WELCOME TO PBIS SCHOOLWIDE TEAM TRAINING As you

WELCOME TO PBIS SCHOOL-WIDE TEAM TRAINING! As you wait for the training to begin, please: ü Update your display name in Zoom to read: [Your School], [Your Name] (e. g. , Eastside HS, Joe Clark) This will help us create breakout rooms! ü ü Pull up your current action plan Enter your attendance by following the hyperlink or through nepbis. org

NEPBIS Academy Virtual Module Year 1: December [Insert Trainer Names] with support from Brandi Simonsen, Jen Freeman, Susannah Everett, Adam Feinberg & Katie Meyer

Agenda & Team Tasks Presentation Content: • Overview of SWPBIS (Part 3) • Systems to Support Staff • Getting Started with SWPBIS (Step 4) • Teaching School-Wide Expectations Team Tasks: • • • Revisit School-Wide Matrix Write Sample School-Wide Lesson Plan Establish Procedures for Teaching SW Expectations Plan to Present & Get Feedback from Staff Complete TIC

• Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times? ) • Stretch, break, stand as needed • If you have questions or comments, unmute, use the chat box, or click the "raise hand" icon • Mute when listening, unmute to talk • Work as a team: Room for every voice, reinforce participation • Have your computer charged and ready to go • Keep necessary materials at hand (e. g. , action plan & other docs, water, snacks, etc. ) Self Others Environment EXPECTATIONS

LEGEND Poll Discussion Activity & Positive & Negative Examples Preview

ACTIVITY: ATTENDANCE 1. Scan QR code on the left or follow the URL posted in the chat to access the online attendance survey 2. Follow prompts to enter attendance information 3. Notify trainers if you require assistance (e. g. , identifying your cohort or cohort group) 1 minute

TOOLS ü ü School-Wide PBIS Workbook & Appendices Action Plan WEBSITES nepbis. org ü pbis. org pbisapps. org ü ü

NEPBIS. ORG

SWIS Training Events You can find the available dates and registration links here: https: //nepbis. org/pbis-academyvirtual-training-page/

Continuum of School-Wide Instructional & Positive Behavior Support Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: ~5% ~15% Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At -Risk Behavior ~80% of Students

ACTIVITY: TRIANGLE ELEVATOR PITCH 1. ~5% ~15% Take turns practicing your 5 -minute elevator pitch: a. Imagine you are presenting this to your staff. How would you use the triangle graphic to explain PBIS as a tiered prevention framework? ~80% of Students Partners 10 minutes

SWPBIS GETTING STARTED Step 4

GETTING STARTED WITH SWPBIS Establish an effective leadership team Develop a brief statement of purpose Identify positive school-wide behavior expectations Develop a continuum to strengthen appropriate behaviors Develop a continuum to discourage Teach social violations of expectations behavior explicitly! Develop data-based procedures for monitoring Develop procedures to teach school-wide expectations Develop systems to support staff Develop procedures to teach class-wide expectations Build routines to ensure ongoing implementation Pra cti ce s

TEACHING ACADEMIC & SOCIAL BEHAVIORS Define Simply Adjust for Efficiently Monitor & Acknowledge Continuously Model Practice in Setting

TEACHING SOCIAL BEHAVIORS LIKE ACADEMIC SKILLS “If someone won’t stop teasing your friend, you should Define Simply look cool and walk away with your friend. ” “You’ve got it. Tomorrow, Adjust for let’s figure out how to Efficiently handle cyber teasing. ” “Watch. This is Model how I would do it at a concert. ” “That was great. What Monitor & would that look like if Acknowledge you were Continuously stuck on the bus? In class? “Tell me how you Practice init if you would do Setting were in the hallway. ” “At a school dance. ”

FOLLOW THESE KEY STEPS Define Evaluate Monitor Teach Prompt

BEHAVIORAL EXPECTATIONS/RULES • • Operationally define what the rules look like across all the routines and settings in your school One way to do this is in a matrix format Define

Teaching Matrix Settings Expectations Respect Others Respect Property L L I K S L CIA Be on task. SO Respect Ourselves 1. All Settings Give your best effort. Be prepared. Be kind. Hands/feet to self. Help/share with others. Hallways Playgrounds Cafeteria Walk. Have a plan. Eat all your food. Select healthy foods. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. R O I Vup A Pick Use H litter. S equipment E B E Recycle. . L Maintain properly. 3 P Clean up after self. M physical Put litter in A X space. garbage can. E 2. N ATU Library/ RAL C Computer ONT Assembly Lab EXT Bus Study, read, compute. Sit in one spot. Watch for your stop. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.

FOLLOW THESE KEY STEPS Define Evaluate Monitor Teach Prompt

TEACH RULES IN CONTEXT OF ROUTINES • Teach expectations directly • Provide examples & non-examples • Actively involve students in lesson (game, role-play, etc. ) to check for their understanding • Provide opportunities to practice rule following behavior in the natural setting. Teach Remember, when expectations are different at school than at home/community, provide a rationale for the purpose of the school expectation, explicitly teach the differences (codeswitching), and provide additional practice opportunities.

LESSON PLAN TEMPLATE Skill Name Getting Help: how to ask for assistance for difficulty tasks Teaching Examples 1. When you’re working on a math problem that you can’t figure out, raise your hand wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2 -3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e. g. , off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student.

Expectations & behavioral skills are taught and recognized in context

FOLLOW THESE KEY STEPS Define Evaluate Monitor Teach Prompt

REMIND STUDENTS OF THE RULE Prompt Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely” - Colvin, Sugai, Good, & Lee (1997) Please share in the chat: Where, when, and what behaviors are most important to prompt in your building?

FOLLOW THESE KEY STEPS Define Evaluate Monitor Teach Prompt

MONITOR STUDENT BEHAVIOR IN NATURAL CONTEXT o Active Supervision (Colvin, Sugai, Good, & Lee, 1997) o Move around o Look around (Scan) o Interact with students o Reinforce o Correct Monitor

FOLLOW THESE KEY STEPS Define Evaluate Monitor Teach Prompt

EVALUATE Evaluate Effect of Instruction Fidelity of Implementation Collect Data Are rules being followed? If there are errors… • WHO is making them? • WHERE are they occurring? • WHAT kind of errors are being made? Are we doing what we said we’d do? • How will we support lessons taught within routines? • How will we know when lessons are taught? • How will we know when/where boosters are needed? Summarize Data Use Data to Make Decisions

SOCIAL SKILL LESSON PLAN A lesson plan that prompts the critical features just described Simonsen, Myers, Everett, Sugai, Spencer, & La. Breck (2012)

For more examples drawn from schools across the state, check out the Exemplar Repository

GUIDELINES FOR TEACHING EXPECTATIONS Include main school settings/contexts Consider lessons that already exist Specify 2 -3 observable, positive examples for each expectation within each setting Teach & provide opportunities for students to practice code-switching Provide prompts, precorrections, & feedback in natural context Schedule for introducing teaching plan to staff & getting feedback on lessons Schedule initial instruction in natural context Schedule for regular review, practice, & follow-up Teach social behavior like academic skills Schedule for obtaining feedback from students, families, & community members Pra cti ce s

ACTIVITY: TEACHING EXPECTATIONS 1. Review guidelines for teaching expectations. 2. Draft components of a social skills lesson plan for one box on your matrix using provided template. 3. Start to discuss procedures for teaching SW lesson plans 4. Start to discuss getting feedback from staff and families 5. Add items to your Action Plan as necessary Teams 5 minutes

ACTIVITY: TEAM IMPLEMENTATION CHECKLIST 1. COACHES (1 per team) go to www. pbisapps. org and login at the top right corner. 2. If you haven't set up your password, go through the “forgot password” process. 3. Select PBIS Assessment. Under Surveys Currently Open, Select Team Checklist 3. 1. 4. Click “Take Survey” and find the Team Checklist. 5. Select under the “Action” column. 6. Complete TIC as a team 7. Review reports to support your action planning Teams 25 minutes

SWPBIS OVERVIEW Part 3

Why Systems? Avoiding “Train & Hope” WAIT for New Problem REACT to Problem Behavior Expect, but HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice

BUILDING SUSTAINABLE SYSTEMS These features are critical in supporting staff & students: üTeam-based Implementation üClear Action Plan üStaff Buy-in üEmbedded Professional Development üStaff Recognition for Implementation Systems Equity Practices Outcomes Data

Effective Messenger(s) Effective Team Powered by Data Staff Effective Leadership STAFF BUY-IN

80% RULE Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: ~5% Apply ~15%the triangle to adult behavior! ~80% of Students Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At -Risk Behavior

EMBEDDED PROFESSIONAL DEVELOPMENT Explicit Training Coaching/ Prompting Performance Feedback Desired Outcomes

BUILDING SUSTAINABLE SYSTEMS These features are critical in supporting staff & students: Systems üTeam-based Implementation Equity üClear Action Plan üStaff Buy-in üEmbedded Professional Development Practices üStaff Recognition for Implementation Outcomes Data

STAFF ACKNOWLEDGEMENT ● What ● Features ○ Social Contact ○ Regular & Sincere ○ Professional Recognition ○ School/Staff-wide ○ Time ○ ○ Other Culturally & Contextually Appropriate ○ Functionally-Relevant ○ Administrator & Team Involvement

STAFF RECOGNITION EXAMPLES

PBIS OVERVIEW FOR STAFF Staff will need explicit training in: The PBIS Framework • What is PBIS? • Why PBIS? • Core Features Plan & Process for Your Building • • • Team Membership Mechanism for Communication & Feedback Purpose Statement SW Expectations Teaching Matrix Connection with Current School Practices Your trainers are available to support this presentation. Also, consider PBIS Overview Mini. Module

ACTIVITY: PRESENTING TO & SHARING WITH YOUR STAFF 1. Based on the results of the TIC, plan for a presentation of the work you’ve done thus far to your staff. What big ideas of SWPBIS do you need to cover? Who will present what? Given your school context, what should you make sure you highlight? 2. Make sure you have a plan for sharing your matrix draft and lesson plans, getting feedback from faculty, families, and students, and making revisions. 3. Share a brief summary of your plan (1 to 2 minutes). Teams 15 minutes

ACTIVITY: ACTION PLAN DOCUMENT FEEDBACK 1. Please update your team's action plan document and share the action planning document with your trainers for review and feedback. 2. Ask your trainers any questions and develop a regular feedback routine on your action plan. Teams 5 minutes

Agenda & Team Tasks Presentation Content: • Overview of SWPBIS (Part 3) • Systems to Support Staff • Getting Started with SWPBIS (Step 4) • Teaching School-Wide Expectations What questions do you have on today’s content? Team Tasks: • • • Revisit School-Wide Matrix Write Sample School-Wide Lesson Plan Establish Procedures for Teaching SW Expectations Plan to Present & Get Feedback from Staff Complete TIC What questions do you have on today’s follow-up team tasks?

ADDITIONAL READINGS & RESOURCES: o o o PBIS Overview Mini Module Teaching Schoolwide Expectation Mini Module Social Skill Lesson Plan Template & Examples

PREVIEW: DECEMBER AGENDA & TASKS Presentation Content • Team Implementation Checklist Review & Action Planning • Getting Started Step #5: Teaching Class-wide Expectations • Getting Started Step #6: Acknowledgement Systems for Students & Staff Team Tasks • Review & Update Action Plan Tasks • Class-wide Matrix • Develop Acknowledgement System for Students & Staff

EVALUTION Please remember to complete the evaluation to receive your PDPs! Scan the QR code to access.