PBIS Year 3 Day 1

Nikki HendryMichelle Weaver

Expectations: Respect…

• Share your ideas: engage as a learner• Talk during allotted times• Stretch, break, stand as needed

SELF

• Place cell phones on inaudible• Listen to others’ ideasOTHERS

• Maintain neat working area• RecycleENVIRONMENT

Year 1 Goals:Have a schedule for rolling-out SW-PBS including lesson plans and assignments for teaching of school-wide expectations to students Confirm a minimum 80% staff buy-in and support for PBIS Complete Steps 1 – 8 in chapter 2 of the School-wide PBIS Workbook and have an action plan that addresses the status of each step.Using the Behavior Practices Self-Audit and Working Smarter Matrix to begin the process of eliminating, modifying, or combining practices, activities, and workgroups to establish a clear continuum of evidence-based practices and interventions

Training Year 1School-wide Behavior Leadership Team

Day 1:•School-wide Systems Overview

Day 2:•System for Responding to Behavior•School-wide Expectations

Day 3:•Behavioral Lesson Plans •Function of Behavior

Day 4:•System of Reinforcement

Day 5:•Using the Data Team Process to Make Decisions

Day 6:•Family Involvement •Crisis Plan•Preparation for Roll-Out

Year 2 Goals:Evidence- based strategies for management in SW-PBIS settings. Evaluate what is in place.Tool 7RSystems: Establish coordinator, progress review, nomination-screening plan, implementation plan, orientation plan, etc…Practices: process check-in/check-out, hourly progress feedback, daily progress summary & feedback

Training Year 2School-wide Behavior Leadership Team

Day 3:Tier II Practices(CICO)

Day 1:Classroom SettingsNon-Classroom Settings

Day 2:Tier II Systems

Connecticut’s School-wide PBIS Training Series:Annual Content and Goals

Checking In: Where are we now?• How are the tier 1 practices going?

• Classroom, non classroom settings

• Which practices are you using for Tier 2?

• Are you using Check-In Check-Out?• How is it going?

Year 3 Goals:Escalating Behaviors: Geoff Colvin’s work, trends, patternsFBA: Develop ability to identify the contextual variables that might trigger behavior and its maintaining consequences. Screenings and ToolsBSP: Using information from FBA to develop plans based on Function within a Tier III system that includes progress monitoring, Data, decision-rules, fidelity checks

Training Year 3Specialized Behavior Support

Team

Day 3:Tier III PracticeBSP’s

Day 1:Escalating BehaviorsTier II/III Systems

Day 2:Tier III PracticeFBA’s

Connecticut’s School-wide PBIS Training Series:Annual Content and Goals

October 27&28, 2016

12th Annual New England PBIS forum

MARCH 1-4, 2017

MAY 18-19, 2017

School Evaluation Purpose Completed By When Where

SWIS (School-wide Information System)

Data are used to define behavior patterns in detail so that support for students and staff is based in evidence.The data are summarized to provide information about individual students, groups of students, the entire student body and staff.

School Staff Weekly www.pbisapps.org

(TIC) Team Implementation Checklist

Progress monitoring tool used to assess team status and Universal (Tier 1) implementation.

School PBIS Team Year: 1, 2 and 3

October 31 – November 25February 6-24May 3-21

www.pbisapps.org

SAS (Self-Assessment Survey)

Identifies the staff perception of the implementation status and improvement priority for school-wide, classroom, non-classroom and individual student systems. Results of the SAS are effective in identifying the staff priorities for action planning.

All School StaffYear: 1, 2 and 3

March 2- March 31 www.pbisapps.org

BoQ (Benchmarks of Quality)

Used by School Team to identify implementation status and need for improvement with regard to systems and practices at tier 1.

School PBIS TeamYear 2 (during training)Year 3

January 9-January 31 www.pbisapps.org

SET (School-wide Evaluation Tool)

Designed to assess and evaluate the critical features of School-Wide PBIS (SWPBIS). It should be used in conjunction with other surveys and measures to create a complete picture of your school’s SWPBIS implementation status

External evaluator Annually During April/May School building

Positive Behavioral Interventions and Supports (PBIS)Evaluation and Forms Schedule 2016-2017

Academic Continuum

Behavior Continuum

MTSS(SRBI)

PRACTICES

Supporting Culturally

KnowledgeableStaff Behavior

Supporting Culturally RelevantEvidence-based Interventions

OUTCOMES

PBIS Integrated Elements

Supporting Culturally

ValidDecisionMaking

Supporting Culturally Equitable Social Competence & Academic Achievement

Responding to Non-Responders: Managing Escalations• Colvin & Sugai, 1989

PURPOSE• Enhance understanding of escalating

behavior sequences• Best practice• Considerations• Action planning

Geoff Colvin

Teacher JasonJason, please turn in your assignment.

What assignment?

I finished it.

I don’t have it with me now.

You never believe me.

Shut up!

Pulls away, glares, & raises fist as if to strike.

The assignment you didn’t finish during class.Great, please turn it in now.You have a choice: turn it in or do it again.I guess you’ve made the choice to do it again.That’s disrespect…go to the office.Moves closer…& puts hand on J. shoulder.

Make me.

Functions

Pos Reinf Neg Reinf

OUTCOMES• Identification of how to intervene early in an escalation.• Identification of environmental factors that can be

manipulated.• Identification of replacement behaviors that can be taught

(& serve same function as problem).

Time

Beh

avio

r Int

ensi

tyThe MODEL

High

Low

Time

Beha

vior

Inte

nsity

The MODELHigh

Low Calm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Time

Beha

vior

Inte

nsity

The MODELHigh

Low

Time

Beha

vior

Inte

nsity

The MODELHigh

Low

Time

Beha

vior

Inte

nsity

The MODELHigh

Low

During this discussion…• Think of a student that you work with who exhibits acting-

out behavior frequently

• At each stage:• Consider the behaviors the student might exhibit• Consider the behaviors you would exhibit in response and what

strategies you might try

Time

Beha

vior

Inte

nsity

The MODELHigh

Low CALM

Student is cooperative:• Accepts corrective feedback.• Follows directives.• Sets personal goals.• Ignores distractions.• Accepts praise

Calm Focus• Prevention

• Assess problem behavior• Triggers• Function• Academic & behavioral learning history

• Arrange for high rates of successful academic & social engagements.

• Use reinforcement.• Teach social skills.

• Problem solving• Relaxation strategy• Self-management

• Communicate positive expectations.

Time

Beha

vior

Inte

nsity

The MODEL

High

Low

TRIGGER

Student experiences a series of unresolved conflicts:

• Repeated failures• Frequent corrections• Interpersonal conflicts• Low rates of reinforcement

Trigger Focus• Prevention & Redirection.

• Consider function of problem behavior in planning/implementing response.

• Remove from or modify problem context.• Increase opportunities for success.• Reinforce what has been taught.

Time

Beha

vior

Inte

nsity

The MODEL

High

Low

AGITATION

Student exhibits increase in unfocused behaviorOff-taskFrequent start/stop on tasksOut of seatTalking with othersSocial withdrawal

Agitation Focus• Reducing Anxiety.

• Consider function of problem behavior in planning/implementing response.

• Make structural/environmental modifications.• Provide reasonable options & choices.• Involve in successful engagements.

Time

Beha

vior

Inte

nsity

The MODELHigh

Low

ACCELERATION

Student displays focused behavior.ProvocativeHigh intensityThreateningPersonal

Acceleration Focus• Safety

• Escalations & self-control are inversely related.

• Escalation is likely to run its course.

Acceleration• Remove all triggering & competing maintaining factors.• Follow crisis prevention procedures.• Establish & follow through with bottom line.• Disengage from student.

Time

Beha

vior

Inte

nsity

The MODELHigh

Low

PEAK

Student is out of control & displays most severe problem behavior.

Physical aggressionProperty destructionSelf-injuryEscape/social withdrawalHyperventilation

Peak Focus• Safety

• Similar to acceleration• Sharper focus on crisis intervention

Time

Beha

vior

Inte

nsity

The MODELHigh

Low

DE-ESCALATION

Student displays confusion but with decreases in severe behavior.

Social withdrawalDenialBlaming othersMinimization of problem

De-escalation Focus• Removing Excess Attention.

• Avoid nagging and blaming.• Apology not required here.• Consider function of problem behavior• Emphasize starting anew.

Time

Beha

vior

Inte

nsity

The MODELHigh

Low RECOVERY

Student displays eagerness to engage in non-engagement activities.

Attempts to correct problem.Unwillingness to participate in group activities.Social withdrawal & sleep.

Recovery• Follow through with consequences for problem behavior.• Positively reinforce any displays of appropriate behavior.• Intervention is focused on re-establishing routines

activities.

Recovery• Debrief

• Purpose of debrief is to facilitate transition back to program….not further negative consequence

• Debrief follows consequences for problem behavior.

• Goal is to increase more appropriate behavior.

Recovery• Problem solving example:

• What did I do?• Why did I do it?• What could I have done instead?• What do I have to do next?• Can I do it?

Time

Beha

vior

Inte

nsity

The MODELHigh

Low Calm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

THREE KEY STRATEGIES• Identify how to intervene early in an escalation.• Identify environmental factors that can be manipulated.• Identify replacement behaviors that can be taught & serve

similar function.

Team Time

• With your team review The Model and discuss the following -

• What do we have in place to:• maintain ‘calm’?• minimize ‘triggers’?• prevent/mitigate agitation?

• Document systems and practices that work• Action plan for systems and practices to add/change

Food for Thought• Geoff Colvin (1989):

• It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

If…• Teachers:

• Have student’s attention, before presenting the directive or making a request.

• Give clear, specific, positively stated directives.

• Provide frequent & positive acknowledgments when expected behavior is exhibited.

• Have established & taught consequenceprocedures for repeated noncompliance.

Then…• Students will:

• Be fluent at expected behavior.• Be taught conditions under which the expected behavior is required.

• Have multiple opportunities for high rates of successful academic & social engagement.

• Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.

Building up to Tier 3 (Systems)

Building up to Tier 3 (Practices)

CORE FEATURES:School-Wide PBS

(Tier 1)

CORE FEATURES:School-Wide PBS

(Tier 1)

Leadership teamLeadership team

Behavior purpose statement

Behavior purpose statement

Set of positive expectations &

behaviors

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

Procedures for on-going data-

based monitoring & evaluation

ASSESS YOURSELVES

Core Features at Tier 1 In Place

NeedsWork

Not in Place

Leadership TeamBehavior Purpose StatementPositive Expectations and BehaviorsProcedures for TeachingContinuum for EncouragingContinuum for DiscouragingProcedures for monitoring and evaluation

CORE FEATURESTargeted PBS (Tier

2)

CORE FEATURESTargeted PBS (Tier

2)

Team & data driven

Team & data driven

Behavior expertiseBehavior expertise

Increased social skills instruction &

practice

Increased social skills instruction &

practice

Increased adult supervisionIncreased adult supervisionIncreased opportunity for positive reinforcement

Increased opportunity for positive reinforcement

Continuous progress

monitoring

Continuous progress

monitoring

Increased precorrection

Increased precorrection

ASSESS YOURSELVES

Core Features at Tier 2 In Place

NeedsWork

Not in Place

Team and Data DrivenBehavior ExpertiseIncreased Social Skills Instructions and PracticeIncreased Adult SupervisionIncreased ReinforcementContinuous Progress MonitoringIncreased Precorrection

CORE FEATURESIntensive PBS

(Tier 3)

CORE FEATURESIntensive PBS

(Tier 3)

Multi-disciplinary Team & data

driven

Multi-disciplinary Team & data

drivenBehavior expertiseBehavior expertise

Functional Based Behavior Support

Planning

Functional Based Behavior Support

Planning

Wraparound Supports & Culture Driven Person

Centered Planning

Wraparound Supports & Culture Driven Person

Centered PlanningComprehensive School Mental Health SupportsComprehensive School Mental Health Supports

Continuous progress monitoring, positive

reinforcement & adult supervision

Continuous progress monitoring, positive

reinforcement & adult supervision

Increased pre-correction

Increased pre-correction

Tier 3 System Needs

• Team-based approach• Documents for requesting assistance• Embedded into school schedule• Accessible to all staff/students/families

ACTIVITY #1: Teaming Matrix

• First, complete Teaming Matrix with all teams/committees in your school.

• Then, focus specifically on the teams that provide individualized student support:

• Is there overlap?

ACTIVITY #2: Mapping Access to Support

Request for

Assistance? ? ? Delivery of

Support

Think about:• Who accepts request?• What data do we get with the request?• Is there a different system for behavioral and academic concerns?

• Have we taught the process to staff?• Other?

ACTIVITY #3:Request for Assistance

• Review handout “Processing Student Requests for Assistance and Developing Behavior Support Plans: Protocol and Outcomes”

• Compare your school’s current form/protocol:• Consider:

• Additions• Deletions• Format – (ease of use)• Language – (strength-based? Person first? Etc?)

Universal Screening

Why?• Identify internalizing behavior• Increase accuracy for tier 2/3• NOT for diagnosis• NOT for confirmation

Illinois PBIS Network

Universal Screening Readiness Checklist• Build a foundation

• Secure district and building-level administrative support for universal screening

• Establish universal screening committeeconsisting of district and building-level administrators, student support personnel, teachers, family and community representatives and assign roles

• Clarify goals• Identify purpose of universal screening (e.g.,

mental health, social skills assessment)• Determine desired outcomes

Universal Screening Readiness Checklist

• Identify resources and logistics• Identify resources for supporting students

identified via screening (in-school and community-based)

• Create a timeline for executing screening process including frequency of screening (e.g., once, or multiple times per year?)

• Develop budget for materials, staff, etc.• Create administration materials (e.g., power point to

share process with staff, parents and community members, consent forms, teacher checklists)

• Schedule dates for screening(s) and meetings to share school-wide results

Illinois PBIS Network

Table Talk and Action Plan:Is My School Ready to Do This?

The school-wide program is working well for 80-85% of students.

The targeted program is working well and the problem-solving process at this level is not overwhelmed.

In-school resources are available to provide interventions.

Effective connections have been established with community support services.

Action Planning/Team Time

• Identify systems and practices in place at intervals on escalation model

• Tier 3 system needs• Universal Screening• Team-based approach• Documents for requesting assistance• Embedded into school schedule• Accessible to all staff/students/families

• Review timeline for evaluation and schedule each assessment

www.ctserc.org/pbis