VTPBIS Refresher Training

Lauralee Keach

Laura Ellis

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BEST 2021

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

Zoom 101

Turn your microphone and webcam on and off

(Please stay muted when presenter is speaking)

Post your questions in the chat and keep an eye out for posted links or files.

Use the “Reactions” to raise your hand, give a thumbs up, and other interactive reactions.

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You can raise your hand if you have a questions or post your question in the chat.

Open the Participants panel to see who’s here and update your name:

* Hover over your name in the list and click “More”

* Then click “rename” to change your display name

Zoom Breakout Rooms: Join Your Room

For group-specific breakouts

Click on “Breakout Rooms” on the toolbar

Find your room and click “Join”

“The fundamental purpose of PBIS is to make schools more effective and equitable learning environments.”

Rob Horner, OSEP Technical Assistance Center for PBIS

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Coming Together

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Please share in the chat box . . .

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Something you are grateful for today.

Day 1 Agenda

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

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Learning Vision

Together, you will have:

• Become fluent in PBIS systems, data, equity & practices
• Used a shared framework
• Considered how to meaningfully involve students, families, and staff in planning and implementation
• Developed action plans for next steps to implementation
• AND had fun while doing it.

Participant Schools Level of Implementation

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Highest Priorities for Training + Support

(from pre-training survey)

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• Evaluate current systems and determine areas for development and revision
• Increase implementation fidelity of Universal and Targeted systems already in place
• Improve staff and administration buy in
• Create a plan to include clear systems and procedures to roll out to staff at start of the year and to train newly hired staff
• Consider teacher- and classroom-specific supports
• Use data, including fidelity assessments, for decision making and action planning
• Dissemination of data

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Objectives:

By the end of this training, you will have…

• clarified what PBIS is and is not.
• edited or created team structure, norms, roles, and routines.
• developed an implementation action plan.
• finalized a draft collective statement of purpose.
• reflected on/begun development of a process to ensure equity in all aspects of PBIS implementation.
• edited or created procedures for teaching and encouraging expected behaviors, addressing concerning behaviors through a continuum of supports, and record keeping and decision making
• determined format/s and content for staff professional development on PBIS foundations and implementation specifics
• considered coaching needs, roll-out planning, and other next steps.

Personal Reflection

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Who are you here for?

Community Agreements: How we will be together

Behavioral Norms

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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 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?

Tools

• VTPBIS Refresher Training Agenda and Links
• VTPBIS Refresher Training Slides
• VTPBIS Refresher Action Plan and Activities
• Universal Staff Handbook*

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*Click link, “Make a Copy,” name, and share 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 behavior outcomes

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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

The PBIS Framework

Social competence & Academic achievement

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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PBIS is not fully implemented until it is culturally responsive.

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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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(Payno-Simmons, 2021)

Equity is a Tier 1 issue. Inequitable outcomes MUST be addressed at Tier 1, Providing Tier 2 & 3 supports does not address inequities!

Continuum of Support for “Dylan”

Math

Reading

Adult relationships

Regulation

Attendance

Peer Interaction

Science

Share: Current Practices Within a Continuum

What is already in place for academic and behavioral support?

• Tier 1: Universal practices provided to all students; intended to sufficiently support most students
• Tier 2: Strategic/Targeted practices provided to some students for support
• Tier 3: Individualize/Intensive practices provided to a few students for support

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

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Core Features of PBIS Implementation

1. Statement of purpose
2. 3-5 behavioral expectations
3. Procedures for teaching expected behaviors
4. Procedures for acknowledging positive behaviors
5. Procedures for addressing behavior concerns through a continuum of supports
6. Procedures for record-keeping and decision-making

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PBIS is not fully implemented until it is culturally responsive.

PBIS Research: Highest Level of Evidence

When implemented with fidelity, PBIS shows these outcomes:

• Decrease in concerning behavior
• Improved school climate
• Improved consistency
• Improved organizational health
• Decrease in bullying
• Increase in academic achievement

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https://www.pbis.org/research

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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 Assessments ➞ Action Planning

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

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TFI / TFI-CR Action Plan with Items

Message to Staff

All (insert school name) staff are responsible for implementing PBIS with fidelity: implementing in the intended way.

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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.

Team Time Activity 1

Your

Compelling Why

Discuss:

• What are the behavioral needs at our school?
• What does our 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:

• Universal Training Action Plan & Activities

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Teaming

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Breakout Room Activity #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

PBIS Universal Team Membership

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

Tier 2/3 Consideration: Team Functions

Targeted Systems Planning Team:

• Monitors effectiveness of CICO and other targeted intervention
• Reviews data to make decisions on improvements to the interventions themselves
• Students are NOT discussed

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Problem Solving Team:

• Develops & monitors plans for one student at a time
• Every school has this type of meeting (e.g., EST)
• Teachers and families are typically involved

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Developing Team Roles

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

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

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
• Current action plan
• Data-driven

Allen Brook School PBIS Leadership Team

meeting with 2^nd graders

Guilford Agenda/Minutes

Working Smarter, Not Harder

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Consider eliminating all initiatives that:

• do NOT have a defined purpose and outcome measure
• are not tied to School Improvement Plan

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Consider combining initiatives that:

• have the same outcome measure and same target group
• have 75% of the same staff

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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
• Slides

Day 1 Closing

• What questions do you have?
• Individual Share: I’m feeling . . .
• Exit ticket
• For Coming Together tomorrow, representative from each school report out:
• How things are going, what you have accomplished, any “aha” moments

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You’ve got this!!!!!

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Day 2 Agenda

• Coming Together
• Core Features of PBIS:

1. Statement of Purpose

2. Behavior expectations

3. Teaching behavior expectations

• Closing

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Coming Together

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Please share in the chat box . . .

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I am going to take care of myself during this training day by ___________.

Coming Together

Representative from each school . . .

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Please share something about your team process so far:

• How things are going
• What you have accomplished so far
• Any “aha” moments

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Day 1 Exit Ticket feedback & response

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Community Agreements: How we will be together

Behavioral Norms

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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 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

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Core Features of PBIS Implementation

1. Statement of Purpose
2. 3-5 behavioral expectations
3. Procedures for teaching expected behaviors
4. Procedures for acknowledging positive behaviors
5. Procedures for addressing behavior concerns through a continuum of supports
6. Procedures for record-keeping and decision-making

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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.

Tier 2/3 Consideration:

Targeted Team: Example Purpose Statement

To effectively and efficiently match children who have not responded to universal interventions with targeted strategies more likely to produce successful outcomes.

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

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Please share in the chat: What is one way that your statement of purpose can be revised to incorporate equity and change?

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. 3-5 behavioral expectations
3. Procedures for teaching expected behaviors
4. Procedures for acknowledging positive behaviors
5. Procedures for addressing behavior concerns through a continuum of supports
6. Procedures for record-keeping and decision-making

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School-Wide Expectations

• 3-5 expectations (less is more!)
• Clearly-defined
• Positively-stated
• Focus on teaching social/emotional/ behavioral competencies
• Respectful of students’ cultures
• Determined through meaningful participation of students, families, and staff
• For engagement, not compliance
• Have a legitimate purpose, not just school tradition or status quo

Why Set Clear School Wide Expectations?

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

Teachers

• more easily recognize and motivate positive behaviors

Climate

• Classroom & school cultures become more positive overall
• Decreased classroom stress for students and teachers

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

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

Identifying Potential Behavior Expectations

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

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

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What expectations might leave too much room for subjectivity?

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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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• 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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Break Out Room Activity

• Choose 2-3 questions (more if you have time!) from the 10 Questions to Ensure Equity list to discuss

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• What adjustments do you need to make to your expectations?

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Ideas for Keeping Expectations Visible

• What are your ideas?

Other ideas:

• Post in classrooms, hallways, computer wallpaper, and/or screen saver
• Print in the school handbook
• Videos
• Flags hanging in the hallway outside of classrooms
• Staff and/or student lanyards
• Hats, t-shirts, bracelets, bumper stickers
• Students design murals

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Team Time Activity 4

Identifying & Defining

Behavior Expectations

Tasks:

• Review current expectations using the 10 Questions to Ensure Equity list and determine:
• Are each of them clearly defined?
• How are/will you get feedback about which of/whether these expectations match your school community & its needs?
• Do you need to make any adjustments?
• How do you keep them visible and alive?

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Tools:

• Universal Training Action Plan & Activities
• Slides

Core Features of PBIS Implementation

1. Statement of Purpose
2. 3-5 behavioral expectations
3. Procedures for teaching expected behaviors
4. Procedures for acknowledging positive behaviors
5. Procedures for addressing behavior concerns through a continuum of supports
6. Procedures for record-keeping and decision-making

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Share

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

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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

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
• 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

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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Teaching Matrix

Clearly communicates expectations throughout the building

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Includes:

• Expectations
• All settings and locations
• 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 Practices Info for Staff

Dothan Brook School Teaching Matrix 2018

Staff Matrix

What cells would you change?

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

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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To use in these settings:

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

Lesson Plan Example

Unit/Lesson Re-Design Worksheet (udlpbis.pbworks.com)�Course/Lesson: Playground Instructor(s)

Determining Which Skills To Teach

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

Adapted from:

Teaching Expectations (Elementary)

Teaching Expectations (Middle)

Teaching Expectations by Setting (PreK)

Teaching Expectations by Setting (Elementary)

Teaching Expectations by Setting (High School)

https://vimeo.com/153271588

Team Time Activity 5

Teaching Expected Behavior

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?)

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Tools:

• Handbook
• Universal Training Action Plan & Activities
• Slides
• Dothan Brook Teaching Matrix

Team Time Activity 5 Considerations:

Discuss and record:

• How can you engage students in learning the expectations?

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

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• What teaching and learning formats can you use?

Day 2 Closing

• What questions do you have?
• Individual Share: I’m feeling . . .
• Exit ticket
• For Coming Together tomorrow, representative from each school report out:
• How things are going, what you have accomplished, any “aha” moments

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Day 3 Agenda

• Coming together
• Core Features of PBIS
• 4. Encouraging & Acknowledging Positive Behaviors
• 5. Data: Record-Keeping & Decision-Making

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Coming Together

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Please share in the chat box . . .

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Where have you found peace during this crazy year?

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Coming Together

Representative from each school . . .

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Please share something about your team process so far:

• How things are going
• What you have accomplished so far
• Any “aha” moments

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Day 2 Exit Ticket feedback & response

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Community Agreements: How we will be together

Behavioral Norms

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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 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
• 3-5 behavioral expectations
• Procedures for teaching expected behaviors
• Procedures for acknowledging positive behaviors
• Procedures for record-keeping and decision-making
• Procedures for addressing behavior concerns through a continuum of supports

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Seeing the Positive

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

Share in the chat box (in a few words), the impact that this had.

Encourage Expected 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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Acknowledging positive behavior

• 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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Acknowledging Positive Behavior in Action

4:1 Is Not Just for Kids!

Business Teams:

• High Performance = 5.6 : 1
• Medium Performance = 1.9 : 1
• Low Performance = 1 : 2.7

(Losada, 1999; Losada & Heaphy, 2004)

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Successful Marriages:

• 5.1 : 1
• 4.7 : 1
• 1 : 1.3 (94% predictive of divorce)

(Gottoman, 1994)

4:1 Specific Positive Feedback

end video at 5:59

Great 4:1 resource! https://vkc.vumc.org/assets/files/resources/psibehaviorspecpraise.pdf

�

Share

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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
• 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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Acknowledgement Procedure Example

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1. When staff observe a students engaging in school-wide expected behaviors, they give her/him/them specific verbal feedback, along with a ticket.

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• Students place their tickets in a classroom or school-wide ticket container.

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• When the container is filled (or other agreed upon benchmark), the class earns a class-wide celebration (extra recess, game day, pajama day, etc.)

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• Classroom tickets are added to the school-wide container, earning toward a monthly school-wide celebration (fort-building time, school-wide rock-paper-scissors, STOP/DROP/PLAY, Book Character day, twin day, etc.)

Responding to Worries About ”Rewards”

• “The undermining effect of extrinsic reward on intrinsic motivation remains unproven.” (Reiss, 2005)

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• “It is not tangible rewards, per se, that undermine motivation; instead, undermining of motivation depends on instructions and the statement of contingency.” (Cameron, 2001)
• �“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” (Cameron, 2002), (Cameron & Pierce, 1994, 2002), (Cameron, Banko, & Pierce, 2001)

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Teaching Expectations & Procedures (Middle)

Why do you think the student who created this video focused on how to earn a ticket as well as on how to demonstrate expected behaviors? .

Acknowledgement System Procedure

What will acknowledging expected behavior sound like?

What will acknowledging expected behavior look like?

How will staff keep track of the 4:1 feedback?

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Tangible markers

• What will they look like and be called?
• What do students do to earn them?
• How frequently are they given out?
• When are they given out?
• How will they be managed in the classroom & school?
• What celebrations/experiences/events will they lead to?
• How will we keep track of their frequency and use with all students?

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How can we involve students & families in the development of our acknowledgement system?

How can we ensure that it reflects student/family cultures?

Example: Charlotte

Example: JFK

Make it easy to use acknowledgements

Break Out Room Activity

• Consider what the current acknowledgement sounds like and looks like
• How do students get recognized?
• Do all students get recognized?
• What is the tangible acknowledgement called?
• What do students do with it?
• How does your school keep track of staff, individual, classroom and school-wide reinforcement?
• How do you build in student voice and choice in this process?

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Reinforce Staff Behavior

Support school expectations AND expectations about implementing PBIS!

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Why Acknowledge Staff?

• Teacher emotional exhaustion is associated with low level PBIS implementation in the classroom (Reinke, Herman, & Stormont, 2013)
• Teachers who experience high levels of burnout or feel emotionally exhausted demonstrate lower quality teaching and impaired relationships (Maslach & Jackson, 1981)
• Teacher stress contributes to teacher turnover (Johnson, et.al, 2005)
• High stress and low coping of teachers is correlated with poor student behavior and academic outcomes (Herman, Hickmon-Rosa, Reinke, 2018)

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Break Out Room Activity

• Discuss creative ways to reinforce the staff in your building
• Be prepared to share out 1 idea to the group

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The best way to know what will be reinforcing to staff? ASK!

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Examples for Staff

Staff:

• Note of appreciation
• Recognition at assembly
• G.O.O.S.E. (Get Out Of School Early)
• Coffee Coupon
• Chocolate in mailboxes
• Lunch
• One Free Period
• Duty Free Day

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Where can you find more ideas?

Team Time Activity 6

Procedures for Acknowledging Positive 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, & 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:

• Universal Training Action Plan & Activities
• Slides

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Core Features of PBIS Implementation

• Statement of Purpose
• 3-5 behavioral expectations
• Procedures for teaching expected behaviors
• Procedures for acknowledging positive behaviors
• Procedures for addressing behavior concerns through a continuum of supports
• Procedures for record-keeping and decision-making

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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.”

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

McIntoshK., et al. (2018)

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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

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Information to Record

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

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• 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

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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!

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Think “Functionally”: Understand the Why of Behavior

Consider

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

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How can you help ALL staff learn how to identify and consider the function of students’ behavior?

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Shake It!!!

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• Shake it like a duck by the Super Fun Show (youthful)
• Shake it off by Taylor Swift (pop)
• Hippy Shake Shakes by the Swinging Blue Jeans (old rock & roll)
• Shake your sillies out by the Learning Station (youthful)
• Shake by L.L.A.M.A, Ne-Yo, Carmen DeLeon (hip hop)

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Data System Features for Decision-Making

Decision-focused data system should provide:

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• 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?

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Using the Referrals by Student report as a Universal Screening Tool

SWIS Demo

School-Wide Information System

www.pbisapps.org

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View recorded webinar at:

https://www.pbisvermont.org/evaluations/school-wide-information-systems-swis/

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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

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Other Possible Data Sources

• 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

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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

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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

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• 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

Implement

Solution with

High Integrity

Identify

Goal for Change

Identify Problem

with

Precision

Monitor Impact

of Solution and

Compare against Goal

Make Summative

Evaluation

Decision

Meeting

Foundations

Team-Initiated Problem Solving (TIPS II) Model

Identify

Solution &

Create

Implementation

Plan with

Contextual Fit

Collect and Use Data

What, Who, When, Where, and Why?

How do we want the problem to change?

What are we going to do to bring about desired change?

Did we implement with fidelity?

Has the problem been solved?

What next?

Tier 2/3 Consideration: Interventions Tracking Tool

Share

Please share in the chat box or aloud your response to one of these questions. . .

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• What kind of data are we collecting?

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• Is the data collection a contextual fit?

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

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

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

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

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Team-Initiated Problem Solving (TIPS)

Resources for using TIPS

• TIPS Meeting Template
• Schedule time with a VTPBIS Coach
• Recorded Webinar at: https://vimeo.com/user18175786/videos

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How can we ensure that students are engaged in each step of TIPS?

Team Time Activity 7

Data for Decision-Making

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
• Slides

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Day 3 Closing

• What questions do you have?
• Individual Share: I’m feeling . . .
• Exit ticket
• For Coming Together tomorrow, representative from each school report out:
• How things are going, what you have accomplished, any “aha” moments

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Day 4 Agenda

• Coming together
• Core Features of PBIS
• 5. Addressing behavior concerns through a continuum of supports
• Anticipating Roadblocks and Increasing Buy-in
• Next Steps
• Action Plan
• Follow-up Coaching
• Data System
• Planning for Staff PD & Roll-out
• Closing

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Coming Together

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Please share in the chat box . . .

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What can you do that you could not do a year ago?

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Coming Together

Representative from each school . . .

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Please share something about your team process so far:

• How things are going
• What you have accomplished so far
• Any “aha” moments

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Day 3 Exit Ticket feedback & response

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Community Agreements: How we will be together

Behavioral Norms

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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 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
• 3-5 behavioral expectations
• Procedures for teaching expected behaviors
• Procedures for acknowledging positive behaviors
• Procedures for addressing behavior concerns through a continuum of supports
• Procedures for record-keeping and decision-making

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Share

Please share in the chat box . . .

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

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What was your initial reaction?

How did you feel?

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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

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Prevention is the Best “Response”

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

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

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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
• Establish a continuum of strategies to acknowledge expected behavior
• 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

Function Based Approach

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

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

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

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Function Based Approach

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

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

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

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Tier 2/3 Consideration:

Matching Interventions to Function of Behavior

TFI: Practices Matched to Student Need

A formal process is in place to select Tier II interventions that are:

• matched to student need (e.g., behavioral function), and
• adapted to improve contextual fit (e.g., culture, developmental level).

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Tier 2/3 Consideration: Examples: Targeted Interventions Based on Functions of Behavior

• Access Adult Attention/Support:
• Check-In/Check-Out
• Adult Mentoring Programs
• Access Peer Attention/Support:
• Social Skills Instruction
• Peer Mentoring
• Self-Monitoring with Peer Support (function: academic task escape)
• Access Adult Attention (around academics):
• Organization/Homework planning support
• Homework completion club
• Tutoring

Break Out Room Activities

Universal Teams: Consider these questions:

1. What in-class prevention and response strategies should all teachers try?
2. How can you ensure a balance between “discipline procedures” for responding to behaviors of concern and practices to prevent the recurrence?
3. How are staff supported to learn effective response strategies for behaviors of concern?

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Targeted/Intensive Teams: Consider these questions:

1. What might your data look like if your Universal layers of supports are not implemented with fidelity?
2. What can be done to increase this first?
3. Consider your school’s current Tier 2 layers of support:
1. Do you have interventions that match all of your student’s needs (function of behavior)? What else might you add?
2. Do you have an organizational chart with all interventions listed for staff to see? Have you secured all of the resources needed to ensure quick access (i.e. people, time)?

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Where: Identify Behavior Hotspots

• Map the school/classroom activity (students & staff)
• Put an X on top 3 challenging locations
• For each location, identify behavior by what, when, and why

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• Classroom - most time spent here, most demand

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• Non-classroom - less supervision, structure, & explicit teaching
• Common areas
• Hallways
• Transitions
• Playground/recess
• Bus

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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.

Develop Shared Understanding of Majors & Minors

• SWIS Referral Form Definitions
• Dothan Brook Example

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Equity & Definitions of Concerning Behaviors

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

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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?

Close Confusers

Calibrate your staff!

•Identify and define minor vs. major behaviors

•Define adult expectations prior to referring

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The first grade class writes in a journal. The topic focuses on a specific letter each day. During the letter “F” day, Sarah writes an inappropriate word she learned from some of the older students on the playground. She shows her journal to all of the students around her.

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DEFINE “Close Confusers”!

Consider this Mindset Shift

Procedure for Responding to Concerning Behaviors

1. Utilize effective classroom prevention & response practices

2. If minor behavior (classroom managed):

➤ review/reteach/restorative conversation

➤ document on BOD form

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

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Practices for Responding to Minors

• Signal that expectation has not been met
• State expected behavior
• Ask student to show expected behavior
• Walk away to give the student time to make a choice OR
• Offer help “What can I do to help you follow the expectation?”
• Give positive feedback for any positive change in behavior

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Consider use of scripts

• “What are you doing?”
• “What are you supposed to be doing?”
• “What are you going to do?”

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How can we ensure that our practices for responding maintain students’ dignity?

Preventing Concerning Behavior from Recurring

• Revisit classroom management practices & environment
• Analyze and address function & needs
• Reteach
• Strengthen relationships
• 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’s Plan B
• “I notice that you are …. what’s up?”

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Responding to Behavior Concerns by Re-Teaching

What concerning behavior/s do you think the PBIS Team identified as a need?

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What do you think the focus behavior is for the month?

Provide Opportunity for Restorative Reflection

1. What happened? Which expectation(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?
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?

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Creating a Behavioral Flow Chart

Discipline Policies

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

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• 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?

Team Time Activity 8

Addressing Behavior Concerns Through a Continuum of Supports

Tasks:

• Identify behavior concerns that your school is or will collect data on & use on BOD
• Review definitions for major & minor behaviors & modify in the Handbook
• Plan outline for staff PD on addressing behavior concerns through a continuum of supports, including equity considerations

Future tasks:

• Review and edit Responding to Concerning Behavior Flow Chart & enter into Handbook
• Review or create Reflection Sheet

Tools

• SWIS Behavior Definitions & Dothan Brook Definitions/Non-examples
• Refresher Training Action Plan & Activities
• Handbook
• Slides

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Implementation

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Core Features of PBIS Implementation

1. Statement of Purpose

2. 3-5 behavioral expectations

3. Procedures for teaching expected behaviors

4. Procedures for acknowledging positive 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

Predictors of Sustainability

• Staff buy-in
• Fidelity
• Opportunities to learn & practice
• Strong leadership team
• Active support from school & district administration
• Staff viewing data regularly

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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

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

Anticipate Roadblocks

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

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

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 in first week of school

Monthly

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

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

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

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

Implementation Science

3-5 years

(this is normal!)

Building Buy-in

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Change and Resistance

• What if we replaced the idea of managing change with accepting resistance as a natural part of 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

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

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

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Write in the chatbox: What have been factors that have led to successful change in your school/district?

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Why People Resist Change

• Believe the change is unnecessary or will make things worse
• Don’t trust the people leading the change effort
• Don’t like the way the change was introduced
• Are not confident the change will succeed
• Did not have input or role in planning & implementation
• Feel threatened that change will mean personal loss — security, status, relationships, competence
• Believe in the status quo
• Have already experienced a lot of change and can’t handle any more disruption
• Are afraid they don’t have the skills to do their work in new ways required by the change

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5 MINUTE DANCE PARTY OR MEDITATION

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• “I Wanna Dance with Somebody” - Whitney Houston
• “Is This Love?” Bob and Marley done by the Urban Dance Camp
• “I Gotta Feeling” Black Eyed Peas - audio track
• Five Minute Meditation with Sofi Dillof

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Team Time Activity 9

Building

Buy-In

Discuss:

• Think about staff buy-in 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

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Tools:

• Refresher Training Action Plan & Activities
• Slides

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How’s it going?

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• How are things going for your team?
• What are you thinking about?
• What questions do you have?
• What do you need?

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Next Steps

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Now What?

By end of Team Time on Thursday:

• Finalize action plan

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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 sherry.schoenberg@uvm.edu to set up follow-up coaching

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Team Time Activity 10

Staff PD & Roll-Out

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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

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What will your school look like and sound like

when PBIS is fully implemented?

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Vermont PBIS System of Support

School Coordinator

Facilitator and head cheerleader, not the solo worker bee!

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• VTPBIS 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 State TAs

Three types of TA to VTPBIS schools and SU/SDs:

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1. SYSTEMS: Specific supports include:

• Determining readiness for VTPBIS training at all tiers;
• Identifying other VTPBIS Professional Learning opportunities;
• Seeking resources to support VTPBIS implementation; and
• Understanding how to access VTPBIS Coaches/Trainers

2. DATA: Specific supports include:

• Understanding and using the VTPBIS data tools (School-wide Evaluation Tool; Tiered Fidelity Inventory; Self-Assessment Survey; SWIS, etc.);
• Assistance with problem solving using data; and
• Assistance with developing and sharing data with stakeholders

3. PRACTICES: Specific supports include:

• Implementing PBIS with fidelity at all tiers;
• Identifying evidence-based practices; and
• Consultation about implementation dips

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Coaching Support

• What?
• Support for PBIS implementation & fidelity
• Create school/SU/SD capacity for internal coaching
• Why?
• Brings experience, expertise, & external perspective
• How?
• SU/SD apply for BEST/Act 230 funds
• Contract with state-approved VTPBIS Coaches directly

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

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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