Booster/Refresher Training

2 Selecting the Modules Half Day Practice Problem Solving at Tier 1 Action Planning Full day Developing Schools’ PATH, OR Walking Through the Elements, OR Critical Element Review AND Practice Problem Solving at Tier 1 Action Planning

3 Practice Problem Solving at Tier 1

4 Resources Needed  Data for each school:  ODR: Average Referrals Per day Per Month, By Problem Behavior, By Location, By Time of Day, By Student  BoQ and PIC data  Computer with speakers and internet access  If possible, each school has a computer that will allow them to pull additional discipline data as needed  Handouts: PowerPoint, Worksheet Practicing the Problem Solving Process, 1 copy each school of Action Plan Part B, BoQ Scoring Guide and PIC Scoring Form (see website for these items)

5 Procedures Step 1: Show the voiceover recording of this module. Here is the link: Step 2: Provide each school a copy of the 1)Problem Solving Worksheet to be used as they practice the problem-solving process with their own school’s data 2)Action Plan Part B for each school to use for step 3 (see website for these items)

6 Problem-Solving Process Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention Why is it occurring? What’s the problem? What are we going to do about it? Is it working?

7 Procedures Walk each school through the 4 steps and provide the following allotted time for the schools to complete each step: Step 1: 20 minutes Step 2: 20 minutes Step 3: 45 minutes Step 4: 5 minutes

8 School PATH

9 Resources  Provide a poster size copy of the School Path (see website for this item).  If not possible, provide chart paper with each of the following headings for each school:  Dream, History, Now, Strengths, Barriers, 1 Year Goals, First Steps  Variety of colored markers for each school team to use

10 Procedures Step 1: Disseminate either the School Path Posters or Chart Paper and the markers to each school. Step 2: The next two slides contain guided questions for each section of the School Path. Read each heading/guided questions and allow the schools 5 minutes per a heading to address the topic for their school.

11 School PATH Dream What is your dream for your school? (5 minutes) History What has been the history of behavior and PBS at your school? (5 minutes) Now What does behavior and PBS look like at your school now? (5 minutes)

12 School PATH Strengths What are the strengths at your school for PBS? What have you done well? Look at your BoQ and PIC scores. (5 minutes) Barriers What areas have you struggled in? What areas do you need to work on? Look at your BoQ and PIC scores. (5 minutes) Goals What are your goals for the next school year to work towards the dream? Look at your BoQ and PIC scores. (5 minutes) First Steps What are the things your team can do between today and the second week of school to work towards your year long goals?

13 Walking Through the Elements

14 Resources Needed  Chart Paper  Variety Markers

15 Procedures Step 1: Identify the critical element in need of improvement for the school(s) based on the BoQ (see slide following procedures) Step 2: List the identified elements individually on the top of chart paper (one element per piece of paper). –Modification: You could do all 10 elements or you could split them up (i.e. Reward Students, Reward Staff, Teaching Faculty, Teaching Students, Teaching Parents)

16 Procedures Step 3: Group participants so that there are an equal number of groups to chart paper. Ex: if you have 6 chart papers, you will have 6 groups. Ex: if you have 5 chart papers and 6 groups, divide the groups among the 5 papers Ex: If you have 6 chart papers and only 3 teams, divide the teams with a minimum of 2 people per chart paper

17 Procedures Step 4: If available, tape chart papers to the wall. Have the groups rotate every 2-5 minutes to build suggestions to address the topic. Modification: If the room does not permit, rotate papers instead. Step 5: When the groups have provided suggestions across each element, give teams 1 minute to determine spokesperson for their group.

18 Procedures Step 6: After a group shares aloud, ask for clarification questions. The group who wrote the suggestion(s) should answer the questions. Step 7: Collect the chart papers, type results and e- mail final versions to the Coach of the school.

19 Critical Elements of School-Wide PBS As measured by the Benchmarks of Quality (BoQ) PBS Team, Administrative Support Faculty Commitment, Participation Effective Discipline Data Entry & Analysis Expectations & Rules Reward/Recognition Program Lesson Plans for Teaching Behavior Implementation Planning Classroom PBS Systems Evaluation (Kincaid, Childs & George, 2005; 2010)

20 Critical Element Review

21 Resources Needed  Mini-modules selected depending on the results of the BoQ  Computer with the mini-modules downloaded or on a thumb/flash drive  PowerPoint handouts of the selected mini- modules for participants

22 Procedures Step 1: Identify the critical element in need of improvement for the school(s) based on the BoQ. In order of priority, select the top 3-4. Download the corresponding Power Points from the PBS website. Step 2: Review the mini-modules and contact your Project TA Specialist if you have any questions regarding the slides prior to the training. Step 3: At the training, present the content to the participants.

23 Questions If you have questions, have you reviewed the Booster/Refresher online tutorial? If no, click here and review it: (add link here) If yes and your questions were not addressed, please contact your PBS Project TA Specialist for assistance.