Transcript Today’s Purpose - University of South Florida

Tier 1 Positive Behavior Support
Booster/Refresher Training:
Orientation
2011-2012
Today’s Purpose
• To BOOST PBS/RtI:B implementation efforts at
your school!
• Review BoQ or PIC results
• Identify and prioritize action steps which address all
critical elements of a Tier 1 PBS system
• Specific Action Plan, Part B – Tier 1 Training Binder
• Determine what is working – celebrate!
• Determine what needs to be improved
• Plan for 2011-2012 school year
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Positive Behavior Support…
• Aims to build effective environments in which
positive behavior is more effective than problem
behavior
• Is a collaborative, assessment-based approach to
developing effective interventions for problem
behavior
• Emphasizes the use of preventative, teaching, and
reinforcement-based strategies to achieve
meaningful and durable behavior and lifestyle
outcomes
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Tiered Model of School Supports & the
Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports
The most intense (increased time, narrowed focus,
reduced group size) instruction and intervention based
upon individual student need provided in addition to and
aligned with Tier 1 & 2 academic and behavior instruction
and supports.
Tier 2: Targeted, Supplemental
Interventions & Supports
More targeted instruction/intervention and supplemental
support in addition to and aligned with the core academic
and behavior curriculum.
Tier 1: Core, Universal
Instruction & Supports
General academic and behavior instruction and support
provided to all students in all settings.
Florida’s State Transformation Team on RtI (Dec. 3, 2009)
RTI
Math
Intensive
Continuum of
Support for
ALL
Science
Targeted
Spanish
Reading
Universal
Soc skills
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
PBS provides the framework for RtIB
• It’s about more than just problem behavior
• Behavioral data system and school-wide
procedures facilitate effective data-based
decision making for RtI
• The Tier 1 system supports “academic enhancers”
and productive citizenship
• Tier 1 PBS establishes the core curriculum for
behavior and provides the structure for
advanced supports
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Ongoing Collaboration
http://flpbs.fmhi.usf.edu
http://floridarti.usf.edu/
http://www.pbis.org
http://www.apbs.org
Critical Elements of School-Wide PBS
Measured by the Benchmarks of Quality (BoQ) and
the PBS Implementation Checklist (PIC)
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PBS Team, Administrative Support
Faculty Commitment, Participation
Effective Discipline
Data Entry & Analysis
Expectations & Rules
Reward/Recognition Program
Lesson Plans for Teaching Behavior
Implementation Planning
Classroom PBS Systems
Evaluation
(Kincaid, Childs & George, 2005)
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Using the Baseline BoQ Results
• Reference throughout Booster Training
• Use for updating Action Plan for
implementation in 2011-2012
• Use as a baseline for comparison after every
year of implementation
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Look at your BoQ Data
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Look at your BoQ Data
Data Review
 How did your team score overall on the BoQ
or PIC?
 Which Critical Elements received a score of
less than 70%?
 What do your team’s outcome data look like?
 Reductions and/or increases in ODRs, ISS, OSS,
attendance, FCAT?
 What is working?
 What needs to be improved?
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Using Your Action Plan: Part B
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Record of your Tier 1 PBS implementation process
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What needs to be addressed?
Who is responsible?
Timeline for completing tasks?
What has been accomplished?
What worked and did not work?
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BoQ Critical Elements guides the process
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Guides your team through the 4-step problem
solving process
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Revisit it , revise it and evaluate your progress
 Are you implementing all the critical elements?
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Problem-Solving Process
(See Detailed Problem-Solving Module with voiceover)
Step 1: Problem Identification
What’s the problem?
Step 4: Response
to Intervention
Step 2: Problem Analysis
Why is it occurring?
Is it working?
Step 3: Intervention Design
What are we going to do about it?
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Problem Solving Process
Step 1: Problem Identification - Use your data
 What problem behaviors are occurring?
 Where are problem behaviors occurring?
 Who is involved?
Step 2: Problem Analysis: Brainstorm reasons
 Why is the problem occurring?
Step 3: Intervention Design and Implementation
 What interventions will be put in place to teach appropriate
behaviors?
 Who will implement the plan?
 How will the plan be evaluated?
Step 4: Response to Intervention - Use your data
 Is the intervention working?
 How will you know?
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Remember, It’s an Ongoing Process
• Implementation is not a one shot deal, it is an
ongoing and continuous process… just like a good
marriage or diet plan.
• PBS/RtI is a philosophical shift
• 3-5 years for full implementation across Tiers
• Get faculty support on all the critical elements prior
to implementation
• Present everything to your faculty as a draft
• Get their input and feedback at each step
• More likely to get faculty support & implement with
fidelity
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Get Connected
• FLPBS on FaceBook:
• www.facebook.com/flpbs
• FLPBS on Twitter:
• www.twitter.com @flpbs
• National TA Center on Ning:
• www.pbisTAcenter.ning.com
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