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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

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Objectives for Coaches

By the end of today’s meeting you will:

• Be able to facilitate your PBIS team’s 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

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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

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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

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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

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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

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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.


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

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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.


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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 ODR’s 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 café.

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 ODR’s 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)

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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

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Evaluation Schedule