Sustaining

Today Timelines

❏ Overview of PBIS (8:30-10:00)- History & Big Picture

❏ Implementation Steps -(Tier 1,2,3) (10:00-11:30)Lunch (11:30-12:30)❏ Exploring Sustaining Steps

or Implementing Tier 1 (12:30-3:00)

Expectations

Respect Others & the Facility

Ask Questions

“All organizations (and systems) are designed, intentionally or unwittingly, to achieve precisely the results they get.”

R. Spencer Darling

Positive Behavioral Interventions & Supports is

a framework!

HISTORYPBIS

University of Oregon found that greater attention should be directed toward prevention, research-based

practices, data- based decision-making, school-wide systems, explicit social skills instruction, team-

based implementation and professional development, and student outcomes.

Reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with Behavioral Disorders.

Science of behavior has taught us that students….• Are NOT born with “bad behaviors”• Do NOT learn when presented contingent aversive

consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback

Prevention Logic for All(Walker et al., 1996)

• Decrease development of new problem behaviors• Prevent worsening of existing problem behaviors• Redesign learning/teaching environments to eliminate

triggers & maintainers of problem behaviors• Teach, monitor, & acknowledge prosocial behavior

PBIS objective….Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable• Outcome-based

• Data-guided decision making

• Evidence-based practices

• Systems support for accurate & sustained implementation

• 16,000 schools

• pbis.org

• Two national leadership and dissemination conferences (October Leadership Forum, and March partnership with the Association for Positive Behavior Supports)

• Three best-practices and systems “blueprints” (Implementation, Evaluation, and Professional Development)

PBIS History Lesson

❏ Jigsaw the Article on the History of PBIS❏ Discuss as a group...what did you learn?❏ How article that your team should share with

staff?❏ How can the article help your staff gain a better

understanding of PBIS?

History is important. If we are going to ask our people to redesign learning environments they may have to change what they are

currently doing. Change can be a Challenge!

They need to know the “why” as well as “how.”

OVERVIEWPBIS

The “Big Picture”

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBIS Elements

DATA• Clear definitions• Efficient procedures• Easy input/output• Readable displays• Regular review• Shared with staff• Precision Problem Solving

SYSTEMS

PRACTICES

DATA

OUTCOMES

PRACTICES• Evidence-based

• Outcome linked

• Cultural/contextual adjustments

• Integrated w/ similar initiatives

• Doable

SYSTEMS

PRACTICES

DATA

OUTCOMES

SYSTEMS• Training to fluency• Continuous evaluation• Team-based action planning• Regular relevant reinforcers

for staff behavior• Integrated initiatives

SYSTEMS

PRACTICES

DATA

OUTCOMES

OUTCOMES• Data-based• Relevant/valued• Measurable

SYSTEMS

PRACTICES

DATA

OUTCOMES

Nonclassroom

Setting Systems

ClassroomSetting Systems

Individual StudentSystems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Family & Community

School-wide Systems

1.Common purpose & approach to discipline2.Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4.Continuum of procedures for encouraging expected behavior5.Continuum of procedures for discouraging inappropriate behavior6. Procedures for on-going monitoring & evaluation

NonclassroomSetting Systems

1.Positive expectations & routines taught & encouraged, posted2.Active supervision by all staffScan, move, interact

3.Precorrections & remindersPositive reinforcement

ClassroomSetting Systems

1.Classroom-wide positive expectations taught & encouraged2.Teaching classroom routines & cues taught & encouraged & posted3. Ratio of 4-8 positive to 1 negative adult-student interaction4. Active supervision5. Redirections for minor, infrequent behavior errors6. Frequent precorrections for chronic errors7. Effective academic instruction & curriculum

Individual StudentSystems

1. Behavioral competence at school & district levels2. Function-based behavior support planning3. Team & data-based decision making4. Individualized instructional & curricular accommodations5. Provide students with FEEDBACK on the accuracy and use of their social skills and behaviors, in the same manner that feedback is provided for successful and accurate academic performance6. Targeted social skills & self-management instruction7. Comprehensive person-centered planning & wraparound processes

Family & Community

2. School-wide ‘acknowledgements’ described

3. School matrix sent home

4. Tips for helping students with ‘before and after’ school routines

5. Invite families to help plan celebrations

6. Families volunteer to participate, support, and develop the PBIS Universal Store

7. Families are invited to be active on PBIS teams

8. Families are informed about PBIS with specially designed handbooks, mini-binders, newsletter and/or websites

1. School-wide Expectations

SWPBIS Continuum in a Multi-tiered System of Support

➔ SWPBIS schools structure their evidence-based practices and systems of support into a multi-tiered approach based on individual, targeted group and school-wide student need.

➔ A multi-tiered prevention logic requires all students receive supports at the universal level with more intensive behavioral and academic supports provided when a student requires more support to reach social and academic success.

➔ SWPBIS also uses behavioral science across all layers of the continuum. Understanding the function or the “why” of behavior and academic difficulties is central to the underlying theory of action for SWPBIS.

Redesigning teaching & learning environments through the Steps of Implementation

BehaviorBefore the Behavior

After the Behavior

Implementation Science

Step 1- TEAM (PBIS is a Team Lead Process)

Tier 1 TeamMeets Monthly➔ Guides and maintains Tier 1 Implementation➔ Is representative of stakeholders➔ Knows purpose ➔ Has defined roles & responsibilities➔ Uses an efficient & effective meeting process➔ At least one member serves on the advanced

tiers team (link)➔ Shares, informs, gains buy-in from

stakeholders

Advanced Tiers TeamMeets bi-weekly➔ Guides the Intervention & Support

Process for Students➔ Uses an efficient & effective meeting

process➔ Communicates and informs all

involved of intervention plan

Before the Behavior

Step 2: PURPOSE (Does everyone know it?)

Before the Behavior

Step 3: Behavioral Expectations (3-5 Prosocial skills your students need to be fluent with to be successful)

•Relevant to your school’s mission•Will accomplish your behavior purpose •Becomes your Tier 1 social skills instruction•Will be taught directly in context•Will be posted in Context

Be KindBe Safe➔Be A Learner

Before the Behavior

Step 4: Directly Teaching SW Behavior Expectations

❏ •Lay out a SW plan (SW Matrix)

❏ •Develop Lesson Plans❏ •Teach & Model

Expectations in Context❏ •Post Expectation in

ContextBefore the Behavior

Step 5: Develop Procedures for Teaching Classroom-wide Behavioral Expectations

● •Embed SW Expectations within the normal procedures of the day (classroom matrix)

● •Develop lesson plans● •Teach & Model Directly● Post● Use of behavioral best

practices Before the Behavior

Before the Behavior

How do you know you have buy-in?

➔Observational Data

➔Outcome Data

➔ASK!!!

Step 6: Develop Continuum of Procedures for Encouraging & Strengthening the Use of SW Behavioral Expectations

❏ •4-8:1 Positive to Negative Interactions

❏ •“Gotcha” used as a visual reminder for STAFF to give specific behavioral feedback to students to tell them what they are doing RIGHT

❏ •Celebrations; Individual,class,whole school

After the Behavior

Step 7: Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations

❏ •Reteaching is always first response to minor behavior error

❏ •Reteaching occurs within response to major behavior mistake

❏ •Establish common agreement about classroom vs. office managed problem behaviors (major/minor flowchart)

❏ •Establish agreed upon consequences for rule violations

❏ Understand function of behavior to avoid maintaining problem behavior

After the Behavior

Step 8: Develop data-based procedures for monitoring implementation fidelity and outcomes

Data leads us to the right questions so we can solve the problem!

After the Behavior

❏ •Use outcome data to identify the problem precisely, match intervention, determine the effectiveness of our intervention and inform staff development

❏ •Use PBIS assessments to inform implementation efforts

Asking the right questions

The African proverb:

"It takes a village to raise a child"

holds true for North staff in providing high quality and engaging instruction for the remainder of the school year. The PBIS committee met Friday and identified 3 target behaviors based on office discipline referrals to help us focus so we can "finish strong!" Please read the attachment in detail which includes reminders and interventions we will put in place beginning Monday, April 21st. The only way we can do this is if we ALL hold each other and our students accountable to the high expectations we are capable of achieving.

Thanks, team!

Using Data

After the Behavior

After the Behavior

Goal & benefit for ALL

So where are you at with Tier 1 Prevention Implementation?

Read each step of implementation

Check off each product that you have in place for each step

Look for steps and products you may be missing

Action Planning- 8 Steps

Implementing Tiers 2 & 3

Continuum of SupportTier IIIIndividualizedIntense Intervention

Tier IISome StudentsTargeted Intervention

Tier IAll StudentsAll StaffAll Settings

Tiers 2 & 3 of Support

Before Tier 2 & 3…

Score of 80%/80% on SET, or 80% total score for TIC, or 70% total score for BoQ

Organizational Elements

Tier 2 & 3 Team❏ Includes at least one members who also serves on the Tier 1

Team ❏ Team has dedicated time allocated for management of Tier ll/lll

interventions❏ Team meets at least every two weeks❏ A Team Coordinator with behavioral expertise & adequate

FTE is identified

Organizational ElementsUsing Data at Tiers 2 & 3

❏ Data-based process is used to identify students in need of Tier 2 or Tier 3 interventions. At least two data sources (ODR, attendance, suspension, failing grades) are used to identify students for Tier 2 and Tier 3 support

❏ Documented process for communicating with teachers, families, teams, and administration about the progress of students on Tier 2 & Tier 3 interventions

❏ Documented process for communicating with teachers, families, teams, and administration about fidelity of implementation of Tier 2 & Tier 3

Tier 2 Critical ElementsMain Intervention❏ A main (most commonly

used) Tier 2 intervention is available that includes or references school-wide expectations.

❏ A main (most commonly used) Tier 2 intervention is available that is evidence-based

Tier 2 Critical Elements

❖ A main Tier 2 intervention is available that has documented procedures that are defined, operationalized, and accessible.

➢ Complete material exists ➢ Is accessible to staff, substitutes, volunteers, and

families.

Tier 2 Critical Elements

❖ A main Tier 2 intervention is available that has efficient implementation achieved by using common practices.

➢ Can be applied to multiple students similarly without extensive individual startup

Tier 2 Critical Elements

❖ A main Tier 2 intervention is available that is implemented with regular measurement of fidelity.

➢ Fidelity is evaluated at least annually

Tier 2 Critical Elements

A main Tier 2 intervention is available that has progress toward behavioral goals assessed at least weekly.

Tier 3 Critical Elements

❏ Team members who understand behavioral theory as well as expertise in PBIS all systems and tiers of support.

❏ Support plans are individualized to address student needs/problems. (FBAs & BSP or BIP)

❏ Interventions used are evidence-based.

Tier 3 Critical Elements

❖ All Tier 3 intervention plans include:

➢ A problem statement (summary statement) with:

➔ operational definition of problem behavior(s), ➔ antecedent events, and ➔ consequences that maintain the problem

behavior

Tier 3 Critical Elements

❖ All Tier 3 intervention plans include strategies for preventing the problem behavior, minimizing reward of problem behavior, and rewarding appropriate behavior that are logically linked to information about the function of the behavior.

Tier 3 Critical Elements

❖ All Tier 3 intervention plans include a process for collecting and using data to progress monitor the impact of the plan on student behavior and for making modifications as needed.➢ Data are used to monitor interventions at least every

two weeks

Tier 3 Critical Elements

❖ All Tier 3 intervention plans have a means for assessing fidelity of implementation at least every two weeks.

PBIS objective….Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable• Outcome-based

• Data-guided decision making

• Evidence-based practices

• Systems support for accurate & sustained implementation

What is sustainability?

Documentation of accurate implementation (90%) of an evidence-

based practice across a desired context (district, school, classroom, non-classroom settings) over time with local

resources.

-- George Sugai

Sustaining and Scaling Change

• Know your basics

• Adopt and adapt evidenced based practices

• Monitor implementation fidelity

• Give priority to what matters

• Keep data regularly, easy, and relevant

• Know your outcomes

• Integrate for efficiency

• Build durable capacity

• Celebrate successes and improvement

8 Steps of Sustainability

❖ Priority❖ Building Leadership❖ External Leadership❖ Effectiveness❖ Efficiency❖ Data-Based Decision Making❖ Capacity Building❖ Overcoming Barriers

Priority

● Is PBIS a critical and shared need for the school?

● Are PBIS outcomes highly valued?● Is PBIS integrated into other initiatives?● Are parents involved in PBIS?

Building Leadership

● Does the building administrator support PBIS and list it as a top priority?

● Does the building administrator support regular team meetings and participate in them?

External Leadership

● Are there resources to support PBIS?● Does district administration support PBIS

by making it a priority and adding it to district handbooks/policies?

● Does the state level support PBIS?● Is PBIS promoted within the community?

Effectiveness● Does the school staff see PBIS as meeting

desired building outcomes?● Does school personnel celebrate the work PBIS?● Does PBIS work for a majority of students and

lead to positive effects in other areas?● Is the school team knowledgeable about PBIS

and meet at least monthly?● Is PBIS implemented as intended and data

collected that demonstrates this?

Efficiency

● Has PBIS become just a way the school does business?

● Is PBIS cost effective?● Are materials created used from year

to year?● Is the data collection system set up

easy to use?

Data Based Decision Making

● Are needs assessments conducted at least yearly and the data from them used for improvement?

● Is student data (ODRs) collected and used at various team, district, and staff meetings?

● Is data used to solve problems, make decisions and plan future actions?

Capacity Building

● Do all school personnel have a basic understanding of PBIS?

● Do school personnel and PBIS team members have opportunities for staff development in PBIS?

● Does the school team have access to a system of PBIS support (district and state)?

Overcoming Barriers

● Is the team continuing to build staff consensus in regards to PBIS?

● How does the team plan for staff turnover?

● Have administrators created positions to assist with the work of PBIS?

● Does PBIS continue to be a part of the building’s educational initiatives?

SUBSIST❖ What is it?

➢ Survey assessing the variables that enhance or prevent sustainability of SWPBS

➢ Developed through an expert panel and a pilot study used to identify the most important steps for sustainability

❖ Why complete it?➢ Determine areas of

success and focus areas for improvement

➢ Assist with future action planning

➢ Keep fidelity of PBIS intact

SUBSIST Completion

❖ Take the SUBSIST as a team➢ discuss each item and determine where your team is

at

Final Thought

“The central message is that the application of PBIS should result not only in reduction of problem behavior, but also include the development of positive behaviors that have substantive lifestyle impact for the individual. In the end, the quality of life a person experiences determines the success of support.”

Glen Dunlap, Wayne Sailor, Robert Horner & George Sugai

Talk about your NEXT STEPS and Update your ACTION PLAN.