Vermont PBSFirst Steps to Implementation

February 11, 2010

Who’s Here?• Bethel• Bridgewater• Bristol• Cabot• Coventry• Fairfield• Green Street• Jericho• Lowell

• Lyndon• Newport Town• North Country• Riverside • Sharon• Sherburne• Tunbridge• Vergennes• Williamstown

PBS Leadership Team

Sabine Baldwin

Richard Boltax

Doug Dows

Cassandra Corley

Josh Souliere

Carol Randall

Anne Dubie

Ken Kramberg

Sherry Schoenberg

Agenda PBS Pop Quiz! The PBS Big Picture! External Supports Available for PBS Teams First Steps to Implementation

Creating Effective and Efficient TeamsRoles and NormsWorking Smarter, not Harder

Components #1 and #2Purpose Statement3-5 Expectations

Using PBS Data ToolsSET and EBS

Team Charge

PBS Signal to Coaches

CupsGreen = We’re all set. No help needed.

Yellow = We need help, but can continue with our work.

Red = HELP! We can’t continue with our work.

PBS Pop Quiz!

Test your PBS knowledge and skills

Question:Which acronym is not synonymous with Positive Behavior Supports?

A. PBSB. SW-PBSC. YMCAD. PBISE. EBS

Answer:C. YMCA!

PBS aka EBS or PBIS or SW-PBS

• Green = Universal = School-wide and Classroom

• Yellow = Targeted = Secondary

• Red = Intensive = Tertiary

Question:Which of the following statements least describes Positive Behavior Supports?A. A proactive, school-wide, data driven systems approach to

promoting social and academic competence.B. A framework that encompasses primary, secondary and

tertiary prevention.C. A new federal regulation requiring schools to suspend

students for incorrectly stating the school’s expectationsD. A science that defines, teaches and rewards behavior

expectations, provides predictable consequences for problem behaviors and uses data to guide implementation and impact over time.

Answer:C. A new federal regulation requiring schools to

suspend students for incorrectly stating the school’s expectations

PBS Myth-busters – PBS is:• A general approach to preventing problem behavior – not an

intervention in isolation

• For every student – not just students with the most extreme challenging behaviors

• Based on long history of behavioral practices & effective instructional design and strategies – not a passing fad

Question:PBS uses data to:A. Make decisions about the effectiveness of

interventions or the need to change them.B. Evaluate teacher performanceC. Support student AND staff behavior changeD. A and C

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information (Data)

Answer:D! PBS uses data to help staff analyze behavior and to make effective changes…not to evaluate teachers!

True or False:

PBS recommends providing the most significant interventions for

the smallest possible effects.

False!

In PBS, the big idea is to Invest in the smallest evidence-based practice

with the biggest documented impact!

“add 1, drop 2”

True or False:

At the Universal (school-wide) level (the green part of the triangle),

PBS supports only those students that have less than 1-2 Office Discipline Referrals (ODRs).

All

Some

Few

False: PBS is for ALL!

True or False:

In a PBS school, students and staff know the expectations and are

recognized for positive behavior.

True! In a PBS school, one should expect

to see/hear:>80% of students and staff can cite expectations and are being

personally recognized for following expectations.Positive adult-to-student interactions exceed negative.Data and team-based action planning and implementation are

visibly in place. Administrators are active participants. Full continuum of behavior support is available to all students.

The Big Picture: Your Journey through PBS

• Learn about PBS• Attend Prerequisite Trainings

• Establish Readiness• Complete baseline SET & EBS• Develop PBS Implementation

Plan1. Purpose Statement2. 3-5 Expectations3. System for Teaching

Expectations4. System for Acknowledging

Expectations5. System for Discouraging

Problem Behavior6. Data-based Decision Making

• Meet Monthly as a PBS Leadership Team

• Complete Post Implementation SET

• Implement Universal with Fidelity• SET Evaluation at 80/80

• Establish Targeted Team and Identify Targeted Coordinator

• Learn about PBS Targeted Level

• Inventory Existing Targeted Practices

• Develop Check-in/Check-out• Introduce Function-Based

Practices• Develop Data System to

Support Targeted Interventions

• Establish Intensive Team and Indentify Intensive Coordinator

• Learn about the Intensive Level of PBS

• Develop Capacity to Complete FBA and BSP

• Develop Capacity for Wraparound Supports

External Supports Available to Assist You in Your PBS Journey

• PBS Coaches • Leadership Team Training (at every level)• Topic-based Workshops (at every level)• Regional PBS Coordinators Meetings• BEST Summer Institute• Graduate courses/credits • BEST/Act 230 Grants• PBS Vermont website – www.pbsvermont.com• Links to national web sites and materials• National Technical Assistance Center

Introducing…

The PBS State Implementation Coaches

Technical Assistance for PBS Schools and

State Coaches for your Supervisory Union CASSANDRA – Fairfield

JOSH – Coventry, North Country Union HS, Lyndon

KEN – Bridgewater, Green Street, Riverside, Sharon, Sherburne,

RICHARD – Jericho, Bristol, Vergennes

SHERRY – Williamstown, Bethel

The District/S.U. Model

Why Now?

Fidelity of implementation will require local expertise and capacity

Exponential growth in Vermont has created need to build local capacity for coaching and behavioral

expertise

As demonstrated by other states, District/S.U. active support increases likelihood that the

initiative will be maintained

Function of District/S.U. Model

• ensures that school PBS Readiness checklists are complete and validated by external coach

• secures stable funding for PBS efforts.• ensures that schools have an information system for data-

based decision making relevant to PBS. • ensures behavior is top priority for district.• arranges 3-4 SU meetings per year of PBS coordinators and

administrators to review status and plan • Maintains a .1 FTE coach who meets with school based

leadership teams several time a year

District/S.U. Coach Expectations• Attend PBS School Team Leadership Training • Attend PBS District/SU Coach training (at Summer

Institute and Oct. 1)• Complete School Evaluation Tool (SET) for PBS

schools in District/SU • Participate in regional coordinators/coaches

meetings (4 times per year)• Attend PBS School meetings 2-3 times per year• Facilitate 2-3 meetings of PBS schools within SU

Congratulations!

You’ve worked hard to get here!

Ongoing assessment of readiness

is an important factor in successful

PBS implementation.

First Steps to Implementation: The PBS Leadership Team

Criteria for an Effective and Efficient PBS Universal Leadership Team

Representative, credible membership

Uses effective team processes Roles and Norms

Efficient use of staff resources “Working Smarter, not Harder”

Action and outcome driven

Important Team Practices

Show respect through meeting norms• Assign roles.• Use expected meeting behaviors.• Reschedule cancelled meetings.• Acknowledge contributions.

Communicate• Distribute meeting minutes.• Keep people informed. • Celebrate success along the way!

Assess team actions and processes • Conduct Team Implementation Checklist (TIC) monthly.• Review “Working Smarter” Team Matrix regularly.• Use data in planning.• Reflect on team process and apply to skill building.

Team Roles

Recommended:FacilitatorRecorderTime Keeper

Optional:Refreshment CoordinatorData FacilitatorBut Watcher

Activity # 1: Roles and Norms

• Assign roles

• Brainstorm a list of positively stated norms for your team to consider.

• Work toward consensus on 3-5 norms for your team.

• Write norms on Team Profile and Meeting Schedule.

Consensus = team members can agree

to support each norm.

“Working Smarter” Team Matrix

Team, Committee or Initiative

Related to

School Climate & Student Behavior

Purpose ~

Intended

Outcomes

Target Group

Staff Involved

What Action Plan goal does this address?

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Activity #2: The Working Smarter MatrixActivity #3: Team Profile &

Meeting Schedule

• Work as a team to complete the

“Working Smarter” Matrix.

• List team participants and coordinator.

Who’s missing?

• Establish your team meeting schedule • at least monthly• Approximately one hour• re-negotiate schedule annually

First Steps to Implementation: Component 1: Purpose Statement

Six Components of School-wide PBS

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging

problem behaviors6. Procedures for record-keeping and decision

making

PBS Purpose Statement

Used to capture the explicit objective of a PBS Implementation Plan.

“The purpose of PBS at our school is…”

Purpose Statement - Guidelines

–Positively stated–2-3 sentences in length–Supportive academic achievement–Contextually/culturally appropriate

(e.g. age, level, language)

Woodbury Purpose Statement:The Woodbury Elementary School works collaboratively to help meet all students’ social, emotional and academic needs.

As a community of learners, we value and respect the diverse nature of each individual.

Within a nurturing, safe and respectful environment, the children will strive with our support to reach their full potential as life long learners.

Woodbury Expectations: Respectful, Safe and Responsible

Wolcott Elementary Purpose Statement: All learners are responsible for themselves, their community and the greater world. Wolcott eagles are responsible, respectful, and ready in thoughts, words and actions.

Example:

The purpose of the PBS Leadership Team is to build the capacity of our school to develop structures for teaching expected behaviors, create student behavioral and academic support systems, and apply data-based decision-making to discipline, academics, and social/emotional learning. Our Team promotes family and community involvement at all levels of implementation.

• Write a brief Statement of Purpose for your PBS Implementation Plan

• Use Implementation Plan – I. Common Approach/Statement of Purpose template.

• Create plan to get feedback from staff and others.

Activity #4: Purpose Statement

First Steps to Implementation: Component 2: Behavior Expectations

Six Components of School-wide PBS

1. Statement of purpose 2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging

problem behaviors6. Procedures for record-keeping and decision

making

• (Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

Behavior Expectations: Guidelines

• Few in number• Positively stated• Behaviorally defined

Positive SW Expectations - Guidelines1. Linked to social culture of school (e.g., community, mascot).2. 3-5 in number3. 1-3 words per expectation4. Positively stated5. Supportive of academic achievement6. Apply to ALL students, staff and settings7. Mutually exclusive (minimal overlap)8. Contextually/culturally appropriate (e.g., age, level, language)9. Communicated to stakeholders (e.g., families, community members,

district administrators)10.Included in school publications (e.g., handbook, posters, newsletters)

Example: Burke Elementary School

• Respect yourself

• Respect others

• Respect this school

Example: People’s Academy Middle

• Respect self and others• Respect environment• Be responsible• Be safe

R2 B2

Example: Chicago Public High School

• Be Caring • Be Academically Engaged • Be Respectful• Be Responsible

Orange County,

CA

Activity #5: Behavior Expectations

• Develop 3 to 5 clearly defined, positively stated expectations.

• Use Implementation Plan –II. School-wide Behavioral Expectations template

First Steps to Implementation: Using PBS Data Tools

Assessing PBS Practices

EBS Survey(self-assessment)

School-wide Evaluation Tool (SET)

Team Implementation Checklist (TIC)

Effective Behavior Support (PBS) Self-Assessment Survey

Purpose: Assess staff perceptions of PBS practices in place and priority for changesDesign annual action plan

Format: Survey

Completed by: All staffManual or on-line scoring, graphing

When? Annually, preferably in the spring

Two main questions

1. What systems are in place now?

2. What systems are most in need of improvement?

EBS Survey • Current StatusMay 2006

31% 30%

41%

22%

41%46%

43%37%

28%23%

16%

40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-wide Non-classroom Classroom Individual

Per

cen

t o

f re

spo

nse

s

% In place % Partial in place % Not in place

**SAMPLE**

EBS Survey • Priority for ImprovementMay 2006

45%

38% 39%

53%

44%40%

35%39%

20%22%

26%

9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-wide Non-classroom Classroom Individual

Per

cen

t o

f re

spo

nse

s

% High % Medium % Low

**SAMPLE**

Assessing PBS Practices

EBS Survey(self-assessment)

School-wide Evaluation Tool (SET)

Team Implementation Checklist (TIC)

School-wide Evaluation Tool (SET)

Purpose: Assess school-wide implementation of PBS practices

Format: Interviews with staff, students; observations; review of discipline related documents

Completed by:

CoachesManual scoring, graphing

When? Before SW implementation,6-12 weeks after SW implementation,Annually

SET Components

Section A: Expectations Defined

Section B: Behavioral Expectations Taught

Section C: On-Going System for Rewarding Behavioral Expectations

Section D System for Responding to Behavioral Violations

Section E: Monitoring and Evaluation

Section F: Leadership

School-Wide Evaluation Tool Nathan Hale Elementary

2520

67

38

50

63

5046

100

90

8388

100 100 10095

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingSystem forRewardingBehavioral

Expectations

System forResponding to

BehavioralViolations

Monitoring &Decision-Making

Management District-LevelSupport

Overall

Systems Features

Perc

enta

ge o

f Fea

ture

Impl

emen

ted

Winter 2005

Fall 2005

At the Team Leadership Training You will:

• Review data from the School-wide Evaluation Tool (SET) for your school

• Review data from the EBS Self-Assessment

• Develop action steps to shape your PBS Implementation Plan

Activity #6: To Do Now!

1. Schedule a time for your staff to complete the EBS self-assessment.

2. Meet with your PBS TA person and schedule your SET between now and the Team Leadership Training.

Your Charge:

1. Finalize your PBS Leadership Team

2. Get feedback and complete components #1 and #2

3. Complete your SET and EBS Self-Assessment

4. Register for the Team Leadership Training at BEST Summer Institute (6/21-6/24) or 8/10-8/12.

PBS Coordinator Orientation

Purpose: to prepare Coordinator to assist team in completing the PBS Implementation Plan

Date, Time and Location: After lunch on the first day of training (details TBA)

Summer Institute Steps

1. Go to BEST web-site:www.uvm.edu/~cdci/best.html

2. Complete team registration form and send deposit.3. Complete individual registration form on-line:

Select Strand “A”Select Wednesday workshop of your choice.

4. Decide whether you want to attend the Institute for three credits. If so, click “what to do to take the Institute for credit”.

5. Send payment to UVM.6. Visit “what’s new” to learn about special events at the

Institute.