Coordinator Orientation for PBIS

at the Universal LevelApril 10, 2013

Welcome!Coordinator Orientation by Cassandra Townshend

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Introductions

When we call your name please:

1)Say “hello”2)Tell us what school you are from.3)Indicate who is in the room with you, if

anyone.

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.

Agenda

•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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Universal Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Intensive Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

Establishing Continuum for SWPBIS

TARGETED PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

INTENSIVE PREVENTION• Function-based support• Wraparound• Person-centered planning• •

UNIVERSAL PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

TARGETED PREVENTION• • • • •

INTENSIVE PREVENTION• • • • •

UNIVERSAL PREVENTION• • • • • •

What are the elements of PBIS at the Universal Level?

1.Create a common purpose

1.Define 3-5 positively stated behavioral expectations

1.Develop systems for teaching behavioral expectations

1.Develop systems for acknowledging and rewarding behavioral expectations

1.Develop systems for discouraging problem behaviors

▫ Develop data management systems

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

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

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

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

Coordinators Calendar

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

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!

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

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

Support for PBIS is needed at every level!

Building Staff, Students and Families

PBIS School-Based Leadership Team, Administrator and PBIS Coordinator

Supervisory Union/District Coordinator and SU/District Leadership Team

VTPBiS State Implementation Team, Implementation and Coaches

Implementation Science tells us that we need to attend to both innovation and implementation at all levels.

Structures and Supports

FeedbackYou are here!

VT Statewide Structure of SupportLevel How is support provided? Who is supported?

State Technical Assistance (State TAs)

•Info Dissemination•Funding•TA/Coaching to SUs•Regional Meetings •Trainings

SU/District Coordinators & SU/District Leadership Teams

Implementation Coaches (for some schools)

•Coaching to SU’s and Schools•Trainings

SU/District Coordinators, School Coordinator & Building Teams

SU/District Coordinator •Coaching to schools•Visibility and political support •Resources

School Coordinator & Building Teams

School Coordinator & School Leadership Teams

•Implementation of evidence-based practices

Staff, Students and Families

Role of SU/District Coordinator1. Establish SU/District Team2. Conduct SET Evaluations3. Act as a liaison between schools and State

Team4. Attend School-based Leadership Team

Mtgs (2-3 times/year)5. Secure resources/funding for school teams6. Create capacity for staff training through

SU training Calendar

Using your School Data:

SET and SAS

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information (Data)

Data Driven Decision Making

• Getting Started▫ SET, SAS Survey, ODRs

• Getting to Implementation Fidelity▫ BoQ, SET

• Sustaining Improvement▫ SAS Survey, BoQ, ODRs

Assessing PBIS Practices

Self-Assessment Survey (SAS)

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

27

Purpose: Assess staff perceptions of PBIS practices in place and priority for changesDesign annual action plan

Format: Survey

Completed by: All staffManual or on-line scoring, graphing

When? Annually, preferably in the spring

Two main questions

1. What systems are in place now?

2. What systems are most in need of improvement?

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Understanding SAS Results:www.pbisassessment.org

1)Total Score2)Subscale3)Items

Total Score:

Subscale:

Items:

Assessing PBIS Practices

School-wide Evaluation Tool

(SET)

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

Purpose: Assess school-wide implementation of PBIS practices

Format: Interviews with staff, students; observations; review of discipline related documents

Completed by:

CoachesManual scoring, graphing

When? Before SW implementation,6-12 weeks after SW implementation,Annually

SET Components

Section A: Expectations Defined

Section B: Behavioral Expectations Taught

Section C: On-Going System for Rewarding Behavioral Expectations

Section D System for Responding to Behavioral Violations

Section E: Monitoring and Evaluation

Section F: Leadership

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Understanding SET Results:www.pbisassessment.org

1)Subscale2)Items

Baseline SET Subscale:

Items:

Post-SET EXAMPLE:

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

First Steps to Implementation Module Series:Module 1:

Part 1: PBIS ReviewPart 2: Team Responsibilities & Working

Smarter, Not HarderModule 2:

Part 1: Introduction of the six components of PBIS

Component 1: Purpose Statement

Part 2: Component 2: Behavior ExpectationsModule 3:

PBIS Data Tools

Questions and Questions and AnswersAnswers

THANK YOU!THANK YOU!