School Date1 Action Planning Workbook

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READINESS

2-Day On-Site District Outcomes:

Subscale

Tiered Fidelity Inventory: Tier I

Features

Teams

(Readiness)

1.1 Team Composition:

Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.

1.2 Team Operating Procedures:

Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan

Benchmarks of Quality Not Implemented

Partially Implemented

Fully Implemented

Team has administrative support and representatives across school community Team runs efficient and effective regular meetings (at least monthly) with agenda, minutes, defined roles

Implementation Drivers

School administrator is an active participant in 90% of meetings, protects meeting time, and disseminates information during grade level/department meetings, faculty meetings, and parent/family meetings.

Working Smarter Teaming Alignment document is completed

Quick “Audit” or Resource Map of current practices, programs, initiatives is completed TIPS meeting procedure checklist complete

Activity 1: Quick Audit of Current Practices

Use the blank triangle on the following page or a large sheet of chart paper to complete Activity 1.

Team Implementation Workbook

Group Roles

Facilitator- The facilitator ensures that the group moves

smoothly through the task at hand. This person seeks

information and opinions, asks for facts and feelings from

each team member, and summarizes main points of

discussion. This role is very important because the

facilitator leads the group through the task.

Recorder/Minute Taker- The recorder writes down the

work of the group. This can involve writing words or

sentences, drawing pictures, or simply taking notes of an

activity. This role is very important because it is necessary

to keep a record of the work done.

Time Keeper - This person is responsible for keeping up

with the time. It is very important that the group is aware

of how much time they have to complete the task as well

as reminders on when the time is growing short.

Reporter/Communicator- This person is responsible for

reporting back the work of their small group to the

presenter or to the larger group. This role is very

important because this communication to the large group

will be crucial in the learning process.

Data Analyst- This person should have ready access to

available school data, including, but not limited to

discipline information, etc. This role is important because

data drives problem solving and decision making.

Take 2 minutes to determine roles

within your groups.

Team Roles:

Facilitator: ___________________________ Recorder/Minute Taker: ________________ Time Keeper: _________________________ Reporter/Communicator: _______________ Data Analyst: _________________________

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Tier I - How do you support all children? Core Curriculum - “everyone gets”

Tier II, III - How do you support students who need more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum?

Step 2: Consider the following questions:

Can you identify an outcome for each practice?

How do you measure effectiveness? (Staff performance) How do monitor progress? (Student impact)

How do you support teachers? (Staff support)

How are they linked to School Improvement? (Integrated approach)

Quick Audit or Resource Map of

Practices within Three-Tiered Model of Support

List Core practices provided to all

students and intended to support

most students

List Strategic/Targeted practices

provided to some students for

support

List Individualized/Intensive

practices provided to a few

students for support

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Activity 2: Aligning Teaming Structures = Working Smarter, Not Harder

Use the Working Smarter worksheet to complete the next two steps:

Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support, etc.)

Step 2: Complete the Working Smarter document

Initiative/ Committee/ Team Purpose and Strategic Goal Supported Measurable

Outcome Target Group

Staff Involved

Overlap? Modify?

Step 3: Based on your results, what committees can you eliminate; combine; provide more support? How can you infuse PBIS into your current committees/teams?

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Activity 3: Team Composition

Identify your team members.

Step 1: Complete the following chart to ensure that your team includes a Tier I Systems coordinator, a school administrator, a family member, and individuals able to provide: behavioral expertise, coaching expertise, knowledge of student academic and

behavioral patterns, knowledge about the operations of the school across grade levels; and student representation.

Step 2: Determine dates to meet (at least monthly) and dates to present to the faculty (share data at least quarterly).

Name Role Email Phone #

Day to meet: Time:

Location:

Dates to present to faculty:

Activity 4: Team Initiated Problem Solving (TIPS) meeting procedure checklist

Complete the following chart:

TIPS Meeting Foundations Checklist

Completed?

Checklist Item: The PBIS Team has… Yes No Tasks Required for Completion

Who/ By When 1. a member assigned to serve the role

of Facilitator

2. a member assigned to serve the role of Minute Taker

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of Data Analyst

4. a member assigned to serve as a backup in case the Facilitator, Minute Taker, or Data Analyst is absent 5. a printed team roster that includes (a) the name of each team member; (b) each team member’s role, as applicable; (c) each team member’s email address; (d) team norms 6. set its meeting schedule for the entire school year (date, meeting start time, meeting end time, location) 7. ensured meetings will be held in a location that guarantees access to the Internet

8. guaranteed access to a computer that allows Internet access (including access to SWIS database) for use at each meeting

9. guaranteed access to a LCD projector for use at each meeting (or some other method that ensures team members can see SWIS and other relevant data at team meeting) 10. As applicable, at least two team members who have the technical skills to…

a. connect the LCD to the computer b. connect the computer to the

SWIS database

c. produce the SWIS ODRs per day per month and the “Big 4” reports/graphs

d. produce SWIS “Custom Reports” on request

e. project the computer screen’s image for all team members to see via the LCD within 5 minutes of the start of a meeting

f. access and open the current electronic version of the Meeting Minutes and Problem-Solving Action Plan form, and complete the form during a meeting g. email an electronic copy of the

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Problem-Solving Action Plan form to each team member within 24 hours of the close of the meeting

Subscale

Tiered Fidelity Inventory: Tier I

Features

Teams

(Readiness)

Quick “Audit” or Resource Map of current practices, programs, initiatives is completed

Directions: Please list at least 2 action statements for 1.1 Team Composition and 1.2 Team Operating Procedures:

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

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READINESS

SWIS Readiness and 2-Day On-Site District Outcomes:

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

(Readiness)

1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

1.6 Discipline Policies:

School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently.

Discipline process includes documentation

Problem behaviors are defined Major/minor behaviors are clearly differentiated

Behavior definitions and coding procedures are consistent across state, district and school reporting systems.

Review District Discipline Policy. Map school procedures (e.g., Code of Conduct, Students’ Rights and Responsibilities, Student handbook) on to District Policy

The school is committed to having in place a clearly documented, predictable system for managing disruptive behavior (SWIS Readiness)

Referral form that is SWIS compatible is complete

Activity 1:Discipline Flowchart and Office Discipline Referral Form

Guiding Questions:

 Is the current discipline policy/process documented in the staff handbook?  What are the teacher expectations?

 Do all staff members know what to do when they observe problem behavior?  Is there consistency among the staff?

 Review the sample Office Discipline Referral (Time Out of Class) form. Compare it to your school’s Office Discipline Referral or Behavior Incident form. Is all the necessary information included on your current form? If not, what needs to be added?

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Time Out of Class Form

Name: ____________________________

Location

Date: _____________

Time: ________

Playground Library

Teacher: __________________________

Cafeteria

Bathroom

A B C

Grade: K 1 2 3 4 5 6 7 8

Hallway

Arrival/Dismissal

Referring Staff: _____________________

Classroom

Other ________

Others involved in incident:

None Peers Staff Teacher Substitute

Minor Problem Behavior

Major Problem Behavior

Possible Motivation

Inappropriate language

Physical contact

Defiance

Disruption

Dress Code

Property misuse

Tardy

Electronic Violation

Other ______________

Abusive language

Fighting/ Physical

aggression

Defiance/Disrespect

Harassment/Bullying

Dress Code

Inappropriate Display Aff.

Electronic Violation

Lying/ Cheating

Skipping class

Other _______________

Obtain peer attention

Obtain adult attention

Obtain items/activities

Avoid Peer(s)

Avoid Adult

Avoid task or activity

Don’t know

Other ________________

Nurse

School Counselor

Administrative Decision/Time Out of Class= ___________

Loss of privilege

Time in office

Conference with student

Parent Contact

Individualized instruction

In-school suspension (____hours/ days)

Out of school suspension (_____ days)

Other ________________

What activity was the student engaged in when the event or complaint took place?

Whole group instruction

Small group instruction

Individual work Working with peers

Alone

1-on-1 instruction

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Defining a Coherent Office Discipline Referral Process

Defining a coherent office discipline referral process that is compatible with SWISTM_{is an access}

requirement and will enhance data use. Defining the process for handling problem behavior events and for documenting the information fulfills two of the ten SWISTM_{requirements. Sample}

procedures for dealing with problem behavior events, sample definitions, and sample referral forms are available in this section and at www.swis.org.

1. A simple and predictable process for handling problem behavior events needs to 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. A generic procedure for dealing with problem behaviors, which defines a process for both minor and major problem behavior events, is offered. Schools are encouraged to create a process that is simple, efficient, predictable, and fits school resources.

2. Definitions for problem behaviors, locations, possible motivation, others involved, and administrative consequences need to be mutually exclusive and operationally defined. For example, SWISTM_{has fields for 21 specific problem behaviors; however, each school}

can tailor the full list of 21 problem behaviors to fit the needs within their school. For example, if arson, bomb threats, and tobacco use are very low incidence, the school may not want to use space on the form for each of those categories. The school may opt, instead, to define those in the other category if they occur. The same application is true for all other categories within the SWISTM_{program. 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. 3. Referral form compatibility is another SWISTM_{requirement. With efficiency and}

accuracy, again as a goal, the referral form must be SWISTM _{compatible. 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. A Compatibility Checklist is an available tool for ensuring that all necessary categories are being documented on a referral form. We have found that schools organize the information differently, some on a half page and some on a full page. 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 need to specify problem behaviors such as vandalism, alcohol use, and tobacco use, while elementary schools opt to specify those problem behaviors in the other category (as a result of low frequency). Three examples of referral forms are available for you to use or revise. Note the differences in size of the form, specific options available for each of the categories, and the format of the form. Example A provides all SWISTM_{category options, Example B is a form used by a K-8}

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with staff, administration, and families. Example C is a format used by an elementary school, limits the options, and adds a follow up agreement for students to complete after the problem event. Each of the three examples is SWISTM_{compatible. Formatting}

the referral form for easy use while providing accurate information that is compatible with the SWISTM_{referral report is critical.}

Activity 2: Problem Behavior Definitions

Schools are encouraged to use any of this information. We encourage schools to adjust the process, definitions, and referral form to fit the culture and resources within each school.

 Determine if your school district’s behavior definitions and coding procedures are consistent with the following SWIS definitions. Are there any definitions that need additional clarification? Highlight those definitions.

SWIS

TM

_{Office Referral Definitions}

(Version 5.4, November 2014)

Minor Problem Behavior Definition

Defiance/ Insubordination/

Non-compliance (M-Defiance)

Student engages in brief or low-intensity failure to follow directions or talks back. Disrespect

(M-Disrespect)

Student delivers low-intensity, socially rude or dismissive messages to adults or students.

Disruption

(M-Disruption) Student engages in low-intensity, but inappropriate disruption. Dress Code

Violation (M-Dress)

Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.

Inappropriate Language

(M-Inapp Lan) Student engages in low-intensity instance of inappropriate language. Other

(M-Other)

Student engages in any other minor problem behaviors that do not fall within the above categories.

Physical Contact/ Physical Aggression

(M-Contact)

Student engages in non-serious, but inappropriate physical contact. Property Misuse

(M-Prpty Misuse) Student engages in low-intensity misuse of property. Tardy

(M-Tardy) Student arrives at class after the bell (or signal that class has started). Technology Violation

(M-Tech)

Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.

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Major Problem Behavior Definition Abusive Language/

Inappropriate Language/ Profanity

(Inapp Lan)

Student delivers verbal messages that include swearing, name calling or use of words in an inappropriate way.

Arson

(Arson) Student plans and/or participates in malicious burning of property. Bomb Threat/

False Alarm (Bomb)

Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion.

Bullying (Bullying)

The delivery of direct or technology-based messages that involve intimidation, teasing, taunting, threats, or name calling.

Defiance/ Insubordination/ Non-Compliance

(Defiance)

Student engages in refusal to follow directions or talks back. Disrespect

(Disrespct) Student delivers socially rude or dismissive messages to adults or students. Disruption

(Disruption)

Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior. Dress Code Violation

(Dress)

Student wears clothing that does not fit within the dress code guidelines practiced by the school/district.

Fighting (Fight)

Student is involved in mutual participation in an incident involving physical violence.

Forgery/ Theft/Plagiarism

(Theft) Student is in possession of, having passed on, or being responsible for removing _{someone else's property or has signed a person’s name without that person’s} permission.

Gang Affiliation Display

(Gang Display) Student uses gesture, dress, and/or speech to display affiliation with a gang. Harassment

(Harass)

The delivery of disrespectful messages in any format related to gender, ethnicity, sex, race, religion, disability, physical features, or other protected class.

Inappropriate Display of Affection

(Inapp affection)

Student engages in inappropriate, consensual (as defined by school) verbal and/or physical gestures/contact, of a sexual nature to another student/adult. Inappropriate Location/ Out

of Bounds Area (Out Bounds)

Student is in an area that is outside of school boundaries (as defined by school). Lying/Cheating

(Lying)

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Other Behavior

(Other) Student engages in problem behavior not listed. Physical Aggression

(PAgg)

Student engages in actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Property Damage/Vandalism (Prop dam)

Student participates in an activity that results in destruction or disfigurement of property.

Skip class

(Skip) Student leaves or misses class without permission. Tardy

(Tardy)

Student is late (as defined by the school) to class or the start of the school day (and Tardy is not considered a minor problem behavior in the school).

Technology Violation (Tech)

Student engages in inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.

Truancy

(Truan) Student receives an ‘unexcused absence’ for ½ day or more. Use/Possession of Alcohol

(Alcohol) Student is in possession of or is using alcohol. Use/Possession of

Combustibles (Combust)

Student is/was in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, and lighter fluid).

Use/Possession of Drugs

(Drugs) Student is in possession of or is using illegal drugs/substances or imitations. Use/Possession of Tobacco

(Tobacco) Student is in possession of or is using tobacco. Use/Possession of Weapons

(Weapons)

Student is in possession of knives (>6 in., <6 in.) and guns (real or look alike), or other objects readily capable of causing bodily harm.

Custom Fields SWIS allows schools to use custom fields to more clearly define categories within their data. Examples are listed below.

Custom Fields Explanation

Categories: The additional information to be collected Labels: The drop-down items to be available

Custom Fields Demo Category: Hallway

Labels: East Wing, West Wing, Breezeway Custom Fields Demo Category: Bullying

Labels: threats, name calling, teasing/taunting

Locations Definition

Art Room (Art)

The area used for art classes and activities Bathroom/Restroom

(Bathrm)

Areas used by students for taking care of personal needs. Bus

(Bus)

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Bus Loading Zone (Bus zn)

The area used for bus loading and unloading. Cafeteria

(Café)

The area used for breakfast and lunch. Classroom

(Class)

Areas used for instructional purposes. Commons/Common area

(Common)

Areas shared by students and staff for specific activities. Computer Lab

(Comp)

Area used for group computer classes and activites Gym

(Gym)

Areas used for physical education activities. Hallway/Breezeway

(Hall)

Areas designated for passing from one activity/class to another. Library

(Library)

The area designated for research and study. Locker Room

(Locker rm)

The area used by students to prepare for and completing physical education classes and/or sporting events.

Music Room (Music rm)

The area used by students for music activities (e.g. music class, choir, band) Off-Campus An area beyond the property boundary of the school and not affiliated with a

school activity. Office

(Office)

The area used by school staff for primary school business and management. Other Location

(Other)

The location for problem behavior event occurs in a location that is not listed Parking Lot

(Park lot)

Areas used for parking vehicles during school hours. Playground

(Plygd)

The outside area used for recess breaks. Special Event/ Assembly/Field

Trip (Special evt)

Areas used for infrequent activities that occur in and/or out of school.

Stadium Area used for athletic/special events. Unknown Location

(Unknown)

The location of problem behavior event is not known or undetermined. Vocational Room The area of a school used for vocational classes and activities.

Possible Motivation Definition

Avoid Adult

(Avoid a) Student engages in problem behavior(s) to get away from adult(s). Avoid Peer(s)

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Avoid Tasks/Activities (Avoid task)

Student engages in problem behaviors(s) to get away/escape from tasks and/or activities.

Obtain Adult Attention

(Ob a attn) Student engages in problem behavior(s) to gain adult(s) attention. Obtain items/Activities

(Ob itm) Student engages in problem behavior(s) to gain items and/or activities. Obtain Peer Attention

(Ob p attn) Student engages in problem behavior(s) to gain peer(s) attention. Other

(Other)

Possible motivation for referral is not listed above. Staff using this area will specify the possible motivation for this student’s problem behavior.

Unknown Motivation

(Unknown) Student engages in problem behavior(s) for unclear reasons.

Others Involved Definition

None

(None) Student engages in problem behavior incident alone. Other

(Other) Student engages in problem behavior with person not listed above. Peers

(Peers) Student engages in problem behavior incident with peer(s). Staff

(Staff) Student engages in problem behavior incident with staff. Substitute

(Substitute) Student engages in problem behavior incident with substitute. Teacher

(Teacher) Student engages in problem behavior incident with teacher. Unknown

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Administrative Decision Definition Alternative Placement

(Alt Placement)

Consequence for referral results in student being placed in a different educational setting

Bus Suspension (Bus susp)

Consequence for referral results in 1-3 day period when student not allowed on the bus.

Community Service (Comm svc)

Consequence for referral results in involvement in community service activities or projects.

Conference with Student (Conf)

Consequence for referral results in student meeting with administrator, teacher, and/or parent (in any combination). Expulsion

(Expul)

Consequence for referral results in student being dismissed from school for one or more days.

Individualized Instruction (Intruct)

Consequence for referral results in student receiving individualized instruction specifically related to the student’s problem behaviors. In-School Suspension

(In-sch susp)

Consequence for referral results in a period of time spent away from scheduled activities/classes during the school day.

Loss of Privilege (Loss priv)

Consequence for referral results in student being unable to participate in some type of privilege.

Other Action Taken (Other)

Consequence for referral results in administrative decision that is not listed. Staff using this area will specify the administrative action taken. Out-of-School Suspension

(Out-sch susp)

Consequence for referral results in a 1-3 day period when student is not allowed on campus.

Parent Contact (Parent)

Consequence for referral results in parent communication by phone, email, or person-to-person about the problem.

Restitution/Community Service

(Restitution)

Consequence for referral results in apologizing or compensating for loss, damage, or injury; community services.

Additional Attendance/ Saturday School

(Sat sch)

Consequence for referral results in student attending classes on a Saturday.

Time in Office (Office)

Consequence for referral results in student spending time in the office away from scheduled activities/classes.

Time Out/Detention (Detent)

Consequence for referral results in student spending time in a specified area away from scheduled activities/classes.

Action Pending (Act Pen)

Consequence for referral is pending. Referral will be modified when “action taken” is determined.

Other

(Other) Action taken not listed above.

Activity 3: Discipline Process

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 Consider the following model when designing your school’s discipline process.

Discipline Process

Continuum of Support for Discouraging Inappropriate Behavior

Ongoing Teaching and Encouraging of Expectations and Building

Relationships Inappropriate Behavior Occurs Office Discipline Referral Classroom-Managed (minor)? Office-Managed (major)?  Proximity  Signal/Non-verbal Cue  Recognize on-task behavior  Support for Procedure/ Routine  Continue teaching, encouraging, and

building relationships  Think function (why)

 Re-direct  Re-teach  Provide Choice  Conference

 Continue teaching, encouraging, and building relationships

 Think function (why)

If student behavior persists, begin using minor (classroom-managed) behavior data collection form to collect data for problem solving and

inform decision-making.

If the behavior does not decrease in intensity and/or frequency, then enlist the support of the

administrator.

Behavior Improves

Complete Office Discipline Referral Form. Support options: Behavior Improves Behavior Improves Problem-solving with:  Families

 Grade Level Team  Department Team

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Directions: Please determine if each item is Not Implemented, Partially Implemented, or Fully Implemented.

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

(Readiness)

1.6 Discipline Policies:

School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently.

Discipline process includes documentation

Problem behaviors are defined Major/minor behaviors are clearly differentiated

Behavior definitions and coding procedures are consistent across state, district and school reporting systems.

Review District Discipline Policy. Map school procedures (e.g., Code of Conduct, Students’ Rights and Responsibilities, Student handbook) on to District Policy

The school is committed to having in place a clearly documented, predictable system for managing disruptive behavior (SWIS Readiness)

Referral form that is SWIS compatible is complete

Directions: Please list at least 2 action statements for 1.5 Problem Behavior Definitions: and 1.6 Discipline Policies:

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

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READINESS

SWIS Readiness, 2-Day On-site, and New Leadership Training Outcomes:

Subscale

Tiered Fidelity Inventory: Tier I Features

Evaluation

(Readiness)

1.15 Annual Evaluation:

Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year-by-year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format.

Benchmarks of Quality Not

Implemented

Staff are surveyed (Self-assessment Survey SAS)

Outcomes (behavior problems, attendance, academic benchmarks, morale) are documented and used to evaluate plan

ALL summary data is shared with

stakeholders to foster initial commitment and buy in.

Data entry time is allocated and scheduled to insure that office referral data will be current to within a week at all times. (SWIS Readiness requirement)

Evaluation information on staff surveys (SAS), implementation (TFI) and outcomes (SWIS) is collected and submitted online through www.PBISAPPS.org.

Activity 1: Evaluation

Gather as many of the following as possible:

 the results from your school’s Self-Assessment Survey (SAS), also known as the EBS  A summary of your discipline data from this past school year (or more if available)  Any other information that is relevant

 Attendance  Clinic  Grades

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TIER I TRAINING: TEAMS

Team Composition and Team Operating Procedures

Subscale

Tiered Fidelity Inventory: Tier I

Features

Teams

Team has established a clear

mission/purpose with current action plan

School administrator is an active participant in 90% of meetings, protects meeting time, disseminates information during grade level/department meetings, faculty meetings, and parent/family meetings.

Activity 1: Creating a Vision (slides 16-18)

Guiding Question:

Do you have a vision that compels new ways of thinking and acting? Working with your

staff or team, discuss your vision of your school:

 If you could create the school of your dreams, what would it look like and sound like with a positive, proactive, and instructional approach to discipline?

 What are your intended OUTCOMES for your school?

 How will this align with your School Improvement Plan, your Mission & Vision Statements?

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Thinking about Vision

Looks like …

What will we see?

Sounds like …

What will we hear?

Activity 2: Working Agreements = Norms (slide 31)

Reflect on the professional behaviors that characterize efficient and effective

meetings you have attended.

 What working agreements will support your team’s work and heighten your productivity?

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Subscale

Tiered Fidelity Inventory: Tier I

Features

Teams

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

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TIER I TRAINING: IMPLEMENTATION

Behavioral Expectations

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.3 Behavioral Expectations:

School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (e.g., school teaching matrix) defined and in place.

Benchmarks of Quality _ImplementedNot _ImplementedPartially _ImplementedFully

3-5 positively stated school-wide expectations are posted around school Expectations apply to both students and staff Rules are developed and posted for specific settings (where data suggests rules are needed)

Behavioral examples/rules are linked to expectations

Staff are involved in development of expectations and rules

Classroom Procedures

Classroom rules are defined for each of the school-wide expectations are posted in classrooms

Classroom routines and procedures are explicitly identified for activities where problems often occur

Develop Teaching Matrix is developed to organize expectations and rules in various

areas in the school

Use data to guide development of teaching matrix

Use feedback from school community (e.g., staff, students, families) to ensure cultural relevancy

Ensure expectations are defined with developmentally appropriate behaviors

Activity 1: Build Expectations (slide 21)

If your school system does not have school-wide expectations, proceed to developing

expectations for your school, consider the following activity:

 Each team member gets three sticky notes to record one expectation per

sticky note.

 Reach consensus as a team on three.

 Record these on a blank matrix

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Activity 2: Creating a Matrix (slide 23)

Enter your expectations on the matrix below

Locations

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Activity 3: Locations (slide 27)

Guiding Question: What does your map look like?

1.

Draw a diagram/map of your school in this box, on chart paper, or use a copy

of your school map.

2.

Each person identifies 3 top problem locations

3.

On the bottom half, identify where, what, who, when, and why.

Map of our school

Where?

What?

When?

Who?

Why

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Activity 4: Teaching Matrix

(slide 29)

Add the locations of your school onto the matrix above.

Activity 5: Rules

(slide 36)

Use the Behavior or Teaching Matrix to identify rules in areas of your school

When defining specific behaviors/rules they should be:

1. Observable behaviors – that we can see

2. Measureable – we could actually count the occurrence of the behavior 3. Positively stated – what to do to be successful

4. Understandable – student-friendly language

5. Always applicable – able to accomplish in all settings in the school

Guiding Questions: Are the following expectations or rules?

 Respect self and others  Walk in the hallways

 Turn in completed assignment  Be Here, Be Ready

 Keep hands and feet to self  Don’t run

Activity 6: Creating a School-wide Matrix

(slide 47)

Practice creating your matrix, using the matrix above.

 Prepare to share one location, e.g., what does Respect look like in the cafeteria

Activity 7: Procedures and Routines (slide 55)

Complete the following chart for at least of one routine and procedure examples.

Prepare to share with others at your table.

(28)

Activity 8: Creating a Classroom-wide Matrix

(slide 61)

Define classroom rules aligning with SW expectations

Complete one square and prepare to share.

Setting

Starting the Day

Independent

Work

Transitions

Small Group

Work

Schoolwide

Expectation

Safe

Respectful

Responsible

(29)

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.3 Behavioral Expectations:

School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (e.g., school teaching matrix) defined and in place.

Benchmarks of Quality _ImplementedNot _ImplementedPartially _ImplementedFully

3-5 positively stated school-wide expectations are posted around school Expectations apply to both students and staff Rules are developed and posted for specific settings (where data suggests rules are needed)

Behavioral examples/rules are linked to expectations

Staff are involved in development of expectations and rules

Classroom rules are defined for each of the school-wide expectations are posted in classrooms

Classroom routines and procedures are explicitly identified for activities where problems often occur

Develop Teaching Matrix is developed to organize expectations and rules in various

areas in the school

Use data to guide development of teaching matrix

Use feedback from school community (e.g., staff, students, families) to ensure cultural relevancy

Ensure expectations are defined with developmentally appropriate behaviors

Directions: Please list at least 2 action statements for 1.3 Behavioral Expectations:

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

(30)

TIER I TRAINING: IMPLEMENTATION

Teaching Expectations

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.4 Teaching Expectations: Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

Implemented ImplementedPartially ImplementedFully

A behavioral curriculum includes teaching expectations and rules

Lessons include examples and non-examples

Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum

Faculty/staff and students are involved in development & delivery of behavioral curriculum

Strategies to share key features with families/community are developed and implemented

Classroom Procedures Expected behavior routines in classroom are

taught

Identify dates on the school’s professional development calendar when the plans for teaching expectations will be shared with staff

Identify dates on the school’s professional development calendar when the expectations will be formally taught to all students

Guiding Questions

How will your school teach expectations? (Lesson plans that include examples and

non-examples, and a variety of strategies)

1. How will your team and faculty use “best practices” to teach social skills?

–Will you teach directly in settings? (i.e. bus expectations taught on bus)

–Will faculty and staff model appropriate behavior?

2. How will you start to embed into subject area curriculum?

3. How will lessons be taught throughout the school year?

(31)

Activity 1: Develop Lesson Plans (slide 25)

Need fillable lesson plan template

 Choose a rule/routine from the school-wide or classroom-wide matrix.

 Work with your shoulder partner or team to complete the behavior lesson plan template at your table.

 Be ready to describe your lesson to the group and possibly role-play the example and non-example.

Expectation ___________________________________________________________ Establish/Define Behavior/Procedure:

Introduce the behavior and why it is important. Be sure to list the location(s) where and when the behavior is expected.

1. 2. 3.

Teach:

Teacher demonstrates or models the behavior. Model examples and non -examples. 1.

2. 3.

Practice:

Give students opportunities to role play the behavior across all relevant settings . 1.

2. 3.

Monitor and Reinforce:

1. Pre-Correct/Remind-Anticipate and give students a reminder to perform behavior. 2. Supervise-Move, scan and interact with students.

3. Feedback-Observe student performance and give positive, specific feedback to students.

4. Reteach-Practice throughout the day and school year.

(32)

Activity 2: Creating a Plan for Teaching Desired Behaviors (slide 33)

Once the behavior lesson plans are created it is important to take time to decide

how the lessons will be taught, not only at the beginning of the year, but throughout

the year.

 Create a draft plan to teach expectations. Encourage input from all staff members to complete the Teaching Expectations Plan to make sure it will be done.

What will be done?

How will it be done?

When will it be done?

Introduce the expectations

Create/Post the Matrix

Establish a signal for obtaining class attention & transitions Model what the expectations look like

Practice with students

Provide specific feedback

Acknowledge students who demonstrate the expected behavior

(33)

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.4 Teaching Expectations: Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

A behavioral curriculum includes teaching expectations and rules

Lessons include examples and non-examples

Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum

Faculty/staff and students are involved in development & delivery of behavioral curriculum

Strategies to share key features with families/community are developed and implemented

Classroom Procedures Expected behavior routines in classroom are

taught

Identify dates on the school’s professional development calendar when the plans for teaching expectations will be shared with staff

Identify dates on the school’s professional development calendar when the expectations will be formally taught to all students

Directions: Please list at least 2 action statements for 1.4 Teaching Expectations

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

(34)

TIER I TRAINING: IMPLEMENTATION

Problem Behavior Definitions

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

Discipline process described in narrative format or depicted in a graphic format Discipline process includes

documentation (continued from

Readiness)

Discipline referral form includes information useful in decision-making Problem behaviors are defined

(continued from Readiness)

Major/minor behaviors are clearly differentiated (continued from Readiness) Suggested array of appropriate responses to major (office-managed) problem behaviors

T-chart complete

Referral form complete (continued from Readiness) Process developed

Staff communication and prompts to promote consistency in place

Critical Element 1.8 Classroom Procedures:

Benchmark of Quality

Procedures exist for tracking classroom behavior problems

Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered

Activity 1: Determine Classroom Managed (Minor) & Office Managed

(Major) Behaviors (slide 22)

Use the chart below or a large sheet of chart paper:

 Choose one of the problem behaviors frequently observed in your discipline data, e.g., “Disruption” or “Disrespect”

 Identify behaviors that would be minor and major

 Also determine if there are any considerations for special circumstances and/or students

(35)

Activity 2: Discipline Process (slide 46)

To operationalize this system, you will need to:

1. Define what constitutes major or office-managed behavior

2. Know strategies to respond to minor or staff-managed behaviors

3. Develop related data gathering tools

 Write preventative practices and procedures that currently exist at your

school in the large rectangles.

Administrator Managed Behaviors

(Major)

Teacher Managed Behaviors

(Minor)

(36)

Discipline Process

Continuum of Support for Discouraging Inappropriate Behavior

Ongoing Teaching and Encouraging of Expectations

and Building Relationships

Inappropriate Behavior Occurs Office Discipline Referral Classroom-Managed (minor) Office-Managed (major) Behavior Improves Behavior Improves Behavior Improves

(37)

Activity 3: Office Referral Form (slide 50)

See 1.5 in Readiness section

 Review “Constructing your Office Referral” resource

 Review sample data collection tools for office-managed (major)

 Review your current office discipline referral and identify data fields to add

(38)

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

Discipline process described in narrative format or depicted in a graphic format Discipline process includes

documentation (continued from

Readiness)

Discipline referral form includes information useful in decision-making Problem behaviors are defined

(continued from Readiness)

Major/minor behaviors are clearly differentiated (continued from Readiness) Suggested array of appropriate responses to major (office-managed) problem behaviors

T-chart complete

Referral form complete (continued from Readiness) Process developed

Staff communication and prompts to promote consistency in place

Critical Element 1.8 Classroom Procedures

Benchmark of Quality

Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered

Directions: Please list at least 2 action statements for 1.5 Problem Behavior Definitions

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

(39)

TIER I TRAINING: IMPLEMENTATION

Professional Development

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.7 Professional Development: A written process is used for orienting all faculty/staff on 4 core Tier I SWPBIS practices: (a) teaching school-wide

expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance.

A curriculum to teach the components of the discipline system to all staff is developed and used

Plans for training staff how to teach expectations/rules/acknowledgments are developed, scheduled and delivered Booster sessions for staff are planned, scheduled, and delivered

Schedule for acknowledgements for the year is planned

Plans for orienting incoming staff are developed and implemented

Enter professional training dates in school’s calendar

Establish communication plan to share information regularly with staff

Activity 1: Professional Development for Expectations and

Acknowledgements (slide 18)

 What are expectations?

o What do they do for us?

 What are acknowledgements?

o What do they do for us?

(40)

Activity 2: Professional Development for Discipline Systems (slide 19)

1. Go back to your notes on the discipline system.

2. Read them over and check in with your team:

1. Are there outstanding questions?

2. Do you know how to “sell” this to your staff?

3. Ask those questions now.

4. Summarize the main components of the discipline system and be prepared to

share as if you are presenting to your staff members.

Activity 3: Timelines for Professional Development (slide 20)

We need a timeline that is reasonable and allows us to teach and train all staff and

students on the core features (expectations, acknowledgements, and discipline).

(41)

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.7 Professional Development: A written process is used for orienting all faculty/staff on 4 core Tier I SWPBIS practices: (a) teaching school-wide

expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance.

A curriculum to teach the components of the discipline system to all staff is developed and used

Plans for training staff how to teach expectations/rules/acknowledgments are developed, scheduled and delivered Booster sessions for staff are planned, scheduled, and delivered

Schedule for acknowledgements for the year is planned

Plans for orienting incoming staff are developed and implemented

Enter professional training dates in school’s calendar

Establish communication plan to share information regularly with staff

Directions: Please list at least 2 action statements for 1.7 Professional Development:

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

(42)

TIER I TRAINING: IMPLEMENTATION

Classroom Procedures(not sure if you want this here as a place holder???

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.8 Classroom Procedures: Tier I features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems.

Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

Expected behavior routines in classroom are taught

Classroom teachers use immediate and specific praise

Acknowledgement of students

demonstrating adherence to classroom rules and routines occurs more

frequently than acknowledgement of inappropriate behaviors

Classrooms have a range of

consequences/interventions for problem behavior that are documented and consistently delivered

Determine how to monitor progress in the classrooms, (e.g., informal walk-throughs, self-assessments, checklists)

Establish process for staff to access support in the classroom (e.g., Request for Assistance)

(43)

Directions: Please list at least 2 action statements for 1.8 Classroom Procedures:

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

(44)

TIER I TRAINING: IMPLEMENTATION

Feedback and Acknowledgement

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.9 Feedback and Acknowledgement: A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to school-wide

expectations and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students.

A system of acknowledgements has elements that are implemented consistently across campus A variety of methods are used to acknowledgements students Acknowledgements are linked to expectations and rules

Acknowledgements are varied to maintain student interest

Ratios of acknowledgement to corrections are high

Students are involved in

identifying/developing incentives The system includes incentives for staff/faculty

frequently than acknowledgment of inappropriate behavior

Activity 1: Changing our Words (slide 14)

1. Draw a line down the middle of your index card. Write “Negative” on the left

side and “Positive” on the right side.

2. Write 2 or 3 “No”, or “Don’t” statements you have heard in your school given by

an adult to a student, e.g., “no running in the hallway!” on

the left side of your index cards.

3. Exchange your card with someone you don’t know at

another table.

4. Re-write their statements to a positive request.

5. Re-exchange cards and return to your team.

6. Share at your table.

(45)

Activity 2: Designing Your Acknowledgement System (slide 38, 39)

Considerations:

 Consider various ideas for acknowledging both staff and students.

 Complete acknowledgement matrix for staff and students (high frequency,

intermittent, long term).

 Share the acknowledgement list with all the stakeholders (staff and students

alike).

To Do:

1. Design Acknowledgement System

2. Review Examples

3. Develop Action Steps

School-wide Acknowledgement Matrix

TYPE WHAT WHEN WHERE WHO

STUDENTS: ADULTS: STUDENTS: ADULTS: STUDENTS: ADULTS: STUDENTS: ADULTS:

(46)

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.9 Feedback and Acknowledgement: A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to school-wide

expectations and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students.

A system of acknowledgements has elements that are implemented consistently across campus A variety of methods are used to acknowledgements students Acknowledgements are linked to expectations and rules

Acknowledgements are varied to maintain student interest

Ratios of acknowledgement to corrections are high

Students are involved in

identifying/developing incentives The system includes incentives for staff/faculty

frequently than acknowledgment of inappropriate behavior

Directions: Please list at least 2 action statements for 1.9 Feedback and Acknowledgement:

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO?

WHEN?

A. B. C. D.

(47)

TIER I TRAINING: IMPLEMENTATION

Faculty Involvement and Student/Family/Community Involvement

Subscale

Tiered Fidelity Inventory: Tier I Features

Implementation

1.10 Faculty Involvement: Faculty are shown school-wide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least every 12 months

1.11 Student/Family/Community Involvement:

Stakeholders (students, families, and community members) provide input on

universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months.

Implemented

Faculty are aware of behavior problems across campus through regular data sharing

Faculty involved in establishing and reviewing goals

Faculty feedback is obtained throughout the year

Plans for involving families/communities are developed an implemented (from PD benchmark)

Data informs decisions (e.g., student surveys, climate surveys

Surveys are developed with dates to administer to staff, students and families

Activity 1: Rethinking Discipline (slide 15)

1. Read the following information in the “Rethinking Discipline” chart. Record your thoughts.

2. Share your thoughts with another person in your large group, e.g., inside-outside circle. 3. What did you hear from others that give you pause to rethink your understanding of

discipline?