Transcript Slide 1

PBIS Universal Training
Implementation
Foundations for
Coaches and
Principals
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the
Wisconsin Department of Public Instruction in the development of this presentation and for the
continued support of this federally-funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal funds when copying all or
part of this material.
In Partnership with OSEP’s TA Center
on Positive Behavior Support
Co-Directors:
Rob Horner, University of Oregon, and
George Sugai, University of Connecticut
www.pbis.org
www.swis.org
The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public
Instruction in the development of this presentation and for the continued support of this federally-funded grant
program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and
support of federal funds when copying all or part of this material.
Wisconsin RtI Center
Our mission is to support schools through the phases
and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is
to develop, coordinate, and provide high-quality
professional development and technical assistance…
as well as to gather, analyze, and disseminate RtI
implementation data to enhance the support of
schools’ implementation.
Principles for RtI in Wisconsin
1. RtI is for ALL children and ALL educators.
2. RtI must support and provide value to effective practices.
3. Success for RtI lies within the classroom through collaboration.
4. RtI is a framework for academics and behavior together.
5. RtI supports and provides value to the use of multiple
assessments to inform instructional practices.
6. RtI is something you do and not necessarily something you buy.
7. RtI emerges from and supports research and evidence based
practice.
Core Beliefs of RtI
1. The belief that all students can and will learn.
2. The belief that our instruction should meet student
needs.
3. The belief that the actions we take as educators will
impact student learning.
4. The belief that using data does assist us in making
sound instructional decisions.
Whatever you see in a child is what you will produce –
“I don’t become what I think I can; I don’t become what
you think I can; I become what I think YOU THINK I can.”
“Educational researchers have proven time and again
that culturally responsive teaching methods increase
student engagement. So if our teaching is not
culturally relevant, then we as educators are not
relevant.”
- Chike Akua
Agenda
Coach and administrator roles/responsibilities
Overview of PBIS
PBIS components
PBIS data tools
Welcome Activity
Introduce your table:
School
District
Why are you here today?
Group Norms
Parking Lot
Why are YOU here?
Administrators
Internal coaches
External coaches
Roles &
Responsibilities
Principal Role/Goals
• Develop short/long term goals
• Includes behavior as a top three SIP goal
• Commitment
• Communication
• Among staff/staff meetings
• With family members/community
• Budget
• Time (allow for team to meet regularly)
• Connect building with central office
• Data collection tools in place
PBIS Coaching
Systems coaching
Coaching around the process, vision, and framework
Content and error-correction coaching
Coaching around practices and interventions
Internal Coach
• Provide information and building-based technical assistance:
• Best practices
• Current research
• Keep team focused/functioning
• Understand the use of data
• Plan and facilitate on-going team meetings
• Facilitate the communication and inclusion of family on the
PBIS team
Internal Coach
Roles and Responsibilities
Plan and facilitate team meeting
• Pre-meeting (30 min-1 hour)
• Agenda, facilitation prep with minute taker, data manager,
external coach to create agenda - send to team members
• During meeting (1-2 hours per month)
• Review previous action steps, assess intervention fidelity
and outcomes
• Create precise problem statement based on data, student
outcome AND fidelity assessment; action plan around data
• Post-meeting
• Ensure distribution of minutes/action plan to full team
Encourage full staff use of systems of teaching, acknowledgement,
and response to inappropriate behavior
External Coach
• Provide information and technical assistance to internal
coach/teams
•
•
•
Best practices
Current research
Funding sources
• Know and anticipate local needs and resources
•
•
Link to district-level team
Provide support to internal coach
• Keep teams focused/functioning
• Positive nag
External Coach
Roles and Responsibilities
Planning/problem solving (w/internal coach & administrator)
• Year 1: 1-2 hours/month
• Year 2: 2-4 hours w/tier 2 added
Attend building PBIS team meetings, provide technical
assistance to team
• Tier 1: 1-2 hours/month
• Tier 2: 2x/month, 1-2 hours
Attend technical assistance and networking opportunities
• Networking: 1 day/month
• External coach forums: 1.5 days, 2x/year
Work with school/district administrators and internal
coaches to develop annual action plan
Coaching Calendar
Data Manager
• Pull data from system, sort necessary data
• Data organization, interpretation with
admin/internal coach/external coach
• 30-60 mins./month
Why is Coaching Important to
Schools Implementing SWPBIS?
Professional Development
Training Components
Transfer Rate of
New Skill into Practice
Theory
5%
Theory & Demonstration
10%
Theory, Demonstration, & Practice
20%
Theory, Demonstration, Practice, &
25%
Feedback
Theory, Demonstration, Practice, Feedback,
& ON-SITE COACHING/MENTORING
90%
Source: Joyce, B. & Showers, B. (1988). Student achievement through staff development. Longman, New York.
PBIS Overview
Why a Positive Approach
to Discipline?
Most common responses to at-risk students are
punishment and exclusion (Lipsey, 1991; Tolan and
Guerra, 1994)
Punishing behaviors without a universal system of
support is associated with increased occurrences of
aggression, vandalism, truancy, tardiness, and dropping
out (Mayer and Sulzer-Azaroff, 1991)
What Does a System Need to
Include?
Body of evidence that enables us to identify
strategies that are effective in preventing and
reducing problem behavior
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991,
1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994;
Walker, et al., 1995; Walker, et al., 1996)
•
•
•
•
Community building
Social skills instruction
Positive recognitions and celebrations
Teaching procedures and routines
Work Time
Current
practices
Building a sense of
community and
belonging
(for ALL students)
Social Skills
Positive celebrations
and recognitions
Teaching procedures
and routines
Who is
responsible
Needs
We Know…
• To improve the academic success of our
children, we must also improve their social
success.
• Academic and social failures are reciprocally
and inextricably related.
• Our systems impact student performance as
much as internal traits.
Wisconsin RtI
An organizational framework that
guides implementation of a multi-level
system of support to achieve academic
and behavioral success for all
Culturally Responsive Practices
Race, language,
and culture are
significant to the
way RtI works
Multi-Level System
of Support
Systematically
providing
differing levels of
intensity of
supports based
upon student
responsiveness
to instruction
and intervention
Increasing Intensity
Where Can I…?
Validate
Affirm
Build
Bridge
Academic
and
Behavior
Tier 3/Intensive Level
1-5%
Tier 2/Selected Level
5-15%
Tier 1/Universal
80-90%
Label Behaviors…Not People
Math (Acceleration)
Reading
(Intervention)
PE
Language Arts
Hallway Behavior
Attendance
Science
What is PBIS ?
“PBIS” is a research-based systems approach
designed to enhance the capacity of schools to
• effectively educate all students, including students
with challenging social behaviors
•
adopt & sustain the use of effective instructional
practices
Culturally Responsive Schools
• Have a set of values and principles that recognize diversity
• demonstrate behaviors, attitudes, policies, and structures that
enable them to work effectively cross-culturally and value diversity
• conduct self-assessment to ensure sensitivity to cultural
characteristics
• are committed to manage the “dynamics of difference”
• learn about and incorporate cultural knowledge into their
practices
• adapt to diversity and the cultural contexts of the communities
they serve
Wisconsin’s Vision in detail...
PBIS: The Big Ideas
1. Decide what is important for students to know
(behavioral expectations=common standards for
student behavior, similar to reading & math)
2. Teach what is important for students to know (high
quality instruction=differentiation)
3. Acknowledge students for demonstrating skills
4. Keep track of how students are doing (data, data, data)
5. Make changes according to the results (interventions at
three tiers give kids what they need)
School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Tier 3/Intensive Interventions
1-5%
1-5%
Tier 3/Intensive Interventions
• Individual students
• Assessment-based
• High intensity
Tier 2/Selected Interventions
• Individual students
• Assessment-based
• Intense, durable procedures
5-15%
5-15%
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
• All students
• Preventive, proactive
Tier 2/Selected Interventions
80-90%
Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008. Adapted
from “What is school-wide PBS?” OSEP Technical
Assistance Center on Positive Behavioral Interventions
and Supports. Accessed at http://pbis.org/schoolwide.htm
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
Small group
interventions
Tier 2/Selected
(CICO, SSI, etc)
Group interventions with
individualized focus
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
SIMEO Tools: HSC-T,
RD-T, EI-T
Tier 3/
Intensive
Simple individual interventions
(Simple FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004
Work Time – 15 minutes
Triangle Audit Activity
1. Place current practices/interventions in
appropriate tiers
2. Circle the items that are proactive,
preventative, or instructional in nature
3. Place a star next to items that include use of
data – for inclusion, progress monitoring, or to
assess integrity of intervention.
PBIS Components
Elements: Tier 1 Universal
A. Developing a PBIS team
B. Faculty commitment
C. Efficient procedures for dealing with discipline
D. Data entry and analysis plan established
E. Expectations and rules developed
F. Reward/recognition program established
G. Lesson plans for teaching expectations and rules
H. Implementation plan
I. Classroom systems
J. Evaluation plan
Basic Recommendations for
Implementing PBIS
•
Never stop doing something that is already
working.
•
Always look for the smallest change that will
produce the largest effect.
•
Adapt any initiative to make it “fit” your
school community, culture, and context.
A. Establishing a PBIS Team
• Family voice
• Full staff voice
• Student voice
B. Faculty Commitment
Consensus on:
• Vision
• Goals
• Desired Outcomes
T-Chart of Behavior
Staff Managed Behavior
Office Managed Behavior
Teaching Matrix
ROUTINE/SETTING
CAFÉ
HALL/STAIRS
OUTSIDE
-Be in seat before bell
-Start drill immediately
-Have materials:
Paper, pencil, calculator
text, notes
-Be on time for lunch
Live
Responsi
bly
-Throw trash in can
Uphold
Integrity
-Tell the truth
-Do your own work
CLASSROOM
R
U
L
E
S
/
E
X
P
E
C
T
A
T
I
O
N
Be There
Be Prepared
Earn &
Give
Respect
-Keep assignment
-Complete assignments
to the best of your
ability
-Do homework & study
-Keep hands to
yourself
-Keep a positive tone
of voice
-Use positive body
language
TRACK
FIELD
BATHROOM
AFTER
SCHOOL
PARKING
LOT
-Move directly to
class without
lingering
-Keep your planner
or pass visible at all
times
-Carry your I.D.
-Stay with your
adviser, teacher
or coach
-Have your
activity bus pass
-Parked by 7:40
a.m.
-Display parking
permit
-Park in student lot
only
-Have your
planner
-Use proper
pass
-Throw your
trash away
-Keep area clean
-Keep to right
-Walk
-Get to class on time
-Dress appropriately
-Refrain from smoking
-Make sure
trash gets in
can
-East & drink in
designated
areas only
-Drive safely
-Follow traffic lane
-Leave school
grounds only upon
your dismissal
-Play stereo at
reasonable volume
-Moderate your use
of emergency
passes
-Use your planner
only
-Go directly to &
from lavatory
-Pay for your food
-Display affection
appropriately
-Assist in keeping
the peace
-Report vandal &
vandalism
-Pay admission
-Obey school rules
& traffic laws
-Report unlawful or
suspicious activity
-Use passes in
emergencies only
-Report vandals
& vandalism
-Use appropriate
language & volume
-Keep your hands
to yourself
-Say only kind
things to and about
others
-Cheer
positively
-Be welcoming
& kind to
-Park in
marked spaces
only
-Be kind to
others in heavy
traffic
-Refrain from
smoking
-Flush
-Clean up any
mess you make
-Refrain from
writing on wall &
doors
-Stay in designated
area
-Have lunch card or
money
-Take pride in the
area
-Take your proper
place in line
-Keep your food on your
plate
-Use appropriate voice
level
-Chew w/mouth closed
-Be kind to lunch monitors
& classmates
-Move to & from café
quietly
-Remain in
authorized
areas
visitors
Kenwood High School
Modified Wedgewood Park
International School:
Be Part of the “Wolf” Pack
All Settings
Be Safe
Be
Respectful
Be
Responsible
Keep hands and
body to yourself
Use voice Scale
Respond to staff
Treat others like
you
want to be
treated
Be prepared with
all of your supplies
School language
Hallway
Cafeteria
Stay in escort
line
Stay in a single file
line
Don’t share
your
combination
(take care of
own stuff)
Keep hats and
hoods
off in building
Sit at assigned
tables
Walk with purpose
Keep halls clean
(leave better than
you found it)
Clean up after
yourself
“Please” and
“Thank You”
Restrooms
Wash hands
Keep all
electronic
devices in locker
(keep traffic
moving)
Give privacy to
others
Say your name
clearly to the
kitchen staff
Use best family
gathering manners
Keep bathrooms
clean
Keep equipment
in good condition
Bus
Remain seated
All body parts
remain
in the bus
Follow rules and
contract
Take all your
personal belongings
Cool Tools: Behavioral Lesson Plan
Universal Expectation: Respect Others
Name of the Skill/Performance Standard: Use a quiet voice
Setting: Lunchroom/cafeteria
Purpose of the lesson/Why it’s important: using a quiet voice allows
everyone to have a pleasant lunchtime, and have good conversations
with our friends
Teaching Examples:
-Restaurant – loud people near you
-School cafeteria – announcements
Student Activities/Role-Plays:
Counting 0-10 volume increases with each number
Counting to predetermined voice level and practice
Follow-Up Reinforcement Activities:
Pre-correct prior to each lunch
Wall banner for each day voice level is achieved
Why Do We Acknowledge?
What we pay attention to expands/grows
Acknowledgement delivered after skill is
taught will:
•Increase likelihood that new, positive behavior
will continue
•Elevate new behavior to being more desirable
than old behavior
Acknowledgement Also…
Helps teach cultural capital/situational
appropriateness.
•
•
•
•
•
When student experiences differ
Builds skill positively
Decreases consequence
Increases positive environment
Builds connection
Components of School-Wide
Acknowledgment Plans
High frequency/Predictable
Delivered at a high rate for a short period
e.g., Gotchas, falcon feathers, positive referrals, phone calls, high
5 tickets, caught being good, all-star gotchas, being unusually
good, gold card, and privileges
Unexpected/Intermittent
Bring “surprise” attention to certain behaviors or at scheduled
intervals
e.g., Unpredictable use of “gotchas,” ticket lottery, special
announcements, high five surprises, high five button # calls, skillof-the-day, raffles
Long term Celebrations
e.g., Quarterly activities, assemblies, parent dinners, field trips
School-wide Acknowledgement
Matrix (Students and Adults!)
TYPE
Immediate/High Frequency
In the moment, predictable
(e.g., Gotchas, paws, high fives, stickers)
WHAT
WHEN
STUDENTS:
High frequency for a
short time when first
teaching desired
behavior or
re-teaching identified
problem behavior
from data
ALL
STUDENTS,
ALL
ADULTS
Maintaining a taught
behavior (fading)
ALL
STUDENTS,
ALL
ADULTS
At least quarterly
ALL
STUDENTS
ALL
ADULTS
ADULTS:
Intermittent/Unpredictable (e.g., surprise
homework completion treat, random use of
gotchas in hallway, class party/celebration)
STUDENTS:
Long-term School-wide Celebrations (schoolwide, not individually based)
FOR: Ex: ODR reduction, school-wide target
met for certain setting/behavior area
ACTIVITY: (e.g., ice cream social, dance, game
day, karaoke)
BOTH
TOGETHER:
ADULTS:
WHERE
WHO
Module A: Developing a PBIS Team
PBIS Implementation Goal
1.Team has administrative support
a. Administrator(s) attended training, play an active role in the PBIS
process, actively communicate their commitment, support the
decisions of the PBIS team, and attend all team meetings.
2.Team regular meetings (at least monthly)
a. Team meets monthly (minimum of nine one-hour meetings each
school year)
3.Team has established a clear mission/purpose
a. Team has a written purpose/mission statement for the PBIS Team
Workbook
Examples and Tools
Self-Assessment/Action Planning
from the Benchmarks of Quality
Critical
Element
Benchmarks of Quality/Goal
Status
Implementation Plan
In Place
How? Who? When?
Partially
Use modules and
snapshot to guide
process
Not In Place
Module A
Leadership
Team
1.

Team has administrative support
Administrator(s) attends training,
plays active role in PBIS,
communicates commitment, attends
team meetings, and supports PBIS
Team decisions
2. Team has regular meetings (at least
monthly)

Team meets monthly/2 times/month
during first year
3. Team has established a clear
mission/purpose

Team has a written purpose/mission
statement for the PBIS team
Working Smarter not Harder
10 minutes
1. What are some other “initiatives” or systems present in
your building?
2. How will you begin the conversation of linking PBIS to
these things?
3. How will your PBIS team link with other teams? Is there
overlap?
4. Using the working smarter matrix, outline all of the
teams in your building. You will have more time to work
on this during the team training.
Working Smarter
Systems/Staff Support
Workgroup/
Committee/
Team
Outcome/
Link to SIP
Who do
we serve?
What is
the ticket
in?
Names of
Staff
Nonnegotiable
District
Mandate?
How do we
measure
impact?
Overlap?
Modify?
Attendance
Committee
Students
Junebug, Leo,
Tom
Yes
Attendance
records
Yes
fold to SW PBIS
SW PBIS Team
Students
Staff
Ben, Tom, Lou
No
Office referrals
Attend, MIR,
Nursing log,
climate
Yes
continue
Safety Committee
Students
Staff
Toni, Barb, Tom
No
Office referrals
BIG 5, climate
Yes
fold into SW PBIS
School Spirit
Committee
Students
Tom
No
No
Yes
fold into SW PBIS
Discipline Committee
Students
Tom, Lou
No
Office
referrals
Yes
fold into SW PBIS
Student Support
Team/Problem
Solving Team
Students
Steve, Sue, Jon,
Tom
Yes
Discipline,
DIBELS,
FACTS…
No
continue
School Improvement
1,2,3
Bill, Jon, Lou,
Tom
Yes
All of the above
Yes
continue
PBIS Data
Using Data to Make Decisions
Student
• Outcome data
• Student need assessment
Adult
• Fidelity of intervention
• Future action planning
Using Data
PBIS teams CONSISTENTLY review the
following (current to within 48 hours)
data/graphs:
The average number of referrals:
• Per day per month
• By type of behavior
• By location
• By time of day
• By student
•Race/ethnicity
•Special education status
Big 5
X2
What does this graph tell you (or not tell
you)?
Risk Ratio
(risk of an educational outcome for an enrolled
Risk Ratios: System and Student Outcome
subgroup)
% of subgroup enrollment with an outcome (ODR, suspension, etc)
% of white enrollment with same outcome
e.g., 85% of Latino/Latina students received ODR
42.5% of white students received ODR
Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio
above is increased risk
Risk Ratio Calculator
Try It Back at your Building
TEAM TIME – T Y IT…
Using your building data:
• Calculate risk ratio for student groups for getting disciplinary
contact or below benchmark?
• Calculate risk ratio for consequence severity – suspension
• WHAT are the behaviors within the student subgroups that are
resulting in ODR or suspension?
• How do you compare with national and state trends?
National trends and state trends shows white students referred
for objective behaviors, students of color getting referral for
subjective behaviors AND disproportionately severe consequence
for minor behaviors.
Using Data
• Do we have a problem?
• Refine the description of the problem?
• What behavior, who, where, when, why
• Test hypotheses
• “I think the problem is due to…”
• “We think the lunch period is too long”
• “We believe the end of ‘block schedule’ is used poorly”
• Create solution to address the problem
• Define how to monitor if solution is effective
Precise Problem Statements
What are the data we need for a decision?
Precise problem statements include
information about the Big Five x2 questions:
What is the problem, and how often is it happening?
Where is it happening?
Who is engaged in the behavior?
When the problem is most likely?
Why the problem is sustaining?
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 Statements
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
Examples: Primary to Precise
Gang-like behavior is
increasing
Texting during school is
becoming more
negative
Bullying (verbal and physical
aggression) on the playground is
increasing during “first recess,” is
being done mostly by four 4th grade
boys, and seems to be maintained by
social praise from the bystander peer
group.
A large number of students in each
grade level (6, 7, 8) are using texting
to spread rumors, and harass peers.
Texting occurs both during the school
day, and after school, and appears to
be maintained by attention from
others.
Defining Precision Elements of the problem
What are the problems?
Defining Precision Elements of the problem
Where are problem occurring?
Defining Precision Elements of the problem
When are problem occurring?
Defining Precision Elements of the problem
What students are involved?
Refining the Elements via custom reports
3rd, 6th, & 7th graders
Let’s look at 6th-7th graders problem
behavior in classrooms first
6th and 7th grader problem behaviors in classrooms
Inappropriate Language
Disrespect
Harassment
Physical Aggression
Skipping/ Truancy
6th and 7th graders, in classroom,
engaging in inappropriate language,
at 9:45 & 12:45
6th and 7th graders
6th and 7th graders, in classrooms at
9:45 & 12:45, are engaging in
inappropriate language to obtain
peer & adult attention & to avoid
tasks
Using Precision Problem Statements to Build
Solutions, Action & Evaluation plans
Prevention: How can we avoid the problem context?
Who, When, Where
Schedule change, curriculum change, etc
Teaching: How can we define, teach, and monitor what we want?
Teach appropriate behavior
Use problem behavior as negative example
Recognition: How can we build in systematic acknowledgement for desired
behavior?
Extinction: How can we prevent problem behavior from being rewarded?
Consequences: What are efficient, consistent consequences for problem
behavior?
Action Plan: Who will do each task & when will it be completed?
Evaluation: How will we collect and what data will we use to evaluate
implementation fidelity, & impact on student outcomes?
SWIS Demo School Precise Problem Statement
6th and 7th graders are engaging in inappropriate language, harassment, disrespect and
aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to
escape the work. There are 175 total instances of problem behavior in 6th and 7th grade
classrooms, for 2010-11 school year.
Prevent “Trigger”
Define & Teach
Acknowledge/Reinforce
Extinction/Withhold
Reward
Corrective consequence
Other
Safety
SWIS Demo School Precise Problem Statement
6th and 7th graders are engaging in inappropriate language, harassment, disrespect and
aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to
escape the work. There are 175 total instances of problem behavior in 6th and 7th grade
classrooms, for 2010-11 school year.
Prevent “Trigger”
Re-review 6th & 7th graders the classroom expectations/ Respecting
others, daily.
Define & Teach
Focus on Respect Re-teach stop-walk-talk routine.
Reward/Reinforce
Set up “Daily Double” : Class period without problem behavior
occurrence receive extra 2 mins. at end of period to talk.
Provide specific feedback for using stop-walk-talk routine
Withhold Reward
Ensure staff use routine for responding to a report when student comes
to talk.
Corrective consequence
Use school-defined process
Other
Safety
TIPS Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Next Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Team Members (bold are present today________________________________________________________________
Agenda for Today:
1.
2.
Agenda for NEXT Meeting
3.
4.
5.
6.
1.
2.
3.
Previously Defined Problems/Solutions (Update)
Precise Problem Statement, based on
review of data
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations,
Safety)
Who?
By When?
Goal with
Timeline
‘
Implementation and Evaluation
Effective
Fidelity of Imp measure
ness of
Solution/
Plan
Not started
Partially Imp
Imp Fidelity
Done
Goal Met
Better
Same
Worse
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction,
Safety)
Who?
By When?
Goal, Timeline,
Decision Rule, & Updates
The Secret to Happier Work
Tier 1 PBIS
Assessment Data
Self-Assessment Survey (SAS)
• Baseline
• Annually – fall
• Full staff
Team Implementation Checklist (TIC)
• Progress monitor
• 2x per year—fall & winter
• Team - consensus
Benchmarks of Quality (BoQ)
• Annually – spring
• Team
Roles
1.Local Coordinator
Obtains school login numbers
Opens windows
Enters Benchmarks of Quality
2.Coach
Schedules assessments
Shares results with team
Facilitates action planning
3.Team
Participates in surveys
Action planning
What is the Self-Assessment Survey?
Self-Assessment Survey (SAS) to assess the extent
to which Positive Behavior Support practices and
systems are in place within a school
•
•
•
•
School-wide (18 items)
Non-classroom (specific setting) (9 items)
Classroom (11 items)
Individual student (8 items)
Who Completes the SAS?
The entire staff in a school completes the survey
ONLINE (www.pbisassessment.org) as an initial and ongoing assessment and planning tool, the survey is
completed by:
• All staff at a staff meeting
• Recess supervisors
• Family/parent representatives
• Cafeteria/maintenance/bus staff
Questions/Comments?
10 minutes
Read through SAS
Plan when your staff will complete the
survey
Using the Self-Assessment
Information for Decision Making
• Is a system in place?
• In place + (partial/2) > 80
• Is there a need to focus on a system?
• Current status of “in place” is < 66% and
• Priority for improvement is “high” for > 50%
• Which system should receive focus first?
• Always establish school-wide as first priority
• Which features of the system need attention?
• Biggest change with least amount of effort!
• Combine survey outcomes with information on office
referrals, attendance, suspensions, vandalism, perceptions of
staff/faculty
SAS Action Planning
Which system should receive focus first?
• Always establish school-wide as first priority
Is school-wide system in place? Look at items 1-18:
% In Place + (% Partial ÷2)
If total is > 80%, school-wide system is in place
What should we focus on?
• Use the Individual Item Report
• Items in RED are less than 50% in place
• Items in YELLOW are 50-79% in place
• In WHITE are 80-100% in place
• Combine survey outcomes with information on office referrals,
attendance, suspensions, vandalism, perceptions of staff/faculty
Individual Summary Charts
• Charts are provided for each system (school-wide, nonclassroom, classroom, and individual)
• Current status charts
• Percentage of respondents who answered “In Place,”
“Partially In Place,” and “Not In Place”
• Improvement priority charts
• Percentage of respondents who answered “High,”
“Medium,” and “Low”
Example of PBS SAS Individual
Summaries Chart
What do
these charts
tell you?
Fidelity?
Priority?
Analysis of School-wide
System Chart
What areas
require
action?
Analysis of School-wide
System Chart
Shows a chart with bars for components of the
school-wide system
• Expectations defined (question 1)
• Expectations taught (question 2)
• Reward system (question 3)
• Violations system (question 4-8)
• Monitoring (question 10-12)
• Management (question 9, 14-16)
• District support (question 17-18)
White = In
Place
Yellow = Partial
In Place
Red = Not In
Place
Action Plan for
items that require
least effort for
greatest impact
first
Action Plan for SAS
Team Implementation Checklist
• Progress monitor
• 2-3x per year
• Team - consensus
• Will stop completing once at fidelity
Team Implementation Checklist (TIC)
Subscale Report
Team Implementation Checklist Items
Action
plan for
items
with
scores of
1 or 0
Accessing the Surveys
http://www.pbisapps.org
Family Engagement Checklist
Home Resources Family Engagement Checklist
Closing Activity
What areas/components of PBIS are your team best
prepared for?
What areas do you think may be problematic?
Is there anything I should know about your
team/school that would be beneficial to your work
at the training?
http://www.wisconsinpbisnetwork.org/regional-coordinators.html
Survey
Please go to the following URL to
complete the training survey
http://tinyurl.com/C100NewCoaches