New Coaches Training

Michael Lombardo Director Interagency Facilitation Rainbow Crane Behavior RtI Coordinator Celeste Rossetto-Dickey Student Support Practitioner crossetto- Kerri Fulton Student Support Practitioner

Introductions PBIS overview Coach Role and Responsibilities PBIS Assessments Next Steps Agenda

Tools Site Binder: Worksheets and Handouts Matrix of Implementation (MoI)

A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. Features of PBIS Framework Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices) What is PBIS

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% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Matrix of Implementation (MoI): 3 year process TIER ITIER IITIER IIIPBIS ASSESSMENTS Day 1 Day 2 Day 3 SWISTIPS Check-In Check-Out CICO- SWIS IPBS Coaches PRACTICAL FBA / BSP ISIS- SWIS Wraparou nd Coaches SETMATTTICSASSSSBOQ MUST REACH A SCORE OF 80% OR HIGHER ON SET AND TIC, AND COMPLETE TIER II TRAINING CHECKLIST PRIOR TO TRAINING. COMPLETION OF CICO SELF- ASSESSMENT ALL ELEMENTS "IN PLACE", AND COMPLETION OF MATT AND BOQ TIER II WITH A SCORE OF 80% OR HIGHER Jan N/A Aug. 15 to Oct. 25, 2013, Nov. 2013, Feb. and Apr Jan. 13, 2014 Aug. 15 to Oct. 25, 2013 N/A Year 1 Year 2Year 3 Ongoing

Coach Role and Responsibilities

Training and Coaching OUTCOMES % of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use new Skills in the Classroom TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10%5%0%..+Demonstration in Training 30%20%0% …+ Practice & Feedback in Training 60% 5% …+ Coaching in Classroom 95% Joyce and Showers, 2002

Ensure Team is Meeting Ensure Equal Distribution of Work Ensure Team is Using Data for Decision Making Build local capacity Become unnecessary…but remain available Maximize current competence Responsibilities of the Coach

Focus on valued outcomes Tie all efforts to the benefits for children Build credibility through:  Consistency  competence with behavioral principles/ practices  Relationships  time investment (ie PBIS First 5 Minutes of Staff Meetings Responsibilities of the Coach

“Positively Nag” and “Cheerlead” Communicate Fidelity- Facilitate Data- Based Decision-Making Make connections /stakeholders (District Leadership and Board) Responsibilities of the Coach

Implementation Schedule Make sure all PBIS activities are scheduled for the rest of the year Get PBIS Team meetings (monthly) Get schedule for data Sharing with staff (monthly) Trainings (data-driven) Responsibilities of the Coach

PBIS Assessments

Four Key Assessments 1. School Evaluation Tool 2. School Safety Survey 3. School Assessment Survey 4. Team Implementation Checklist Design to support team functioning, fidelity and strong educational outcomes.

School Safety Survey (SSS) annual survey Determines risk and protection factors for the school. Completed by a minimum of five staff.  administrator  custodial staff member  certified staff member  office staff member. Provides information determining training and support needs related to school safety and violence prevention. Safety Survey

School-wide Evaluation Tool (SET) Research tool Assess and evaluate the critical features of school-wide PBIS.  Expectations Defined  Behavior Expectations Taught  Rewarding Expectations  System for Responding to Behavioral Violations  Decision Making  Management and District Making  Management and District-Level Supports Annual assessment completed by trained SET evaluators. School-wide Evaluation Tool (SET)

What will we need? Behavior expectation lesson plans and teaching schedule Acknowledgement system Progressive discipline matrix/flowchart Discipline referral form Copy of your school improvement plan Yearly PBIS action plan

Self Assessment Survey (SAS) annual assessment Used by schools to identify the staff perception of the status and priority for improvement for the following systems:  School-wide  Classroom  Non Classroom  Individual Student Systems Identifies the staff priorities for Action Planning. Self-Assessment Survey (Paper completion directions)

Team Implementation Checklist (TIC) Completed by the PBIS Team and Coach. Progress monitoring tool Submitted three to four times per year. Team Checklist 3.1

Questions Are there supports between now and implementation that you need help with? Monthly team meeting schedule Coach sites on PBIS Assessments Attend upcoming trainings Tasks