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Positive Behavioral Interventions & Supports�� Tier 1 Cohort New/Reboot Team Training��Day 1

12.20.24

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UPDATED 02/28/24

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve social - emotional - behavioral and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

In 2014, the Midwest PBIS Network organized as a team of national experts to build upon the work of the former Illinois PBIS Network. The team provides local technical assistance resources, serves as a hub of the Center on PBIS for seven states, and supports federal research and grant projects including a Model Demonstration on integrating Mental Health through increasing family-school-community partnerships. �

Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us

ABOUT

MIDWEST

PBIS

NETWORK

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About Us

Juan Lira

Technical Assistance Coord.

PBIS

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What is Expected?	Midwest PBIS Team Norms How we work with each other
We are �Kind	Presume positive intent Honor various learning and listening styles of colleagues Set and honor boundaries
We are �Committed	Presume commitment to our mission and vision Pose questions for clarity; Revisit conversations later as needed Be accountable to action items; Set realistic expectations
We are �Engaged	Be present Seek out others’ thoughts/perspectives (equity of voice) Challenge the issue, not the person

See workgroup notes: https://docs.google.com/document/d/13FDJaTFUgdi8_Dc3_PWKySuP0BncXVpG6AVt0Pgq_GI/edit

v5-2-23

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Tier 1 Training

5

	Day 1	Day 2	Day 3
Time
8:00-9:15	Overview of PBIS and Tier 1	Teaching Expectations		Stakeholder Involvement;� PD Planning
9:15-10:30	Teaming and Data	Feedback and Acknowledgement Systems		Team Work Time with Support
10:30-10:45	Break	Break		Break
10:45-12:00	Establishing Behavioral Expectations	Responding to Problem Behaviors		Fidelity and Action Planning

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Overview of PBIS

Purpose:

Understand the rationales and foundational concepts of multi-tiered behavior supports; Prepare for team training

You should be able to:

Understand the format and process of team training modules
Define PBIS
Understand Data, Systems, Practices as an MTSS framework
Understand how you will measure current fidelity of your behavior supports
Define Discipline through an educational frame
Begin Action Planning for Implementation

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PBIS

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Tier 1 PBIS New Team Training�Instructions as you get organized…

For each team: �

All: See where the PPTs and Resources are located
Note-taker: Make ONE version of the PBIS Tier 1 Workbook (click), and then share that with the rest of the team so you are all editing the same document.
Few: Assign a team member or two to create a full staff overview presentation for your PBIS plan:

Download the template to get started
Download each PPT module as they are presented to copy over key slides
Make your own PPTs as you go

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Go Here!

1. See Overview PPT

www.midwestpbis.org/materials/tier-i-team-training

2. See Workbook

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Create your own PBIS presentation as we go!

Assign a team member to gather the slides from each of the modules you want to use in your PPT presentation on PBIS to your staff.
Include the data from your school
Include implementation components developed by the team (teaching matrix, plan for acknowledgements, T-chart, etc.)

Overview: Virtual Tier I Team Training

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Download the template to get started

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Small Group Breakout Rooms�*Trainer update before training

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Room	School/Org	Room	School/Org
1		14
2		15
3		16
4		17
5		18
6		19
7		20
8		21
9		22
10		23
11		24
12		25
13		26

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Does your team have a vision that compels new ways of thinking and acting?

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If you could create the school of your dreams, what would it look like and sound like with a positive, proactive, and instructional approach to discipline?

Breakout Time Assignments:

Identify note-taker, facilitator (coach), and time-keeper for your team. (add their names to the first page of workbook)
Ensure your team’s Tier 1 Workbook is set up, and shared for editing with all members.
As a team, brainstorm what you would see, hear, and achieve in the school of your dreams (Overview Activity 4).
How does the team’s ideas align with the School Improvement Plan, Mission Statements, and school-wide expectations?

Workbook: Overview Activity 4

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Completing the TFI/Action Plan in your workbook

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Action Plan Here!

Record your TFI Scores Here (when prompted)

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Tiered Fidelity Inventory (TFI) Measures of Tier 1

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Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

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PBIS Tier 1 To-Do list:

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Establish Tier 1 Team Membership List (names, roles, backups) (1.1)
Complete Working Smarter Matrix and action plan (1.1)
Establish team meeting norms and standing agenda format (1.2)
Develop a community-wide vision. Establish buy-in for an educational approach to discipline.
Identify the 3-5 School-wide expectations (1.3)
Develop the school-wide teaching matrix (1.3)
Develop lesson plans and schedule to teach the expectations (1.4)
Develop teaching system to embed re-teaching of expectations in academic instruction (1.4)
Develop T-Chart for problem behaviors (1.5)
Establish continuum of response strategies for problem behaviors (1.5)
Implement a discipline flow-chart for preventing and responding to behavior (1.5)

Align the discipline referral form to your systems (1.5)
Implement professional development structure to train staff in all components* (1.7)
Implement classroom teaching matrices in all classroom (1.8)
Develop system to give specific praise at 5:1 ratio (1.9)
Seek input of all faculty (1.10) and students/families/community (1.11) on school climate and PBIS systems
Data-System has 1-click creation of core graphed reports (1.12)
Conduct ongoing fidelity checks for all Tier 1 interventions (e.g. classroom practices, feedback system, lesson plans, etc.)
Conduct annual fidelity check for Tier 1 system (1.14)
Produce annual report summarizing progress and next steps (1.15)

See p. 9 of Tier 1 TFI Workbook

Rev 4-20-20

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Completing your action plan in your workbook

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PBIS

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Positive Behavioral Interventions & Supports (PBIS) is…

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Increase Effectiveness and Efficiency
Supports Consistent Adult Behavior
Process for Continuous Improvement
Framework for Aligning Initiatives

Midwest PBIS Network 12-4-19

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

an MTSS data-driven decision making framework for stakeholders to establish the climate and culture, and the multi-tiered social, emotional, behavioral, and mental health (SEB) supports needed for schools and similar organizations to be effective learning environments for all youth and staff.

PBIS

Slide Starter: “To make sure everyone has a core and up-to-date understanding of PBIS, lets review some key concepts…

This is a framework, not a packaged program. You will look at what you already have in place at your school, what works and uses evidence based practices. You will analyze what needs to be put in place to provide behavioral supports for all your students to create an effective learning environment. This creates effective and efficient practices, remembering that the process is continuously improving.

This increases our effectiveness to be preventative and respond early and our efficiency in the ways we use our resources to support the continuum of social and behavioral needs

USDOE, OSEP (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Retrieved May 1, 2015, from http://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

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Shared Characteristics of RTI and PBIS represent the Core Features of MTSS

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Team based leadership and coordination
Evaluation of implementation fidelity
Three-Tiered Continuum of evidence-based practices
Continuous data-based progress monitoring and decision-making
Comprehensive universal screening (for systemic and early access)
On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Specific academic assessments and interventions
Use of published curricula selected by school or district
Use of direct assessment of skills
Periodic assessment through benchmarking periods
Focus on grade-level teaming
Described in IDEA as special education eligibility determination approach

Focus on teaming
Scientifically based �interventions
Instruction as prevention
Tiered continuum of supports with increasing intensity based on need
Regular screening for early intervention
Use of a problem-solving model and data-based decision rules
Emphasis on improving quality of implementation
Embedded into school improvement plan

Specific social behavior assessments and interventions
Use of free materials that are adapted to fit the school’s context
Use of indirect assessment of behavior
Continuous assessment of social behavior with existing data sources
Focus on schoolwide teaming
Described in IDEA as schoolwide prevention and individual intervention approach

Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 2-21-19 Midwest PBIS Network

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Supporting culturally knowledgeable Staff Behavior

team-based leadership and coordination
professional development, coaching, and content expertise

Supporting culturally valid Data-based Decision Making

universal screening
progress monitoring
evaluation of fidelity

Supporting Student Behavior

three-tiered continuum of culturally relevant evidence-based interventions

SYSTEMS

PRACTICES

DATA

OUTCOMES

Supporting culturally equitable Targets including �social/emotional competence & academic achievement

Positive Behavioral Interventions and Supports (PBIS) for Continuous Improvement and Alignment of Initiatives

is a Multi-Tiered System of Supports (MTSS) Framework

Midwest PBIS Network 2/7/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

PBIS is organizes your school to achieve its outcomes through understanding its data, providing a continuum of practices, and supported staff through systems.

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Sources:

1. What is a systems Approach in school-wide PBIS? OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

2. McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of MTSS. (What durable systems can be implemented that will sustain this over the long haul?)

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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Outcomes

Identify measurable targets connected to your organization’s priorities and needs

For example:

Social and Emotional Competence
Academic Achievement
Organizational Climate and Culture
Student College and Career Readiness
Student Community Readiness
Behavior
Mental Wellness
Relationship Building
Building protective factors for students who experienced trauma
etc.

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DATA

Establish comprehensive universal screening measures (entry and exit criteria) for internalizing and externalizing needs
Select which evidence-based practices to install
Team data-based problem solving for decision-making
Continuous data-based progress monitoring of organizational and student outcomes (grades, attendance, referrals, perception, equity, etc.)
Process for layering up supports
Evaluation of implementation fidelity

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

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SYSTEMS

Team-based leadership and coordination (District and School)
District and School Administrator Commitment
Ongoing professional development including coaching and performance feedback
Support for staff in Implementing practices
Communication/input from stakeholders
Documentation and Policies

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

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PRACTICES

Three-tiered continuum of evidence-based practices and lessons to support community members��
Interventions to match level of need
Practices implemented with fidelity
Practices result in improved outcomes

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Tier 1 Prevention for all community members in all settings

Tier 2 Group-based Prevention for at-risk behaviors

Tier 3 Individualized Prevention for high need behaviors

~ 80% Responding

~ 15%

~ 5%

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Research on PBIS

Improved Student Outcomes

academic achievement

(Angus & Nelson, 2021; Horner et al., 2009; Lassen et al., 2006; �Nelson et al., 2002)

prosocial behavior

(Metzler et al., 2001; Nelson et al., 2002)

attendance

(Flannery et al., 2020*; Freeman et al., 2015*)

emotional regulation

(Bradshaw, Waasdorp, & Leaf, 2012)

reduced bullying behaviors

(Ross & Horner, 2009; Waasdorp, Bradshaw, & Leaf, 2012)

decreased rates of drug/�alcohol use

(Bastable et al., 2015*; Bradshaw et al., 2012)

social & academic outcomes �for SWDs

(Lewis, 2017; Tobin, Horner, Vincent, & Swain-Bradway, 2012)

Reduced Exclusionary Discipline

�office discipline referrals

(Bradshaw, Mitchell, & Leaf, 2010; Bradshaw et al., 2012; Bradshaw et al., 2021*; Elrod et al., 2022*; Flannery et al., 2014*; Freeman et al., 2015*; Horner et al., 2005; Horner et al., 2009; Metzler et al., 2001; Nelson et al., 2002; Solomon et al., 2012)

suspensions

(Bradshaw, Mitchell, & Leaf, 2010*; Freeman et al., 2015; *Gage et al., 2018; Gage et al., 2019; Nelson, 1996; Nelson et al., 2002; Solomon et al., 2012)

restraint and seclusion

(Reynolds et al., 2016; Simonsen, Britton, & Young, 2010)

racial inequities

(Fox et al., 2021; Gion et al., 2022; McIntosh et al., 2018; McIntosh et al., 2021a; McIntosh et al., 2021b; Muldrew & Miller, 2021; Payno-Simmons, 2021; Swain-Bradway et al., 2019)

Improved Teacher Outcomes

�teacher efficacy & well-being

(Kelm & McIntosh, 2012; Ross & Horner, 2006; Ross, Romer, & Horner, 2012)

teacher-student relationships

(Condliffe et al., 2022)

student engagement & instructional time

(Algozzine & Algozzine, 2007; Condliffe et al., 2022; Flannery et al., 2020*)

school culture & organizational health

(Bradshaw et al., 2008; Bradshaw et al., 2009; McIntosh et al., 2021; �Meng et al., 2016)

climate & safety

(Elrod et al., 2022*; Horner et al., 2009; McIntosh et al., 2021)

Updated 9-30-22a

When Implementing Positive Behavioral Interventions and Supports (PBIS) with Fidelity

The PBIS framework is supported by research spanning decades (Center on PBIS, 2020)¹. Study after study confirms the positive impact on improving student and school outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (2020)² and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (2010)³ each lay out some of the research and provide additional resources to explore the topic further.

PBIS

The PBIS framework is supported by research spanning decades (Center on PBIS, 2020)¹. Study after study confirms the positive impact these systems and practices have on improving student outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (2020)² and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (2010)³ each lay out some of the research and provide additional resources to explore the topic further.

1 - Center on PBIS (2020). References for the Evidence Base of PBIS. Eugene, OR: University of Oregon. Retrieved from https://www.pbis.org/resource/references-for-the-evidence-base-of-pbis

2 - Horner, Sugai, & Lewis (2020). Is School-wide Positive Behavior Support an Evidence-based Practice? Eugene, OR: University of Oregon. Retrieved from: https://www.pbis.org/resource/is-school-wide-positive-behavior-support-an-evidence-based-practice

3 - Horner, Sugai, & Anderson (2010). Examining the Evidence Base for School-Wide Positive Behavior Support. Eugene, OR: University of Oregon. Retrieved from: https://www.pbis.org/resource/examining-the-evidence-base-for-school-wide-positive-behavior-support

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Three-tiered Continuum of �Evidence-based Practices

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Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

Students
Staff
Families
Community

Midwest PBIS Network 7-25-19

Adapted from: USDOE OSEP PBIS TA Center

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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A Framework for Aligning Your Practices/Initiatives

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Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

Bullying Prevention

Social Emotional Learning

Restorative Practices

Academic Curricula

Wraparound

Social and Academic �Instructional Groups

Check-in Check-out

Relationship Building

Second Step

Trauma Informed

Community Involvement �in the School

FBA/BIPs

Behavior Lesson Plans

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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Leveraging Resources of Our �USDOE National TA Center on PBIS

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https://www.pbis.org/publications/all-publications

PBIS

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A “Shift” in our Thinking

How will we

“Rethink” Discipline?

PBIS

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Traditional View of Discipline - Punishment

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Modified from Colvin, G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Intervention In Schools, 28, 143-150

Punishment focuses on what not to do, does not teach desired behaviors, can damage relationships, impede learning, and lead to students dropping out of school. Some educators feel that these punitive and exclusionary policies are fine and served them well to eliminate the irritating and unnecessary intrusions into their teaching agendas. Many believe that students know the right way to behave, that their behavior is a performance deficit and that they have the skills but are merely choosing defiance or subordination. They therefore assume that punishment will bring a halt to the problem behavior and the student will behave appropriately. Use is further supported because of the relief from the immediate effects offered by the short-term solution of removing the problem.

Unfortunately, such a punitive view of discipline results in approaches that have questionable, if not harmful effects (Skiba & Peterson, 1999).

In reality, punishments satisfy the punisher, but have little lasting effect on the punished (Losen, 2011). Most sadly, these exclusionary approaches are in direct conflict with school missions to help all students achieve their fullest potential. Our punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional, and behavioral needs from the one environment that may allow them to learn the value of an education and the vital skills, behaviors, and attitudes necessary to function successfully, not only in school, but in the community and later on the job?

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According to the dictionary, discipline refers to prevention and remediation, “training to act in accordance with rules;” and “instruction and exercise designed to train proper conduct or action;” “training that is expected to produce a specified character pattern of behavior;” and “controlled behavior resulting from such training.”

Discipline is Teaching

As we seek to ensure inclusive learning environments, our attitudes regarding discipline must change, Is discipline concerned with punishing misconduct or with preventing it?�

Discipline is the slow, ongoing, sometimes time-consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behavior for school success and they have a limited repertoire of behaviors and do not know how to behave responsibly in the school setting. Blaming the child and responding by “getting tough” will not alter this skill deficit; teaching will.

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This work is not about changing kids.�

This work is about changing the environment to make it more likely that kids will succeed (both academically and socially/emotionally).

INVERVENTIONS = changes in staff procedures & practices

We change STUDENT behavior by�changing ADULT behavior

Rethinking Discipline Behavior Change… �as an instructional process

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Consistency Matters

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Common

Vision/Expectations

Common

Language

Common

Practices

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

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Impact of Trauma on the �Developing Brain

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Cognition

Social/ Emotional

Regulation

Survival

Cognition

Social/ Emotional

Regulation

Survival

Typical Development

Adverse Experiences

Adapted from Holt & Jordan, Ohio Dept. of Education

PBIS

The upper part of the brain is the prefrontal cortex. It regulates judgment, decision making, moral reasoning, planning, impulse control, cause & effect thinking, comprehension skills, information processing, self awareness and self esteem, delay of gratification, and many other functions that involve rational thinking.

The mid-brain is deals with key functions of emotions and memory.

The lower part of the brain mobilizes the body for action (i.e., fight or flight response) when danger is perceived and overrides the upper part of the brain.

When a child perceives or is on watch for danger persistently (i.e., constant state of “yellow alert”), this causes higher and prolonged levels of cortisol to be present in the bloodstream, resulting in toxic stress, and the prefrontal cortex may be underdeveloped. The result doesn’t just change brain functioning; it can actually change the brain structurally.

The typical child spends little time focused on survival and can devote most of her/his waking time to cognition and social-emotional functioning. For a child who has experienced developmental trauma, the triangle can become inverted with the majority of the brain’s attention focused on survival, leaving little left for cognition.

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Impact of Trauma in Our Schools

Children ages 3 to 5 who have had 2 or more ACEs are over 4 times more likely to

have trouble calming themselves down
be easily distracted
have a hard time making and keeping friends.�

Students with 3 or more ACEs are �2.5 times more likely to fail a grade.�
Students with 3 or more ACEs are significantly more likely to be unable to perform at grade level, receive special education services, be suspended, be expelled, or �drop out of school.

The Illinois ACEs Response Collaborative

PBIS

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Flight	Fight	Freeze
Withdrawing	Acting out	Exhibiting numbness
Fleeing the classroom	Behaving aggressively	Refusing to answer
Skipping class	Acting silly	Refusing to get needs met
Daydreaming	Exhibiting defiance	Giving a blank look
Seeming to sleep	Being hyperactive	Feeling unable to move/act
Avoiding others	Arguing
Hiding or wandering	Screaming/yelling
Becoming disengaged

What Flight, Fight, or Freeze Looks Like

Fostering Resilient Learners

Strategies for Creating a Trauma-Sensitive Classroom

Kristin Souers with Pete Hall

PBIS

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What to Expect In Our Classrooms

13 of every 30 students in a classroom experience toxic stress from 3 or more Adverse Childhood Experiences (ACEs)

Source: Washington State Family Policy Council

PBIS

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“Caring relationships and safe and supportive environments help prevent and mitigate the consequences of ACEs.”�The Illinois ACEs Response Collaborative

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“The best way to meet the needs of students with ACEs is through relationships and community.”

- Dr. Pedro Noguera

PBIS

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Relationship = Key to Success

One stable and committed adult relationship

National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience. Harvard University.

Overview: Virtual Tier I Team Training

36

Teacher-Student Relationship has a .72 effect size on student learning’
Average effect size of all interventions studied was .40

Hattie. J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

PBIS

Interpreting Effect Size:

Effect size of 0.72 means that the score of the average person in the experimental group is 0.72 standard deviations above the average person in the control group, and hence exceeds the scores of 71% of the control group.

National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience. Harvard University. Retrieved from: https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/

John Hattie’s Visible Learning research is based on a meta-analysis of 800 studies where he ranked138 influences on student learning. The average effect size of all influences studied was .40, which is the ‘hinge point’ in graphic above. Teacher-Student relationship had an effect size of .72, which is in the high zone of desired effects. When teachers, parents, principals and teachers were asked about what influences student achievement, all but the teachers emphasized the importance of teacher-student relationships. Teachers focused more on the child’s attitude and disposition. Developing relationships requires skills such as listening, empathy, caring and positive regard for others. Good news is these are things the teacher has control over.

More on Visible Learning: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

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Student Profile

Overview: Virtual Tier I Team Training

37

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

English

PE

Band

Attend.

Ask assist.

Tier 1 Workbook Overview

Activity 2, p. 8

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

IN CHAT: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like?

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Start with the Team and Data!

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

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TFI 1.1, 1.2, 1.12, 1.13 Purpose & Outcomes

TFI 1.1 Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.

TFI 1.2 Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan

1.12 Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.�

1.13 Data-based Decision Making: Tier I team reviews and uses discipline data and academic outcome data (e.g., Curriculum-Based Measures, state tests) at least monthly for decision-making.

Purpose: Develop an effective and efficient leadership team representative of your stakeholders; Organize data for accurate and efficient data-based decision-making

Outcomes and Fidelity:

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WHO’S ON THE TEAM?

PBIS

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Guiding Questions for Tier 1 Team Formation

Do you need a new team?
Do you have an existing team that is working towards improving

School climate
Discipline or student behavior

Could you integrate this work within an existing team?

Reflect and talk about the plan/structure for school teams.

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Rationale

Maintaining a representative PBIS team allows the school to:

Align PBIS goals, school mission, and vision

Establish multi-year action plans

Capture voice and choice from the school community

Develop communication and dissemination plans

Ensure that student social behavior is a priority

Develop coaching supports

Facilitate data-based decision-making

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Who should be on the team?

Team members:

Administrator(s)
Broad representation from

ALL grade levels/Departments
Special education
Paraprofessionals
Art, music, P.E.
Students
Family and Student representation
Larger schools may require larger teams/subcommittees.�
Other Suggestions?

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Define Roles for Effective Meetings

Core roles

Coach/Facilitator
Minute taker
Data analyst
Active team member
Administrator

Others roles?
Assign backup for each role
Can one person serve multiple roles?

Typically NOT the administrator

TIPS II Training Manual (2013) www.uoecs.org

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Before the Meeting…
Facilitator	Provides agenda items to Minute Taker
Minute taker/Recorder	Collects agenda items from Facilitator Prepares TIPS Meeting Minutes agenda form, including content fro Data Analyst’s report, as appropriate Prints copies of the Meeting Minutes form for each team member, or is prepared to project agenda
Data Analyst	Describes potential new problems with precision (What, Who, Where, When, Why) Provides data (e.g., SWIS Big 5, Custom Reports) concerning the frequency/rate of precisely-defined new problems Provides update on previously-defined problems (i.e., precise problem statement, goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship to change goal) Distributes Data Analyst’s Report to team members Asks Facilitator to add potential new problems to agenda for meeting

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During the Meeting…
Facilitator	Starts meeting on time Determines date, time, and location of next meeting Manages the “flow” of meeting by adhering to the agenda Prompts team members Is active participant in meeting Ask questions (75% of what a facilitator says should be in question form) Implement group norms/agreements Keep people on track (back on track)
Minute taker/Recorder	Asks for clarification of tasks/decisions to be recorded on Meeting Minutes from, as necessary Is active participant in meeting
Data Analyst	Leads discussion of potential new problems Responds to team members’ questions concerning content of the Data Analyst’s Report; produces additional data on request (e.g., additional Custom Reports) Is active participant in meeting

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After the Meeting…
Facilitator
Minute taker/Recorder	Disseminates copy of completed Meeting Minutes form to all team members within 24 hours
Data Analyst

PBIS

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What does Principal “support” look like?

What does it mean to support?

Allocate Resources (teacher training and support, funding)
Highlight Priority to staff( time at staff meeting, presentations to family, community, board, website, back to school letter)
Evident in hiring practices

Absence of Principal Support

low conceptual understanding of PBIS across staff
shortage of planning time
difficulty balancing competing initiatives
greater dependence on TA

5 Factors that increase likelihood of principal support

Innovation must be perceived to solve the problem
Compatible with one's beliefs, values, prior experience and needs
Key opinion leaders must support the innovation
Initially implemented small scale before scaling up across grade levels
Outcomes of the innovation are visible

McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (in press, accepted 7-20-2015). In search of how principals change: Events that help and hinder administrator support for school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions.

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The Role of the �Principal/Administrator is Crucial to PBIS

Maintain standards
Make public statements of support
Establish a representative team
Support team members
Guide rather than dictate
Take a leadership role in problem solving
Regularly attend & participate in team meetings (>90%)

Provide recognition to team & faculty
Serve as a spokesperson to community
Monitor & provide feedback to all staff

Colvin, G. (2007). 7 Steps for developing a proactive schoolwide discipline plan, 17

Activity:

What other leadership functions are missing from this list?
How do you anticipate this list differing from the role of Building-based PBIS Coach?

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Engage with school, family, and community to implement the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

Commitment to positive school climate
SEB Curriculum development and alignment
Professional Dev and Coaching
Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2 Systems

Tier 1

CICO

Continuum of SEB Groups / Complex SEB Groups

Modified CICO

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Instruction of skills, norms, and routines that model the SEB Expectations

Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 1/5/23 MWPBIS

FBA-BIP

Person Centered Planning

SEB Skills Groups

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Students’ Individual Support Teams

Individualized SEB Intervention

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

PBIS

Language from Confidentiality Brief:

SEB Support Teams. SEB support teams (also known as problem-solving teams) comprised of selected members of the systems planning teams (e.g. school psychologists, behavior specialists, school and/or community social workers, teachers, coaches), design simple interventions for students who may not be making progress from small group interventions that have been implemented with fidelity for a pre-determined amount of time. Typically, these teams focus on one student at a time (20-30 minutes per student) as a simple individualized support plan is designed. That student’s teacher(s) and parent or caregiver, and community partners who are currently supporting the student would actively participate in the meeting, as well as the student when appropriate. For example, a student who has been part of a coping skills group for eight weeks where emotional regulation strategies are being taught is still visiting the nurse’s office frequently to escape instruction. The SEB support team would meet with the student’s teachers, family members, and other partners to review data, discuss the function of the behavior, and create an intervention plan to provide an additional layer of support for the student. It is likely that parental consent or consent of a student over the age of 18 will be needed as identified information is often shared.

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School Team Development�(Large School Example)

TIER1�CORE TEAM

Aggregates and shares data with school, family, community, etc. regularly

Data

Communication

Acknowledgement

Teaching

Creates, distributes, and schedules behavioral lesson plans to staff and students

Facilitates communication between staff, students, parents, community members, district administration, board of education, etc. Informs stakeholders of important data, PBIS activities, celebrations, etc.

Creates and teaches use of high frequency, intermittent, and long term acknowledgments for students and staff

PBIS

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PBIS – Tier 1 Team

Name	Stakeholder Group (e.g. 6th grade, families, Specials, etc.)	Role on Tier 1 Team (e.g. Leader, Note Taker, Data-Analyst, Administrator, Active Team Member)	Back-Up Role	Email	Phone #
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
Day to meet:				Time:
Location:
Dates to present to faculty:

�

Workbook TFI 1.1/1.2 Activity 3 –

Effective Meetings: Team Composition

Discuss in �Breakout:

PBIS

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ALL ABOUT THAT DATA

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Why Use Data For Decision Making?

Data helps us ask the right questions…it does not provide the answers.

Use data to:

Identify problems
Refine problems
Define the questions that lead to solutions

Data helps place the “problem” in the context rather than in the students.

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Example of Discipline Referral Data: Core SWIS Reports

Avg Referrals/Day/Month

Referrals by Prob Behavior

Referrals by Location

Referrals by Time

Referrals by Student

Referrals by Day of Week

Referrals by Grade

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Additional SWIS Reports

Avg Referrals/Day/Month – Multi-Year

Referrals by Location – Multi-Year

Referrals by Prob Behavior – Multi-Year

Referrals by Staff: Confidential

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Additional SWIS Reports (cont.)

Referrals by Ethnicity (three graphs)

By Students with IEPs

Triangle Data Report

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Additional SWIS Reports (cont.)

Year-End Report

Referrals/100 Students/Year

% Total Referrals by Problem Behavior

IEP Summary

Annual Triangle Data Report

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Data Entry

Consistent

Every 24-48 hours
Same people entering those data

Train at least 3 people

“Real time”

Real time entry allows for real time look at those data
Accountability
Decision-making

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Data Sharing with Staff, Students, Community

SHARE monthly

How are we progressing toward our goal?
What are the results of our fidelity checks for our interventions?
Are these data accurate?
Are we over writing ODRs, under writing ODRs?
Are we being consistent in writing and definitions of behavior?

Get feedback

Communication is two way

Stress to staff the importance of accurate and consistent input

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Planning for Data and Data Systems

What data source informs the following?

Academic Outcomes and Progress Monitoring

Externalizing Behavior

Internalizing Behavior

School Climate

Student Perception

Staff Perception

Family/Community Perception

Fidelity of PBIS

Fidelity of Individual Practices at all Tiers�

What action steps are needed?

How/When do we share our analysis of this data with stakeholders?

Is our Data System for each source effective and efficient?

Are we collecting the right information? What, where, when, who, why�

Is data collection efficient?

Less than 60 sec to fill out, less than 30 sec to enter�

Do we get data in the right format?

Graphic format�

Do we get the data at the right time?

Before and during meetings
Data no more than 24 hours old�

Does our Data-Analyst prepare in advance, and bring a draft Precision Problem Statement to our team meetings? �

Are data used for decision-making by all?

Data presented to all faculty at least monthly
Data available for whole school, small group and individual student evaluation

Workbook: TFI 1.12. 1.13 Activities 1 & 2

Discuss in �Breakout:

PBIS

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SOLVING PROBLEMS

Data-Based Decision-Making

PBIS

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Data-based Decision Making

Decisions are more likely to be effective and efficient when they are based on data.

The quality of decision making depends most on the first step—defining the problem to be solved.�

Big Ideas:

Define problems with precision and clarity.
Data help place the “problem” in the context rather than on the students.

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Title:

Data Analyst

Qualifications:

Is Pleasant
Good with numbers and spreadsheets
Will analyze data prior to meetings
Loved playing the board game CLUE as a kid

PBIS

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Old vs New Decision Making

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Problem

Solution

1

2

3

4

5

https://www.pbis.org/training/tips

PBIS

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Primary vs. Precision Statements

Primary Statements	Precision Statement
Too many referrals	There are 25% more ODRs for aggression at the rec center this month than last year. These are most likely to occur during first two hours after school, with a large number of students, and the aggression is related to getting access to the new equipment.
September has more suspensions than last year
Gang behavior is increasing
The cafeteria is out of control
Student disrespect is out of control

How do we go from here to here?

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Ask the Right Questions

What are the data we need for a decision?

Precise problem statements include information about the following:

What is the problem behavior?
How often is the problem happening?
Where is the problem happening?
Who is engaged in the behavior?
When is the problem most likely to occur?
Why is the problem sustaining?

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Example Precision Statements

There are 25% more ODRs for aggression �at the rec center this month than last year. These are most likely to occur during first two hours after school, with a large number of students, and the aggression is related to getting access to the new equipment.

Who?

What?

When?

Where?

Why?

25% More ODRs for aggression

Rec Center

A large number of students

First two hours after school

Getting access to new equipment

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1. Write a Precision Problem Statement

The Data

What is the problem behavior? Physical altercations.
How often is the problem happening? Every day. 24 referrals in the last month in this location.
Where is the problem happening? In the hallway outside the cafeteria
Who is engaged in the behavior? Many students (about 40%)
When is the problem most likely to occur? During lunch, while entering and exiting
Why is the problem sustaining? Students want to access the lunch line first, especially on chicken nugget day!
Data also showed that students were getting sent out of class and placed in an alternative setting right outside the cafeteria. They were the first ones to be dismissed for lunch.

Write an example precision problem statement for hallway behavior in the entrance to the cafeteria entrance

Workbook: R-TFI 1.12., 1.13 Activity 4 (Step 1)

Share yours

in CHAT

PBIS

What is the problem behavior? Physical altercations.

How often is the problem happening? Every day. 24 referrals in the last month in this location.

Where is the problem happening? In the hallway outside the cafeteria

Who is engaged in the behavior? Many students (about 40%)

When is the problem most likely to occur? During lunch, while entering and exiting

Why is the problem sustaining? Students want to access the lunch line first (especially on chicken nugget day!)

Data also showed that students were getting sent out of class and placed in an alternative setting right outside the cafeteria. They were the first ones to be dismissed for lunch.

Solution:

Prevention: The principal put 2 lines down the middle of the hall (no one was allowed in the middle of the 2 lines). Students were taught to stay to the right of the stripes and keep moving. Also, the swinging doors at the cafeteria that were taken out to increase traffic flow in and out of the cafeteria and the lights were lowered.

Recognition: students were recognized as they entered the cafeteria peacefully and safely

Extinction: Students from the “Time Out” room were dismissed last.

Corrective Consequence: Administrators and teachers patrolled the area Data Collection: Referrals were collected and analyzed. Referrals to Time Out decreased.

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2. Write Example for a Measurable Goal

What measurable outcome do you want to achieve from your Precision Problem Statement on hallway behavior outside the cafeteria?

Workbook: R-TFI 1.12., 1.13 Activity 4 (Step 2)

Goals allow you to analyze, monitor, and adjust professional practice.

Is it:

Specific?
Measurable?
Achievable?
Relevant?
Timely?

Share yours

in CHAT

PBIS

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3. Write a Solution and Action Plan

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Workbook: R-TFI 1.12., 1.13 Activities 4 (Step 3)

Share yours

in CHAT

PBIS

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4. Write a Fidelity Measure for your Plan

How will you ensure the plan is being implemented as designed? Are you doing what you say you will do?

9^th grade teachers rate implementation fidelity on scale of 1-5 (low to high), on the fidelity check board, at the end of each month.

1x per week, Social worker will randomly select two students in each class and interview if they used Stop, Walk, Talk. Will track on phone using Google Survey

Team members will each take one passing period a day, and count the number of staff standing in doors to monitor hallways.

All staff surveyed at weekly staff meeting:

Did you acknowledge 5 students, not in your home/classroom, daily?

1 - No 2 - Somewhat 3 - Yes

Share yours

in CHAT

PBIS

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5. At your next meeting: review fidelity and outcome data to see if you were successful.

Based on data, do you need to change the precision problem statement, goal, action plan, or fidelity �measure?

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

What was the real story behind this cafeteria picture?

PBIS

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TIPS Table Tents/Posters for your SVSS Meeting Room

Link to Download Printable Versions: https://drive.google.com/open?id=1XqVZLgeCS3gq8L8hhHXrEwOoaeWJrNKt

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Assess Team Meeting Effectiveness with the TIPS Core Problem-Solving Items: (items 10-18)

https://drive.google.com/open?id=1RtGMEvtGEYAAXLea8NrMsmdh5R0YxOw_

PBIS

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WORKING TOGETHER

Team Operating Procedures

PBIS

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Effective Team Meetings

Honor working agreements
Roles and responsibilities are:

defined
assigned
backup personnel are in place

Participants have authority to implement solutions
Team members present and on time
Agenda/Minutes are reviewed, visible during meeting (projector/computer), and distributed afterward

Status of previous solutions is reviewed
Data is available and reviewed
Problems are defined with precision
Solutions are documented, and include

goal defined, including a student outcome measure
action plan
Fidelity measure for the solution
Schedule to gather fidelity and outcome data

Team-Initiated Problem-Solving (TIPS) Foundations

(Rob Horner, Steve Newton, & Anne Todd: University of Oregon; Bob Algozzine & Kate Algozzine: University of North Carolina at Charlotte)

PBIS

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Using “TIPS” Team Mtg Agenda Format �for data-based decision-making

https://drive.google.com/open?id=1N87C7-Zq1hjafZmn5-QojbyaAtwnDTHG

Workbook: TFI 1.1/1.2 Activity 4

PBIS

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Tier 1 Team Meeting Demonstration (10 min)

https://www.youtube.com/watch?v=5CH5Ca5hDmc

Version: Dec 2016

Optional Video

(This video is included in Tier 1 Leadership Training)

Consider having teams watch together to see an example of TIPS Meeting Process in action…

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Creating Agreements/Norms for Team Meetings

Sample Agreements/Norms:

Start on time, end on time

Listen to understand, not reply

Use the team meeting process

Actively participate

Assume best intentions

Workbook: TFI 1.1/1.2 Activity 5

Reflect on the professional behaviors that characterize efficient and effective meetings you have attended.

What working agreements will support your team’s work and heighten your productivity?

Discuss in

breakout

PBIS

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 1 Items…

TFI 1.1: Team Composition

TFI 1.2: Team Operating Procedures

TFI 1.12: Discipline Data

TFI 1.13: Data-based Decision Making

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?:

4. When we come back together tomorrow, be ready to share one documented action item in Chat�

Discuss in

breakout

PBIS

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Components of Tier 1 Implementation

Virtual Tier 1 Training TFI 1.3 and 1.4

82

Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

Encourages desired behavior, supports staff in developing relationships; creating a nurturing environment; helps build self-esteem

Ensure fidelity; Efficient and effective processes for making decisions with data

Supports a safe environment; creates predictability; growth mindset and restorative strengthens relationships and community

Formalizing the desired culture for your organization

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

PBIS

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Virtual Tier 1 Training TFI 1.3 and 1.4

83

This work is not about changing kids.�

This work is about changing the environment to make it more likely that kids will succeed (both academically and socially/emotionally).

INVERVENTIONS = changes in staff procedures & practices

We change STUDENT behavior by�changing ADULT behavior

Rethinking Discipline Behavior Change… �as an instructional process

PBIS

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Consistency Matters

Virtual Tier 1 Training TFI 1.3 and 1.4

84

Common

Vision/Expectations

Common

Language

Common

Practices

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

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Eating Contest Formal Dinner

Behavior is Contextual

We behave differently in various settings

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Consistency with our language

Virtual Tier 1 Training TFI 1.3 and 1.4

86

Expectations	3-5 overarching school-wide expectations
Behaviors/ Rules	specific tasks students are to do to achieve the school-wide expectations
Routines/ Procedures	Procedures are methods for accomplishing tasks in the classroom Procedures form routines that help students meet classroom expectations and rules/behaviors

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Virtual Tier 1 Training TFI 1.3 and 1.4

87

(Another Non-Example)

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Virtual Tier 1 Training TFI 1.3 and 1.4

88

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Redesign the Learning Environment

Virtual Tier 1 Training TFI 1.3 and 1.4

89

School Expectations

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

PBIS

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Virtual Tier 1 Training TFI 1.3 and 1.4

90

Common Language: Expectations
Broadly stated and easy to remember
3-5 positively stated behaviors
Consistent with school’s mission statement
Expected of all staff/students

PBIS

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Build Your 3-5 School-wide Expectations

Think school vision statement
Think School Improvement Plan
Think data: what is showing up in your school?
Think about what you already have in your school
Get input from stakeholders
What words describe the culture you want in your school?

Can you also come up with a name for your school-wide expectations?

The Wilson Way
Tiger ROAR
SOAR Expectations
Panther Pride
Bradley B’s

Virtual Tier 1 Training TFI 1.3 and 1.4

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Workbook: TFI 1.3

Activity 1

PBIS

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92

School-wide ROAR Expectations	Rules (examples) rev 11-4-19
School-wide ROAR Expectations	All Settings	Hallways	Lunch	Bus	Online	Classrooms
Respectful	Be on time Assume positive intent	Walk to the right Use level 2 volume	Invite those sitting alone to join	Stay in my seat Use level 1 volume	Consider feelings of others before I post Be an upstander – speak up when I see unsafe behavior	See classroom specific matrices for classroom rules and routines
Organized and Achieving	Hands and feet to self Help/share with others	Walk directly to my designated area	Have a lunch plan Choose quiet or social area	Have a plan Use headphones to listen to music	Check my feelings before I post Re-read messages before I post.
Responsible	Recycle Be prepared	Pick up litter	Use my breathing technique Listen to my signals	Watch for my stop	Double check sources before I post Think before I forward
Teacher’s Role (Conditions for Learning)	Use specific praise to reinforce behavior	Stand in hall during passing periods	Use active supervision (move, scan, interact)	Ensure students enter bus calmly	Teach and practice routine monthly	Develop classroom matrix Post; teach; reinforce

Midwest PBIS Network, 11/4/2019. Adapted from: Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

1. 3-5 School-Wide Expectations

3. Behavior Examples (Rules)

2. Natural Context

4. Add Teacher role to Increase the conditions for learning

5. Build out Classrooms Rules and Routines (see classroom matrix)

PBIS

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School-wide ROAR Expectations	Rules (examples) rev 11-4-19
School-wide ROAR Expectations	All Settings	Hallways	Lunch	Bus	Online	Classrooms
Respectful	Be on time Assume positive intent	Walk to the right Use level 2 volume	Invite those sitting alone to join	Stay in my seat Use level 1 volume	Consider feelings of others before I post Be an upstander – speak up when I see unsafe behavior	See classroom specific matrices for classroom rules and routines
Organized and Achieving	Hands and feet to self Help/share with others	Walk directly to my designated area	Have a lunch plan Choose quiet or social area	Have a plan Use headphones to listen to music	Check my feelings before I post Re-read messages before I post.
Responsible	Recycle Be prepared	Pick up litter	Use my breathing technique Listen to my signals	Watch for my stop	Double check sources before I post Think before I forward
Teacher’s Role (Conditions for Learning)	Use specific praise to reinforce behavior	Stand in hall during passing periods	Use active supervision (move, scan, interact)	Ensure students enter bus calmly	Teach and practice routine monthly	Develop classroom matrix Post; teach; reinforce

Midwest PBIS Network, 11/4/2019. Adapted from: Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

PBIS

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Including Pro-social, emotional, mental health skills on your matrix

How will your teaching matrix increase the effectiveness of school-wide PBIS supports for students in your building who exhibit internalizing behaviors?

Not talking with other children
Being shy
Timid and/or unassertive
Avoiding or withdrawing from social situations
Not standing up for one’s self

Sources:

Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

Virtual Tier 1 Training TFI 1.3 and 1.4

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PBIS

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Components of Tier 1 Implementation

Virtual Tier 1 Training TFI 1.3 and 1.4

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Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

Encourages desired behavior, supports staff in developing relationships; creating a nurturing environment; helps build self-esteem

Ensure fidelity; Efficient and effective processes for making decisions with data

Supports a safe environment; creates predictability; growth mindset and restorative strengthens relationships and community

Formalizing the desired culture for your organization

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

PBIS

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Continuing to Seek Feedback

Virtual Tier 1 Training TFI 1.3 and 1.4

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PBIS

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Virtual Tier 1 Training TFI 1.3 and 1.4

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The Williams HS Way	Classroom 214 Rules �(Examples)	Classroom 214 Routines rev 11-4-19
The Williams HS Way	Classroom 214 Rules �(Examples)	Welcome	Group Work	Online	When you feel upset…	How to Transition
Respectful	Raise hand Track the speaker Follow directions	Say “good morning” to teacher and classmates Talk in soft voices	Listen to your peers Take turns speaking Say “I like that idea, AND…”	Consider feelings of others before I post Upstanders speak for others	Ask for a break if you need a moment Express your feelings appropriately	Clean up your area
Organized and Achieving	Walk quietly Keep hands and feet to self	Put personal belongings in designated areas Take your seat	Clean up area when time is up	Turn on privacy controls	Talk to someone if you need help Talk to someone if it will make you feel better	Stand, Push in your Chair Or, listen for direction to next activity
Responsible	Stay on task Offer to help Apologize for mistakes	Turn in homework Put materials in desk Begin work	Do your fair share Manage time carefully	Double check sources before I post Think before I forward	Stop and take a few deep breaths Recognize what you’re feeling “I feel…”	Eyes on me Wait to be called
Teacher’s Role (Conditions for Learning)	Supervise all areas of classroom	Greet Students warmly Bell to bell activity posted	Actively supervise small group activities	Teach & practice routine monthly	Use Active Supervision to predict triggers	Teach, practice, reinforce transitions

Midwest PBIS Network. (2019). Tier 1 Team Training: TFI 1.3 PPT [PowerPoint slides]. Retrieved from http://www.midwestpbis.org/materials/tier-i-team-training

Sample Classroom Teaching Matrix

Classroom is also anchored to the SAME

School Wide expectations

PBIS

This is an example of a classroom teaching matric that includes all three components of the expectations, rules and routines. To create a classroom matrix, start with entering the school-wide expectations on the left side and add the areas of your classroom on the top. Classroom must have the same school-wide expectations established for all other areas. You then add your classroom rules, then add the routines that fall under the expectation in the location. It is important to include transitions---when a class is moving from one class to another (for example: Gym, Library, Lunch) staff need to be on time to walk/supervise their class back to the classroom. Each classroom teacher needs to consider their own classroom and individualize the matrix to meet their needs. It also is beneficial to get student input on your classroom teaching matrix.

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Visit our Classroom Practices Page, and see Practice #2 for PD module on creating Classroom Teaching Matrices: http://www.midwestpbis.org/materials/classroom-practices

Virtual Tier 1 Training TFI 1.3 and 1.4

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PBIS

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Team Time

Practice creating a classroom-wide matrix including routines and procedures.

Prepare to share one setting.

Virtual Tier 1 Training TFI 1.3 and 1.4

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Workbook: TFI 1.3 Activity 7 & 8

Discuss in

breakout

PBIS

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Suggested TFI 1.3 and 1.8 Action Items

Virtual Tier 1 Training TFI 1.3 and 1.4

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TFI	Action Item (Not In Place; Partially; Fully In Place ->)	NI	PI	FI
1.3	Staff are involved in development of expectations and rules
1.3	3-5 positively stated school-wide expectations are posted around school
1.3	Teaching matrix is developed to identify rules linked to expectations in various areas in the school
1.3	Rules are posted in specific settings/locations
1.3	Expectations apply to both students and staff
1.8	Classroom rules are defined, aligned to school-wide expectations, and are posted in classrooms.
1.8	Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

PBIS

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In Your Workbook, Assess Your Fidelity and then Action Plan

For Items: �1.3 (Behavioral Expectations) and 1.8 (Classrooms)…

Virtual Tier 1 Training TFI 1.3 and 1.4

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Discuss in

breakout

1. What is your current status? (Score a 0, 1, or 2 in the TFI)

2. What action steps are needed?

PBIS

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Team Time

Continue creating or improving your matrix and plan for engaging school community (staff, students, families)

Prepare to share one location

Virtual Tier 1 Training TFI 1.3 and 1.4

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Workbook: TFI 1.3 Activities 5 & 6

Discuss in

breakout

PBIS

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Community of Practice & Individualized Team Technical Assistance

Guidance and accountability for progress with installation and implementation
Support with problem-solving barriers
Learning and networking with other schools in similar phase as your school
Your voices should lead these meetings

PBIS

As we close today, I want to take a moment to review our capacity building sequence for supporting successful installation and implementation of Tier 1 PBIS:

First, we started with Tier 1 team training
Second, we have our Community of Practice sessions which give us an opportunity to come together regularly to trouble-shoot and network around our Tier 1 work
Third, we’ll be setting-up meetings to provide Individualized Team Technical Assistance

All, three of these mechanisms are meant to support your successful installation and implementation of PBIS Tier 1 at your schools and we’ll have more details on our Community of Practice sessions and Individualized TA throughout our time together tomorrow and Thursday.

Now, our Community of Practice is meant to provide:

Guidance and accountability for progress with installation and implementation
Support with problem-solving barriers
Opportunities for learning and networking with other schools in similar phase as your school

And, your voices should lead the meeting