1. SD PBIS Coaches’ Training Kari Oyen, Pat Hubert, and Crystal Mengenhausen SD PBIS Trainers

3. 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

4. The Foundation

5. 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)

6. Expectations of a PBIS Coach

7. Where to Start 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

8. Coach: 1.) “Positively Nag” and “Cheerlead” 2.) Communicate 4.) Fidelity - Facilitate Data- Based Decision-Making 5.) Facilitate PBIS Implementation at School

9. Provide frequent, positive communication Find positives in school data Provide edible reinforcers, thank you’s, other kudos Celebrate successes Cc-ing key people, PR contact, presentations Encourage positive behavior by administrator Maintain coaches’ school binder Means of documenting efforts and celebrating success Encourage team’s documentation of programming “Positively Nag” and Cheerlead

10. 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

11. Communication 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

13. 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

14. Ensuring Fidelity Thorough 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

15. Facilitate PBIS Implementation at School Set group “norms” or expectations Be a good facilitator Make meetings time count Accountability conversations

17. 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

19. Facilitation Skills Lifelong development of active listening skills Paraphrasing, summarizing Assertiveness, re-focusing, getting teams “unstuck” De-escalation Motivating Watching how the team interacts while contributing to the discussion If your team is struggling, focus on the group dynamics & processes for a while

20. Facilitating vs. Leading FacilitatorTeam 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

21. Attending Team Meetings Looking at data From last year Since the beginning of the school year Continue working on faculty buy-in Pilot or case studies Input, feedback Continue working on Action Plan Stay in touch with your State Trainer, other Coaches Monthly meetings, evaluation updates, Assistance

22. Strategy: Meeting Agenda Meeting logistics (i.e. date, time, location, facilitator, timekeeper, snackmaster, attendees Applaud and Assess Things that have gone well Critical Issues Items Data Summary (what, where, when, and who) and Problem Solving Process Review Action Plan Progress Follow up items from staff meeting Any additional concerns

23. Strategy: Meeting Agenda cont. Actions/Results What is the plan based on the data review and concerns addressed? Next Steps/To Do List What do we need to do to accomplish the goals based on the data? Next Meeting Logistics Designate roles, times and locations for the next meeting.

24. 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 completed OK to reward frequently for small accomplishments Celebrate large successes with a larger reward Share triumph of getting things done with others Positive reinforcement best way to maintain momentum

26. Are We Doing What We Planned

27. Evaluating Implementation & Team Functioning Did 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?

29. Review PBS Coach 1. Positive “Nag” 4. Fidelity 2. Facilitate Team meetings Activities at trainings Implementation – ‘ 2. Communicate Faculty Administrator District Coordinator Community PBIS knowledge Behavioral ‘expert’ Link to resources

31. Action Plans Ensure Action Plan is being used Regularly check (monthly) Monitor progress toward goals Provides accountability Items/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

32. 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 each Reward Events (data-driven)

33. Points to Remember GOAL = SYSTEMS CHANGE For Adults Make it EASY to use Training, procedures, forms, support personnel, technology For Kids They all know what’s expected Those with issues have tools/support Reward systems, multiple tiers of support, Teacher skills Focus on data and constant renewal/improvement Data gathering & analysis and sharing

34. Timelines Due By January 22, 2013 Coaches training Oct. 29 th. 2nd TIC (Team Implementation Checklist) turned in. Due by May 10, 2013 Coaches 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, 2013 ODR (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.

35. 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 rebecca.cain@state.sd.us

36. Data systems Using evaluation data to guide the 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

37. 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)

38. 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???

39. Mid-Year Slump---Be Prepared Booster Training Use TIPS to go through the problem- solving process!

41. Problem Solving Practice SYSTEMS PRACTICES DATA

42. SYSTEMS – Support Staff Behavior PRACTICES – Support Student Behavior DATA – Supports Decision Making PBIS “3-Circles” Problem-Solving Worksheet Identified 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)

43. SYSTEMS – Support Staff Behavior PRACTICES – Support Student Behavior DATA – Supports Decision Making PBIS “3-Circles” Problem-Solving Worksheet Targeted 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)

44. 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

45. SYSTEMS – Support Staff Behavior PRACTICES – Support Student Behavior DATA – Supports Decision Making PBIS “3-Circles” Problem-Solving Worksheet Identified 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!

46. Prevention Ensure that supervisors are on the playground and are engaged in active supervision. TeachingTeach the school-wide behavior expectations of being safe, respectful, and responsible, and do the teaching on the playground where problem behaviors are most likely. RewardProvide a formal system for playground supervisors to recognize appropriate play on the playground. ExtinctionTeach 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. DataTeam will review playground data in 2 weeks Step 3: Discuss and Select Solutions

47. Directions 2 Groups per table 10 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 students 3.Bullying behavior 4.Tardies to class or school 5.Problems in the bathroom 6.Disrespect to teachers 7.Aggression on playground or other area 8.Disruption during assemblies 9.Parents not involved, supportive 10.Not prepared for class

48. Share out – aha’s & Action Plans

49. 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.

50. 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

51. SAS: What to know about the survey Window of time to administer Will 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.

52. Initiative, Project, Committee PurposeOutcomeTarget 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?

53. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

54. http://flpbs.fmhi.u sf.edu/resources_fa mily.cfm

56. Article Jigsaw

57. In Groups Break the article apart Assign sections Read Be prepared to share

58. Questions? Contact Information: Kari Oyen, kari.oyen@k12.sd.uskari.oyen@k12.sd.us Pat Hubert, phubert@edec.orgphubert@edec.org Crystal Mengenhausen, cmengenhausen@edec.org cmengenhausen@edec.org Penny McCormick-Gilles, penny.mccormick- gilles@k12.sd.uspenny.mccormick- gilles@k12.sd.us Project Coordinator: Rebecca Cain, rebecca.cain@state.sd.us