NC PBIS Module One Team Implementation Workbook

Module 1 Team Implementation Workbook 1 NC PBIS Module 1 Team Implementation Workbook

Revised September 2011 check for updates at www.ncpublicschools.org/positivebehavior/

Module 1 Team Implementation Workbook 2 Activity: Dream School

Identify your dream for the future, including all the ideas, values, and experiences that are important to The Dream you in developing the ideal school.

Module 1 Team Implementation Workbook 3 Defining PBIS

A Problem Solving Approach In Supplemental Resources: Team Initiated Problem Solving (TIPS) Model TIPS Worksheet

Identify Problems

Activity: Identify Problem Behavior

 Discuss with your team: What keeps your school from being the dream school you described?  Based on your discussion, determine your school’s three primary behavior challenges. Add these to the space provided on the next page

What is PBIS? Develop Hypothesis: When implemented with fidelity, PBIS is associated with reductions in problem behavior and increases in academic performance

What is PBIS?  Definition: Positive Behavior Intervention & Support (PBIS) is “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students” (Sugai, et al, 2010, p. 13).

In Supplemental Resources: Four key Elements of PBIS School Improvement PBIS Continuum

Activity: Audit of Current Practices

1. Work with your team to identify and list all programs/initiatives/practices currently in your school in the 3-tiered model of support on the next page, dividing practices based on whether the practice addresses universal/core instruction or provides additional support for small groups or individuals.

Module 1 Team Implementation Workbook 4 School: ______Date: ____/____/____ Step 1: Practices within Three Tiered Model of Support List three primary behavior challenges currently in your school:

1.______

2.______

3.______

List CORE practices provided to all students and intended to support most:

Academic:

Behavior:

Module 1 Team Implementation Workbook 5 CURRENT PRACTICES Critical 0=Not yet, 1=Partially in Elements place, 2=In Place Date: Date: Date: Date:

Effective classroom management strategies used in 80% or more of Status: classrooms Effective teaching practices are being Status: used in 80% or more of classrooms. Effective curriculum being used in 80% or more of classrooms. Status: Academic and social needs of individual students are Status: accommodated in all classrooms. Students experience high rates of success (> 70% correct) in all Status: classrooms.

Tips for  Determine what practices you have to measure effectiveness of staff Success:  Monitor student progress to determine student need  Determine ways to support staff members  Integrate into School Improvement Team Notes: Identify problem Based on your school’s 1. And information, identify 2. Develop your problems and Hypothesis possible reasons: 3. Great Ideas / Possible 1. Discuss and Road Blocks: 2. Select Solutions 3. 4. Possible Actions for 1. Develop and Action Plan: 2. Implement 3. Action Plan 4. Discussions for Later: 1. Evaluate and 2. Revise Action 3. Plan 4. Supplemental Resource:

6 NC PBIS Initiative IMPLEMENTATION/OUTCOME DATA Critical 0=Not yet, 1=Partially in Elements place, 2=In Place Date: Date: Date: Date:

Behavior progress shared with students on pre-determined schedule & students progress acknowledged Status: in multiple forms (e.g., assemblies, newsletters, student of the month) Staff receive feedback on efficacy of implementation of PBIS practices Status: (e.g., monthly ODR data) A central school data collection Status: system is in place Multiple staff can enter data into Status: single database PBIS Team has developed a set of questions to be answered on a Status: formative basis using central data collection system All behavioral offense data stored in same data-base (e.g., “discipline Status: room” reports, major staff managed infractions) Data collection system allows on- going decision making (e.g., monthly reports, when a student is Status: seen for an offense, to identify “problem spots”) in response to team questions Data are shared with staff in a Status: usable format (e.g., graphs) Data are used to make summative evaluations (e.g., year by year Status: comparison, pre/post intervention) Multiple data sources used to identify students who are not successful with Universal strategies Status: alone (e.g., office referrals, teacher referral) Tips for  A data system to collect and analyze ODR data Success:  Additional data (attendance, grades, etc.) is collected/ used by PBIS team  Enter data frequently, analyze prior to meetings, & use for decision-making  Data is shared with the team monthly and with the entire staff at least 4 times/year.

Module 1 Team Implementation Workbook 7 Continue to next page… Continued from previous page….. Team Notes: Identify Based on your 1. problem school’s information, 2. And identify your Develop problems and Hypothesis 3. possible reasons: Great Ideas / 1. Discuss and Possible Road 2. Select Solutions Blocks: 3.

Develop and Possible Actions for 1. Implement Action Plan: 2. Action Plan 3. Evaluate and Discussions for 1. Revise Action Later: 2. Plan 3. Supplemental Sample of Implementation Inventory, Self-Assessment Survey, Resource: ODR Spreadsheet

HYPERLINKS (for digital version of workbook):

NC PBIS Data Requirements Data Collection Manual

Implementation Data

Implementation Inventory Online SET http://www.pbisassessment.org/

Outcome Data

In Supplemental Resources: ODR Spreadsheet

ODR Spreadsheet Online Triangle Spreadsheet

8 NC PBIS Initiative PBIS Essential Features Discuss & Select Solutions

Establishing a PBIS Team

Activity: Working Smarter 1. Identify current teams (instruction, climate, school improvement, parent support, etc.) to complete the document 2. Based on your results, what committees can you: Eliminate? Combine? Provide more support? How can we infuse PBIS into our committees? What additional action is needed to ensure efficiency?

Names of How Do We Who Do We Serve Is team Overlap? Committee Outcome Staff on Measure (students/staff/both?) Mandated? Modify? Team Impact?

(Shaded columns do not need to be completed today. Save for later work.)

Module 1 Team Implementation Workbook 9 Activity: Effective Teams: Meetings 1. How often will your team meet? What time of day? Where?

2. Our next team meeting date is:

3. What support will your team need from your administrator to implement PBIS?

Activity: Effective Teams: Team Roles 1. Discuss and assign team roles

Role Responsibilities In-School Coach Work with District Coach/Coordinator Attend additional school system, district, state, and/or national training Become the team’s PBIS Expert Facilitate School-Level PBIS Staff Development Chairperson/Facilitator Develop agenda Facilitate meeting Follow-up on assigned tasks Seek input from staff and other committees Recorder/Minute Taker Keep minutes Distribute minutes to team members Notify/remind team members of meeting time and location Database Manager Summarize data from previous month Present update on standard data (e.g. office referrals, etc.) Summarize data necessary for any pending decisions (e.g., effectiveness of new cafeteria routines) Communications Coordinator Report progress and data-based feedback to staff Create/maintain newsletters, bulletins, teacher lounge bulletin board Maintain systems of communication with staff Post expectations Time Keeper/Task Master Monitor agenda times and topics Keep the group focused and moving Monitor start and end times Table the subject or make a decision Subcommittees (as needed) Can be long or short term Generally formed around specific topic or purpose Opportunity for more people to get involved in PBIS implementation

10 NC PBIS Initiative ESTABLISHING A PBIS TEAM Critical 0=Not yet, 1=Partially in Elements place, 2=In Place Date: Date: Date: Date: PBIS team has been established with administrative, faculty, staff, and parent representation Status:

PBIS team has an established meeting time and Status: format PBIS school building efforts supported by District Status: administration Team has developed a written short term (one year) and long term (three year) action plan based on initial PBIS assessment and baseline data (e.g., Status: office referrals) PBIS team has an established mechanism to Status: communicate with building faculty and staff PBIS school building efforts supported by District Status: administration PBIS team receives on-going training on essential Status: components of PBIS School /District professional development opportunities allow team and staff to continually Status: add to or improve PBIS system PBIS Team has developed a set of questions to be answered on a formative basis using central data Status: collection system Tips for  Team is representative of staff and community Success:  Administrator is actively involved  Assign team roles and responsibilities  Audit of team/initiative/working smarter Team Notes: Identify problem Based on your school’s 1. And information, identify your 2. Develop problems and possible Hypothesis reasons: 3. Great Ideas / Possible Road 1. Discuss and Select Blocks: 2. Solutions 3. Develop and Possible Actions for Action 1. Implement Action Plan: 2. Plan 3. Discussions for Later: 1. Evaluate and 2. Revise Action Plan 3. Supplemental Meeting Minutes Coach’s Meeting Checklist TIPS Meeting Foundations Checklist Resource: Module 1 Team Implementation Workbook 11 RECRUITING STAFF COMMITMENT Critical 0=Not yet, 1=Partially in Elements place, 2=In Place Date: Date: Date: Date:

Need for PBIS established and commitment Status: gained among 80% or more of school faculty and staff PBIS team has an established mechanism to Status: communicate with building faculty and staff Staff receive feedback on efficacy of Status: implementation of PBIS practices (e.g., monthly office referral data) Staff can easily refer concerns to team Status: regarding current or potential problem spots Team works with staff to remedy problems or Status: breakdowns in implementation Regular opportunities for teacher assistance Status: for behavioral support is available in the classroom or other school setting (e.g., observations, coaching, material development, problem solving). Tips for  Introduce PBIS to stakeholders Success:  Involve faculty in the process to give feedback  Use current data to gain commitments (surveys)  Share results of the Self-Assessment Survey Team Notes: Identify Based on your school’s 1. problem information, identify your 2. And problems and possible Develop reasons: 3. Hypothesis Great Ideas / Possible 1. Discuss and Road Blocks: 2. Select Solutions 3. Develop and Possible Actions for 1. Implement Action Plan: 2. Action Plan 3. Evaluate and Discussions for Later: 1. Revise Action 2. Plan 3. Self-Assessment Survey

Supplemental Resource:

12 NC PBIS Initiative PLANNING FOR FAMILY AND COMMUNITY INVOLVEMENT Critical Share PBIS Expectations and school plans with families and community members. Involve families Elements and community members in planning and implementation. Tips for  Encourage family and community participation in planning and implementation Success:  Inform families and community members about PBIS Team Notes: Identify problem Based on your 1. And school’s information, Develop 2. Hypothesis identify your problems and possible 3. reasons: Great Ideas / Possible 1. Road Blocks: Discuss and 2. Select Solutions 3.

Possible Actions for 1. Develop and Action Plan: 2. Implement Action Plan 3.

Discussions for Later: 1. Evaluate and Revise Action 2. Plan 3. Supplemental Resource:

NOTES:

Practices to Encourage Desired Behavior

Module 1 Team Implementation Workbook 13 Activity: Expectations

Discuss possible expectations with your team. Make sure that the expectations you identify address the 3 challenging behaviors your team identified earlier. List expectations you are considering below, then work with your team to mark the ones you want to present to your entire staff for consideration.

SCHOOL WIDE EXPECTATIONS Critical 0=Not yet, 1=Partially in place, Elements 2=In Place Date: Date: Date: Date:

Five or fewer positively stated rules with corresponding clearly defined expected Status: behaviors are developed for all school settings (school matrix) School-wide expectations and policies shared with parents and other Status: community members.

Tips for  Expectations apply to both students and staff Success:  Rules are developed and posted for specific settings  Rules are lined to expectations  Staff is involved in development of expectations and rules  Consistent routines are established to promote student success (transitions,signals,et) Team Notes: Identify Based on your 1. problem school’s information, 2. And identify your Develop problems and possible Hypothesis 3. reasons: Great Ideas / Possible 1. Discuss and Road Blocks: 2. Select Solutions 3. Develop and Possible Actions for 1. Implement Action Plan: 2. Action Plan 3. Evaluate and Discussions for Later: 1. Revise Action 2. Plan 3. Supplemental Catawba Springs Elementary Matrix, Gamewell Middle Matrix, Warren County Resource: Matrix, Mountain Heritage High Matrix, Oak Grove School Matrix

14 NC PBIS Initiative School Expectations and Rules Matrix Form (Teaching Matrix)

Settings  Expectation s 

Module 1 Team Implementation Workbook 15 SOCIAL SKILL INSTRUCTION Critical Elements 0=Not yet, 1=Partially in place, 2=In Place Date: Date: Date: Date:

Formal lesson plans or other strategies Status: developed to teach rules & expectations Rules & expected behaviors are taught directly across the school year in all classrooms and Status: Studentsschool settings are taught routines & provided Status: opportunities to practice Multiple opportunities are provided for students to practice school-wide rules & Status: expected behaviors Student errors are corrected in a Status: positive/instructional manner Variations in expected behaviors based on school setting taught directly (e.g., cafeteria, Status: playground, hallway transitions) Consistent routines established to promote Status: student success (e.g., transitions, link-up, entering & exiting cafeteria, attention signals) Instructional lessons & student feedback Status: implemented consistently across all faculty & staff Supervision in place to promote effective Status: routines (e.g., enter/exit cafeteria) Tips for  Develop a behavioral curriculum that includes social skills instruction Success:  Lesson plans include both examples & non-examples  Lessons use a variety of teaching strategies  Lessons are embedded in subject area curriculum  Staff and students are involved in development / delivery of behavioral curriculum Team Notes: Identify problem Based on your school’s 1. And information, identify your 2. Develop problems and possible Hypothesis 3. reasons: 1. Discuss and Select Great Ideas / Possible Road 2. Solutions Blocks: 3. Develop and Possible Actions for Action 1. Implement Action Plan: 2. Plan 3. Discussions for Later: 1. Evaluate and 2. Revise Action Plan 3. Supplemental Lesson Plan Examples, Social Skill Lesson Plan Form, Missouri Cool Tools, Resource: Middle School Lesson Plans

16 NC PBIS Initiative ACKNOWLEDGEMENT SYSTEM Critical Elements 0=Not yet, 1=Partially in place, 2=In Place Date: Date: Date: Date:

Students are acknowledged with specific feedback when they display Status: expected behavior Tips for  A system of acknowledgement has elements that are implemented consistently Success: school-wide  A variety of methods are used to acknowledge students  Rewards are contingent & are directly linked to performance of expectations & rules  Students are involved in identifying/developing incentives  The system includes incentives for staff Team Notes: Identify problem Based on your school’s 1. And information, identify your 2. Develop problems and possible Hypothesis reasons: 3. Great Ideas / Possible Road 1. Discuss and Blocks: 2. Select Solutions 3. Develop and Possible Actions for Action 1. Implement Plan: 2. Action Plan 3. Evaluate and Discussions for Later: 1. Revise Action 2. Plan 3. Supplemental Resource:

Notes:

Module 1 Team Implementation Workbook 17 Practices to Discourage Problem Behavior

Activity: Defining Problem Behavior

Define the following terms independently: Defiance

Disrespect

Disruption

Categorize problem behaviors as Minor or Major:

Minor Major

18 NC PBIS Initiative DEFINING PROBLEM BEHAVIOR Critical Elements 0=Not yet, 1=Partially in place, 2=In Place Date: Date: Date: Date:

Clear definitions & distinctions are made between behavioral offenses that are to be managed by staff Status: versus those managed by building administration Tips for Success:  Problem behaviors are defined, and Major/Minor behaviors are clearly differentiated  A discipline referral process is described in a narrative or graphic format; process and strategies are documented in staff and student handbooks  The discipline referral form includes information needed to enable data- based decision-making  A continuum consequences exists to address minor & major behavior offenses across the school setting  Discipline strategies tied to school-wide expectations and re-worked to ensure consequences offer opportunities for students to learn replacement behaviors Team Notes: Identify problem Based on your school’s 1. And information, identify your 2. Develop Hypothesis problems and possible reasons: 3. Great Ideas / Possible Road 1. Discuss and Select Blocks: 2. Solutions 3. Develop and Possible Actions for Action 1. Implement Action Plan: 2. Plan 3. Discussions for Later: 1. Evaluate and Revise 2. Action Plan 3. Supplemental NCWISE Incident Types Discipline Data and Collection Process Resource:

Module 1 Team Implementation Workbook 19 Discipline Referral Process

Defining a coherent office discipline referral process that is compatible with NCWise (and SWIS if applicable) will enhance data use.  A simple, predictable process for handling problem behavior events must be defined, taught, and agreed upon by all staff. Define the system and fit the problem behaviors to the system. The system should define the procedure to follow for types of problem behavior (e.g., minor/major; level 1/level 2). We encourage schools to manage minor problem behaviors within the context in which they occur and send major problem events to the office to be handled. Many schools are defining multiple minor events as one major event. Using a flow chart format has been useful for schools. The process begins with observation of the problem behavior event and works through each component of the procedure from observation to problem solving to documentation. o Discipline Referral Process Example 1 (In supplemental resources) o Discipline Referral Example 2 (In supplemental resources)

Office Referral Form  With efficiency and accuracy as a goal, the referral form must be compatible with NCWise (or SWIS if applicable.) Clarity on the referral form takes the guesswork out of the data entry person’s job. Data will be more reliable and accurate as judgment calls are minimized. Schools organize the information differently: some on a half page and some on a full page. o Referral Form Example 1 (In supplemental resources) o Referral Form Example 2 (In supplemental resources)  Definitions for problem behaviors, locations, possible motivation, others involved, and administrative consequences must be mutually exclusive and operationally defined. The critical feature is that all staff agrees on mutually exclusive and operationally defined labels and definitions, and that the data-entry person does not have to interpret the information provided.  The specific grade levels represented at a school also guide the content and number of options available on an office discipline referral form. For example, middle/high schools may specify problem behaviors such as vandalism, alcohol use, and tobacco use, while elementary schools opt to specify those problem behaviors in an “other” category (as a result of low frequency). Adjust the process, definitions, and referral form to fit the culture and resources within your school.

20 NC PBIS Initiative DEVELOPING A DISCIPLINE REFERRAL PROCESS Critical 0=Not yet, 1=Partially in Elements place, 2=In Place Date: Date: Date: Date:

Current “discipline” strategies re- worked to reflect school-wide expectations, and positive instructional focus (e.g., during ISS Status: students are taught and practice social skills & self-management Askills clear plan exists to respond to emergencies or crisis such as a) fire, b) weather, c) assault/fighting, d) stranger on campus, or e) weapons Status: on campus. Plan should include specific instructions for all adults and students and be practiced periodically throughout the school PBISyear. process and procedures codified in building/district Status: "Discipline Handbook." "Discipline Referral" or Infraction form is in line with data entry codes Status: in data collection system Tips for Success:  Document referral process in the staff handbook  Support staff in correctly implementing referral procedure  Ensure all critical data elements are on referral form (time, location, etc) Team Notes: Based on your school’s 1. Identify problem information, identify your And 2. problems and possible Develop Hypothesis 3. reasons: Great Ideas / Possible Road 1. Discuss and Select Blocks: 2. Solutions 3. Develop and Possible Actions for Action 1. Implement Action Plan: 2. Plan 3. Discussions for Later: 1. Evaluate and Revise 2. Action Plan 3. Supplemental

Module 1 Team Implementation Workbook 21 Resource:

1. Document your revised referral process below. Decide whether a narrative or flowchart will be most effective.

2. Action Planning: Based on your work, identify action steps to solidify your referral process, and add them to your Action Plan.

22 NC PBIS Initiative EFFECTIVE CONSEQUENCES Critical 0=Not yet, 1=Partially in Elements place, 2=In Place Date: Date: Date: Date:

A continuum of consequences exists to address behavioral offenses in the a) Status: classroom, b) non-classroom, and c) school wide settings Tips for Success:  Provide staff with a range of consequences to manage minor behaviors.  Identify effective consequences Team Notes: Based on your school’s 1. Identify problem information, identify And 2. Develop Hypothesis your problems and 3. possible reasons: Great Ideas / Possible 1. Road Blocks: Discuss and Select 2. Solutions 3.

Possible Actions for 1. Develop and Action Plan: 2. Implement Action Plan 3.

Discussions for Later: 1.

Evaluate and Revise 2. Action Plan 3. Supplemental School-wide Consequence Continuum Resource:

Notes:

Module 1 Team Implementation Workbook 23 ACTION PLANNING Critical Elements 0=Not yet, 1=Partially in place, 2=In Place Date: Date: Date: Date:

Team has developed a written short term (one year) and long term (three year) action plan based on initial PBISStatus: assessment & baseline data Tips for  Keep Action Plan as a fluid document Success:  Visit and revisit the Action Plan often to update and document movement  Include short term and long term goals  Include team input  Share the Action Plan with staff and stakeholders of your school system Team Notes: Identify problem Based on your 1. And school’s information, 2. Develop identify your Hypothesis problems and possible 3. reasons: Great Ideas / Possible 1. Discuss and Select 2. Solutions Road Blocks: 3. Develop and Possible Actions for 1. Implement Action Action Plan: 2. Plan 3. Discussions for Later: 1. Evaluate and 2. Revise Action Plan 3. Supplemental Meeting minutes & Action Plan PBIS Long Term Action Plan Resource:

Notes:

24 NC PBIS Initiative EVALUATION Critical See Implementation/Outcome Data Elements Tips for  Share data with stakeholders frequently to provide feedback Success:  Utilize annual data requirements to prepare and share annual data  Complete annual data summary  Compare annual data from year to year  Showcase efforts and successes Team Notes: Identify problem Based on your 1. And school’s information, 2. Develop identify your Hypothesis problems and 3. possible reasons: Great Ideas / 1. Discuss and Select Possible Road 2. Solutions Blocks: 3.

Develop and Possible Actions for 1. Implement Action Action Plan: 2. Plan 3. Evaluate and Discussions for 1. Revise Action Later: 2. Plan 3. Supplemental TIPS Worksheet Resource:

Notes:

Module 1 Team Implementation Workbook 25 ______PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date: Time: Location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date: Time: Location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Today’s Agenda Items Next Meeting Agenda Items Potential Problems Raised 01. 1. 1. 02. 2. 2. 03. 3. 3. Administrative/General Information and Issues Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?

Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on Solution Actions (e.g., Prevent, Teach, By Goal with Fidelity of Effectiveness Updates review of data Prompt, Reward, Correction, Extinction, Who? When? Timeline Imp of Imp (What, When, Where, Who, Why) Safety) measure measure

Evaluation of Team Meeting (Mark your ratings with an “X”) Yes So-So No 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?

26 NC PBIS Initiative