SD PBIS Coaches’ Training

Kari Oyen, Pat Hubert, and

Crystal Mengenhausen

SD PBIS Trainers

Today’s Agenda

Review of expectations of Coach

Review of data systems

Mid-year “slump”---Being Prepared!

SET: How to be prepared for spring visit

Self Assessment Survey

Working Smarter document

Parent Training

The Foundation

3 Tiers & Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

Tier 2: Targeted, Supplemental Interventions & Supports

Tier 1: Core, Universal Instruction & Supports .

RtI State Transformation Team – FL DOE (12/3/09)

Expectations of a PBIS Coach

Where to Start• Build local capacity

Become unnecessary…but remain available

• Maximize current competenceNever change things that are workingAlways make the smallest change that will have the biggest impact

• Focus on valued outcomesTie all efforts to the benefits for children

• Emphasize Accountability Measure and report; measure and report; measure and report.

• Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c)

relationships, (d) time investment.

• Pre-correct for success

Coach:1.) “Positively Nag” and

“Cheerlead”

2.) Communicate

4.) Fidelity - Facilitate Data-Based Decision-Making

5.) Facilitate PBIS Implementation at School

Provide frequent, positive communication

Find positives in school data

Provide edible reinforcers, thank you’s, other kudos

Celebrate successesCc-ing key people, PR contact, presentations

Encourage positive behavior by administrator

Maintain coaches’ school binderMeans of documenting efforts and celebrating success

Encourage team’s documentation of programming

“Positively Nag” and Cheerlead

Communicate with team (phone, emails, team mtgs)

Make sure people have agenda, data, action plan

Help team communicate to staff

Provide awareness presentations

Make connections /stakeholders

Communicate with state

CommunicationCommunicate with team (phone,

emails, team mtgs)Make sure people have agenda,

data, action planHelp team communicate to staff Provide awareness presentations Make connections /stakeholdersCommunicate with state

FIDELITY Fluency with expectations “Keeper of the Process”

Self-assessment (TIC, SAS, SET)

Action planning – (Action Plans)

PBIS Activity implementation On-going evaluation

Reinforce Value in Data

Ensuring FidelityThorough Understanding of the Team Plan

Compare Actions to Best Practice Binder, TIC/Review SET, PBIS website, etc

Utilize Relevant Resources Emphasize greater effectiveness Reminders: fidelity, accountability, doing what’s right for kids Blame the school

Call for help when needed Project Support, Individual problem-solving

Facilitate PBIS Implementation at School

Set group “norms” or expectations

Be a good facilitator

Make meetings time count

Accountability conversations

Strategy:Establishing Group Expectations

Ground Rules (examples)We will be present at all meetings We will be on time and allow no

interruptions to make or take phone calls, etc.

We will be concise when we speak – encouraging others to participate

We will distribute tasks equally amongst members

Facilitation SkillsLifelong development of active listening skills

Paraphrasing, summarizingAssertiveness, re-focusing, getting teams

“unstuck”De-escalationMotivating

Watching how the team interacts while contributing to the discussionIf your team is struggling, focus on the

group dynamics & processes for a while

Facilitating vs. Leading

Facilitator Team Leader

Ensures the team meets regularly

Sets the dates for meetings

Offers tools to assist in record keeping, team evaluations, etc.

Checks accuracy of records, directs team in evaluation

Ensures equal distribution of roles and responsibilities

Assumes the role of leader, delegates, assigns tasks

Ensures the team is using data for decision making

Refers the team to the data during team meetings

Attending Team MeetingsLooking at data

From last yearSince the beginning of the school year

Continue working on faculty buy-inPilot or case studiesInput, feedback

Continue working on Action Plan

Stay in touch with your State Trainer, other CoachesMonthly meetings, evaluation updates,

Assistance

Strategy: Meeting AgendaMeeting logistics (i.e. date, time, location,

facilitator, timekeeper, snackmaster, attendees

Applaud and AssessThings that have gone wellCritical Issues

ItemsData Summary (what, where, when, and who)

and Problem Solving ProcessReview Action Plan ProgressFollow up items from staff meetingAny additional concerns

Strategy: Meeting Agenda cont.

Actions/ResultsWhat is the plan based on the data

review and concerns addressed?

Next Steps/To Do ListWhat do we need to do to accomplish

the goals based on the data?

Next Meeting LogisticsDesignate roles, times and locations

for the next meeting.

Managing Your PBS Time:Do something, ANYTHING, immediately

Feeling of accomplishment

Break down larger tasks into smaller ones

Ask for help

Delegate if appropriate

Reward yourself when tasks are completedOK to reward frequently for small

accomplishmentsCelebrate large successes with a larger reward

Share triumph of getting things done with othersPositive reinforcement best way to maintain

momentum

Are We Doing What We Planned

Evaluating Implementation & Team FunctioningDid we do what we planned?

How do our actions match up to Best Practice?

Is what we’re doing working?Is it working a lot or a little?Is it working enough to justify the

effort and resources?

What can we celebrate?

What can we improve?How can we support more students

with minimal resources?

Review

PBS Coach

1. Positive “Nag”

4. Fidelity

2. Facilitate

• Team meetings• Activities at trainings• Implementation – ‘

2. Communicat

e

• Faculty• Administrator• District Coordinator• Community

• PBIS knowledge• Behavioral ‘expert’• Link to resources

Keeping the Wheels On

Action PlansEnsure Action Plan is being used

Regularly check (monthly)Monitor progress toward goalsProvides accountabilityItems/actions should be data based:

can you answer the question: “What data led the team to decide on this?”

Positively report, promote, shape, and reinforce school team progress and products

Implementation Schedule

Make sure all PBS activities are scheduled for the rest of the year

PBS Team meetings (monthly)Data Sharing with staff (monthly)Trainings (data-driven)

Initial, Behavior Principals, Staff, Student, Parent, Bus Driver

Be sure content is specified for eachReward Events (data-driven)

Points to RememberGOAL = SYSTEMS CHANGE

For AdultsMake it EASY to use Training, procedures, forms, support personnel, technology

For Kids They all know what’s expectedThose with issues have tools/supportReward systems, multiple tiers of support, Teacher

skills

Focus on data and constant renewal/improvementData gathering & analysis and sharing

TimelinesDue By January 22, 2013

Coaches training Oct. 29th.

2nd TIC (Team Implementation Checklist) turned in.

Due by May 10, 2013Coaches training in March (Date TBD).

SAS (School Assessment Survey) completed.

SET (School-wide Evaluation Tool) completed by PBIS trainer.

PBIS trainer has attended 2 team meetings at your school.

Due July 1, 2013ODR (Office Discipline Referral) numbers by month

- suspension/expulsion numbers for the year by grade level,

- graduation drop out numbers are reported.

Third TIC (Team Implementation Checklist) turned in.

Questions about Grant Agreements???Submit an invoice after each time

has lapsed

Indicate which activity was completed, the date of the activity, and $$$ associated with the activity

Date, sign, and submit to Rebecca Cain at rebecca.cain@state.sd.us

Data systems

Using evaluation data to guidethe team

What tools are you currently using to evaluate your progress?

How are you using this evaluation data to guide your team PBS planning

Goal: Identify 2-3 tools you plan on using to evaluate your progress

Data*SWIS (monthly)/Infinite Campus

School Team Update

Team Process Evaluations

Team Implementation Checklist (multiple times)

Walk-Throughs (1x/year)

School-wide Evaluation Tool (SET)

Outcome Data (ODR, ISS, OSS, Attendance) Staff Satisfaction Survey (SAS)

BIG 5 Generator!!!!

http://www.pbismaryland.org/pbis_maryland_homepage_archive.htm

Under Archives, click Big 5 Generator

This can generate data from your Office Discipline Referral (ODR) data similar to the SWIS data system!

Let’s practice???

Mid-Year Slump---Be Prepared

Booster Training

Use TIPS to go through the problem-solving process!

Problem Solving Practice

SYSTEMS

PRACTICES

DATA

SYSTEMS – Support

Staff Behavior

PRACTICES – Support Student

Behavior

DATA – Supports Decision Making

PBIS “3-Circles” Problem-Solving WorksheetIdentified Problem: ______________________

Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?____________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

SYSTEMS – Support Staff Behavior

PRACTICES – Support Student Behavior

DATA – Supports Decision Making

PBIS “3-Circles” Problem-Solving WorksheetTargeted Problem: Behavior in the cafeteria

Step 2: What is the goal?Reduce ODR’s from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month).

Step 3: What will we do to support student behavior?

1. Teach “Cafeteria Expectations” in context.

2. Classroom teachers to provide pre-corrections prior to dismissing class to lunch.

3. Implement special “gotcha” system by class to earn class-wide recognition & privilege..

4. Use “stop light” system for monitoring noise level.

5. Use a “silent table” to isolate chronic rule-violators.

Step 4: What will we do to support staff?

1. Train lunchroom staff to teach cafeteria expectations.

2. Admin. monitor and demonstrate appropriate use of “gotchas’ for workers.

3. Admin. provide additional active supervision in café.

4. Advise teaching staff of new procedures.

5. Provide data feedback to staff.

Step 1: What does the data say?38% of the ODR’s last month were for disrespect and disruption in the cafeteria.

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

SYSTEMS – Support

Staff Behavior

PRACTICES – Support Student

Behavior

DATA – Supports Decision Making

PBIS “3-Circles” Problem-Solving Worksheet

Identified Problem: Disruptive classroom behavior

Step 2: What is the goal?Decrease incidents of disruption as measured by a decrease of 20% in ODRs for disruptive behavior by the end of the first nine weeks. Increase on-task student behavior measured by teacher observation.

Step 3: What will we do to support student behavior?Classroom routines and procedures defined, posted, taught, practiced, and acknowledged by classroom teachers. Use behavior specific praise statements contingent upon students demonstrating behaviors defined in classroom routines.

Step 4: What will we do to support staff?PBIS Leadership team to use Cool Tools and professional learning modules from Wiki to provide support to staff to implement practices. PLCs to support one another in development of practices. Post routines/procedures to shared forum (Google Docs).Use Cool Tools to self-assess implementation of practices.

 

Step 1: What does the data say?• The most significant concern is

disruption defined as behavior causing an interruption in a class or activity in classrooms .This behavior occurs daily (frequency/quantify behavior), and is most likely to happen during transitions from one instructional activity to another (e.g., lunch, morning arrival, 2:30). Students from all grade levels (grade level/group of students) are most likely to engage in this behavior. We are unsure as to why students are engaging in this behavior (function of behavior- get/obtain or avoid/escape).

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002), PBIS in VA

SYSTEMS –

Support Staff

Behavior

PRACTICES – Support Student Behavior

DATA – Support

s Decisio

n Making

PBIS “3-Circles” Problem-Solving WorksheetIdentified Problem: ______________________

Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________

Your Turn!

PreventionEnsure that supervisors are on the playground and are engaged in active supervision .

Teaching Teach the school-wide behavior expectations of being safe, respectful, and responsible, and do the teaching on the playground where problem behaviors are most likely.

Reward Provide a formal system for playground supervisors to recognize appropriate play on the playground.

Extinction Teach all students to signal “stop” when they are treated disrespectfully.Teach playground supervisors to ensure that aggression and disruption are not allowed to gain access to preferred activities or materials.

Corrective consequences

Review continuum of consequences for problem behavior on playground with students and supervisors and make sure continuum is in effect.

Data Team will review playground data in 2 weeks

Step 3: Discuss and Select Solutions

Directions2 Groups per table10 min. to complete

Identify a time keeper & recorder

1. Choose 1 PROBLEM BEHAVIOR per group

2. Work through process on blank P-S worksheet

1. Disproportionate # of Special Ed. students being suspended

2. Teachers not rewarding students3. Bullying behavior4. Tardies to class or school5. Problems in the bathroom6. Disrespect to teachers7. Aggression on playground or other

area8. Disruption during assemblies9. Parents not involved, supportive10. Not prepared for class

Share out – aha’s & Action Plans

SET: Preparing for your spring visit

http://flpbs.fmhi.usf.edu/Tier%201/Product%20Books/Floresta%20PBS%20product%20book.pdf

**Examples of product book is noted above.

**Example of SET is located at the back of the PPT

**Get into groups of 3-4 and go through the SET using the product book sample above. This won’t be complete, but can give you an idea of the process.

Products to gather (if created):

1. _______Discipline handbook

2. _______School improvement plan goals

3. _______Annual Action Plan for meeting school-wide PBIS goals

4. _______Social skills instructional materials/ implementation time line

5. _______Behavioral incident summaries or reports

6. _______Office discipline referral form(s)

7. _______Other related information

SAS: What to know about the survey

Window of time to administerWill be sent out by Becky Cain

Passwords, etc. will be sent out by Becky.

Parent/Student surveys will be sent out at another time by Karen Taylor or Gavin Woltjer from the TIE office.

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SPSA

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Are outcomes

measurable?

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

What about Parent Training?http://flpbs.fmhi.usf.edu/resources_family.cfm

Article Jigsaw

In Groups

Break the article apart

Assign sections

Read

Be prepared to share

Questions?

Contact Information:Kari Oyen, kari.oyen@k12.sd.usPat Hubert, phubert@edec.orgCrystal Mengenhausen,

cmengenhausen@edec.orgPenny McCormick-Gilles,

penny.mccormick-gilles@k12.sd.us

Project Coordinator:Rebecca Cain, rebecca.cain@state.sd.us