Behavior Instruction is a part of teaching, not apart from teaching.

1. Behavior Instruction is a part of teaching, not apart from teaching.

2. Communities of One Project New Coaches TrainingDay 1 Tom Ellison, Prevention Specialist Sullivan County BOCES

3. Acknowledgements • OSEP Center on Positive Behavioral Interventions & Supports Technical Assistance Center at University of Oregon • Illinois PBIS Network • Dr.s Horner, Sugai, Riffel, Sprick, Eber and March • Florida Positive Behavior Support Project

4. PURPOSE Provide opportunities to enhance skills related to (a) coaching skills, (b) problem solving, & (c) encouragement strategies

5. SUPER COACH

6. Today’s Agenda • Welcome & Introductions • Coach: definition, role, responsibilities • Review PBIS concepts • Universal Team: role, responsibilities, team meetings • Manual • Closing • Day 2 Agenda • Data Based decision making • Action Planning & Evaluation • Roadblocks • Practice

7. WHAT’S UP? • What has happened over the last month? • Has your team met? • Are staff aware of the advent of PBIS? • Any issues come up? Take 5 minutes to discuss. Be prepared to report out.

9. Skills, roles & responsibilities of the coach

10. Coaches • Administrators, social workers, general education teachers, special education teachers, resource room teachers, ISS coordinators, school psychologists, school counselors, diagnosticians, child advocates, clinicians, other staff

11. PBIS Coach • Currently has some behavioral expertise • Has some flexibility in schedule • Can dedicate hours weeklyto PBIS • Must be able to attend trainings/meetings • Will be PBIS Team leader • Receives extra training & support • Liaison to Community of One Program • Work to create building- level, district & regional sustainability Coaching Essentials Questionnaire

12. Skills of the coach • Diplomacy • Communication • Presentation • Technology • Learner • Flexibility • Creativity • Leadership

13. Internal Coach Housed in one building Supports building level teams More in depth work with one school External Coach Serves multiple schools May have district FTE for coaching May have community agency FTE Supports internal coaches and teams Internal vs. External Coach Coaches responsibilities handout

14. Why Have a PBIS Coach? • Capacity to delivery high level PBIS technical assistance • Data Management — School Data-Based Decision Making & Coordination with State-wide Initiative • Capacity to develop, support and sustain teams in efforts to implement PBIS systems & practices • Fluency with PBIS systems & practices • Coordinated communication with the Communities of One Project You Are The “Positive” Nag Understanding your leadership style

15. Guiding Principles • Maximize use of current resources, personnel, networks, etc. • Emphasize capacity building, sustainability, & accountability • Build continuum of behavior support • Establish Universal, Targeted and Intensive Intervention skills within each building/district

16. How to Coach Sustainability & accountability …to provide: • Team start-up • Team sustainability • Public relations/communications • Positive reinforcement • Technical assistance • Problem solving • Local training/Leadership

17. Roles of the coach • Leader • Peacemaker • Public Relations • Cheerleader/Motivator • Taskmaster • Consensus Builder • Data “technician” Florida Behavior Support Project Handout: PBS Coaches Roles and Responsibilities

18. Implementation Schedule • • Make sure all PBS activities are scheduled • for the rest of this year: • PBS Team meetings (monthly) • Data sharing (monthly) • Trainings (data-driven) • -Initial, Behavior Principles, Staff, Student, Parent, • Bus Driver • -Be sure content is specified for each • Schedule for recognition activities

19. Avoiding “Train-n-Hope” Work for 5 min. Describe 2-3 strategies for embedding staff development into daily, weekly, monthly, etc. routines of school Pick spokesperson to give 1 min. report of 1 strategy 1 Minute (Spokesperson) Attention Please

20. Why you want to be a coach • Individual skill and knowledge development • Leadership role in your school/agency • Networking opportunities • Career possibilities

21. FLORIDA POSITIVE BEHAVIOR SUPPORT PROJECT • http://flpbs.fmhi.usf.edu/coachescorner.asp

23. REDUNDANCY BUILDS FLUENCY

24. School-wide Positive Behavior Support SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

25. PBS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching

26. 2 SWPBS is about….

27. The key BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

28. BIG IDEA ALL BEHAVIOR IS SPECIFIC TO THE SETTING AND THE CONTEXT

29. Setting & Context The School Environment Must Support Appropriate Social Behavior School-Wide Positive Behavior Support

30. THE CHALLENGE

31. The Real Challenge • Students with the most challenging behaviors in school need pro-active comprehensive and consistent systems of support • School-wide discipline systems are typically unclear and inconsistently implemented • Educators often lack specialized skills to address severe problem behavior • Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying efforts, and Safe Schools. Many often have clear defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree Typical school response to problem behavior = “punishment” of misbehavior and assumptions about appropriate behavior and/or seek out alternative placements

32. The Danger…. “Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

33. The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994): • Social Skills Training • Academic Restructuring • Behavioral Interventions

34. Toward a Solution The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to: • Accurately adopt and efficiently sustain their use of research-validated practices • Provide a Seamless continuum of behavioral and academic support for all students • Be part of a district wide system of behavior support • Increased focus, teacher training, community training, and funding for early intervention

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

36. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

37. RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT program, curriculum, strategy, intervention NOT limited to special education NOT new

38. Evaluation Criteria

39. Response to Intervention RtI

40. Designing School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

41. Responsiveness to Intervention

42. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

43. SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

44. Universal Strategies: School-Wide Essential Features • Statement of purpose • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making (swis.org) • Family Awareness and Involvement

45. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

46. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

47. Non-Classroom Management: Self-Assessment

49. Classroom Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cuestaught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

50. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES