new coach start-up flint simonsen, lori lynass and tricia robles, nwpbisn

New Coach Start-up

Flint Simonsen, Lori Lynass and Tricia Robles ,

NWPBISN

Acknowledgments• Project PREPARE

– Colvin, Kame’enui, & Sugai (1990-1995, OSEP)• Effective Behavior Support Project

– Sugai & Horner (1995-1998, OSEP)• Center on Positive Behavioral Interventions & Support

– Sugai & Horner (1998-2003, OSEP/SDFS)– UO, UK, KU, MU, USF

• Northern Suburban Special Education District (IL)• Heartland Area Education Agency 11 (IA)• NH CEBIS• Maryland, Florida and Illinois PBIS

www.pbis.org• Parents, students, educators, researchers

• Special Thanks to: • Rob Horner (Univ. of Oregon)• Madi Phillips (NSSED)• Susan Barrett (Maryland PBIS)• Howard Muscott (NHCEBIS)

Objectives of Training

• 1. The Nuts and Bolts of what is Needed to Begin Coaching/Coordinating PBIS

• 2. Building Coaching Skills & Fluency Across the Tiers

• 3. PBIS Data 101 and Helping Teams to Make Data-based Decisions

• 4. Assuring Fidelity of PBIS Implementation

Effective Coaches• 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

- From Florida’s PBIS Project

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Example: Coaching in Illinois

Coaching In PBIS

– Coaching is done by someone with credibility and experience with the target skill(s)

– Coaching is done on-site & support given off-site– Coaching is done after initial training– Coaching is done repeatedly (e.g. monthly)– Coaching intensity is adjusted to need

Coordinator/Coach Role

• Understands and facilitates 3-tiered prevention/intervention logic

• Assess training needs for Prof Development

• Expand PBIS implementation through multiple buildings

• Support best practices and provide staff development and technical assistance

• Collaborate to connect students, families, service organizations and schools to meet child and family needs


Coordinator/Coach Role Con’t• Participates in all trainings with schools

• Is fluent in the content at all levels coached • Facilitates Internal Coaches networking

• Provides TA to building teams in systems, data and practices

• Assists with data-based decision making at the building and district level

• Liaison to District Leadership and Community supports

• Dissemination of outcomes and effects


The 6 Cs of Coaching1. Celebrations2. Competencies3. Challenges4. Commitments5. Consistency of Systems, Data and

Practice6. Courage

Howard Muscott, NHCEBIS

The 6 Cs of Coaching

1. Celebrations2. Competence3. Challenges4. Commitments5. Consistency of Systems, Data and

Practice6. Caring for the CoachHoward Muscott, NHCEBIS

Celebrating

“Research has clearly shown that living the good life -- happiness, strength of character and good social relationships -- buffers us against the damaging effects of stressful life events and that the good life can be taught.”

Christopher Peterson

Be IN the Process

• The process is just as and perhaps more important than the outcome.

• Honor where you are at, where your schools are at, where your district is at.

Ask Yourself:How Are The Children?

Use Data to Celebrate & Keep Buy-in

Recapture 548 hours or 68 days


1. Celebrations2. Competencies3. Challenges4. Commitments5. Consistency of Systems, Data

and Practice6. Courage

Competencies

• Looking over your Self-Assessment, what competencies do you need to build?

• What other competencies do you find a coaching position demands of you that are not listed on this assessment?

• Share your thoughts with a partner.

15 Minutes

Self-Assessment Discussion

1. Know and can define the essential features of school-wide PBS. Understand the Interchange of Data, Practices, Systems & Outcomes.

* PBIS Blue Print – Your New Best Friend

2. Understands features of effective classroom instruction and management.

* Effective Classrooms Checklist


• The same tools that schools will use should be features that you know and can discuss with schools.

In Lori’s Bag – BOQ, CISS, Classroom Checklist, Draft Action Plan, Sample Timeline. Data speaks volumes – know your data!

Coaches Essential Skills

• The Prof Development Blueprint List Essential Content Knowledge Needed to Support Students Across the Tiers

• Consider Who Within Your District May Have These Skills Already

• Consider Your Skill Level When Thinking About Supporting Skills & Build Coach Capacity– Austin ISD “Zone Approach”

Developing the Competencies in Across Levels


• Building the Competencies:– PBIS Trainings– Webinars– Conferences– Professional Organizations– Books & Journals– Websites – TA Center, NWPBIS,, Florida, Illinois, NHCEBIS,

Maryland– Experts in and Out of District

- Psych’s, Behavior Specialist, Counselors, Special Educators, Faculty, Other Coordinators

Initial Trainings– Year 1

• SWIS or Understanding of How to Get Data From Your Data System

• TIPS – How to Use Data

• SET Training

• PBS Surveys & How to Interpret Each Survey

Top Ten Reasons PBIS Fails• 1. Lack of continuous administrative support & involvement• 2. Lack of understanding that staff set and change culture in

schools• 3. Lack of understanding commitment and buy-in from staff• 4. Lack of understanding that academic success is driven by

school culture• 5. Not working through the PBIS processes as a team• 6. Taking on too much too fast (generally with positive

intentions)• 7. Inconsistency of implementation by staff• 8. Looking for the negative vs. looking for positives in student

behavior• 9. Focusing only on the high risk students• 10. Not tracking, reporting, & responding to data

The Big IdeaIt Ends Without Commitment

PBIS requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective school community and district.

"To be successful, you don't have to do extraordinary things. Just do ordinary

things extraordinarily well.”

- John Rohn

Which can be embraced by faculty, administration, students, families, and community members– initially with Words–which develop into Actions or Behaviors–and then become Habits through Practice–to ultimately form Climate or Culture

Supporting systemic change in a school community is a long-term journey that begins

with dreams and ideas

Commitments Increase Sustainability

Key Players to Sustainability• At the District Level:

– Exec. Directors– Superintendent– School Board

• At the School Level:– Administration– 80% of Staff– PBIS Internal Coach

Commitments Activity

• Who do you need to seek commitment to PBIS from within your school district?

• What are some ideas of how you will obtain this commitment?

Be prepared to share out.

10 Minutes

10 Minute Break

What are the Roadblocks to Sustained Commitments or Consistency?

• Barriers• Restraining Forces• Challenges • Problems• Dilemmas

Identify as many forces or factors as you can that restrain or inhibit commitment from your schools and district.

What are the Forces that Would Promote Sustained Commitments?

• Promote• Encourage• Support• Positive

Identify as many forces or factors as you can that promote or encourage commitment from your schools and district.

Keep the Data Fresh

• Do the surveys with teams if possible and enter it in pbs surveys with the school coordinator/coach.

• Have conversations with schools about their data from your Sami Swis Site.

• Go over EBS/BOQ data and action plan with the results.

Consistency of Systems, Data and Practice

If it is working – then how do you know?

If it is not working – where do you go?

Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?How do we know when we’ve gotten there?


1. Celebrations2. Challenges3. Commitments4. Consistency of Systems, Data


Resilience

• Mentally, emotionally and physically springing back from a disappointment, setback or challenge

• The energy to persevere• The vision of success – and the

effectiveness to get there

Resilience is….. The Rubber Ball Effect Perseverance Optimism Faith Connections Confidence Action Self-Awareness Self-Care Good Mental Health

Resilience Maintaining flexibility and balance in your life as you deal with changing

circumstances and stressful events Letting yourself experience strong emotions, and also realizing when you

may need to avoid experiencing them at times in order to continue functioning

Stepping forward and taking action to deal with your problems and meet the demands of daily living, and also stepping back to rest and reenergize yourself

Spending time with loved ones to gain support and encouragement, and also nurturing yourself

Relying on others, and also relying on yourself The primary factor in resilience is having caring and supportive

relationships within and outside the family and within and outside the workplace.

Energizers & Drainers Activity

• Complete the T-Chart for What Energizes You and Drains You In Your Position

• How Do You and Can You Balance These?

15 Minutes

Tricia Robles Highline School District’s PBIS Coordinator

– What are your first steps when a new school wishes to begin PBIS?

– How do you organize yourself to effectively serve all your schools?

– What has worked well for your schoolwide PBIS effort, and how has it been celebrated?

– What is the single most important piece of advice to offer to a new coach?

Data-based Decision-making and Sustainability:

Using Information to Sustain Positive Change

Purpose• Examine the extent to which the logic of School-wide Positive

Behavior Support (PBIS) fits your real experience in schools• Define the outcomes for School-wide PBIS

– Is School-wide PBIS related to reduction in problem behavior?– Is School-wide PBIS related to improved school safety?– Is School-wide PBIS related to improved academic performance?

• Define tools for measuring School-wide PBIS outcomes• Examine a problem-solving approach for using office discipline

referral (ODR) data for decision-making• Provide strategies for using data for decision-making and

action planning

Measures of What?• Measures of “Systems” Outcomes (fidelity)

pbis.org/tools.htm– TIC – Team Implementation Checklist– Self-Assessment Survey (SAS)– SET – School-wide Evaluation Tool– BoQ – Benchmarks of Quality

• Measures of “Practice” Outcomes– SWIS – School-Wide Information System (Level 1)– CICO data (Level 2)– Direct Observation (Level 3)

http://pbis.org/tools.htm

To Improve Schools for Children

• Use evidence-based practices– Always look for data of effectiveness

• Never stop doing what is working• Implement the smallest change that will result in

the largest improvement

Measure Compare Improvement

What Coaches Do

• Work with team during initial SW-PBIS training• Meet with new teams monthly on-site• Telephone/email contact as needed• “Positive” nag

• Self-assessment (EBS Survey, Team Checklist)• Action planning• Activity implementation• On-going evaluation

– School self-evaluation efforts– State-wide Initiative evaluation efforts (SET)

• Help guide State-wide initiative• Feedback to Stakeholder groups

• Provide support to decision-making process

Assist Teams in Using Data for Decision-making

• Using Team-Checklist for Team Action Planning

• Using SET/ TIC data for evaluation• Using ODR/ Academic (ORF) data for

assessment, planning and reporting.• Keeping personnel involved through

regular data reporting.

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem-solving

InformationSolution

Problem-solving Steps1. Define the problem(s)

– Analyze the data2. Define the outcomes and data sources for measuring the

outcomes3. Consider 2-3 options that might work4. Evaluate each option:

– Is it safe?– Is it doable?– Will it work?

5. Choose an option to try6. Determine the timeframe to evaluate effectiveness7. Evaluate effectiveness by using the data

– Is it worth continuing? – Try a different option? – Re-define the problem?

Key Features of Effective Data Systems

• Data are accurate• Data are very easy to collect• Data are used for decision-making• Data are available when decisions need to be

made• Data collectors must see the information used for

decision-making

Guiding Considerations

• Use accessible data• Handle data as few times as possible• Build data collection into daily routines• Establish and use data collection as a conditioned

positive reinforcer • Share data summaries with those who collect it

What Data Should be Collected?• Always start with the questions you want to answer• Make data that will answer your question:

– Easy, available, reliable

• Balance between reliability and accessibility– Systems approach

• Consider logistics– Who? When? Where? How?

• Two levels– What is readily accessible?– What requires extra resources?

When Should Data Decisions Be Made?

• Natural cycles, meeting times– Weekly, monthly, quarterly, annually

• Level of system addressed– Individual: daily, weekly– School-wide: monthly, quarterly– District/ Region– State-level

Basic Evaluation Questionsby School or Program

1. What does “it” look like now?2. How would we know if are successful?3. Are we satisfied with how “it” looks?

– YES: Celebrate

– NO: What do we want “it” to look like? What do we need to do to make “it” look like that?

4. What can we do to keep “it” like that?

Basic School-wide PBIS Evaluation Questions

by School/ District/ Region

Are our efforts making a difference? 1. How many schools have adopted School-wide PBIS?2. Are schools adopting School-wide PBIS to criterion?3. Are schools who are implementing School-wide PBIS

perceived as safe?4. Are teachers delivering instructional lessons with fidelity

as planned? 5. Is School-wide PBIS improving student outcomes?

Main Ideas

• Data help us ask the right questions…they do not provide the answers: Use data to– Identify problems– Refine problems– Define the questions that lead to solutions

• Data help place the “problem” in the context rather than in the students.

Current Data Tools

• PBISsurveys.org– Online web tool for entering school level fidelity of

implementation measures• Team implementation Checklist (TIC)• School-wide Evaluation Tool (SET)• Self-Assessment Survey (SAS)

• SWIS.org– Online office discipline referral management

system.

Are Schools Adopting School-wide PBIS to Criterion?

Measures of Fidelity of Implementation

Fidelity of Implementation

• Use the: – Team Implementation Checklist (TIC)– School-wide Evaluation Tool (SET)– EBS Self-Assessment Survey (School-wide section)– Other

• Measure and analyze annually We’ll focus on TIC today to illustrate!

Team Implementation Checklist (TIC)

• Characterizes the evolution of School-wide PBIS implementation:– “Achieved,” “In progress,” or “Not started”

• Assists in: – Initial assessment– Getting started on action plan– Measuring progress of School-wide PBS Implementation

• Assesses team-based response– Quarterly or monthly

TIC Feature Areas1. Establish Commitment2. Establish and Maintain Team3. Conduct Self-Assessment4. Define Expectations5. Teach Expectations6. Establish Reward System7. Establish Violations System8. Establish Information System9. Build Capacity for Function-based Support10. Ongoing Activities

Checklist #1: Start-Up Activity

Complete and submit Monthly. Status: Achieved, In Progress, Not Started

Date:(MM/DD/YY)

Establish Commitment1. Administrator’s support and active involvement.

Status:

2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).

Status:

Establish and Maintain Team3. Team established (representative).

Status:

4. Team has regular meeting schedule, effective operating procedures.

Status:

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.

Status:

Self-Assessment6. Team/faculty completes EBS self-assessment survey.

Status:

7. Team summarizes existing school discipline data.

Status:

Team Implementation Checklist

8. Strengths, areas of immediate focus and action plan are identified.

Status:

Establish School-wide Expectations9. 3-5 school-wide behavior expectations are defined.

Status:

10. School-wide teaching matrix developed.Status:

11. Teaching plans for school-wide expectations are developed.

Status:

12. School-wide behavioral expectations taught directly and formally.

Status:

13. System in place to acknowledge/reward school-wide expectations.

Status:

14. Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.

Status:

Establish Information System15. Discipline data are gathered, summarized, and reported.

Status:

Build Capacity for Function-based Support16. Personnel with behavioral expertise are identified and involved.

Status:

17. Plan developed to identify and establish systems for teacher support, functional assessment and support plan development and implementation.

Status:

Team Implementation Checklist continued

Checklist #2: On-going Activity Monitoring

Complete and submit Monthly. Status: Achieved, In Progress, Not Started

1. EBS team has met at least monthly.Status:

2. EBS team has given status report to faculty at least monthly.

Status:

3. Activities for EBS action plan implemented.Status:

4. Accuracy of implementation of EBS action plan assessed.

Status:

5. Effectiveness of EBS action plan implementation assessed.

Status:

6. EBS data analyzed.Status:

Team Implementation Checklist continued

Scoring the TIC• Implementation Points

– Achieved = 2 – In progress = 1 – Not Started = 0

• Percentage of Items Implemented – Total

Number of items scored as “Achieved” divided by 17 (items)– Subscale scores

Number of items in each subscale area scored as “Achieved” divided by the number of items in that subscale area

• Percentage of Points Implemented– Total

Total number of points divided by 34– Subscale scores

Total number of points in each subscale divided by total number of items multiplied by 2

Total Average TIC Scores School

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Pre-PBS

1. What is working well? 2. What are next steps?

1. What is going well? 2. What are next steps?


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Pre-PBS Year 1 Year 2

1. What is going well? 2. What are next steps?

Is School-wide PBIS Having a Positive Influence on School Culture?

Using Office Discipline Referral Data

Office Discipline Referrals and The BIG 5!

• Examine office discipline referral rates and patterns– Major Problem events– Minor Problem events

• Ask the BIG 5 questions:– How often are problem behavior events occurring?– Where are they happening?– What types of problem behaviors?– When are the problems occurring?– Who is contributing?

Office Discipline Referral Caution

• Data reflects 3 factors:– Students– Staff members– Office personnel

• Data reflects overt rule violators• Data is useful when implementation is

consistent– Do staff and administration agree on office-managed

problem behavior verses classroom-managed behavior?

Tables versus Graphs

Year MonthNumber of

DaysNumber of Referrals

Average Referrals Per Day

2001 Aug 0 0 0.00

2001 Sep 19 5 0.26

2001 Oct 21 18 0.86

2001 Nov 18 17 0.94

2001 Dec 14 21 1.50

2002 Jan 22 18 0.82

2002 Feb 17 15 0.88

2002 Mar 19 26 1.37

2002 Apr 21 14 0.67

2002 May 18 13 0.72

2002 Jun 11 2 0.18

2002 Jul 0 0 0.00

Totals: 180 149 0.83

Number of ODR per Day and Month

Total verses Rate

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Refe

rrals

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/MoNV High School

Total Number of ODRs per Month

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rrals

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Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/MoNumber of ODRs per Day and Month

SWIS summary 07-08 (Majors Only)2,532 schools; 1,300,140 students; 1,139,119 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Mean ODRs per 100 per school day

K-6 1762 444 .35 (sd=.46)(1 /300 / day)

6-9 482 653 .92 (sd=1.42)(1/ 110 / day)

9-12 176 914 1.06 (sd=.1.57)(1/105 / day)

K-(8-12) 312 401 1.00 (sd=.1.86)(1/ 155 / day

SWIS summary 2009-10 (Majors Only)4,019 schools; 2,063,408 students; 1,622,229 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Median ODRs per 100 per school day

K-6 2565 452 .22

6-9 713 648 .50

9-12 266 897 .68

K-(8-12) 474 423 .42

Interpreting Office Referral Data:Is there a problem?

• Absolute level (depending on size of school)– Middle, High Schools (> 1 per day per 100)– Elementary Schools (>1 per day per 300)

• Trends– Peaks before breaks?– Gradual increasing trend across year?

• Compare levels to last year– Improvement?

Office Discipline Referrals per Day per Month per 100 Students

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Sept Oct Nov Dec Jan Feb March April May June

# p

er d

ay p

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Is there a Problem?

Middle School of 625 students?Compare with national average: 625/100 = 6.25 6.25 X .92 = 5.75

Offi

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Sept Oct Nov Dec Jan Feb Mar Apr May Jun

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Office Referrals per Day per MonthLast year

Elementary School with 150 StudentsCompare with National Average 150 / 100 = 1.50 1.50 X .35 = .53

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Office Referrals per Day per MonthLast year

High School of 1800 students

Compare with National Average 1800 / 100 = 18 18 X 1.06 = 19.08

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Middle School of 700 students

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Office Referrals per Day per MonthLast Year and This Year

Middle School

N= 495

CAUTION!!

• These Data are DESCRIPTIVE not PRESCRIPTIVE

• No benchmarking criteria implied…

Other Patterns to Consider

• Patterns by Location, Time of Day, Problem Behavior Type

• Suspension Rates• Academic Outcomes (CBM, High-stakes Tests)• Referrals for Special Education Eligibility

Data Matter Most

• Teaching without data is like driving a car with your eyes closed.

• Data-based decision making bring our interventions on target

• …even when we miss the mark the first time around.

Building a Sustainable System

Long-term Action Planning

Effective Systems(Gilbert, 1978; Horner, 2003)

• A Common Vision: Has a mission that is embraced by the majority of members and serves as the basis for decision making and action planning.

• A Common Language: Establishes a means of describing its vision ands actions so that communications are informative.

• A Common Experience: Is defined by a set of procedures that are universally practiced and experienced and includes a data feedback system.

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Sustainability Priority (Latham, 1988; Sugai et al., 2000; Zins & Ponte, 1990)

• Practical applications in which implementation is based on the smallest change that will result in the largest impact.

• Multiple approaches to ensure the correct approach for the defined problem.

• On-going collection and use of data because conditions continuously change and affect the status and best use of resources.

Sustainability Assumptions

• Must be implemented with high accuracy if maximum effects are to be realized.

• Practices and systems must be durable if meaningful change and improvement are to be realized.

• Must be sustained (i.e., multi-year commitment) if schools are to expand their efforts and maximize their effectiveness.

• Implementation must be delivered by “typical intervention agents.”

• Data on child outcomes must be used to make decisions for continued adaptation and sustained implementation.

• Implementation of effective practices at the local level will require modification of procedures to “fit” the culture, structure, and needs of the local setting

• Establish “systems” that support functional, doable, and durable implementation of effective practices.

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Enhanced PBS Implementation

Logic

Implementation Levels

Student

Classroom

School

State

District

When all else fails…

Default back into the Problem-Solving Model

Steps of Problem-Solving

1. PROBLEM IDENTIFICATION

2. Problem Analysis

3. Plan Development

4. PlanImplementation

5. Plan Evaluation

Problem-Solving Can Be Used For Anything!

• Direct Academic Behaviors:– Reading– Mathematics– Written Language

• Academic Supporting Behaviors:– Task/Homework Completion– Academic Engaged Time

• Social Behaviors– Social Skills– Disruptive Behaviors

Step 1: Problem Identification

Question: What is the discrepancy between what is expected and what is occurring?A. List problem behavior(s) and prioritize.B. Collect baseline data on primary area of concern (target

student and peer). • Record Review• Interview• Observation• Testing

C. State discrepancy between target student performance and peer performance.

Step 2: Problem AnalysisQuestion: Why is the problem occurring?

A. Review RIOT data and collect any additional RIOT data you need to:

B. Differentiate between skill problem and performance problem (e.g., can’t do vs. won’t do).

C. Determine situations in which the problem behavior is most likely and least likely to occur.

D. Generate hypotheses for why a problem is occurring.E. Narrow down to the most validated and alterable

hypothesis.

Step 3: Plan DevelopmentQuestion: What is the goal?

A. Write the goal, a measurable statement of expected outcomes.

Question: What is the intervention plan to address the goal?B. Define logistics (e.g., what strategies/procedures will be used,

when and how often the intervention will occur, who will implement the intervention and where it will be implemented, and when it will begin).

Question: How will progress be monitored?C. Define logistics (e.g., what materials are used, when and how

often data will be collected, where data will be collected, and who is responsible).

D. Decide on decision-making rules for plan evaluation.

Step 4: Plan Implementation

Question: How will implementationintegrity be ensured?

A. Provide support to those implementing interventions.

B. Observe intervention in action.C. Make adjustments to intervention plan if needed.D. Collect and graph data on intervention goal.

Step 5: Plan Evaluation

Question: Is the intervention plan effective?A. Is the student making progress toward the

goal?B. Is the student decreasing the discrepancy

between him/her and the general education peers?

C. Is the plan able to be maintained in the general education setting?

Why Conduct Systems Level Problem Solving?

• Proactive approaches to problem identification & remediation are ‘Best Practices’ and required by law.

• Keeps problems from ‘spreading.’

• Allows for intervention at the ‘highest-level’ for maximum efficiency of resources.

Steps of Problem-Solving

1. PROBLEM IDENTIFICATION

2. Problem Analysis

3. Plan Development

4. PlanImplementation

5. Plan Evaluation

Next Steps

• Which systems are you going to work on?• What are the specific outcomes?

– When will they be completed?– What short-term activities are needed?– Who will be responsible?

• Reporting Schedule– What information will be gathered and by whom?– When will information be reported?

Long Term Action Planning

• Focus on activities to maintain and strengthen current efforts

• Focus on next steps (next year)

• Plan for activities that will take time (e.g., ISS, behav. capacity)

• Data• System • Practice

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Support

Long Term Action Planning

• 2-5 Years– Short term and long term goals

• Focus on Sustainability– Team status (protected time, admin/staff support, staff resource)– Behavioral capacity – District-wide processes and supports– Build continuum of support– New student/staff training– Data-based decision-making and evaluation– Efficiency (“like riding a bicycle”)

Main Messages

• Invest in prevention• Create an effective environment

– Leadership, teams; hosts for effective practices

• Use different systems for different problems– Individual student level alone will be insufficient– Collaboration with Mental Health Professionals

• Build a culture of competence– Define, teach, monitor, and reward appropriate behavior

• Build sustainable systems– Resist person-dependent interventions

• Invest in gathering and using information for decision-making and problem-solving

new coach start-up flint simonsen, lori lynass and tricia robles, nwpbisn

Documents

pbis data

illinois pbis

report measure

behavior support practices

databased decisions4

onsite support

coaching skills fluency

training needs