1. NEPBIS TOT Day 5 NorthEast PBIS Training of Trainers (NEPBIS TOT)
June 5, 2018
Brandi Simonsen, Jen Freeman,
Susannah Everett, & Adam Feinberg

2. NEPBIS TOT Day 5 Advance Organizer
Re-Introductions & Updates
Self-Assess & Update Individualized TOT Plan
Review TOT Scope and Sequence (Preview Year 2)
Foundational Content: Function of Behavior, Escalation & De-escalation
Working lunch (plan 10-min presentation)
Video recording (10-min presentation) & feedback
Debrief, HW introduction, and wrap-up
Intro: Brandi
Scope & Sequence thing: Jen
Matrix: Jen
Foundational Content: Brandi Trains, Jen Narrates

3. Introductions
& Training Updates

4. General feedback for FAQ videos:
Greatest areas of improvement in FAQs: 
Providing more meaningful and frequent OTRs
Assessing background/experience of the group
Thinking about ways to engage participants and promote action planning/implementation
Areas for continued growth on FAQs:
There were still a lot of “Does that help?/Does that answer your question?”
Switching to a follow up question that is more open ended and could check for understanding and promote increased application of content would be beneficial.
Use FAQ as a way to review big ideas/content and create OTRs

5. General feedback for “Big Idea” Videos:
Areas of greatest improvement in 10-min segments:
Improved fluency in content
Better OTRs (less superficial)
Additional opportunities for participants to take a moment to “action plan”
Areas for continued growth on 10-min segments:
Improving fluency with content (still some reading from slides and feeling the need to review all bullets on a slide)
Navigating what you said you’d get through in 10 mins
“Landing” on the big ideas (George’s "say what you are going to say, say it, say what you said” framework for presenting)
Build in additional opportunities to apply the skill

6. General feedback for Individualized TOT plans and Content Homework:
Excellent work on TOT plans
Purposefully addressing skills and areas of need
Including thoughtful action steps to address needs (e.g., using choose your own adventure homework to address areas of need.)
Remember, TOT plans (like IEPs!) should target more than 1 goal and less than 6  It is an opportunity to do a personalized PD plan for where you’d like to see yourself this time next year.
Re-visit some basic instructional design principles/sequencing content and design of examples and non-examples.  
Be careful about spending too much time on non-examples
Purposely plan when an OTR would be helpful instead of just throwing

7. General feedback for Individualized TOT plans and Content Homework:
Continue to build fluency in
Translating theoretical concepts into user-friendly language
ABA principles (e.g., general case programming)
Consider both content and process when completing your choose your own adventure homework
In addition to annotating slides with content or strategies to explain, to try and think/annotate also about incorporating effective training skills (e.g., where would an OTR fit best?, where would a good place be for an example or two; or how might assess for understanding?

8. Knowledge/Skill
Self-Assessment

9. Self Assess: Baseline Knowledge/Skill of Training PBIS
20 min
(independent)
Go to nepbis.org
Log in and click on trainer tab
Complete End of Year Trainer Self Assessment under content from Days 5-6.

10. Individualized
TOT Plan

11. Update Individualized TOT Plan: Review Data, Set Goals, Plan Actions
10 min
(independent)
Open your Individualized TOT Plan Template
If you did not complete one yet…
Go to nepbis.org
Log in and click on trainer tab
Download
Review your data (self-assessment, endorsement tracker, feedback on FAQ, DOT-Q score and feedback from video clip)
Revise your Individualized TOT Plan based on your data

12. Effectively Training Teams to Implement SWPBIS

13. TRAIN Teach, Relate, Adapt, Implement, Navigate
Teach content explicitly.
Relate to audience.
Adapt presenter behaviors based on audience assessment data.
Implement to promote meaningful outcomes.
Navigate through the presentation.

14. What have you observed?

15. Review of NEPBIS School Team Training Scope & Sequence

16. Tier 1 Leadership Team & Coaches Meetings
WHAT
WHO
6 days of Team Training
Minimum membership: administrator, grade level representatives, support staff
3 days Coaches Meetings
2 Coaches
2 days of TA per district
Admin, Coach, Data Entry
YEAR 1
3 days of Team Training
Same above
3 days Coaches Meetings
2 days of TA per district
YEAR 2
Modify as appropriate to match your training approach (e.g., change number of TA days, but not training days)
2 days of Team Training
Same above
3 days Coaches Meetings
2 days of TA per district
YEAR 3+
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

17. MAIN TRAINING OBJECTIVES
Establish leadership team
Establish staff agreements
Build working knowledge of SWPBIS outcomes, data, practices, and systems
Develop individualized action plan for SWPBIS
Organize for upcoming school year

18. Topics to be Covered in Tier 1 NEPBIS Team Training (Year 1)
Day 1
Overview of NEPBIS School-Wide Training
Overview of PBIS/SWPBIS
Getting Started with SWPBIS (steps 1-3)
Action Planning
Day 2
Review of SWPBIS from Day 1
Getting Started with SWPBIS: Steps 4-6
Preview Steps 7-10
Action Planning
Wrap up

19. Topics to be Covered in Tier 1 NEPBIS Team Training (Year 1)
Day 3
Review
Getting Started with SWPBIS (steps 7-10)
Action Planning
Day 4
Quick Review of SWPBIS from Days 1-3
Non-classroom Settings
Classroom Settings
Action Planning (w/TIC)
Wrap up

20. Topics to be Covered in Tier 1 NEPBIS Team Training (Year 1)
Day 5
Quick Review of SWPBIS from Days 1-4
Function of Behavior
Escalation and De-escalation
Team Action Planning
Wrap up
Day 6
Quick Review
Review TIC/TFI & Team Action Planning
Preview of Tier II and Tier III
Planning for the Beginning of the Semester/Year
Team Action Planning
Wrap up
This is the focus of Today’s TOT!

21. Tier 1 Leadership Team & Coaches Meetings
WHAT
WHO
6 days of Team Training
Minimum membership: administrator, grade level representatives, support staff
3 days Coaches Meetings
2 Coaches
2 days of TA per district
Admin, Coach, Data Entry
YEAR 1
3 days of Team Training
Same above
3 days Coaches Meetings
2 days of TA per district
YEAR 2
Modify as appropriate to match your training approach (e.g., change number of TA days, but not training days)
2 days of Team Training
Same above
3 days Coaches Meetings
2 days of TA per district
YEAR 3+
Coaching and providing TA is the focus of Next Year’s TOT!
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

22. Topics to be Covered in Tier 1 NEPBIS Coaches Training (Year 1)
Day 1
Introduction and Focus on Coaching
Why Coaching
Coaching Self-Assessment and Reports
Introduce Yourself and Your school
Advanced Skill Building
Basics of SWPBIS
Activity
Identifying Resources
Preparation for Next Training Event

23. Topics to be Covered in Tier 1 NEPBIS Coaches Training (Year 1)
Day 2
Introduction and Focus on Coaching
Quick Review and Focus on Facilitating Team Meetings
Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
Advanced Skill Building
Coaching PBIS in Classroom and Non-Classroom Settings
Preparation for Next Training Event

24. Topics to be Covered in Tier 1 NEPBIS Coaches Training (Year 1)
Day 3
Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1
Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
Advanced Skill Building
In-Depth Understanding of Behavior
Preparation for Next Training Event

25. Foundations of SWPBIS: Overview of Team Training Day 5
We will preview/teach content from Day 6 (Tier 2/3 preview) tomorrow.

26. We will preview using Trainer Manual

27. Chapter V (Building Behavioral Capacity)

28. First, provide an overview of function with examples and non-examples.
Second, demonstrate how that is applied to designing supports across tiers.
Throughout, emphasize applications of the content in Tier 1!

29. Understanding the
Function of Behavior
V.A

30. Function matters!

31. Function Based Support
Foundations in behavioral theory, ABA, and PBIS
Attention to environmental context
Emphasis on purpose (or history of reinforcement) of behavior
Focus on teaching behaviors
Attention to implementers (adult behaviors) & redesign of teaching & learning environments
V.A

32. All Behavior Serves a Function:
get or obtain
avoid or escape
desired activities,
tangible items,
attention, or
sensory stimulation
aversive activities,
tangible items,
attention, or
sensory stimulation
V.A

33. What function?

34. I’m sending my whole class to the office!
What function?

35. Functions
Pos Reinf
Neg Reinf
V.A

36. Non-examples of Function-Based Approach
“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
“Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the principal.”
“Function” = outcome, result, purpose, consequence

37. To Determine Function of Behavior
What typically precedes?
What do the behaviors look like?
What typically follows?
Antecedent
Behavior
Consequence
V.A
Based on observing patterns across time, we can infer the probable function of behavior.

38. Let’s practice What Function?
During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her.
Teacher lecture (limited attention)
Calling out repeatedly
Teacher attention
Antecedent?
Behavior?
Consequence?
What Function?
Get/obtain Attention

39. Let’s practice What Function?
When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment).
Difficult writing assignment
Throw pencil, rip paper, head down
Nothing (doesn’t do assignment)
Antecedent?
Behavior?
Consequence?
What Function?
Escape Task

40. Peers laugh and pat on back
Let’s practice
In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back.
Transition with peers
Teases, trips, pushes
Peers laugh and pat on back
Antecedent?
Behavior?
Consequence?
What Function?
Peer attention

41. Let’s practice What Function?
When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office.
Loud environment
Slaps head, rocks, runs out
Moved to quiet office
Antecedent?
Behavior?
Consequence?
What Function?
Escape noise (stimulation)

42. By understanding function, we can intervene more effectively.
How can we prevent?
What should we teach the student to do instead?
How do we respond to make sure the new skill “works”?
Antecedent
Behavior
Consequence
We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively.
V.A

44. Let’s practice
During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her.
Provide attention ahead of lecture and frequent eye contact during
Teach and prompt hand raising
Call on her ONLY when she raises her hand (otherwise ignore)
Prevent?
Teach?
Respond/Reinforce?
Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

45. Let’s practice
When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment)
Modify writing assignment
Teach and prompt her to ask for help/break
Give immediate help/break when asked. Otherwise, redirect to task.
Prevent?
Teach?
Respond/Reinforce?
With these simple tweaks, we’ve made it less likely for her to engage in disruptive behavior to escape difficult tasks.

46. Let’s practice
In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back.
Increase prompts and active supervision in hallway
Teach and prompt respectful behavior toward all peers
Group contingency: peers reinforced for supporting good choices (and ignoring teasing)
Prevent?
Teach?
Respond/Reinforce?
With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

47. Teach to ask for quiet and/or headphones
Let’s practice
When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office.
Implement strategies to decrease noise; Give access to noise canceling headphones
Teach to ask for quiet and/or headphones
Remove to quiet office or provide headphones immediately upon asking; Redirect to ask if he starts to slap.
Prevent?
Teach?
Respond/Reinforce?
With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

48. TAKE AWAY MESSAGE
We should consider the function of behavior when we design plans across all tiers of support.

49. Efficiently walk them thru an activity on understanding function.
Again, emphasize applications of function in Tier 1.

50. Activity: Function of Behavior
Work as team for 15 min
Consider a common problem behavior in your non-classroom or classroom settings (or a common challenge with staff!)
Describe the “ABCs”
Identify strategies to prevent, teach, and respond/reinforce
Report (<1 min.) main features of your example

51. Why is function important?
Function-based behavior support plans are not only effective, they are more effective than similarly intensive and individualized plans that are not function-based (e.g., Ingram, Palmer, & Sugai, 2005).
What did you say?
Show you the data?
Well…since you asked

52. (Ingram, Palmer, & Sugai, 2005)

53. (Ingram, Palmer, & Sugai, 2005)

54. Provide an overview of each phase of escalation and emphasize interventions to prevent or decrease escalation.
Again, emphasize applications of the content in Tier 1!

55. Understanding the
Escalation &
De-Escalation
V.B

56. Teacher Jason What assignment? Jason, please turn in your assignment.
The assignment you didn’t finish during class.
I finished it.
Great, please turn it in now.
I don’t have it with me now.
You have a choice…..turn it in or do it again.
You never believe me.
I guess you’ve made the choice to do it again.
Make me.
That’s disrespect…go to the office.
F_____ you!
Moves closer…& puts hand on J. shoulder.
Pulls away, glares, & raises fist as if to strike.
(Colvin & Sugai, 1989)

57. PURPOSE
Enhance our understanding of and ways of responding to escalating behavior sequences.
Student <=> Teacher
Teacher <=> Teacher
Teacher <=> Parent
Child <=> Parent
Teacher <=> Administrator
Etc., etc., etc….
V.B
(Colvin & Sugai, 1989)

58. ASSUMPTIONS Behavior is learned (function).
Behavior is lawful (function).
Behavior is escalated through successive interactions (practice).
Behavior can be changed through an instructional approach.
V.B
(Colvin & Sugai, 1989)

59. Remember, All Behavior Serves a Function
Pos Reinf
Neg Reinf
(Colvin & Sugai, 1989)

60. KEY STRATEGIES
Identification of how to intervene early in an escalation.
Identification of environmental factors that can be manipulated.
Identification of replacement behaviors that can be taught (& serve same function as problem).
V.B
(Colvin & Sugai, 1989)

61. The MODEL V.B High Peak Acceleration De-escalation Agitation Trigger
Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
High
Low
V.B
(Colvin & Sugai, 1989)

62. Crisis Escalation & De-escalation
Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
High
Prevention
Low
V.B
(Colvin & Sugai, 1989)

63. Teacher Jason What would you do? What assignment?
Jason, please turn in your assignment.
The assignment you didn’t finish during class.
I finished it.
Great, please turn it in now.
I don’t have it with me now.
You have a choice…..turn it in or do it again.
You never believe me.
I guess you’ve made the choice to do it again.
Make me.
That’s disrespect…go to the office.
F_____ you!
Moves closer…& puts hand on J. shoulder.
Pulls away, glares, & raises fist as if to strike.
(Colvin & Sugai, 1989)

64. RECAP: KEY STRATEGIES
Identify how to intervene early in an escalation.
Identify environmental factors that can be manipulated.
Identify replacement behaviors that can be taught & serve similar function.
V.B
(Colvin & Sugai, 1989)

65. FINAL THOUGHT Geoff Colvin (1989):
It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”
(Colvin & Sugai, 1989)

66. Efficiently walk them thru an activity on avoiding escalation.
Again, emphasize applications of function in Tier 1.

67. TRAIN Teach, Relate, Adapt, Implement, Navigate
Teach content explicitly.
Relate to audience.
Adapt presenter behaviors based on audience assessment data.
Implement to promote meaningful outcomes.
Navigate through the presentation.

68. Working Lunch

69. Working Lunch: Plan Presentations of Function or Escalation/De-escalation
1 hour
(independent or small group)
Review
Trainer manual
School team training materials from Day 5 (workbook, power points, agendas)
Plan
Review Function of Behavior and Escalation/De-Escalation.
Select one section to present as if training a cohort of school teams
Develop a 10-min presentation to teach the selected section
Consider how you will TRAIN effectively (and review elements scored on the DOT-Q) as you prepare your presentation

70. Groups for Activities Cheyenne R Julie D Kate R Christine K Hannah G-B
KC N-O
Erin C
Clarissa F
Maryallyn B
Ellen R
Mary Jo T
Alicya S
Karyn S
Glenna F
Kristin G
Erik M
Meghan W
Nate G
Jennifer D
Melanie F
Deb L
Mitch O
Marlene M R
Lauren H
Gina K
Amanda B
Sharon W
Michele W-D
Claudia E
Karen W
Sarah W
Sarah J
Karen R
Susannah
Adam
Jen
Brandi

71. 10-min Presentations of Function and Escalation/De-Escalation

72. 10-Min Presentations: Present one of the “Big Ideas” in SWPBIS
2 hours
(assigned groups)
In groups, review procedures and roles
Presentation (each trainer in turn)
Trainer will present10-min segment AND video record the presentation
Observers will use DOT-Q video feedback form to evaluate trainer behavior
Time keeper will provide a 10 min “shut off” reminder, and any time prompts requested by trainer
Feedback discussion
Following each presentation, trainer and observers (i.e., all group members) will discuss the strengths, areas for improvement, and any questions using the feedback form

73. Reminders
& Wrap-up

74. Debrief 10-Min Presentations: Discuss Presentations of “Big Ideas” in PBIS
(whole group)
What went well?
What was challenging?
Were there common areas of strength or suggestions for improvement?
What questions do you have about training this content with school teams?

75. NEPBIS TOT Day 6 Advance Organizer
Intendent Activities
Endorsement Tracker
Progress Summary
Content Focus
Focus on Tier 2 and Tier 3
Supporting Teams in Action Planning
Making Decisions about Adjusting/Enhancing Content
Working Lunch (plan 5-min presentation of FAQ)
Video Recording (5-min presentation) & feedback
Debrief, HW Introduction, and Wrap-Up

76. Days 5, Homework 1: Review/Revise Presentations
30 min
(individually)
DUE June 30
Review video and feedback
Review your video and group feedback from your 10-min presentations
Evaluate the extent to which you effectively trained the content
Revise video (if appropriate)
Based on feedback, either determine that your video is appropriate to submit or re-record a 10-min presentation to address feedback
Complete your DOT-Q self assessment
Include evidence to support your scores
Include narrative indicating what you changed from your original presentation
Upload to your Dropbox folder
Video (or video link)
Self Assessment
Indicate submission on your master spreadsheet