PBIS Orientation for Universal Level Implementation: VTPBIS State Team Webinar

1. Coordinator Orientation for PBIS at the Universal Level Presented by VTPBIS State Team April 2019

2. Webinar Logistics • Orientation to Screen • 2 Ways to Interact: • Raise your hand using the icon on your screen • Type a question into the text box • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

3. Agenda • PBIS/MTSS Review • Responsibilities and Competencies of: • Team Members • School and SU/SD Coordinators • Administrator • Overview of First Steps to Implementation Modules • Identify Coaching and Other Supports • Questions

4. PBIS in Vermont

5. Multi-tiered Systems Framework for Implementing Evidence-based Practices • Prevention-focused continuum of supports; • Data-based decision-making; • Regular universal screening and progress monitoring; • Systems change through effective professional development and coaching; • Effective team leadership; and • Research-validated practices for improving behavior and learning

6. PBIS Overarching Definition

8. Continuum of Support for “Dylan” within MTSS Anger Mgt. Math Label Behavior, Not Students! Science Adult relationships Attendance Reading Peer Interaction

9. Think of a student you know well. Draw a triangle on a blank sheet of paper and map the areas they need additional support and the areas where they see success. Intensive Targeted Universal

10. How is VTPBIS Sustainable? Supporting Decision Making Supporting Staff Behavior SYSTEMS DATA PRACTICES • Smallest effort • Evidence-based • Biggest, durable effect Supporting Student Behavior

11. Think about a change you have made in your personal life. What systems, data, and practices did you use to sustain that change? SYSTEMS DATA PRACTICES • Smallest effort • Evidence-based • Biggest, durable effect

12. Implementation Science 3-5 years (this is normal!)

13. What are the elements of VTPBIS at the Universal Level? • Create a common purpose statement • Define 3-5 positively-statedbehavioral expectations • Develop systems for teaching behavioral expectations • Develop systems for acknowledging and rewarding behavioral expectations • Develop systems for discouraging problem behaviors • Develop data management systems Do you have any of these elements in place already? If so, which ones? Share out.

14. A Restorative Practice Approach The Restorative Approach is about: • Voluntary Participation • Exploring Relationships • Meaningful Engagement • Participatory Decision-Making The VTPBIS State Team is actively working to infuse restorative principles into our PBIS work. Has your school explored RP?

15. How Can You Shift Along This Continuum?

16. Questions or Comments?

17. VTPBIS Cascade of Support

18. Who should be on your PBIS Universal Team? • Coordinator(s) • School Administrator(s) • Teachers + staff • Family Member(s) • Student(s) (highly encouraged!) • Individuals able to provide: • Applied behavioral expertise • Coaching expertise • Knowledge of student academic and behavior patterns • Knowledge about the operations of the school across grade levels and programs • Knowledge about a restorative approach/someone who is willing to learn more Representative of school staff

19. VTPBIS Leadership Team Member Responsibilities • Share team roles • Promote PBIS Implementation Plan to representative group in school • Attend monthly team meetings • Volunteer for team tasks • Act as PBIS cheerleader!

20. VTPBIS Administrator Responsibilities Principal • Support Coordinator(s) (time, schedule) • Promote & prioritize PBIS to ALL stakeholders • Be active/visible on team • Troubleshoot systems-level issues • Attend monthly team meetings • Volunteer for team tasks

21. Administrator Support • One of the strongest predictors of SWPBIS sustainability (Coffey & Horner, 2012) • Perceived administrative support has the strongest impact on sustainability (McIntosh, Predy, et al., in press) • Sustainability is supported by administrators who allocate resources (e.g., time, incentives, training), communicate expectations, and address competing practices that may decrease resources (Blase & Fixsen, 2004)

22. Why have a VTPBIS School Coordinator? • Support Team with action planning, implementation, accountability, and sustainability • Team reinforcement (positive nag) • Facilitate the use of data in decision making • Public relations and communications • Network with other schools • Feedback to state VTPBIS Team

23. VTPBIS School Coordinator Pre-Requisites: • Role endorsed by administrator • Interest in performing responsibilities of coordinator • Flexibility to complete tasks during the day • Positive rapport with other school staff and professional credibility • Attendance at introductory trainings

24. VTPBIS School Coordinator Responsibilities: • Ensure Team is scheduled to meet at least monthly and facilitation occurs • Help with Team organization and task completion • Organize and report data to SU/SD- Level Team and State • Attend Coordinators Learning and Networking Series • Attend training events Take a moment to write down one responsibility you see as particularly important to be mindful of this year.

25. VTPBIS School Coordinator Competencies • Fluency with PBIS features – systems, data, and practices • Effectively communicateswith school leadership team, SU/SD PBIS Coordinator and community stakeholders (e.g., faculty, students, staff, parents, community members) • Positively reports, promotes, shapes, and reinforces school team progress and products

26. Role of VTPBIS SU/SD Coordinator • Establish SU/SD Team • Conduct SET Evaluations • Act as a liaison between schools and State Team • Attend School-based Leadership Team Mtgs (2-3 times/year) • Secure resources/funding for school teams • Create capacity for staff training through SU training calendar

27. https://www.pbisvermont.org/support-roles/

28. Inside the Coordinators Handbook… Role Descriptions VTPBIS Network Info

29. Questions or Comments?

30. VTPBIS YouTube Channel

31. First Steps to Implementation Module Series Module 1: Part 1: PBIS Review Part 2: Team Responsibilities & Working Smarter, Not Harder Module 2: Part 1: Introduction of the six components of PBIS Component 1: Purpose Statement Part 2: Component 2: Behavior Expectations Module 3: PBIS Data Tools Module 4: Family Engagement

32. Improving Decision Making Problem Solution Problem Problem Solving Solution Action Planning Share an example of how you already use data to inform problem solving in your school

33. Assessing VTPBIS Implementation:Self-Assessment Survey (SAS)

34. Two main questions: • What systems are in place now? • What systems are most in need of improvement?

35. Total Score:

36. Subscale:

37. Items:

38. Assessing VTPBIS Implementation: School-wide Evaluation Tool (SET)

39. SET Components

40. Baseline SET Subscale:

41. Items:

42. Post-SET Scores 2018:

43. Share • What excites you about this upcoming data collection?

44. Important Next Steps:

45. Keeping Track of Readiness Activities

46. Supports Available to You: • State TA • Coaches • SU/SD Coordinators • Other PBIS schools • www.pbisvermont.org • www.pbis.org • VTPBIS Updates Emails (are you getting them?) • VTPBIS Twitter and Facebook pages

47. Questions? Please contact your VTPBIS TA

48. Fill in your VTPBIS Cascade of Support (pg. 7 of Staff Handbook): If you don’t know who fills one of these roles, who can you ask?

49. Questions and Comments? Thank you!