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SD PBIS Coaches’ Training. Kari Oyen, Pat Hubert, and Crystal Mengenhausen SD PBIS Trainers. Today’s Agenda. Review of expectations of Coach Review of data systems Mid-year “slump”---Being Prepared! SET: How to be prepared for spring visit Self Assessment Survey

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sd pbis coaches training

SD PBIS Coaches’ Training

Kari Oyen, Pat Hubert, and

Crystal Mengenhausen

SD PBIS Trainers

today s agenda
Today’s Agenda
  • Review of expectationsof Coach
  • Review of data systems
  • Mid-year “slump”---Being Prepared!
  • SET: How to be prepared for spring visit
  • Self Assessment Survey
  • Working Smarter document
  • Parent Training
3 tiers problem solving process
3 Tiers & Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & SupportsTier 2: Targeted, Supplemental Interventions & Supports

Tier 1: Core, Universal

Instruction & Supports.

RtI State Transformation Team – FL DOE (12/3/09)

where to start
Where to Start

Build local capacity

Become unnecessary…but remain available

Maximize current competence

Never change things that are working

Always make the smallest change that will have the biggest impact

Focus on valued outcomes

Tie all efforts to the benefits for children

Emphasize Accountability

Measure and report; measure and report; measure and report.

Build credibility through:

(a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment.

Pre-correct for success

coach
Coach:

1.) “Positively Nag” and “Cheerlead”

2.) Communicate

4.) Fidelity - Facilitate Data-Based Decision-Making

5.) Facilitate PBIS Implementation at School

positively nag and cheerlead
“Positively Nag” and Cheerlead
  • Provide frequent, positive communication
  • Find positives in school data
  • Provide edible reinforcers, thank you’s, other kudos
  • Celebrate successes
    • Cc-ing key people, PR contact, presentations
  • Encourage positive behavior by administrator
  • Maintain coaches’ school binder
    • Means of documenting efforts and celebrating success
  • Encourage team’s documentation of programming
slide10

Communicate with team (phone, emails, team mtgs)

  • Make sure people have agenda, data, action plan
  • Help team communicate to staff
  • Provide awareness presentations
  • Make connections /stakeholders
  • Communicate with state
communication
Communication
  • Communicate with team (phone, emails, team mtgs)
  • Make sure people have agenda, data, action plan
  • Help team communicate to staff
  • Provide awareness presentations
  • Make connections /stakeholders
  • Communicate with state
slide13

FIDELITY

          • Fluency with expectations
          • “Keeper of the Process”
    • Self-assessment (TIC, SAS, SET)
    • Action planning – (Action Plans)
    • PBIS Activity implementation
    • On-going evaluation
  • Reinforce Value in Data
ensuring fidelity
Ensuring Fidelity
  • Thorough Understanding of the Team Plan
  • Compare Actions to Best Practice
    • Binder, TIC/Review SET, PBIS website, etc
  • Utilize Relevant Resources
    • Emphasize greater effectiveness
    • Reminders: fidelity, accountability, doing what’s right for kids
    • Blame the school
  • Call for help when needed
    • Project Support, Individual problem-solving
facilitate pbis implementation at school
Facilitate PBIS Implementation at School
  • Set group “norms” or expectations
  • Be a good facilitator
  • Make meetings time count
  • Accountability conversations
strategy establishing group expectations
Strategy:Establishing Group Expectations
  • Ground Rules (examples)
    • We will be present at all meetings
    • We will be on time and allow no interruptions to make or take phone calls, etc.
    • We will be concise when we speak – encouraging others to participate
    • We will distribute tasks equally amongst members
facilitation skills
Facilitation Skills
  • Lifelong development of active listening skills
    • Paraphrasing, summarizing
    • Assertiveness, re-focusing, getting teams “unstuck”
    • De-escalation
    • Motivating
  • Watching how the team interacts while contributing to the discussion
    • If your team is struggling, focus on the group dynamics & processes for a while
attending team meetings
Attending Team Meetings
  • Looking at data
    • From last year
    • Since the beginning of the school year
  • Continue working on faculty buy-in
    • Pilot or case studies
    • Input, feedback
  • Continue working on Action Plan
  • Stay in touch with your State Trainer, other Coaches
    • Monthly meetings, evaluation updates, Assistance
strategy meeting agenda
Strategy: Meeting Agenda
  • Meeting logistics (i.e. date, time, location, facilitator, timekeeper, snackmaster, attendees
  • Applaud and Assess
    • Things that have gone well
    • Critical Issues
  • Items
    • Data Summary (what, where, when, and who) and Problem Solving Process
    • Review Action Plan Progress
    • Follow up items from staff meeting
    • Any additional concerns
strategy meeting agenda cont
Strategy: Meeting Agenda cont.
  • Actions/Results
    • What is the plan based on the data review and concerns addressed?
  • Next Steps/To Do List
    • What do we need to do to accomplish the goals based on the data?
  • Next Meeting Logistics
    • Designate roles, times and locations for the next meeting.
managing your pbs time
Managing Your PBS Time:
  • Do something, ANYTHING, immediately
    • Feeling of accomplishment
  • Break down larger tasks into smaller ones
  • Ask for help
  • Delegate if appropriate
  • Reward yourself when tasks are completed
    • OK to reward frequently for small accomplishments
    • Celebrate large successes with a larger reward
  • Share triumph of getting things done with others
    • Positive reinforcement best way to maintain momentum
evaluating implementation team functioning
Evaluating Implementation & Team Functioning
  • 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?
review
Review

1.

Positive “Nag”

4.

Fidelity

PBS Coach

  • PBIS knowledge
  • Behavioral ‘expert’
  • Link to resources
  • Faculty
  • Administrator
  • District Coordinator
  • Community

2.

Communicate

2.

Facilitate

  • Team meetings
  • Activities at trainings
  • Implementation –
action plans
Action Plans
  • Ensure Action Plan is being used
    • Regularly check (monthly)
    • Monitor progress toward goals
    • Provides accountability
    • Items/actions should be data based:
      • can you answer the question: “What data led the team to decide on this?”
    • Positively report, promote, shape, and reinforce school team progress and products
implementation schedule
Implementation Schedule
  • Make sure all PBS activities are scheduled for the rest of the year
    • PBS Team meetings (monthly)
    • Data Sharing with staff (monthly)
    • Trainings (data-driven)
      • Initial, Behavior Principals, Staff, Student, Parent, Bus Driver
      • Be sure content is specified for each
    • Reward Events (data-driven)
points to remember
Points to Remember
  • GOAL = SYSTEMS CHANGE
    • For Adults
      • Make it EASY to use
      • Training, procedures, forms, support personnel, technology
    • For Kids
      • They all know what’s expected
      • Those with issues have tools/support
      • Reward systems, multiple tiers of support, Teacher skills
    • Focus on data and constant renewal/improvement
      • Data gathering & analysis and sharing
timelines
Timelines

Due By January 22, 2013

Coaches training Oct. 29th.

2ndTIC (Team Implementation Checklist) turned in.

Due by May 10, 2013

Coaches training in March (Date TBD).

SAS (School Assessment Survey) completed.

SET (School-wide Evaluation Tool) completed by PBIS trainer.

PBIS trainer has attended 2 team meetings at your school.

Due July 1, 2013

ODR (Office Discipline Referral) numbers by month

- suspension/expulsion numbers for the year by grade level,

- graduation drop out numbers are reported.

Third TIC (Team Implementation Checklist) turned in.

questions about grant agreements
Questions about Grant Agreements???
  • Submit an invoice after each time has lapsed
  • Indicate which activity was completed, the date of the activity, and $$$ associated with the activity
  • Date, sign, and submit to Rebecca Cain at rebecca.cain@state.sd.us
data systems
Data systems
  • Using evaluation data to guide the team
    • What tools are you currently using to evaluate your progress?
    • How are you using this evaluation data to guide your team PBS planning
    • Goal: Identify 2-3 tools you plan on using to evaluate your progress
slide37
Data
  • *SWIS (monthly)/Infinite Campus
  • School Team Update
  • Team Process Evaluations
  • Team Implementation Checklist (multiple times)
  • Walk-Throughs (1x/year)
  • School-wide Evaluation Tool (SET)
  • Outcome Data (ODR, ISS, OSS, Attendance) Staff Satisfaction Survey (SAS)
big 5 generator
BIG 5 Generator!!!!

http://www.pbismaryland.org/pbis_maryland_homepage_archive.htm

Under Archives, click Big 5 Generator

This can generate data from your Office Discipline Referral (ODR) data similar to the SWIS data system!

Let’s practice???

mid year slump be prepared
Mid-Year Slump---Be Prepared
  • Booster Training
  • Use TIPS to go through the problem-solving process!
slide42

PBIS “3-Circles” Problem-Solving Worksheet

Identified Problem: ______________________

Step 1: What does the data say?

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Step 4: What will we do to support staff?

____________________________________________________________________________________________________________________________________________________________________________________________________

SYSTEMS – Support Staff Behavior

DATA – Supports Decision Making

Step 2: What is the goal?

______________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRACTICES –

Support Student Behavior

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

slide43

PBIS “3-Circles” Problem-Solving Worksheet

Targeted Problem: Behavior in the cafeteria

Step 1: What does

the data say?

38% of the ODR’s last month were for disrespect and disruption in the cafeteria.

  • Step 4: What will we do to support staff?
  • Train lunchroom staff to teach cafeteria expectations.
  • Admin. monitor and demonstrate appropriate use of “gotchas’ for workers.
  • Admin. provide additional active supervision in café.
  • Advise teaching staff of new procedures.
  • Provide data feedback to staff.

DATA – Supports Decision Making

SYSTEMS – Support Staff Behavior

Step 2: What is the goal?

Reduce ODR’s from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month).

  • Step 3: What will we do to support student behavior?
  • Teach “Cafeteria Expectations” in context.
  • Classroom teachers to provide pre-corrections prior to dismissing class to lunch.
  • Implement special “gotcha” system by class to earn class-wide recognition & privilege..
  • Use “stop light” system for monitoring noise level.
  • Use a “silent table” to isolate chronic rule-violators.

PRACTICES –

Support Student Behavior

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

slide44

Step 1: What does the data say?

  • The most significant concern is disruption defined as behavior causing an interruption in a class or activityin classrooms .This behavior occurs daily (frequency/quantify behavior), and is most likely to happen during transitions from one instructional activity to another (e.g., lunch, morning arrival, 2:30). Students from all grade levels (grade level/group of students) are most likely to engage in this behavior. We are unsure as to why students are engaging in this behavior (function of behavior- get/obtain or avoid/escape).

PBIS “3-Circles” Problem-Solving Worksheet

Identified Problem: Disruptive classroom behavior

Step 4: What will we do to support staff?

PBIS Leadership team to use Cool Tools and professional learning modules from Wiki to provide support to staff to implement practices. PLCs to support one another in development of practices. Post routines/procedures to shared forum (Google Docs).Use Cool Tools to self-assess implementation of practices.

SYSTEMS – Support Staff Behavior

DATA – Supports Decision Making

Step 2: What is the goal?

Decrease incidents of disruption as measured by a decrease of 20% in ODRs for disruptive behavior by the end of the first nine weeks. Increase on-task student behavior measured by teacher observation.

PRACTICES –

Support Student Behavior

Step 3: What will we do to support student behavior?

Classroom routines and procedures defined, posted, taught, practiced, and acknowledged by classroom teachers.

Use behavior specific praise statements contingent upon students demonstrating behaviors defined in classroom routines.

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002), PBIS in VA

slide45

PBIS “3-Circles” Problem-Solving Worksheet

Identified Problem: ______________________

Your Turn!

Step 1: What does the data say?

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Step 4: What will we do to support staff?

________________________________________________________________________________________________________________________________________________________________________________________________

SYSTEMS – Support Staff Behavior

DATA – Supports Decision Making

Step 2: What is the goal?

______________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRACTICES –

Support Student Behavior

directions 2 groups per table 10 min to complete
Directions2 Groups per table10 min. to complete

Identify a time keeper & recorder

  • Choose 1 PROBLEM BEHAVIOR per group
  • Work through process on blank P-S worksheet
  • Disproportionate # of Special Ed. students being suspended
  • Teachers not rewarding students
  • Bullying behavior
  • Tardies to class or school
  • Problems in the bathroom
  • Disrespect to teachers
  • Aggression on playground or other area
  • Disruption during assemblies
  • Parents not involved, supportive
  • Not prepared for class
set preparing for your spring visit
SET: Preparing for your spring visit

http://flpbs.fmhi.usf.edu/Tier%201/Product%20Books/Floresta%20PBS%20product%20book.pdf

**Examples of product book is noted above.

**Example of SET is located at the back of the PPT

**Get into groups of 3-4 and go through the SET using the product book sample above. This won’t be complete, but can give you an idea of the process.

products to gather if created
Products to gather (if created):

1. _______Discipline handbook

2. _______School improvement plan goals

3. _______Annual Action Plan for meeting school-wide PBISgoals

4. _______Social skills instructional materials/ implementation time line

5. _______Behavioral incident summaries or reports

6. _______Office discipline referral form(s)

7. _______Other related information

sas what to know about the survey
SAS: What to know about the survey
  • Window of time to administer
    • Will be sent out by Becky Cain
  • Passwords, etc. will be sent out by Becky.
  • Parent/Student surveys will be sent out at another time by Karen Taylor or Gavin Woltjerfrom the TIE office.
slide52

Working Smarter

Are outcomes measurable?

slide53

Sample Teaming Matrix

Are outcomes measurable?

what about parent training
What about Parent Training?

http://flpbs.fmhi.usf.edu/resources_family.cfm

in groups
In Groups
  • Break the article apart
  • Assign sections
  • Read
  • Be prepared to share
questions
Questions?
  • Contact Information:
    • Kari Oyen, kari.oyen@k12.sd.us
    • Pat Hubert, phubert@edec.org
    • Crystal Mengenhausen, cmengenhausen@edec.org
    • Penny McCormick-Gilles, penny.mccormick-gilles@k12.sd.us
  • Project Coordinator:
    • Rebecca Cain, rebecca.cain@state.sd.us