1. Coordinator Orientation for PBIS at the Universal Level
Presented by VTPBIS State Team
April 2018

2. Webinar Logistics Orientation to Screen 2 Ways to Interact:
Raise your hand using the icon on your screen
Type a question into the text box
This webinar will be recorded.
Please note, your microphone will be muted unless otherwise indicated.

3. Agenda Brief PBIS Review Define Responsibilities and Competencies of:
School Coordinator
SU/SD Coordinator
Team Members
Administrator
Identify Coaching and Other Supports Available
Using your School Data: SET & SAS
Questions

4. Behavior Systems - VTPBIS
MTSS
Academic Systems
Behavior Systems - VTPBIS
Intensive Individual Interventions
Individual Students
Assessment-based
High Intensity
1-5%
1-5%
Intensive Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive
Proactive
80-90%
80-90%
Universal Interventions
All settings
All students
Preventive
Proactive

5. Continuum of Support for “Dylan” within MTSS
Anger Mgt.
Math
Label Behavior, Not Students!
Science
Adult relationships
Every student has competencies. Label behavior not STUDENTS. Everyone at one point or another needs targeted or intensive supports. Dylan is doing great in reading but may need more support in Math and with anger management.
Attendance
Reading
Peer Interaction

6. How is VTPBIS Sustainable?
Supporting
Staff Behavior
Supporting
Decision
Making
SYSTEMS
DATA
PBIS/MTSS-B is successful because it focuses on developing systems that support practices and uses data to measure the effects of these practices. The combination of implementing systems, data and practices.
PRACTICES
Supporting
Student Behavior
Smallest effort
Evidence-based
Biggest, durable effect

7. Implementation Science
3-5 years (this is normal!)

8. What is your PBIS Universal Team membership?
Coordinator(s)
School Administrator
Family Member
Student (when appropriate)
Individuals able to provide:
Applied behavioral expertise
Coaching expertise
Knowledge of student academic and behavior patterns
Knowledge about the operations of the school across grade levels and programs
Representative of school staff
You want all staff members to feel like they have a voice on the team – someone they can reach out to that will represent their views when sitting at team meetings
Think about if anyone is missing?
Spend time talking about applied behavioral expertise and who that might be

9. What are the elements of VTPBIS at the Universal Level?
Create a common purpose
Define 3-5 positively-stated behavioral expectations
Develop systems for teaching behavioral expectations
Develop systems for acknowledging and rewarding behavioral expectations
Develop systems for discouraging problem behaviors
Develop data management systems
Road map for the Universal Training!

10. A Restorative Practice Approach to Setting Expectations
The Restorative Approach is about:
Voluntary Participation
Exploring Relationships
Meaningful Engagement
Participatory Decision-Making
Think about how you can shift from setting the expectations and teaching the expectations to building agreements and sharing what these agreements mean in action.

11. PBIS in Vermont

12. Where is VTPBIS in VT?

13. VTPBIS Cascade of Support

14. Questions or Comments?

15. Why have a VTPBIS School Coordinator?
Support Team with action planning and implementation
Help with Team sustainability and accountability
Team reinforcement (positive nag)
Facilitate the use of data in decision making
Public relations and communications
Network with other schools
Feedback to statewide VTPBIS Team

16. VTPBIS School Coordinator Pre-Requisites:
Role endorsed by school principal
Interest in performing responsibilities of coordinator
Flexibility to complete tasks during the day
Positive rapport with other school staff and professional credibility
Attendance at introductory trainings

17. VTPBIS School Coordinator Responsibilities:
Ensure Team is scheduled to meet at least monthly and facilitation occurs
Help with Team organization and task completion
Organize and report data to SU Level Team and to the State
Attend Coordinators Learning and Networking Series
Attend training events

18. VTPBIS School Coordinator Competencies:
Fluency with PBIS features – systems, data and practices
Effectively communicates with school leadership team, SU/SD PBIS Coordinator and community stakeholders (e.g., faculty, students, staff, parents, community members)
Positively reports, promotes, shapes, and reinforces school team progress and products

19. Role of VTPBIS SU/SD Coordinator
Establish SU/District Team
Conduct SET Evaluations
Act as a liaison between schools and State Team
Attend School-based Leadership Team Mtgs (2-3 times/year)
Secure resources/funding for school teams
Create capacity for staff training through SU training Calendar

21. In your Files Pod

22. Inside the Coordinators Handbook…
Role Descriptions
Handout Coordinators Calendar.
VTPBIS Network Info

23. Activity after the webinar!
Complete the VTPBIS Coordinator self-assessment (optional)
Identify three priorities for your own professional learning
Review your learning priorities with your team

24. VTPBIS Leadership Team Member Responsibilities:
Share team roles
Promote PBIS Implementation Plan to representative group in school
Attend monthly team meetings
Volunteer for team tasks
Act as PBIS cheerleader!

25. VTPBIS Administrator Responsibilities:
Support your role as Coordinator (your time, schedule)
Promote & prioritize PBIS to ALL stakeholders
Be active/visible on team
Troubleshoot systems level issues
Attend monthly team meetings
Volunteer for team tasks
Principal

26. Administrator Support
One of the strongest predictors of SWPBIS sustainability is administrator support (Coffey & Horner, 2012)
Perceived administrative support has the strongest impact on sustainability (McIntosh, Predy, et al., in press)
Sustainability is supported by administrators who allocate resources (e.g., time, incentives, training), communicate expectations, and address competing practices that may decrease resources (Blase & Fixsen, 2004)

27. Support for PBIS is needed at every level!
visual

28. Supports Available to You:
During the Universal Training:
Presenters, State TAs, Coaches, SU/SD Coordinators
Optional VTPBIS Coordinator Check-in at end of each day
Other PBIS schools (find info on our website)
Websites: and
Coaching

29. Questions or Comments?

30. VTPBIS YouTube Channel

31. First Steps to Implementation Module Series:
Module 1: Part 1: PBIS Review Part 2: Team Responsibilities & Working Smarter, Not Harder Module 2: Part 1: Introduction of the six components of PBIS Component 1: Purpose Statement Part 2: Component 2: Behavior Expectations Module 3: PBIS Data Tools Module 4: Family Engagement

32. Using your School Data:
SET and SAS
Handout SET and EBS Baseline Data.

33. Improving Decision-Making
From
Problem
Solution To
Problem
Solving
Problem
Solution
Information (Data)

34. Assessing VTPBIS Implementation
Self-Assessment Survey (SAS)

35. Reviewing your Self-Assessment Survey (SAS) results…
Purpose:
Assess staff perceptions of PBIS practices
in place and priority for changes
Design annual action plan
Format:
Survey
Completed by:
All staff
When?
Annually, preferably in the spring

36. Two main questions What systems are in place now?
What systems are most in need of improvement?

37. Total Score:

38. Subscale:

39. Items:

40. Assessing VTPBIS Implementation
School-wide Evaluation Tool (SET)

41. Reviewing your School-wide Evaluation Tool (SET) results…
Purpose:
Assess school-wide implementation of PBIS practices
Format:
Interviews with staff, students; observations; review of discipline related documents
Completed by:
Coaches
When?
Before SW implementation,
6-12 weeks after SW implementation

42. SET Components Section A: Expectations Defined Section B:
Behavioral Expectations Taught
Section C:
On-Going System for Rewarding Behavioral Expectations
Section D
System for Responding to Behavioral Violations
Section E:
Monitoring and Evaluation
Section F:
Leadership
Handout: SET Scoring Summary: Bring scored sheet that TA completed.

43. Baseline SET Subscale:

44. Items:

45. Post-SET Scores 2017:

46. Important Next Steps:
After this webinar, Anne Dubie will you the following:
The YouTube link and follow-up instructions for the First Steps Online Module Series
Information regarding the SAS
Schedule a time to do the First Steps to Implementation Online Module Series with your entire team and your TA/coach
Your State TA will be in contact with you to schedule your Pre-SET

47. Questions? Please contact your VTPBIS TA

48. Important Resources:
VTPBIS Training Calendar & Resources:
VTPBIS Newsletters and Updates
National PBIS Website:
VTPBIS on Social Media!
Vermont PBIS Facebook, Twitter

49. Questions and Comments?
Thank you!