Michael LombardoDirector Interagency [email protected]
Rainbow CraneBehavior RtI [email protected]
Ashley Reichardt Student Service [email protected]
Goals for this Training
1. Get to know each other and define our roles and responsibilities
2. Discuss implementation science and fidelity
2. Review PBIS assessments and assessment calendars
3. Gain knowledge regarding what's working and how we can support each other.
Roles and Responsibilities
Introducing PCOE Coordinators and Coaches Mike Rainbow Ashley
Your team should have? Admin At least 3 certificated staff Behaviorist/ Counselor/ School Psy. Classified Staff Parent
Training and Coaching
OUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,
and Use new Skills in the Classroom
TRAINING
COMPONENTSKnowledge Skill
DemonstrationUse in theClassroom
Theory and Discussion
10% 5% 0%
..+Demonstration in Training 30% 20% 0%
…+ Practice & Feedback in
Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002
Decision Support Data Systems
Purposes: To improve student outcomes through data-based decisions Provide information to assess effectiveness of intervention
and prevention practices Analyze the relationship of fidelity to outcomes To guide further program development
Detect discrete issues as well as systemic issues Engage in continuous quality improvement
Interaction with Core Implementation Components Celebrate success Be accountable to consumers and funders
Decision Support Data Systems
Includes intermediate and longer-term outcome measures
Includes process measures (fidelity) Measures are “socially important” (e.g. academic
achievement, school safety) Data are recent, reliable, relevant Reliable (standardized protocols, trained data
gatherers) Reported frequently (e.g. weekly, quarterly)
Decision Support Data Systems
Built into practice routines Collected at and available to actionable units
(e.g. grade level, classroom, student “unit”) Widely shared with school and District
personnel Shared with family members and community Used to make decisions (e.g. curricula,
training needed, coaching improvements)
Placer County Office Of Education PBIS Website http://sites.placercoe.k12.ca.us/pbis
Access: Overview of PBIS and Tier I, II, and III supports Training Schedules PBIS Assessments Lists of Schools and Coaches Recognition of schools implementing PBIS Helpful resources and links
PBIS Assessments
School Safety Survey (SSS) School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Team Implementation Checklist (TIC) https://www.pbisassessment.org/
School Safety Survey (SSS)
annual survey Determines risk and protection factors for the school. Completed by a minimum of five staff.
administrator custodial staff member certified staff member office staff member.
Provides information determining training and support needs related to school safety and violence prevention.
Safety Survey
School-wide Evaluation Tool (SET) Research tool Assess and evaluate the critical features of school-wide PBIS.
Expectations Defined Behavior Expectations Taught Rewarding Expectations System for Responding to Behavioral Violations Decision Making Management and District Making Management and District-Level Supports
Annual assessment completed by trained SET evaluators. School-wide Evaluation Tool (SET)
What will we need?
Behavior expectation lesson plans and teaching schedule
Acknowledgement system Progressive discipline matrix/flowchart Discipline referral form Copy of your school improvement plan Yearly PBIS action plan
Self Assessment Survey (SAS)
annual assessment Used by schools to identify the staff perception of the status
and priority for improvement for the following systems: School-wide Classroom Non Classroom Individual Student Systems
Identifies the staff priorities for Action Planning. Self-Assessment Survey (Paper completion directions)
Team Implementation Checklist (TIC) Completed by the PBIS Team and Coach. Progress monitoring tool Submitted three to four times per year. Team Checklist 3.1