Post on 18-Jan-2016
Vermont PBSFirst Steps to Implementation
February 11, 2010
Who’s Here?• Bethel• Bridgewater• Bristol• Cabot• Coventry• Fairfield• Green Street• Jericho• Lowell
• Lyndon• Newport Town• North Country• Riverside • Sharon• Sherburne• Tunbridge• Vergennes• Williamstown
PBS Leadership Team
Sabine Baldwin
Richard Boltax
Doug Dows
Cassandra Corley
Josh Souliere
Carol Randall
Anne Dubie
Ken Kramberg
Sherry Schoenberg
Agenda PBS Pop Quiz! The PBS Big Picture! External Supports Available for PBS Teams First Steps to Implementation
Creating Effective and Efficient TeamsRoles and NormsWorking Smarter, not Harder
Components #1 and #2Purpose Statement3-5 Expectations
Using PBS Data ToolsSET and EBS
Team Charge
PBS Signal to Coaches
CupsGreen = We’re all set. No help needed.
Yellow = We need help, but can continue with our work.
Red = HELP! We can’t continue with our work.
PBS Pop Quiz!
Test your PBS knowledge and skills
Question:Which acronym is not synonymous with Positive Behavior Supports?
A. PBSB. SW-PBSC. YMCAD. PBISE. EBS
Answer:C. YMCA!
PBS aka EBS or PBIS or SW-PBS
• Green = Universal = School-wide and Classroom
• Yellow = Targeted = Secondary
• Red = Intensive = Tertiary
Question:Which of the following statements least describes Positive Behavior Supports?A. A proactive, school-wide, data driven systems approach to
promoting social and academic competence.B. A framework that encompasses primary, secondary and
tertiary prevention.C. A new federal regulation requiring schools to suspend
students for incorrectly stating the school’s expectationsD. A science that defines, teaches and rewards behavior
expectations, provides predictable consequences for problem behaviors and uses data to guide implementation and impact over time.
Answer:C. A new federal regulation requiring schools to
suspend students for incorrectly stating the school’s expectations
PBS Myth-busters – PBS is:• A general approach to preventing problem behavior – not an
intervention in isolation
• For every student – not just students with the most extreme challenging behaviors
• Based on long history of behavioral practices & effective instructional design and strategies – not a passing fad
Question:PBS uses data to:A. Make decisions about the effectiveness of
interventions or the need to change them.B. Evaluate teacher performanceC. Support student AND staff behavior changeD. A and C
Problem SolutionFrom
To ProblemProblem
SolvingSolution
Information (Data)
Answer:D! PBS uses data to help staff analyze behavior and to make effective changes…not to evaluate teachers!
True or False:
PBS recommends providing the most significant interventions for
the smallest possible effects.
False!
In PBS, the big idea is to Invest in the smallest evidence-based practice
with the biggest documented impact!
“add 1, drop 2”
True or False:
At the Universal (school-wide) level (the green part of the triangle),
PBS supports only those students that have less than 1-2 Office Discipline Referrals (ODRs).
All
Some
Few
False: PBS is for ALL!
True or False:
In a PBS school, students and staff know the expectations and are
recognized for positive behavior.
True! In a PBS school, one should expect
to see/hear:>80% of students and staff can cite expectations and are being
personally recognized for following expectations.Positive adult-to-student interactions exceed negative.Data and team-based action planning and implementation are
visibly in place. Administrators are active participants. Full continuum of behavior support is available to all students.
The Big Picture: Your Journey through PBS
• Learn about PBS• Attend Prerequisite Trainings
• Establish Readiness• Complete baseline SET & EBS• Develop PBS Implementation
Plan1. Purpose Statement2. 3-5 Expectations3. System for Teaching
Expectations4. System for Acknowledging
Expectations5. System for Discouraging
Problem Behavior6. Data-based Decision Making
• Meet Monthly as a PBS Leadership Team
• Complete Post Implementation SET
• Implement Universal with Fidelity• SET Evaluation at 80/80
• Establish Targeted Team and Identify Targeted Coordinator
• Learn about PBS Targeted Level
• Inventory Existing Targeted Practices
• Develop Check-in/Check-out• Introduce Function-Based
Practices• Develop Data System to
Support Targeted Interventions
• Establish Intensive Team and Indentify Intensive Coordinator
• Learn about the Intensive Level of PBS
• Develop Capacity to Complete FBA and BSP
• Develop Capacity for Wraparound Supports
External Supports Available to Assist You in Your PBS Journey
• PBS Coaches • Leadership Team Training (at every level)• Topic-based Workshops (at every level)• Regional PBS Coordinators Meetings• BEST Summer Institute• Graduate courses/credits • BEST/Act 230 Grants• PBS Vermont website – www.pbsvermont.com• Links to national web sites and materials• National Technical Assistance Center
Introducing…
The PBS State Implementation Coaches
Technical Assistance for PBS Schools and
State Coaches for your Supervisory Union CASSANDRA – Fairfield
JOSH – Coventry, North Country Union HS, Lyndon
KEN – Bridgewater, Green Street, Riverside, Sharon, Sherburne,
RICHARD – Jericho, Bristol, Vergennes
SHERRY – Williamstown, Bethel
The District/S.U. Model
Why Now?
Fidelity of implementation will require local expertise and capacity
Exponential growth in Vermont has created need to build local capacity for coaching and behavioral
expertise
As demonstrated by other states, District/S.U. active support increases likelihood that the
initiative will be maintained
Function of District/S.U. Model
• ensures that school PBS Readiness checklists are complete and validated by external coach
• secures stable funding for PBS efforts.• ensures that schools have an information system for data-
based decision making relevant to PBS. • ensures behavior is top priority for district.• arranges 3-4 SU meetings per year of PBS coordinators and
administrators to review status and plan • Maintains a .1 FTE coach who meets with school based
leadership teams several time a year
District/S.U. Coach Expectations• Attend PBS School Team Leadership Training • Attend PBS District/SU Coach training (at Summer
Institute and Oct. 1)• Complete School Evaluation Tool (SET) for PBS
schools in District/SU • Participate in regional coordinators/coaches
meetings (4 times per year)• Attend PBS School meetings 2-3 times per year• Facilitate 2-3 meetings of PBS schools within SU
Congratulations!
You’ve worked hard to get here!
Ongoing assessment of readiness
is an important factor in successful
PBS implementation.
First Steps to Implementation: The PBS Leadership Team
Criteria for an Effective and Efficient PBS Universal Leadership Team
Representative, credible membership
Uses effective team processes Roles and Norms
Efficient use of staff resources “Working Smarter, not Harder”
Action and outcome driven
Important Team Practices
Show respect through meeting norms• Assign roles.• Use expected meeting behaviors.• Reschedule cancelled meetings.• Acknowledge contributions.
Communicate• Distribute meeting minutes.• Keep people informed. • Celebrate success along the way!
Assess team actions and processes • Conduct Team Implementation Checklist (TIC) monthly.• Review “Working Smarter” Team Matrix regularly.• Use data in planning.• Reflect on team process and apply to skill building.
Team Roles
Recommended:FacilitatorRecorderTime Keeper
Optional:Refreshment CoordinatorData FacilitatorBut Watcher
Activity # 1: Roles and Norms
• Assign roles
• Brainstorm a list of positively stated norms for your team to consider.
• Work toward consensus on 3-5 norms for your team.
• Write norms on Team Profile and Meeting Schedule.
Consensus = team members can agree
to support each norm.
“Working Smarter” Team Matrix
Team, Committee or Initiative
Related to
School Climate & Student Behavior
Purpose ~
Intended
Outcomes
Target Group
Staff Involved
What Action Plan goal does this address?
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Activity #2: The Working Smarter MatrixActivity #3: Team Profile &
Meeting Schedule
• Work as a team to complete the
“Working Smarter” Matrix.
• List team participants and coordinator.
Who’s missing?
• Establish your team meeting schedule • at least monthly• Approximately one hour• re-negotiate schedule annually
First Steps to Implementation: Component 1: Purpose Statement
Six Components of School-wide PBS
1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging
expected behavior5. Continuum of procedures for discouraging
problem behaviors6. Procedures for record-keeping and decision
making
PBS Purpose Statement
Used to capture the explicit objective of a PBS Implementation Plan.
“The purpose of PBS at our school is…”
Purpose Statement - Guidelines
–Positively stated–2-3 sentences in length–Supportive academic achievement–Contextually/culturally appropriate
(e.g. age, level, language)
Woodbury Purpose Statement:The Woodbury Elementary School works collaboratively to help meet all students’ social, emotional and academic needs.
As a community of learners, we value and respect the diverse nature of each individual.
Within a nurturing, safe and respectful environment, the children will strive with our support to reach their full potential as life long learners.
Woodbury Expectations: Respectful, Safe and Responsible
Wolcott Elementary Purpose Statement: All learners are responsible for themselves, their community and the greater world. Wolcott eagles are responsible, respectful, and ready in thoughts, words and actions.
Example:
The purpose of the PBS Leadership Team is to build the capacity of our school to develop structures for teaching expected behaviors, create student behavioral and academic support systems, and apply data-based decision-making to discipline, academics, and social/emotional learning. Our Team promotes family and community involvement at all levels of implementation.
• Write a brief Statement of Purpose for your PBS Implementation Plan
• Use Implementation Plan – I. Common Approach/Statement of Purpose template.
• Create plan to get feedback from staff and others.
Activity #4: Purpose Statement
First Steps to Implementation: Component 2: Behavior Expectations
Six Components of School-wide PBS
1. Statement of purpose 2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging
expected behavior5. Continuum of procedures for discouraging
problem behaviors6. Procedures for record-keeping and decision
making
• (Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)
Behavior Expectations: Guidelines
• Few in number• Positively stated• Behaviorally defined
Positive SW Expectations - Guidelines1. Linked to social culture of school (e.g., community, mascot).2. 3-5 in number3. 1-3 words per expectation4. Positively stated5. Supportive of academic achievement6. Apply to ALL students, staff and settings7. Mutually exclusive (minimal overlap)8. Contextually/culturally appropriate (e.g., age, level, language)9. Communicated to stakeholders (e.g., families, community members,
district administrators)10.Included in school publications (e.g., handbook, posters, newsletters)
Example: Burke Elementary School
• Respect yourself
• Respect others
• Respect this school
Example: People’s Academy Middle
• Respect self and others• Respect environment• Be responsible• Be safe
R2 B2
Example: Chicago Public High School
• Be Caring • Be Academically Engaged • Be Respectful• Be Responsible
Orange County,
CA
Activity #5: Behavior Expectations
• Develop 3 to 5 clearly defined, positively stated expectations.
• Use Implementation Plan –II. School-wide Behavioral Expectations template
First Steps to Implementation: Using PBS Data Tools
Assessing PBS Practices
EBS Survey(self-assessment)
School-wide Evaluation Tool (SET)
Team Implementation Checklist (TIC)
Effective Behavior Support (PBS) Self-Assessment Survey
Purpose: Assess staff perceptions of PBS practices in place and priority for changesDesign annual action plan
Format: Survey
Completed by: All staffManual or on-line scoring, graphing
When? Annually, preferably in the spring
Two main questions
1. What systems are in place now?
2. What systems are most in need of improvement?
EBS Survey • Current StatusMay 2006
31% 30%
41%
22%
41%46%
43%37%
28%23%
16%
40%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School-wide Non-classroom Classroom Individual
Per
cen
t o
f re
spo
nse
s
% In place % Partial in place % Not in place
**SAMPLE**
EBS Survey • Priority for ImprovementMay 2006
45%
38% 39%
53%
44%40%
35%39%
20%22%
26%
9%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School-wide Non-classroom Classroom Individual
Per
cen
t o
f re
spo
nse
s
% High % Medium % Low
**SAMPLE**
Assessing PBS Practices
EBS Survey(self-assessment)
School-wide Evaluation Tool (SET)
Team Implementation Checklist (TIC)
School-wide Evaluation Tool (SET)
Purpose: Assess school-wide implementation of PBS practices
Format: Interviews with staff, students; observations; review of discipline related documents
Completed by:
CoachesManual scoring, graphing
When? Before SW implementation,6-12 weeks after SW implementation,Annually
SET Components
Section A: Expectations Defined
Section B: Behavioral Expectations Taught
Section C: On-Going System for Rewarding Behavioral Expectations
Section D System for Responding to Behavioral Violations
Section E: Monitoring and Evaluation
Section F: Leadership
School-Wide Evaluation Tool Nathan Hale Elementary
2520
67
38
50
63
5046
100
90
8388
100 100 10095
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
BehavioralExpectations
Taught
On-GoingSystem forRewardingBehavioral
Expectations
System forResponding to
BehavioralViolations
Monitoring &Decision-Making
Management District-LevelSupport
Overall
Systems Features
Perc
enta
ge o
f Fea
ture
Impl
emen
ted
Winter 2005
Fall 2005
At the Team Leadership Training You will:
• Review data from the School-wide Evaluation Tool (SET) for your school
• Review data from the EBS Self-Assessment
• Develop action steps to shape your PBS Implementation Plan
Activity #6: To Do Now!
1. Schedule a time for your staff to complete the EBS self-assessment.
2. Meet with your PBS TA person and schedule your SET between now and the Team Leadership Training.
Your Charge:
1. Finalize your PBS Leadership Team
2. Get feedback and complete components #1 and #2
3. Complete your SET and EBS Self-Assessment
4. Register for the Team Leadership Training at BEST Summer Institute (6/21-6/24) or 8/10-8/12.
PBS Coordinator Orientation
Purpose: to prepare Coordinator to assist team in completing the PBS Implementation Plan
Date, Time and Location: After lunch on the first day of training (details TBA)
Summer Institute Steps
1. Go to BEST web-site:www.uvm.edu/~cdci/best.html
2. Complete team registration form and send deposit.3. Complete individual registration form on-line:
Select Strand “A”Select Wednesday workshop of your choice.
4. Decide whether you want to attend the Institute for three credits. If so, click “what to do to take the Institute for credit”.
5. Send payment to UVM.6. Visit “what’s new” to learn about special events at the
Institute.