AS50 – Tier I
Administrative
Overview
Tier 1/Universal Training
Jennifer Grenke & Michelle Polzin
Technical Assistance Coordinators
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin
Department of Public Instruction in the development of this product and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this document; however, please credit
the Wisconsin DPI and support of federal funds when copying all or part of this material.
www.wisconsinpbisnetwork.org/tier1.html
Brief Review of PBIS
10 minutes
Who are you?
What do you understand
PBIS to be from
webinar?
What questions or
concerns do you have?
www.wisconsinpbisnetwork.org/tier1.html
Wisconsin Response to
Intervention (RtI)
An organizational framework that guides
implementation of a
multi-level system of support
to achieve behavioral
and academic
success for all.
www.wisconsinpbisnetwork.org/tier1.html
Leadership Teams
• Key to coordination of PBIS implementation and
sustainability
• About function and conversations more than the
“WHO”
• District and building teams are formed with
representation designed to increase communication
and functionality between teams.
www.wisconsinpbisnetwork.org/tier1.html
Taking PBIS to Scale
Funding
Visibility
Political
Support
Policy
District Leadership Team
(Coordination)
Training
Capacity
Coaching
Capacity
Evaluation
Expertise
Local District Implementation
Demonstrations
www.wisconsinpbisnetwork.org/tier1.html
District Leadership
Team
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District and building administration
External coaches
General ed. staff and aides
Pupil services
Community mental health
Families
Special education
www.wisconsinpbisnetwork.org/tier1.html
District Leadership
Team
• Meets quarterly
• Has a 3-5 year action plan for implementation
• Annually self-assess implementation progress and needs
(including professional development)
• Implements for sustainability (eye on braiding multiple
initiatives)
• Policy and action planning into practice
• Authority to implement decisions
• System to track progress & outcomes
www.wisconsinpbisnetwork.org/tier1.html
Building Leadership Team
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Admin.
Grade level rep.
Special Ed. rep.
External coach
Paraprofessionals
• District rep
• Family
• Student services
(data mgr.)
• Internal coach
www.wisconsinpbisnetwork.org/tier1.html
Building Leadership Team
• Meet 1-2 times/month
• Create the systems and practices for building implementation
• Staff development related to PBIS/RtI
• Track interventions and outcomes with data
• Use data-based decision making at least monthly
• Self-assess (and plan) with staff and team annually
• Authorized to implement decisions made by team
www.wisconsinpbisnetwork.org/tier1.html
Funding
• Needed for successful PBIS implementation and
sustainability
• Resources across related initiatives are assessed and
integrated
• Recurring/stable state funding sources are established
to support operating structures & capacity activities
for 3-5 years
www.wisconsinpbisnetwork.org/tier1.html
NOT Necessarily Revenue
Streams, but Funding for:
• Initial training costs
Tier I sequence plus database
• Work time for team
• Staff development needs for initial implementation
Development, roll out to staff, meeting 1-2x/month
• Coaching
• Compensation or release time
• Coach networking
• Conferences/other
www.wisconsinpbisnetwork.org/tier1.html
Additional Funding
Considerations
Impacting Sustainability Future
Development
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Academic RtI trainings/offerings
Tier 2/3 admin overview
Tier 2 training, Tier 3 training (over next 3-5 years)
Additional data-tracking capabilities
Training for new team members
Ongoing staff development time/needs
www.wisconsinpbisnetwork.org/tier1.html
Visibility
• Critical
• Understanding needs
• Involve and inform stakeholders about PBIS activities
• Sharing and use of data
• Building and district/community level
Websites, newsletters, conferences, TV, etc.
• Quarterly public acknowledgement activities
Include community and family
www.wisconsinpbisnetwork.org/tier1.html
Political Support
• Student behavior support as one of top goals
Link to district vision; school improvement plans, etc.
• Annual report on activities, outcomes, and
implementation
• Framework is understood as RtI, not competition to RtI.
PBIS is RtI for behavior
• Understood as long-term process by stakeholders
• Engage families in process
www.wisconsinpbisnetwork.org/tier1.html
Policy
PBIS policy statement by district leaders with
emphasis on:
• Culturally responsive practices/underserved
students
• Effective and efficient classroom management
practices
• Family and community engagement
www.wisconsinpbisnetwork.org/tier1.html
Policy
• Review Readiness Documents
• Develop working agreements for implementation and
decision making
• Semi-annual plan for implementation & outcome data
to be reviewed and acted on (policy to enable practice)
• Provide guidance on how to use working smarter
matrix
www.wisconsinpbisnetwork.org/tier1.html
Planning
• Link policy to ongoing staff development
Plan to continue the teaching/learning process with staff
• Ongoing staff support necessary for
sustainability
• Should be linked to related initiatives
Do not have to be in competition
• Planning is data driven
www.wisconsinpbisnetwork.org/tier1.html
Discussion Time
15 Minutes
With the people you came with or a shoulder
partner
• Review readiness documents. Questions?
• Is there a district PBIS leadership team? If not,
what will you do to meet this need?
• What are your current policies regarding student
behavior, family engagement, CR practices,
classroom management and discipline?
www.wisconsinpbisnetwork.org/tier1.html
Tier 1 Universal Training
• This Is PBIS Webinar
• Show to team and all staff
• PBIS Administrative Overview - AS50
• Training length: ½ day training
• Audience: administrators, service professionals,
• Others as interested
• Coaches Training - C100
• Training Length: 1 day training prior to U100 & U200
• Audience: administrators, internal coach, external coach
www.wisconsinpbisnetwork.org/tier1.html
Tier I Sequence
Day 1 & 2 Team Training U100 & U200
• Training length: 2 full days
• Audience: PBIS team
Day 3 Team Training U300
• training after school-wide PBIS kick off, and at least 3
months of implementation
• Training length: 1 day
• Audience: Same as U100/U200
Training Continuum Handout
www.wisconsinpbisnetwork.org/tier1.html
Phases of Implementation
Exploration
Innovation &
Sustainability
Full
Implementation
Fixen, et al. 2005
Installation
Initial
Implementation
www.wisconsinpbisnetwork.org/tier1.html
Why Include Family Members on
the Universal Team?
• Family member will be a key player of Tier 2/3 student success
• Students at school = 40 hours a week
• 128 Hours = family/community
• Family/community members bring a fresh perspective
• Family/community bring vital
ideas and resources
• Family/community members
can alleviate tasks from staff
www.wisconsinpbisnetwork.org/tier1.html
Role of Internal Coach
Information & building-based
technical assistance
• Keep team focused/functioning
• Understand the use of data
• Understand behavior analysis,
observation, and interviewing
• Plan and facilitate ongoing
team meetings
• Facilitate and ensure family
engagement
www.wisconsinpbisnetwork.org/tier1.html
Role of Internal Coach
• Time commitment of internal coach
needs to be .15 FTE or one hour per
day
• Plan and facilitate team
meeting
• Pre-meeting (30 min-1hour)
• During meeting (1-2 hours per
month)
• Post meeting
www.wisconsinpbisnetwork.org/tier1.html
Discussion
5 Minutes
• Understanding the role of the internal coach,
discuss the following:
• Who do you have that would be a good fit for this
role? (and is it shared?)
• Time allocation/compensation
www.wisconsinpbisnetwork.org/tier1.html
Role of External Coach
• Information & technical assistance
to internal coach/teams
• Plan for local needs and resources
• Link to district level team
• Provide support to internal
coach
• Keep teams focused/ functioning
• Coordinate school and district
improvement efforts
• Positive nag
www.wisconsinpbisnetwork.org/tier1.html
Role of External Coach
• .2 FTE/5 buildings
• Planning/problem-solving with
internal coach & administrator
• Year 1 –1-2 hours/month
• Year 2 – 2-4 hours w/Tier 2 added
• Attend building PBIS team meetings,
provide technical assistance to team
• Tier 1 – 1-2 hours monthly
• Tier 2 – 2x/month, 1-2 hours
www.wisconsinpbisnetwork.org/tier1.html
External Coach Time
• Attend technical assistance &
networking opportunities
• Networking: 1 day/month
• External coach forums – 1.5 days,
2x/year
• Work with administrators &
internal coaches to develop
annual action plan
• Tier 2 support may or may not
be same as Tier 1 external
coach.
www.wisconsinpbisnetwork.org/tier1.html
Discussion
5 Minutes
How are you going to
provide for this role?
(release, purchase, share,
redefine existing roles,
etc.)
www.wisconsinpbisnetwork.org/tier1.html
www.wisconsinpbisnetwork.org/tier1.html
Are we Collecting the Right “Data”
for Decision Making?
• PBIS implementation data
Data collected on fidelity (what we do)
• Outcome (student behavior)
• Action planning (where we are going)
No Data No Meeting
www.wisconsinpbisnetwork.org/tier1.html
Self-Assessment Timeline
Self-Assessment Survey (80%): Annually – fall
Team Implementation Checklist (80%): Fall and winter until fidelity
on BoQ
Benchmarks of Quality (70%): Annually – spring
School-wide Evaluation Tool (80%): Research tool – research
purposes
Classroom Self-Assessment Checklist: Fidelity of PBIS at the
classroom level
Family Engagement Checklist: – Spring and fall
Wisconsin PBIS Network Website Assessment Recommendations
www.wisconsinpbisnetwork.org/tier1.html
The Big 5 x 2
1. Referrals per day
per month
2. Reason for referral
(behavior type)
3. Location
4. Time of day
X
1. Race/Ethnicity
2. Special Ed.
Status
5. Student
www.wisconsinpbisnetwork.org/tier1.html
Disaggregation Video
www.wisconsinpbisnetwork.org/assets/files/flash/DisaggregatedDatainSWIS/story.html
www.wisconsinpbisnetwork.org/tier1.html
Risk Ratios
• Because of the gaps between different groups
around achievement and behavior in
Wisconsin, teams need to evaluate
disaggregated data including risk ratios.
• Risk ratio illustrates the likelihood of an
educational outcome for one enrolled
subgroup compared to another.
www.wisconsinpbisnetwork.org/tier1.html
Precision Problem Statements
Precise problem statements include information about
the five core “W” questions.
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What is problem, and frequency?
Where is it happening?
Who is engaged in the behavior?
When the problem is most likely?
Why the problem is sustaining?
www.wisconsinpbisnetwork.org/tier1.html
Build Solutions, Action & Evaluation Plans
with Precision Problem Statements
Prevention: How can we avoid the problem context?
Teaching: How can we define, teach, and monitor what we want?
Recognition: How can we build in systematic acknowledge. for desired
behavior?
Extinction: How can we prevent problem behavior from being
rewarded?
Consequences: What are efficient, consistent consequences for
problem behavior?
Action Plan: Who will do each task & when will it be completed?
Evaluation: How will we collect and what data will we use to
evaluate?
www.wisconsinpbisnetwork.org/tier1.html
Annual reporting based on data
• Report to staff, community, parents, board, etc.
• Overall behavior improvements
Reduced office discipline referrals, decreased suspensions,
decreased staff sick time, meeting fidelity, changes on surveys
• TIME RECOVERED
http://pbismaryland.org/costbenefit.xls
• Written reports, board presentation, newsletters,
websites, TV spots.
www.wisconsinpbisnetwork.org/tier1.html
Routine Updates for Staff
and Families
• Quarterly or more dissemination
Higher frequency results in higher buy-in
• Successes, planning, updates, celebration of
student success
• Celebration and acknowledgement of adult
efforts
www.wisconsinpbisnetwork.org/tier1.html
Data System
Plan for Tiers 1 and 2:
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Universal data points (ODR and minors) by Big 5
Allow for data drill down
Ethnicity and disability reports
Aggregate intervention tracking
Student intervention tracking overall and by time
period
www.wisconsinpbisnetwork.org/tier1.html
Data System
• Fast entry and fast retrieval – GRAPHS
• Data manager identified – Will work with Tier
1 coach as well as Tier 2 system and problemsolving teams
www.wisconsinpbisnetwork.org/tier1.html
Discussion Time
10 Minutes
With the same people as before
Understanding the essential role that data
plays in PBIS:
1. What does your current system let you do
around reporting the Big 5 (and needed
disaggregation)?
2. Who do you need to include in the discussion
around data system (IT director, etc.)?
3. Is there funding available for data system
expansion to track interventions and student
response to interventions?
www.wisconsinpbisnetwork.org/tier1.html
Behavior Expertise Staff
• Typically student services staff begin at Tier 1
• Support to staff regarding how behavior is learned
Including acknowledgment to build behavioral fluency
• Typically move onto Tier 2
• Link to Special education
Help link IEPs to framework when system becomes developed
• Reinforce relationship between effective academic
instruction and PBIS
www.wisconsinpbisnetwork.org/tier1.html
Behavior Expertise &
Acknowledgement System
• Differentiating: Reward generally does not fade
Focuses on “do the work, get the gumball”
• Acknowledgement “fades”
• Intended to build behavioral fluency based on what is taught
• Teaches student to self monitor and generalize skill
• Focuses STAFF on students doing what is expected
• Competes against undesired behavioral rewards
• Builds community and engages ALL students
www.wisconsinpbisnetwork.org/tier1.html
Acknowledgment
(continued)
• Is critical part of culturally responsive practice
• If done well it:
• validates students and backgrounds
• focuses on skill acquisition
www.wisconsinpbisnetwork.org/tier1.html
Evaluation Capacity
• Fidelity and outcome data used to measure
fidelity (triangle data and fidelity measures)
80-85% of students should get 0-1 ODR per year
15% should get 2-5 ODR
5% get 6+ ODR
• System fidelity measures at Tier I:
Review the tools shown earlier (self-assessment
timeline)
www.wisconsinpbisnetwork.org/tier1.html
Evaluation
• Used to show implementation growth
• Over year and between years
• Shows system health and fidelity,
• Used for action planning for professional
development.
• Review data system
• Basis for annual report
www.wisconsinpbisnetwork.org/tier1.html
Finish Draft Readiness Docs
(5 Minutes)
finish capturing your initial thoughts
on readiness documents
www.wisconsinpbisnetwork.org/tier1.html
Evaluation
Please take a few minutes to complete the online Evaluation Survey
http://goo.gl/Wq9uj8
www.wisconsinpbisnetwork.org/tier1.html
Outline Next Steps
1. Consult with the technical assistance coordinators
www.wisconsinpbisnetwork.org/regional-coordinators.html
2. Return to your building to complete with your
coaches and others
3. Submit final readiness to TACs
4. Once approved, register for training
www.wisconsinpbisnetwork.org/events-calendar.html
www.wisconsinpbisnetwork.org/tier1.html