Tier 1 Behavior Components of an MTSS Framework Day 2

2021-22 mimtsstac.org Acknowledgments The content for this training day was A special thanks to developed based on the work of: the many awesome Hank Bohannon Michigan elementary Susan Barrett and secondary schools whose work George Sugai is showcased in this Rob Horner content! Jessica Swain-Bradway Midwest and Plains Equity Assistance Center Thank you!

2 Group Expectations - Virtual Be Responsible • Return from breaks on time • Active Participation . Use participant features of raise hand, thumbs up, etc. . Type short answer or questions in chat box . Respond to poll questions, if provided Be Respectful • Limit use of chat box to essential communication • Please refrain from email and internet browsing • Place your phone and other devices on mute and out-of-sight

3 Training Effectiveness • At the end of the session, you will be asked to provide feedback on today’s training • Results will be used to make improvements to professional learning and for reporting to TA Center stakeholders • Trainers will provide a preview of the survey and provide you with the link at the end of this session

4 Diversity and Equity • One of the feedback questions you will see for all of our professional learning sessions is: . The session promoted and positively portrayed diversity among educators and learners (strongly agree, agree, unsure, disagree, strongly disagree, optional comments) • We are collecting baseline data to inform improvements to our MTSS professional learning to promote equity and inclusion

5 Team Roles • Facilitator: lead discussions and activities to keep the team moving forward • Recorder: keep written documentation of key discussion points, decisions, and next steps • Time Keeper: keep track of time and bring the team back together

6 Purpose By the end of this series, the School Leadership Teams will be able to coordinate, lead, and manage full implementation of School-wide Positive Behavioral Interventions and Supports (SWPBIS), in order to increase time spent on academic instruction by increasing positive, pro-social school behaviors and decreasing behavioral challenges

7 Educational Equity

…is when educational policies, practices, interactions, and resources are representative of, constructed by, and responsive to all people so that each individual has access to, meaningfully participates in, and has positive outcomes from high-quality learning experiences, regardless of individual characteristics and group memberships.

(Fraser, 2008; Great Lakes Equity Center, 2012) 8 Impacting Student Outcomes If, culturally responsive and sustaining practices are implemented within a school-wide PBIS framework and ensure contextual fit (which is a core component of School-wide PBIS) Then, a more effective and positive school environment is created that reflect the beliefs and values of the community in which the school is situated, and this is critical to achieving equitable outcomes for ALL students

(Jackson, Moore, Kyser, Selton & Thorius, 2015; PBIS Cultural Responsiveness Field Guide, 2019)

9 Intended Outcomes School Leadership Teams will… • Describe the two types of data used for decision making related to SWPBIS • Explain the need for a behavior matrix and how to include multiple and diverse stakeholders in the development • Summarize why and how behavior expectations are taught • Summarize the importance of monitoring behavior and how to plan for monitoring behavior

10 Agenda 1.0 Data Sources (Fidelity and Outcome) 2.0 Define Behavior Expectations Through Behavior Matrix 3.0 Teach Behavior Expectations 5.0 Monitor Expected Behavior 6.0 Wrap Up & Next Steps

11 Big Ideas of School-wide PBIS 1. Identify & define behavior expectations 2. Teach behavior expectations 3. Monitor expected behavior 4. Acknowledge and encourage behavior expectations 5. Establish continuum of responses to behaviors that includes teaching/re-teaching 6. Use data for decision making

12 Activity 0.1

In what ways are you incorporating (or planning to incorporate) the core constructs of equity (access, representation, meaningful participation and high outcomes) in: • Formation of the SLT or setting up ways to include multiple and diverse stakeholders regularly • Development of school-wide behavior expectations

Examples: began the process of reaching out to families and students for team participation, made a plan for getting feedback on behavior expectations

13 1.0 Data Sources

14 Centering Equity in Using Data for Decision Making Access Representation Meaningful High Outcomes Participation Diverse Diverse Stakeholders The voices of the Diverse stakeholders stakeholders review the members who collect and review intentionally use disaggregated data to have historically multiple data to ensure all student been excluded disaggregated data understand who groups are are intentionally sets to ensure all is and who is not experiencing high centered and student groups are benefiting from outcomes and acting teams review experiencing high the way the upon the data to disaggregated academic, behavior, behavior provide the appropriate data and action and social emotional systems are set level of support where plan. outcomes. up needed. (Midwest and Plains Equity Assistance Center; Payno-Simmons, In Press) 15 Two Measures for Decision Making Fidelity Outcome • Are we doing what we • Are we improving said we were going to outcomes for students? do? • Office Discipline Referral • SWPBIS Tiered Fidelity data Inventory

16 Activity 1.1

Discuss with your team: • What data (behavior, perception) do you currently collect that helps you understand the context of your school? • How is the data used for decision-making? • Is the data shared with the whole staff and stakeholders?

17 Using Fidelity and Outcome Data • In order to understand the outcomes that we are getting, we need to consider the system in which those outcomes are situated • Fidelity data can help us understand why we are getting the outcomes we are getting • Using these two types of data supports decision-making

18 SWPBIS Tiered Fidelity Inventory (TFI) • Self-assessment completed by SLT • An individual has been selected to facilitate the SWPBIS TFI • Tier 1 items of the SWPBIS TFI should be completed prior to Day 3 of training • Your TFI facilitator will generate reports for Tier 1 prior to Day 3

19 Using the SWPBIS TFI • Your team will complete a SWPBIS TFI now as a baseline measure of implementation • Your score will likely be less than the criteria of 70% or greater and that’s OK – you are just starting this work! • This year’s score will provide a point of comparison for the next SWPBIS TFI completion • The work you are doing during these trainings and between trainings is your action plan for this year’s SWPBIS TFI score

20 Student Outcomes: Discipline Referrals Discipline referrals are a measure of student outcomes • Discipline referrals are a data source, not a consequence • We collect discipline referral data to support school-level problem solving • We deliberately work to minimize subjectivity in discipline referrals

21 Accurate Data Collection Work with your staff on the following: • Clearly define problem behaviors • Determine major vs. minor • Determine office managed vs. staff managed • Ensure your discipline referral form is compatible with your data system and user friendly for both the staff member filling it out and the one entering the data

22 Process for Data Collection

23 Activity 1.2

A TFI facilitator and PBIS Assessment Coordinator have been selected • Share which individuals are taking on this role • Determine when your team will complete the TFI (approximately 30 minutes)

24 Assignment 1.1

• Bring reports generated by the SWPBIS TFI to Day 3

• Work with staff to ensure there is a process in place for accurate data collection of student outcomes. Use the Developing Consistency in Behavior Data Collection document for support (located in your binder)

25 2.0 Defining Behavior Expectations Through a Behavior Matrix

26 Poll 2

Which of the following applies to you and your experience with using a behavior matrix? a. I have never had one in my school(s) b. I have worked in a school that had one, but it was rarely or inconsistently used (not supported by staff or outdated) c. I have worked in a school that had one and we used it support behavior expectations d. I have worked with a school in developing expectations and implementing

27 Why a School-wide Behavior Matrix? • Focus for establishing setting specific behavioral expectations throughout the school • Common Language to help staff, students, and families to get on the same page • Clarification on what each behavioral expectation looks like • Foundation for plans and teaching behavioral expectations

28 Centering Equity in Defining Behavior Expectations Access Representation Meaningful High Outcomes Participation Behavior Stakeholders Schools value and Behavior expectations expectations are representing multiple use input and reflect the culturally situated and diverse feedback from communities in which and not based solely perspectives play a stakeholders the school is situated on dominant White significant role in representing and that all students middle-class norms identifying and multiple and are set up for success as the standard to defining behavioral diverse across all student which all students expectations. perspectives. identities. will be held to.

(Midwest and Plains Equity Assistance Center; Payno-Simmons, In Press) 29 Honoring Cultural Differences within the Behavior Matrix Examples of culturally-based behaviors that could be an opportunity to incorporate in your matrix • Talking with overlap . Origin: Churches and desired group response to leader; demonstrates engagement . Include opportunities for this behavior by using “choral response” as a means for engagement • Looking an adult in the eye . Instead of ”look at adult when they are speaking” find a different way to word this expectation to support different cultural groups

30 Example of Community Values being incorporated into a Behavior Matrix

• This classroom matrix is from the PBIS Cultural Responsiveness Field Guide. Is shows how the Menominee Nation family, community, and tribal values was incorporated into the classroom. Specifically of note is the use of tobacco in the school setting, how traditional language is promoted, and how traditional belief systems are incorporated into the classroom.

(PBIS Cultural Responsiveness Field Guide, 2019) Specific Behavior Expectations Considerations Community and school data may have identify a need to incorporate certain skills within your behavior matrix • Social-Emotional skills • Coping strategies for managing stress • Using social media responsibly • Health and Safety (i.e., social distancing) • Remote Learning

32 Social-Emotional Skills in a Behavior Matrix Expectation Specific Behavior or Social-Emotional Skill

Be Safe Keep hand and feet to self I tell an adult when I am worried about a friend Be Respectful Use the signal to ask a public or private question Make sure everyone gets a turn Be Responsible Turn in all work on time Check in with my feelings during the day

(Barret, Eber, McIntosh, Perales, & Romer, 2018)

33 Northwest Community Schools

This school had a regulation/coping strategy that involved a location in the classroom for students to be. This was taught to all students in the classroom and so it was incorporated into their Incorporate an matrix and intentionally taught. Under the expectation of ”safe” the expectations were to keep body to existing coping yourself and use materials appropriately. Under the expectation of strategy into your “respectful” is work quietly, treat materials with care, and share if others are present. Under the ”responsible” school-wide expectation, students were asked to set the timer, use Regulation Station for purpose of regulating, and clean up behavior matrix area.

34 Social Media and Technology Concerns

• This behavior matrix highlights technology use in the school. Respectful behavior is defined as words matter and pause and reflect before you post. Achieving organizations is defined as checking your feeling and re-reading your message. Responsible behavior is defined as model for others and double check sources and consider feeling of others.

(Barret, Eber, McIntosh, Perales, & Romer, 2018) 35 Adapted Matrix for Health and Safety Considerations Expectations Arrival Classroom Cafeteria All areas • An example of a Schoolwide Positive Respect Greet staff and Follow BehavioralEat your Interventions own Hands, and Supports feet, (PBIS) students teachers’ matrixfood that andincludes wait some objects adaptations to self that instructions schoolin leadershipline patiently teams may consider as a result of the upcoming changes to face to Responsibility Bring all Listen face Cleanschool environments.area Use appropriate necessary attentively before and social distance materials after eating squares Safety Wait turn for Disinfect Wash/sanitize Wear face mask temperature desk/table hands and and disinfect scan and alert before and remove mask hands after adult if not after use while eating touching doors feeling well (National Center on PBIS, 2020)

36 Online Classroom Matrix Expectations Elementary Classroom Secondary Classroom Safe Use kind words Use kind words Take care of needs Take care of needs Respectful Mute audio while teacher is Use appropriate language with instructing audio and in chat box Use chat box when you have Use camera at the discretion of a question or comment the teacher Responsible Be present and avoid multi- Complete pre-learning activities tasking Join on time

37 Input for Developing Matrix • Obtain and value input from staff, student, and families ensuring that voices from marginalized groups are heard • Use existing behavior data to determine if there is a specific need (i.e., social-emotional skills)

38 Remember • Including multiple and diverse stakeholders as a part of the process of developing behavior expectations creates common language that centers the lived experiences of the community in which the school is situated • The matrix is a stepping-stone to the lessons and the feedback provided to students, so we set students up for success if these are representative of the school community • Behavior expectations should look differently than what they traditionally have been in order to center equity and meet the current needs of students

39 Activity 2.1

• Review the example behavior matrices in your binder • Discuss with your teams: . Share features or skills that you want to incorporate in your school’s matrix . How will you intentionally consider and include culturally-based behaviors as you develop the matrix? . How will you seek input from multiple and diverse stakeholders to ensure the matrix is culturally responsive? • Record activities in your Implementation Plan

40 Assignment 2.1

Create a school-wide behavior matrix: • Use the critical features checklist and examples provided (more are in your binder) • Involve staff, students and families in developing the expectations • Remember that the matrix is a fluid product

41 3.0 Teach Behavior Expectations

42 Centering Equity in Teaching Behavior Expectations Access Representation Meaningful High Outcomes Participation Behaviors are Student's cultures are Stakeholders are Lesson plans taught in ways that reflected in the encouraged to provide reflect the acknowledge, behavior constructive feedback communities in value and consider expectations, lesson about what is working which the school different ways of plans, and delivery of and what is not is situated and knowing and not learning reflects working. Students, that all students based solely on universal design. The parents, and are set up for dominant White language in the community members success across middle-class values lessons are asset are a part of teaching all student and ideas. based. the lessons. identities.

Midwest and Plains Equity Assistance Center; Payno-Simmons (In Press) 43 How Have Other Schools Developed Lesson Plans?

• Full staff meeting • Time during Grade Level or Professional Learning Community (PLC) Meetings • Small work group

A detailed description of these are in your binder

44 Practice Delivering Lessons • Lesson learned: All staff need to practice teaching the lesson plans • Staff often try to “wing it” and not everything gets covered • If staff buy-in is an issue, practice will build comfort with the lessons • If other community members are helping teach the lessons, be sure to include them in the practice

45 Teaching Schedules Initial Reteaching

• Taught in all locations to all • Could be intensive in all students using the lesson plans locations for all students or • Occurs annually specific locations for specific expectations • Options include: • After an extended break . First week of school – every day . First month of school – once a • Prior to a particular event week on a designated day • As needed based on data

46 Activity 3.1

• As a team, begin to generate ideas on

. How you might schedule initial teaching of behavior expectations

. How you will involve your staff in creating lessons and preparing to teach lessons

. How can you leverage community human resources to ensure that lessons are delivered by people that are representative of the student demographics?

• Record activities in your Implementation Plan

47 Assignment 3.1 Create lesson plans (one for each location) and teaching schedules:

• Decide on a template and involve staff as much as possible in the development

• Use the behavior matrix to develop lesson plans

• Develop a schedule for teaching the lesson plans initially

48 4.0 Monitoring Behavior

49 Monitoring Behavior Expectations • By monitoring and actively supervising we can see first-hand what our students are doing • We need to be actively present in order to acknowledge appropriate behavior, document inappropriate behavior, and deliver a continuum of consequences when appropriate • Involves ALL staff in both classroom and non-classroom settings • Opportunity for staff to interact with students and build positive relationships • Monitoring must be proportionate across all groups of students

50 Centering Equity in Monitoring Behavior Expectations Access Representation Meaningful Participation High Outcomes Adults and Stakeholders Schools proportionately Stakeholders students have collectively engage in acknowledge appropriate collectively engage in high and monitoring and behavior, document monitoring culturally positive ensuring that behavior not appropriate nuanced behaviors expectations expected behaviors for the school setting, and ensuring that all for students reflect agreed upon deliver a continuum of students are across all culturally nuanced consequences for proportionately identity expectations. students across all receiving positive and markers identity markers. constructive feedback in asset-based ways.

(Midwest and Plains Equity Assistance Center; Payno-Simmons, In Press) 51 Considerations for Improving Monitoring of Behavior • Historically, teachers are more likely to look for signs of challenging behavior in Black boys compared to White boys as early as preschool (Gillam, 2016) • Teachers can intentionally work to “shift their gaze” in order proportionately monitor groups of students • Teachers can work to equalize their response to behaviors, both positive and corrective

52 How to Set Up a System for Monitoring • Take stock of current practices around monitoring • Consider mapping to prioritize areas to focus on monitoring • Implement Active Supervision . Movement, Scanning and Positive Interactions . “Walk around, look around, talk around” Anita Archer • Support staff in building awareness of providing proportionate monitoring

53 High School Map

• Here is an example of taking stock of current practices. A coach was working with a large high school with lots of hallways and nook and crannies. Following training around monitoring, the staff self-assessed their monitoring as strong and indicated that they were a visible presence in the hallways and throughout the school. One morning, the coach entered the building way in the back corner by the boiler rooms and woodshop due to parking issues and proceeded to wind her way through the building to the opposite corner where the meeting was being held. This was prior to the first class period and students were hanging out and not quite in that last minute rush to get to class. During the walk from the back corner of the school to the meeting room, the coach did not see a single adult anywhere. All adults were in their classrooms or in the office getting ready for the day. During a discussion at the team meeting, they realized that they had all assumed that others were in the hall monitoring students in the morning. This prompted them to create a rotation schedule to ensure adult presence in the morning.

54 Playground Map

• This is an example of how to use a grid to plan active supervision and monitoring. Here is a “bird’s eye view” of a playground. If the “hot spots” for problem behaviors on the playground were the blacktop by the basketball hoops, the trees on the edge of the playground, and the tallest slide on the play structure, we would circle those areas. Then we would map out a plan for the supervisors to move around the playground and scan these areas more often to focus on prevention.

55 Activity 4.1 • With your team discuss: . What might be your first steps in creating a system for monitoring behavior expectations? . In what ways can you ensure that input from diverse and multiple stakeholders is incorporated? . How will you ensure that your staff is proportionately monitoring students? • Record initial activities in your Implementation Plan

56 Assignment 4.1

• Determine the best way to share information regarding active supervision with staff . Example of Active Supervision slides are included in binder • Create a plan for monitoring behavior expectations with input from diverse stakeholders

57 5.0 Next Steps

58 Resources for Next Steps • Results from the ”Choose Your Own PBIS Adventure” • Documents in the Day 2 Resources tab in your binder • Schedule “Office Hour” with trainer

59 Activity 5.1

Pause for Communication After each SLT training or meeting consider what might need to be communicated to various stakeholders (see: Capturing Communication document in resources tab) • District Leadership • School Staff • Families • Students

60 Day 2 Post-work • Complete activities 11-21 in your Implementation . Complete Behavior Matrix with Stakeholder Input . Begin developing lesson plans and teaching schedule . Begin plan for monitoring behavior • Complete the SWPBIS Tiered Fidelity Inventory

61 Day 3 Preview • Review results from the SW-PBIS Tiered Fidelity Inventory • Acknowledging Expected Behavior • Consistent Response to Behavior • Preparing for Kickoff of School-wide PBIS

Please complete the prework prior to Day 3

62 Closing Review

Get ready to type into the chat box the first word or phrase that comes to your mind when the trainer says . . .

63 References Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org. Center on Positive Behavioral Interventions and Supports. (2015). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint. Eugene, OR: University of Oregon. Retrieved from www.pbis.org.

Fraser, N. (2008). Scales of Justice: Reimagining political space in a globalizing world. Malden, MA: Policy Great Lakes Equity Center. (2012). Advancing educational equity: The journey towards transformative change. Equity Leaders Institute. The Great Lakes Equity Center (GLEC). Jackson, R., Moore, T., Kyser, T., Skelton, S. & Thorius, K. (2015). Culturally Responsive and Sustaining Learning Environments. Great Lakes Equity Center. www.greatlakesequity.org

64 References (continued) Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. (2019). PBIS Cultural Responsiveness Field Guide: Resources for trainers and coaches. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org Payno-Simmons, R. (in press). Centering Equity in School Discipline: The Michigan PBIS Equity Pilot. Preventing School Failure. Skiba, R., Horner, R., Chung, C. & Rausch, M. (2011) Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline. School Psychology Review, Volume 40 (1). Pp.85-107

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