9:00-9:15 Welcome and Overview of the Day Slide 3

January Universal 300 2015

PAPBS Universal Curriculum provides the content for training Core Teams in the basic elements of systems, data, and practices required to implement School-wide Positive Behavior Interventions and Support with Presenter’s Fidelity. The features presented align with the Benchmarks of Quality Guide (BoQ) ensuring successful implementation when followed conscientiously. Agenda

2 Day 3

9:00-9:15 Welcome and Overview of the Day

9:15-9:30 Successes and Challenges

The team will receive a chart of the Successes/Challenges

Teams will list a challenge, then 4 successes this may be based of faculty input.

MATERIALS: Success Challenges chart and markers

9:30-10:00 Data Based Decision Making and its role is a School Wide approach to Behavior

Slides: 4-9

10-10:15 Break

10:15- 11:00 Classroom vs. Office Managed Behaviors

Using post its, teams brainstorms problem behaviors, then categorizes behaviors into classroom managed vs office managed behaviors

Teams will transfer post its to T Chart under appropriate heading.

Teams will define a variety of consequence strategies for teacher managed behavior. For office managed behavior consequences, review the district’s code of conduct.

Slides 10-16

Action Step 23-24

Materials: Tcharts, post its, markers

11:00-12:00 Procedures for Dealing with Problem Behavior

3 Create a flowchart for procedures for dealing with problem behavior. (Provide flowchart samples to teams.)

slides 17-20

Action step 25-26

MATERIALS: Post its, markers, flip chart or project from computer

12:00-1:00 LUNCH

1:00-2:00 Documenting and Defining Majors and Minors

Look at their office discipline form and a SWIS compatible form and begin to revise their ODR form to match SWIS-if the school is not using SWIS, the information collected on the ODR form must match SWIS compatible form to monitor the effectiveness of tier 1 and identify tier 2 and 3 students.

Review SWIS compatible definitions and from those, create their own behavioral definitions to use in their school. Create Major vs. Minor glossary of definitions. (Participants can choose to adopt the SWIS definitions as their own.) Review current office discipline referral form. Make modifications as necessary.

Slides: 21-25

MATERIALS: copy of the SWIS compatible behavior definitions

Sample ODR forms

2:00-2:15 Break

2:15- 2:45 Continue Defining Majors and Minors

Action steps 25-31

2:45-3:15 Beginning of the Year/Team Implementation Checklist (TIC)

Planning for kick off will need to take place at another meeting. Schedule at this time.

Complete the TIC and the attached Action Plan. Input data into www.PBSSurvery.org

4 Materials: school code, TIC and action plan—laptop with internet access

Action step 32-33

Slides 26-27

5 Introduction

Slide Presenter Tip: The introduction 1 should be very brief and capture For day 3, it is recommended that the team bring a copy of interest immediately. The following the office discipline referral form, Code of Conduct, school is a starting point; adapt for the discipline handbook, any additional school documents that particular audience. contains definitions of behavioral infractions, and school calendar (for planning team meeting dates/times).

6 Slide Presenter Tip: Have teams review the Action 2 Plan and highlight the things that they’ve accomplished as successes. The team might also look at items on the Action Plan that they have The purpose of this activity: this is an opportunity to reflect yet to accomplish and prioritize one of them as on what has been accomplished since beginning the process the challenge to focus on. of developing Tier 1

And to not only celebrate successes but to focus on 1 ACTION PLAN: Complete item # 22 challenge and brainstorm how to resolve it.

Provide large charts of this slide.

Teams need to practice 4 positives to every negative

This activity comes from Los Angeles Unified School District coached by Jeff Sprague

7 To empower the team as they begin day three of the training series, refer them back to the baseline self assessment survey results. Today’s topic focuses on questions 4, 5, 6, 11, and 12 of the self assessment. In typical baseline surveys, questions 4, 5, 6, 11, and 12 are seen by faculty as partially or not in place with medium to high priority. This information needs to be revisited with the core team on this day… and shared with the faculty when the core team shares with the entire staff the information created on this day of training. Teams will finish the day with clearly defined major vs. minor behaviors, a flow chart for how minors and majors with be dealt with, and a revised office discipline referral sheet.

Discuss the often current uses of data in schools – summative measures that are used for accountability. Contrast to planning data that are used to formatively evaluate and make decisions.

Typically when we engage in decision making, we identify the problem and jump directly to the solution. As a team, decision-making within a problem solving process should involve analyzing the data to identify the nature of the problem (e.g., problem behaviors during the 3rd and 4th grade lunch vs. problem behaviors in the cafeteria) and then generate solutions. This leads to greater specificity with the

8 solutions generated. Example: When there is a problem with behavior, the problem du jour is bullying, a team may decide to implement an anti-bullying program. When a team uses data to assess the behavior, they determine that the “problem” is traffic patterns in the hallway, and make changes to flow patterns in the hallway. Slide 6 Emphasize to use what schools already have on hand for collecting data. Discuss different data sources. (CUSTOM ANIMATION) ODRs are a valid barometer of behavior in a school.

For the purpose of SWPBIS we are going to focus on ODRs as one of the main sources of data that you can use to monitor the impact of your universal system. In doing so, there are 5 big questions that can start the problem solving process. (review contents of slide). ODRs can be used systematically and can answer a variety of questions.

9 Slide 8 Examples of graphs from SWIS. These are referred to as the Big 5. Regardless of data management system chosen, ODRs can help answer 5 main questions: 1. Is there a problem? 2. Where is the problem happening? 3. What is the problem? 4. When are the problems occurring? 5. Who is contributing to the problems? Ask the Big 5 questions to team(s) using data in slide. How might we address the problems?

10 Slide 9 From the Big 5, then develop a precise problem statement. The primary statement identifies the problem. The precise problem statement identifies the problem with greater specificity so that problem solving can occur. Primary Statements: Indicate a discrepancy between what we have and what we want. Precise Problem Statements: Indicate the problem with sufficient precision to allow problem solving What is happening (and how does it differ from what we want) How often is it happening When is it happening Where is it happening Who is involved Why does it keep happening

To establish a consistent system for corrective consequences, schools must identify, and differentiate between, classroom managed vs. office managed problem behaviors. That is, what behaviors are handled by teachers in the setting in which they occur vs. what behaviors are handled by administrators? In SWPBIS, classroom managed are termed “minors” and office managed are termed “majors.”

11 Slide 11 The following three slides are examples for teams to review after the initial post it note brainstorm. Make notations for the different behaviors that comprised the levels.

12 Slide Presenter Tip: Provide teams with post its. At this 14 point the teams will freely brainstorm problematic student behavior. See notes on slides 15 and 16.

Slide Presenter Tip: This chart can be provided in 15 several forms… poster paper simply copy this Sort behavior format… on the table post it note that says teacher managed behaviors vs. office managed

Now teams will transfer the post its to the t chart

At this point the teams may start to see similar behavior in each column. This will lead the team to defining the intensity that changes the type of behavior from Minor to Major

Make this a chart and provide in resource packet

Slide Presenter Tip: 16 This chart can be provided in several forms… poster paper simply copy this format… on the table post it note that says teacher managed consequences vs. office managed. Prompt teams on possible consequences as needed.

Teacher managed consequences: follow-up agreement, student conference, individualized instruction, loss of privilege, parent contact, assigned seats, loss or restricted recess, apology letter, time out from reinforcement, detention, restitution

Office managed consequences: follow-up agreement, student conference, individualized instruction, loss of privilege, parent contact,

13 assigned seats, loss or restricted recess, apology letter, time out from reinforcement, detention, restitution, suspension, expulsion.

Prompt teams to refer to Code of Conduct when generating consequences for office managed behavior.

Now teams will transfer the post its to the t chart

Make this a chart and provide in resource packet

ACTION PLAN: Complete items # 23 – 24

This slide illustrates the major differences between SWPBIS’ approach to consequences for challenging behavior from traditional shape up or ship out approach to behavior problems.

Is the Code of conduct legal approach of collecting ODRs and filing them away as a part of student discipline working for those students at risk for drop out or failure?

ODRs in the SWPBIS is to monitor the effectiveness of the Universal level of support and more effectively target the right tier 2 and tier 3 students.

This is an opportunity to let teams speak briefly with each other.

14 Slide Presenter Tip: See resource packet for sample 18 flowcharts. SWPBIS increases consistency in a building. Clearly defined procedures for dealing with problem behavior, both minor and major, is necessary. Procedures can be a written policy, but to disseminate as a reference document for all staff, it is more user-friendly to develop a flowchart clearly outlining the procedures.

15 The behaviors just identified fit within a process for dealing with behavioral violations within a school. Key is to have a consistent process that is clearly outlined, documented, and disseminated to all staff. Staff must know, understand, and follow a process to have consistent procedures for dealing with problem behaviors for all students.

Walk teams through the flowchart. When explaining the procedures on the flowchart for the office managed behavior (right side), an important point is that teachers must know that once a behavior is sent to the office, the teacher no longer is allowed input on how the behavior is to be handled. The decision now lies in the hands of the administrator.

The flowchart revolves around documentation of the behavior. It also hinges on the accurate categorization of behavior (is it a minor or a major?). When documenting problem behaviors, critical pieces of information are needed to permit data-based decision-making. Specifically, need the basics (student name, grade, sex, exceptionality if applicable, and date and time of incident), as well as specifics about the incident: type of behavior, location of incident, time of incident, others involved, possible motivation of behavior, and consequence given/administrative decision. When an ODR contains these other elements, only a brief description of the incident is

16 needed.

Example of ODR that contains the critical pieces of information. Also compatible with SWIS. Note that this form is designed for efficient completion. All items can be circled (or could use check boxes if own form) quickly.

Before disseminating a referral form, all categories on the form must be defined and accompany the ODR. All staff should be clear on those behaviors that constitute the minor behavior of inappropriate language vs. those behaviors that constitute the major behavior of abusive language. With this, any staff who observes the behavior should address the behavior in a similar fashion. This will improve the consistency of consequences. The same needs to be done with location, etc. When a team engages in decision-making, must be confident that the data collected are an accurate picture of what is occurring in the building.

Slide Presenter Tip: Two options to complete both 23 tasks: Provide teams with the electronic version and paper version of SWIS definitions and ODRs. Task is to develop a SWIS- Option 1) All team members works on both tasks, compatible ODR and personalized version of the definitions. completing ODR first followed by definitions.

Option 2) Break team members into two groups. One team (with principal and other administrators) works on the ODR and the other team works on the definitions.

To complete these tasks:

Team can do with paper-and-pencil versions of the documents or provide team with electronic versions of documents. Projecting the documents on a wall helps to focus the team on the task at hand. Past experience says that defining the

17 minor behaviors and coming to consensus is the most challenging portion of this activity.

This may not be finished on the training day but it is important to assign someone to review and finalize. Additionally, the team should review current office discipline referrals. It is advisable to provide the team with samples from other schools including SWIS compatible forms. Even if the school will not be using SWIS, the SWIS ODR is a clean simplified means to get the important behavioral information.

Slide ACTION PLAN: Complete items # 25 - 31 24 Review of building a system to support data-based decision- NOTE that these action plan steps should be making. completed after the team has had time to work on their processes.

Slide ACTION PLAN: Complete items # 32 – 33 25  After team finishes planning components of the universal system, next step is to plan staff and student kickoff. Team will need to schedule additional time to plan the kickoff. Have team identify a tentative time to plan.

 Provide teams with handout – checklist of items containing decisions to make and materials to develop.

18 Slide 26 The team will complete the Team Implementation Checklist (TIC). They should complete action plan as a result of the outcomes. Input the result into http://www.pbisassessments.org as baseline.

The team will complete this checklist quarterly (October, December, March, May).

After teams complete the TIC, teams should commit to team meeting dates (i.e., specific dates and times for meetings).