1. Session 1 PBIS Coaching Basics Kentucky Center for Instructional Discipline 33 Fountain Place Frankfort, KY 40601 Telephone/Fax: 502. 223. 9932 www.kycid.org

2. Training Objectives What is a PBIS Coach? Describing and Promoting PBIS Evaluation

3. Who is here?

4. Why do schools need a PBIS Coach? Schools that receive technical assistance from typical support personnel (i.e., Coach) implement PBIS with fidelity (Horner et al., in press)

5. Managing Complex Change Vision Skills Incentives Resources Action Plan = Skills Incentives Resources Action Plan = Vision Incentives Resources Action Plan = Vision Skills Resources Action Plan = Vision Skills Incentives Action Plan = Vision Skills Incentives Resources =CHANGE CONFUSION ANXIETY RESISTANCE FRUSTRATION TREADMILL

6. Being a leader….

7. What is the role of a good Coach? What does this athletic Coach do that you think is similar to what a PBIS Coach should do?

8. What is the main responsibility of a PBIS Coach? Ensuring FIDELITY of implementation!!

9. Research Shows… When programs implemented with Fidelity are compared to programs not implemented with Fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield results that are two to three times higher. Adapted from (Durlak & DuPre, 2008)

10. Fidelity in PBIS Implementation is Associated with… Lower levels of ODRs Improved perception of the safety of school Increased proportion of 3 rd graders who met state reading standards Sugai, August 2008

11. 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

12. Roles and Responsibilities Fluency with coaching roles and responsibilities is one way to have fidelity of implementation. Activity: Review the PBIS Job Description and discuss with others at your table. Discuss challenges you foresee in fulfilling the role of Coach.

13. Building Fluency Understanding roles and responsibilities Describing and promoting PBIS Ensuring on-going evaluation

14. Becoming Fluent by… Describing and Promoting PBIS

15. Describe and Promote PBIS 1. Describe Positive Behavioral Interventions and Supports (philosophy, strategies, approach): Build effective environments Collaborative, data-based, problem-solving approach Emphasizes preventative, teaching, and reinforcement-based approaches Concerned with improving quality of life, not just stopping an inappropriate behavior

16. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

17. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavioral Interventions And Supports OUTCOMES Social Competence & Academic Achievement

18. Describe and Promote PBIS 2. Why do schools start PBIS training at Tier 1? The more effective a school’s Tier 1 system is, the less of a need there will be for Tier 2 and 3 interventions It is the most efficient use of your resources Starting with Tier 1 provides a foundation that more intensive levels of support can build upon

19. Describe and Promote PBIS 3. What steps can schools take to make their discipline systems more effective? Consequences aligned with the function of behavior Discipline process includes multiple opportunities for teaching the appropriate behavior Expectations and rules are clearly defined and taught regularly The PBIS team examines the types of consequences used and their relation to repeat offenders/repeat problem behaviors

20. Describe and Promote PBIS 4. How are data used at the school level in effective PBIS schools? Evaluate if what you did worked Evaluate to see if you did what you planned to do Celebrate successes Plan for the future (address problem behaviors, prevent spikes in data) Plan interventions (ID what behaviors to teach and reinforce)

21. Describe and Promote PBIS 5. Ensure that your school attends Tier 1, Tier 2, and Tier 3 trainings Examine data to help determine when to build in layers of training Create a long range plan of implementation at all three Tiers

22. Trainings to Attend in Year 1 Tier 1, Sessions 100, 200, 300 & 400: For the Tier 1 PBIS Leadership Team Designed to provide the basics necessary to implement all core features of school-wide PBIS. Trainings include information on teaming, getting staff buy-in, developing school-wide expectations, teaching school-wide expectations, school-wide reinforcement system, data- based decision-making, classroom PBIS, and monitoring and evaluation Coaching, Sessions 100 & 200: For the school- based Coach Designed to provide additional information for Coaches to promote and facilitate PBIS

23. Continued: Trainings to Attend in Year 1 Benchmarks of Quality: For the school- based Coach Designed to provide additional information for Coaches to promote and facilitate a PBIS implementation evaluation tool.

24. Trainings to Attend in Year 2-3 Classroom Management Modules Tier 2, Sessions 100, 200, 300 & 400: For the Tier 2, Solution Focused/Problem Solving Team Designed to provide the basics necessary to implement all Tier 2 and some Tier 3 interventions and supports. Trainings include information on creating a tier 2 system, teaming, group interventions, group interventions with individual features, behavior pathway, brief function-based interventions, and complex FBA.

25. Resources: Building Your Knowledge Base National PBIS Leadership Forum: Thursday, October 10, 2013 - Friday, October 11, 2013 Rosemont, IL www.pbisillinois.org 10 th International Association for Positive Behavior Support (APBS) Chicago, Illinois, March www.apbs.org

26. Resources: Building Your Knowledge Base PBIS Website: www.pbis.orgwww.pbis.org Florida PBIS: www.flpbs.fmhi.usf.eduwww.flpbs.fmhi.usf.edu Illinois PBIS: www.pbisillinois.orgwww.pbisillinois.org Kentucky PBIS / KyCid: www.kycid.orgwww.kycid.org

27. Describing PBIS With your group, identify 3 aspects of promoting and describing PBIS that are critical for your staff to understand

28. Becoming Fluent by… Facilitating the Monthly PBIS Team Meeting

29. Before the Team Meeting Advise back-up team member in advance if unable to attend meeting Ask team members for any new business agenda items and add items to agenda list Send out agenda to team members in advance of meeting

30. During the Team Meeting Start meeting on time Confirm date, time, and location of next meeting Coordinate “flow” of meeting Review agenda Ask for data summary Identify celebrations Identify potential problems Brainstorm solutions Determine who will do what Asks questions to ensure problem solving occurs End meeting on time

31. Becoming Fluent by… Engaging in On-Going Evaluation

32. Engage in On-Going Evaluation 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?

33. Formal PBIS Evaluation Measures: Assessing Fidelity in Multiple Ways Team Implementation Checklist Benchmarks of Quality Self-Assessment Survey

34. Team Implementation Checklist The Team Implementation Checklist (TIC) is a self- assessment completed by the school PBIS Leadership Team. It serves as a guide in appraising the status of PBIS start-up, team functioning, development of key components, and evaluation. A revised version of the TIC has been created by the national center for PBIS and will use starting in the 2011-12 school year.

35. Team Implementation Checklist Who completes the TIC? When is the TIC completed? The PBIS Leadership Team completes the TIC as a group The TIC is completed once a year during the October meeting and is submitted online by October 31

36. Review of Items Find the copy of the Team Implementation Checklist in your handouts With the group at your table, discuss the items and the item descriptions to ensure your understanding Ask questions for clarification

37. Team Implementation Checklist Tips for Completion: Complete the TIC together as a Team Enter your completed TIC on-line at www.pbisassessment.org You will need to know your PBIS School ID number! Click the Login tab Enter your School ID; your Dashboard will appear Look under Surveys Currently Open and select the TIC by clicking on the arrow in the Actions column Select the TIC completion date and go to the next page Answer the 22 items Click the Submit Survey icon

38. Team Implementation Checklist Reviewing your results: Go to Reports Total Score Subscale Items Download into Excel or PDF

39. Benchmarks of Quality The Benchmarks of Quality (BoQ) is a research- validated measure that assesses the development and implementation of PBIS across 10 critical elements. The BoQ is completed annually by school PBIS Leadership Teams to assess strengths and identify areas of need. Results are used for action planning. Minimal implementation of universal systems is occurring when a school scores 70% on the 107 items.

40. Benchmarks of Quality: 10 Critical Elements 1. Teaming 2. Faculty Commitment 3. Effective Procedures for Dealing with Discipline 4. Data Entry and Analysis Plan Established 5. Expectations and Rules/Procedures Developed 6. Reward/Recognition System Established 7. Lesson Plans for Teaching Expectations and Rules/Procedures 8. Implementation Plan 9. Classroom Management 10. Evaluation

41. Benchmarks of Quality Who completes the BoQ? When is the BoQ completed? The PBIS Coach or designee facilitates the completion of the BoQ. Each team member has a role in evaluating implementation via the BoQ. The BoQ assessment is completed between February 1 and March 31 annually Completed forms are emailed, mailed, or faxed to the Area Coordinator

42. Benchmarks of Quality Prior to completing the BoQ in the spring, plan for PBIS Walkthroughs in the fall About 6-9 weeks after schools starts Enlist team members, Board members, district employees, staff, etc. 15-20 minutes Set a two week period to collect data Team discusses results at next meeting and uses for action planning

43. Benchmarks of Quality Training for Coaches, or designee, occurs every January Reviewing your results: Once submitted to the Area Coordinator, your BoQ is entered by the AC into your PBIS Assessment account To view results, go to Reports Total Score Subscale Items Download into Excel or PDF

44. PBIS Walkthrough..\..\PBIS - Data\Benchmarks of Quality\pbs.walkthrough.form.with.roi.docx

45. Self-Assessment Survey The PBIS Self-Assessment Survey (SAS), is used by school staff for initial and annual assessment of Positive Behavior Support systems in schools. The survey examines the status and need for improvement of four behavior support systems: (a) school-wide discipline systems, (b) non- classroom management systems (c) classroom management systems, and (d) systems for individual students. Each question in the survey relates to one of the four systems. Survey results are summarized and used for a variety of purposes including: annual action planning; internal decision-making; assessment of change over time; increasing awareness of staff; and team validation.

46. Self-Assessment Survey Who completes the SAS? When is the SAS completed? At least 80% of your school staff The SAS is completed between March 1 and April 3o annually

47. Review of Items Find the copy of the Self-Assessment Survey in your handouts With the group at your table, discuss the items to ensure your understanding Ask questions for clarification

48. Think… What items will be most problematic for teachers in your building to understand? What might you do to ensure their understanding?

49. Self-Assessment Survey Tips for Completion: Schedule a 30-minute block in your computer for all staff to complete the SAS Remember the SAS is completed on-line at www.pbisassessment.org You will need to know your PBIS School ID number! Click the Login tab Enter your School ID; your Dashboard will appear Look under Surveys Currently Open and select the SAS by clicking on the arrow in the Actions column Select your role Answer all items Click the Submit Survey icon

50. Self-Assessment Survey Reviewing your results: Go to Reports Total Score Subscale Items Download into Excel or PDF

51. Closing Activity Using the letters ‘PBIS Coach’ create a list of 9 important concepts discussed/learned today Groups will share out their ideas

52. KYCID Contact Information Mike Waford, Directormike.waford@eku.edu Tamara Kendrick, Training Ass.tamara.kendrick@eku.edu Area Coordinators Karen Bush, North Areakaren.bush@eku.edu Janeah Gullettjaneah.gullett@eku.edu www.kycid.org