Supplemental Handout School-Level Day 1

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1 Positive Behavioral Interventions and Supports (PBIS) within a Multi-Tiered System of Supports (MTSS) Framework Training Series Supplemental Handout School-Level Day 1 1

2 Table of Contents Agenda: School-Level Day Training Expectations... 4 Activity 1: Personal Goal... 4 Activity 2: Think, Write, Share... 4 Activity 3: Reflecting on Exploration... 5 Activity 4: Managing Complex Change... 6 Additional information and prompts to consider in relation to PBIS and implementation science... 7 Activity 5: Team Identity... 8 Activity 6: Team Roles... 9 Activity 7: Teaming Implementation and Working Smarter Working Smarter, Not Harder Matrix Activity 8: Consensus Activity 9: Completion of the TFI Activity 10: Expectations and Rules Schoolwide Behavior Matrix with example settings Activity 11: Teaching Expectations Activity 12: Next Step Lesson Template for Teaching an Expectation

Positive Behavioral Interventions and Supports (PBIS) within a Multi-Tiered System of Supports (MTSS) Framework Agenda: School-Level Day 1 8:00 to 8:30 am Registration 8:30 to 9:00 Welcome and

Break 10:45 to 11:30 Teaming (Lynne DeSousa) 11:30 to 12:00 Overview and Completion of the Tiered Fidelity Inventory (TFI) (Lynne DeSousa) 12:00 to 1:00 pm Lunch 1:00 to 2:00 Kahoot (Jason

3 Positive Behavioral Interventions and Supports (PBIS) within a Multi-Tiered System of Supports (MTSS) Framework Agenda: School-Level Day 1 8:00 to 8:30 am Registration 8:30 to 9:00 Welcome and Introductions (Jason Harlacher, Lynne DeSousa) 9:00 to 9:30 Introduction to PBIS (Lynne DeSousa) 9:30 to 10:30 Introduction to MTSS and Implementation Science (Jason Harlacher) 10:30 to 10:45 Break 10:45 to 11:30 Teaming (Lynne DeSousa) 11:30 to 12:00 Overview and Completion of the Tiered Fidelity Inventory (TFI) (Lynne DeSousa) 12:00 to 1:00 pm Lunch 1:00 to 2:00 Kahoot (Jason Harlacher) Identifying Expectations and Rules (Lynne DeSousa) 2:00 to 2:10 Break 2:10 to 3:10 Teaching Expectations (Jason Harlacher) 3:15 to 3:30 Wrap-up (Jason Harlacher, Lynne DeSousa) Kahoot (Jason Harlacher) 3

4 Training Expectations Collaboration: Communication: Respect: The purposeful and intentional behavior of working together to accomplish a common vision, goal, or product. 1. Incorporate active listening skills 2. Nurture a can do attitude by looking at obstacles as being conquerable 3. Look for opportunities to engage in teaming and partnering 4. Contribute and participate in discussions The act of sending and receiving message in a positive, efficient, and timely way that maximizes understanding, engagement, teaming, and collaboration. 1. Be explicit and make points clearly and succinctly 2. Allow for multiple voices. 3. Focus on the task at hand and be present 4. Seek clarity and understand another s point of view before stating your own opinion. Showing deep regard for another person that is not earned and conveys the notion that an individual s worth is immeasurable. 1. Invite different perspectives 2. Maintain 4:1 ratio of praise to constructive criticism 3. Disagreement is topic related and not personal 4. Be on time for meeting starts and for breaks 5. Limit side conversations and distracting activities (for yourself or others) Activity 1: Personal Goal What is a personal learning goal you have for today? What do you want to get out of this professional learning day? Activity 2: Think, Write, Share 1. Paraphrase PBIS in your own words. 2. Turn to an elbow partner and share. 4

5 Activity 3: Reflecting on Exploration Should we do it? Are we doing it right? Are we getting the outcomes we want? Exploration/Adoption Gathering information on the innovation to determine if it should be used and supported. Build consensus and understanding of what it is and resources needed. Installation Designing the innovation for your setting. Setting up the infrastructure and securing resources for successful implementation (e.g., establish team, identify data Initial Implementation Full Implementation systems, train staff, etc). Innovation is used for the first time with students. Focus is on achieving fidelity with innovation. Work out details before expanding to other contexts. The site has achieved over 80% fidelity with the innovation and is considered a part of the fabric of the site. More focused on achieving the desired outcomes and making adjustments to achieve those. Reflect on the Exploration/Adoption stage. How will your site ensure readiness? Consider these questions: Is there a need for change? What current practices and initiatives exist that are facilitators or barriers? What is the innovation and does it address our problem? How do we plan for implementation? Is the team ready to begin installation of innovation? 5

6 Activity 4: Managing Complex Change Reflect on the graphic. What would your site prioritize in order to help with implementation and readiness/buy-in? 6

7 Additional information and prompts to consider in relation to PBIS and implementation science Below are prompts across the MTSS formula which can be considered when building your PBIS system. These are complex questions, so consider these as beginning points for your site or district. 1. What: PBIS a. What data or information do you have to indicate that your school would benefit from implementing PBIS? 2. How: Implementation science stages a. What stage is your school within? Circle the stage in the table below. Should we do it? Are we doing it right? Are we getting the outcomes we want? Exploration/Adoption Gathering information on the innovation to determine if it should be used and supported. Build consensus and understanding of what it is and resources needed. Installation Designing the innovation for your setting. Setting up the infrastructure and securing resources for successful implementation (e.g., establish team, identify data Initial Implementation Full Implementation systems, train staff, etc). Innovation is used for the first time with students. Focus is on achieving fidelity with innovation. Work out details before expanding to other contexts. The site has achieved over 80% fidelity with the innovation and is considered a part of the fabric of the site. More focused on achieving the desired outcomes and making adjustments to achieve those. b. What evidence or information do you have to support the stage that you chose? 3. Where: Enabling contexts: Examples of outputs to consider a. Coaching and technical assistance. How will your staff be taught certain practices and procedures, such as praising students with a token or completing a referral form? b. Evaluation of practices and system: How will your PBIS Team ensure that proper data is gathered to measure the implementation and impact of Tier 1 practices, as well as the implementation and impact of the system? c. Initiative alignment. What initiatives align and which ones may not align with PBIS? d. Capacity building. What is one way the team will build local capacity and sustainability of PBIS? 7

8 Activity 5: Team Identity 1. Think of the main outcomes your team wants to achieve with PBIS implementation. Jot them down below. 2. Next, craft a vision statement that serves as the north star for your team. Why are you implementing PBIS? What do you want to ultimately achieve? See the examples in the table. If you have a mission statement, examine it for any revisions. Elementary Schools We believe academic and behavioral student success can be achieved by using a proactive systems approach for creating and maintaining a safe and effective learning environment. We aim to develop lifelong learners by creating a caring environment that builds character and integrity, promotes prosocial behaviors, and nurtures relationships among home and school. Secondary Schools Our mission is to ensure that students have a challenging and rigorous curriculum delivered in a safe, supportive, and respectful environment. We facilitate positive behavior change in our students and staff, as well as increasing instructional time, through the development of effective, proactive solutions. Reprinted from Harlacher & Rodriguez, in press. 8

9 Activity 6: Team Roles Team Lead/Facilitator Responsible for starting the meeting, reviewing the purpose of the meeting, and facilitating the meeting by taking the team through the agenda. -Asks questions to clarify; Can monitor conversation to keep everyone on task; Implements group norms Minutes Recorder Person who takes notes, records the team s responses on flip chart paper, transparency, etc. Records what is decided, not what is said verbatim. Records actions and decisions, not dialogue. -Can use a computer fluently (word processing); Ability to listen to a conversation and paraphrase critical information; Distributes minutes within 24 hours of meeting; Best to use electronic record keeping Timekeeper- Monitors the amount of time available and keeps the team aware of time limits by giving warnings (e.g., We have 5 minutes for this topic and This is your two-minutes warning. ) -Can be part of Team Facilitator role or divided up Data Analyst- Trained in entering and accessing data from the data system. Examines data beforehand and summarizes what the data says when it is presented to the staff. -Enjoys data and can navigate database with ease; Knows what to ask when creating graphs and examining data; Can describe the story from the data (i.e., What is happening? Is it working?) Behavior Specialist- Provides knowledge on behavior theory and PBIS implementation. Administrator- Provides leadership and can allocate resources to support implementation. Presenece shows the value and importance of implementation of PBIS. PBIS District/External Coach- Provides input on implementation and assists team with organizational change to support implementation. *Not an exhaustive list of roles, but these are key ones to have After reviewing the roles, discuss as a team who can or serves each role. This list is not complete, but it illustrates the most important roles of a team. Role Person Back-Up Team Lead/Facilitator Minutes Recorder Timekeeper Data Analyst Behavior Specialist Administrator PBIS District/External Coach Family Member 9

10 Activity 7: Teaming Implementation and Working Smarter This activity has two parts. 1. Discuss your current team functioning and select a level of implementation based on the continuum below. 2. Next, list a few action steps needed in order to improve or maintain your level of implementation. What (Action) Who is responsible? By when? 3. Next, begin the Working Smarter audit (on the next page). 10

11 Working Smarter, Not Harder Matrix List teams within your school and identify areas of overlap or gaps. Determine how the PBIS team fits within Initiative, Committee, Team Purpose Outcome Target Group Staff Involved UIP Team, initiative, project, group, or committee Why does the group meet? What data are used to inform decisions? All students? Some? Few? Grade level? Who is responsible for the team/initiative? Relationship to education reform areas (UIP, Ed Effectiveness,) 11

12 Activity 8: Consensus Identify a temporary consensus method for completion of the Tiered Fidelity Inventory (TFI). For example: Simple voting Thumbs up, down, or sideways Fist to Five Activity 9: Completion of the TFI 1. Take out your TFI tool and write your school name. 2. As a team, complete the tool (20 minutes). 3. Once completed, turn it into us. 4. We will enter into PBISApps.org 5. We will return your data to the Team Lead, but will also use it during School-level Day 3. Activity 10: Expectations and Rules You have a few options for this activity, based on your level of implementation: Installation: 1. Create a draft of your schoolwide expectations a. Determine next steps to get staff, student and family input on expectations 2. Develop a draft of a schoolwide matrix that includes expectations and rules. a. Determine how to get staff, student and family input on Matric Initial or Full Implementation: 1. Review, your schoolwide expectations. Do all stake holders know them? If not, what can be done? a. Discuss need to get staff, student and family input on current expectations and plan 2. Revise your matrix and consider if you have the 3-5 most critical rules per cell b. Have a conversation about the need to get staff, student and family input on Matric and plan accordingly 3. If that is all complete, a. Add a staff responsibility row that lists what staff should know and do to ensure that students successfully follow the expectations in that setting. b. Create a matrix for sporting events, schools events, or a dance. Templates are provided within this handout, but electronic versions are available on 12

13 Schoolwide Behavior Matrix with example settings Behavior Expectations Hallway Cafeteria Bathrooms Settings: Playground/ Outside Areas Commons Library Classroom 13

14 Behavior Expectations Settings: 14

15 Activity 11: Teaching Expectations Installation: 1. Divide up the expectations among your team. a. Each person creates a draft of a lesson plan for the expectation they were assigned. 2. When completed, discuss how best to teach the expectations to: i. Students (e.g., assembly, classroom-teaching, rotating schedule, etc) ii. Staff (e.g., assembly, small group, etc) iii. Family (e.g., parent night, attendance at assembly, newsletters home, etc) Initial or Full Implementation: 1. Review previously created lesson plans and revise them accordingly. Consider any areas where terms or rules were abstract and not well-defined. Also consider any trouble areas/locations in the school and create a lesson plan for that area/location. 2. Generate strategies to embed the expectations into other facets of the school and make them more viable. 3. Generate strategies to integrate the expectations into other concepts and curriculum in the school, such as social-emotional curriculums. Electronic versions of the lesson plan template are available at Activity 12: Next Step With your team, quickly identify a few next steps for your team to do. 15

16 Lesson Template for Teaching an Expectation Step 1: Identify the expectation/expected behavior. Step 2: Provide a rationale for teaching the expectation Step 3: Define a Range of Examples Positive Teaching Examples Negative Teaching Examples Step 4: Describe activities/role-playing for practice of expectation Step 5: List methods to prompt/remind expectation Step 6: Describe how you will assess student progress 16

1110 Main Street, East Hartford, CT Tel: (860) Fax: (860)

Sarah E. Brzozowy, Ed.D. Data Analyst & School Improvement Specialist 1110 Main Street, East Hartford, CT 06108 Tel: (860) 622-5156 Fax: (860) 622-5124 www.easthartford.org MEMO To: Nathan Quesnel, Superintendent