School-Wide Positive Behavioral Interventions and Supports:

Administrator’s Role

Donna Morelli

Cynthia ZinglerEducation Specialists

Positive Behavioral Intervention and Supports Trainers

September 19, 2012

dmorelli@crec.org czingler@crec.org

www.pbis.org www.cber.org

PURPOSE

1.Clarify Administrator’s Role in

Positive Behavioral

Interventions and Support

2.Outline Goals for Year 1

3.Provide Support and

Resources for Implementation

Welcome, please share:

Your NameYour School

• 1 thing you are looking forward to with Positive Behavioral Interventions and Supports

• 1 thing you are concerned about as your school moves forward

Administrator

Priority &Status

Data-basedDecisionMaking

Communications

Behavior Capacity

Team

Representation

PBIS is a Team-led Process

Start with aTeam that “Works.”

Team Composition• Administrator• Grade/Department Representation• Representative of Culture, Race, and Language of Student

Population• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial, Bus, Security, Lunch, etc.

• Parent• Community Members

– Mental Health, Business• Student

Roles and Responsibilities of PBIS Team

• Attend regular team meetings (at least monthly)• Assess the current status of behavior and

discipline practices• Examine patterns of behavior through data• Develop and implement a SW-PBIS action plan

with specific goals less than 1 year old• Obtain and maintain staff commitment• Ensure parental participation and input• Oversee, monitor, and evaluate all planned

objectives and activities developed

Administration’s Roles & Responsibilities

Administrators must be committed to: • Attend all training dates• Communicate needs and successes with the District PBIS Team• Participate in the roll out of PBIS• Play an active role in the school-wide PBIS change process• Actively communicate their commitment to the process• Be familiar with the school’s current behavioral data and reporting

system• Provide the necessary time and structures for the PBIS Team to

meet and communicate with or present to the staff and students

Note: If a principal is not committed to the change process, it is unwise to move forward in the training

Getting Started with SW-PBS (8 Steps)

1) Establish Team Membership (p 42)

2) Develop a Brief Statement of Purpose (p 48)

3) Identify Positive School-wide Behavior Expectations (p 50)

4) Develop Procedures for Teaching School-wide Behavior Expectations (p 57)

5)Develop Procedures for Teaching Classroom-wide Behavior Expectations (p 60)

6) Develop Continuum of Procedures for Encouraging Expectations (p 63)

7) Develop Continuum of Procedures for Discouraging Behavior Violations (p 66)

8) Develop Data-based Procedures for Monitoring Implementation of SW-PBS (p 73)

CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106

9

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Administrator Foci

• Establish and maintain a continuum of evidence based practices in all school systems.– What are you going to stop doing in order to do the smallest

number of high impact evidence-based things well?

• Establish systems to support teachers.– Staff Buy-In– Classroom Management

• Establish systems to support data based decision making.• Focus on the long term – support systems change. • Show the connections between SRBI and PBIS. • Support Coaches.

Invest in Systems Support!!An Essential Element of PBS Administrative Leadership

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Buy-InClassroom

Management

Obtaining Teacher Buy-in

Universal Support for Teacher Buy-in:General Knowledge from Staff Meetings

Data ReportsAdministrative Support

Opportunities to Participate in ProcessReinforcement System

Secondary Support for Teacher Buy-in:More in depth understanding;Data that Supports Outcomes;Positive Personal Experiences;

Long-term Sustainability of PBS;Frequent Administrator Reminders and Clear Commitment to Systems Change

Intensive Support for Teacher Buy-In:Administrator Intervention;

Individual Supports;Long-term, Continuous Monitoring;

Individual Data ReportsPeer Mentoring

~80% of Staff

~15%

~5%

SOME

FEW

Administrator Support

Increases

Ways to Increase Staff-Buy In• Attend all training events and PBIS Team

meetings;• Have a strong working knowledge of PBIS;• Be present for all PBIS Team presentations to

Staff;• Remind staff of expectations;• Maintain a meaningful system of staff

reinforcement;• Provide necessary time and structures for:

teaching and re-teaching expectations team meetings team reporting data collection and review

Ways to Increase Staff-Buy In• Model PBIS practices whenever possible

(active supervision; student reinforcement; pre-correction; etc.)

• Make PBIS a part of new staff interviews;• Make PBIS expectations visible in as many

places as possible;• Support PBIS by communicating school needs

with the district PBIS team;• Make decisions that improve the efficacy of your

PBIS Team;• Listen!

Continuum of Support for Classroom Behavior Management

Things to consider:(1) What percentage of your office discipline referrals are coming from classrooms?(2) What do you currently have in place to support new and returning teachers in effective classroom management? What do you do if a teacher needs intensive support?(3) How do you monitor teachers’ classroom management skills?(4) How will your teachers react when they are asked to change, reconsider, and/or improve their behavior management techniques?

Focus on DATA…

Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking

Evidence-Based

Practices

MultipleSystems

ExistingDiscipline

Data

Data-based Action Plan

Office Discipline Referrals

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Distinction between office v. classroom managed– Continuum of behavior support to discourage

inappropriate behavior– Positive school-wide foundations

SWIS

What we know…• Takes 3 - 5 years for systems adoption

and to see sustained behavioral outcomes.*

*National Technical Assistance Center for PBS, OSEP

Focus on long-term – support systems change

Administrative Support for PBS Planning- Year 1

• Selection process for PBIS team

• Building PBIS Coach – Selection– Training– Time to develop meeting agenda

• Define and establish meeting norms– Accept all recommendations/suggestions

• Have a clear objective of where you want to go – Guide Discussion– Implement with fidelity-(how it is designed)

Administrator’s Goals for Year 1

Have a specific action plan for your 2011-2012 staff kick-off

Have a half year of ODR data in SWIS

Confirm a minimum 80% staff buy-in and support for PBIS

Complete all the steps in chapter 2 of the School-wide PBIS Workbook

Maintain a current school-wide action plan

Complete and revisit the Behavior Practices Self-audit

Eliminate or combine activities to establish a clear continuum of evidence-based practices

www.pbis.org

www.pbismaryland.org

School Examples

http://flpbs.fmhi.usf.edu/

Resou

rces

!!

CREC wikispace

• www.crec-pbis-support.wikispaces.com

?questionsconcerns

ideasdiscussion

Thank you, please complete an exit slip:

Your Name

Your School

• something that CREC can do to support you as we move forward

CONTACT INFORMATION

Donna Morelli

PBIS Trainer

dmorelli@crec.org

Cynthia Zingler – PBIS Coordinator/Trainer

czingler@crec.org