School-Wide Positive Behavior Support Facilitator and Team Leader Training

1. School-Wide Positive Behavior Support Facilitator and Team Leader Training

2. AGENDA • PBS Overview • School-level Evaluation • Benchmarks of Quality • Scoring Forms • Facilitator Scoring Guide • District Planning • Evaluation and Planning

3. Positive Behavior Support is… • A collaborative, assessment-based approach to developing effective interventions for problem behavior • Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes • Aim is to build effective environments in which positive behavior is more effective than problem behavior

4. Social Competence, Academic Achievement, and Safety Positive Behavior Support OUTCOMES Supporting Decision Making Information Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

5. Features of School-wide PBS(Sugai, 2001) • Create a continuum of behavior supports from a systems perspective • Focus on behavior of adults in school as unit • Establish behavioral competence • Utilize effective, efficient & relevant data-based decision-making systems • Give priority to academic success • Invest in research-validated practices • Arrange environment for “working smarter”

6. Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS) Adapted from the Center for Positive Behavior Interventions and Supports (2002)

7. Elements of School-Wide PBS • Establish a team/faculty buy-in • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reinforcement/incentives program • Effective interventions for rule violations • Monitor, evaluate, and modify

8. State/District Elements • Leadership Team/Commitment • Coordination • Funding • Visibility • Political Support • Training Capacity • Facilitator/Coach Capacity • Demonstration sites • Evaluation

9. Sample Contact Flow Chart PBS State Contact District Coordinator Facilitator Facilitator School PBS TEAM School PBS TEAM School PBS TEAM

10. THE DISTRICT COORDINATOR

11. District Coordinator Rolesand Responsibilities District Coordinators have district level capacity and: • May also be a facilitator in a small county • Liaison between schools teams, facilitators, and district • Manage district budgets that support school-wide initiatives • Secure additional funding to support school-wide initiatives if necessary • Schedule trainings and district level meetings • Oversee the evaluation activities/system • Attend initial school-wide trainings for new teams

12. THE FACILITATORS

13. Facilitators’ Roles & Responsibilities Facilitators are District-level personnel who: • Have freedom to move across schools • Familiarity with the school-wide process • Facilitate teams throughout the process (i.e., meetings, activities) • Attend all trainings with their respective school-based teams • Active and involved team member • Report to the district coordinator • Main contact person for the school-based team

14. INTERNAL & EXTERNALFACILITATOR/COACH MODELS • Internal Coach: each school has their own coach who is someone from their team; the coach has monthly meetings with the district • External Coach: someone from the district level who attends some team meetings

15. Facilitators’ Monthly Requirements (Sugai, 1999) • Attend and verify PBS Team meets at least monthly • Verify PBS Team has given status report to school faculty at least monthly • Verify activities for PBS action plan implemented • Verify accuracy of implementation of PBS action plan assessed – monitor • Verify effectiveness of PBS action plan implementation assessed – evaluate and modify (if needed) • Monitor PBS/SWIS data and analyze

16. Facilitating Team Meetings

17. Role of Facilitators • The facilitators support their team by assisting efforts, helping to ease and smooth the implementation process. • The facilitators are careful not to step into the role of the team leader.

18. Facilitating vs. Leading

19. School-based PBS TeamMeets Frequently • During initial planning, teams may need to meet more often • Team should meet at least once a month to: • Analyze existing data • Make changes to the existing database • Problem-solve solutions to critical issues • Begin to outline actions for the development of a plan

20. Enhancing Meeting Success • Administrator identifies how to free staff time for participation on the PBS Team • Clearly schedule meeting dates and times • Administrators remind staff of the significant impact and ultimate success

21. THE PBS TEAM

22. A School-based PBS Team • School Improvement Team must be committed to school-wide PBS and actively support the process • SWPBS core team should remain small (3-7 participants) • Consider representatives that include: administration, general education teachers, special education teachers, guidance, enrichment teachers, bus drivers, school support workers, students, parents… • A peripheral team may be established as needed to increase input

23. School PBS Team Rolesand Responsibilities • Develop the school-wide PBS action plan • Monitor behavior data • Hold regular team meetings (at least monthly) • Maintain communication with staff and coach • Evaluate progress • Report outcomes to facilitator & district coordinator

24. Broad Representation on PBS Team (Behavioral Expertise) • At least one individual on the PBS team who has training or experience in behavior support • This may include a school psychologist, behavior specialist/analyst, or counselor with skills including: • Practical foundations in behavioral support • Experience in data collection and data analysis • Capacity to design and implement comprehensive plans

25. Broad Representation on PBS Team (Administrators) • Administrator should play an active role in the school-wide PBS change process • Administrators should actively communicate their commitment to the process • Efforts regarding “change” have potential to fade without administrative support • An administrator is required to participate with the team for both days of team training

26. Identify Team Member Roles • Who will coordinate the meeting logistics? (e.g., time, location, notification, etc.) • Who will set the agenda(s)? • Who will facilitate the team meeting(s)? • Who will be the recorder? Time keeper? Snack master? • Who will collect the data? • Who will analyze and summarize SWIS graphs prior to the meeting?

27. Team Roles and Responsibilities • Team leader - facilitates meeting by reviewing purpose & keeping the team focused on the task • Recorder - transcribes the team’s responses on flip chart paper, transparency, or team agenda/minutes form • Timekeeper- monitors the amount of time available and keeps the team aware of time limits by prompting (i.e., “10 minutes left”) • Data Specialist- trained in entering and accessing data from the discipline data management system • Behavior Specialist- competent with behavioral principles and assists in analyzing data • Snack Master – coordinates refreshments • Facilitator- district-level (external) or school-based (internal) individual that facilitates the team through the process, becomes the school’s main contact • District Contact-district-level individual that coordinates trainings and serves as the liaison between LA SWPBS Project, SDFSC, related projects, and facilitators

28. Team Leader Role & Responsibilities • School-based person who has been trained in the SWPBS process • Establishes meeting times that are conducive to the schedules of all team members • Sets the agenda, conducts the meeting & maintains focus • Delegates responsibilities as needed • Serves as liaison between school-based and district level administration

29. Team Members are Familiar with the Mission and School Improvement Plan • Disseminate the SIP to faculty • Quiz faculty on the content • Review the SIP yearly • Familiarize and educate new staff yearly • If plan is reviewed and discussed often, goals will be accomplished • Let the SIP guide all activities that occur on campus

30. Next Steps: Team Leaders • Establish your TEAM • Prepare for TEAM Training • Meet with Facilitator if assigned already Next Steps: Facilitators • Prepare for TEAM Training • Support schools for upcoming training • Meet with Team Leader • Contact your schools if assigned • Attend PBS meetings at school

31. PBS is Data Driven • Implementation Evaluation • Does the team assess implementation of PBS elements? • Are team activities guided by assessment and other data sources? • Assessment of Goodness-of-Fit and/or Social Validity of Interventions • Problem Identification and Outcome Evaluation • Office Discipline Referrals • Suspensions/Expulsions • Student/Teacher absenteeism and drop-out rates • Academic performance

32. School-Level Data Based Decisions • Data systems initially designed to meet state & district needs • In this day of accountability schools need access to meaningful information - School Improvement • Graphical displays • Timely • User friendly

33. Discipline Data Elements and Output • Graphical displays of • Average referrals per day per month • Referrals by problem behavior • Referrals by location • Referrals by time • Referrals by student • Referrals by staff

34. SWPBS Benchmarks of Quality Team Member Rating Form • Benchmarks cover • Product • Process • Actions • SWPBS Team members independently rate each item • In Place • Needs Improvement • Not in Place • Facilitator collects and tallies frequency of responses for each item

35. Timeline for Completing the Benchmarks of Quality of SWPBS • When to complete? • Within 3-6 months after completing SWPBS training • Every Spring (April/May)

36. SWPBS Benchmarks of Quality Facilitator Scoring Form • Record the team’s most frequent response for each item ++ In Place + Needs Improvement - Not in Place • Use the descriptions and exemplars in the Benchmark of Quality Scoring Guide to complete the Facilitator’s Scoring Form

37. Using the Benchmarks of Quality of SWPBS • What to do with the results • Identify areas for improvement • School • District • State • Identify successes to celebrate • Share with La. Department to guide state collaboration and planning

38. Ville Platte Elementary January 2005 (6 months implementation)

39. Ferriday Jr. H.S. January 2006 (5 months implementation)

40. ZES Feb. 2006 Benchmarks

41. Horseshoe Drive Elementary January 2005 (1 year)

42. Horseshoe Drive Elementary SET Scores 2003 & 2005

43. St. John Parish SWPBS Benchmark Scores (January 2005)

44. Activity • Complete the Facilitator Scoring Form • If your team has not yet completed the Benchmarks, make a plan to complete it within 3-6 months of being trained and/or in Spring.

45. In Summary,The Process For School-wide PBS Includes… • A clearly stated, positive purpose • Set of positively stated behavior expectations • Procedures for teaching school-wide expectations • Continuum of procedures for encouraging students to display expected behaviors • A continuum of procedures for discouraging violations of school-wide expectations • Method of monitoring implementation and effectiveness

46. Results of School-wide PBS • When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning • All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners

47. Contact Information