NEW TEAM MEMBER TRAINING

Midwest PBIS Network

3/10.21 af

District Leadership �and Planning

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District Leadership �and Planning

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District Leadership �and Planning

Learning Expectations for Virtual Training

Awesome expectations from the team at Sandburg Elementary, SPS186!

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District Leadership �and Planning

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District Leadership �and Planning

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District Leadership �and Planning

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District Leadership �and Planning

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District Leadership �and Planning

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District Leadership �and Planning

ZOOM REMINDERS

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District Leadership �and Planning

ZOOM REMINDERS

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District Leadership �and Planning

WHERE ARE YOU GOING TO KEEP NOTES/ACTION ITEMS?

District Leadership �and Planning

District Leadership �and Planning

District Leadership �and Planning

District Leadership �and Planning

OBJECTIVES

• Be knowledgeable of Tier one PBIS core features

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• Be able to actively participate in Tier One PBIS meetings

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• Understand the data used at Tier One for decision-making and progress monitoring

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• Become familiar with the Tiered Fidelity Inventory

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WHO SHOULD PARTICIPATE?

• Administrators new to the Tier 1 Team

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• Building-based Coaches

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• Tier 1 Team members who have not participated in Tier 1 Team training

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• New Tier 1 Team members

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• Anyone changing roles on an existing Tier 1 Team

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• Anyone who needs a refresher or a basic understanding of Tier 1 PBIS

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Let’s start with brainstorming the questions you have about PBIS/MTSS…

IDEALLY

Ideally this work starts at the TOP!

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District Leadership �and Planning

Managing Complex Change

Source: Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.Original Model: Dr. Mary Lippitt (1987) Enterprise Group Ltd.

Coaching and Leadership

Assess and action plan current capacity of these district functions and structures

PBIS �District Systems Fidelity Inventory (DSFI)

Pilot v0.1

DSFI Pilot for District Level Assessment and Action Planning

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

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

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

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

Necessary Team Conversations in a 3-Tiered System of Support

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

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

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

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

Universal Support

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

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

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

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

Other Problem Solving Process

PBIS as the Interconnected Systems Framework

The Roles of the District-based Coach and Coordinators

What is the definition of coaching?

What is your definition?

• a supporter
• a partner with the team and administration
• a resource for information
• a liaison between team and the district and trainers
• a facilitator for data-based decision making
• a facilitator with MTSS-B implementation and the cultural change in your school
• attentive to team action planning progress

Coaching Capacity

• The District appoints a designated PBIS administrative liaison. The recommended commitment of the District’s designated PBIS administrative liaison should equal .1 FTE.
• The District identifies a district coach who will participate in the PBIS coaches’ trainings. The recommended FTE of a district coach should equal .2 for five implementing schools. Additional FTE allocation may be needed for larger schools and/or high school districts.
• Each school must have an individual assigned to the role of building coach.

Review sample Job Descriptions/ Functions for PBIS Coaches

School-based PBIS Coach

PBIS Coordinator; �District-based PBIS Coach

Major Roles & Responsibilities �of Coaching

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• Coordination

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• Evaluation

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• Technical Assistance

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• Training

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Coaching for Capacity

Joyce and Showers, 2002

Coaching

Maurice Cheeks, Coach, Portland Trail Blazers

����Let’s Connect���What did you hear that was new?��What did you hear that challenged your thinking?��What did you hear that confirmed your thinking

PBIS IN A NUTSHELL

District Leadership �and Planning

Uninformed understandings of this Work

• Parties, assemblies and ice cream socials
• Rewarding youth �(for doing things they should already know how to do)
• Enabling our youth
• People talking in really high voices �and “being positive” all the time
• Childish
• Mascots on steroids
• It’s only for “naughty” kids

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• Professor of Special Education at University of Oregon
• Assisted local school district in better allocation of resources
• Help the education field shift from “remediation” to “prevention”
• Using 3-tiered prevention model

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https://sites.ed.gov/osers/2017/01/a-continuum-of-support-for-all/

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Public Health Framework

Researched Outcomes

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral

Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled

Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

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Results are experimentally related to:

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1. Reduction in problem behavior
2. Increased academic performance
3. Increased attendance
4. Improved perception of safety
5. Improved organizational efficiency
6. Reduction in staff turnover
7. Increased perception of teacher efficacy
8. Reduction in teacher reported bullying behavior and peer rejection

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Established by OSERS, U.S. DoE in 1997 to deliver high quality, direct and indirect technical assistance and implementation support to local and state education agencies across the United States and territories.

What is the PBIS

Center?

Positive Behavioral Interventions & Supports (PBIS) is…

a data-driven decision making framework for establishing the social culture and multi-tiered behavioral supports needed for an organization to be an effective learning environment for all youth and staff.

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

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Adapted from: USDOE OSEP PBIS TA Center, 2010 Midwest PBIS Network 1-15-19

Supporting

Staff Behavior

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Supporting

Decision

Making

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Supporting

Student Behavior

SYSTEMS

PRACTICES

DATA

OUTCOMES

Social Competence & Academic Achievement

(USDOE OSEP PBIS TA Center, 2010)

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

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 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

WE DON’T CALL KIDS RED, YELLOW, GREEN

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

Lang Arts.

PE

Music

Attend.

Ask assist.

Activity: �

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

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Tier 1 Workbook Overview

Activity 2, p. 8

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

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 8-22-19 Midwest PBIS Network

HOW we implement and align this work is guided by the Six Core MTSS Features

One Social Emotional Academic Framework

Restorative Practices

Social Skills Programming

Trauma Informed Strategies

Social Emotional Learning

School Mental Health

Dropout Prevention

Bullying Prevention

Classroom Management

Cultural Responsiveness

Wellness & Self-Regulation

Literacy Instruction

Cognitive Behavior Counseling

Check In Check Out

School Climate

Check & Connect

Function-based Support

Wraparound

Discipline and Safety

This work is not meant to �ADD �another thing to your plate…

IT IS THE PLATE!

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Think- Planet Box.

• More effective
• More efficient
• Better for the earth
• Better for humans
• ALL the starfish
• Amazing

THIS 3 TIERED MODEL IDEA IS BABYISH

THIS IS A MYTH

If you agree…

• DATA
• Data for decision-making vs. subjectivity
• Creating a culture of data�
• PRACTICES
• Continuum of interventions
• Evidence-based
• Implemented with fidelity�
• SYSTEMS
• Improving adult effectiveness and efficiency

NOT BABYISH

THE JOB OF THE TEAM IS TO PLAN PARTIES AND FIGURE OUT WAYS WE CAN ACKNOWLEDGE KIDS FOR DOING WHAT THEY ARE SUPPOSED TO BE DOING

Roll-out of Tier 1 Implementation Components

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

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

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

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

Formalizing the desired culture for your organization

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

Tier 1 Implementation

• Create a safe, predictable, �& consistent�environment
• Replace inappropriate behaviors with skills
• Establish & strengthen relationships
• Replaces subjectivity with data driven decision making

Tips for Breakout Room

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����Let’s Connect���What did you hear that was new?��What did you hear that challenged your thinking?��What did you hear that confirmed your thinking

MATRIX

District Leadership �and Planning

ONCE WE HAVE THE POSTERS HUNG UP WE ARE DOING PBIS

Lets talk about the matrix

Purpose for Procedures and Routines

• Having Procedures and Routines in place will:
• Increase instructional time by preventing problem behavior
• Free teachers from correcting misbehavior
• Improve classroom climate
• Create shared ownership of the classroom
• Develop self-discipline�
• Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day.
• (Leinhardt, Weidman, & Hammond, 1987)�
• As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated
• (Evertson, Emmer, & Worsham, 2003; Good & Brophy, 2003)

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Sample School-wide Teaching Matrix

Midwest PBIS Network, 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.

Sample Classroom Teaching Matrix

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

Defined School-Wide Expectations�TRAUMA INFORMED

• Examples by setting/location for student and staff behavior (i.e., school teaching matrix)

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• Establishing school-wide expectations creates a safe, predictable, and consistent environment. Having consistent expectations and language for these expectations across school settings allows students to predict what will happen in each setting.

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• All students benefit from high expectations, especially students impacted by trauma. High expectations send a message to students impacted by trauma they are worthy of expectations and others believe they can accomplish those expectations.

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MYTH BUSTERS

• Posters and Matrix are there for the adults
• Expectations are posted everywhere in the world

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TEACHING

District Leadership �and Planning

We shouldn’t have to teach what we expect, they are in 4^TH grade, junior high, high school

Longitudinal studies have shown that increased

social and emotional competence is related to reductions in a variety of problem behaviors including aggression, delinquency, substance

use, and dropout

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(Aspy, Oman, Veseley, McLeroy, Rodine, & Marshall, 2004; Bradshaw, Rodgers, Ghandour, & Garbarino, 2009; Moffitt et al., 2011).

Food for Thought…

• If a child doesn’t know how to read, we teach.
• If a child doesn’t know how to swim, we teach.
• If a child doesn’t know how to multiply, we teach.
• If a child doesn’t know how to drive, we teach.
• If a child doesn’t know how to behave, we… teach? punish?

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Why can’t we finish the last sentence as automatically as we do the others?

�John Herner (NASDE Preent) Counterpoint 1998, page 2

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Teaching Academics

BE CONSISTENT

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Teaching Behavior

BE CONSISTENT

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���Developing a System for Teaching Appropriate School-wide & Classroom-wide Lesson Plans���

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Once you have developed school-wide expectations, it is not enough to just post the words on the walls…

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YOU MUST TEACH (and RETEACH) THEM!

Why Develop a System for Teaching Behavior?

Behaviors are prerequisites for academics.

Procedures and routines create structure.

Repetition is key to learning new 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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Teaching Expectations

Teaching School-Wide Expectations�TRAUMA INFORMED

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• Students, particularly those impacted by trauma have learned inappropriate behavior and/or coping skills

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• Some children impacted by trauma have also learned to use their behavior as a coping strategy to meet a functions

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• Directly re-teaching teaching behavior and social skills provides consistency to ensure all staff and students understand and utilize the same language and skills

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• Re-teaching is replacement for punishment

THESE ARE MYTHS

• Reviewing expectations over the announcements it the same as teaching behavior

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• Kids repeating the school mantra or school pleaade is the same as teaching behavior

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����Let’s Connect���What did you hear that was new?��What did you hear that challenged your thinking?��What did you hear that confirmed your thinking

ACKNOWLEDGEMENTS

District Leadership �and Planning

We shouldn’t have to ‘reward’ kids for what they are supposed to be doing

LET’S CHANGE OUR LANGUAGE

ACKNOWLEDGEMENTS

Pop Quiz: �What would be the Purpose of an Acknowledgement System?

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Share your response in chat

MWPBIS

Updated 4-21-21

Classroom and School-wide Strategies to �Encourage Appropriate Behavior

Your Feedback and Acknowledgement System

Your Teaching System for SEB Learning

MWPBIS

Updated 4-21-21

Embed SEB Instruction into Daily Curriculum

Objective for the Academic Subject Matter Lesson

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

Serves as a visual cue to remind Staff to prompt students and give specific praise.

MWPBIS

Updated 4-21-21

Pop Quiz: What would be the Purpose of an Acknowledgement System?

Acceptable Answers:

• To Increase student and staff success with the 3-5 schoolwide expectations
• To reinforce students who are demonstrating schoolwide expectations and any lesson plan skills taught
• To shape behavior
• To model a growth mindset (5:1 ratio, praise approximations, etc.)
• To encourage adult positivity
• To build relationships
• To install affective thinking (a cornerstone theory of restorative practice)
• To give the most attention to the behaviors you want to see; minimize attention to incorrect behaviors
• To communicate to students:
• I see you
• I care about you
• Keep up the work
• Increase student and staff satisfaction
• Set the tone and the climate where students want to be at school, and with these adults
• Set the tone and climate where adults want to work in this school
• To give to the staff tools to accomplish all of the above
• To give to the staff tools to replace deficit thinking,
• To serve as the foundation for what all students get, and establish capacity to do more at Tier 2
• To use extrinsic feedback to shape challenging behaviors and reinforce new skills, over time leading to sustainability through intrinsic motivation
• To inform group contingencies (the individuals behavior results in the whole group’s reward)
• To celebrate accomplishments and milestones

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Rev 1-20-21 �Midwest PBIS Network

Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Laura Riffel, OSEP

How to Acknowledge

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

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Non-examples:

• “Brian is sitting in his seat.”
• Saying “good job” without connecting to school-rule.
• Giving ticket without saying anything
• Only giving a ticket for “above and beyond” behavior

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• MS Before and After Video Example: https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

Purpose of Acknowledgments

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• Reinforce the teaching of new behaviors

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• Encourage the behaviors we want to occur again in the future

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• Harness the influence of the students who are showing expected behaviors to encourage the students who are not

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• Prompt for adults to recognize expected behavior

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Purpose for Acknowledgments

• It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.

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• Create positive interactions, rapport, and relationships with students.

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• Spending time on acknowledgements focus the attention on positive behaviors, and minimizes attention to negative behaviors.

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• It increases instructional time, and minimizes time students are out of the classroom.

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• Acknowledgment systems prompt adults to recognize expected behaviors

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(Cameron, 2002; Cameron & Pierce, 1994, 2001;

Cameron, Banko, & Pierce, 2001)

Every time any adult interacts with any student, �it is an instructional moment.

Components of School-Wide Acknowledgement Plans

• High frequency/Predictable �Delivered at a high rate for a short period
• High Frequency Behavior Specific Verbal Praise
• Tokens (Gotchas, Falcon Feathers, Caught Being Good, All Star Gotchas, High 5 Tickets)
• Positive referrals,
• Phone calls, texts, emails

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• Intermittent and/or Unexpected�Bring “surprise” attention to certain behaviors or at scheduled intervals
• E.g. Unpredictable use of “Gotchas”, ticket lottery, special announcements, Hi Five surprises, Hi Five button # calls, skill-of-the-day, raffles

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• Long term
• E.g. Quarterly activities, assemblies, parent dinners, field trips

REMINDER

High Frequency Acknowledgements are not always tangible.

3 TYPES OF ACKNOWLEDGEMENTS STUDENTS AND STAFF

1. SHORT-TERM

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• INTERMITTENT

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• LONG TERM

�Feedback & Acknowledgements�TRAUMA INFORMED

Formal system, set of procedures for specific behavior feedback that is linked to school-wide expectations and used across settings.

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• Receiving positive specific feedback is rewarding to a student, and more importantly, supports staff in developing relationships with students and establishes a predictable environment. This provides a more pleasurable and safe environment for students and staff.

• Establishing a positive feedback system also promotes and provides adults with procedures for speaking respectfully and empowering students.

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THESE ARE MYTHS

• It is okay to exclude kids from school-wide celebrations

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• Taking away points an privileges are effective for youth with the most behavioral challenges

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• This age group doesn’t like to be acknowledged

����Let’s Connect���What did you hear that was new?��What did you hear that challenged your thinking?��What did you hear that confirmed your thinking

CLEAR DEFINTIONS OF PROBLEM BEHAVIORS AND T-CHART

District Leadership �and Planning

Purpose for �Discipline Definitions and Policies

Clearly defined procedures support consistency responding to behavioral infractions

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Consistency conditions increased structure, feelings safety, positive environment.

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Differentiating between behaviors addressed in classroom, versus administration can:

(a) improve consistency within the classroom

(b) provide more meaningful information for problem solving

(c) increase instructional minutes

(d) free up administrative time spent on discipline.

Defining Behaviors

• The definitions are clear, observable, and can be measureable.

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• Establish alignment with SWIS definitions.

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SWIS Minor Examples

See Workbook Pages 30 - 31

SWIS Major Examples

See Workbook Pages 30 - 31

Responsibility for Behaviors

“T-Chart” School Example

Teacher Managed Behavior

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Attendance/Tardy – Inform parents �on effect on academic performance

• Profanity directed at student
• Gum chewing
• Homework
• No supplies
• Tattling
• Non-compliance
• Name calling
• Lying
• Minor stealing
• Cheating
• Dress Code Violations
• Minor Harassment
• Disrespect
• Disruption
• Defiance

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Office Managed Behavior

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• Attendance/Tardy
• Vandalism
• Substances
• Weapons
• Profanity directed at Adults
• Fighting
• Verbal/Physical intimidation
• Major stealing
• Cutting school
• Wanderers
• Gang Related Activity
• Chronic Dress Code Violation
• Harassment (including sexual)
• Disrespect
• Disruption
• Defiance

Clear definitions for behaviors that interfere with academic and social success���Establishing clear definitions and procedures for responding to inappropriate behavior as a system, creates predictability and supports a safe environment. �

Clear definitions of problem behaviors

TRAUMA INFORMED

THESE ARE MYTHS

• Its okay for every individual teacher to decide the expectations

CONTINUUM OF STRATEGIES

District Leadership �and Planning

“CONSEQUENCES WILL CHANGE THE BEHAVIOR OF THE STUDENT WHO HAS THE MOST BEHAVIOR CHALLENGES”

Why Focus on a Continuum of Strategies to Respond to Inappropriate Behavior?

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What is the single most commonly used but least effective method for addressing undesirable behavior?

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The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student (Albetro & Troutman, 2006).

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Consistency is key, not severity

• It is less important what the consequence is, than that something is reliably done.

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• How staff respond or what consequence is used is less important than the certainty that something will be done, even something relatively brief such as redirection or re-teaching.

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Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

What effective strategies are currently in place for responding to a minor/teacher managed behavior problems in your school?

1. Identify your continuum of strategies
• Include prevention strategies
• Include re-teaching and other classroom management practices
2. Add your continuum to the flowchart to document the process for responding to behavior.
• Avoid “3 minors equals a major” logic
3. When do staff complete a minor ODR form?

Establishing a Discipline Flowchart

Workbook: TFI 1.5, 1.6 Activity 3

SIDENOTE:

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What is the single most commonly used but least effective method for addressing undesirable behavior?

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The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student (Albetro & Troutman, 2006).

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Discipline Policies and Procedures�TRAUMA INFORMED

Creates predictability and supports a safe environment.

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• Clear policy/procedure (i.e., flowchart) for addressing office-managed and classroom managed behaviors
• Establishing proactive, instructive and/or restorative procedures and practices create predictable policies adults are more likely to use.

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• Positive, instructive and restorative approaches allow the student to feel empowered and teaches needed skills rather than focusing on a negative consequence.

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THESE ARE MYTHS

• The office is the place to ‘hold/store’ youth

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• Kids who are regulated should stay in the office and miss instruction

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• Punishments/Consequences are going to change the behavior of youth with the highest level needs

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����Let’s Connect���What did you hear that was new?��What did you hear that challenged your thinking?��What did you hear that confirmed your thinking

ALL THINGS DATA

District Leadership �and Planning

Core SWIS Reports

District Leadership �and Planning

Additional SWIS Reports (cont.)

Referrals by Ethnicity (three graphs)

By Students with IEPs

Triangle Data Report

Precise Problem Statements

• What are the data we need for a decision?
• Precise problem statements include information about the following questions:
• 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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District Leadership �and Planning

Primary vs. Precision Statements

Primary Statements

• Too many referrals
• September has more suspensions than last year.
• Gang behavior is increasing.
• The cafeteria is out of control.
• Student disrespect is out of control.

Precision Statement

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

District Leadership �and Planning

Precision Statement Example

• What? more ODRs for aggression

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• Where? on the playground

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• Who? a large number of students

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• When? first recess

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• Why? to get access to the new playground equipment

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

District Leadership �and Planning

Tiered Fidelity Inventory (TFI)

• Team completes TFI at least annually
• Can complete 2-3 times per year when beginning to install Tier II systems
• Team develops action plans based upon results
• Team monitors action plan throughout school year

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Measure of fidelity.

District Leadership �and Planning

TFI: Total Score Report

• Monitors implementation of all tiers over time
• Global view

District Leadership �and Planning

Sample TFI Report - SubScale

• What do you see? How is this helpful?

Washington School

Sample TFI Report - Items

• What do you see? How is this helpful?

Hamilton School

Self-Assessment Survey�(SAS)

• This survey can still be completed this year by your staff
• Valuable staff perception data concerning PBIS Tier 1 implementation
• Survey is opened on PBIS Assessments
• Link is sent directly to staff to complete
• Reports available the day after survey is closed

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Sample SAS Item Analysis Report

• What do you see? How is this helpful?

Sample SAS Sub-Scale Report

• What do you see? How is this helpful?

https://docs.google.com/document/d/1f3SqcdI2wYjQgmfYGiCcTjr9_CxDRuuL_GaRlwaP4ss/edit

Action Plan for Pre-Implementation Data

Data, Source, Schedule, etc.

• ODRs
• Student Climate Surveys?
• New Climate Suite? (Dec 2018)
• Classroom Observations?
• TFI Walk-through Assessments?
• Other?

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Other Data Action Steps to consider?

• Become your own PBIS Assessments Coordinator for the district?

����Let’s Connect���What did you hear that was new?��What did you hear that challenged your thinking?��What did you hear that confirmed your thinking

IN CLOSING

District Leadership �and Planning

“BEING TRAUMA INFORMED � MEANS THERE AREN’T CONSEQUENCES”���“ALL BEHAVIORS ARE ACCEPTABLE”

Determining clear definitions for behaviors that interfere with academic and social success�.���������Establishing clear definitions and procedures for responding to inappropriate behavior as a system, creates predictability and supports a safe environment. �

Being Trauma Informed means

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“We can ‘kind of’ do PBIS and then we will be done.���

What post-its were not addressed?

District Leadership �and Planning

AS A WHOLE GROUP���Type one word that summarizes the training for you?