PBIS SCHOOL READINESS Teresa Hunt Southern Regional PBIS
PBIS SCHOOL READINESS Teresa Hunt Southern Regional PBIS State Coordinator
PBIS and the “Why”…
Impact of Behavior Referrals
PBIS and Behavior Errors CULTURE OF CONSISTENCY = MORE LEARNING & INCREASE IN MORALE CORRECTING ERRORS VS DISHING OUT PUNISHMENT POSITIVE MINDSET VS PUNITIVE MINDSET LESS DECISIONS ON A WHIM
PBISthe and way Trauma Informed Why change you teach? Practices ACEs Study Split families Social Media TV Shows News Media Negative News Fast Paced Life People may change jobs up to 7 times in their life time • Technology age and instant gratification • • • We cannot teach how we learned 25 years ago
PBIS and Trauma Informed Practices
Relationships= Engagement & Achievement
Trauma Informed Practices & Engagement Relationships
OBJECTIVES 1. Effective collaborative teaming 2. Build and prioritize a Pre-PBIS Tier 1 implementation plan 3. Decide on what data to collect in relation to initiatives 4. Buy in…buy in 5. Action plan to progress monitor your work
Building Foundations 1. PBIS Team: Establishing a Foundation for Collaboration and Operation
Teaming Objectives Understand the importance of collaborative teaming Understand the characteristics of effective team collaboration Identify critical team roles and responsibilities Identify how to support team members to participate on the school-wide PBIS team • Understand how to align PBIS and school’s mission and improvement plan • Identify how to “work smarter, not harder” • •
Ever experienced this? . . . • • • 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
A School-based PBIS Team • School Administrative Team must be committed to schoolwide PBIS and actively participate on the team • PBIS team should remain small (8 -10 members) • Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, non-teaching staff, parents, kid voice… • Consider Core PBIS Team & Problem Solving Team Crossover
PBIS Team-led Process/Representation is 0 1 f 8 - al o m ic Tea st typ Family o m Student(s) SPED Teacher Behavior Specialist Team Administrator Regular Ed Teacher Community Support Paraprofessional Janitor/Bus Driver/ Lunch Person Start with Teams that “Work. ”
PBIS School 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
PBIS Team meeting using TIPS Team Initiated Problem Solving https: //www. pbis. org/training-video/team-meeting-videos
Identify Team Member Roles • Administrator- actively encourages team efforts, provides planning time, feedback, and supports initiatives (typically is not any of the other team member roles…) • Coach/Facilitator- district-level (external) or school-based (internal) individual that facilitates the team through the process, becomes the school’s main contact. This person seeks information and opinions, asks for facts and feelings from each team member • Recorder/Minute Taker - taking notes, transcribing the team’s responses on flip chart paper, transparency, etc. Important role as it is necessary to keep a record of the work done. • Timekeeper- monitors the amount of time available; keeps the team aware of time limits by giving “warnings” (i. e. , “ 10 minutes left”) • Reporter/Communicator – acts as the point person for communication between the team and staff/stake holders regarding PBIS. Communication to the large group will be crucial in the learning process • Data Analyst- is trained in entering and accessing data from the SWIS data system
Coaches Roles and Responsibilities • • • May be district-level person (external) who can move across schools or person who works on-site (internal) Is familiar with the school-wide process Facilitates team throughout the process (insures critical elements are in place) Attends all trainings/meetings with their school-based teams Receives extended and ongoing training from FL PBIS Project May co-train with PBIS Project in subsequent school years Is an active and involved team member, but not the Team Leader Is the main contact person for the school-based team Reports to the District Coordinator (if have several coaches in one dist)
Administration’s Roles & Responsibilities • ALL administrators are encouraged to participate in the process • Administrator should play an active role in the schoolwide PBIS change process • Administrators should actively communicate their commitment to the process • Administrator should be familiar with school’s current data and reporting system • If a principal is not committed to the change process, it is unwise to move forward in the process
PBIS Team Meets Frequently During initial planning, teams may need to meet more often Team 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 Success Factors • 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 • All staff model what it means to be respectful, engaged and responsible • Kid voice and choice
PBIS is not another initiative…it’s how you do school • Schools must be committed to improving behavior • One of the top priorities – tracking behavior • Make sure the School Improvement Plan (SIP) addresses issues of student behavior –Behavior, discipline, climate, or safety • SIP needs to be aligned with the school’s mission statement • All initiatives/practices should be organized using three tiered logic • Review content of SIP with all faculty and staff * Inconsistency and lack of direction can impede overall school improvement
Data and School Improvement Plans… Core Instruction/ SEL Screeners or Diagnostic Assessments *Sequence of Fountas and work for Pinnell, Dibbels, Unpacking etc. Standards *Standards Pacing Guides *Curriculum maps *SEL (Social Emotional Learning) Standards Mindful Progress Monitoring Behavior Formative/ Summative Assessment MCA Results & Acknowledge Test Specs Students & Staff *FAST, *STAR, *Aimsweb, *AR *OLPA discontinued Office referrals SWIS behavior tracking on the big 7 Where What Who When… MN Student Survey *PBL *Workbooks *Quizzes *Unit tests, *Exit tickets etc. *Trend data *Section data *Cohort data *Student group info and gap analysis *Proficiency vs Growth Systems Approaches Climate & Culture *Positive Behavior tracking*Token/Ticket for great behavior *Kudo Cards *Staff Awards and etc. Implementation Science What fidelity measurements/action plans are in place? Assess and applaud the great things you are doing too!
PBIS and School Improvement Plans • Review the SIP yearly and • Familiarize and educate new staff annually • If plan is reviewed and discussed often, goals will be accomplished • Let the SIP guide all activities that occur in your school • Incorporate PBIS Implementation data (behavior and positive behavior tracking; team fidelity data), protocols, systems approaches just as you would implement SIP Practices
Team Fidelity Data Southern Region of ALL Cohort 12 Schools’ Progress 100% 90% Tiered Fidelity Inventory – Tier 1 Average 80% 70% 67% 60% 53% 40% 35% 30% 20% 10% 0% 73% 56% 40% 19% 0% Tier 1 Score Fall Score Winter Tier 1 Score Spring Tier 1 Score Fall Score Fidelity Winter Tier 1 Score Spring Tier 1 Score Fidelity The end goal after training… 70% 25
Sample Elementary Matrix Artifact
Secondary behavior matrix example
Sample PBIS recognition ticket
Universal Discipline Policies & Practices e l p m a x E ce i f f O l a r r refe form D T F RA Alwa ys mark and draft get feed back from staff all until final ized
Tier 1 Team Implementation Workbook
Questions?
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