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Coordinator Orientation for PBIS at the Universal Level January 16, 2013

Coordinator Orientation for PBIS at the Universal Level January 16, 2013.

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Coordinator Orientation for PBIS at the Universal Level January 16, 2013

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  1. Coordinator Orientation for PBIS at the Universal Level January 16, 2013

  2. Welcome!Coordinator Orientation by Sherry Schoenberg & Cassandra Townshend How to login:You will be connected to audio using your telephone after joining the Webinar. Please dial the following info that will also appear on your screen:Toll: (702)-489-0003Access Code: this is the number that was provided in your confirmation email from GoToWebinar (don’t forget to hit the # key after the access code)Audio PIN: Shown after joining the Webinar Please DO NOT connect using your computer’s microphone and speakers.

  3. Introductions When we call your name please: • Say “hello” • Tell us what school you are from. • Indicate who is in the room with you, if anyone.

  4. Webinar Logistics • 2 Ways to Interact: • Raise your hand using the icon on your screen • Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

  5. Agenda Introductions Brief PBIS Review Define Coordinator responsibilities and competencies Define Team Member responsibilities Identify Coaching and Other Supports Available Define role of the SU/District Coordinator Using your School Data: SET & SAS Answer remaining Questions

  6. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  7. Intensive Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Targeted Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Universal Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  8. Establishing Continuum for SWPBIS • INTENSIVE PREVENTION • INTENSIVE PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • TARGETED PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • TARGETED PREVENTION • UNIVERSAL PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • UNIVERSAL PREVENTION ~80% of Students

  9. Create a common purpose • Define 3-5 positively statedbehavioral expectations • Develop systems for teaching behavioral expectations • Develop systems for acknowledging and rewarding behavioral expectations • Develop systems for discouraging problem behaviors • Develop data management systems What are the elements of PBIS at the Universal Level?

  10. Why have a PBIS Coordinator? Support Team with action planning and implementation Help with Team sustainability and accountability Team reinforcement (positive nag) Facilitate the use of data in decision making Public relations and communications Network with other schools Feedback to statewide PBIS Team

  11. PBIS Coordinator Pre-requisites: Attendance at introductory trainings Role endorsed by school principal Flexibility to complete tasks during the day Positive rapport with other school staff and professional credibility Interest in performing responsibilities of coordinator

  12. PBIS Coordinator Responsibilities: Ensure Team is scheduled to meet at least monthly and facilitation occurs Help with Team organization and task completion Organize and report data to SU Level Team and to the State Attend regional coordinator meetings (4 times a year: 2 face to face and two webinars) Attend training events

  13. PBIS Coordinator Competencies: Fluency with PBIS features – systems, data and practices Effectively communicates with school leadership team, SU/District PBIS Coordinator and community stakeholders (e.g., faculty, students, staff, parents, community members) Positively reports, promotes, shapes, and reinforces school team progress and products

  14. Coordinators Calendar http://www.pbisvermont.org/resources/coaches-a-coordinators/school-coordinators

  15. PBIS Leadership Team Member Responsibilities: • Share team roles • Promote PBIS Implementation Plan to representative group in school • Attend monthly team meetings • Volunteer for team tasks • Act as PBIS cheerleader!

  16. Activity! Complete the PBIS Coordinator self-assessment Identify three priorities for your own professional development Review your learning priorities with your Team and return completed self-assessment to your coach/trainer

  17. Supports Available to You: • Presenters, State TA’s, Implementation Coaches, SU/District Coordinators • Optional PBIS Coordinator Check-in at end of each day • Other PBIS schools • Websites: www.pbisvermont.org and www.pbis.org

  18. Support for PBIS is needed at every level!

  19. Implementation Science tells us that we need to attend to both innovation and implementation at all levels. Structures and Supports PBIS School-Based Leadership Team, Administrator and PBIS Coordinator Supervisory Union/District Coordinator and SU/District Leadership Team Building Staff, Students and Families VTPBiS State Implementation Team, Implementation and Coaches You are here! Feedback

  20. VT Statewide Structure of Support

  21. Role of SU/District Coordinator • Establish SU/District Team • Conduct SET Evaluations • Act as a liaison between schools and State Team • Attend School-based Leadership Team Mtgs (2-3 times/year) • Secure resources/funding for school teams • Create capacity for staff training through SU training Calendar

  22. Using your School Data: SET and SAS

  23. Improving Decision-Making From Problem Solution To Problem Solving Solution Problem Information (Data)

  24. Data Driven Decision Making • Getting Started • SET, SAS Survey, ODRs • Getting to Implementation Fidelity • BoQ, SET • Sustaining Improvement • SAS Survey, BoQ, ODRs

  25. Assessing PBIS Practices Self-Assessment Survey (SAS)

  26. Reviewing your Self-Assessment Survey (SAS) results…..

  27. Two main questions • What systems are in place now? • What systems are most in need of improvement?

  28. Understanding SAS Results: • www.pbisassessment.org • Total Score • Subscale • Items

  29. Total Score:

  30. Subscale:

  31. Items:

  32. Assessing PBIS Practices School-wide Evaluation Tool (SET)

  33. Reviewing your School-wide Evaluation Tool (SET) results…

  34. SET Components

  35. Understanding SET Results: • www.pbisassessment.org • Subscale • Items

  36. Baseline SET Subscale:

  37. Items:

  38. Post-SET EXAMPLE:

  39. Important Next Steps: • Schedule a time to do First Steps Online Module Series (Anne will e-mail you the link and follow-up instructions) • VTPBiS Training Calendar & Resources: www.pbisvermont.org • VTPBiS Newsletters • Solidify SU/District Coordinator

  40. First Steps to Implementation Module Series: Module 1: Part 1: PBIS Review Part 2: Team Responsibilities & Working Smarter, Not Harder Module 2: Part 1: Introduction of the six components of PBIS Component 1: Purpose Statement Part 2: Component 2: Behavior Expectations Module 3: PBIS Data Tools

  41. Questions and Answers THANK YOU!

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