sd pbis coaches’ training
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SD PBIS Coaches’ Training. Kari Oyen, Pat Hubert, and Crystal Mengenhausen SD PBIS Trainers. Today’s Agenda. Review of expectations of Coach Review of data systems Mid-year “slump”---Being Prepared! SET: How to be prepared for spring visit Self Assessment Survey - PowerPoint PPT PresentationTRANSCRIPT
SD PBIS Coaches’ Training
Kari Oyen, Pat Hubert, and
Crystal Mengenhausen
SD PBIS Trainers
Today’s Agenda
Review of expectations of Coach
Review of data systems
Mid-year “slump”---Being Prepared!
SET: How to be prepared for spring visit
Self Assessment Survey
Working Smarter document
Parent Training
The Foundation
3 Tiers & Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
Tier 2: Targeted, Supplemental Interventions & Supports
Tier 1: Core, Universal Instruction & Supports .
RtI State Transformation Team – FL DOE (12/3/09)
Expectations of a PBIS Coach
Where to Start• Build local capacity
Become unnecessary…but remain available
• Maximize current competenceNever change things that are workingAlways make the smallest change that will have the biggest impact
• Focus on valued outcomesTie 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
Coach:1.) “Positively Nag” and
“Cheerlead”
2.) Communicate
4.) Fidelity - Facilitate Data-Based Decision-Making
5.) Facilitate PBIS Implementation at School
Provide frequent, positive communication
Find positives in school data
Provide edible reinforcers, thank you’s, other kudos
Celebrate successesCc-ing key people, PR contact, presentations
Encourage positive behavior by administrator
Maintain coaches’ school binderMeans of documenting efforts and celebrating success
Encourage team’s documentation of programming
“Positively Nag” and Cheerlead
Communicate with team (phone, emails, team mtgs)
Make sure people have agenda, data, action plan
Help team communicate to staff
Provide awareness presentations
Make connections /stakeholders
Communicate with state
CommunicationCommunicate with team (phone,
emails, team mtgs)Make sure people have agenda,
data, action planHelp team communicate to staff Provide awareness presentations Make connections /stakeholdersCommunicate with state
FIDELITY Fluency with expectations “Keeper of the Process”
Self-assessment (TIC, SAS, SET)
Action planning – (Action Plans)
PBIS Activity implementation On-going evaluation
Reinforce Value in Data
Ensuring FidelityThorough Understanding of the Team Plan
Compare Actions to Best Practice Binder, TIC/Review SET, PBIS website, etc
Utilize Relevant Resources Emphasize greater effectiveness Reminders: fidelity, accountability, doing what’s right for kids Blame the school
Call for help when needed Project Support, Individual problem-solving
Facilitate PBIS Implementation at School
Set group “norms” or expectations
Be a good facilitator
Make meetings time count
Accountability conversations
Strategy:Establishing Group Expectations
Ground Rules (examples)We will be present at all meetings We will be on time and allow no
interruptions to make or take phone calls, etc.
We will be concise when we speak – encouraging others to participate
We will distribute tasks equally amongst members
Facilitation SkillsLifelong development of active listening skills
Paraphrasing, summarizingAssertiveness, re-focusing, getting teams
“unstuck”De-escalationMotivating
Watching how the team interacts while contributing to the discussionIf your team is struggling, focus on the
group dynamics & processes for a while
Facilitating vs. Leading
Facilitator Team Leader
Ensures the team meets regularly
Sets the dates for meetings
Offers tools to assist in record keeping, team evaluations, etc.
Checks accuracy of records, directs team in evaluation
Ensures equal distribution of roles and responsibilities
Assumes the role of leader, delegates, assigns tasks
Ensures the team is using data for decision making
Refers the team to the data during team meetings
Attending Team MeetingsLooking at data
From last yearSince the beginning of the school year
Continue working on faculty buy-inPilot or case studiesInput, feedback
Continue working on Action Plan
Stay in touch with your State Trainer, other CoachesMonthly meetings, evaluation updates,
Assistance
Strategy: Meeting AgendaMeeting logistics (i.e. date, time, location,
facilitator, timekeeper, snackmaster, attendees
Applaud and AssessThings that have gone wellCritical Issues
ItemsData Summary (what, where, when, and who)
and Problem Solving ProcessReview Action Plan ProgressFollow up items from staff meetingAny additional concerns
Strategy: Meeting Agenda cont.
Actions/ResultsWhat is the plan based on the data
review and concerns addressed?
Next Steps/To Do ListWhat do we need to do to accomplish
the goals based on the data?
Next Meeting LogisticsDesignate roles, times and locations
for the next meeting.
Managing Your PBS Time:Do something, ANYTHING, immediately
Feeling of accomplishment
Break down larger tasks into smaller ones
Ask for help
Delegate if appropriate
Reward yourself when tasks are completedOK to reward frequently for small
accomplishmentsCelebrate large successes with a larger reward
Share triumph of getting things done with othersPositive reinforcement best way to maintain
momentum
Are We Doing What We Planned
Evaluating Implementation & Team FunctioningDid we do what we planned?
How do our actions match up to Best Practice?
Is what we’re doing working?Is it working a lot or a little?Is it working enough to justify the
effort and resources?
What can we celebrate?
What can we improve?How can we support more students
with minimal resources?
Review
PBS Coach
1. Positive “Nag”
4. Fidelity
2. Facilitate
• Team meetings• Activities at trainings• Implementation – ‘
2. Communicat
e
• Faculty• Administrator• District Coordinator• Community
• PBIS knowledge• Behavioral ‘expert’• Link to resources
Keeping the Wheels On
Action PlansEnsure Action Plan is being used
Regularly check (monthly)Monitor progress toward goalsProvides accountabilityItems/actions should be data based:
can you answer the question: “What data led the team to decide on this?”
Positively report, promote, shape, and reinforce school team progress and products
Implementation Schedule
Make sure all PBS activities are scheduled for the rest of the year
PBS Team meetings (monthly)Data Sharing with staff (monthly)Trainings (data-driven)
Initial, Behavior Principals, Staff, Student, Parent, Bus Driver
Be sure content is specified for eachReward Events (data-driven)
Points to RememberGOAL = SYSTEMS CHANGE
For AdultsMake it EASY to use Training, procedures, forms, support personnel, technology
For Kids They all know what’s expectedThose with issues have tools/supportReward systems, multiple tiers of support, Teacher
skills
Focus on data and constant renewal/improvementData gathering & analysis and sharing
TimelinesDue By January 22, 2013
Coaches training Oct. 29th.
2nd TIC (Team Implementation Checklist) turned in.
Due by May 10, 2013Coaches training in March (Date TBD).
SAS (School Assessment Survey) completed.
SET (School-wide Evaluation Tool) completed by PBIS trainer.
PBIS trainer has attended 2 team meetings at your school.
Due July 1, 2013ODR (Office Discipline Referral) numbers by month
- suspension/expulsion numbers for the year by grade level,
- graduation drop out numbers are reported.
Third TIC (Team Implementation Checklist) turned in.
Questions about Grant Agreements???Submit an invoice after each time
has lapsed
Indicate which activity was completed, the date of the activity, and $$$ associated with the activity
Date, sign, and submit to Rebecca Cain at [email protected]
Data systems
Using evaluation data to guidethe team
What tools are you currently using to evaluate your progress?
How are you using this evaluation data to guide your team PBS planning
Goal: Identify 2-3 tools you plan on using to evaluate your progress
Data*SWIS (monthly)/Infinite Campus
School Team Update
Team Process Evaluations
Team Implementation Checklist (multiple times)
Walk-Throughs (1x/year)
School-wide Evaluation Tool (SET)
Outcome Data (ODR, ISS, OSS, Attendance) Staff Satisfaction Survey (SAS)
BIG 5 Generator!!!!
http://www.pbismaryland.org/pbis_maryland_homepage_archive.htm
Under Archives, click Big 5 Generator
This can generate data from your Office Discipline Referral (ODR) data similar to the SWIS data system!
Let’s practice???
Mid-Year Slump---Be Prepared
Booster Training
Use TIPS to go through the problem-solving process!
Problem Solving Practice
SYSTEMS
PRACTICES
DATA
SYSTEMS – Support
Staff Behavior
PRACTICES – Support Student
Behavior
DATA – Supports Decision Making
PBIS “3-Circles” Problem-Solving WorksheetIdentified Problem: ______________________
Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________
Step 4: What will we do to support staff?____________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________
(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)
SYSTEMS – Support Staff Behavior
PRACTICES – Support Student Behavior
DATA – Supports Decision Making
PBIS “3-Circles” Problem-Solving WorksheetTargeted Problem: Behavior in the cafeteria
Step 2: What is the goal?Reduce ODR’s from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month).
Step 3: What will we do to support student behavior?
1. Teach “Cafeteria Expectations” in context.
2. Classroom teachers to provide pre-corrections prior to dismissing class to lunch.
3. Implement special “gotcha” system by class to earn class-wide recognition & privilege..
4. Use “stop light” system for monitoring noise level.
5. Use a “silent table” to isolate chronic rule-violators.
Step 4: What will we do to support staff?
1. Train lunchroom staff to teach cafeteria expectations.
2. Admin. monitor and demonstrate appropriate use of “gotchas’ for workers.
3. Admin. provide additional active supervision in café.
4. Advise teaching staff of new procedures.
5. Provide data feedback to staff.
Step 1: What does the data say?38% of the ODR’s last month were for disrespect and disruption in the cafeteria.
(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)
SYSTEMS – Support
Staff Behavior
PRACTICES – Support Student
Behavior
DATA – Supports Decision Making
PBIS “3-Circles” Problem-Solving Worksheet
Identified Problem: Disruptive classroom behavior
Step 2: What is the goal?Decrease incidents of disruption as measured by a decrease of 20% in ODRs for disruptive behavior by the end of the first nine weeks. Increase on-task student behavior measured by teacher observation.
Step 3: What will we do to support student behavior?Classroom routines and procedures defined, posted, taught, practiced, and acknowledged by classroom teachers. Use behavior specific praise statements contingent upon students demonstrating behaviors defined in classroom routines.
Step 4: What will we do to support staff?PBIS Leadership team to use Cool Tools and professional learning modules from Wiki to provide support to staff to implement practices. PLCs to support one another in development of practices. Post routines/procedures to shared forum (Google Docs).Use Cool Tools to self-assess implementation of practices.
Step 1: What does the data say?• The most significant concern is
disruption defined as behavior causing an interruption in a class or activity in classrooms .This behavior occurs daily (frequency/quantify behavior), and is most likely to happen during transitions from one instructional activity to another (e.g., lunch, morning arrival, 2:30). Students from all grade levels (grade level/group of students) are most likely to engage in this behavior. We are unsure as to why students are engaging in this behavior (function of behavior- get/obtain or avoid/escape).
(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002), PBIS in VA
SYSTEMS –
Support Staff
Behavior
PRACTICES – Support Student Behavior
DATA – Support
s Decisio
n Making
PBIS “3-Circles” Problem-Solving WorksheetIdentified Problem: ______________________
Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________
Step 4: What will we do to support staff?________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________
Your Turn!
PreventionEnsure that supervisors are on the playground and are engaged in active supervision .
Teaching Teach the school-wide behavior expectations of being safe, respectful, and responsible, and do the teaching on the playground where problem behaviors are most likely.
Reward Provide a formal system for playground supervisors to recognize appropriate play on the playground.
Extinction Teach all students to signal “stop” when they are treated disrespectfully.Teach playground supervisors to ensure that aggression and disruption are not allowed to gain access to preferred activities or materials.
Corrective consequences
Review continuum of consequences for problem behavior on playground with students and supervisors and make sure continuum is in effect.
Data Team will review playground data in 2 weeks
Step 3: Discuss and Select Solutions
Directions2 Groups per table10 min. to complete
Identify a time keeper & recorder
1. Choose 1 PROBLEM BEHAVIOR per group
2. Work through process on blank P-S worksheet
1. Disproportionate # of Special Ed. students being suspended
2. Teachers not rewarding students3. Bullying behavior4. Tardies to class or school5. Problems in the bathroom6. Disrespect to teachers7. Aggression on playground or other
area8. Disruption during assemblies9. Parents not involved, supportive10. Not prepared for class
Share out – aha’s & Action Plans
SET: Preparing for your spring visit
http://flpbs.fmhi.usf.edu/Tier%201/Product%20Books/Floresta%20PBS%20product%20book.pdf
**Examples of product book is noted above.
**Example of SET is located at the back of the PPT
**Get into groups of 3-4 and go through the SET using the product book sample above. This won’t be complete, but can give you an idea of the process.
Products to gather (if created):
1. _______Discipline handbook
2. _______School improvement plan goals
3. _______Annual Action Plan for meeting school-wide PBIS goals
4. _______Social skills instructional materials/ implementation time line
5. _______Behavioral incident summaries or reports
6. _______Office discipline referral form(s)
7. _______Other related information
SAS: What to know about the survey
Window of time to administerWill be sent out by Becky Cain
Passwords, etc. will be sent out by Becky.
Parent/Student surveys will be sent out at another time by Karen Taylor or Gavin Woltjer from the TIE office.
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SPSA
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Are outcomes
measurable?
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
What about Parent Training?http://flpbs.fmhi.usf.edu/resources_family.cfm
Article Jigsaw
In Groups
Break the article apart
Assign sections
Read
Be prepared to share
Questions?
Contact Information:Kari Oyen, [email protected] Hubert, [email protected] Mengenhausen,
[email protected] McCormick-Gilles,
Project Coordinator:Rebecca Cain, [email protected]