Positive Behavioral Interventions & Supports� �Tier 1 Team Training��Day 1

PBIS

About Me

Juan R. Lira

• Technical Assistance Coord.
• Principal
• Assistant Principal
• Classroom Teacher
• PBIS leader, implementor, and team member
• Taught in Cape Verde and in Mexico

PBIS

The Midwest PBIS Network (MWPBIS) is a national research, grant, and direct-funded, nonprofit organization located in Illinois and works in partnership with Lake County Regional Office of Education. 

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Our primary charge is to function as a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education.

ABOUT MIDWEST PBIS NETWORK

The Center's model of capacity building emphasizes a cascade of implementation to assist state departments of education in the installation, fidelity, outcomes, and sustainability of PBIS. We encourage you to also access local technical assistance from your state and region. 

PBIS

Community Agreements

PBIS

Please share….�

• Name, School, and Role on Team�

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

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PBIS

Tier 1 Training

PBIS

Tier 1 Training �TFI 2.1 & 3.0 Overlay

PBIS

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

Overview: Virtual Tier I Team Training

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Go Here!

1. See Overview PPT

https://www.midwestpbis2.org/training-content/tier-1-and-classroom/tier-1-capacity-building-model

2. See Workbook

PBIS

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

Go Here!

https://tier1teamtraining.vfairs.com/en/

PBIS

Create your own PBIS presentation as we go!

1. 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.
2. Include the data from your school
3. Include implementation components developed by the team (teaching matrix, plan for acknowledgements, T-chart, etc.)

Download the template to get started

PBIS

Create your own PBIS presentation as we go!

1. 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.
2. Include the data from your school
3. Include implementation components developed by the team (teaching matrix, plan for acknowledgements, T-chart, etc.)

PBIS

Completing the TFI/Action Plan in your workbook

Overview: Virtual Tier I Team Training

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Action Plan Here!

Record your TFI Scores Here (when prompted)

PBIS

PBIS Tier 1 To-Do list:

• 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)

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• 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

Leveraging Resources of Our �USDOE National TA Center on PBIS

Overview: Virtual Tier I Team Training

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

PBIS

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?

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Breakout Time Assignments:

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

Workbook: Overview Activity 4

PBIS

Overview of PBIS

Purpose:

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

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You should be able to:

• Define PBIS
• Understand Data, Systems, Practices as an MTSS framework
• Define Discipline through an educational frame
• Begin Action Planning for Implementation

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PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

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PBIS

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

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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

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

Overview: Virtual Tier I Team Training

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1. Team based leadership and coordination
2. Evaluation of implementation fidelity
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based progress monitoring and decision-making
5. Comprehensive universal screening (for systemic and early access)
6. 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

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• 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

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• 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

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Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 2-21-19 Midwest PBIS Network

PBIS

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

Outcomes

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

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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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PBIS

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

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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.

PBIS

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

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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.

PBIS

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

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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.

PBIS

Research on PBIS

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

Three-tiered Continuum of �Evidence-based Practices

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

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Midwest PBIS Network 7-25-19

Adapted from: USDOE OSEP PBIS TA Center

PBIS

A Framework for Aligning Your Practices/Initiatives

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

A “Shift” in our Thinking

How will we

“Rethink” Discipline?

PBIS

Traditional View of Discipline - Punishment

Overview: Virtual Tier I Team Training

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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).

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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?

PBIS

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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PBIS

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

Consistency Matters

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Impact of Trauma on the �Developing Brain

Typical Development

Adverse Experiences

Adapted from Holt & Jordan, Ohio Dept. of Education

PBIS

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

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

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

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

- Dr. Pedro Noguera

PBIS

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.

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

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

PBIS

Student Profile

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

PBIS

Start with the Team and Data!

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

PBIS

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.

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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

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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:

PBIS

WHO’S ON THE TEAM?

PBIS

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?

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

PBIS

Rationale

Maintaining a representative PBIS team allows the school to:

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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

PBIS

Who should be on the team?

Team members:

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• 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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PBIS

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?

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Typically NOT the administrator

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

PBIS

PBIS

PBIS

PBIS

What does Principal “support” look like?

 What does it mean to support?

1. Allocate Resources (teacher training and support, funding)
2. Highlight Priority to staff( time at staff meeting, presentations to family, community, board, website, back to school letter)
3. 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

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

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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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PBIS

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

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

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

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

Activity:

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

PBIS

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

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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

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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

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

PBIS – Tier 1 Team

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Workbook TFI 1.1/1.2 Activity 3 –

Effective Meetings: Team Composition

PBIS

ALL ABOUT THAT DATA

PBIS

Why Use Data For Decision Making?

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

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Use data to:

• Identify problems
• Refine problems
• Define the questions that lead to solutions

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

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PBIS

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

PBIS

Additional SWIS Reports

Avg Referrals/Day/Month – Multi-Year

Referrals by Location – Multi-Year

Referrals by Prob Behavior – Multi-Year

Referrals by Staff: Confidential

PBIS

Additional SWIS Reports (cont.)

Referrals by Ethnicity (three graphs)

By Students with IEPs

Triangle Data Report

PBIS

Additional SWIS Reports (cont.)

Year-End Report

Referrals/100 Students/Year

% Total Referrals by Problem Behavior

IEP Summary

Annual Triangle Data Report

PBIS

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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PBIS

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?

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Get feedback

• Communication is two way

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Stress to staff the importance of accurate and consistent input

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PBIS

Planning for Data and Data Systems

What data source informs the following?

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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?

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

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Is our Data System for each source effective and efficient?

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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

PBIS

SOLVING PROBLEMS

Data-Based Decision-Making

PBIS

Data-based Decision Making

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

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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.

PBIS

Title:

Data Analyst

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Qualifications:

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

PBIS

Old vs New Decision Making

1

2

3

4

5

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

PBIS

Primary vs. Precision Statements

How do we go from here to here?

PBIS

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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PBIS

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

PBIS

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.

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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)

PBIS

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?

PBIS

3. Write a Solution and Action Plan

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

PBIS

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:

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

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1 - No 2 - Somewhat 3 - Yes

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

PBIS

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?

What was the real story behind this cafeteria picture?

PBIS

TIPS Table Tents/Posters for your SVSS Meeting Room

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

PBIS

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

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

PBIS

WORKING TOGETHER

Team Operating Procedures

PBIS

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

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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

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

Tier 1 Team Meeting Demonstration (10 min)

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

Version: Dec 2016

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Optional Video

(This video is included in Tier 1 Leadership Training)

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

PBIS

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

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

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

PBIS

In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 1 Items…

TFI 1.1: Team Composition (TFI 1.1)

TFI 1.2: Team Operating Procedures (TFI 1.2)

TFI 1.12: Discipline Data (TFI 1.17)

TFI 1.13: Data-based Decision Making (TFI 1.18)

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

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3. What action steps are needed?

PBIS

Behavioral Expectations & Classroom Procedures

• Formalizing the desired culture for your organization
• Creates a safe, predictable, consistent environment

PBIS

TFI 1.3 & 1.8 Purpose & Outcomes

TFI 1.3 Behavioral Expectations: 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.

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TFI 1.8 Classroom Procedures: Tier I features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems.

Purpose: Formalize the desired culture for your organization; Create a safe, predictable, consistent environment

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Outcomes and Fidelity:

PBIS

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

Consistency Matters

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Eating Contest Formal Dinner

Behavior is Contextual

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We behave differently in various settings

PBIS

Consistency with our language

PBIS

(Another Non-Example)

PBIS

PBIS

Redesign the Learning Environment

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

PBIS

PBIS

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?

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• 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

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Workbook: TFI 1.3

Activity 1

PBIS

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

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

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?

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

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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.

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PBIS

Virtual Tier 1 Training TFI 1.3 and 1.4

100

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

PBIS

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

PBIS

Continuing to Seek Feedback

PBIS

Suggested TFI 1.3 and 1.8 Action Items

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For TFI Items: �1.3 Behavioral Expectations & 1.8 Classroom Procedures…

(TFI 3.0: 1.3, 1.8, 1.9, 1.10)

Virtual Tier 1 Training TFI 1.3 and 1.4

105

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

2. What action steps are needed?

PBIS

Team Time

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

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Prepare to share one location

Workbook: TFI 1.3 Activities 5 & 6

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PBIS

Team Time

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

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Prepare to share one setting.

Workbook: TFI 1.3 Activity 7 & 8

PBIS

Teaching Expectations

• Builds skills
• Helps replace inappropriate coping skills

PBIS

�TFI 1.4 Purpose & Outcomes�

Purpose:

Prepare and plan for facilitating implementation

of teaching the school-wide and classroom-wide

Expectations

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Outcomes and Fidelity:

• TFI 1.4 Teaching Expectations: Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

PBIS

Define Expectations

Teaching Behavior

PBIS

Why telling kids the expectations isn’t enough….

PBIS

Eating Contest Formal Dinner

Behavior is Contextual

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We behave differently in various settings

PBIS

• Behaviors are prerequisites for academics.

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• Procedures and routines create structure.

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• Repetition is key to learning new skills.

Why Develop a System for Teaching Social, Emotional, and Behavioral Skills?

PBIS

Why Develop a System for Teaching Social, Emotional, and Behavioral Skills?

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For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2006)

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Adults average ? (Joyce and Showers, 2006)

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For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times (Harry Wong)

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8

25

28

PBIS

Why Develop a System for Teaching Social, Emotional, and Behavioral Skills?

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Children have defined behaviors shaped by early learning at home, in their community, at daycare of preschool.

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Students learn appropriate behavior in the same way a child who doesn’t know how to read learns to read—through instruction, practice, feedback, and encouragement.

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Harry Wong once quoted "For a child to learn something new, it needs to be repeated an average of 8 times. For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times".

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 On average, it takes more than 2 months before a new behavior becomes automatic — 66 days to be exact. 

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How long it takes a new habit to form can vary widely depending on the behavior, the person, and the circumstances. In Lally's study, it took anywhere from 18 days to 254 days for people to form a new habit.

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PBIS

Behavior Change

The change is an instructional process

We change STUDENT behavior

by changing

ADULT behavior

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Interventions = changes in staff procedures & practices

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PBIS

Lesson Plan Examples

PBIS

Embed into Daily Curriculum

Objective for the Subject Matter Lesson

Objective for a paired Behavioral/Social/emotional skill (taken from the school’s teaching matrix)

PBIS

Will you teach through Videos?�Important Considerations When Making Teaching Videos

• Matching the climate of your building
• Making sure they are data driven
• Pairing them with follow up activities (Discussion, etc.)
• Do not role-play non-examples. Video’s should demonstrate the positive examples only.
• Involve students in the process
• Ensure students involved are representative of your student body

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PBIS

PBIS

Plan for Teaching Expectations

TFI 1.4 Activity 2 (workbook)

• How will your school teach the expectations? (Lesson plans that include examples, practicing, variety of teaching strategies, etc.)
• How will lessons be taught throughout the school year?
• How will you start to embed into subject area curriculum?
• Will faculty and staff model appropriate behavior?
• How will lessons be taught to new students and new faculty/staff?

PBIS

Suggested 1.4 Action Items

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For TFI Item: �1.4 Teaching Expectations…

(TFI 3.0: 1.4, 1.9, 1.10)

Virtual Tier 1 Training TFI 1.3 and 1.4

123

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

2. What action steps are needed?

PBIS

Exit Ticket

Q1: How has this training challenged or reinforced your thinking?

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Q2: What other questions do you have?

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PBIS

Tier 1 Training

PBIS