Our Journey Implementing PBIS One School at a Time

Kevin Downs and Trina UvaasKenai Peninsula Borough School

District

From the beginning

• Pilot School– Sterling Elementary 2008-2010– Interested in PBIS– Supported by Stone Soup Group

• SW-PBIS – two trainers– Trainers came quarterly to facilitate the process and provide

staff trainings– All AK schools implementing PBIS met in Anchorage for PBIS

Institute– Teleconferences – with a coach and between schools

Transition in Fall 2010

• Stone Soup discontinued their SW-PBIS Support so needed to find different support

• Search to find support– SESA – at that time had just started– NorthWest PBIS Network – Lori Lynass Ed.D.

• Director of NW PBIS Network• Sound Supports

• Lori started working with Pilot School in Spring 2011

Expanding

• After hearing success stories of pilot school multiple schools investigated PBIS on their own in Spring 2011– Team members from various schools toured

Sterling to see PBIS in action• Two schools decided to move forward

Redoubt Elementary and Nikiski North Star Elementary

Bringing it together

• August 2011 Staff Development from Sound Supports

• Prior the first day of school staffs at all three schools received trainings– Introduction presentation to Redoubt and Nikiski

North Star– Advanced staff development at Sterling with a

focus on classrooms

Next Steps

• Sterling – maintained Tier 1 and began exploration of Tier 2– Lori continued to consult via e-mail and phone

• Redoubt and Nikiski North Star – Implemented Tier 1 – Schools consulted with Sterling to help

implementation of Tier 1

Next Steps for the District

• Spring of 2012• Beginnings of coaching started• Training the coaches

– NorthWest PBIS Network Conference in Portland– Lori arranged for coaches to tour schools in

Portland area• Individualized school trainings provided for full

staff.

KPBSD Coaching

• Wrote manual• Consult with Sound Support for feedback on

manual and what data was needed• Coaching calendar and staff development for

next school year• Defined School Coordinator responsibility and

outlined training• Planning for a district wide team

District-Wide PBIS

• 5/4/12 – first District-wide PBIS Team met– The focus on the team was to sustain Tier 1

Implementation– Action Planning– Planning for supporting new schools

• Kevin provided information on Exploration Phase to administrators

KPBSD SY 13• New schools:

– Ninilchik School- K-12– Homer Flex- alternative high school

• Added two additional district coaches in preparation for upcoming year

• May training by Sound Support for school PBIS teams on TIPS and problem-solving process, and Action Planning

• Sound Support consulted with district team to improve district-process

• Tier 2 Implementation manual developed by Coaches

SY 14 PBIS in KPBSD

• New Schools:– K-Beach Elementary– Soldotna Elementary– Razdolna School- K-12- Russian Old Believer– Nikolaevsk School- K-12- Russian Old Believer– Voznesenka School- K-12- Russian Old Believer

• 23% of schools in KPBSD implementing PBIS

PBIS in KPBSD

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-20140

2

4

6

8

10

12

Number of Schools Implementing PBIS

Series1

District PBIS coaches trained

SY 14 PBIS in KPBSD

• 1 District PBIS Coordinator (Kevin Downs)• District PBIS Team established• 4 District ‘External’ Coaches• Building-based coordinators identified and trained• Monthly PBIS Team Meetings at schools• Tier 1 and Tier 2 Manuals developed• 5 Schools- Tier 1 School-wide PBIS• 1 School- beginning Tier 2 PBIS in 2013-2014• 5 Schools- beginning PBIS in 2013-2014• TIPS and PBIS Assessments utilized

SY 14 Trainings:

• August In-Service:– Sound Support and District Coaches provided training

for whole-school staff on individualized topics (9 school trainings total)

– Action Planning was conducted for new schools• October: School Coordinator Training:

– PBIS Assessments training– Shared Folder developed– TIPS follow-up

• November: District Coach development at NWPBIS Conference

Data Evaluation Tools

• Schools use multiple forms of data to assess the extent to which PBIS is being implemented:– SET (School-wide Evaluation Tool)– Team Implementation Checklist– Staff Satisfaction Survey– Benchmarks of Quality– Office Discipline Referral Data – Stop and Think form Data

ODR Change for Schools Implementing PBIS

• ODR = Office Discipline Referral• Administrators Enter into PowerSchool

• An average of 15 minutes of administrator time is taken for each office discipline referral

• An average of 45 minutes of academic engaged time is lost for a student who is sent to the office

ODR Change for KPBSD Schools Implementing PBIS

Combining ODR data from all 5 PBIS schools for SY 2012/2013:

• 721 Total ODR in SY 12• 639 Total ODR in SY 13• 82 fewer office referrals overall

* Adjustment of Homer Flex data due to change in ODR entering in SY 13

SY 11/12 SY 12/13580

600

620

640

660

680

700

720

740

ODR Change for KPBSD Schools Implementing PBIS

82 fewer office referrals =

• Administrator time gained- 1,230 minutes for SY 13

• Academic engaged time gained- • 3,690 minutes for SY 13: Equivalent of 9.46 school days*

*Based on an estimated 6.5 hr school day** Adjustment of Homer Flex data due to change in ODR entering in SY 13

SET Results from SY 213

• The SET is a school-wide evaluation tool developed to measure the level of implementation of PBIS within a school– It takes schools an average of three years to fully implement all

components of Tier 1 PBIS

• Schools with an Implementation Average of 80% or higher are considered to be fully implementingTier 1– They then may move on to implementing Tier 2

• This assessment is conducted by district PBIS coach in the spring of each school year

PBIS SET scores sy13

Flex Ninilchik NNS Redoubt Sterling0

10

20

30

40

50

60

70

80

90

100

SET Implementation Average

PBIS Tier 2

• On the SET, when a school has 80% or higher for the Implementation Average, as well as 80% or higher for each component, they are considered to be fully implementing Tier 1

• The school can then move forward and implement Tier 2, in which targeted intervention is provided to students who need a little more behavioral assistance

• Redoubt Elementary achieved these scores, and is piloting PBIS Tier 2 during SY 14

PBIS Exploration, Installation and Implementation Manual

• Implementation of PBIS is broken into three stages– Phase 1: Exploration – learning about PBIS– Phase 2: Installation – preparing to implement– Phase 3: Implementation – doing it

Phase 1: Exploration

1. Contact Kevin at District Office2. Coach will meet with administrator3. Introduction to PBIS presentation to whole staff and staff completes Self-Assessment Survey and determine level of buy-in4. Create exploration team5. Complete Initial Readiness Screener6. Determine if team is ready to continue

Stages of Implementation

Exploration/Adoption Installation

Initial Implementation Full

Implementation Innovation and Sustainability

Establish Leadership

Teams, Set Up Data Systems

Development Commitment

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Should we do it?

Doing it right

Doing it better

Readiness ScreenerDocuments/Evidence

Complete?

Why do you want to implement PBIS? What are

your school needs? (e.g. ODR, attendance, test scores)

What elements of PBIS need to be further investigated in your school (use data from

the SWS Inventory):

What current practices exist in our school for behavior?

YES NO 1. Will we move forward in planning for implementation? If YES, continue with checklist, if NO, contact the PBIS coach for guidance or end the exploration.

YES NO 1. Administrator has met with a district PBIS coach, and the Introduction to PBIS presentation has been made at your school. YES NO 2. A School-wide Positive Behavior Support Team is formed, and has broad representation (building administrator, general and special

education teachers, grade level representation, etc.). YES NO 3. Principal(s) who is responsible for making discipline decisions is an active participant on PBIS Team and agrees to attend all PBIS meetings

and trainings. YES NO 4. Principal commits to School-wide PBS and is aware that PBIS is a 3-5 year process that may require ongoing training and/or revisions of

school’s PBIS Plan. YES NO 5. PBIS Team commits to meet at least once a month (possibly more frequently during initial implementation) to analyze and problem-solve

school-wide data. Describe when you plan to meet (dates, location, and time) throughout the school year : YES NO 6. At least 80% of your faculty, staff, and administration are interested in implementing School-wide PBIS.

Describe results (i.e., percentage or range of faculty committed) as identified on the School-Wide Systems Inventory: YES NO 7. An individual at the district level is identified as the lead district contact or PBIS coach.

Lead District Contact: YES NO 8. An internal coach is identified to receive additional training and actively participate in the school-wide initiatives.

List Internal Coach: YES NO 9. The school is committed to consistent entry of discipline data, and regular review of the data. List the committee member responsible for

compiling data and bringing it to meetings:

Successful implementation requires strong administrative support, commitment, and involvement. In recognition of the time, effort, and motivation required to effect positive systems change, my signature below signifies my agreement to the above fulfilled expectations for implementation readiness. Administrator Signature:___________________________________________________Date:______________________________

Phase 2: InstallationCreating the essential features of PBIS

1. Select PBIS team and define roles2. Select and define school-wide expectation, create matrix3. Write lesson plan4. Determine school wide acknowledgement system (students and staff)5. Action plan for the year6. Plan beginning PBIS kick-off7. Agree upon how discipline data will be entered

Step 1:Defining PBIS Leadership Team Roles

• Team Leader: ensures that meetings are occurring, that agendas are being followed, that progress is being made on the action plan, and that implementation is occurring in the school

• Internal Coach: responsible for PBIS data collection throughout the year, including the Benchmarks of Quality and other information; a mentor for teachers and a liaison between teachers and the team leader

• Meeting scheduler and agenda creator: Communicates to team members where and when the next meeting will be, and assembles an agenda which is provided to all members at the meeting

• Note-taker: Takes notes at the meeting and disseminates them to all team members

• Data Analyst: Gathers ODR and other data, graphs it, and disseminates it to the team members at the meeting

• Staff Communicator: Shares updates from the team meetings at school staff meetings; communicates to staff pertinent information

• Parent Communicator: Communicates with parents updates about the team and the actions being taken

• School-Wide Celebration Coordinator: Is the point-person for the coordination and planning of the School-Wide Celebrations

Step 2:Select and define school-wide expectations

• Expectation must be positively stated (what to do, as opposed to what not to do)

• Need to be stated briefly.• Should be memorable.• Culturally responsive to school/community.• Ultimately, few in number. For elementary

schools, three expectations are typically sufficient. For middle and high schools, no more than five expectations are recommended.

Convert expectations into a matrix• The behaviors should be:

– Observable: State the behavior in observable terms, in such a way that you can “see” the behavior. For example, responsible in the hallways means keeping hands and feet to yourself.

– Acknowledgeable: Once a behavior is taught then the educators will support those behaviors by acknowledging them.

– Teachable: The behavior can be defined, demonstrated, and practiced.• No more than 3 behaviors in each box.• Must be worded positively-what you want the students to do (e.g., “Walk” rather

than “No running”)• Be brief• Use action oriented words (e.g., “Use kind words”, “Keep hands and feet to self”)• Define expectations in terms of what they look like and sound like• Define expectations for the Setting(s) your group selected. If something comes

up that really applies to all settings, put that in All Settings

Sample Matrix

Sterling Falcon

Lobby Expectations Be Respectful…

We use 2 ft. sounds Be Responsible…

We do something quiet and safe that you can do in one place

Be Safe…

We place backpacks and coats against the wall We follow AM procedures

Step 3: Create Lesson PlansDifferent ways to teach expectations

• Teacher lead lessonLesson Plan for the Hallway

Expectation(s) to be taught: Responsibility, respectfulness, and safety in the hall.

PLEASE STATE THE EXPECTATIONS AND REFER TO POSTER BE RESPONSIBLE BE RESPECTFUL BE SAFE

We walk on the right side facing front

We stay with our group/line

We line up in two lines

We are silent We keep our hands,

feet, and body to ourselves

We stay in our own personal space

We walk

Non- examples to demonstrate to students by adults:

1. Group of adults walking, touching, and talking in the hall.

2. A f ew adults running and skipping in the hall. They have their

hands on the walls and are stopping to look into classrooms.

Discussion Questions?

What did you see that they were not doing right?

Why is it important to be Safe in the hall? Respectf ul? Responsible?

Where are the hallways in the school? (this should include the hallway

leading out to the music room)

Examples to demonstrate to students:

1. Class walks silently in two straight lines on the right side of the

hall. Students are f acing f orward and staying within their own

personal space.

2. Three students model the same behaviors. (The purpose is that

we f ollow the expectations in small or large groups.)

Discussion Questions?

What did you see that they were doing right?

Why are these behaviors important?

Step 4:Determine acknowledgment system

• All staff members acknowledge appropriate behavior frequently

• 4 to 1 ratio of positive to negative contacts

• Have systems that makes acknowledgement easy and simple

• Use different strategies for acknowledging appropriate behavior• Individual Students• School-wide• Awards: location or grade specific (gold trash can)

Step 5: Action PlanningActivity Activity Task Analysis Who When

Faculty Commitment

Aware of problems

Help establish and review goals

Feedback obtained throughout year

a.

b.

c.

Data Entry and Analysis Plan Established

Data system to collect and analyze data

Additional Data collected

Data entered at least weekly

Data analyzed at least monthly

Data shared with team at least monthly

a.

b.

c.

d.

e.

Expectations and rules developed

3-5 positive rules posted, in settings

Expectations apply to students and staff

Rules linked to expectations

a.

b.

Reward-Recognition Program Established

Consistently implemented across campus

Variety of methods used

Linked to expectations

Varied to maintain student interest

Ratio of reinforcement to corrections high

Students help identify

Includes staff incentives

a.

b.

c.

d.

e.

f.

Lesson Plans for Teaching Expectations

Curriculum for teaching expectations

Include examples and non-examples

Include a variety of teaching strategies

Faculty and students develop and deliver

Strategies to reinforce lessons with family developed and implemented

a.

b.

c.

d.

e.

Discipline Procedures

Documentation procedures

Major/minor behaviors differentiated

A referral form and other data sheets are utilized

Array of responses for major and minor behaviors

a.

b.

c.

Evaluation

Staff and Students surveyed about PBS

Staff and students can identify expectations and rules

Staff use discipline system correctly

Staff use reward system appropriately

Outcomes are documented/ used to improve PBS

a.

b.

c.

d.

e.

Classroom Systems

Rules are defined and posted

Routines and procedures identified/taught

Teachers use immediate and specific praise

Ratio of positive to negative is 4:1

Procedures exist for tracking classroom behaviors

Range of responses used and delivered

a.

b.

c.

d.

e.

Action Planning: Guidelines• Agree upon decision making procedures• Align with school/district goals.• Focus on measurable outcomes.• Base & adjust decisions on data & local

contexts.• Give priority to evidence-based programs.• Invest in building sustainable implementation

supports (>80%)• Consider effectiveness, & efficiency, relevance,

in decision making (1, 3, 5 rule)

Step 6: Planning Kick-Off

School-wide PBS Checklist: Before School Begins Tasks to accomplish:

Establish a monthly PBS School-wide Team meeting schedule for the year Establish schedule for communicating/reporting/problem-solving with staff for the year Establish schedule/plan of celebrations/reinforcement activities Plan for Staff Kick-off Plan for Student Kick-off

Plan for Parent Kick-off

Plan for Bus Driver Kick-off

Plan for how School-wide Team will provide data to the staff

Step 7: Discipline Data

Behavior Definition Examples Non-ExamplesForgery/Misrepresentation/Cheating

Student engages in a behavior that represents self in an untrue way and/or deliberately violates rules

Forgery: In possession of, passing on, or removing someone

else’s property, and representing as own Signing a person’s name w/out their permission Using someone else’s computer log-in or lunch #Misrepresentation: Delivering a message that is untrueCheating: Turning in work that was not completed by the owner

Student participating less in a group project

Holding work completed by classmate and turning in for that person

General misunderstanding or miscommunication

Disruptive Behavior Student engages in behavior causing an interruption of class instruction or activity, impacting learning but with no danger of physical/emotional harm

Sustained loud talk Yelling or screaming Noise with materials Horseplay or roughhousing Sustained out-of-seat behavior

Sitting quietly but not initiating a task Raising hand/asking questions/ requesting

teacher clarification- intent is on work completion

Any action that could result in physical harm

Endangering Others Student engages in a behavior that could impact the physical or emotional safety of self or others

Impulsive actions with objects (throwing, slamming objects near others)

Running, pushing Rough play near other children Climbing bathroom walls Pranks, such as tripping Resulting in a negative emotional impact Engaging in gossip and/or spreading rumors Delivering a disrespectful or hurtful message with the

target remaining nonresponsive

Non-intentional clumsiness Tripping/falling on own Action only results in disrupted learning,

with no threat of harm

Profanity/Vulgarity

Student delivers verbal messages that are inappropriate or offensive to others

Swearing Name Calling Use of words in an inappropriate way

Quoting a statement to an adult in privacy Accidental mispronunciation Student not understanding meaning of

word

Insubordination Student fails to respond to adult requests

Refusing to follow directions Talking back Delivering a socially rude message

Student unaware of request Student unaware of how to do action

requested

Assault Student engages in actions involving serious physical contact where injury may occur Intent to harm

Hitting Punching Hitting with an object Kicking Hair Pulling Scratching Biting

Both individuals engage in serious physical contact (this is fighting/physical)

Student accidentally has physical contact with student with no intent to harm (ex: tripping)

Phase 3: ImplementationTeaching and doing

Year 1: 1. Staff Development

1. Matrix2. How to teach school-wide expectations3. Acknowledging appropriate behavior and correct problem behavior4. Classroom management

Phase 3: continued

2. Monthly Team Meetings1. Agenda2. Problem Solving3. Planning School-wide Celebrations4. Action Planning

3. Defining Office Referred Behaviors4. Utilizing data

Phase 3: continued

• Year 2: • Establishing Sustainability

– Based on team needs determined by the data

Defining Office Referred Behaviors

When Developing Consequences…• Develop a system for notifying:

– staff involved with the discipline of a particular student

– parents to avoid inconsistencies– students of their responsibilities with regard to

consequences if the intervention will not be administered immediately

– AVOID long delays between the notification of misbehavior and the implementation of a disciplinary action

PBIS ProgressionTier 2 and beyond

Schools move into a Tier 2 Installation Phase1. Trainings2. Development and logistics of Tier 2 interventions and delivery3. Tier 2 student screener development

Schools move into the Tier 2 Implementation Phase1. Student screening for placement into interventions2. Delivery of Tier 2 Interventions3. Data collection

Where we’re at now• Tier 1 and Tier 2 Implementation Manuals• School coordinators trained & calendar for data

collection, using PBIS Assessments• Team uses TIPS and Action Plan during meetings• Excel spreadsheet graphing PowerSchool ODR data• District team established, working towards

increased visibility• More schools in district investigating

implementation for SY 15• Continued examination of coaching capacity

Calendar for Data CollectionMeasure Year One Year Two Year Three

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 TIC X X X X X X X X X X X BoQ X X XSET Annually Annually AnnuallySSS X X X

Discipline Data

On-going throughout the year: review monthly, share quarterly

On-going throughout the year: review monthly, share quarterly

On-going throughout the year: review monthly, share quarterly

• TIC (Team Implementation Checklist) – completed quarterly until they reach criteria – monitors activity of implementation of PBIS in the school

• BOQ (Benchmarks of Quality) – rating form is completed by PBIS team members. The school coach will complete a team summary and report back to the team. Used by teams to identify areas of success and areas to improve.

• SET (School-wide Evaluation Tool) – conducted annual by a district PBIS Coach to measure the level of PBIS implementation within the school. Results will be reported back to the team and the team will action plan based on those results.

• PBIS Staff Satisfaction Survey (SSS) – conducted annually by the school coach to the whole staff to measure buy-in

• Discipline Data – ODRs, Suspensions, Expulsions

• Coaches Guide to Critical Elements – completed by the internal PBIS Coach as needed

Excel Spreadsheet

• School District uses PowerSchool• Data Processing developed an excel

spreadsheet that pulls data from PowerSchool so administrators don’t have to enter data twice