Year 1 Coaches Day 3 ?· PBIS Year 1 School-based Coaches Meeting: ... staff Team validation ... for…

  • Published on
    11-Jun-2018

  • View
    212

  • Download
    0

Embed Size (px)

Transcript

  • 1

    PBIS Year 1 School-based Coaches Meeting: Day 3

    TRAINING EXPECTATIONS

    SELF-ASSESS(PARTICIPATING? Engaged as a learner, Talking during allotted times?)

    Work as a team: room for every voice SELF

    Cell Phones (inaudible): Converse in lobbies and breaks

    Work as a team: reinforce participation OTHERS

    Recycle

    Maintain neat working area ENVIRONMENT

    Agenda

    Using Assessment Data to Make Decisions: Self-Assessment Survey (SAS)

    Team Implementation Checklist (TIC)

    School-wide Evaluation Tool (SET)

    Coaching for Roll-out and Implementation

  • 2

    Objectives for Coaches

    By the end of todays meeting you will:

    Be able to facilitate your PBIS teams use of SAS, TIC, and SET data to inform implementation

    Understand your role as coach during implementation

    Agreements

    Team

    Data-based Action Plan

    Implementation Evaluation

    GENERAL IMPLEMENTATION PROCESS

    Evaluation Schedule

  • 3

    Purpose of the Self Assessment Survey (SAS)

    Assesses Universal Implementation of:

    School-wide Systems

    Classroom Systems

    Non-classroom Systems

    Individual Student Systems

    Results used for:

    Annual action

    planning

    Internal decision making

    Assessment of change over time

    Awareness building for

    staff

    Team validation

    Instructions for Reporting: Self-Assessment Survey 1. Navigate to www.pbisapps.org

    2. Hover over Applications

    3. Select PBIS Assessments

    4. Login with 6 digit School ID (table tents)

    5. Under Surveys Closed, for Self-Assessment Survey select View Reports:

    SAS Total Score

  • 4

    SAS Total Score School-wide Systems Non-classroom Systems

    Classroom Systems Individual Student Systems

    SAS Subscale Report

    SAS Items DEMO SCHOOL DEMO SCHOOL

    DEMO SCHOOL DISTRICT

  • 5

    Using SAS Results to Make Decisions

    1. Review overall perspective of PBIS Implementation in each of four subsystems.

    2. Identify three major strengths for each subsystem.

    3. Identify three areas in need of development for each subsystem.

    4. Prioritize one area of focus for each subsystem.

    5. Identify activities to support area of focus.

    6. Transfer to Action Plan!

    Purpose of the Team Implementation Checklist (TIC)

    Results used to:

    Assess features in place

    Determine short-term goals/action

    planning

    Evaluate on-going efforts

    Design and revise

    procedures as needed

    Quarterly monitoring of activities for implementation of SWPBIS.

    TIC Total Score

  • 6

    TIC Subscale Establish Commitment

    Establish and Maintain Team

    Self-Assessment

    Define Expectations

    Teach Expectations

    Reward Expectations

    Consequences

    Classroom

    Establish Information System

    Building Capacity for Function-Based Support

    TIC Subscale

    TIC Items

  • 7

    Using TIC Results to Make Decisions

    1. Review overall percentage of items fully implemented

    Compare results across the year

    2. Review subscales and identify one area of strength and one area for improvement.

    3. Within your identified subscale of strength, identify one item to sustain.

    4. Within your identified subscale for improvement, identify one item to support.

    5. Transfer to Action Plan!

    Purpose of the SET

    Results used to:

    Assess features in

    place

    Determine annual

    goals/action planning

    Evaluate on-going efforts

    Design and revise

    procedures as needed

    Compare efforts year

    to year

    Assessment of critical features of SWPBS across each school year

    SET Subscale

    Expectations Defined

    Expectations Taught

    Reward System

    Violations System

    Decision-Making

    Management

    District Support

    Implementation Average

  • 8

    SET Subscale

    SET Items

    Using SET Results to Make Decisions Benchmark for Implementation to Fidelity:

    Expectations Taught/Implementation Average: 80/80

    1. Review subscales and identify one area of strength and one area for improvement.

    2. Within your identified subscale of strength, identify one item to sustain.

    3. Within your identified subscale for improvement, identify one item to support.

    4. Transfer to Action Plan!

  • 9

    TIC Subscale SAS Subscale SET Subscale BOQ Subscale

    Establish Commitment Establish and

    Maintain Team Self-Assessment Define Expectations Teach Expectations Reward Expectations Consequences Classroom Establish Information

    System Building Capacity for

    Function-Based Support

    Expectations Defined, Expectations Taught, Reward System, Violations System, Monitoring, Management, District Support.

    Expectations Defined, Expectations Taught, Reward System, Violations System, Decision-Making, Management District Support.

    PBIS Team Faculty Commitment Discipline Procedure Data Entry &

    Analysis Expectation Recognition Teaching

    implementation Classroom Systems

    & Evaluation

    How They Work Together

    Define Expectations

    Teach Expectations

    Reward Expectations

    Consequences

    Establish Information

    System

    Self-Assessment

    Establish Commitment

    Establish and Maintain

    Team

    Classroom

    Building Capacity for

    Function-Based

    Support

    Expectations Defined

    Expectations Taught

    Reward System

    Violations System

    Monitoring

    Management

    District Support

    Expectations Defined

    Expectations Taught

    Reward System

    Violations System

    Decision-Making

    Management

    District Support

    TIC Subscale SAS Subscale SET Subscale

    SYSTEMS Support

    Staff Behavior

    PRACTICES Support Student

    Behavior

    DATA Supports Decision Making

    PBIS Integrated Elements Problem-Solving Worksheet

    Identified 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 and Maryland PBIS Coaches Meeting, 2012)

    SYSTEMS

    Support Staff

    Behavior

    PRACTICES

    Support Student Behavior

    DATA

    Supports

    Decision Making

    PBIS Integrated Elements Problem-Solving Worksheet

    Targeted Problem: Behavior in the cafeteria Step 1: What does the data say? 38% of the ODRs last

    month were for disrespect

    and disruption in the

    cafeteria.

    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 caf.

    4. Advise teaching staff of new

    procedures.

    5. Provide data feedback to staff.

    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 2: What is the goal?

    Reduce ODRs from the

    cafeteria by 50% (from an

    average of 19 per month

    to no more than 9 or 10

    per month).

    (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002 and Maryland PBIS Coaches Meeting, 2012)

  • 10

    A look at Roll-out

    Expectations for the beginning of the school-year

    Kickoff!

    Teaching schedule

    Data collection/entry/analysis

    After roll out:

    Team cheerleader

    School resource

    Administration liaison

    Coaching for Implementation

    Create a schedule for the year

    Continue to meet at least

    monthly

    Know your schools strengths and areas of need

    Review data at EVERY meeting

    Continue to ask for feedback and involvement

    Continue to offer updates in staff meetings

    Teaching

    Acknowledgment / reinforcement

    Data (odr reports)

    Check for implementation

    fidelity

    Create a school-wide behavior manual

    Maintain PBIS binder / roll out

    plan

    Students and staff will do what works Behavioral approach

  • 11

    Evaluation Schedule

Recommended

View more >