Training Administrators
Prior to and During Tier 1 Training
Prior to and During Tier 2 Training
Prior to and During Tier 3 Training/TA
2
Preparation Training
Who are we?
What is PBS?
Doesn’t the “traditional” approach to discipline work?
Why should my school want to do PBS?
How many school shave been trained in Florida?
But will this work in my type of school?
Can you show me some specific examples from
schools like mine?
What kinds of outcomes are schools experiencing with
PBS?
3
Illinois PBIS Schools to
Surpass 1,000 Milestone in
2009
• 25% of all Illinois Schools to
implement PBIS, which equates
to 1 out of every 4 in the state
• 30% of all Illinois School Districts
PBIS Schools Over Eleven Years:
Trained and Partially or Fully Implementing
1200
*1081
number of schools
1000
874
800
654
600
587
520
400
394
444
303
200
184
120
0
23
Year Year Year Year Year Year Year Year Year Year Year
1
2
3
4
5
6
7
8
9
10
11
9/98 9/00 9/01 6/02 6/03 6/04 6/05 6/06 6/07 6/08 6/09
*Excluding CPS data
Preparation Training
Is there a difference in schools that implement with
fidelity and those that do not?
How can we afford to spend time on behavior when
we have so many academic demands?
But where can I find the time to do this PBS process?
What has to be established at the district level to
make this process work?
What will be required of me and my staff if we do PBS?
What does the Florida PBS: RtI Behavior training
include?
Questions? Next Steps?
6
Administrator Letter
1.
2.
3.
4.
5.
Show the Discovering School-wide PBS: Moving Towards a
Positive Future DVD to your entire staff
Recruit individuals from your staff who would like to be part
of a PBS Team.
Contact your PBS District Coordinator to identify your PBS
Coach.
Once members of the PBS Leadership Team have been
identified, they need to meet for 30-60 minutes to complete
and submit the following :
–
School Readiness Checklist with Principal’s signature
–
School Commitment Form
–
New School Profile
–
Potential funding sources to support SWPBS efforts
Once above steps # 1-4 have been completed, make 2
copies of the completed Readiness Checklist….
7
IL Getting Started Process
•
•
•
•
•
•
•
•
•
•
Administrators attend AS50 or AA540 Overview Training
Commitment for Success Application submitted
TAC assigned from IL PBIS Network
Complete IL PBIS Cost Estimator (optional)
District meeting & completion of District Readiness Checklist
School meeting & completion of School Readiness Checklist
U50 Overview scheduled at school (TAC)
Internal and External coach attend C100 & C200 training
Universal Team attends U100 & U200 training
Universal Team attends UTA300 training
The District Commitment
• .2 FTE External Coach for every five schools @ universal level
• .4 FTE Secondary/Tertiary coach for three implementing schools in
year 1, 6 schools in year 2, and 9 schools in year 3
• District Leadership Team formed & quarterly meetings
• PBIS is one of top district school improvement goals
• Complete District Data Audit
• Identify school-based discipline data tracking system (SWIS)
• District Summit commitment
• External Coaches training
• Network Meetings quarterly
The School Commitment
at Universal Level
•
•
•
•
•
•
•
•
•
•
•
SIP addresses PBS as among top 3 goals
Identified a U-Team
Principal commits to 3-5 years
Complete the Data Audit Tool
U50 Overview
Staff complete the SAS
Identify funding source
U Team commits to meeting twice a month
Internal Coach commits to training sequence
Identify data system to produce the Big 5 (SWIS)
Schools develops a 3-5 year strategic PBIS Action Plan
After Tier 1 Training
• “Refresher Course”
– New and returning administrators
• Review each component of Tier 1 PBS
• Review the administrator’s responsibilities at
each step in the process
• May be tailored to meet unique needs of
school via the web
– Administrator selects areas of need based on
BoQ scores and
11
After Tier 1 Training
• UTA 300 training– for Universal Team
• Team Implementation Checklist to identify
action plan items
• Phases of Implementation in November & April
• Each schools has Technical Assistance
Coordinator from IL PBIS Network plus District
External Coach for ongoing support
Critical Questions: Before
Considering Tier II
1. Are our Tier 1 supports impacting 80% of our
students?
– Look at your data and BoQ scores
2. Has this student contacted the Tier 1 system
(teaching, rewards, etc.)?
– Survey teachers to determine whether training and
recognition activities occurred as planned
13
Critical Questions: Before
Considering Tier II
3. Is the Tier 1 process being implemented in the
classroom?
– Utilize Classroom Consultation Guide
4. Is the issue with this student a specific
teacher/classroom issue?
– Utilize Classroom Consultation Guide
14
School Commitment at
Secondary Level
•
•
•
•
•
•
•
•
Administrators attend AA696 Academy
Within 12-24 months school forms S Team and is trained
Team attends S Series Training
Team agrees to meet twice monthly
School commits to use Secondary Systems Tools (STT)
Within 12-24 months Tertiary Team is formed and trained
T Team attends Tertiary Training Series
T Team commits to use SIMEO to track student progress & will
assign a SIMEO facilitator(s) to be trained
www.pbisillinois.org for Readiness Checklist
Preparing for Tier 2
1. Do we have groups of students that might
benefit from Tier 2 interventions?
– Look at ODR, teacher referrals, etc.
2. Are there students in need of support that the
school discipline data may not capture? (i.e.
those with internalizing factors)
– Consider additional ways to identify students
16
Preparing for Tier 2
3. Do the types or causes of their problem
behaviors match a targeted group intervention?
– Review any information about the possible
function of the student’s behavior (get or
avoid attention, activities, etc.)
4. What can we implement to have the biggest
impact for the least cost/effort?
– Consider the cost effectiveness of planned
interventions
17
Preparing for Tier 2
5. How are we progress monitoring?
– Develop a simple, consistent approach across
multiple interventions
18
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out
Social/Academic
Instructional Groups
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (ex. CnC)
Tier 3/
Tertiary
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised Aug.,2009
Adapted from T. Scott, 2004
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary Systems
Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Mentoring
/CnC
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
Tier 2 Tasks
•
•
•
•
•
Providing targeted classroom support
Identifying students for Tier 2
Progress monitoring at Tier 2
Selecting Tier 2 interventions
Measuring the fidelity of Tier 2
implementation
21
Secondary Team Tasks
•
•
•
•
•
Developing a system of secondary behavior support for students
Student identification process/rules
ODRs screening process
Universal Screener
Parent Referral
Staff Referral
Tier 2 intervention selection is automatic (see triangle)
Monitor the fidelity of interventions
Communicate with Intervention Coordinator on individual student
RTI
• Issue a Reverse Request for Assistance or send student name/data
to Problem Solving Team
Tier 3 and Administrators
Tier 3 processes start at the district level
Changes must occur in district policies,
products and processes
District administrators are initially involved
School administrators are involved at the
training and application phase
23
Tier 3 IL Plan
• Starts at District Level with External Coaching
Commitment though Primary TAC
• AA696 for Administrators & Behavioral Staff (SW,
Psychs)
• IL PBIS Network provides higher level of TA &
Training at S & T levels for committed districts
(Demos & Rep sites)
• Training in complex FBA/BIP and WRAP
• Targeted building assistance during tertiary systems
development
• Quarterly S/T District Leadership Team meetings
(data-focus)
Tier 3 Technical Assistance
• Technical assistance can include one or more of
the following:
• Evaluation of district’s Tier 3 process and products
• Facilitation in developing targeted action plan
• Consultation in building improved products and
processes (e.g., data-tracking system, cohesive
process)
• Training in efficacious Tier 3 process
25
Tier 3 TA Process
• Tier 3 district leadership team identified
• Current Tier 3 process and products evaluated
• Interview conducted to determine implementation
of essential process components
• Completed FBAs and BIPs (up to 10) submitted for
evaluation of adherence to essential product
components
• Evaluation summary prepared identifying strengths
and areas for improvement
26
Tier 3 Technical Assistance
• District Action Planning Meeting
• Develop vision/goal (long-range) for Tier 3 based on
evaluation
• Prioritize areas for action
• Brainstorming and consensus building processes
• Build action plan describing activities to be completed
• Status of plan reviewed on consistent basis
• Infrastructure must be in place prior to training in
specific Tier 3 process (e.g., PTR)
27
Florida’s
Positive Behavior Support Project
• Phone: (813) 974-7684
• Fax: (813) 974-6115
• Email: flpbs@fmhi.usf.edu
• State Website: http://flpbs.fmhi.usf.edu
• National Website: www.pbis.org
28
IL PBIS Network
a component of the IL Statewide TA Center (IS-TAC)
Address: 335 N. LaGrange Rd.
LaGrange Park, IL 60526
Phone: (708) 482-4860
Fax: (708) 482-4875
IL Website: www.pbisillinois.org
National Center: www.pbis.org