Coordinators There are 3 hours and 45 minutes

• Coordinators There are 3 hours and 45 minutes of team time so stay on track and adjust your presentation time 2 hours (this includes report out time) accordingly. Download Maryland’s cost analysis excel file to use during U 200

Illinois PBIS Network U 200: Developing Your Tier 1/Universal System, Part 2 (1 -Day)

Training Behavioral Expectations EXPECTATION TRAINING SITE BE RESPECTFUL Please, Turn cell phones to “off” or to “vibrate” Receive and make phone calls in areas outside of training room Wait for communications with team members until team and break times or write notes BE RESPONSIBLE Please, Sign attendance sheet Return from lunch/breaks on time Complete evaluation form upon close BE PREPARED Please, Make plans to stay until scheduled training dismissal Continuously update School Based Unified Action Plan (SBUAP) (Binder page 81)

Team Time Think about why you are here. • What do you think are the most important variables influencing student achievement? • Discuss the top three behaviors that disrupt instruction. • List the problems that occur in your school. Where do they happen? When do they happen?

Day 2 1. 2. 3. 4. 5. 6. Establish procedures for teaching expected behavior Teaching Activity Kickoff Planning Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan Establish procedures for discouraging inappropriate behavior Problem Solving & ODR Effective practice Working Smarter Matrix Team Process Create system for effective meetings Outcome data Cost Analysis

EM S ST TA Adapted from “What is a systems Approach in school-wide PBS? ” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http: //www. Pbis. org/schoolwide. htm DA Supporting Staff Behavior ٭ OUTCOMES SY Positive Behavior Support Social Competence & Academic Achievement PRACTICES Supporting Student Behavior Supporting Decision Making

School-Wide Systems for Student Success: A Response to Intervention (Rt. I) Model Academic Systems Tier 3/Tertiary Interventions Behavioral Systems 1 -5% • Individual students • Assessment-based • High intensity Tier 2/Secondary Interventions 5 -15% 1 -5% Interventions 5 -15% Interventions • All students • Preventive, proactive • Individual students • Assessment-based • Intense, durable procedures Tier 2/Secondary • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing Tier 1/Universal Interventions 80 -90% Tier 3/Tertiary 80 -90% Interventions Tier 1/Universal • All settings, all students • Preventive, proactive 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

Tips for Teaching Behavior ü Pre-correct with students before activity ü Have a plan for behavioral acting-out ü Practice should be conducted in actual setting whenever possible ü Use example and non-example ü Use high frequency acknowledgments

Team Time Practice teaching a cool tool/behavior lesson plan

ACTIVITY View University of Indiana PBIS Implementation Video Kickoff Section

Kick-off • Staff Kick-off – Conducted during staff institute days – Communicate implementation steps – Staff practice teaching lesson plans • Student Kick-off – Conducted at the beginning of school – Rotations – Celebration • Family Kick-off – – Participation of family members Conducted at the beginning of school PBIS learning opportunities/courses offered on general PBIS materials Example: what is PBIS, how to incorporate school-wide expectations into the home, creating a matrix for home

Team Time Plan Kick-off (Student, Staff, and Family) Create a communication system to share kick-off plan with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

Use your data and the calendar to determine boosters • Content of teaching • Frequency of teaching and acknowledging

On-going Family Partnerships: Families and Volunteering • Families able to volunteer in the school or at home • Recruit and organize family help and support • Create a volunteer handbook which describes PBIS • As a PBIS incentive, identify families to read to the students • Have families help children design PBIS posters • Survey families for donations to the PBIS effort

Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan

Current Acknowledgement Practices • Inappropriate Behavior - Sent to counselor - Principal’s office -After school with an adult -Stay in from recess -Call home -Parent meeting -Special incentives -1 positive to 20 negatives (Colvin, 2002) • Appropriate Behavior – More challenging work – “Free time” – Ignored

Purposes of Acknowledgments • Reinforce the teaching of new behaviors • Encourage the behaviors we want to occur again in the future • Harness the influence of the students who are showing expected behaviors to encourage the students who are not • Strengthen positive behaviors that can compete with problem behavior • Prompt for adults to recognize expected behavior

“Why should I reward students for something they should be doing anyway? ” How do rewards shape our behavior? What “should” you be doing? Driving Work Credit cards How do you get reinforced for this?

“What the World’s Greatest Managers Do Differently” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80, 000 managers, in 400 companies. Create working environments where employees: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well

Guidelines for Use of Rewards/Acknowledgements • School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle • Move from ü highly frequent to less frequent ü predictable to unpredictable ü tangible to social ü other-delivered to self-delivered • Individualize for students needing greater support systems

Components of School-Wide Acknowledgment Plans • High frequency/Predictable – Delivered at a high rate for a short period – E. g. Gotchas, Falcon Feathers, positive referrals, phone calls, High 5 Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges • Unexpected/Intermittent – Bring “surprise” attention to certain behaviors or at scheduled intervals – E. g. Unpredictable use of “Gotchas”, ticket lottery, special announcements, Hi Five surprises, Hi Five button # calls, skill-of-theday, raffles • Long term Celebrations – E. g. Quarterly activities, assemblies, parent dinners, field trips

PBIS School-wide Acknowledgement Matrix (Students and Adults!) TYPE Immediate/High Frequency In the moment, predictable (e. g. , Gotchas, Paws, High Fives) WHAT WHEN STUDENTS: High frequency for a short time when first teaching desired behavior or re-teaching identified problem behavior from data ALL STUDENTS, ALL ADULTS At least monthly ALL STUDENTS, ALL ADULTS Maintaining a taught behavior (fading) ALL STUDENTS, ALL ADULTS At least quarterly ALL STUDENTS, ALL ADULTS: Redemption of high frequency (e. g. , school store, drawings) STUDENTS: WHERE WHO ADULTS: Intermittent/Unpredictable (e. g. , surprise homework completion treat, random use of gotchas in hallway) STUDENTS: Long-term School-wide Celebrations (school-wide not individually based) FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior area ACTIVITY: (e. g. , ice cream social, dance, game day) BOTH TOGETHER: ADULTS:

Team Time Develop student and staff school-wide acknowledgment system (Binder page 83). Create a communication system for sharing the acknowledgement system with your School/Family/Community (Update School Based Unified Action Plan (SBUAP)).

Establish Procedures for Discouraging Inappropriate Behavior Ø Decide which behaviors are managed in the classroom and which behaviors are sent to the office Ø Support teachers in designing classroom management systems Ø Develop continuum of procedures for responding to ODRs: Re-teaching of expected behavior Follow up with increased acknowledgment Verbal reprimands Community service Follow up with increased acknowledgment Detentions Ø Additional responses/options for students needing Tier 2 and/or Tier 3 interventions (The Triangle)

Positive Behavior Interventions & Supports: A Response to Intervention (Rt. I) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems t (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. SIMEO Tools: HSC-T, RD-T, EI-T en tio rv te Tier 3/ Tertiary In en m ss Daily Progress Report (DPR) n Tier 2/Secondary se As ODRs, Attendance, Tardies, Grades, DIBELS, etc. Small Group Interventions (CICO, SSI, etc) Group Interventions with Individualized Focus (Cn. C, etc) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Multiple-Domain FBA/BIP Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

ACTIVITY View University of Indiana PBIS Implementation Video Classroom Responses Section

School Example Teacher Managed Behavior – Attendance/Tardy – Inform parents on effect on academic performance – Profanity directed at student – Gum chewing – Homework – No supplies – Tattling – Non-compliance – Name calling – Lying – Minor stealing – Cheating – Dress Code Violations – Minor Harassment Office Managed Behavior – – – – Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual)

Team Time 1. 2. 3. 4. Create office-managed versus classroom-managed behavior problems/T-chart (Binder page 85) Review/revise office referral form (Binder page 87) Review problem behavior definitions (Binder page 91) Create a process/flowchart outlining the procedure for dealing with problem behavior (Binder page 95) Create a communication system for sharing your system for dealing with problem behaviors with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

Establish Procedures for Data Collection and Analysis PBIS teams CONSISTENTLY use the following data/graphs to plan school-wide interventions: The average number of referrals: • Per day per month • By type of behavior • By location • By time of day • By student PBIS teams use the same data/graphs to assess the effectiveness of the intervention by using the data to answer the following question:

Has the desired outcome been reached? Desired outcome of intervention achieved Begin fading the intervention (decrease the amount of effort and resources) Maintain the intervention (current amount of effort and resources Maintain or fade intervention and plan for new intervention

Has the desired outcome been reached? Desired outcome of intervention NOT achieved Effectiveness of the intervention Effectiveness of instruction Staff buy-in? Effective teaching? Staff taught how to implement? Sufficient practice opportunities? Teaching and practice occurred in specific setting?

Has the desired outcome been reached? Desired outcome of intervention NOT achieved Effectiveness of acknowledgement Root or function of the problem Frequency? Student input? Acknowledgement tied to teaching? Variety of reinforcements used?

Identifying the root or function of the problem. Examples… “We have too many suspensions because students are skipping detention. So, we targeted getting students to serve their detention. ” But, looking at the data again, we find students are getting detentions because they’re tardy. So, the root issue may really be – getting students to class on time, NOT getting students to serve their detention.

Team Time • Complete Data Analysis Activity #2 (Binder page 97)

“PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… – Establish a small number of priorities • “do less, better” – Consolidate/integrate whenever possible • “only do it once” – Specify what is wanted & how you’ll know when you get there • “invest in a clear outcome and assess progress” – Give priority to what works • “research-based, evidence-based”

Sample Working Smarter Matrix Initiative, Purpose Outcome Target Group Committee Staff Involved SIP Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? All students Marlee, J. S. , Ellen ? ? Safety Committee Improve safety All students Has not met ? ? School Spirit Committee School spirit All students Has not met Discipline Committee Improve behavior All students Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug use All students Don ? ? PBIS Work Group Implement 3 -tier model All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Improve discipline Office referrals, Attendance, Grades

Team Time Complete the “Working Smarter” Matrix (Binder page 105) Create a communication system for sharing your working smarter matrix with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

Complete Self Assessment Survey annually Meet twice a month (during first year) with set agenda Create, distribute, and schedule “cool tools” to staff Functions of PBIS Universal Team Share data with your School/Family /Community monthly Be cheerleaders for the PBIS process in the building Inform School/Family /Community of PBIS activities occurring in the building Identify students in need of Tier 2 and Tier 3 supports

Team Process Roles of team members • Facilitator (create the agenda, lead the • • meeting) Data Manager (brings data to team meetings) Time-keeper (keeps team on task) Recorder (takes and distributes minutes; archives material; updates profile) Communicator (shares information on activities and data to staff, families, and communities)

Family Partnerships: Families and Shared decision-making: • Families are equal partners in school decisions • Include families in school decisions, developing leaders and representatives • Recruit multiple family members for PBIS teams (who are not employees or educators) • Alternate meeting times: morning, afternoon and evening • Pair new families with veteran families • Offer ‘short term participation on the PBIS team, with option to renew • Plan for care of children during meetings • Involve families in identifying incentives and celebrations

Family Partnerships: Families and Communication • Newsletters, open house, newspaper articles • Design effective forms of school-to-home and home-toschool communications about school programs and student progress • Share results of PBIS assessments and surveys with families • Create and maintain a PBIS bulletin board • Include PBIS motto on school letterhead and website

Team Time • Review Year at a Glance Planning Tool (Binder page 107) • Using the School Based Unified Action Plan (SBUAP) begin to plan the upcoming year on the Year at a Glance Planning Tool and begin communicating this process with your School/Family/Community

Benefits to Implementing PBIS with Integrity • Safe, calm, and predictable environment • Consistency among ALL adults and in ALL setting • Gain of instructional minutes • Fewer ODRs, suspensions and expulsions • Engaged families have a positive effect on the school environment

Time Lost to Discipline (Barrett and Swindell-2002) Teacher Referrals Student Administrator 5 minutes 20 minutes 10 minutes In-School 5 minutes 6 hours Suspension 20 minutes Out of 5 minutes 6 hours School Suspension 45 minutes

Positive Effects of Family Partnerships When families are involved… • students exhibit more positive attitudes and behavior, • students have more self-confidence, feel school is more important, and tend to do better in school, • teachers report greater job satisfaction. In addition to implementing PBIS, teachers experience improved classroom behavior as they increase knowledge of children’s family, culture and community contexts. (National PTA, 2006) (Adapted from Christenson, 1996)

Team Time • Calculate your minutes lost to discipline – – Go to www. pbismaryland. org Click on Cost/Benefit Worksheet Open or Save Excel file Use your SWIS data to calculate ODRs, ISS, and OSS – ODRs (20 minutes student time, 10 minutes admin time) – ISS (360 minutes student time, 20 minutes admin time) – OSS (360 minutes student time, 45 minutes admin time)

Team Time • Update plan for enhancing Family Partnerships on SBUAP

Team Time • Phases of Implementation/POI Tier 1/Universal Phase (Binder page 109) • Specify next steps (Update School Based Unified Action Plan (SBUAP)) • Schedule the team’s next meeting date and time to complete U 100 and U 200 tasks (Send to TAC) • Report to group

Have all of your questions been answered? • Review the questions not answered during the training

Next Steps • Register for UTA 300 training • Bring products created at U 100 and U 200 to the UTA 300 training

Team Time permitting-teams can work on any component they need to complete (i. e. matrix, cool tools, jobs, acknowledgement system, meeting calendar, visuals, etc. )

www. pbis. org www. pbisillinois. org www. pbssurveys. org www. swis. org www. isbe. net www. iirc. niu. edu

• • • • Citations Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479 -492. Buckingham, M. & Coffman, C. (2002). First, break all the Rules: What the world’s greatest managers do differently. New York: Simon and Schuster. Colvin, G. , Kameenui, E. J. , & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361 -381. Darsch, Miao, & Shippen. (2004). A model for involving parents of children with learning and behavior problems in the schools. Preventing School Failure, 48(3), 24 -35. Epstein, J. (2005). What research says about school-family-community partnerships. National Center for School Engagement. Gottfredson, D. C. (1997). School-based crime prevention. In L. Sherman, D. Gottfredson, Mackenzie, D. J. Eck, P. Reuter, & S. Bushway (Eds. ), Preventing crime: What works, what doesn't, what's promising. College Park, MD: Department of Criminology and Criminal Justice. Henderson, A. T. and Berla, N (Ed) (2004). A new generation of evidence: The family is critical to student achievement. Washington D. C. : Center for Law and Education. Christenson and Sheridan. (2001). Illinois State Board of Education. (2008). Illinois learning standards: Social/emotional learning. Retrieved on July 17, 2008 from http: //www. isbe. net/ils/social_emotional/standards. htm Lipsey, M. W. (1991). The effect of treatment on juvenile delinquents: Results from meta-analysis. In F. Losel, D. Bender, & T. Bliesener (Eds), Psychology and Law. New York: Walter de Gruyter. Lipsey, M. W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartman, L. V. Hedges, R. V. Light, T. A. Louis, & F. Mostellar (Eds), Meta-analysis for explanation. Beverly Hills, CA: Sage. Mayer, G. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467 -478. Sugai, G. , & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds. ). The Oregon conference monograph, 6, 102 -20. Eugene, OR: University of Oregon. Sugai, G. (2007). Positive Behavior Interventions and Supports. Retrieved on March 13, 2007 from www. pbis. org Tolan, P. , & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Center for the Study and Prevention of Violence. University of Colorado, Boulder. Walker, H. , Colvin, G. , & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole. Walker, H. M. , Horner, R. H. , Sugai, G. , Bullis, M. , Sprague, J. R. , Bricker, D. , & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194 -209.