Welcome to PBIS Tier One
Leadership Team Training!
DAY ONE: UNIVERSAL FOUNDATIONS
OR AN GE COUN T Y DE PT. OF E DUCAT ION
S E PTEMBER 2 9 , 2 0 1 6
Welcome Comments
Dr. Christine Olmstead
Assistant Supt., Instructional Services
Orange County Department of Education
Inclusion Activity: Sentence Frames
Please introduce your school team and
respond to the following prompt:
Managing Behavior is like
________________________,
because___________________.
Outcomes
Build understanding of the logic and core features of
the PBIS Multi-tiered Behavior Support Framework.
Introduce the Eight Steps of Tier One Universal
Foundations
Draft a Behavior Statement of Purpose and Identify 35 School-wide Expectations with your school team.
Team Building and Action Planning
Agenda
Welcome, Introductions, Inclusion Activity
Creating the Context for PBIS
◦ Dr. Lucy Vezzuto
Overview and Logic of PBIS
PBIS Implementation Steps 1-3
◦ Establishing the School Site Leadership Team
◦ Developing a Statement of Behavior Purpose
◦ Identifying Positive School-wide Behavior Expectations
Orange County Kindness Initiative
◦ Stacy Deeble Reynolds
Self-Assessment and Team Action Planning
Working Norms
Be Safe
• Take care of your own needs
Be Respectful
• Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Share “air time”
Be
Responsible
• Attend to the “Come back together” signal
• Active participation…Please ask questions
Schools using PBIS
23,363*
August, 2016
11,762,000 Students
25000
22500
20000
17500
15000
12500
10000
7500
5000
2500
0
Series1
00
01
02
03
04
05
06
07
08
600
850
1250
2400
3200
4500
5300
6200
8650
*3,138 High Schools
09
10'
11'
12'
13'
14'
15'
16'
10726 13336 16232 18479 20011 21611 20384 23,363
2016 CA PBIS Inaugural Conference
CA Data Summary:
Over 2,000 schools (20%) implementing PBIS
• Out of 10,000 + Total
ODRs (Office Discipline Referrals)
• Lower than the national median
Disproportionality is decreasing
• African American
• Latino
Percentage of Schools meeting T1 Fidelity
• Based on TFI Score
Let's Hear from an Expert
•Dr. Lucy Vezzuto,
•Coordinator Mental Health
• School Climate:
Conditions for Learning
and Positive Behavior
Change
PBIS Tier One Team
Member Handbook
“ TOUCH EACH PAGE”
Core Features of PBIS
What is School-wide PBIS?
Logic
8 Steps of
Implementation
School-wide PBIS
(A multi-tiered Behavioral Framework)
Individualized,
Tier III
Tertiary Prevention: System for
students requiring more intensive &
individualized supports for
academic, social, or mental health
services.
Targeted, Tier II
Secondary Prevention: Systems for targeted or
group-based interventions for students needing
additional support beyond the Universal or Tier I
system.
Universal, Tier I
Primary Prevention: School-wide & Classroom-wide
systems for all students and all staff in all settings.
PBISapps.org, CICO Training
A Layered Approach
 Every student has
access to Universal
supports
 Some students also
receive Targeted
supports
 Few students also
receive Intensive
supports
Tier 3
Tier 2
Tier 1
Fundamental Purpose
The fundamental
purpose of PBIS is to
make schools more
efficient, effective and
equitable by creating
safe, predictable,
positive, and consistent
environments (Rob
Horner).
Safe
Predictable
PBIS
Consistent
Positive
Establishing a Positive Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Eight Steps of Tier One Universal PBIS Implementation
Leadership team
Procedures for ongoing data-based
monitoring &
evaluation
Behavior purpose
statement
CORE FEATURES:
Continuum of
procedures for
discouraging rule
violations
School-Wide PBS
(Tier 1)
Continuum of procedures
for encouraging expected
behavior
Set of positive
expectations &
behaviors
Procedures for teaching SW &
classroom-wide expected
behavior
So, what does this look like?
Step One: Establish Team Membership




Demographically representative of school and community
Represents grade levels
Includes a member with behavioral/classroom management expertise
Administrator is an active member
So, what does this look like?
PBIS Schools Develop a Positive
Statement of Behavioral Purpose
◦
◦
◦
◦
Positively stated
Limit of 2-3 sentences
Supportive of academic achievement
Comprehensive in scope—ALL students, staff and settings
“Abraham Lincoln School is a
community of learners. We are
here to learn, grow, and become
good citizens.”
Behavior Statement of
Purpose Examples
“Abraham Lincoln School is a community of learners. We
are here to learn, grow, and become good citizens.”
Taft Tigers are a community of leaders who are respectful,
responsible, and safe.
Butte HS is committed to fostering a positive, safe, and
respectful environment. Together we create respectful,
responsible and successful academic achievers.
So, what does this look like?
Step Three: Identify Positive Schoolwide Behavioral Expectations
 3-5 expectations
 1-3 words to describe each expectation
 Positively stated
So, what does this look like?
Step Four: Develop Procedures for
Teaching School-wide Behavioral
Expectations
 Teach behavioral expectations just like academics
 Create a school-wide teaching matrix for all settings in the school
 Positively define what each expectations “looks like” in each setting
SETTING
Expectations
Teaching
Matrix
All
Settings
Hallways
Playground
s
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Be
Responsible
Be on
task.
Give your
best
effort.
Be
prepared.
Walk.
Have a plan.
Eat all
your food.
Select
healthy
foods.
Be Respectful
Be kind.
Hands/fee
t to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch
.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriatel
y.
Wipe your
feet.
Sit
appropriatel
y.
Be Safe
So, what does this look like?
Step Five: Develop Procedures for
Teaching Classroom-wide Behavioral
Expectations
 Teach behavioral expectations just like academics
 Create a classroom teaching matrix for all routines that occur during your
instructional day
 Positively define what each expectation “looks like” for each routine
Rules within Routines Classroom Matrix
Routines
Rules
Be Safe
Be
Respectful
Be
Responsible
Entering
Classroom
Seat Work
Small Group
Activity
Leaving
Classroom
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
So, what does this look like?
Step Six: Develop Continuum of
Procedures for Encouraging and
Strengthening Student Use of Schoolwide Behavioral Expectations
 Create quick and easy ways to reinforce and acknowledge school-wide
expected behaviors
 Develop a system to integrate the reinforcers into a meaningful continuum that
creates value for students
 Used by all staff in all settings
 Keep track of number of acknowledgements versus the number of disciplinary
actions
Acknowledge & Recognize
So, what does this look like?
Step Seven: Develop Continuum of
Procedures for Discouraging Student
Behavioral Violations of School-wide
Behavioral Expectations
 Create an Active Discipline Flowchart that identifies steps to take when
students do not meet the desired behavioral expectations
 Define the difference between major (office managed) and minor (classroom
managed) problem behavior
 Create an office discipline referral (ODR) form for tracking discipline events
Observe Problem Behavior
Active Response
Flow Chart
Pre -correct/Re-teach/Redirect/Reinforce Expected Behavior
NO
Is behavior office Managed?
Intervention/
Teacher Best Practice












YES
Intervention/
Administrators Best Practice









* What happens with Minor Behavioral Error Reports/Procedure?
12/08 /RSMS
So, what does this look like?
Step Eight: Develop Data-based
Procedures for Monitoring
Implementation of School-wide
PBIS (SWPBIS) (Primary or Universal
Tier)
 Establish a structure and routine for data collection
 Use SWIS (School-wide Information System) or a comparable data
collection system when creating routines and procedures for review
and analysis of data
 Systems must be effective, efficient and
relevant (pbssurveys.org)
“Tweeting” for Understanding
Think
about what you just heard about SW-PBS.
With
an elbow partner, write a Tweet that describes 1-2
essential features of PBIS.
Share
your Tweet with your table group.
Pick one Tweet to share with the whole group.
Implementation
steps 1-3:
LET ’S GET STARTED
Step 1: Establishing Team Membership
6-8 members (Secondary teams may be slightly larger)
Demographically representative of school and community
Includes a member with behavioral/classroom management
expertise
Administrator is an active member
Coaching Support
Data expert
Recorder
Team Member Roles and Responsibilities
Review Step One in your Team Member Notebook
Have a conversation about which roles and responsibilities will be most important
for your team. Who might serve each role?
◦ Facilitator
◦ Recorder
◦ Data Analyzer
◦ Coaching Support
◦ Scheduler
◦ Other
Team Building Activity:
Personality Inventory (Explorer,
Socializer, Developer, Producer
Consider each set of phrases in regard to your work as a PBIS
Team Member.
Forced ranking 1, 2, 3 or 4 – only use each number ONE time
Read the phrases and rate each row HORIZONTALLY.
Add your scores VERTICALLY and find the largest number.
Identify your Personality Profile (A, B, C, or D)
Read the descriptions on p. … to find how it matches you.
Four Corners Activity
Go to the “corner” that best matches your Team
Member Personality Profile.
Have a standing conversation about the common
characteristics of your Team Member Style.
Chart the common strengths and weaknesses for
your group.
Table Talk: Team Member Personality Styles
Return to your school team table group.
Discuss how the different Team Member Styles
can contribute to an effective PBIS Leadership
team (See p. ... Team Member Handbook)
How can this information help your team work
together more effectively?
Break
Brief Behavior Statement of Purpose
Behavior Statement of Purpose Guidelines:
◦ Positively stated
◦ Limit of 2-3 sentences
◦ Supportive of academic achievement
◦ Comprehensive in scope—ALL students, staff and
settings
Behavioral Statement of Purpose
EXAMPLE
“Abraham Lincoln
School is a
community of
learners. We are
here to learn,
grow, and become
good citizens.”
NON-EXAMPLE
“We, at Old School
Elementary, believe
that fear instilled in
young children and
corporal
punishment still
work.”
Considerations:
Who are we?
◦ What is our current behavioral approach?
◦ What is our current academic approach?
◦ Are all students’ needs represented?
What are our core values?
◦ Draw from initiatives, signature programs, LCAP
priorities
Where are we headed?
◦ What kind of Systems Change do we want to achieve?
Horner, 2013 RtI2 Conference
List, Label Sort Activity:
Behavior Statement of Purpose
Think of key words that best describe your school’s core values. Hints:
◦ Draw from initiatives, signature programs, LCAP priorities,
mascot
◦ Individuals list key words on post-its.
◦ Facilitator organizes post-its on table.
◦ Team organizes post-its into categories to identify key
concepts and priorities.
◦ Use the key words to draft your school’s behavior
statement of purpose.
Drafting Your Statement of
Purpose
Connect to your school symbol or mascot to reflect your school’s
behavior interventions. Does it reflect where you want to be as a
school?
Think about your school’s core values and beliefs, and
incorporate them into your Behavior Statement.
What are the actions or the behaviors that you want to see that
will help achieve your vision or mission statement?
Remember, your team will be writing a rough draft of your
school-wide Behavioral Statement for your staff to consider.
You will take your draft back to school and build consensus with
your staff so you have >80% staff buy-in.
Step 3: Identify Positive Schoolwide Behavioral Expectations
Think back to when you were a student in elementary, middle or high
school.
What were some of the school rules that you remember?
Turn to your elbow partner and share.
How did students respond to them?
What are Behavioral
Expectations?
Specific , positively stated expected behaviors that
are desired by all faculty and students
Expectations that are taught to all faculty, students,
families and community members in all settings.
Positive School-wide Expectations are aligned with
school’s mission statement.
Break – 15
minutes
WORKBOOK
SELF-ASSESSMENTS
TEAM IMPLEMENTATION CHECKLIST
ACTION PLANNING
EVALUATION
Criteria for Behavioral
Expectations
Work Book Page ..:
◦3-5 expectations
◦1-3 words to describe each expectation
◦Positively stated
◦Easily operationalized
◦Memorable
For whom is message
intended, & who is most
likely to respond?
Identifying Positive School-wide
Expectations
Helpful Hints for Identifying School-wide Behavior
Expectations
When developing school-wide expected behavior, consider the following:
◦
◦
◦
◦
◦
◦
School Mascot
School name or initials
Your school’s mission statement
School Slogan
The initials of your school name
Signature programs or practices
Mascot
Slogan
Mission
Statemen
t
Behavior Expectations
Team Practice: Identifying School-wide
Positive Behavior Expectations
As a team, begin drafting 3-5 positive behavior expectations using the following
guidelines:
◦
◦
◦
◦
◦
3-5 expectations
1-3 words to describe each expectation
Positively stated
Easily operationalized
Apply to all settings/locations
Be sure to align your Behavior Expectations and Statement of Purpose
Lunch
OCDE Kindness
Initiative: One
Billion Acts of
Kindness
STACY DEEBLE REYNOLDS
COORDINATOR, PREVENTION SERVICES
Steps 2 & 3 Action Planning
Putting it all together:
Behavior Statement of Purpose
◦ Chart and Post your Behavior Statement of Purpose
◦ Include your Behavior Mascot visual, if desired
3-5 Positive School-wide Behavior Expectations
◦ Post on Chart Paper
◦ Hang next to your Behavior Statement of Purpose
Gallery Walk
When you have agreed on your (draft) behavior
expectations, list them on the chart paper provided.
Place them on the wall next to your Behavior
Statement of Purpose.
Repeat the Gallery Walk Process. Look for…
◦ Continuity between Purpose Statement and Expectations
◦ Are the expectations positively stated?
◦ Too many, too few?
Post your comments on post-its.
Return to your table and review your comments.
Reflection: Problem-solving
What is the Most Important Point you want to walk
away with related to the steps of implementation
so far?
What challenges might you experience with
Implementation Steps 1-3?
How might your team engage your colleagues in
the completion of Steps 1-3?
PBIS Assessments and Progress Monitoring
A MAJOR FEATURE OF SWPBIS IS THE
COMMITMENT TO ONGOING ASSESSMENT OF
IMPLEMENTATION.
What is Fidelity of
Implementation?
I didn’t have potatoes, so I substituted rice.
Didn’t have paprika, so I used another spice.
I didn’t have tomato sauce, so I used tomato paste.
A whole can not a half can – I don’t believe in waste.
My friend gave me the recipe and said you couldn’t beat it.
There must be something wrong with her,
I couldn’t even eat it!
Source: Senior Center Newsletter
Tiered Fidelity Inventory (TFI)
The purpose of the SWPBIS Tiered Fidelity
Inventory (TFI) is to determine the extent to
which school staff are applying the core
features of SW PBIS across all three tiers.
Tier I (Universal PBIS)
Whole School Universal Prevention
Tier II (Targeted PBIS)
Secondary, Small Group Prevention
Tier III (Intensive PBIS)
Tertiary, Individual Support Prevention
Who Completes the TFI?
The TFI is completed by the school PBIS Leadership Team, including
the site administrator and PBIS coach*.
Input from staff or other committees that have the knowledge and
are supporting students in one or more of the Tiers is recommended.
For example, a behavior specialist may want to be part of the
completion of the Tier III section if they are involved in BSP
Planning.
*Note: Is strongly recommended the SWPBIS TFI be completed (at
least the first time) with an external PBIS coach as the facilitator.
Summary Data and Reports
Total Score
Subscale
Sub-subscale
Individual Items
Feature Name
Feature
Feature Name: Detailed description
of the feature.
Data Sources

Possible data
sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
0 = descriptors of the feature
not being implemented
1 = descriptors of the feature
being partially implemented
2 = descriptors of the feature
being fully implemented
Main Idea: the essence of the feature.
Day 1 Wrap-Up
What did we accomplish today?
◦
◦
◦
◦
◦
◦
◦
Increased understanding of the foundation and logic of PBIS
PBIS Leadership Team Member Roles and Responsibilities
Statement of Behavioral Purpose (draft)
3-5 Positive School-wide expectations (draft)
Academic-behavior connections
Implementation Guidelines
TIC and Action Planning
Closing Activity
SWPBS Feature
1. What is 1 thing you learned that you did not know
before?
2. What 3 “big ideas” will you take back to your
colleagues?
3. What is 1 practice you will do tomorrow that you
have not done before?
4. What is 1 practice you will consider not doing
tomorrow?
5. What is 1 enhancement you can make in your
teaching environment to increase likelihood of doing
above?
Action
Next Steps:
Day Two: Theory to Practice (Nov. 8, 2016)
◦ Implementation Steps 4, 5, & 6
Day Three: Data Driven Decision Making and Preparing to
Launch (Feb. 14, 2017)
◦ Implementation Steps 7 & 8
Coaches’ Trainings
◦ Sept. 20, 2016 (8:30-2:30)
◦ November, 2016 (8:30-noon)
◦ March 16, 2017 (8:30-noon)
◦ May 11, 2017