness Checklist
1. A School Action Plan exists that has school-wide discipline as one of its top three goals.
Examples
“Provides a safe, caring, respectful environment free of hazing and harassment”
School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)
Readiness Checklist
2. A PBS Team is formed with broad representation.
Community Administrator
Specialized Support
Student
Non-Teaching
Teaching
Family
Representation
Team Membership:
• Building Administrator
• Grade/Department Representation • Specialized Support
• special educator, school psychologist, school counselor, behavior specialist
• Support Staff • office, custodial, bus, cafeteria, etc.
• Parent/Community • Student
Readiness Checklist
3. Administrator actively participates and attends meetings/trainings.
4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.
Why Administrator Support?
The administrator’s support & active involvement are critical factors for successful implementation.
The administrator provides an articulated vision for school-wide PBS at the building, district and community level.
The administrator gives PBS a “Top-3-Priority” status.
Readiness Checklist
5. PBS Team commits to monthly meetings.
10. PBS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility.
11. PBS School Coordinator is identified and assigned a .1 FTE responsibility.
Readiness Checklist
Why have a Supervisory Union (SU) Coordinator?
• Assure resources (grant allocations) are tied to PBS work in the schools
• Coordinate and support the work of schools implementing PBS within the SU
• Develop and support a PBS SU level team
PBS SU Coordinator Responsibilities:
• Establish Supervisory Union Team • Complete or coordinate school-based evaluations and assessments
(SET, EBS) • Act as a liaison between schools and State PBS Team • Attend school-based Leadership Team meetings 3 times per year • Establish quarterly Supervisory Union meetings once there are
multiple schools within a Supervisory Union • Attend regional PBS Coordinator meetings • Develop a dissemination strategy to establish visibility (website,
newsletter, conferences, TV) • Ensure student social behavior is a top priority of the SU
Why have a PBS School Coordinator?
• Team start-up and support
• Help with Team sustainability and accountability
• Team reinforcement (positive nag)
• Public relations and communications
• Ensure school data collection system is in place
• Promote systems change process
• Monitor progress
• Enhance collaboration and participation
PBS School Coordinator Responsibilities:
• Meet with team at least monthly • Attend PBS coordinator and Leadership Team trainings
• Attend regional coordinator meetings • Help team complete tasks on time • Help with team organization • Data organization and reporting
Team Activity
As a Team, discuss: o Who needs to be on your PBS Universal Leadership
Team? o Who will be designated as your PBS School
Coordinator? o Who will be designated as your PBS SU Coordinator? o Schedule your PBS Leadership Team meetings between
now and your Team’s Universal training.
Complete Action Plan for Readiness Checklist #’s 1,2,3,4,5,10,11
Readiness Checklist
7. PBS Leadership Team has provided awareness training to ALL STAFF.
8. At least 80% of all staff agree to PBS implementation.
Characteristics of an Effective PBS Presentation to Staff:
Elements to Include:
• What is PBS? • Why choose PBS? • What are the elements of PBS at the Universal Level? • What does PBS look like/sound like? • What’s expected of me?
Sample PBS Slides
For sample slide show presentations visit
www.pbsvermont.org
A vote for PBS means… • All staff commit to acKve parKcipaKon in improving school climate
• All staff members directly teach & encourage expected social behaviors
• All staff increase their daily posiKve contacts with kids in‐ & outside classroom
• Administrators increase their involvement in proacKve student interacKons & support
• Data are used for decision making
• Formal supports in place for non‐responding students
Staff Reluctance to PBS Buy-In • Lack of administrative direction/leadership
• Skeptical that universal intervention not needed
• Hopelessness about change
• Philosophical differences
• Staff feel disenfranchised from each other, the Administrator or the School’s Mission
• Competing initiatives/don’t see the connection between behavior and academics
Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures
1-5% 1-5%
5-10% 5-10%
100% 100%
Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity
Targeted Group Interventions • Some students • High efficiency • Rapid response
Targeted Group Interventions • Some students • High efficiency • Rapid response
Universal Interventions • All students • Preventive, proactive
Universal Interventions • All settings, all students • Preventive, proactive
Academic Support Support Behavioral
Integrated Response to Intervention
+
Team Activity: Part 1
As a Team discuss possible staff reluctance and how you might
respond.
Team Activity: Part 2
As a Team, plan your PBS presentation for staff:
o Who will design and deliver the presentation? o How will you ensure FULL STAFF participation in
the presentation? o When will the presentation take place? o How will you know that you have 80% buy-in?
Complete Action Plan for Readiness Checklist #’s 7 & 8
PBS School Presentation
Swanton Schools
Julie Benay, Principal
Amanda Sweeney, PBS School Coordinator
PBS and Data-based Decision Making
PBS Schools must have:
1. High quality data
2. System for collecting and analyzing the data
3. Procedures for making decisions based on data
Kinds of Data Positive Behavior Support Survey information
School-wide Evaluation (SET) information
Teaming matrix
Team Implementation Checklist
Office discipline reports
Behavioral incidents
Attendance
Detention, Suspension, Expulsion
Observations
Surveys, focus groups
Special Education referrals
Special Education eligibility
What are the data you are most likely to need to help you in making PBS decisions?
• What problem behaviors are most common? – ODR per Problem Behavior
• Where are problem behaviors most likely? – ODR per LocaKon
• When are problem behaviors most likely? – ODR per Kme of day
• Who is engaged in problem behavior? – ODR per student
• Why are problem behaviors sustaining? – No graph
General Approach: “Big 5”
# referrals per day per month
# referrals by student
# referrals by location
# referrals by problem behaviors
# problem behaviors by time of day
# of referrals per day per month
# of referrals by student
# of referrals by location
# of referrals by problem behavior
# of referrals by time
Activity: What is the data telling you?
Look at the graphs on your table.
Pretend this data is from your school.
Answer the following: • What do you think the data is telling you?
• What decisions might you make from looking at the data?
Making Decisions Based on Data
Step 1: Create a Precise Problem Statement and Hypothesis
• Many students from all grade levels are engaging in disrupKon, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer a6enKon
• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Step 2: Develop a SoluKon Prevention *Maintain current lunch schedule,
but shift classes to balance numbers.
Teaching *Teach behavioral expectations in cafeteria
Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.
Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
Next Steps
1. Work with your team to complete readiness activities
2. Confirm readiness with PBS State Coach
3. Complete PBS Intent to Implement Form
4. Register to attend First Steps to Implementation training with your Team
5. Register to attend Universal Leadership Team training with your Team
If you need help contact…
Richard Boltax – 828‐5125 or [email protected]
Sherry Schoenberg – 656‐9656 or [email protected]
Cassandra Corley – 656‐9349 or [email protected]
Ken Kramberg – 295‐2095 or [email protected]
Doug Dows – 828‐5109 or [email protected]
Josh Souliere – 828‐0552 or [email protected]