Getting to Readiness Training

School Leadership Teams Preparing for PBS Training  and

Implementation

Vermont PBS

November 19, 2009

Welcome to the following schools!

• Insert schools later

Agenda

Learning objectives - • Overview/Review of PBS

• Process for getting to School-wide PBS Implementation

• PBS Readiness Checklist

• PBS School Presentation

• Data-based Decision Making

• Action Planning

So WHAT is School-wide PBS?

Positive Behavior Supports (PBS) is a proactive,

school-wide, data driven,

systems approach to improving social and academic

competence for all students.

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Supports

~80% of Students

~15%

~5%

Establishing Continuum for SWPBSTERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning

•

TERTIARY PREVENTION• • • • • SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club• PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

All

Some

Few

Continuum of Support for ALL

Positive Behavior Support Primary Outcomes

Improvement in the school behavioral climate:

• Increase in o academic performance o on-task behavioro parent, student and staff satisfactiono staff retention

• Decrease in o office referralso suspensions, detentionso disruptive classroom behavior

What are the elements of PBS at the Universal Level?

1.Create a common purpose2.Define 3-5 positively stated behavioral

expectations3.Develop systems for teaching behavioral

expectations4.Develop systems for acknowledging and

rewarding behavioral expectations5.Develop systems for discouraging problem

behaviors6.Develop data management systems

What should you expect to see/hear in a PBS school?

>80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them.

>80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them.

School staff have taught the school-wide expectations to all students.

Positive adult-to-student interactions exceed negative

What should you expect to see/hear in a PBS school?

School staff agree on which behaviors involve a referral to the office.

The school has a leadership team that is representative of school staff and includes an administrator

Function based behavior support is foundation for addressing problem behavior.

Data & team-based action planning & implementation are operating.

Activity:Dialogue about PBS!

60 Second Elevator Pitch:

1. With a partner explain: What is PBS?

2. As a team identify:

1-2 questions you still have about PBS. Write on index cards.

The Process of Getting to School-Wide Implementation

….From Here to There!

Awareness Activities

1)Attend Intro to PBS Forum

2) Visit Websites: www.pbis.orgwww.pbsvermont.org

3) Contact PBS/BEST Team with questions

Readiness Activities

1) Attend Getting to Readiness Workshop

2) Complete Activities Necessary to

Achieve 100% on Readiness Checklist 3) Submit Intent to Implement Form

You Are

HERE!

First Steps to ImplementationActivities

1) Attend First Steps to Implementation: Dec. 8 or Apr. 1

2) Conduct SET and PBS Self -Assessment Survey

3) Gather materials* for use at Universal Team Leadership Training

PBS Universal Leadership Team Training

Attend Universal Leadership Team Training:• March 17-19• June 21-24 (BEST Summer Institute)• August 10-12

Draft Implementation Plan:• Statement of purpose• 3-5 behavioral expectations• Procedures for teaching expectations• Procedures for rewarding expectations• Procedures for discouraging problem behaviors• Data information system

PBS Roll-Out

• Conduct roll-out activities for staff, students & family/community

• Implement all parts of PBS Plan

• Conduct monthly Universal Leadership Team meetings and report progress to all staff

• PBS School & SU Coordinators attend regular regional PBS meetings

What is PBS Readiness?

Laying the foundation for School-wide PBS

Completing the PBS Readiness Checklist

Readiness Checklist

1. A School Action Plan exists that has school-wide discipline as one of its top three goals.

Examples

“Provides a safe, caring, respectful environment free of hazing and harassment”

School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)

Readiness Checklist

2. A PBS Team is formed with broad representation.

Community

AdministratorSpecialized

Support

Student

Non-Teaching

Teaching

Family

Representation

Team Membership:

• Building Administrator

• Grade/Department Representation

• Specialized Support• special educator, school psychologist, school

counselor, behavior specialist

• Support Staff• office, custodial, bus, cafeteria, etc.

• Parent/Community

• Student

Readiness Checklist

3. Administrator actively participates and attends meetings/trainings.

4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.

Why Administrator Support?

The administrator’s support & active involvement are critical factors for successful implementation.

The administrator provides an articulated vision for school-wide PBS at the building, district and community level.

The administrator gives PBS a “Top-3-Priority” status.

Readiness Checklist

5. PBS Team commits to monthly meetings.

10. PBS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility.

11. PBS School Coordinator is identified and assigned a .1 FTE responsibility.

Readiness Checklist

Why have a Supervisory Union (SU) Coordinator?

• Assure resources (grant allocations) are tied to PBS work in the schools

• Coordinate and support the work of schools implementing PBS within the SU

• Develop and support a PBS SU level team

PBS SU Coordinator Responsibilities:

• Establish Supervisory Union Team 

• Complete or coordinate school-based evaluations and assessments (SET, EBS) 

• Act as a liaison between schools and State PBS Team

• Establish quarterly Supervisory Union meetings once there are multiple schools within a Supervisory Union

• Secure stable funding for efforts

• Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV)

• Ensure student social behavior is a top priority of the SU

• Participate in required training events and meetings

Why have a PBS School Coordinator?

• Team start-up and support

• Help with Team sustainability and accountability

• Team reinforcement (positive nag)

• Public relations and communications

• Ensure school data collection system is in place

• Promote systems change process

• Monitor progress

• Enhance collaboration and participation

PBS School Coordinator Responsibilities:

• Meet with team at least monthly

• Attend PBS coordinator and Leadership Team trainings• Attend regional coordinator meetings

• Help team complete tasks on time

• Help with team organization

• Data organization and reporting

Team Activity

As a Team, discuss:o Who needs to be on your PBS Universal Leadership

Team?o Who will be designated as your PBS School

Coordinator? o Who will be designated as your PBS SU Coordinator?o Schedule your PBS Leadership Team meetings between

now and your Team’s Universal training.

Complete Action Plan for Readiness Checklist #’s 1,2,3,4,5,10,11

Readiness Checklist

7. PBS Leadership Team has provided awareness training to ALL STAFF.

8. At least 80% of all staff agree to PBS implementation.

Characteristics of an Effective PBS Presentation to Staff:

Elements to Include:

• What is PBS?

• Why choose PBS?

• What are the elements of PBS at the Universal Level?

• What does PBS look like/sound like?

• What’s expected of me?

Sample PBS Slides

For sample slide show presentations visit

www.pbsvermont.org

Staff Reluctance to PBS Buy-In• Lack of administrative direction/leadership

• Skeptical that universal intervention not needed

• Hopelessness about change

• Philosophical differences

• Staff feel disenfranchised from each other, the Administrator or the School’s Mission

• Competing initiatives/don’t see the connection between behavior and academics

Team Activity: Part 1

As a Team discuss possible staff reluctance and how you might

respond.

Team Activity: Part 2

As a Team, plan your PBS presentation for staff:

o Who will design and deliver the presentation?o How will you ensure FULL STAFF participation in

the presentation?o When will the presentation take place?o How will you know that you have 80% buy-in?

Complete Action Plan for Readiness Checklist #’s 7 & 8

PBS School Presentation

Swanton Schools

Julie Benay, Principal

Amanda Sweeney, PBS School Coordinator

PBS and Data-based Decision Making

PBS Schools must have:

1. High quality data 

2. System for collecting and analyzing the data

3. Procedures for making decisions based on data

Kinds of Data

Positive Behavior Support Survey information

School-wide Evaluation (SET) information

Teaming matrix

Team Implementation Checklist

Office discipline reports

Behavioral incidents

Attendance

Detention, Suspension, Expulsion

Observations

Surveys, focus groups

Special Education referrals

Special Education eligibility

What are the data you are most likely to need to help you in making PBS decisions?

• What problem behaviors are most common?– ODR per Problem Behavior

• Where are problem behaviors most likely?– ODR per Location

• When are problem behaviors most likely?– ODR per time of day

• Who is engaged in problem behavior?– ODR per student

• Why are problem behaviors sustaining?– No graph

General Approach: “Big 5”

# referrals per day per month

# referrals by student

# referrals by location

# referrals by problem behaviors

# problem behaviors by time of day

# of referrals per day per month

# of referrals by student

# of referrals by location

# of referrals by problem behavior

# of referrals by time

Activity:What is the data telling you?

Look at the graphs on your table.  

Pretend this data is from your school.  

Answer the following:

•What do you think the data is telling you?

•What decisions might you make from looking at the data?

Making Decisions Based on Data

Step 1: Create a Precise Problem Statement and Hypothesis

• Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Step 2: Develop a Solution

Prevention *Maintain current lunch schedule, but shift classes to balance numbers.

Teaching *Teach behavioral expectations in cafeteria

Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

Corrective Consequence Active supervision, and continued early consequence (ODR)

Data Collection Maintain ODR record and supervisor weekly report

Next Steps

1.Work with your team to complete readiness activities

1.Confirm readiness with PBS State Coach

1.Complete PBS Intent to Implement Form

2.Register to attend First Steps to Implementation training with your Team

3. Register to attend Universal Leadership Team training with your Team