Developing a Universal System of Positive Behavioral Interventions and Supports as Response to InterventionHoward Muscott, Ed.D. , DirectorNH Center for Effective Behavioral Interventions and Supportswww.nhcebis.seresc.net ; 206-6891; hmuscott@seresc.net

Support for NH RESPONDSis provided by the NH Bureau of Special Education, NH Department of Education under a grant from the US Department of Education, Office of Special Education and Rehabilitation Services

NH RESPONDS Lead PartnersNH Department of Education- Bureau of Special EducationNH Center for Effective Behavioral Interventions and Supports at SERESCExpertise in Positive Behavior Supports Expertise in integration of mental health and school supportsInstitute on Disability at University of NHExpertise in Literacy within an RtI model Expertise in PBIS and Intensive Interventions (RENEW) for Secondary Transition and Dropout Prevention

Behavior Strand B AgendaWelcome and Preview the DayResearch, Beliefs and Conundrums Steps in Implementing Universal PBIS Systems of Behavior SupportBuilding Universal Teams Developing OutcomesDeveloping Behavioral Expectations in ContextLunch, Graduation and PostersAction Planning

Outcomes for TodayTo provide school teams with knowledge and skills to design proactive, positive, and predictable universal systems of discipline.To assess the capacity of each school to deliver effective behavioral interventions and supports.To complete two process assessments to address team readiness and RtI for behavior featuresTo create a action plan that will move each school closer to the goal of implementing PBIS with fidelity.

Behavior Strand B AssumptionsThis strand is for schools who have already obtained readiness and a commitment to adopt PBIS as a multi-tiered RtI system for behavior support. Strand B presumes participants do not need to be convinced of the need for a multi-tiered system of behavior support.Strand B assumes that teams have come ready to learn the knowledge and skills that will enable them to build the universal tier.

We Know that Schools are Faced with Increasing Challenges

The Challenge of Educating an Increasingly Diverse Student PopulationThe Challenge of Providing a Safe, Orderly, and Positive School Climate Conducive to LearningThe Challenge of Improving Academic AchievementThe Challenge of Producing Students Capable of Competing within a Global EconomyThe Challenge of Accomplishing These Outcomes with Diminishing Resources

Guiding Principle: Social Behavior and Achievement are Linked

To improve the academic success of our children, we must also improve their social success. Academic and social failures are reciprocally and inextricably related.As a result, systems to support behavior and literacy should be integrated

Guiding Principle: How Full is Your Plate?

Schools and educators are bombarded with changing mandates, competing and multiple initiatives and a train and hope approach to professional development that is not aligned to a few core priorities and outcomes

Guiding Principle: How Full is Your Plate?We believe implementation requires programs to be thoughtful in determining a small number of priorities and using a train and sustain approach to align professional development activities to those few core priorities and outcomes

Guiding Principle: RtI Implementation Starts from Where You Are

Its a process, not a curriculumIts a roadmap with a set of guiding principlesIt requires buy-in and commitment from staff, administration and SD leadership

Responsiveness to Intervention (RtI)Batsche et al. (2006) RtI is defined as the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.

Responsiveness to InterventionA systematic framework for improving social, emotional, behavioral & academic outcomes for children in K-12 schools & ECE Programs.A broad set of evidence-based systemic & individualized strategies to effectively prevent & respond to academic and behavioral problems.A strategic approach in which collaborative teams use effective group processes & data-based decision-making to achieve desired outcomes.

What is Response to Intervention? National Center on Response to Interventionwww.rti4success.org

Response to intervention:Integrates assessment & intervention within a multi-level prevention system to maximize student achievement & reduce behavior problems. Schools using RtI:Identify students at risk for poor learning outcomesMonitor student progressProvide evidence-based interventionsAdjust the intensity and nature of those interventions depending on a students responsiveness

Responsiveness to Intervention The ultimate goal of an RtI model is a comprehensive and integrated approach to academic and behavior support for all students.

Positive Behavioral Interventions and Supports-NH is Response to Interventionfor Behavior

Systemic Process of RtILiteracyBehaviorSecondary Transition for high school80%-90%Universal InterventionsAll studentsCore curriculumPreventive, proactiveIntensive, Individual InterventionsIndividual studentsSpecifically tailored instructionProgress monitoringTargeted, Group InterventionsSome students (at risk)Additional instructionProgress monitoring5%-10%1%-5%

A 3-Tier ApproachLevel 1Primary prevention for the whole populationDifferentiated instruction to reach 80-90% of students The purposes of universal strategies are to maximize achievement, prevent future difficulty, and increase positive interactions (success) with people and learning.

Tier 1 UniversalWhole School, All students, Screening and Early IdentificationLiteracy StandardsWord IDLanguage ComprehensionPrint ProcessingBehavior ExpectationsPromotion of positive behavior (define, teach, recognize)Response to problem behavior(define behaviors and response processes)

ToolsMatrix of expected behaviorsTeaching plan and practiceRecognition planProblem behavior definitionsResponse processReporting/Data collectionDataWeekly data reports of problem behavior; Attendance,Periodic self-assessmentsToolsExplicit instruction/modelingSystematic instruction/skill-buildingAmple practice opportunities Immediate corrective feedback Differentiated instructionContinuous assessmentDataDIBELSNWEAAIMSwebOtherMovement to Tier 2 supported by effective decision rules, goal-setting, progress monitoring, fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficitsToolsResearch-based literacy curriculumClassroom-wide and small group Benchmark assessmentData-driven instruction

Primary Prevention: Universal Approaches9. Data-Based Decision Making3. Schoolwide Expectations for All Locations2. Communication with Staff and Families7. Responding to Problem Behavior5. Teach Expectations in Locations6. Recognize Students for Exhibiting Expected Behaviors1. Universal Team and ProcessesMuscott & Mann (2006)DATASYSTEMSPRACTICES4. Classroom Management8. Systematic Screening

A 3-Tier ApproachLevel 2Increase opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools Structured secondary interventions to meet needs of at-risk youth through group interventions and targeted core instruction Increased monitoring of targeted skills to measure intervention progress

Tier 2 TargetedSmall Groups and Individual Supports Based on Similarities of Needs and DataLiteracyAdditional group instruction time to address specific skill needsBehaviorSocial contractingTargeted group interventions based on function of behavior

ToolsSocial contractingCheck-In, Check-OutPASS (Preparing and Supporting Self-Managers)And other group interventionsFunctional Behavioral Assessment and SupportDataWeekly data reports of problem behavior or prosocial behaviorProgress monitoring of group interventionsPeriodic self-assessmentsToolsDiagnostic assessmentSmall groups based on specific skill needs(e.g., comprehension, sight word recognition, vocabulary)DataDIBELSAIMSwebOtherMovement to Tier 3 or 1 supported by effective decision rules, goal-setting, progress monitoring, fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

Secondary PreventionTargeted Approaches

A Function-BasedPerspective

2. Data-Based Decision Making 4. Early Identificationand Referral Processes 3. Communication with Staff and Families6. Targeted Group Interventions7. Functional AssessmentMuscott & Mann (2007)DATASYSTEMSPRACTICES5. Teacher Check, Connect, ExpectUniversal Primary PreventionSAU/District-wideAdministrative Team1. Targeted Team and Processes8. BehaviorSupport Planning

A 3-Tier ApproachLevel 3Targets the 1-5% who are not responding to Tier I and Tier II efforts.Intensive strategies or programs delivered in small group or 1:1 in addition to core instruction Increased monitoring of targeted skills to measure intervention progressStudent-centered and adapted to meet individual needs.

Tier 3 IntensiveIndividual Assistance Focused on Needs and Data LiteracyAdditional individual instruction time to address specific skill needsBehaviorIndividualized plan for behavior supportsToolsFunctional behavioral AssessmentBehavior Support PlanPerson-Centered PlanningLife Space Crisis Intervention (LSCI)WraparoundRENEW School-to Career Planning (HS)Alternative Education Plans (HS)DataWeekly data reports of problem behaviorProgress monitoring of studentPeriodic self-assessmentsStudent Progress Tracker (HS)ToolsOne-on-one instructionExplicit instruction/modelingSystematic instruction/skill-buildingAmple practice opportunities Immediate corrective feedback Alternative Education Planning (HS)DataDIBELSAIMSwebDiagnostic Assessment

PBIS-NHSchool-Based Tertiary PracticesMuscott, Mann & Berk (2007)7. Person-Centered Planning 5. Communicating with Families2. Escalating Behavior Cycle 1. Conflict Cycle4. Life Space Crisis Intervention3. Intensive FBA & Behavior Support Plans8. Wraparound6. Referrals to Community ServicesBuilding Relationships

Ive been waiting for this for 30 years in public education. NH Teacher

New Hampshires System of Care and EducationLinkages to Wrap-NH FacilitationSchool-basedIntensive Supports CoordinatorLinkages to Community-based SupportsSchool-wide and General Education Classroom Systems for PreventativeInstructional and Behavior Management PracticesSystematic ScreeningPromote Positive Parent Contact Array of Evidence-Based Group Interventions Addressing Prevalent Functions of Behavior Available for Students Who Dont Respond to SW and Teacher Check, Connect ExpectFunction-Based Support Planning(Functional Assessment and Intervention Planning) Available for SW and Group non-respondersSchool-basedIntensive Supports Linkages to Case Centered CollaborativesMann & Muscott (2007)

Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response SystemsTeacher Check, Connect Expect

Intensive Behavior Support Plans and Crisis Intervention

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPBIS-NH Support SystemsOUTCOMES

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Early Identification of At-Risk StudentsDifferentiated Interventions including Relationship BuildingSafe, Orderly, Predictable & Positive Learning EnvironmentIncreased Time for Effective Teaching, Learning & RelationshipsPBIS-NH Logic ModelMuscott (2007)Increased Academic Achievement & School SuccessPBIS Systems, Data & Practices Implemented with FidelityImproved School ClimateImproved Faculty and Staff Morale and Sense of Efficacy Reductions in Problem Behavior/Increases in Prosocial Behavior

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Establishing a Social Culture in Schools Horner (2007)Common Vision/ValuesCommon LanguageCommon ExperienceMEMBERSHIP

Which can be embraced by faculty, administration, students, families, and community membersinitially with Wordswhich develop into Actions or Behaviorsand then become Habits through Practiceto ultimately form Climate or Culture

Supporting systemic change in a school community is a long-term journey that begins with dreams and ideas.

With PBIS, as the students move through the grade levels they find that the rules are the same, the cues are the same and the consequences are the same. By the time they reach grade four, students are able to self-monitor their behaviors and work out many of the conflicts that previously required so much teacher time. Kathleen CusterPrincipalJames Mastricola Elementary SchoolMerrimack

Cultural ConundrumsMuscott & Mann (2007)A conundrum is a puzzle, mystery or challengeBeliefs present Cultural Conundrums for programs, schools and familiesThese conundrums become barriers if not put on the table and worked throughLeft unattended, they present the potential to undermine effortsPeople get frustrated, upset or apathetic They can split a program or school staffThey require strategic and systems thinking to addressThey are an important factor in determining successful vs. unsuccessful implementation

How Full is Your Plate?We know that programs can only address a few priorities or at a timeWe understand that some programs pile on many initiatives, while others limit prioritiesWe believe PBIS implementation requires programs to be thoughtful in prioritizing or aligning efforts

An Ounce of Prevention or a Pound of Detention? We know teaching behavior is an effective form of prevention even if we feel the students should already know how to behaveWe understand that most discipline systems in school are reactive and that some people in your program or school see little need for teaching behaviors while others understand that regardless of whether students should know how to behave, teaching the expectations to all students in the school or program is requiredWe believe in a preventive instructional approach where teaching the expectations to all students is the cornerstone of the program

Consistent = Identical or Effective?We know that effective programs are predictable and consistentWe understand that some see consistency as using identical strategies for everyone, while others understand the need for a consistent approach with flexible strategies We believe in a consistent approach where the goal is to find effective strategies to change behavior

To Recognize or To Ignore?We know that increasing positive contacts and recognizing students for expected behavior creates a positive climate and increases the chances students will behave as expected We understand that some see little value in recognizing students for behaviors they should already know while others understand that recognition is a fundamental human need at any age We believe that high rates of positive contacts and recognizing expected behaviors create a welcoming and caring learning environment

Parents as Partners?We know that parental involvement is a fundamental pillar of effective programsWe understand that some see parents as the problem while others see them as part of the solutionWe believe that parents are important partners and we encourage programs to actively engage all types of parents in decision-making

One Size Fits All?We know there are three types of students: typical, those at risk for developing behavior problems, and those with intense and chronic needsWe understand that some believe that if we only get rid of the bad students this place would great, while others understand this approach fails to support many students who are worth our efforts and can be reclaimed. We believe that we dont have a child to waste and that building comprehensive systems that work are in everyones best interest.

The Carrot vs. the Stick!We know that negative consequences are only effective when coupled with positive approachesWe understand that some people see negative consequences as the answer to all problem behavior while others understand that negative consequences in the absence of a caring, positive climate invariably alienates many studentsWe believe that positive relationships with students increases the likelihood that negative consequences when used, will be effective

Conundrum ActivityWho: Universal TeamWhat: Review the list of conundrums and identify 2 or 3 that most apply to your school or will come up early in implementation. Answer the question, How do you know? Indicate the level of effort (high, medium, low) you believe it will require to address these conundrums?Timeframe: 20 minutesReport Out: Brief comments

I was very skeptical about this program at first. I thought, here we go again another initiative. But I can honestly say that teaching is much easier with PBIS in place I am now sold on this approach.

Barbara Condon, Elementary School Teacher, Merrimack school district

Typical PBIS-NH SequenceYear 4Fine tune intensive; plan sustainability; Celebrate

Jan Feb Mar Apr May Jun Jul Aug SepUniversal Implementation checklistCollaborative Team checklistFinalize expectations and matrixConduct EBS survey with facultyDraft behavioral matrixDraft behavioral expectationsAssemble Univ. TeamDefine problem behavior referral processDefine major and minor problem behaviorsComplete and action plan the Working Smarter Inventory as necessary to eliminate duplication of effortHave you determined how you will keep the team and the faculty on the same page?Develop or revise the office referral formInvolve faculty in self-assessments of classroom and non-classroom management featuresDetermine sources, and use, of data for decision-makingAt each stage, ask Is it appropriate for families to be involved? If the answer is yes, what is your plan?Plan the initial kickoff and teaching seriesApply for a SWIS licenseDetermine the recognition plan to be used and how to encourage its consistent useDevelop specific strategies for teaching specific behaviors in specific locationsDetermineactionplansGeneric Schedule for Universal PBIS-NH PlanningAre your team processes effective? If not, go back to ground rules and the Collaborative Team checklist.Map the plans for rolling out PBIS to students, faculty and familiesRollout!

Steps for Implementing Universal Systems in PBIS-NH1. Build a universal leadership team and create a mission statementRepresentative and Influential2. Identify internal coach(es)Capacity for Behavior Support3. Self evaluate building strengths and needs Collaborative Team Checklist, Universal Team Implementation Checklist, Family Engagement Checklist, Effective Behavioral Support Survey

Steps for Implementing Universal Systems in PBIS-NH4. Establish a clear set of positively stated behavioral expectationsSchoolwide Expectations5. Clearly define expected behaviors for classroom, non-classroom and home* settings (bus, bathroom, hallway/transition, playground, morning routine, TV, sleep)Behavioral MatrixHome Matrix * Optional 6. Establish procedures for teaching expected behavior in context and practiceTeaching MatrixCool Tools/Teaching ScriptsTeaching Scripts in Context

Steps for Implementing Universal Systems in PBIS-NH7. Establish a continuum to acknowledge/ celebrate expected behaviorsReinforcement/Acknowledgement Plan8. Align classroom management and management of nonclassroom setting to schoolwide system Classroom Management Non Classroom Management Self-Assessments

Steps for Implementing Universal Systems in PBIS-NH9. Develop Procedures for Responding to Problem Behaviora. Definitions of Problem Behaviors (Majors vs. Minors)b. Office Discipline Referral Form orForm for Recording Problem Behaviorsc. Process for Responding to Problem Behaviorsd. Consequences (Punishments, Reteaching) for Problem Behaviors

Steps for Implementing Universal Systems in PBIS-NH10. Identify an efficient school or program-wide data management system and align to procedures for responding to or discouraging problem behavior

Steps for Implementing Universal Systems in PBIS-NH11. Develop an initial rollout plan with high profile kickoff event to formally introduce the program to students and families12. Develop an initial program or schoolwide teaching plan using evidence-based instructional strategies for teaching the expected behaviors in one setting/context to all students based on data.13. Develop a schedule for when teaching and recognition activities will occur across the year.

Steps for Implementing Universal Systems in PBIS-NH11. Evaluate the initial instructional plan and student outcomes and determine next steps.12. Determine benchmarks for non-responders (ODR, tardies, absenteeism, nurses visits).

Think Sustainability During RecruitmentMuscott (2008)Integrate and Align InitiativesState, national and local mandatesAddressing local outcomesObtain School and School District CommitmentsRequire school administrator commitmentRequire 80% favorable staff vote for implementationRequire detailed signoff from principal and superintendent of expectations for implementationRequire school district commitmentRequire 3 year commitment

Think Sustainability During ReadinessMuscott (2008)Build Effective Teams and CoachesPeople with credibility and influenceMavens, Connectors and Salespeople Training and coaching in teamingAllow Adequate Time for Training and Development Prior to Implementation Training begins January before September start-upVetting and gaining staff commitments of featuresAddress Communication SystemsStaff, Families, Board and Community

Think Sustainability During ImplementationMuscott (2008)Provide On-going Training and Technical AssistanceCoaches and principals continue attending trainings and workshops at no charge after cohort graduationCoaches trainings explicitly address understanding and managing resistanceAddress systems integration at all three tiersEmphasize and Re-emphasize DataFidelityHabitsOrganizationAnalysis

Increase Visibility Stickiness of the messageMultiple forms of data and storiesBuild Demonstration SitesExemplars with strong leadership and credibilityMultiple levels (ECE, EL, MS, HS, AS)Address Hiring PracticesEffective plan to hire PBIS-compatible staff and orient new staffHiring practices must emphasize knowledge of, or at least support for, basic PBIS principles in candidatesSuperintendents, coaches, principalsThink Sustainability During Implementation Muscott (2008)

"To be successful, you don't have to do extraordinary things. Just do ordinary things extraordinarily well.

- John Rohn

Steps for Implementing Universal Systems in PBIS-NHCreate a representative, credible and influential universal leadership team which meets regularly and uses effective team processes.

It All Begins with an Effective Universal Leadership Team

That Knows How to Build Climate and Have Fun Too

Effective PBIS-NH TeamsAre Strategically Formed to Include Membership that Increases the Likelihood of Achieving Mission and Outcomes Identify and Agree to Ground Rules and Meeting ProcessesMeet Regularly with Full TeamGroup Processes Maintain the Team Have a Mission that Describes PurposeTeam Members are Committed to the MissionAre Outcome and Action DrivenUse Action PlanningIndividual Accountability

Composition of the Universal School Leadership Team by RoleAdministrators Curriculum/Assessment DirectorGeneral Education Classroom Teacher Special Education TeacherBehavior Specialist/Guidance/PsychologistReading/Literacy Specialist and/or Title I CoordinatorFamily MemberParaeducator

Universal Team Membership BasicsThink Skills More Than RolePerson/People with School-Wide Decision-Making Influence Person/People with General Education Classroom Experience and ExpertisePerson/People with Expertise in Specially Designed InstructionPerson/People with Skill / Experience in Data-Based Decision MakingPerson/People Expertise in Family Perspective Person/People with Expertise in Student Perspective

Some People are More Contagious Than OthersGladwell talks about three types of powerful people who exist among us and are KEY to spreading a message:Mavens The Information Specialists who provide the messageConnectors The People Specialists who spread the messageSalespeople The Persuaders who inspire people to act

The Tipping Point, Malcolm Gladwell (2002)

9 Important Attitudes, Knowledge and Skills for Teams as a Group People who understand the school culture and the schools current systemsChild CenteredSuccess OrientedOutcome OrientedUnbridled OptimismLeadershipProblem-solversConnectorsData-based Decision Makers

Roles of the Blended Universal School Leadership TeamLead the Universal System of RtIMeet regularlyIdentify key issues/concernsConduct a site analysisIdentify data management system (SWIS, Performance Pathways, district system)Develop/revise the school-wide RtI for behavior and literacy programs using current data

Roles of the Blended Universal School Leadership TeamActively communicate with staff members and families regarding the activities of the school team Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI for behavior and literacy programsServe as exemplars for staff and families

NH CEBIS Matrix of Initiatives

Initiative, Project, CommitteePurposeOutcomeTarget GroupStaff InvolvedSchool Improve-ment PlanAttendance CommitteeCharacter EducationSafety CommitteeSchool Spirit CommitteeDiscipline CommitteeDARE CommitteeEBS Work Group

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NH CEBIS Matrix of Initiatives

Initiative, Project, CommitteePurposeOutcomeTarget GroupStaff InvolvedSchool Improve-ment Plan

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Team members know the mission, support the mission, and can easily articulate the mission to othersEffective PBIS-NH Teams Have a Defined Mission

Creating a Mission Statement for the Universal TeamA mission statement for the Universal Leadership Team helps explain what you do (to various audiences)The statement should:Be positive and proactiveConnect to your PBIS MissionAddress why the team exists

NH CEBIS Sample Mission Statement for a Universal Team

Our mission is to be data-driven, thoughtful and strategic while developing and implementing a program-wide behavioral support system designed to maximize positive social and academic behavior and minimize problem behavior.

Effective PBIS-NH Teams Have Clear and Effective Group Processes Participation is distributed & leadership is sharedRoles and responsibilities are defined and assignedAgendas are prepared for each meetingDecision-making is formalized Consensus is definedAn effective problem solving approach is usedAction plans with tasks, timelines and accountability are developedData is used to guide decision-makingConflicts are addressed and resolved constructively and professionally

Effective PBIS-NH Teams Identify Ground Rules, Agree to Them, and Stick to Them!

Ground Rules are Reviewed Regularly But are Respected Until a Decision is Made to Change

Belknap-Merrimack Head Start Universal Team Expectations and Ground RulesStay on topic (be concise, succinct)Accomplish charge/agenda itemsBe positiveTabled items will be revisitedBuild on others ideasCome to consensusInform/update absent membersCome prepared to meeting your action items completedRead agenda at start of meeting

Universal Team Meeting Agenda Steps TemplateSTEP 1: Follow-up/monitor progress on action items from previous meeting.STEP 2: Review school-wide data and action plan. STEP 3: Discuss Calendar or Other Implementation Items and Action Plan.STEP 4: Ensure Communication to Key StakeholdersSTEP 5: Bring Meeting to ClosureSTEP 6: Disseminate Action Items and Decision Log to Team Members and Others

DECISION LOG

Action Planning FormatEffective PBIS-NH Teams Adopt an Effective Means for Note-taking

NH CEBIS MEETING MINUTES

IssueDecision Made/Action TaskPerson ResponsibleTo Be Done by DateAdditional Comments

Purpose/Type of Meeting:Date:Attendees:

Effective Teams are

Outcome and Action Driven

PBIS NH Big IdeaData-based Decision-Making Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to achieve?How will we know weve gotten there?

Action Planning StepsIdentify Issue (Team Meeting Process Where / Time to meet)Identify TASK(s) to Complete (Find distraction-free location / poll Team members for best time)Identify Person / People Responsible for Completing the Task (John H)Identify When the Task is to be Completed (2/2/05 one week prior to next planned Team meeting)

Collaborative Team Process ChecklistMann and Muscott, 2004Tool to assess team functioning (14 items)Assess status (In place, Partial, Not in Place)Identify Priority (High, Medium, Low)Develop action plan based on prioritiesShould be completed 2xs a year (Fall, Spring)Universal team functioning is priority #1!

Collaborative Team Checklist ActivityWho: Universal TeamWhat: Complete the Collaborative Team Checklist (Status only) on the paper versionTimeframe: 30 minutesReport Out: None

Steps for Implementing Universal Systems in PBIS-NH2. Identify one or more internal PBIS behavior support coaches who take a lead role.

A PBIS Coach Muscott & Mann, 2004The PBIS coach is an optimistic, hopeful, and positive leader a person with energy, commitment and vitality.The PBIS coach is eternally persistent, a natural problem-solver, and a person who practices what they preach.

What Makes an Effective Coach?Sugai and HornerFluency with PBIS systems and practicesGrowth in capacity to deliver high level PBIS technical assistanceCapacity to train others in PBIS practices and systemsCapacity to sustain teams in efforts to implement PIBS systems & practicesAbility to be a Positive Nag

Steps for Implementing Universal Systems in PBIS-NH3. Identify broad desired outcomes and critical questions to address based on a review of existing (or additional) sources of data using data-based decision making processes.

Using Data-Based Decision-Making to Inform Schoolwide Teaching Plans Mann & Muscott (2006)Begin with Broad Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?) Identify the scope a Problem (scope and context) through the use of Data (Where we are now?)Translate Broad Outcomes into Specific Objectives with Criteria for Success based on data (What exactly do we want to achieve by when?) Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectationMonitor and Evaluate progress Use Data to assess your progress (Did it work?)Adapted from Horner (2003)

Begin with Broad Outcomes or Key QuestionsWhat do you want to achieve in terms of student behavior this year (broad outcomes)?When looking at the outcomes, what questions arise? Do you have past and/or current data to answer the questions? Is it accurate?If not, how can you get accurate data?How does the data compare with the outcomes (discrepancies?)

Whats Problem Behavior Like at your School?What type of problem behavior do you have?Where is problem behavior more likely to occur?What time of day?What proportion of the student body is exhibiting the behavior?On average, how many major incidents are occurring each day?How accurate is the data?

What are We Trying to Accomplish?Broad Outcomes:Reduce problem behavior, suspensions, expulsions, referrals to special education?Improve positive behavior?Improve school climate?Increase time for learning?Increase academic achievement?Improve faculty, administration, family participation/buy-in?

Key Features of Effective Data SystemsThe data is used to answer important questions about outcomesThe data are accurateThe data are very easy to collect (1% of staff time)The data are collected continuouslyThe data collection should be an embedded part of the school cycle not something extra

Key Features of Effective Data SystemsData should be summarized prior to meetings of decision-makers (e.g. weekly)Data are used for decision-makingThe data must be available when decisions need to be madeThe people who collect the data must see the information used for decision-makingThe data are used to celebrate success

Potential Data SourcesProblem Behavior Incident ReportsOffice Discipline ReferralsIn and Out of School SuspensionsSurveys on Bullying, Harassment, School Safety, Tardies, Absenteeism, Nurse Visits, Staff Surveys, Climate Surveys, My Voice Surveys, etc.

Tag Gone Bad!Thorntons Ferry Elementary SchoolSWIS data revealed highest levels of problem behavior was coming from 1st and 2nd graders on the playground at recess (214 ODRs August 03 through May 10, 2004)Aggression/Fighting was the biggest problem behavior by farReferrals are coming from many students rather than a fewObservation and reflection discerned it was primarily tag gone bad or lack of skills and appropriate games

Reducing Aggression on the Playground Thorntons Ferry Elementary School

8/01/04 5/10/05

8/01/03 5/10/04

Thorntons Ferry Elementary SchoolMerrimack NHSeptember 2004 vs. September 2003 SWIS Data adjusted for number of studentsPhysical Contact 11 per 100 reduced to 6 (46%)Defiance/Disrespect/Noncompliance 18 per 100 reduced to 5 (73%)

Why the Improvement?

Focused on TEACHING and RE-TEACHING all playground expectations Universal Team taught playground monitors active supervisionUniversal Team developed and taught the monitors and children Rules and Games for the PlaygroundClassroom teachers pre-alerted students before recessPRE-CORRECTION: The first grade teachers worked as a team giving students the same message and reminding all students of playground expectations before leaving their classrooms each day

South Meadow Middle School (5-8)Peterborough, NHBegan implementing PBIS in Fall 2003Faculty were concerned with high rates of:DisruptionsDefiance/DisrespectAggression

Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)Data identified high levels of disruptions, disrespect/defiance, and aggression as compared to other problem behavior first six weeks of schoolDisruptions 130Defiance/Disrespect 145Aggression 75Other 16Physical Contact 28Harassment 27Inappropriate verbal 22Abusive language 25

Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)Created Cool Puma Tool to combat these behaviors (based on lesson in The Treasure Chest by Cheryl Noversten)Identified Killer statements (Slams) as things that are disrespectful and deflating to othersStudents asked to watch and track slams over 24 hours periodDefined Disrespect What does it look/feel like?Defined Respect What does it look/feel like?

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Desired Outcomes and Key Questions: What do you want to achieve? What do you need to know? The important questions about students, families, staff, building, community that you need to answer in order to be most successful (i.e. student achievement, types/frequency of behaviors; parent involvement; school safety; community culture/values)What kind of data will best answer the question?(Survey, interview, observation, behavioral data, comprehensive evaluation, focus group, etc.)What past and current data already exists? What additional data might you need? ID Types/Sources of data Does the data help to answer the question? Is the data accurate? Is this enough data to provide a sufficient answer? YesNoWhat does the data tell you (summarize)? What new question might this raise?Collect additional data Compare Data with Desired OutcomesUsing PBIS techniques (teaching, acknowledgement, assessment) strategize how to get from where you are (current) to where you want to go (desired)

Outcome and Data ActivityWho: Universal TeamWhat: Answer these questionsWhat challenges do you experience in terms of school climate and discipline?What outcomes related to climate, discipline or school culture would you want to achieve?What current data is available that will help answer your key questions?Timeframe: 30 minutes

Steps for Implementing Universal Systems in PBIS-NH4. Complete and analyze baseline PBIS process assessments to determine current level of implementation and prioritize needs and use the information for action planning and decision-making.

Process, Process, ProcessPBIS requires teams to periodically complete self-assessment checklists to:Determine what features are in place, partially in place, or not in placeFor items that are either partially or not in place, determine priority for action (high, medium, low)Create an action plan to address prioritiesUltimately address all features to criteria

PBIS-NH Universal Process AssessmentsCollaborative Team Checklist(2x per year Fall, Spring)Universal Team Implementation Checklist (2x per year Fall, Spring)Family Engagement Checklist(1x per year) Effective Behavioral Support Survey(1x per year)Rollout Survey(2x per year Spring, Fall)

Steps for Implementing Universal Systems in PBIS-NH5. Establish procedures for on-going communication and feedback on the developing features of the program with faculty, families, students (as appropriate) and administration.

Steps for Implementing Universal Systems in PBIS-NH6. Establish a clear set of positively stated program or schoolwide behavioral expectations based on needs and culture

In all of my 9 years at this school, this year had the smoothest beginning and its because of three words:cooperation, respect, and responsibility.

Newmarket School Principal at PBIS Rollout Open House

Antrim Elementary School Eagle Soars

Littleton High School ROCKSBe RespectfulTake advantage of OpportunityBe a good CitizenAct with KindnessBe Safe

Create Program (2-3) or Schoolwide (3-5) Expectations or Social ValuesSocial values that are true in any environment in the schoolTypically character traits or virtues (Respect, Responsibility, Appreciation of Diversity, Be Kind etc.) but could address other social expectations such (Safety, Achievement, Community, Engagement)Expectations should be expressed positively Expectations should be derived from the culture of the school (Mission Statements or Time Honored Values)Expectations can be derived from a response to problem behaviorReduce violence, bullying, disrespect

The Stickiness Factor Messages that are sticky or memorable are more likely to be successfulA message can be so sticky that it can create change and spur someone to actionThe Tipping Point, Malcolm Gladwell (2002)

Implications of Stickiness to PBIS-NHWhat is the message of PBIS and how can we increase its stickiness?Skippyjon Jones at Horn Street Elementary SchoolThe ABCs of ProfileConnecting the message of PBIS to your school culture (mascot, name, etc.) and embedding it in existing activities and communications increases stickiness. Connecting the message to the interests and priorities of the various stakeholders in schools increases stickiness. Data and stories increase stickiness.The Tipping Point, Malcolm Gladwell (2002)

Steps for Implementing Universal Systems in PBIS-NH7. Clearly define expected behaviors in the different settings by location (e.g., classroom, bus, bathroom, hallway, playground) or routine (e.g., arrival, lunch, circle time)

Translate Expectations into Specific Behaviors in ContextThe behavior matrix is designed to translate global expectations across various locations or routinesThe program/school identifies the locations or routines to be consideredThe expectations and locations and transferred to the matrix At least two specific, positively stated behaviors are identified for each expectation in each locationThink: What do I want in each location or routine?Duplications of behaviors across traits is not recommendedExpectations are posted in the various locations

Playground ExpectationsAmherst Street Elementary School

PlaygroundFollow adult directionsBe a good sportUse kind wordsPlay fairFollow your PledgeReturn everything you borrowedWalk quietly into the buildingUse playground equipment properlyReport unsafe behaviorStay in the playground area

Hallway Expectations:Thorntons Ferry Elementary School

Creating a Behavior Matrix Activity (If Time Permits)Who: Universal TeamWhat: (1) Identify 2 broad program or schoolwide expectations. (2) Pick one location or routine and develop 1 or 2 behaviors for each program or schoolwide expectationTimeframe: 30 minutesReport Out: None

Team Action Planning Time

Universal Team Checklists 2.2Sugai, Horner, Lewis-Palmer, 2002Two Checklists (Start-Up and Monitoring)Assess status (In place, Partial, Not in Place)Typically identify Priority (High, Medium, Low) no need to do that nowDevelop action planCollect baseline during Summit

Universal 2.2 Team Checklist ActivityWho: Universal TeamWhat: Complete Universal Team Checklist (Status only).If time permits identify initial action itemsTimeframe: 30 minutesReport Out: None

Homework ActivityWho: Universal TeamsWhat: Develop Action Plans Based on Collaborative Team and Universal Team Checklists and Address Highest PrioritiesIdentify Coach(es)Review OutcomesDetermine Communication with FacultyTimeframe: By Next Training

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***These are expected behaviors for the TEAM**