SD PBIS Coaches’ Training

1. SD PBIS Coaches’ Training Kari Oyen, Pat Hubert, and Crystal Mengenhausen SD PBIS Trainers

3. Today’s Agenda • Review of expectationsof 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

4. The Foundation

5. 3 Tiers & Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & SupportsTier 2: Targeted, Supplemental Interventions & Supports Tier 1: Core, Universal Instruction & Supports. RtI State Transformation Team – FL DOE (12/3/09)

6. Expectations of a PBIS Coach

7. Where to Start Build local capacity Become unnecessary…but remain available Maximize current competence Never change things that are working Always make the smallest change that will have the biggest impact Focus on valued outcomes Tie 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

8. Coach: 1.) “Positively Nag” and “Cheerlead” 2.) Communicate 4.) Fidelity - Facilitate Data-Based Decision-Making 5.) Facilitate PBIS Implementation at School

9. “Positively Nag” and Cheerlead • Provide frequent, positive communication • Find positives in school data • Provide edible reinforcers, thank you’s, other kudos • Celebrate successes • Cc-ing key people, PR contact, presentations • Encourage positive behavior by administrator • Maintain coaches’ school binder • Means of documenting efforts and celebrating success • Encourage team’s documentation of programming

10. 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

11. Communication • 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

13. 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

14. Ensuring Fidelity • Thorough 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

15. Facilitate PBIS Implementation at School • Set group “norms” or expectations • Be a good facilitator • Make meetings time count • Accountability conversations

17. 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

19. Facilitation Skills • Lifelong development of active listening skills • Paraphrasing, summarizing • Assertiveness, re-focusing, getting teams “unstuck” • De-escalation • Motivating • Watching how the team interacts while contributing to the discussion • If your team is struggling, focus on the group dynamics & processes for a while

20. Facilitating vs. Leading

21. Attending Team Meetings • Looking at data • From last year • Since the beginning of the school year • Continue working on faculty buy-in • Pilot or case studies • Input, feedback • Continue working on Action Plan • Stay in touch with your State Trainer, other Coaches • Monthly meetings, evaluation updates, Assistance

22. Strategy: Meeting Agenda • Meeting logistics (i.e. date, time, location, facilitator, timekeeper, snackmaster, attendees • Applaud and Assess • Things that have gone well • Critical Issues • Items • Data Summary (what, where, when, and who) and Problem Solving Process • Review Action Plan Progress • Follow up items from staff meeting • Any additional concerns

23. Strategy: Meeting Agenda cont. • Actions/Results • What is the plan based on the data review and concerns addressed? • Next Steps/To Do List • What do we need to do to accomplish the goals based on the data? • Next Meeting Logistics • Designate roles, times and locations for the next meeting.

24. 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 completed • OK to reward frequently for small accomplishments • Celebrate large successes with a larger reward • Share triumph of getting things done with others • Positive reinforcement best way to maintain momentum

26. Are We Doing What We Planned

27. Evaluating Implementation & Team Functioning • Did 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?

29. Review 1. Positive “Nag” 4. Fidelity PBS Coach • PBIS knowledge • Behavioral ‘expert’ • Link to resources • Faculty • Administrator • District Coordinator • Community 2. Communicate 2. Facilitate • Team meetings • Activities at trainings • Implementation – • ‘

30. Keeping the Wheels On

31. Action Plans • Ensure Action Plan is being used • Regularly check (monthly) • Monitor progress toward goals • Provides accountability • Items/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

32. 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 each • Reward Events (data-driven)

33. Points to Remember • GOAL = SYSTEMS CHANGE • For Adults • Make it EASY to use • Training, procedures, forms, support personnel, technology • For Kids • They all know what’s expected • Those with issues have tools/support • Reward systems, multiple tiers of support, Teacher skills • Focus on data and constant renewal/improvement • Data gathering & analysis and sharing

34. Timelines Due By January 22, 2013 Coaches training Oct. 29th. 2ndTIC (Team Implementation Checklist) turned in. Due by May 10, 2013 Coaches 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, 2013 ODR (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.

35. 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

36. Data systems • Using evaluation data to guide the 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

37. 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)

38. 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???

39. Mid-Year Slump---Be Prepared • Booster Training • Use TIPS to go through the problem-solving process!

41. SYSTEMS DATA PRACTICES Problem Solving Practice

42. PBIS “3-Circles” Problem-Solving Worksheet Identified Problem: ______________________ Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ____________________________________________________________________________________________________________________________________________________________________________________________________ SYSTEMS – Support Staff Behavior DATA – Supports Decision Making Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

43. PBIS “3-Circles” 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? • Train lunchroom staff to teach cafeteria expectations. • Admin. monitor and demonstrate appropriate use of “gotchas’ for workers. • Admin. provide additional active supervision in café. • Advise teaching staff of new procedures. • Provide data feedback to staff. DATA – Supports Decision Making SYSTEMS – Support Staff Behavior 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? • Teach “Cafeteria Expectations” in context. • Classroom teachers to provide pre-corrections prior to dismissing class to lunch. • Implement special “gotcha” system by class to earn class-wide recognition & privilege.. • Use “stop light” system for monitoring noise level. • Use a “silent table” to isolate chronic rule-violators. PRACTICES – Support Student Behavior (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

44. Step 1: What does the data say? • The most significant concern is disruption defined as behavior causing an interruption in a class or activityin 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). PBIS “3-Circles” Problem-Solving Worksheet Identified Problem: Disruptive classroom behavior 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. SYSTEMS – Support Staff Behavior DATA – Supports Decision Making 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. PRACTICES – Support Student Behavior 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. (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002), PBIS in VA

45. PBIS “3-Circles” Problem-Solving Worksheet Identified Problem: ______________________ Your Turn! Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ________________________________________________________________________________________________________________________________________________________________________________________________ SYSTEMS – Support Staff Behavior DATA – Supports Decision Making Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior

46. Step 3: Discuss and Select Solutions

47. Directions2 Groups per table10 min. to complete Identify a time keeper & recorder • Choose 1 PROBLEM BEHAVIOR per group • Work through process on blank P-S worksheet • Disproportionate # of Special Ed. students being suspended • Teachers not rewarding students • Bullying behavior • Tardies to class or school • Problems in the bathroom • Disrespect to teachers • Aggression on playground or other area • Disruption during assemblies • Parents not involved, supportive • Not prepared for class

48. Share out – aha’s& Action Plans

49. 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.

50. Products to gather (if created): 1. _______Discipline handbook 2. _______School improvement plan goals 3. _______Annual Action Plan for meeting school-wide PBISgoals 4. _______Social skills instructional materials/ implementation time line 5. _______Behavioral incident summaries or reports 6. _______Office discipline referral form(s) 7. _______Other related information