1 School-wide Positive Behavior Support PBS New Coaches’ Training Sept South Dakota MTSS Pat Hubert – MTSS/PBIS Coordinator Rebecca Cain – SDDOE, MTSS Program Director

2 New Coaches – Objectives Today the role of coaches in the PBIS implementation process learn the skills needed for effective coaching the role of coaches in the use of data for decision making

Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

4 Levels of PBS Adapted from Levels and Descriptions of Behavior Support (George, Harrower, & Knoster, 2003) School-wide –intended for all students, staff, in specific settings and across campus Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

5 Why Are We Doing This? Educating Students with Problem Behavior Why Are We Doing This? Educating Students with Problem Behavior Challenges are increasing these students represent only 1-5% of school enrollment they account for over 50% of behavioral incidents they consume significant amounts of time these students require comprehensive behavioral supports that involve family, school, and community participation

6 “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” John Herner,1998) (John Herner,1998)

7 Traditional Discipline vs. PBS Traditional Discipline: Focused on the student’s problem behavior Goal was to stop undesirable behavior, through the use of punishment. Positive Behavior Support: Replaces undesired behavior with a new behavior or skill. Alters environments, Teaches appropriate skills, and rewards appropriate behavior.

8 Critical Elements Establish a team/faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms Refine consequences Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Monitor, evaluate, and modify

9 Features of School-wide PBS (Sugai, 2001) Create a continuum of behavior supports from a systems perspective Focus on behavior of adults in school as unit Establish behavioral competence Utilize effective, efficient & relevant data-based decision-making systems Give priority to academic success Invest in research-validated practices Arrange environment for “working smarter”

10 Teaming and Collaboration

11 Have you ever been part of this team? No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting

12 Ingredients for Successful Teams Mutual trust and respect Shared goals and objectives Open communication Effective conflict resolution Equity of task distribution Consensus decision-making Ongoing problem-solving

13 Roles and Responsibilities

14 THE PBS TEAM

15 Team Member Roles Team Leader- starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused Recorder - taking notes, transcribing the team’s responses Timekeeper- monitors the amount of time available keeps the team aware of time limits Data Specialist- is trained in entering and accessing data from the SWIS/other data system Behavior Specialist- competent with behavioral principles and assists in analyzing data Coach communications with state coordinator, ensures fidelity, assists with staff training and program evaluation, school/team “cheerleader” Administrator- actively leads team efforts, provides planning time, feedback, and supports initiative Communications – acts as the point person for communication between the team and staff regarding PBIS and behavior issues

16 School PBIS Team Roles and Responsibilities Develop the school-wide PBS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to coach & district coordinator

Sample Contact Flow Chart District Coordinator Coach State PBIS Coordinator School PBS TEAM

18 THE DISTRICT COORDINATOR

District Coordinator Roles and Responsibilities District Coordinators have district level capacity and: May also be a coach in a small districts Liaison between state PBIS Project Coordinator, and coaches Manage district budgets that support school-wide initiatives Secure additional funding to support school-wide initiatives if necessary Schedule trainings and district level meetings Oversee the evaluation activities/system Attend initial school-wide trainings for new teams Attend and possibly co-train with the PBS project for on- going teams

20 THE COACHES

Coaches’ Roles & Responsibilities Coaches are: Ideally Coaches are District-level personnel Familiarity with the school-wide process Facilitate teams throughout the process (i.e., meetings, activities) Attend all trainings with their respective school-based teams Active and involved team member Report to the State PBIS Coordinator Main contact person for the school-based team

Guiding Principles for Effective Coaching 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

23 Coaches’ Requirements  Attend and verify PBIS Team meets at least monthly  Ensure PBIS Team has given status report to school faculty at regularly  Ensure PBIS action plan is implemented  assessed – monitor  Verify effectiveness of PBIS action plan implementation  modify (if needed)  Monitor PBIS/SWIS data and assist in analysis  NEW THIS YEAR:  3x’s per year – submit school “outcome” data (Sugai, 1999)

24 You will get a link ed to you

25 Facilitating Team Meetings

26 Coaches as Facilitators The coaches support their team by assisting efforts, helping to ease and smooth the implementation process. The coaches are careful not to step into the role of the team leader.

27 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 Ensures the team is using data for decision making Refers the team to the data during team meetings

28 School-based PBIS Team Meets Frequently During initial planning, teams may need to meet more often Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development of a plan

“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

30 Ground Rules (examples) We will be on time and allow no interruptions to make or take phone calls We will listen to each other without interrupting We will be concise when we speak – encouraging others to participate We treat each other with respect We are non-judgmental and keep an open mind on issues until it is time to decide

31 Slay the Meeting Monsters Griper/Whiner Side Conversation Definitely Wrong Off the Subject Silent Overly Talkative Argumentative Rambler Obstinate/Rigid

PBS Team Meeting Agenda/Minutes

PBS Team Meeting Evaluation

PBS School-wide Team Meeting SWIS/Data Helpful Hints 1.Print out your school graphs/ data prior to the meeting. Average per day per month Referrals per problem behavior Referrals by location Referrals by student Referrals by time Referrals by staff 1.Make sure to take a look at the graphs (even if it’s brief) so you can be prepared to discuss them in the meeting. 2.Your graphs/ data should guide your entire PBS meeting every month. Your discussions should focus around the data and the interventions that you develop. In summary, these questions should be asked when analyzing each graph:

35 The PBIS Coach and the PBIS Initiative in Your Building

36 Evaluating School-wide Systems

37 Why is Program Evaluation Important? To gain an understanding of how the program is functioning “Are we really doing what we think we are doing?” To document program effectiveness “Is what we’re doing working?” To identify and examine strengths and weaknesses of the program Celebrate success Identify areas to improve

38 Areas of Evaluation  PBIS Team  Functioning/Effectiveness  PBS Elements  The SW Plan  Implementation  Outcomes  Discipline & Academic Data  Staff, Student, and Parent Perceptions

39 Possible Evaluation Tools  PBIS Meeting Evaluation  Team Process Survey  School Climate Survey  Staff Satisfaction Survey  Outcome Data Summary*  SET or TFI* *These will be collected by your state coordinator

40 Evaluating The Team Team Meeting Evaluation To determine team meeting effectiveness Should be administered periodically throughout the year Team Process Survey Developed by the PBS Project to assess how well PBS team members feel about the team functioning, support, effectiveness, etc. Should be administered at the end of each year

41 Evaluating Plan Implementation Staff Satisfaction Surveys May be developed by the district to assess how well staff are implementing the system and their satisfaction with various aspects of the PBIS process Sample forms may be available form the PBIS Project for adaptation by schools Should be administered at the end of each year, at a minimum

42 Evaluating Implementation & Outcomes School Climate Survey Schools generally use surveys of staff, students, and parents to assess the overall climate of the school Existing surveys may be adapted to add a few questions to determine the satisfaction or awareness of the school-wide PBIS process Samples and more at the wiki

43 Evaluating Outcomes Outcome Data Summary Form Office Discipline Referrals (per day/per month & location data)* Suspensions (in-school & out-of-school) Attendance Combine with academic achievement data (in house) Other outcomes desired by your school or district

44 Other Evaluation Instruments Training Evaluation Staff and Student Trainings on School-wide PBIS The results of those evaluations will be used to adapt or revise the training materials and approach to be most effective

45 Using Evaluation Results We use it! To measure OUR effectiveness To see where more support is You Can Use IT! Improve and expand PBIS Implement PBS at other levels (targeted, classroom, individual) Support the acquisition of additional resources Share with other schools/districts/states Identify and celebrate successes Identify areas that need improvement Data retreats/analysis

46 Action Plans

47 Critical Elements 1. PBS Team established (membership, meeting times, leader, roles, mission) 2. Faculty commitment is obtained and maintained throughout the school year 3. Basic behavioral principles taught/reviewed with staff 4. Existing discipline data system is meaningful, data entered weekly and analysis plan established 5. Discipline referral form compatible with SWIS 6. Behaviors defined & categorized (minor/major) 7. Discipline referral process established and flow chart developed 8. Develop a Crisis Plan integrated into overall safety and PBS plans 9. Consequences hierarchy developed (for classroom & office) 10. Expectations developed (3-5 positively stated) 11. Rules developed for specific settings 12. Lesson plans developed for teaching expectations/rules 13. Reward/recognition program established (what, when, how) 14. Plans developed for training staff and students and involving families and community 15. Implementation plan established (what’s going to happen, when, how) 16. Evaluation of PBS activities (How are we doing? What needs to be modified, maintained or terminated?) School-Wide PBS: Specific Action Plan Include the development, implementation, and management activities of your plan. All critical elements should be addressed within your action plan. Critica l Elemen t Action/Activity Who is responsible ? When will it be started ? When will it be completed ? When will we evaluate it? # ___ # ___ # ___ # ___

48 Critical Elements (abbrev.) Establish a team/collaboration Faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms/definitions Establish expectations & rules Develop lesson plans & teaching behavior Create a reward system Refine consequences Monitor, evaluate, and modify

49 Use Your Action Plan Organize/record your SW PBIS process Keep a record of what you complete Keep a record of what needs to be addressed Critical Elements guide your process

50 Contact Information Your PBIS State Coordinators: Crystal Mengenhausen Stephanie Weideman Penny McCormick-Gilles Pat Hubert Kari Oyen

Resource Reminder All of the resources shared today are available at: Under the Coaches page Call or if you have questions, we are here to help! 51