www.wisconsinpbisnetwork.org/tier1.html tier 1/universal training day 1

www.wisconsinpbisnetwork.org/tier1.html

Tier 1/Universal Training

Day 1

http://www.wisconsinpbisnetwork.org/tier1.html


Day 1 Training Objectives• Understand the basic RtI principles as they

apply to the content area of behavior (PBIS)

• Understand the components of the Leadership Team and know what they look like in practice

• Understand the components of Developing Expectations and Rules and know what they look like in practice



Day 1 Training Objectives• Understand the components of Lesson Plans

for Teaching Expectations and Rules

• Understand the components of Developing a Recognition System and know what they look like in practice

• Develop an awareness of how to be responsive to various cultures within the context of a school



Agenda

• Leadership Team• Develop Expectations & Rules• Lesson Plans for Teaching Expectations &

Rules• Develop Recognition System



Tier 1/Universal Training

A. PBIS Leadership Team

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

2013-2014



PBIS Maryland

This PowerPoint has been adopted by Wisconsin PBIS Network with the guidance from:



Module A: Developing a PBIS Team

PBIS Implementation Goal1.Team has administrative support

• Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings.

2.Team regular meetings (at least monthly)• Team meets monthly (minimum of nine one-hour meetings each

school year)

3.Team has established a clear mission/purpose • Team has a written purpose/mission statement for the PBIS Team

WorkbookExamples and Tools


http://wisconsinpbisnetwork.org/assets/files/Tier1/U100-U200Workbook2013-14.docx

http://www.wisconsinpbisnetwork.org/tier1.html%23A


Agreements

Team

Data-based Action Plan

ImplementationEvaluation



The WHYThe purposes behind implementing PBIS are numerous and varied. It is NOT only about reducing problem behavior:

• Improved climate for students, families and staff• Increased school completion rate• Decreased staff absenteeism and staff turn-over• Best practice• Community accountability• Increased consistency among adults• Streamline support process for students who have significant support

issues• Data based decision making



At the heart of a school’s culture are its mission and purpose – the focus of what people do. Although not easy to define, mission and purpose instill the intangible forces that motivate teachers to teach, school leaders to lead, children to learn, and parents to have confidence in their school. Terry Deal and Kent Peterson

Why are you here today?

WI RtI Center-PLC Session 1 2010



Why are we here today?

What is our purpose?

• How do we want our to be different as a result of our efforts?

• School climate• Family relationships• Community relationships

A purpose statement that guides the team’s work addresses all three components



Purpose Statement ExampleAs a result of implementing PBIS at George Washington School we plan to:

Create a more positive culture in our school/family/communityMake life in school better for ALL students Create consistency among adultsIdentify ALL students in need of supportUse data to guide our decision makingReduce ODRsRecognized family as important members of the school community



No agenda is prepared

Meeting starts late

No time schedule has been set for the meeting

No one is prepared

No facilitator is identified

No one agrees on anything

No action plan is developed

Everyone is off task

Negative tone throughout the meeting

Have you ever been a part of this team?

WISPEI Parents on Groups Link


http://www.wispdg.org/pl/groups.html


Activity A.1

• Create a purpose statement that will focus your team and school on how PBIS implementation will create desired changes

• Link to school mission statement

• Sets the stage for rest of your work

• Create a list of 5-7 meeting norms that you will follow during team meetings

20 minutes(Not a form in workbook)



A School-based PBIS Team

School administrative team must be committed to school-wide PBIS and actively participate on the team

PBIS team should remain small (6-8 members)

Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, family member(s), community members, etc

Consider core team vs. peripheral team



How to Engage Family Members on the PBIS Team

Family Representative(s) on the PBIS team:• Not employed by the district• Voice is valued• Role and responsibilities• Participation

• Meetings are conveniently scheduled• Minutes are shared with parents• Specific tasks to engage parents• Share schedules and agendas ahead of time



Family Engagement…

Is representative of community culturesIs representative of multiple family values and systemsAllows validating, affirming, building relationships if planned from beginning.Provides enhanced sense of belonging and communication



School PBIS Team Tasks

Develop the school-wide PBIS action plan

Monitor behavior data

Hold regular team meetings (at least monthly)

Maintain communication with staff and coach

Evaluate progress

Report outcomes to coach/facilitator & district coordinator



Identify Team Member RolesInternal Coach: Facilitates meeting & PBIS processRecorder: takes notesTimekeeper: Keeps the team aware of time limits Data Specialist: Accesses data from data system & creates reportsBehavior Specialist: competent with behavioral principles and assists in analyzing dataAdministrator: actively encourages team efforts, provides planning time, feedback, and support initiativesCommunications: Communicates with stakeholders External Coach: district-level or CESA-based individual that supports the teamTeam Participant: takes an active role and volunteers to complete tasks



Team Roles and ResponsibilitiesActivity A.2

Team Responsibility Person Responsible School Role

AdministratorInternal CoachExternal CoachTime KeeperData SpecialistBehavior SpecialistCommunicationsRecorder

5 minutes



Frequent Meetings

During initial planning, teams may need to meet more oftenTeam should meet at least once a month to:• Analyze existing data • Make changes to the existing database• Problem-solve solutions to critical issues• Begin to outline actions for the development of a plan



Enhancing Meeting Success

Administrator identifies how to free staff time for participation on the PBIS team

Clearly schedule meeting dates and times

Administrators remind staff of the significant impact and ultimate success



Team-Initiated Problem Solving II(TIPS II) Model

ImplementSolution withHigh Integrity

Identify Goalfor Change

Identify Problemwith

Precision

Monitor Impact ofSolution and

Compare AgainstGoal

Make SummativeEvaluationDecision

MeetingFoundations

Identify Solution and Create ImplementationPlan with Contextual

Fit

Collect and Use

Data

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

25


http://www.uoecs.org/


Solution Action Elements

Solution Action Elements Defined

Prevent Focus on prevention first. How could we reduce the situations that lead to these behaviors?

Teach How do we ensure that students know what they SHOULD be doing when these situations arise?

Reward How do we ensure that appropriate behavior is recognized?

Extinguish How do we work to ensure that problem behavior is NOT being rewarded.

Correct How will you correct errors?

Safety Are additional safety precautions needed?

Solution Implementation Plan Elements

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

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27




Solution DevelopmentPrevention

Teaching

Acknowledgement/Recog.

Extinction

Corrective Consequence

Evaluation



Standard Meeting Agenda Items

• Review Agenda• Review Norms• Data Analyst Report• Problem Solving and Action Planning• General/Administrative Items• Reports to other teams/staff/ families/website• Team Meeting Self-Assessment

Adapted from TIPS II Training Manual (2013) www.uoecs.org 29




Fidelity of ImplementationMeasure the degree in which the intervention was implemented as defined/expected

Use percent/absolute value/ rate/scale as metricStrive for 80% fidelity of implementation as measured weekly (bi-weekly) on scale of 1-5

Make easy for staff to record dataFidelity Check Board: X on number lineFist of fiveFidelity check basketDirect observation

Are we implementing the plan?

1 2 3 4 5No Yes



Working “Smarter”



Problem/Challenge

• Few resources, staff, time, etc.

• Duplication of effort with other initiatives and efforts

• Lack of clarity regarding purpose and outcomes

• Lack of priority



Four Challenges Facing Schools Today

Doing more with less

Educating increasing numbers of students who are more different than similar from each other

Educating students with challenging behaviors

Creating host environments or systems that enable adoption and sustained use of effective practices



Tier 3/Intensive Interventions 1-5%Individual studentsAssessment-basedHigh intensity

1-5% Tier 3/Intensive InterventionsIndividual studentsAssessment-basedIntense, durable procedures

Tier 2/Selected Interventions 5-15%Some students (at-risk)High efficiencyRapid responseSmall group interventions Some individualizing

5-15% Tier 2/Selected InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing

Tier 1/Universal Interventions 80-90%All studentsPreventive, proactive

80-90% Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactive

School-Wide Systems for Student Success

Academic Systems Behavioral Systems

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



Self-assess Current PracticesActivity A.4- 15 Minutes

Step 1: Identify all programs/initiatives/common practices by tier Tier 1: How do you support all children? Core curriculum everyone getsTier 2/3 How do you support students who need more support? How do you build on the foundation so that all tier 2/3 activities are a natural extension of core curriculum?

Step 2: Identify outcome for each practice. How do you measure effectiveness? (staff performance) How do monitor progress? (student impact)

Step 3: How do you support teachers? (staff support) How are programs/initiatives/practices linked to school improvement? (integrated approach)



Tier 3/Intensive Interventions 1-5%• • •

1-5% Tier 3/Intensive Interventions

• • •

Tier 2/Selected Interventions 5-15%• • • • • •

5-15% Tier 2/Selected Interventions

• • • • • • Tier 1/Universal Interventions 80-90%

• • • • • •

80-90% Tier 1/Universal Interventions

• • • • • •

School-Wide Systems for Student SuccessAcademic Systems Behavioral Systems

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/school-wide.htm



“PBIS Biggest Idea!”Work Smarter (efficient, effective)PBIS enables schools to

• Establish a small number of priorities do less, better

• Consolidate/integrate whenever possibleonly do it once

• Specify what is wanted, how know when you get thereinvest in a clear outcome and assess progress

• Prioritize what worksResearch-based, evidence-based practices



Prepare for Working Smarter (Not Harder)

Allow identification of multiple committees within school

Identifies purposes, outcomes, target groups, and staff

Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan

Identifies school-wide PBS as integrated into existing committees and initiatives



First Steps to Working Smarter

School Mission Statement Examine the mission statement for school-side goal such as safety, citizenship, and success

Other School-wide ProgramsUse the Working Smarter activity form to determine common goals across multiple school program initiatives, particularly programs addressing discipline, behavior, safety, climate, social skills, violence prevention, social, communications, etc.


Workgroup/Committee/

Team

Outcome/Link to

SIP

Who do we serve?

What is the ticket

in?

Names of Staff

Non-negotiable

District Mandate?

How do we measure impact?

Overlap?Modify?

Attendance Committee

students Junebug, Leo, Tom

yes Attendance records

Yes; fold to SW PBIS

SW PBS Team Studentsstaff

Ben, Tom, Lou

no ODRs, Attend, MIR, Nursing log, climate

Yes; continue

Safety Committee

Studentsstaff

Toni, Barb, Tom

no ODRs, BIG 5, climate

Yes; fold into SW PBIS

School Spirit Committee

students Tom no No Yes; fold into SW PBIS

Discipline Committee

students Tom, Lou no ODRs Yes; fold into SW PBIS

Student Support Team/Problem Solving Team

students Steve, Sue, Jon, Tom

yes Discipline,DIBELS,FACTS

No; continue

School Improvement

1,2,3 Bill, Jon, Lou, Tom

yes All of the above

Yes; continue

Workgroup/Committee/Team

Outcome/Link to SIP

Who do we serve? (students/staff/both)

What is the ticket in? (How do folks get access to support?)

Names of staff on team

Non-Negotiable District Mandate?

How do we measure impact?

Overlap? Modify?


Activity A.520 minutes

Step 1: Identify current teams (discipline, instruction, climate, school improvement, parent support, etc.)Step 2: Complete the working smarter documentStep 3: Based on your results, what committees can you: (a) eliminate? (b) combine? (c) provide more support?(d) how can we infuse PBS into our committees?

Determine your next step

Use worksheet to organize teams responsible for ALL programs/initiatives


Critical Element Benchmarks of Quality/Goal

StatusIn PlacePartially

Not In Place

Implementation PlanHow? Who? When?

Use Modules and Snapshot to guide

process

Module ALeadershipTeam

1. Team has administrative support Administrator(s) attends training,

plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS Team decisions

2. Team has regular meetings (at least monthly) Team meets monthly/2 times/month

during first year

3. Team has established a clear mission/purpose Team has a written purpose/mission

statement for the PBIS team

Record Status and Plan5 minutes


Complete Module A

Establish School Leadership Team

Self Assessment and Action Plan Statement 1-3


www.wisconsinpbisnetwork.org/tier1.html tier 1/universal training day 1

Documents

pbis team workbookexamples

pbis process

team meetings

pbis marylandthis powerpoint

pbis overview slides

content area of behavior

team regular meetings

training objectivesunderstand