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VTPBIS Refreshing, Enhancing, & Deepening Universal PBIS

Lauralee Keach, Kym Asam,

Chantelle Albin, Jen McKusick

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All materials can be found here: https://www.pbisvermont.org/training-resources/best-mtss-summer-institute/

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Day 1 Agenda

• Coming together
• Training and materials overview
• PBIS foundations
• Closing

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Coming Together

Please chat at your tables . . .

• Where are you at with Refreshing, Enhancing and Deepening your passion for educating?
• Each team has colored cups and key cards to represent R, E, D.

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Objectives:

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By the end of this training, you will have…

• Identify, examine, and respond to your school’s particular implementation needs;

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Objectives:

• Identify and make a plan to address equity and cultural responsiveness needs;

• Explore ways to support staff around preventing and responding instructionally to concerning behaviors;

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Objectives:

• Refine school-wide systems, practices, and data-based decision-making processes needed for equitable, fidelity-based PBIS implementation and improved student outcomes;

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Objectives:

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• Design a system for training and supporting new and returning staff in implementing PBIS with fidelity;

• Develop a 3-year action plan for implementation growth and professional development.

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Personal Reflection

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Who are you here for?

Community Agreements:

How we will be together

What will make this learning environment equitable and effective for everyone?

Behavioral Agreements

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• Take care of yourself
• Be fully engaged & take risks
• Be mindful of other learners
• Be fully present

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What do I need from the group?

What do others need from me?

Procedural Agreements

• Start & finish on time
• Planning & work time included
• Support available during break-outs
• Exit tickets will help guide next day’s work

What systems do we need in place to help the training be effective?

Tools

• VTPBIS RED Universal Implementation Agenda and Links
• VTPBIS RED Universal Implementation Slides
• VTPBIS RED Universal Implementation Action Plan and Activities
• Universal Staff Handbook

*Click link, “Make a Copy,” name, and share with team

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with team

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PBIS Foundations

PBIS: Positive Behavioral Interventions & Supports

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• Preventive, culturally responsive framework
• Tailored to school’s unique culture
• Integrated continuum
• Evidence-based practices
• Based on principles of ABA
• Improved academic and social/emotional/behavior outcomes

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https://www.pbis.org/pbis/getting-started

https://www.pbis.org/pbis/getting-started

Correcting Misconceptions About PBIS

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• NOT a packaged curriculum
• NOT a scripted intervention
• NOT a manualized strategy
• NOT a reward system

Foundational Elements of Equity in PBIS

1. Collect, use, and report disaggregated discipline data
2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
3. Use engaging instruction to reduce the opportunity (achievement) gap
4. Develop policies with accountability for disciplinary equity
5. Teach strategies for neutralizing implicit bias in discipline decisions

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Educational Equity . . .

exists when educational policies, practices, interactions, and resources are representative of, constructed by, and responsive to all people so that

EACH INDIVIDUAL has access to, meaningfully participates in, AND has positive outcomes from high-quality learning experiences, regardless of individual characteristics and group memberships.

(Fraser, 2008; Great Lakes Equity Center, 2012)

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means that EVERY CHILD receives whatever she/he/they need to develop to her/his/their full academic and social potential and to thrive academically and social-emotionally. Every child, every day. Period.

(Aguilar, 2020)

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(Payno-Simmons, 2021)

PBIS is not fully implemented until it is culturally responsive.

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culturally responsive core components

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10 questions for equity in school discipline

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Label Supports, not Students!

Essential Agreement:

We will consistently correct language to ensure equity and personhood, even if doing so causes some discomfort.

“Targeted Kid/s”

“S/he’s Intensive”

SEL, Trauma-Informed, & Restorative Practices Within the PBIS Framework

• Same end goals in mind
• To build a safe, respectful, and productive learning environment
• To establish a positive school climate where students and adults have strong, positive relationships and students understand what is expected of them as learners at school

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SEL, Trauma-Informed, & Restorative Practices Within the PBIS Framework

• Whole-school
• Positive, strengths-based
• Proactive/prevention-focused
• Contribute to and depend on an equitable learning environment

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Trauma Informed Practices within a PBIS framework

Integrated TFI Companion Guide

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Implementation Science

3-5 years

(this is normal!)

PBIS Research: Highest Level of Evidence

Fidelity of Implementation

• Fidelity = the degree to which an intervention is delivered as intended
• The closer you are to meeting the benchmark for the fidelity measure, the better your odds for improving student outcomes
• Implementation depends on fidelity AND how well you fit the intervention to your context

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Fidelity of Implementation

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Fidelity Assessments ➞ Action Planning

• Tiered Fidelity Inventory (TFI)
• TFI-Cultural Responsiveness Companion (TFI-CR)
• Integrated TFI Companion Guide
• Self-Assessment Survey (SAS)
• School Climate Survey

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Integrated TFI Companion Guide

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Team Time Activity 1

Your

Compelling Why and More

Discuss:

• What are the behavioral needs at our school?
• What does your data show?
• What burning concerns do staff, students, and families have?
• What does the research say?
• What are the consequences of maintaining status quo?

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Tool:

• Define your Compelling Why

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Day 1 Closing

• What is one big takeaway from today: turn and talk to a neighbor
• For Coming Together tomorrow,consider the R, E, D definitions and decide where your team may have had an “aha” moment during team time yesterday.
• Exit Ticket, day 1

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Welcome back!! Coming Together

Please chat at your tables . . .

• Consider the R, E, D definitions and decide where your team may have had an “aha” moment during team time yesterday.
• Please have a reporter hold up your R.E.D colored cup to share out.

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Day 2 Agenda

• Coming Together-Day 1 Exit Ticket feedback & response
• Teaming
• Core Features of PBIS:
• Statement of Purpose
• Define Agreements(3 - 4)
• Closing

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Community Agreements:

How we will be together

What will make this learning environment equitable and effective for everyone?

Behavioral Norms

• Take care of yourself
• Be fully engaged & take risks
• Be mindful of other learners
• Be fully present

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What do I need from the group?

What do others need from me?

Procedural Norms

• Start & finish on time
• Planning & work time included
• Support available during break-outs
• Exit tickets will help guide next day’s work

What systems do we need in place to help the training be effective?

Teaming

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Table Talk #1

Consider other teams you have been part of. �What has made them work well?

Who is represented on your teams and whose voice is missing?

Students reflecting on schoolwide data at Rick Marcotte School PBIS team meeting

Students as Vital Team Members

PBIS Universal Team Membership

• Coordinator(s)
• School administrator(s)
• School staff representatives
• Family/community member(s)
• Student(s)

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PBIS Universal Team Membership

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• Individuals able to provide:
• Applied behavioral expertise
• Coaching expertise
• Knowledge of student academic and behavior patterns
• Knowledge about the operations of the school across grade levels and programs

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Whose voices are missing?

How can we support meaningful participation, especially by students/families from communities which have been marginalized?

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Systems Planning Tool for School-Based Teams

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators, family, �community, mental health partners

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Plan School-wide & Class-wide supports for students and staff:

• Data Systems
• Teaching Systems
• Acknowledgement Systems
• Communication Systems

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

Necessary Team Conversations in a 3-Tiered System of Support

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

Members (functions) include: Administrator, Tier 2 Coach, FBA/BIP Coordinator, clinician, staff voice & teacher, caregiver, student of any individual plans generated

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

Universal Support

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Creates individualized plans based on function for individual youth and/or Identifies appropriate intensified supports.

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

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

Integrated Teams Include Family Voice, Community Members, Mental Health Partners

Other Problem Solving Process

PBIS as the Interconnected Systems Framework

PBIS Team Member Responsibilities

During meetings

• Share team roles and tasks
• Attend regularly scheduled team meetings (at least monthly)
• Actively engage and participate in meetings
• Encourage and support shared voice

PBIS Team Member Responsibilities

Outside of meetings

• Complete team action steps
• Advocate and act as PBIS cheerleader!
• Promote PBIS implementation plans to representative group in school
• Model and provide implementation support to staff

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Develop Team Agreements/Norms

• Agreements/Norms:
• Make collaboration more effective by guiding team behavior
• Enable team members to hold each other accountable
• Promotes efficiency

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• How often will your team revisit these norms?

How will we ensure that our team norms promote equity by inviting voice and ensuring a supportive environment?

What should team meetings look like?

• At least monthly (many schools schedule more frequently)
• How can you make this a guarantee?
• Regular meeting format/agenda/minutes
• Defined roles

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Allen Brook School PBIS Leadership Team

meeting with 2^nd graders

What should team meetings look like?

• A Current action plan
• Data-driven

Allen Brook School PBIS Leadership Team

meeting with 2^nd graders

Guilford Agenda/Minutes

PBIS Universal Team Meeting Template

TIPS meeting minute form

1.1 Team Composition

TFI item:

Tier 1 team includes a Tier 1 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.

Elaboration

Tier 1 team is representative of school and community demographics and includes:

• a Tier 1 systems coordinator,

• a school administrator,

• family members,

• relevant community partners (e.g., mental health providers)

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• individuals who actively provide:

o applied behavioral expertise,

o mental health and trauma expertise,

o coaching expertise,

o knowledge of student academic, SEB patterns,

o knowledge about the operations of the school across grade levels and programs, o for high schools, student representation.

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Rationale

Team members with varied areas of expertise, including community partners and family representatives, provide an expanded view/context of how students’ lives outside of school are to be considered.

Incorporating various perspectives enhances the Tier 1 Team’s ability to promote healthy SEB functioning of each student.

1.2 Team Operating Procedures

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TFI item

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.

Elaboration

Tier I team meets at least monthly, increasing as needed in response to changing circumstances, and uses consistent meeting procedures including:

• regular meeting format/agenda,

• minutes,

• defined meeting roles, and

• a current action plan that prompts the use of school and community data for decision making and communication to enable all stakeholders to have a voice in the process and outcomes.

Rationale

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Teams that rely on clear meeting procedures and stakeholder communication routines when responding to changing circumstances are more likely to be able to effectively, efficiently, and equitably address student and staff needs.

Core Features

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What’s New: PBIS Core Features

• Define expectations/agreements

• Teach and practice prosocial behaviors

(to fluency)

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• Acknowledge prosocial behaviors

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• Prevent and respond instructionally

to behavior concerns through a

continuum of supports

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• Make decisions based on data

• 3-5 behavioral expectations

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• Procedures for teaching expected behaviors

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• Procedures for acknowledging positive behaviors

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• Procedures for discouraging problem behaviors

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• Procedures for record-keeping and decision-making

Core Features of PBIS Implementation

1. Statement of Purpose
2. 3-5 behavioral expectations
3. Teach and Practice Prosocial Behaviors
4. Acknowledge prosocial behaviors
5. Prevent and respond instructionally to behavior concerns through a continuum of supports
6. Make decisions based on data

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Statement of Purpose

What will your school LOOK like and SOUND like when a positive, proactive, and instructional approach to discipline is fully implemented?

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• Positively-stated
• 2-3 sentences
• Includes behavioral and academic outcomes

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Statement of Purpose

• Contextually/culturally appropriate (e.g. age, level, in all home languages)
• Communicated to all stakeholders
• Included in all publications

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Popcorn: What is one way that your statement of purpose can be revised to incorporate equity and change?

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Example Purpose Statements

The mission of the____’s PBIS team is to foster and promote a safe, equitable, and positive school environment that enhances student learning through teaching and recognizing positive behavior.

To enhance the capacity of our school to provide the best behavioral supports for students that maximize academic and social achievement. The purpose of our school-wide PBIS team is to establish a climate in which positive behavior and equitable outcomes are the norm.

Team Time Activity 2

Teaming Tasks

Review and edit in Handbook:

• Team Membership, Roles, and Responsibilities (including who will provide back-up)
• Team Agreements/Norms
• Meeting Procedures, Agenda, Minutes, Action Plan
• Working Smarter, Not Harder

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Tools:

• School Handbook
• Refresher Training Action Plan & Activities
• Integrated TFI Companion Guide Items 1.1 and 1.2
• Slides

Team Time Activity 3

Statement of Purpose

Consider:

• What are the intended OUTCOMES for your school?
• How does your “compelling why” inform your statement of purpose?
• What revisions do you want to make to your current statement of purpose?
• How are you informing staff, students and community stakeholders of your purpose of implementation?

Tools:

• Handbook
• Universal Training Action Plan and Activities
• Slides

Core Features of PBIS Implementation

1. Statement of Purpose
2. Define Expectations and Agreements
3. Teach and Practice Prosocial Behaviors
4. Acknowledge prosocial behaviors
5. Prevent and respond instructionally to behavior concerns through a continuum of supports
6. Make decisions based on data

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School-Wide Expectations/Agreements

• 3-4 clearly-defined expectations/agreements (less is more!)
• Positively-stated
• Focus on teaching & practicing social/emotional/ behavioral competencies

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School-Wide Expectations/Agreements

• Respectful of students’ cultures
• Determined through meaningful participation of students, families/caregivers, & staff
• For engagement, not compliance
• “We” not “Be”

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School-Wide Expectations/Agreements

• Have a legitimate purpose, not just school tradition or status quo
• Memorable
• Apply to all in school community

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Why Set Clear School Wide Expectations/ Agreements?

Students

• know and understand what’s expected of them throughout entire school day - increases confidence, safety, security
• monitor themselves and take more responsibility for own behavior and learning
• spend more time on task - academic learning time increases

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Why Set Clear School Wide Expectations/ Agreements?

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Teachers

• Consistency across classroom and environments
• Common language and practices
• more easily recognize and motivate positive behaviors

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https://www.kickboardforschools.com/blog/post/the-value-of-consistent-expectations

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Why Set Clear School Wide Expectations/ Agreements?

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Climate

• Classroom & school cultures become more positive overall
• Decreased classroom stress for students and teachers
• Improves/sustains job satisfaction

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10 Questions for Ensuring Equity Activity

1. What is the expectation? (state explicitly)
2. Why is this the expectation? (promoting what? Safety? Order? Learning?)
3. Who decided that this expectation was necessary? (has it always been an expectation?)

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10 Questions for Ensuring Equity in School Discipline, School Leadership for Social Justice

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10 Questions for Ensuring Equity Activity

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4. What do YOU believe about this expectation?

(fair, right, just, oppressive, necessary, not

necessary?)

5. Whose values are reflected and reinforced

by this expectation?

6. Whose values are erased by this

expectation?

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10 Questions for Ensuring Equity Activity

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7. Who would have difficulty meeting this expectation?

8. What would happen if this expectation did not exist? (implications, good and bad)

9. How can this expectation be revised to accommodate all cultures/sets of values, OR

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10 Questions for Ensuring Equity Activity

10. Should this expectation be removed because it causes cultural or racial erasure and provides real threat to student safety or learning and provides no tangible benefit to students?

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1.3 Behavioral Expectations

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TFI Item:

School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (e.g., school teaching matrix) defined and in place.

Elaboration

School has established, with input from all relevant stakeholders and routine review of school and community data, five or fewer positively stated behavioral expectations meeting the following criteria:

• are consistent

• focus on high standards for all students

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Elaboration

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• reflect cultural values of the surrounding community
• align to SEB curriculum/ college/career standards to foster skill building
• promote positive relationships

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Elaboration:

• are clearly defined through examples within all settings/locations (e.g., school teaching matrix)
• are accessible to learners from a variety of language and ability backgrounds
• are revised regularly.

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Rationale

Behavioral expectations grounded in school and community values and clearly defined across settings provide transparency for all stakeholders, support students’ skill development, and promote a positive and predictable learning environment.

Identifying Potential Behavior Expectations/Agreements

What information do you already have?

• Input about desired and concerning behaviors from students, families, and staff
• Behavior data that points toward behavior skill deficits
• Behavior that students, families, and staff complain about

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Identifying Potential Behavior Expectations/ Agreements

What expectations could help support your statement of purpose/vision?

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What expectations/agreements might leave too much room for subjectivity?

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How can we ensure that our behavior expectations reflect student/family/ guardian voice and are culturally responsive?

Differing Expectations

When expectations between home/community and school differ:

• Examine these differences critically and determine whether to
• change/adapt school expectations OR
• develop a clear rationale for having different expectations at school

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Differing Expectations

• Explicitly teach:
• the skills needed to demonstrate the expectation
• the rationale for having a different expectation
• Include increased opportunities for practice and feedback until students demonstrate the skill fluently

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Cultural Context Considerations

Team Time

Activity 4

Identifying, Defining and/or Redefining

Behavior Expectations/ Agreements

Tasks:

Review current expectations/agreements using the 10 Questions to Ensure Equity list to:

• Rethink the definitions to ensure they are culturally responsive
• How will you get feedback about which of/whether these expectations/agreements match your school community & its needs?
• Decide what you will call them (i.e. expectations/ values/agreements)

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Tools:

• Expectations/Agreements Activity
• Integrated Companion Guide, 1.3
• Identifying and Defining Behavior Expectations Activity
• Slides

Day 2 Closing

• What is one big takeaway from today: turn and talk to a neighbor
• For Coming Together tomorrow, upon arrival, consider the R, E, D definitions and decide where your team may have had an “aha” moment during team time
• Exit Ticket, Day 2

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Day 3 Agenda

• Coming Together
• Teach and Practice Prosocial Behaviors
• Acknowledge Prosocial Behaviors

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Coming Together Day 3

Please chat at your tables . . .

• Discuss with your team where you are in the utilization of the Integrated TFI Companion Guide using the R, E, D definitions.
• Share a take away with the group

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Integrated Tiered Fidelity Inventory

Companion Guide

This guide is intended to support school teams, coaches, and trainers working to focus on cultural responsiveness and support for mental health and wellness within the PBIS framework while also navigating the ongoing challenges of the 2020-2021 school year. Implementing PBIS with fidelity while actively engaging and elevating stakeholder voices creates a prosocial and supportive community that serves as the foundation for mental health prevention, facilitates culturally relevant and equitable implementation and outcomes, and creates environments that supports effective instruction. Throughout this guide we use social, emotional, and behavioral (SEB) to describe interventions and outcomes related to social, emotional, behavioral, mental health, and wellness. This companion guide is not an additional fidelity of implementation measure. It is an action planning tool to use alongside the validated TFI to focus PBIS implementation to better meet the complex needs of students and staff.

Core Features of PBIS Implementation

• Statement of Purpose
• 3-5 behavioral expectations
• Teach and Practice Prosocial Behaviors
• Acknowledge prosocial behaviors
• Prevent and respond instructionally to behavior concerns through a continuum of supports
• Make decisions based on data

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Different table share….

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Think of a situation in which you might not understand or know how to meet the behavior expectations/agreements.

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• What would you need?
• What would help?

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Educators Teach

“If a child does not know how to read, we teach.�If a child does not know how to swim, we teach.�If a child does not know how to multiply, we teach.�If a child does not know how to drive, we teach.�If a child does not know how to behave, we…

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…teach…punish?

Why can’t we finish the last sentence

as automatically as we do the others?”�– John Herner

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Explicit Teaching

All students need and deserve explicit teaching about behaviors necessary to be successful at school:

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• What it looks and sounds like in all settings
• How to do it

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Explicit Teaching

• When to do it
• Why it is important in the school setting
• Re-teaching, prompts, & pre-corrections
• Additional practice until behavior is fluent

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Tools:

• Matrix/matrices
• Lesson plans

How can we ensure that any differences between home/community and school expectations are explicitly and respectfully taught, with additional opportunities for practice and feedback?

Repetition: Key to Learning New Skills

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How many repetitions does it take:

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➤ requires an average of 8 repetitions!

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• to unlearn an old behavior & replace it with new one?

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➤ requires an average of 28 repetitions!

• to learn something new?

Prompting and Pre-Correcting

Prompt - reminds students of expectations for familiar tasks or situations.

Pre-correction - tells students how to approach a new task or situation.

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Proactive, effective, and efficient strategies

• Remind students of behavior expectations
• Prevent or interrupt predictable concerning behavior from occurring and increase the likelihood of expected behavior taking place
• Anticipate concerning behavior based on the student(s) previous behavior patterns or knowledge of student behavior in general

Respect in the Hallways – Prompting

-Walking feet and calm bodies

- Quiet in the hallways

- Hands off others and walls

Respect during emergency drill – Precorrect

-Voices off

- Eyes on the teacher, ready for direction

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Review Expectations Frequently

Before

• You begin an activity
• Challenging activities or settings

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After

• Weekends & vacations
• Data review

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1.4 Teaching Expectations

TFI item

Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

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Elaboration

Expected academic and SEB competencies are explicitly taught (e.g., modeled, practiced to fluency, and checked), regularly reviewed, practiced, and prompted directly with students in classrooms and across other campus settings/locations and school routines. Educators explicitly teach expectations within existing SEL and academic curricula.

Rationale

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Explicitly teaching expectations across settings, within routines, and within existing curricula supports generalization of learning, ensures students can broadly apply new skills, and promotes overall wellness for all stakeholders.

Teaching expectations within existing curricula includes:

• embedding prompts for expectations during lesson introductions

• highlighting examples and non-examples of expectations found in curricular materials

• providing structured opportunities to demonstrate expectations within academic routines, and

• delivering student feedback and acknowledgement for demonstrating expectations across instructional activities.

Teaching Matrix

Clearly communicates expectations throughout the building which includes:

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• Expectations
• All settings and locations

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Teaching Matrix

• Positively stated behavior examples
• Classroom teachers and students will co-develop behavior examples for their classroom at the beginning of each year

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Visuals for each setting posted throughout the building

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How can we ensure that the matrix is accessible to non-readers, students/ families with other home languages, and those with vision or height differences?

Teaching Matrices

Notice the SEL components

How can we ensure that all visuals reflect diversity and are accessible to all?

Networking Opportunity

Thinking of the sample matrices:

What stands out for you?

What might you incorporate into your behavior matrix?

Staff Matrix

Lesson Plans

Developed for:

• Implementation roll-out (each year)
• Behavioral focus areas
• identified by data review (monthly)
• identified through student/family/staff feedback

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Lesson Plans

To use in these settings:

• Schoolwide (assemblies/large group)
• Every setting from matrix
• Classrooms

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Determining Which Skills To Teach

In partnership with NJDOE OSE funded by IDEA funds - Part B 2018-2019

Adapted from:

Core Features of PBIS Implementation

• Statement of Purpose
• Define Expectations and Agreements
• Teach and Practice Prosocial Behaviors
• Acknowledge prosocial behaviors
• Prevent and respond instructionally to behavior concerns through a continuum of supports
• Make decisions based on data

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Seeing the Positive

Think of a specific time when someone authentically acknowledged a strength in you.

Turn and talk to your neighbor about what that was like. How did you know it was authentic?

Acknowledge Prosocial Behaviors

• Teach and reteach the expected behaviors
• Provide opportunities to practice
• Provide authentic positive feedback/behavior-specific praise
• Behavior is learned
• Learning is facilitated by guided feedback
• Positive feedback has a greater likelihood of shaping behavior than negative feedback

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“Big Ideas” on Reinforcing Positive Behaviors

• Change adult behavior to change student behavior
• Effective schools are consistent, predictable, and positive places
• Higher rate of positive feedback than constructive feedback
• (4:1 ratio – How can you measure this?)
• Staff and families need reinforcement too

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To Increase the Acknowledgement of positive behaviors

• shifts adult’s attention to focus on the positive
• reduces the amount of time spent on correcting student behavior

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Elements of Effective Feedback

• Immediate
• As soon as student displays expected behavior

• Sincere
• Ensure that your feedback is genuine

• Specific
• Name the behavior you want to see continued

• Contingent
• Based on direct observation

Positive Reinforcement =

Consequence that will increase likelihood of a desired behavior; more effective than negative

Adapted from: http://teachlikeachampion.com/blog/positive-reinforcement-distinguishing-praise-acknowledgment-classroom/

Descriptive Feedback

Adult notices & appreciates student displaying the expected behavior

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Doesn’t hurt, but doesn’t help student know what was “great”

Behavior-Specific Praise (BSP)

1. Description of desired behavior (social or academic)
2. Specific to the student or class
3. A positive praise statement

Research on Behavior-Specific Praise

Increases:

• Expected behaviors
• Instructional time
• On task behavior
• Correct academic responses
• Student confidence
• Positive classroom climate

Decreases

• Teacher time spent correcting inappropriate behaviors

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Flip Chart Paper Activity

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How do you think it affects students when adults notice and

point out when they’re being successful?

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Continuum of Positive Reinforcement/Feedback

Using Tangible Markers Effectively

• Recognize & celebrate achievements immediately
• Don’t bribe!
• Let the tangible marker be your reminder to acknowledge the behavior
• Don’t make it all about the “thing”
• Explicitly state the behavior you are acknowledging
• Don’t make them guess what they did

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Using Tangible Markers Effectively

• Once they are given, they cannot be taken away
• Don’t negate the previous positive behavior
• Focus on group/social rewards
• Don’t use loss of group rewards as a punishment
• Tangible markers should be just one of the several acknowledgement methods used

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Responding to Worries About PBIS Framework

PBIS Motivation and Rewards Information

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10 Common Misses in PBIS Implementation

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Simple Strategies for Reflecting On and Responding To Common Criticisms of PBIS

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1.9 Feedback and Acknowledgement

TFI item

A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to schoolwide agreements and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students.

Elaboration

A formal system exists for providing and documenting specific positive feedback on academic and SEB learning that is:

• linked to school-wide agreements,

• considerate of the culture and developmental needs of the students,

• used across all classroom and non-classroom settings,

Elaboration

• used by at least 90% of a sample of staff, and

• experienced/received by at least 50% of a sample of students.

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Further, feedback and acknowledgement are intensified to support learning new skills, particularly when competing habits are already formed, and is used to develop and maintain positive, supportive relationships with students.

Rationale

​

Frequent acknowledgement builds relationships, solidifies learning, and increases positive SEB outcomes to promote an overall positive environment.

Team Time Activity 5

Teach and Practice Pro-Social Behaviors

Tasks:

• Develop outline for PD on explicit teaching of behavior expectations
• Format teaching matrix with all settings
• Develop lesson plan format/s for schoolwide, all-setting, & classroom lessons
• Discuss ways to make lessons engaging and learning-centered (How will you get student input on this?)

​

Tools:

• Handbook
• Teach and Practice Pro-Social Behaviors Activity
• Integrated TFI Companion Guide, 1.4 and 1.7
• Slides
• Dothan Brook Teaching Matrix

Team Time Activity 5 Considerations:

Discuss and record:

• How can you engage students in learning the expectations?

​

• How can you shift lessons to be more learning-centered vs. teaching-centered?

​

• What teaching and learning formats can you use?

Team Time Activity 6

Acknowledge Prosocial Behaviors

Tasks:

• Consider what the current acknowledgement sounds like and looks like
• What is it called? How do students get it?
• What do students do with it? How do you build in student voice and choice in this process?
• How do you keep track of this?
• Discuss how to address possible concerns about tangible markers
• Develop plan for seeking input on tangible markers from students, families/guardians, & staff

Follow-up Tasks:

• Evaluate and edit plan for acknowledging and reinforcing expected behavior (in Handbook)
• Develop outline for PD on acknowledging positive behavior

Tools:

• Acknowledging Prosocial behavior activity
• Slides

​

Day 3 Closing

• Related to the components in today’s content, do you feel like your team is R, E, and/or D?
• Day 3 exit ticket

We’ve Got This

Coming Together

Please chat at your tables . . .

• Consider the R, E, D definitions and decide where your team may have had an “aha” moment during team time yesterday.
• Please have a reporter hold up your R.E.D colored cup to share out.

​

Day 4 Agenda

• Coming together
• Core Features of PBIS

6. Make decisions based on data

5. Prevent and respond instructionally to behavior concerns through a continuum of supports

​

​

​

​

Community Agreements: How we will be together

Behavioral Norms

​

• Take care of yourself
• Be fully engaged & take risks
• Be mindful of other learners
• Be fully present

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What do I need from the group?

What do others need from me?

Procedural Norms

• Start & finish on time
• Planning & work time included
• Support available during break-outs
• Exit tickets will help guide next day’s work

What systems do we need in place to help the training be effective?

What will make this learning environment equitable and effective for everyone?

Core Features of PBIS Implementation

• Statement of Purpose
• Define Expectations and Agreements
• Teach and Practice Prosocial Behaviors
• Acknowledge prosocial behaviors
• Prevent and respond instructionally to behavior concerns through a continuum of supports
• Make decisions based on data

​

​

Why Focus on Data?

“For PBIS to be sustained, it is key to establish efficient systems to collect, review and use fidelity and student discipline data for continuous improvement.”

​

Newton, Horner, Algozzine, Todd, & Algozzine (2012)

McIntoshK., et al. (2018)

​

Why Record Concerning Behaviors?

• See schoolwide patterns
• Determine if students’ concerning behaviors are habitual
• Document pre-referral interventions
• Determine whether a particular teacher needs support
• Communicate with families and answer questions
• Inform behavior support planning
• Inform interagency collaboration
• Comply with legal requirements

​

​

Information to Record

Your Behavior Observation and Data (BOD) form should include:

​

• Name
• Grade
• Respondent
• Date
• Time
• Location
• Type of behavior
• Others involved
• Possible motivation/function
• Which school-wide behavioral expectation was not met
• Notes

Example Behavior Observation and Data (BOD) Form

✗

Understanding Function of Behavior

• “Function of behavior” - purpose, motivation, the why
• Why should you think about it?
• Minimize inadvertent reward of concerning behavior
• Respond in a way that will reduce behavior
• Helps you better understand students’ behavior
• What if the function is not obvious?
• ASK the student!

ski

Think “Functionally”: Understand the Why of Behavior

Networking Opportunity

Adults understanding “function-based thinking” is essential to behavior change.

How can you help ALL staff learn how to identify and consider the function of students’ behavior and why it’s important to spend time asking questions?

Function Activity

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​

​

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Data System Features for Decision-Making

Decision-focused data system should provide:

• Instantaneous access to graphed reports summarizing discipline data organized by frequency of concerning behavior events by:
• Behavior
• Location
• Time of day
• Individual student
• Ability to disaggregate data by race/ethnicity, disability status, & gender

Tier 2/3 Consideration: How will you identify students that may need targeted interventions?

​

​

​

Using the Referrals by Student report as a Universal Screening Tool

When to Use and Share Data

Monthly (at least)

• Team reviews and uses school-wide discipline and academic outcome data for decision making

4x/year (at least)

• Disaggregate core reports by race/ethnicity, disability status, & gender
• Disproportionality metrics (risk ratios) calculated and analyzed for decision making
• Schoolwide data shared with staff (successes and needs)

Frequently

• Schoolwide data shared with all stakeholders for input and feedback

Annually

• Team uses fidelity assessments (TFI and SAS) to action plan
• Fidelity assessment data shared with all stakeholders

​

Other Possible Data Sources to Consider

• School climate
• Student/staff attendance
• Nurse visits
• Student perceptions about behavior (focus groups, surveys, etc.)
• Student & family perceptions about fidelity of implementation
• Family satisfaction
• TFI Walkthrough (representation of interviewees, cultural imaging)
• In/out-of-school suspension
• Academic achievement
• Staff retention

​

​

​

Data in Action

Foundational Elements of Equity in PBIS

• Collect, use, and report disaggregated discipline data
• Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
• Use engaging instruction to reduce the opportunity (achievement) gap
• Develop policies with accountability for disciplinary equity
• Teach strategies for neutralizing implicit bias in discipline decisions

​

Data for Equity

Inequitable outcomes are first examined from a systems perspective before viewing them as an issue with an individual student or family and before considering individual behavior support

​

• Disaggregate data by race/ethnicity, disability status, & gender to assess and monitor equity in student outcomes
• Team & staff take responsibility for outcomes for each student
• Implementation fidelity is examined specifically with regard to the equity of outcomes for all students
• Annual evaluation procedures are used to engage a wide and representative range of stakeholders in 2-way communication regarding goals and progress

Table Talk and Share

Please table talk and share your response to one of these questions. . .

​

• What kind of data are we collecting?

​

• Is the data collection a contextual fit?

​

• How are we using this data, if at all?

​

• Do we need additional data? How can we collect it?

​

• What does our data tell us about what to continue and what to change?

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​

​

​

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​

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How are we examining our data to ensure that our practices and outcomes are equitable across all students?

1.10 Faculty Involvement

​

TFI item

​

Faculty are shown schoolwide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least every 12 months.

Elaboration

​

All faculty and staff review and provide input on community and schoolwide data regularly, demonstrate ownership (e.g., participate in collecting, reviewing, and making decisions based on data) of the system,

​

and accept responsibility (e.g., monitoring their implementation fidelity of school- and class-wide procedures) for sustaining practices that are effective for all students including universal foundations. Additionally, staff wellness is prioritized to support faculty involvement.

Rationale

​

Incorporating staff voice into implementation promotes a sense of community, improves fidelity of implementation, and supports sustainability.

1.11 Student/Family/Community Involvement

TFI item

Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months.

Elaboration

Teams purposefully engage families, students, and community members that are representative of the schools’ demographics and any underserved populations. Families, students, and community members have an opportunity to:

• review community and school-level data, • provide feedback on universal foundations (e.g., expectations, consequences, acknowledgements),

• review action steps, and

• engage in progress monitoring and problem solving as needed at least annually.

Rationale

​

Community engagement strengthens implementation by supporting cultural and contextual relevance while producing relevant, meaningful, and valued efforts.

1.12 Discipline Data

TFI item

Tier 1 team has instantaneous access to graphed reports summarizing school level discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.

Elaboration

​

Tier 1 team has instantaneous access to graphed reports summarizing academic, attendance, school climate (student, personnel, and family perceptions)

behavioral data organized by the frequency and type of problem events, location, time of day, and by individual student.

​

Additionally, the data can be easily disaggregated by race, gender, and disability status.

Rationale

​

Current, reliable, and accessible data allows teams to make relevant and informed decisions to support stakeholder wellness and success.

1.13 Data-based Decision-making

​

TFI item

Tier 1 team reviews and uses discipline data at least monthly for decision-making.

Elaboration

Tier 1 team reviews and uses multiple data sources at least monthly for decision-making.

​

Teams regularly disaggregate their data by race, gender, and disability status as an effective and objective way to assess and monitor equity in student outcomes.

Student outcomes that reflect equitable learning opportunities are the ultimate criteria for all decisions, including those related to funding, practice selection, implementation, policy, and professional development.

Teams are purposeful in examining inequitable outcome data from a systems perspective first, before viewing it as an issue with an individual student, family, or educator.

Teams use a formal process for identifying precision problem statements, developing action items to address needs, and monitoring implementation and outcomes.

Decision-making prioritizes:

• the most efficient and effective practices,

• practices that are supported by evidence,

• the local culture and current context, and

• high-quality implementation across time.

Rationale

​

Conducting routine data reviews promotes problem solving and identification of solutions that are equitable, efficient, effective, relevant, and durable for school community members.

Team Time Activity 7

Make Decisions Based on Data

Tasks:

7a: Record-Keeping: Behavior Observation Data Form

7b: Staff PD on Data for Record-Keeping and Decision-Making

7c: Look at your SWIS data graphs. Use Atlas Protocol to consider:

• What do you see?
• What does the data suggest?
• What are the implications?

Tools:

• Refresher Training Action Plan & Activities
• Integrated TFI Companion Guide
• Slides

​

Core Features of PBIS Implementation

• Statement of Purpose
• Define Expectations and Agreements
• Teach and Practice Prosocial Behaviors
• Acknowledge prosocial behaviors
• Prevent and respond instructionally to behavior concerns through a continuum of supports
• Make decisions based on data

​

​

Table Talk and Share

​

Think of a time when you were criticized or got negative feedback.

​

What was your initial reaction?

How did you feel?

​

​

​

​

​

​

Foundational Elements of Equity in PBIS

• Collect, use, and report disaggregated discipline data
• Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
• Use engaging instruction to reduce the opportunity (achievement) gap
• Develop policies with accountability for disciplinary equity
• Teach strategies for neutralizing implicit bias in discipline decisions

​

Prevention is the Best “Response”

• Improves classroom climate
• Creates shared ownership of the classroom
• Develops students’ self-discipline

​

Practices for Preventing Behavior Concerns

• Preventive classroom management
• Organize environmental aspects of the

classroom to optimize learning

• Engaging and differentiated instruction
• Opportunities to respond (OTR)
• Build Authentic relationships

​

Practices for Preventing Behavior Concerns

• Develop adult and student social-emotional skills
• Strengthen sense of belonging and ownership
• Active supervision: Scan, Move, Interact
• PEP strategy: Proximity, Eye contact, Privacy

​

How can we support teachers in the use of practices to prevent behavior concerns?

Evidence-Based Practices: Classroom Management

• Maximize structure in your classroom
• Establish and teach expectations/ agreements
• Establish a continuum of strategies to acknowledge expected behavior

​

Evidence-Based Practices: Classroom Management

• Establish a continuum of strategies to respond to behavior concerns
• Use self reflection and behavior data to progress monitor and problem solve

​

Brandi Simonsen, PhD, UConn

Classroom Management Self-Assessment and Non-Classroom Management Self-Assessment

Equity & Definitions of Concerning Behaviors

How can we ensure that staff understand the difference between universally unacceptable & situationally inappropriate behaviors?

(ITFICG)

How can we actively seek input on concerning behavior definitions from students, families/caregivers, and staff?

How can we be especially attentive to how we define subjective behaviors such as defiance & respect?

How can we ensure that internalizing behaviors are considered as well?

What: Defining and Sorting Concerning Behaviors

Minors

Behaviors that:

• do not require administrator involvement;
• handled in the environment in which they occur
• do not significantly violate rights of others;
• do not put others at risk or harm;
• are not chronic.

Majors

Behaviors that:

• are chronic minors;
• may require administrator involvement;
• significantly violate rights of others;
• put others at risk of harm.s

Procedure for Responding to Behavior Concerns

1. Utilize effective classroom prevention & response practices

​

2. If minor behavior (classroom managed):

➤ review/reteach/restorative conversation

➤ document on BOD form

​

​

​

​

​

Procedure for Responding to Behavior Concerns

3. If major behavior (office managed):

➤ initiate referral to out of classroom space

➤ plan for relationship-building re-entry:

• restorative conversation
• plan to address needs/harm
• plan for prevention

➤ document on BOD form

​

How can we ensure that behavior is addressed as high on the continuum as possible?

Networking Opportunity

​

What have you done to overcome the barriers to providing a continuum of behavioral supports in your school?

Preventing Behavior Concerns from Recurring

• Revisit classroom management practices & environment
• Analyze and address function & needs
• Reteach
• Provide increased opportunities for practice to fluency
• Strengthen relationships

​

​

Preventing Behavior Concerns from Recurring

​

• Restorative conversation script:
• “What happened?”
• “What were you thinking about at the time?”
• “What have you thought about since the incident?”
• “Who do you think has been affected by your actions?”
• “How have they been affected?

Ross Greene Plan B Cheat Sheet

• “I notice that you are …. what’s up?”

​

Function Based Approach

• A process that focuses on assessing and systematically changing environmental factors.

​

• Not about “changing” or “fixing” the student.

​

• Think: are our responses to behavior compliance-based or needs-based?

​

​

​

Function Based Approach

• A different perspective on response to challenging behavior in schools.

​

• Traditional disciplinary systems are oriented towards punishment—removal from group, denial of access to privilege, etc.

​

• These traditional approaches are typically not student-centered or function-based

​

​

​

Consider this Mindset Shift

Table Talk

What are some barriers to orienting towards a needs-based approach?

Creating a Behavioral Flow Chart

Discipline Policies

Schools’ policies and procedures should describe and emphasize approaches to student behavior that are:

​

• Proactive
• Instructive (teaching-oriented)
• Function-based
• Restorative
• Implemented consistently

How can we ensure that discipline policies, procedures, & practices are inclusionary to the greatest extent possible?

1.5 Problem Behavior Definitions

TFI item

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

​

Elaboration

School has clear definitions, policies/procedures, and documentation for behaviors that interfere with academic and social success.

​

Elaboration

Definitions include examples and non-examples to clarify situational variability. Behaviors determined to be unacceptable in the school setting are grounded in actual purpose (i.e., to keep students safe).

​

Policies are clear and describe steps for addressing office-managed versus staff-managed problems.

​

Elaboration

Referral documentation includes:

• information relevant for decision making (e.g., time, location, perceived function)
• ways to track all the reasons students leave their instructional environment, including physical or mental health (e.g., visits to the nurse or school counselor), academic support, and disciplinary actions.

Rationale

​

Clearly defining problem behavior and ensuring consistent response procedures and promotes equity, student learning, and objectivity. Clear documentation supports data-based decision making.

1.6 Discipline Policies

​

TFI item

School policies and procedures describe and emphasize proactive, instructive, and/ or restorative approaches to student behavior that are implemented consistently.

Elaboration

School policies and procedures describe and emphasize proactive, instructive, and/ or restorative approaches to student behavior that:

• remind or (re)teach expectations, as appropriate, to set the student up for future success,

• promote student and staff mental health and wellness

• prioritize student access to instructional environments (e.g., staff are trained and supported to de-escalate problem behaviors and address trauma effectively),

• are implemented consistently and equitably, and

• are reviewed and modified based on stakeholder feedback regularly.

Rationale

​

A proactive and instructional, rather than punitive, approach to discipline supports equitable student learning, maintains staff student relationships, and strengthens wellness for all.

1.7 Professional Development

​

TFI item

A written process is used for orienting all faculty/staff on 4 core Tier 1 SWPBIS practices: (a) teaching school-wide agreements, (b) acknowledging prosocial behavior, (c) correcting errors, and (d) requesting assistance.

Elaboration

​

A written process is used for orienting, training, coaching, and providing refresher/booster training to all school or community employed faculty/staff on foundational knowledge and core Tier 1 SWPBIS practices that promote equity and wellness.

Elaboration

Professional development that promotes student success includes:

• behavioral principles to understand and support student behavior,

• mental health and trauma informed care foundations,

• historic context and present-day issues specific to the school’s underserved populations, and

• effectively applying core practices with cultural competence.

​

Rationale

Effective ongoing and relevant professional development increases consistency, implementation fidelity, and effectiveness while building staff competency and confidence to support students’ SEB skills.

1.8 Classroom Procedures

​

TFI item

Tier 1 features (schoolwide agreements, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems.

Elaboration

Classroom procedures are (a) linked to school-wide procedures, (b) taught explicitly, (c) inclusive of students’ prior knowledge and home lives, (d) supportive of relationships and connectedness, and (e) integrated with SEB and academic instruction. Supportive assistance is available for educators to enhance their implementation (e.g., coaching) and/or students needing additional support.

Elaboration

Specifically, classroom procedures include:

• creating a safe, positive, and predictable classroom environment,

• explicitly teaching, prompting, and reviewing school-wide agreements in the context of all classroom routines,

• equitably and actively engaging students during instructional and social routines

Elaboration

• actively supervising students,

• equitably acknowledging prosocial behavior in culturally and contextually relevant ways, and

• correcting errors in instructionally- focused, culturally-responsive, and contextually-appropriate ways.

Rationale

​

When proactive tier 1 practices are implemented effectively and consistently in each classroom, student wellbeing is enhanced, instructional opportunities are maximized, and positive outcomes are strengthened.

Equity & Definitions of Concerning Behaviors

How can we ensure that staff understand the difference between universally unacceptable & situationally inappropriate behaviors?

​

How can we actively seek input on concerning behavior definitions from students, families, and staff?

How can we be especially attentive to how we define subjective behaviors such as defiance & respect?

Provide Opportunity for Restorative Reflection

1. What happened? Which expectation/agreement(s) was not honored?
2. What led up to this?
3. What were you thinking/feeling/hoping for at the time?
4. Who was affected? How?

​

​

Provide Opportunity for Restorative Reflection

5. What needs to happen to make things

better right now?

​

6. What support do you need to do things

differently in the future? What would

help you practice the expectations/

agreements?

Implementation

​

Core Features of PBIS Implementation

1. Statement of Purpose

2. 3-4 behavioral expectations/agreements

3. Procedures for teaching prosocial behaviors

4. Procedures for acknowledging prosocial behaviors

5. Procedures for addressing behavior concerns through

a continuum of supports

6. Procedures for record-keeping and decision-making

Developed in advance & reviewed annually

Daily throughout implementation

Implementation Science

3-5 years

(this is normal!)

Anticipate Roadblocks

• Ensuring consistency and fidelity
• Ensuring equity
• Finding time to train and support staff
• How to involve ALL staff
• Participation & collective ownership
• Competing needs
• Staff culture and climate

​

How can we ensure that ALL staff members feel heard & included, and are supported as they learn how to implement?

Expand Ability to Implement with Fidelity

• Look at yourself & colleagues primarily as learners
• Think through an inquiry lens
• identify & analyze any problems/challenges
• don’t jump to conclusions
• Develop strategies to address problems and make progress toward goal

​

​

VTPBIS Buy-in, Momentum, & Sustainability resources (May 2017)

Predictors of Sustainability

• Collective ownership
• Fidelity
• Opportunities to learn & practice
• Strong leadership team
• Active support from school & district administration
• Staff viewing data regularly
• Develop a calendar

​

Annual Calendar for PBIS Team

Start of school

• Review action plan, adapt implementation as

needed, & plan PD & roll-out

• Provide staff PD prior to start of school
• Roll out to students & families/caregivers in first week of school

​

​

Annual Calendar for PBIS Team

​

Monthly

• Analyze data; Consider behavior & equity needs; Identify monthly focus behaviors and plan and communicate teaching & reteaching lessons/activities & school wide celebrations

​

​

​

How can we keep equity at the forefront of everything we do?

Annual Calendar for PBIS Team

Regularly

• Elicit input & feedback, share data & information with stakeholders
• Provide staff support & PD as necessary
• Ongoing PD for team: Fall Forum, Coordinators’ Meetings (Jan. & May), BEST, Webinars
• Consider coaching needs & contract with coach

​

Annual Calendar for PBIS Team

Annually

• Complete fidelity assessments (TFI, School Climate, SAS) (late winter/early spring)
• Create Action Plan for following year
• Communicate with district grant writer about Act 230 funds for training and coaching needs

​

Building Collective Ownership

​

Change and Resistance

• Accepting resistance is a natural part of accepting change
• People need to challenge new ideas before they can accept them
• For full ownership, people need to be part of the conversation about how to change
• Again – fear of loss vs change

​

How People Respond to Demands

• Commitment
• Passion, energy, enthusiasm
• Compliance
• Motivated by fear of losing relationship, position, status
• Appearance of compliance
• Driven by fear, frustration, or anger; Try to recruit others to share view; Highlight everything that’s wrong or not working

​

​

How People Respond to Demands

• Rational Resistance 
• lack needed knowledge, information, skill
• Emotional Resistance 
• evoked by perception of how change will affect them
• Grief, anxiety, suspicion, insecurity, fear

​

Why People Support Change

• Believe the change makes sense & it is the right course of action
• Respect people leading the change effort
• Anticipate new opportunities & challenges that come from the change
• Were involved in planning & implementation 

​

Why People Support Change

• Believe the change will lead to personal gain – satisfaction, professional growth, relationships
• Like and enjoy the excitement of change

​

Share at your table: What have been factors that have led to successful change in your school/district?

​

Message to Staff

All (insert school name) staff have collective responsibility for implementing PBIS with fidelity: implementing in the intended way.

​

If you need more information or assistance with understanding and implementing our PBIS components, procedures, and/or practices, please ask for help from the PBIS team.

Activity 8

Prevent & Respond Instructionally to Behavior Concerns Through a Continuum of Supports

Tasks:

• Revisit behavior concerns that your school will collect data on & use on BOD
• Develop definitions for Major & minor behaviors & enter into Handbook
• Plan outline for staff PD on preventing and responding to behavior concerns instructionally through a continuum of supports, including equity considerations

Future tasks:

• Create Responding to Concerning Behavior Flow Chart & enter into Handbook
• Create Reflection Sheet

Tools

• SWIS Behavior Definitions & Dothan Brook Definitions/Non-examples
• Prevent and Respond Instructionally to a Continuum of Supports Activity
• Handbook
• Slides

​

​

Team Time Activity 9

Building

Collective Ownership

Discuss:

• Think about collective ownership for PBIS. Use the chart as a guide to discuss and note:
• What’s already in place or readily accomplished
• What is or might be challenging
• What you will try

​

Tools:

• Refresher Training Action Plan & Activities
• Slides

​

​

Next Steps

​

Now What?

By end of Team Time on Thursday:

• Finalize action plan

​

Before School Starts:

• Finalize all implementation components
• Schedule Universal team meetings for the year (at least monthly, weekly or biweekly is better)
• Plan Staff PD and roll-out for Fall
• Obtain SWIS license (if using)
• Contact your TA to set up follow-up coaching

​

​

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Team Time Activity 10

Staff PD & Roll-Out

​

For Staff: PD

For Students: Teaching & Learning activities

For Families: Communication

Tasks:

• Design staff PD on all aspects of PBIS (see Action Plan for components)
• Arrange time for PD prior to start of school next year
• Design roll-out for students
• Design roll-out for families

Tools:

• Refresher Action Plan & Activities
• Slides
• School Handbook

Share

​

What will your school look like and sound like

when PBIS is fully implemented?

​

​

​

​

​

School Coordinator

Facilitator and head cheerleader, not the solo worker bee!

• Coordinator Handbook.
• School Coordinator Self-Assessment
• VTPBIS Fall Forum & VTPBIS School Coordinator meetings/trainings - January & May
• Monthly VTPBIS emails from TA
• Regular update emails from Anne Dubie

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VTPBIS TA Providers!

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​

​

​

247

Ken

Rebecca

Sherry

Kym

Amy

Types of TA to VTPBIS schools and SU/SDs:

• Systems
• Data
• Practices

248

Coaching Support

• What?
• Support for PBIS implementation & fidelity
• Create school/SU/SD capacity for internal coaching

​

• Why?
• Brings experience, expertise, & external perspective

​

​

249

Coaching Support

​

• How?
• SU/SD apply for BEST/Act 230 funds
• Contract with state-approved VTPBIS Coaches directly

​

250

What do schools say about coaching support?

251

“Our coach was invaluable in our first year at the Universal level. She was incredibly supportive.”

“[Our coach] was very skilled in listening and then meeting our needs.”

“It’s very important to have a different set of eyes on the data and to provide external feedback.”

VTPBIS Cascade of Support

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252

Stay Connected!

253

https://www.facebook.com/groups/PBISVermont/

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https://twitter.com/vtpbis

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Please share all of the awesome things you are doing by using #VTPBIS or @VTPBIS

Day 4 Closing: L.E.A.R.N.

Like: What did you most like about the training experience?

Excite: What excited you most?

Anxiety: What created the greatest anxiety?

Reward: What can we celebrate about how we worked and learned together?

Need: What are the next steps we need to keep moving forward together?

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