Schoolwide Positive Behavior Support Readiness Training

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School-wide Positive Behavior Support Readiness
Training
Rae Ann Knopf Bob Putnam October 30,
2007 pbis.org
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Why Readiness?

• Develop efficient and effective school-wide
  systems, practices, and capacity to improve
  discipline and academic support practices using
  data based decision making
• Successful, effective and efficient
  implementation
• Long term sustainability

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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3-Tier Logic Emphasis on Prevention

• Primary
• Reduce new cases of problem behavior
• Secondary
• Reduce current cases of problem behavior
• Tertiary
• Reduce complications, intensity, severity of
  current cases

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Readiness Checklist

• (SRCL 1,13) School Improvement plan exists that
  includes school-wide discipline as one of top
  three school goals
• School Improvement Plan
• School Mission Statement
• Discipline Plan Policy and Procedures

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Readiness Checklist

• (SRCL 2,3,5,10,11) PBS team who is on the team
  and will time be made available

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Behavioral Capacity
Priority Status
Representation
Team
Data-based Decision Making
Administrator
Communications
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Team Composition

• Administrator
• Grade/Department Representation
• Specialized Support
• Special Educator, Counselor, School Psychologist,
  Social Worker, etc.
• Support Staff
• Office, Supervisory, Custodial, Bus, Security,
  etc.
• Parent
• Community
• Mental Health, Business
• Student

Start with Team that Works.
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Overview of SLT Training

• Roles/Responsibilities of the Leadership Team
• Effective team meetings
• Using Data to Make Decisions
• Understanding SWPBS Basics
• Understanding the Problem Solving Model
• School-wide Plan components
• Agree on Approach to Discipline
• Identify Expectations
• Teach Expectations
• Encourage Appropriate Behavior
• Discourage Inappropriate Behavior
• Monitor and Evaluate

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Overall Objectives of the Leadership Team
Coaching capacity Evaluation capacity Coordinatio
n capacity
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Specific Tasks of the Leadership Team Initial
Steps
Complete school assessment (EBS survey,
SET) Participate in Leadership team training and
follow up meetings Complete a 3-5 year
prevention-based action plan Develop/refine a
data management system Collect and analyze
information (data) about student
behavior Agree on approach to discipline
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Specific Tasks of the Leadership Team Next Steps
Work on activities to develop a school-wide
behavior support plan based on Clearly defined
school-wide rules and behavioral
expectations Lessons to teach expectations Methods
to monitor student understanding Recognition
system to reinforce expected staff and student
behaviors Corrective procedures to discourage
inappropriate behaviors
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Specific Tasks of the Leadership Team Final
Steps
Formalize the school-wide plan in a written
document Present the plan to school staff Serve
as positive role models and support in order to
build internal capacity to sustain the
program Educate staff about how to use corrective
responses more effectively Develop method to
evaluate/systematically modify the SWBSP (monthly
meetings and process) Collect and analyze data to
track behavior change
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Coaching (why?)

• Team start-up support
• Team sustainability/accountability
• Technical assistance/problem solving
• Positive reinforcement
• Prompts (positive nags)
• Public relations/communications
• Support network across schools
• Link among leadership, trainers, teams
• Local facilitation
• Increased behavioral capacity

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Coaching Prerequisites

• Attendance at previous introductory PBIS training
  events
• Be endorsed by school principal, immediate
  supervisor, etc. to participate
• Have the flexibility to complete tasks during the
  school day (e.g., meet with principal during the
  day) and move across schools
• Link with PBIS District Coordinator

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Coaching Expectations

• Attend and participate in training activities
• Establish and monitor at least one school
• Maintain record of schools efforts
• Checklists, surveys, action plans, discipline
  data, etc.
• Develop and send project reports to District PBS
  Coordinator
• Report progress during coaches follow-up
• Prepare and conduct at least one presentation
  related to PBS

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Readiness Checklist

• (SRCL 4) Commitment to 3-5 year process for
  trainings and plan revision

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PBS Systems Implementation Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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Train hope approach

• React to identified problem
• Select add practice
• Hire expert to train practice
• Expect hope for implementation
• Wait for new problem.

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Train Hope doesnt work

• Focus on long term planning that is indorsed in
  the School Improvement Plan
• Outcome-oriented
• Team-based
• Data-driven

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Steps to Implementation

• Development of School Leadership Team
• Development of Useful Efficient Data
  Management System
• Development of School-based Readiness
• Agreements
• Development of Coaching Capacity

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Steps to Implementation

• Development of Individualized School- based
  Plans
• Implementation, Evaluation Modification of
  School-based Plans
• Developing Implementing Targeted
• Interventions (Year 2)
• Developing Implementing Intensive
• Interventions (Year 2)

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Readiness Checklist

• (SRCL 6,7,8) PBS team awareness presentation
• All faculty awareness presentation
• 80 buy in

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Readiness Step Staff Buy-In
Your question
How do we get our staff to buy into this?
Through an overview to your staff
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Readiness Step Overview to Staff

• Remember Context Matters!
• Choose method of providing overview to staff that
  fits with your school
• Suggested ideas
• Powerpoint presentation
• Overheads presentation
• Handout and discussion
• Brochure of key points and school examples
• Be informative and creative!

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Readiness Step Overview to Staff

• Data
• Key concepts

• Review your individual school data
• Pie graph of problem behaviors leading to office
  discipline referrals
• Review presented materials content
• Develop an overview of PBS for your school staff

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Faculty Buy-in

• What is in it for me?
• What do I have to do?

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Primary Outcomes

• Improves the school behavioral climate

• Decrease in
• office referrals
• suspensions detentions
• disruptive classroom behavior

• Increase in
• academic performance
• on-task behavior
• parent, student staff satisfaction
• staff retention

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Collateral Outcomes

• Staff-related expenditures
• Time devoted to instruction or preparation
• Additional staff
• Staff absences / Substitute teachers
• Student-related expenditures
• Referrals to Special Education
• Non-public school or Out-of-District placements
• Damage to school property

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Staff Commitments

• Administrator
• School-wide leadership team
• Coach
• Staff person

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Readiness Checklist

• (SRCL 9,16) Understand costs of PBS and define
  how it will be paid for

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Readiness Checklist

• (SRCL 12,14,15) Data collection and review - SWIS

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Office Discipline Referrals
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Office Discipline Referral

• Indicator of behavioral event requiring
  administrative involvement
• Three behavioral elements
• Student act/behavior
• Staff response
• Office response
• Under estimation of actual behavioral events

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Office Discipline Referral Processes/Form

• Coherent system in place to collect office
  discipline referral data (for example,
  www.swis.org)
• Faculty and staff agree on categories
• Faculty and staff agree on process
• Office Discipline Referral Form includes needed
  information
• Name, date, time
• Grade
• Referring Staff
• Problem Behavior
• Location
• Possible motivation
• Others involved
• Administrative decision

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Activity
Does your school discipline referral form include?

• Student name
• Date and time of day of incident
• Referring staff
• Problem behavior
• Location
• Maintaining function

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ODRs What to look at

• Total number of office discipline referrals
• Referrals per enrolled student
• Average referrals per school day per month
• Referrals by problem behavior
• Location of office referrals
• Time of office referrals
• of students with 2 - 6 referrals
• of students with six or more referrals

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Referrals per Student
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Data Collection System

• Answers the top five questions
• Visual presentation
• Efficient

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• School-wide Information System (SWIS)
• swis.org

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EBS Survey
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Effective Behavior Support (EBS) Self-Assessment
Survey
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EBS Staff Survey

• What is it?
• Survey to assess the extent to which staff
  perceive PBIS practices and systems are in place
  in a school
• Whole School
• Common Area
• Classroom
• Individual Student
• Used to develop action plan

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EBS Survey Why, Who, When

• Why do a self-assessment?
• Determine if you should do PBIS
• Decide which systems to focus on
• Build an action plan
• Who completes it?
• All faculty and staff
• When?
• In the beginning or ending of school year and
  annually thereafter

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Summarizing the Results

• Current Status
• Percent in place, partially in place, or not in
  place
• Priority for Improvement
• High
• Medium
• Low

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Two main questions

• What systems are in place now?
• What systems are most in need of improvement?

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EBS Example
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EBS Example
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SET
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School-wide Evaluation Tool (SET)
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SET Process Guidelines

• Process
• Three hour visit
• Product review
• Observations
• Interviews
• Guidelines
• For evaluation purpose, not day-to-day
  decision-making
• Interpreted with consideration for Action plan
• Always combined with multiple measures

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SET Seven Critical Features

• Measures level of implementation for SW
• Behavioral expectations defined
• Behavioral expectations taught
• Appropriate behavior encouraged
• Inappropriate behavior discouraged
• Monitoring and decision-making
• Management
• District level support

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SET Components
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• Next Steps