1. Santa Clara Office of Education: Northern California PBIS Symposium Barbara Kelley, California PBIS Coordinator CalTAC, INC. is a nonprofit organization committed to providing professional development opportunities and technical assistance for building internal capacity in identifying, adopting, and sustaining effective systemic change; which promotes positive pro-social cultures through coaching, conversation, facilitation and artful leadership. Changing Lives

3. It’s human nature to stretch, to go, to see, to understand. Exploration is not a choice, really; it’s an imperative. — Michael Collins, flew on Gemini 10 and Apollo 11

5. Step 1: Team Building Step 1: PTR-YC Team/Goal Setting Step 2: Goal Setting/Data Collection Step 2: PTR-YC Data Collection Step 3: Assessment Step 3: PTR-YC Assessment Step 4: Intervention Planning/Coaching Step 4: PTR-YC Intervention Step 5: Evaluation Step 5: PTR-YC Using Data and Next Steps

7. Roles and Responsibilities Working Agreement Norms of Collaboration

9. Silently read all the Tips for Step 2: Goal Setting and Behavior Rating Scale - highlight MIP’s When everyone is finished reading, the person next to the “Trekie” with the longest arms, becomes the mind melder “Mind Melder” reads one MIP The team member on the left comments on the MIP and in a clockwise direction everyone comments on the MIP The “Mind Melder” will complete the circle by explaining why they chose the MIP

10. Tip #1: For many teams, the development of broad goals represents a critical perspective shift. In developing broad goals, the team members no longer view their sole job as stopping a student’s challenging behavior. Tip#4: Behavior Rating Scales (BRS) are most successful when the target behavior is clearly defined, the best method for measuring the behavior is selected and accurate points are established. Step 2: Goal Setting and Data Collection Tip #2: A good short-term goal is one that all team members are enthusiastic about achieving.. Tip #3: Short-term goals focus on two areas: the specific challenging behaviors(s) to be decreased and the appropriate behavior the student should demonstrate in lieu of the challenging behavior (i.e. desired replacement behavior). Teams always should included both in the PTR process.

12. The P-T-R FBA is your Prime Directive Functional Behavioral Assessement Prime Directive: Step 3: Assessment

14. It is most logical that this would be the end of the first day of PTR training.

16. When Rachel is given an independent writing assignment, she will get out of her seat, wander around the room, and talk to peers until the teacher sends her to the behavior specialist. As a result, she is able to escape her work and obtain attention from the behavior specialist.

17. Note: each intervention strategy MUST match the results from the PTR functional behavioral assessment and DOABLE in the classroom Identify at least one Prevent, Teach and Reinforce Intervention Develop a step-by-step plan to implement the interventions Develop a plan for training and technical assistance Develop a measure of fidelity of implementation

18. Training and Fidelity Checklist Task Analysis of InterventionDid the implementer complete the step? Prevent 1. 2. 3. Yes or No Teach 1. 2. 3. Yes or No Reinforce 1. 2. 3. Yes or No Intervention Strategy ADHERENCE At a minimum, is it being implemented? QUALITY How well is it being implemented? Intervention Strategy Score (add Y’s then divide b Y’s + N’s) Y N NA Total ADHERENCE Score Total QUALITY Score Total FIDELITY Score

19. Are the hats really necessary, Jim? They do not flatter either of us. You are missing the point Spock. The point? Are you implying that they serve some purpose.

20. 1. Given this student’s behavior problems, how acceptable do you find the Prevent- Teach-Reinforce behavior plan? 2. How willing are you to carry out this behavior plan? 3. To what extent do you think there might be disadvantages in following this plan? 4. How much time will be needed each day for you to carry out this behavior plan? 5. How confident are you that the behavior plan will be effective for this student? 6. How likely is this behavior plan to make permanent improvements in this student’s behavior? 7. How disruptive will it be to carry out this behavior plan? 8. How much do you like the procedures used in the proposed behavior plan? 9. How willing will other staff members be to help carry out this behavior plan? 10. To what extent are undesirable side effects likely to result from this behavior plan? 11. How much discomfort is this student likely to experience during this behavior plan? 12. How willing would you be to change your routines to carry out this behavior plan? 13. How well will carrying out this behavior plan fit into the existing routine? 14. How effective will the intervention be in teaching your student appropriate behavior? 15. How well does the goal of the intervention fit with the team’s goals to improve the student’s behavior?

21. Positive Behavior Change Extension Shaping Fading Reinforcement Self- Managemen t Generalization Setting Generalization Intervention Delayed Gratification Intermittent Schedule Decision Making Tree

22. Behavior is NOT Improving Implemented with FIDELITY NO YES Too Difficult Not Match Drift Hypothesis incorrect Hypothesis Correct Intervention Insufficient ID difficult features Alternate strategies More TA Modify features / strategies to match context ID features affected by drift Booster TA Revise Hypothesis More Data New interventions More TA ID affect potency Powerful New Strategies More TA

23. Get out your planet card – one card per person. Stand next to your card on the universe wall and meet and greet your celestial partners. Decide on conversational roles: Facilitator, Recorder, Reporter Read your planets contribution t the universe and have a 10 minute conversation. Be prepared to report out highlights from your conversation