Refining, Defining, and Celebrating! Universal Team Training Day Three Rachel Saladis Wisconsin PBIS Network Technical Assistance Coordinator [email protected].

Refining, Defining, and Celebrating!Universal Team Training

Day Three

Rachel SaladisWisconsin PBIS Network

Technical Assistance [email protected]

Agenda

Review of PBIS Big IdeasReport Kick-off, Team ProgressBreakData Review, Problem-solvingLunchClassroom ManagementBreakTIC and Action PlanningRound Robin DiscussionTeam Work TimeReport out/Next Steps

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

SIMEO Tools: HSC-T, RD-T, EI-T

Small Group Interventions (CICO, SSI, etc)

In

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tIllinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004

Group Interventions withIndividualized Focus (CnC, etc)

Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

Tier 1 Rollout ChecklistSTATUS:In PlacePartially in placeNot in Place

 TASK

PRIORITY:High MediumLow

  Faculty and Staff  

  1 A consensus-building process has been used to identify the elements of the universal discipline system (expectations, behavior, teaching plans, reinforcement, etc.).

  2. A plan for communicating the universal discipline system to faculty and staff has been developed.

  3. The universal discipline system has been discussed with faculty and staff.  

 4. Faculty and staff are fluent with elements and procedures of the universal discipline system (expectations, problem behavior definitions, reinforcement, ODR form, procedures for referral to the office, etc.).

  5. A plan for orienting new and substitute faculty and staff to the universal discipline system has been established.

  6. New and substitute faculty and staff have been or are being oriented to the universal discipline system.

Rollout Checklist

Complete the Rollout Checklist to self-assess your beginning implementation/kickoff.

Create action steps that will assist in your planning for next year

Share Your StoryBegin a newspaper article that describes your PBIS work thus far. Include:• Catchy headline• Brief summarization of your kickoff• Specific successes or roadblocks that you

have experienced so far, as you have developed your PBIS systems

Designate 1-2 team members to share out in 5 minutes or less.

Break!

DATA: Identifying Problems/issues

What data to monitorODR per day per monthOSS, ISS, Attendance, Teacher reportTeam Checklist/BoQ/SAS(are we doing what we planned to do?)

What question to answerDo we have a problem?

What questions to ask of Level, Trend, PeaksHow does our data compare with last year?How does our data compare with national/regional norms?How does our data compare with our preferred/expected status?

If a problem is identified, then askWhat more data do we need to make a good decision?

Using Data to Refine Problem Statement

The statement of a problem is important for team-based problem solving.

Everyone must be working on the same problem with the same assumptions.

Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem-solving.

• We have too many referrals• September has more suspensions than last

yearUse more detailed review of data to build

“Precision Problem Statements.”

Precision Problem Statements• Precise problem statements include

information about the five core “W” questions.– What is problem, and frequency – Where is it happening– Who is engaged in the behavior– When the problem is most likely– Why the problem is sustaining

• Precision Statement: There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment

Using Your DataCreate a precision statement that captures

– What is problem, and frequency – Where is it happening– Who is engaged in the behavior– When the problem is most likely– Why the problem is sustaining

Add precision statement to your newspaper article

Solution Development

Prevention

Teaching

Acknowledgement

Extinction

Corrective Consequence

Solutions Development

Complete the solutions development plan to address your precise statement

Add solution steps/action plan to your newspaper article

LUNCH

Positive Behavioral Interventions & Supports (PBIS)

• Whole-school universal preventative intervention

• Applies behavioral, social learning, organizational behavioral theories

• Is for ALL students• Requires a shift from punitive to preventative

Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.

Big Idea

• We often assume Universal is in place everywhere– But what about the classroom?– How is PBIS being used in the classroom to prevent

problem behaviors?– By improving core practices, we can reduce need

for additional interventions.

~5%

ALL

SOME

FEW

•SW Expectations linked to class rules and routines•Behavior Basics•Evidence Based Practices

• Feedback Ratio• Wait time• Opportunities to Respond• Self Management• Academic Match

•Working with Families•Transitions

• Using Pre-corrections•Active Supervision •Data Collection and Using Data to Guide Decisions

• ODR, MIR• Self Assessment

•Peer Coaching•Good Behavior Game

•Working with Families•Deciding to increase Support•Progress Monitoring

• Using the Daily Progress Report• Working with Students using CICO•Working with Students using “CICO Plus” Academic or Social Instructional Groups

•Using Data to Guide Decisions•Working with T2 Teams

•Data Collection and Progress Monitoring at T3•Working with Families•Role on the Individual Support Team•Building Behavior Pathways and Hypothesis Statements

Classroom Supports

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9.2 - Locations: K-6

% Group ODRs

Mean % ODRs

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9.3 - Locations: 6-9

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In Well Managed Classrooms Students:

• Follow a predictable schedule

• Perform with high rates of academic engagement

• Experience high rates of academic achievement

• Respond with high rates of compliance

• Follow a schedule with high rates of student managed behavior

• Use problem solving structures

• Follow smooth and efficient transitions

In Classrooms that were IneffectiveWehby, Symons, &Shores (1995)

• Less than half of student’s hand raises or correct academic responses were acknowledged by teachers

• About 26 “to do” statements per hour

• Less than 2 praise statements per hour

• 64% of “to do” statements were social in nature

• Most academic work consisted of independent seatwork

• Inconsistent distribution of teacher attention

• Compliance to a command generally resulted in the delivery of another command

10 Key Features of Classroom Management

• Review each feature• Consider a system for taking this information

to the whole faculty• Build a “measure” of school-wide classroom

management– Use this measure for action planning and

continuous improvement

1. Behavioral Expectations:Invest in Appropriate Behavior

• Define and teach 3-5 expectations for your classroom early in year.

• Positively stated expectations• Easy to remember• Posted in the classroom• Consistent with School-wide rules/expectations• Taught Directly

– Positive and negative examples• Examples:

– Be safe, Be responsible, Be respectful– Respect others, Respect property, Respect self

2. Establish a Predictable Environment• Define and teach classroom routines

• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.

– “Show me you are listening”• How to determine if you are doing well in class

• Establish a signal for obtaining class attention• Teach effective transitions.

Designing Classroom Routines

Routine Desired Behavior

Signal

Entering Class Walk in, sit down, start work

Instruction on board

Obtaining class attention

Orient to teacher, be quiet

?

Getting Help during seat work

? ?

3. Active Supervision• Move• Interact• Acknowledge• Pre-correct• Proximity makes a difference

4. Establish a “positive environment”• Five instances of praise for every correction.

• Begin each class period with a celebration.

• Your first comment to a child establishes behavioral momentum.– Engelmann, Mace, “interspersed requests”– Behavioral priming

• Provide multiple paths to success/praise.• Group contingencies, personal contingencies, etc

Increasing Positive Interactions

• 1 (negative) to 5 (positives)– Remind yourself of the “debt”

• Specific vs. general praise

• Identify specific times to provide praise– Before certain lessons – your reminder

– During transitions – students’ reminder

5. Design a Functional Physical Layout for the Classroom

– Different areas of classroom defined for different activities

• Define how to determine “what happens where”– Traffic patterns– Groups versus separate work stations– Visual access

• Teacher access to students at all times• Student access to relevant instructional materials

– Density– Your desk

6. Maximize Academic Engaged Time

• Efficient transitions• Maximize opportunities for student responses• Self-management• Active Supervision

• Move• Monitor• Communication/Contact/Acknowledge

8. Establish an effective hierarchy of consequences for problem behavior

• Do not ignore problem behavior – (unless you are convinced the behavior is

maintained by adult attention).• Establish predictable consequences• Establish individual consequences AND group

consequences• Define the school-wide “rule” for what is

managed in the classroom and what is sent to the office

Decreasing Negative Interactions

• Determine if aspects of the environment (physical setting, schedule, organization, social situation) are contributing

• Use “pre-corrections” to prevent the misbehavior

• Praise other students for doing things the “right way”

• Applied consistently• Immediate feedback• Pre-determined plan for major, minor, repeat

violations• Plan consistent with school-wide plan• Consequence linked to context

Consequences for Problem Behavior

9. Vary modes of instruction• Group lecture• Small group• Independent work• Integrating Activities• Peer tutoring

Data is your friend

Data is not a four letter word

Use Data to Examine Classroom System: Tools to help

How do you know PBIS is in place?• Collect data

– Are rules being followed?– If there are errors,

• who is making them?• where are the errors occurring?• what kind of errors are being made?

• Summarize data (look for patterns)• Use data to make decisions

• Develop system to present best practice and encourage teacher engagement and implementation

– Weekly skill and/or feature mini-lessons– Time for grade level collaboration related to the

lesson– Time and resources for after school work sessions

(voluntary)– Created timelines for implementation of each feature– Periodic self-assessment for progress monitoring and

fidelity check– Planned booster session

University of MissouriLori Newcomer, Ph.D.

Team TimeComplete Classroom Management Plan Self-Assessment

• Think of all classrooms across the school

• Would at least 80% of your staff individually respond that these important features are in place?

• How can bring PBIS to life in all classrooms across youre school?

BREAK

Team Implementation Checklist

Complete the TIC as a team

Use the TIC action plan format to address any items not fully implemented

The Challenge of Sustained Implementation

· The effort needed to achieve initial implementation cannot be sustained. Universal PBIS needs to become easier over

time. · There will always be the temptation to “add

more” It is possible to add so much “good” practices

that nothing works. Better to be consistently implementing what is working!

Round Robin ActivitySelect team member(s) to cover each area. Break into groups to

share ideas. Each group report out 1. Teaching System – Teaching schedules, development of lesson

plans, 2. Student Acknowledgement – When does it happen, how does it

happen, unique feature or item, what are your celebrations? 3. Staff Acknowledgement - When does it happen, how does it

happen, unique feature, what are your celebrations?4. Communication System, Family/Community Engagement – How

is information shared with school/family/community, Activities to engage Family and Community?

5. Data System - who inputs, who generates reports, what data is discussed at the team meeting? How shared with staff?

Report Unique Ideas, Barriers, Resources

WI Criteria to Begin Tier 2Teams must show fidelity through at least one of

these:• Benchmarks of Quality (BOQ) overall score of

70%• Team Implementation Checklist (TIC) overall

score of 80% • Self-Assessment Survey (SAS) score of 80% on

the School-wide section • a score of 80% on the Expectations Taught

section and Overall score on the SET.

Team Work TimeWork as a team on whatever areas you feel are

most beneficial to you as a team.• Cool Tool schedule and writing?• Fine tuning T-Chart, Flow Chart, process to

respond to inappropriate behavior? • Student Acknowledgement/Celebration

Schedule?• Staff Acknowledgement & Buy-In?• Data sharing & problem solving?• Utilizing committees?

Report Out/Next Steps

Share your Newspaper article!!!

Next Steps: Coach use your School Code to 1.Enter your TIC on www.pbissurveys.com 2.Plan Staff Self-Assessment Survey if not done 3. Schedule Monthly team meetings and data sharing with faculty. 4. Coaches attend Networking Meetings. 5. Contact Technical Assistance Coordinator for readiness for Tier 2

requirements.

www.pbis.orgwww.pbisillinois.org

www.pbisassessment.orgwww.swis.org

www.wisconsinpbisnetwork.org