Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northwest PBIS (NWPBIS) Coaches Training Sue Vande Voort M.Ed, PBIS Specialist & Success Coach Heather Shickich, HPS PBIS Specialist Big Thanks to and Created by: Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

Advance Organizer Introduction and Overview Why Coaching Coaching Self-Assessment and Reports Introduce Yourself and Your school Advanced Skill Building Basics of SWPBIS Activity Identifying Resources

Main Coaching Objectives By the end of this section of the workshop, you will be able to… –…Describe your role as a coach. –…Articulate the basic elements of SWPBIS. –…Identify resources for SWPBIS. –…Problem solve roadblocks in coaching –…Facilitate your team’s activities at the next SWPBIS team training.

Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT T RAINING E XPECTATIONS : RESPECT…

pbisnetwork.org pbis.org pbisapps.org nepbis.org Evaluation Plan Coaching SWPBIS Workbook and Appendices Action Plan Tools!

New Content Guidelines Training Organization Review +Ex-Ex Activity Legend

Chapter Header (e.g., I) Section Header (I.A)

Advance Organizer Introduction and Overview Why Coaching Coaching Self-Assessment and Reports Introduce Yourself and Your school Advanced Skill Building Basics of SWPBIS Activity Identifying Resources Preparation for Next Training Event

OVERVIEW OF COACHING IN SWPBIS (CHAPTER I)

Why Coaching? The old models are not as effective. I.A.i

Problem Statement 1 (Sugai) “We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.” I.A.i

(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39) “Training by itself does not result in positive implementation outcomes or intervention outcomes.” I.A.i Problem Statement 2

Avoid “Train & Hope”! 1. React to Problem Behavior 2. Select and Add Practice 3. Hire Expert to Train Practice 4. Expect (Hope) for Implemen- tation 5. Wait for new problem I.A.i

Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

This is where you come in ! I.A.ii Introduction to Coaching

Important Functions of Coaching I.A.ii Coaches provide team start-up support Promote fidelity of implementation Coaches facilitate team sustainability and accountability –Coaches provide technical assistance and problem solving –Coaches provide positive reinforcement to team members –Coaches deliver prompts (i.e., function as “positive nags”) Coaches improve and increase public relations and communications Coaches are linked to a support network across schools Coaches are linked to leadership, trainers and teams Coaches allow for local facilitation As coaches build their own skills, they provide increased behavioral capacity

Who Provides Coaching Supports? Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts Coaching is set of responsibilities, actions, & activities….not person I.A.ii

Coaching Competencies NECESSARY Participate in team training, coaches training, and networking Facilitate team meetings at least monthly Work effectively with adults Knowledgeable about school operating systems Professional commitment PREFERRED Knowledge about SWPBIS Knowledge about behavior support practices at the school ‐ wide, class ‐ wide, targeted, and individual levels Skilled in collection and use of data for decision ‐ making I.A.ii

What roles do coaches play? Coaching Roles Facilitate Content Knowledge Communicate  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., pbisnetwork.org, pbis.org, nepbis.org, pbisapps.org)  Team meetings  Activities at training events  Implementation

School-level coaching  Coaching capacity integrated into existing personnel  Supervisor approval given  District support and agreements given  District/state coordination provided  Coaching linked with school team  Coaching training linked with team training  Individuals in coaching positions included in team training  Individuals in coaching positions meet regularly for prompting, celebrating, problem solving, etc. District-level coaching  Individuals in coaching positions are experienced with school team implementation  New teams added with increased fluency (at district level) Guidelines for Selecting SWPBIS Coaches

What is coaching? 1.Coaching is the active and iterative delivery of: a. Prompts and reinforcers that increase successful behavior b. Corrections that decrease unsuccessful behavior 2.Coaching is done by someone with credibility and experience with the target skill(s) 3.Coaching is done on ‐ site, in real time 4.Coaching is done after initial training 5.Coaching is done repeatedly (e.g., monthly) 6.Coaching intensity is adjusted to need I.B.i

Effective Coaching Involves: 1.Building local capacity (i.e., become unnecessary, but remain available) 2.Maximizing current competence a.Never change things that are working b.Always make the smallest change that will have the biggest impact 3.Focusing on valued outcomes a.Tie all efforts to the benefits for children b.Attend to context 4.Emphasizing accountability (i.e., measure and report; measure and report; etc.) 5. Building credibility through a.Consistency b.Competence with behavioral principles/practices c.Relationships d.Time investment 6.Pre ‐ correcting, prompting, and reminding for success I.B.ii

Before Training Activities:  Verify coaching role with your coordinator/supervisor  Review coaching role with principal  Remind team of coaching role  Ensure team is composed of the correct members and all key members are scheduled to attend training.  Assist team to review/bring relevant data, policy and procedures, updated action plan, etc.  Review tools: Team Implementation Checklist (TIC), EBS Self-Assessment Survey, Committee Review, Action Planning, Benchmarks of Quality, SET, TFI  Assist team to prepare brief summary of 1-2 significant accomplishments, 1- 2 in-progress activities, and 1-2 challenges. Guidelines for Coaching SWPBIS

During Training Activities:  Remind team of coaching role  Let team lead process  Document agreements  Focus team on agenda and activity outcomes and reinforce progress  Remind team of big ideas from SWPBIS approach and presentations  Remind team to include all staff in decision making  Prompt outcomes: Action Plan, Etc.  Acknowledge/reinforce team for progress at training  Complete/review agreements/actions specified on updated action plan Guidelines for Coaching SWPBIS

After Training Activities:  Prompt team to (a) meet and review PBIS purpose and action plan with staff, (b) collect school data, (c) meet w/in 1 month, and (c) complete Team Implementation Checklist and/or Benchmarks of Quality (as assigned in training)  Contact team leader 2x in first month and ask what is planned and if assistance needed (if district coach)  Set schedule for team to meet 1x month  Review school data on monthly basis  Monitor and assist in development and completion of team action plan  Document team and coaching accomplishments, speed bumps, challenges, solutions  Identify and acknowledge team/school progress on action plan tasks/outcomes Guidelines for Coaching SWPBIS

Advance Organizer Introduction and Overview Why Coaching Coaching Self-Assessment and Reports Introduce Yourself and Your school Advanced Skill Building Basics of SWPBIS Activity Identifying Resources Preparation for Next Training Event

Work individually (or with partner coach) for 15 min Activity: Coaching Self-Assessment Complete Coaching Self-Assessment Develop an Action Plan to address areas for growth from your self assessment Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports) (page 13)

Coaching Reports 1-2 Details to introduce yourself 1-2 Strengths (with respect to coaching) 1-2 Concerns or challenges (with respect to coaching)

Advance Organizer Introduction and Overview Why Coaching Coaching Self-Assessment and Reports Introduce Yourself and Your school Advanced Skill Building Basics of SWPBIS Activity Identifying Resources Preparation for Next Training Event

BASICS OF SWPBIS FOR COACHES (CHAPTER II)

I.B.i Main Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

I.C Critical Features of PBIS (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

Classroom Non-classroomFamily Student School-wide Smallest # Evidence- based Biggest, durable effect SWPBIS Practices I.C.iii

Leadership team Common purpose & approach to discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging inappropriate behavior Procedures for on-going monitoring & evaluation Behavioral Interventions and Practices… School-Wide

Classroom Non-classroomFamily Student School-wide SWPBIS Practices

All school-wide Maximize structure and predictability (e.g., routines, environment). Positively stated expectations posted, taught, reviewed, prompted, and supervised. Maximum engagement through high rates of OTRs & delivery of evidence-based instructional curriculum and practices. Continuum of strategies to acknowledge appropriate behavior. Continuum of strategies to respond to inappropriate behavior. Behavioral Interventions and Practices in… Classroom Settings

Classroom Non-classroomFamily Student School-wide SWPBIS Practices

Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, –Move, –Interact Pre-corrections, prompts & reminders Positive reinforcement Behavioral Interventions and Practices in… Non-classroom Settings

Classroom Non-classroomFamily Student School-wide SWPBIS Practices

Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Behavioral Interventions and Practices for… Individual Students

Classroom Non-classroomFamily Student School-wide SWPBIS Practices

Continuum of positive behavior support for all families Frequent, regular, and positive contacts, communications, and acknowledgements Formal and active participation and involvement as equal partners Access to system of integrated school and community resources Behavioral Interventions and Practices in… Family Systems

Continuum of School-Wide Instructional & Positive Behavior Support Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% I.C.iii

Academic Continuum Behavior Continuum MTSS Integrated Continuum

EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS I.C.iv

PBIS Systems Implementation Logic I.C.iv

Basic PBIS “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes II.A

 Communicate the impact of SWPBIS on academic outcomes to school faculty to assist with buy-in  Develop observable and measurable statements of desired outcomes related to social/academic behavior  Ensure data are regularly collected, reviewed, and used to make decisions at SWPBIS meetings  When selecting practices, ensure they are (a) evidence-based, (b) indicated by data, and (c) aligned with outcomes  Establish systems to support sustained implementation of each practice with fidelity (e.g., teaming, professional development, and staff acknowledgement structures)  Communicate three tiered prevention logic to faculty, and ensure practices are organized to provide a continuum of support  Define critical elements (outcomes, data, systems, and practices) across the various contexts targeted in the first year of training/implementation (school- wide, classroom, and non-classroom) and ensure family involvement in SWPBIS team to extend focus to family context  Access resources (e.g., trainers, local experts, training materials, websites) to support your team(s) as needed Guidelines for Coaching “Basics of SWPBIS”

Use data to (a) identify outcomes and (b) select evidence-based practices. Invest in systems to ensure sustained implementation with fidelity.

Advance Organizer Introduction and Overview Why Coaching Coaching Self-Assessment and Reports Introduce Yourself and Your school Advanced Skill Building Basics of SWPBIS Activity Identifying Resources Preparation for Next Training Event

Recall the two main functions: Content Communication You now have an understanding of basic elements of SWPBIS Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team

How will you Fill Your Role… …as you are increasing your fluency with the content, your team members will still view you as an “expert” It would be wise to familiarize yourself with the resources available to you and your team

Work individually (or with partner coach) for 15 min Activity: Identifying Resources Identify needed resources to address the following: –Where do you go to get an overview of all the steps involved in implementing SWPBIS? –Which tools will help you establish your team and conduct efficient team meetings? –What tool would you use to survey your school staff? –Where do you go for assistance with data-based decision making? –To evaluate Tier 1 Implementation? Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports) For additional resources remember pbis.org pbisnetwork.org and neswpbis.org Use Materials uploaded and PBIS.org (Evaluation Tools Sections 1 and 2)

Work individually (or with partner coach) for 15 min Activity: Identifying Resources Identify needed resources to address the following: –Where do you go to get an overview of all the steps involved in implementing SWPBIS? (Getting Started Work Book page 42) –Which tools will help you establish your team and conduct efficient team meetings? (TIPS/Fidelity checklist 1-9 and Coaching WB pg ) –What tool would you use to survey your school staff? (SAS) –Where do you go for assistance with data-based decision making? (pbisapps.org /SWIS/workbook) –To evaluate Tier 1 Implementation? (SET, TFI) Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports) For additional resources remember pbis.org pbisnetwork.org and neswpbis.org

Advance Organizer Introduction and Overview Why Coaching Coaching Self-Assessment and Reports Introduce Yourself and Your school Advanced Skill Building Basics of SWPBIS Activity Identifying Resources

Remember, Review Implementation Guidelines BEFORE DURING AFTER Look

Break Time!

Overview of SWPBIS and getting started…

MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year

OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS (CHAPTER I)

SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990) I.A

SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidence- based interventions to achieve Academically & behaviorally important outcomes for All students I.B.i

SWPBIS is an organizational approach for… Improving classroom & school climate Decreasing reactive management Integrating academic and behavior initiatives Maximizing academic achievement Improving support for students with EBD I.B.ii

Common Vision/Values Common Language Common Experience Quality Leadership POSITIVE SCHOOL-WIDE CLIMATE FOR ALL (Students, Family, School, Community) Effective Organizations I.B.vi

Creating the Culture of Positive Behavior Supports

I.C Critical Features of PBIS (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

Focus on Data DATA What is data- driven decision making? I.C.ii

DISTRICTS/SCHOOLS IN TRAININGSCHEDULE PurposeMeasureFunction Year 1 TrainingYear 2 Training WinterSpringFallWinterSpring Capacity Building— District Level District Capacity Assessment (DCA) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. X X Fidelity of Implementation— Building Level PBIS Tiered Fidelity Inventory (TFI) Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III. XX X Progress Monitoring— Building Level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. X X Progress Monitoring—Team Level Team Implementation Checklist (TIC) A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. XXXXX School Climate Georgia School Climate Surveys An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. XX Student Outcomes School-wide Information System (SWIS) Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Weekly Weekly Weekly Weekly Weekly To effectively use data… …use your evaluation plan …and tools available at: PBIS.org Pbisapps.org

Focus on Practices PRACTICES What evidence- based interventions are included in SWPBIS? I.C.iii

Classroom Non-classroomFamily Student School-wide Smallest # Evidence- based Biggest, durable effect SWPBIS Practices I.C.iii

Continuum of School-Wide Instructional & Positive Behavior Support Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% I.C.iii

Focus on Systems SYSTEMS What are key systems features to support staff? I.C.iv

Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

PBIS Systems Implementation Logic I.C.iv

EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS I.C.iv

OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter II)

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation Day 2 Day 1 Day 3

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.i SYSTEMS How will we play together?

Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student Start with a team that “works.”

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.i SYSTEMS What if the same people are on every team? Working Smarter

II.B. 1 Response: Work Smarter Do less…better Do it once Invest in clear outcomes Invest in a sure thing Be strategic about problem solving

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.ii PRACTICES What are we “about”?

Examples of Purpose Statements Cedarhurst Elementary School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Chinook Middle School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.iii PRACTICES What do we expect?

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.iv PRACTICES Teaching social behavior explicitly? Like academic behavior Teaching social behavior explicitly? Like academic behavior

DefineTeachPromptMonitorEvaluate In other words… follow these key steps II.B.iv

Operationally define what the rules look like across all the routines and settings in your school. One way to do this is in a matrix format. Behavioral expectations/Rules Define II.B.iv

RAH – at Adams City High School RAHClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism II.B. 4

II.B.iv Teach expectations directly. –Define rule in operational terms—tell students what the rule looks like within routine. –Provide students with examples and non-examples of rule- following within routine. Actively involve students in lesson—game, role-play, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting. rules in the context of routines Teach

Expectations & behavioral skills are taught & recognized in natural context

II.B.iv Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997). or remind students of the rule Prompt

And people say high schools are different…

Active Supervision (Colvin, Sugai, Good, Lee, 1997) : »Move around »Look around (Scan) »Interact with students »Reinforce »Correct students’ behavior in natural context Monitor II.B.iv

Monitoring Dismissal McCormick Elementary School, MD

A lesson plan that prompts the critical features just described: Simonsen, Myers, Everett, Sugai, Spencer, & LaBreck (2012) Also see Appendix I

DefineTeachPromptMonitorEvaluate In other words… follow these key steps II.B.iv

Collect data –Are rules being followed? –If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions the effect of instruction Evaluate II.B.iv

Collect data –Are we doing what we said we’d do? How will we support lessons taught within routines? How will we know when lessons are taught? How will we know when and where we might need boosters? Summarize data (look for patterns) -Use data to make decisions the fidelity of implementation Evaluate II.B.iv

DefineTeachPromptMonitorEvaluate A lesson plan that puts all of this together… II.B.iv

Cool Tools Lesson Plans g/cool-tools.htmlhttp:// g/cool-tools.html

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.v PRACTICES

DefineTeachPromptMonitorEvaluate In other words… follow these key steps in the classroom. II.B.v

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.vi PRACTICES

Establish a continuum of procedures to encourage rule following behavior

Work as a team 30 minutes Activity: Action Planning Return to your Action Plan Update content related to Tier 1. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

Lunch Time!

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation PRACTICES II.B.vii

1.Specify Definitions for Violations of SW Expectations  Contextually appropriate labels/names  Definitions represent continuum of severity (e.g., minor, major, illegal)  Definitions comprehensive in scope (school-wide)  Definitions in measurable terms  Mutually exclusive (minimal overlap) Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES

2.Specify Procedures for Processing Violations of SW Expectations  Agreement regarding office staff vs. teacher/staff responsibilities  ODR form for tracking discipline event specifies: a.Who (i) violated rule, (ii) observed and responded to violation of expectation, and (iii) else was involved b.When (day/time) c.Where d.What (i) expectation was violated and (ii) was the possible motivation  Agreement regarding options for continuum of consequences  Data decision rules for intervention and support selection Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES

3.Implement procedures  Use by all staff  Schedule for regular review of use and effectiveness  Means for keeping track of number of acknowledgments vs. ODRs or other disciplinary actions  Schedule and procedures for regular review and enhancement of acknowledgements  Procedures in place for identifying and supporting students whose behaviors are not responsive Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES And always remember to consider systems, culture, & context:

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.viii DATA

II.B.vii i Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices Step 1: Develop evaluation questions. Step 2: Identify indicators or measures. Step 3: Develop methods for collecting and analyzing indicators. Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? How was the question answered and what should be done next?

II.B.vii i 1.General data collection procedures a)Data collection procedures are integrated into typical routines (e.g., ODRs, attendance, behavior incident reports) b)Data collection reports regularly checked for accuracy c)Data collection limited to information that answers important student, classroom, and school questions d)Structures and routines for staff members to receive weekly/monthly data reports about status of SW discipline e)Decision rules for guiding data analysis and actions f)Schedule for daily, weekly, monthly, quarterly feedback g)Data system managed by 2-3 staff members h)No more than 1% of time each day for managing data i)Efficient, timely, and graphic displays of data PREVIEW: Guidelines for Data-Based Monitoring of SWPBIS Outcomes DATA

II.B.vii i 2.Office discipline referral procedures a)Agreed upon definitions of violations of expectations organized in a continuum b)A form for documenting noteworthy behavior incidents (ODR) c)School-wide procedures for processing/responding d)Efficient and user-friendly data input and storage e)Efficient and user-friendly process for summarizing and storing data f)Efficient and user-friendly procedures for producing visual displays of data g)Procedures for presenting data to staff on routine basis h)Procedures for making decisions and developing actions based on data PREVIEW: Guidelines for Data-Based Monitoring of SWPBIS Outcomes DATA

Team Evaluation of Outcome, Process and Systems Data

Using Data for Decision Making SWIS (pbisapps.org) TIPS

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.viii SYSTEMS

I.C.iv Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

Avoiding “Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation I.C.iv

Buy-in! Staff Buy-In Effective Team… Staff …powered by Data Effective Messenger(s) Effective Leadership

80% Rule ~80% of Staff Primary Prevention: Systems to support all staff: Professional development Reinforcement Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~15% ~5% Apply the triangle to adult behavior!

Embedded Professional Development Explicit Training Coaching/Promptin g Performance Feedback Desired Outcomes

Staff Recognition We can (and should) do better! If we want staff to recognize kids, we should recognize them!

80% Rule ~80% of Staff Primary Prevention: Systems to support all staff: Professional development Reinforcement Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~15% ~5% Apply the triangle to adult behavior!

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.viii SYSTEMS

To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II.X

3. SWPBIS P RACTICES AND S YSTEMS IN N ON - C LASSROOM S ETTINGS (Chapter III)

Problematic Non- Classroom Settings III.A

Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions.

Definitions and Intervention Considerations III.B

Non-Classroom Settings Particular times or places where supervision is emphasized Where instruction is not available as behavior management tool Examples: –Cafeteria, hallways, playgrounds, bathrooms –Buses & bus loading zones, parking lots –Study halls, library, “free time” –Assemblies, sporting events, dances III.B

Non-Classroom Settings: Basic Management Considerations Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Practices Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior III.B

III.C  Implementation is school-wide by all staff  School-wide behavior expectations taught in context  Administrator is an active member  Context-specific expectations and routines taught directly and early in the school year/term  Regular opportunities for review, practice, and positive reinforcement  Team-based review, action planning, and implementation consideration  Data-based progress monitoring and action planning  Regular review of accuracy of intervention implementation Guidelines for Non-Classroom Settings PRACTICES And always remember to consider systems, culture, & context:

SupervisionSelf-assessment YES or NO III.D

Supervision Self-Assessment 1.Did I have at least 4 positive for 1 negative student contacts? 2.Did I move throughout the area I was supervising? 3.Did I scan the area I was supervising? 4.Did I positively interact with most of the students in the area? 5.Did I handle most minor rule violations quickly and quietly? 6.Did I follow school procedures for handling major rule violations? 7.Do I know our school-wide expectations (positively stated rules)? 8.Did I positively acknowledge at least 5 different students for displaying school-wide expectations?

SYSTEMS FEATURES School-wide implementation –All staff –Direct teaching 1 st day/week –Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

Work as team for 30 min Activity: Action Planning Return to your Action Plan Update each section based on what you’ve learned. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

4. C LASSROOM M ANAGEMENT P RACTICES AND S YSTEMS (Chapter IV)

Effective Classroom Management Practices IV.A

IV.A.ii Effective Academic Instruction Effective Behavioral Interventions Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation Positive, Preventative School Culture (SWPBIS)

Evidence-Based Practices in Classroom Management 1.Minimize crowding & distraction 2.Maximize structure & predictability 3.State, review, & reinforce positively stated expectations. 4.Provide more acknowledgement for appropriate than inappropriate behaviors. 5.Maximize varied opportunities to respond. 6.Maximize active engagement. 7.Actively & continuously supervise. 8.Respond to inappropriate behaviors quickly, positively, & directly. 9.Establish multiple strategies for acknowledging appropriate behavior. 10.Generally provide specific feedback for errors & corrects. IV.B

IV.C  Academic achievement is linked to social success, active engagement, and effective teaching  Good teaching is used as a behavior management strategy  Behavior management is used as an instructional management strategy  The three-tiered prevention logic is applied to the classroom context  Classroom management is linked to school-wide behavior support  Typical classroom routines have been taught, practiced, and reinforced regularly  School-wide support systems are used to sustain effective classroom management strategies  Data-based progress monitoring and action planning  Regular review of accuracy of intervention implementation Guidelines for Classroom Settings PRACTICES And always remember to consider systems, culture, & context:

Self Assessment of Classroom Management SACM

SWPBIS Action Planning

Team Implementation Checklist (TIC) 1.COACHES (1 per team) go to 2.Go to pbis applications login on the top right corner of your screen 3.Login with your and password (if you haven’t set up your password yet, just go through forgot password process) 4.Select PBIS Assessment 5.Under Surveys Currently Open, Select Team Checklist Click “Take Survey” –Find Team Checklist 7.Select under Action column 8.Complete TIC as a team 9. Review reports to support your action planning Also see Appendix C Complete during Team Action Planning Time TODAY Also see Appendix C Complete during Team Action Planning Time TODAY

Assessing Fidelity SET TFI Other tools –Inclusive School Scan

Work as team for 15 min Activity: Tier 1 Questions and Answers Time to refocus on Tier 1 implementation! With your group brainstorm 2-3 questions that you still have related to Tier 1. Share questions, responses, and solutions as a large group.

Next Steps

Implement Action Plan Communicate information to staff Meet monthly with team –Review school data –Review/update action plan Implement activities on action plan

Review of Coaching SWPBIS

Main Coaching Objectives By the end of today’s meeting, you will be able to… –…Describe your role as a coach. –…Articulate the basic elements of SWPBIS. –…Identify resources for SWPBIS. –…Problem solve roadblocks in coaching –…Facilitate your team’s activities at the next SWPBIS team training.

I.A.ii What roles do coaches play? Coaching Roles Facilitate Content Knowledge Communicate  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org,  Team meetings  Activities at training events  Implementation

Consider Tattoos! SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBIS Elements School Systems SWPBIS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% Classroom Non-classroomFamily Student School-wide

You’re a coach! Prepare for upcoming training events, and use your resources to guide your team’s activities (both at training and at school).

Research based Interventions and Practices What Works Clearing House- – National Implementation Research Network search/results/taxonomy%3A8http://nirn.fpg.unc.edu/resource- search/results/taxonomy%3A8 The Iris Center – University of Nebraska-Student Engagement Project –

Work as a team Activity: Action Planning Return to your Action Plan Update content related to Tier 1. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

Thank you! Team Time Action Planning