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PBIS: RtIIB�Coaching 101

Pennsylvania PBS Network

2011-12

School-wide Positive Behavioral Interventions and Supports (SWPBIS) requires Coaching as a Key element to support system change.

This session provides an Overview for Coaches, outlining the foundations of SWPBIS as a Response to Instruction and Intervention Framework for Behavior (RtII:B) and providing information on the essentials of the coaching process that District and Building Coaches will need to master to be effective support personnel for their Core Teams.

In addition to reviewing the relationship between academics (RtII:A) and behavior (RtII:B), this module will explore the critical functions of coaching: Facilitator for the Team process (working with Teams); Content/Knowledge (what you need to know and do); and Communicator (effectively communicating to others the process and progress of the schools efforts to build a positive Social Culture).

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Acknowledgement

The presentation and material for this session was created by Florida’s Positive Behavior Support Project through the University of Florida, Louis de la Parte Florida Mental health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA, Part B)

The session was adapted for Pennsylvania’s PBS Network by its Regional Facilitators, with additional material added and supplemented as relevant to Pennsylvania’s SWPBIS/RtIIB initiatives.

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Agenda

Overview of PBIS: RtIIB

RtIIB
Systems Change

Overview of School-Wide PBIS

Structure
Expectations

PBIS Coaching Functions

Facilitator
Content/Knowledge
Communicator

Resources

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Objectives

At the end of today’s session, you will be able to…

Describe the three functions of coaching
Identify your strengths as a PBS Coach
Identify your areas of need as a PBS Coach
Identify resources to enhance your role as a PBS Coach

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PBIS: RtIIB Overview

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RtII Principles

Multi-tiered approach
Problem-solving process
Evidence-based instruction and interventions
Data-based decision-making
Progress monitoring

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PBIS: RtIIB Supports

Federal Mandates

No Child Left Behind
IDEA 2004

State Requirements for Student Supports

Chapter 12
Chapter 14

Best Practice

Research-based
Data-driven
Aligned with PA Standards
Family involvement

There are a variety of laws, regulations, and legal mandates to support the use of RtII, as well as good research that has driven the move toward RtII.

In addition to Federal laws, PA State Regulations, provide a basis and requirement for monitoring and addressing student emotional and social needs by requiring screening, early identification, intervention, and progress monitoring. They are intended to remove non-academic barriers to learning as noted in NCLB.

While RtII itself is not mandated, the RtII framework and principles fulfill the requirements of these laws.

Furthermore, PA has adopted School Climate standards and is in the process of adopting Interpersonal Skills standards that will require school staff to address social, emotional, and academic learning skills. SWPBIS an RtII: B framework will assist schools to address these issues.

Question (somewhat rhetorical):

If a district is not using RtII, then how is it addressing all the legal mandates.

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PBIS: RtIIB

PBIS:RtIIB

A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for ALL students.

- PBIS Team & Administrative Support

Faculty Commitment, Participation
Effective Discipline
Data Entry & Analysis
Expectations and Routines
Acknowledgement / Recognition System

Lesson Plans for Teaching Behavior
Implementation Planning
Crisis Planning
Assessment, Progress Monitoring
Classroom PBIS Systems

Critical Elements

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Keys for Establishing PBIS: RtIIB

Effective, committed leadership (district and school levels)
Effective school-based teaming
Faculty commitment
Evidence-based practices at all tiers*

Tier 1 – Universal (for all students)
Tier 2 – Secondary (for some students)
Tier 3 – Tertiary (for a few students)

* Note: These are zones of support, not students or places

Refrain from labeling students as “green,” “yellow,” or “red” kids.

SWPBIS has been established in over 14,000 schools nationally and in over 250 schools in PA.

Several keys for establishing SWPBIS for behavior may be identified

First of all, commitment of leadership at the district and school levels is essential.
School-based teaming, where the “rubber meets the road,” the team that goes through the training and assists the faculty to implement the SWPBIS systems across the school campus, how they interact together and meet together to achieve the goals is critical.
Faculty must be committed and the core team’s efforts to involving, informing, and engaging the faculty is important to PBS in the school.

Evidenced-based practice must be used at all Tiers.

The universal system of SWPBIS following the key elements must be implemented with Fidelity.
Tier 2 supports must be evidenced based and there must be supporting documentation that interventions selected are appropriate and effective for the identified problem/issue and that the correct students are identified and matched with the appropriate interventions.
At Tier 3, there is information about what constitutes effective, evidence-based practices for individual students.

- Throughout all of these Tiers and teaming situations, there must be data collected and used for data-driven decision-making, to progress monitor success, and to evaluate the process.

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Tiered Model of School Supports�and the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports�The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.��Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.��

Tier 1: Core, Universal

Instruction & Supports �General academic and behavior instruction and support provided to all students in all settings.

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

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Universal
Targeted
Intensive

RTII

Integrated

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

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PBIS: RtIIB Goal�- System Change -

Change the environment so…

It is more efficient and effective for staff to use PBS:RtIIB as “the way we do business”

Train, support, technical assistance, technology

All students have the ability to respond and function more efficiently and effectively

Teach, reinforce, multiple tiers of support, skill enhancement

All decisions are driven by data

Problem identification
Problem analysis
Interventions
Evaluation

ALL students needs are met… The Triangle

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SCHOOL-WIDE Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation	Changing the System “How things are done”	CLASSROOM All school-wide Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior. Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations	NONCLASSROOM Positive expectations & routines taught & encouraged Active supervision by all staff (scan, move, interact) Pre-corrections & reminders Positive reinforcement	FAMILY ENGAGEMENT Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources

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Changing the System�“How decisions are made”

Data-Based Decision-Making:

Data Collection

ODRs, ISS, OSS, absences, positive referrals, universal screening, etc.

Review and analysis

Monthly review of current data
Team Initiated Problem-Solving Model (TIPS)

Sharing

Patterns of behavior (location, time, student, staff, type of problem)
Behavior improvements
Behavior challenges

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Changing the System�“How staff interact with Students”

PBIS Practices:

Teach behavior like we teach academics

Model and practice expected behaviors

Acknowledge / reinforce expected behaviors

Pre-correct / prompt to ensure positive behaviors are displayed

Active supervision to prevent problem behaviors

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Challenges

Doing more, with less

Staff, time, funding, resources

Educating an increasing number of students who are more different than similar

Teach and model

Educating students with more challenging behaviors

Continuum of services

Creating environments (systems) that allow for the adoption and sustained use of effective practices

Think outside the box

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PBIS:RtIIB�District and School-Based Systems

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PBIS: RtIIB Systems Implementation Logic

You are Here

This graphic illustrates the system of RtII for behavior support and interventions. The state, district, and school building level use the same structure. It is part of the Blueprint for effective implementation.

The Green box represents your district leadership team. You DLT helps to consider areas like funding, visibility, political support, and policy changes that may be necessary for PBIS to happen.

It also helps to coordinate things like training for your school-based teams and teachers. It coordinates the coaches that help to facilitate the process and maintain evaluations to assist with identifying how you are moving through the system change and the kinds of outcomes you are experiencing. They will make sure you have the behavioral expertise available to make these supports effective.

[Click]

Then, there is you, the coach, at the local/district school level.

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REACT to
Problem
Behavior

Select &
ADD
Practice

Hire EXPERT
to Train
Practice

Expect, But
HOPE for
Implementation

WAIT for
New
Problem

Avoid “Train & Hope”

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Training Outcomes Related to Training Components
	Training Outcomes
Training Components	Knowledge of Content	Skill Implementation	Classroom Application
Presentation/ Lecture
Plus Demonstration
Plus Practice
Plus Coaching/ Admin Support Data Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

There is a huge discrepancy between the methodologies of presentation/lecture, even including demonstration and presentation/demonstration/practice PLUS on-going coaching, administrative support and data collection and analysis. This is what we strive for – this is what is effective and what makes SWPBS unique.

We know effective training is not enough. The T&H approach will allow 10% or less of the Content to be put into practice.

Adding Demonstration helps a little more but still only 30% gets put into place.

The ability to incorporate practice helps significantly to apply what is learned and to increase fluency with the skills learned.

But, COACHING, when you add Coaching, you increase the implementation to 95%. Administrative support and feedback on performance with data is also crtitical.

So, this is why PBIS for RtIIB is modeled on a coaching plan. YOU, the coach, are critical to the process.

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PBIS Coaches

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PBIS: RtIIB Support Structure

Regional Facilitator

School-wide Facilitator

District Coordinator / Coach (DLT)

PBS Coach

(Building)

PBS Team

(School Administrator)

Faculty and Staff

The support structure for PBIS looks something like this.

Remember the graphic with the DLT? Well, as we said, it works from the state level to the building level.

The state leadership provides Regional Facilitators that assist with coordination of activities of SWFs, Coaches, and District/Building implementation in his/her respective region. In PA, these are the western, central, and eastern regions supported by PaTTAN Consultants.

IUs, agencies, universities, and LEAs offer School-wide PBIS Facilitators that train and provide technical assistance to districts and schools on implementing SWPBIS.

Some districts may have a District Coordinator that may or may not be the District Coach. Could be one person fulfilling the functions of both, or separate individuals. This individual supports multiple building level coaches and core teams within a district. They may often serve as the primary liaison between the District Leadership Team and the Building Teams.

PBS Coach is at the Building level. May serve multiple schools. Guideline up to 5 buildings per coach that would provide roughly a 1 day FTE a week support for SWPBIS in each building

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District Coordinator Expectations

Active participant on district leadership team
Secure funding sources for PBS-related activities
Visibility and political support in the district
Ensure / schedule training for PBIS Teams
Support and mentor PBIS Coaches
Evaluate PBS data and implementation process

What can you expect of a District Coordinator?

As we said, they will act as a liaison between the DLT and the Buildings.

They may assist with getting funding support for PBIS activities within the District.

A DC may work with the DLT to promote information about the PBIS implementation and garner local political support for the process within the community.

A DC may be the individual that works with School-wide Facilitators to schedule needed training and on-going technical assistance.

They are the primary support and provide guidance and mentoring for PBIS Coaches within the District.

District Coordinators ensure that teams use data to drive decision-making and ensure fidelity of implementation and evaluate data to determine the effectiveness of implementation. They may be the main contact with SWF and Regional Facilitators and coordinate District-wide PBIS assessment protocols and schedules, ensuring that data is collected and submitted as requested.

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Coaches Expectations

Sustainability and accountability of the team

Technical assistance
Problem-solving (data)
Positive support and prompting (“positive nag”)

Use Action Plan for fidelity

Provide behavioral knowledge and build behavioral capacity

Provide a link between PBIS Team and District Coordinator

Ongoing communication with stakeholders (i.e., administrator, staff, families)

Return Network requested data

School Profile, PIC, BoQ, etc.

Take them to “Implementation with Fidelity Status”

As a Coach, what is expected of You?

Expected to support school-based team and ensure accountability.

Ensure the Core Team receives the kind of assistance they need through the DC and other resources.

Make sure the problem-solving process is used by teams and that data is available and used in making-decisions.

You are the “positive nag” to keep the team moving along towards effective implementation.

You will use Action Plans to make sure fidelity of implementation is happening.

You’ll make sure the Teams have adequate behavioral knowledge and build that capacity within the Team.

You’ll be the link between the District Coach/Coordinator who will be your next level of support.

You’ll be making sure there is on-going communication for all stakeholders within the school and community.

You will be responsible for ensuring that mid and end-year reports are submitted. We will discuss this more later.

Finally, you’ll be continuing to assist them and take them to Implementation with Fidelity status.

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School Administrator Expectations

Active participant on the SWPBS Team

Attends monthly team meetings

Visible role on campus

Communicates commitment to the PBIS process via newsletters, awards, announcements, trainings

Support PBIS Coaches

Resources and funding

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Team Leader Expectations

Schedule monthly meetings

Prepare agenda

Email agenda and meeting reminder

Facilitate team meetings

Keep team on track and focused
Provide positive support

Primary contact with PBIS Coach

Team Leader and “Building” Coach may be same person

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What Am I Expected To Do?

Are you a Building or District Coach?

Are you the team leader or does another member serve as the team leader?

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Self-Assessment of Coaching

Take out the “RtIIB/SWPBS Coaches Training” Worksheet. This worksheet will support you to take some notes through the remaining training activities and to assess your strengths and needs as a coach

Complete the items under Section I

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Functions of a PBIS Coach

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Coaching Functions

Communicate

Content and

Knowledge

Facilitate

Coaching Functions

Faculty
Administrator
District Coordinator
Community

PBS Knowledge
Response to Instruction and Intervention
Behavioral knowledge
Link to resources

Team meetings
Activities at trainings
Implementation –

‘Positive Nag’

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Coach as Facilitator

Facilitate

Create a positive, supportive environment

Create and ensure structure

Gain team consensus

Ensure development and implementation of the PBIS Action Plan

Guide the problem-solving process

Provide tools

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1. Creating an Effective Environment

Active Listening

Ask open-ended questions
Paraphrase, summarize, synthesize

Behavior Management

Observe group dynamics
Provide positive, supportive feedback
Refocus discussion
Motivate

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2. Creating Structure

Establish Ground Rules (examples)

All members present at every meeting (if possible)
Be on time
Minimize interruptions (i.e., make/take phone calls, etc.)
Tasks distributed equally among members
Everyone is encouraged to participate

Reach Agreement on Ground Rules

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Designing Effective Meetings

Agenda prepared & delivered in advance

Review data (who, what, where, when)

Problem-solve concerns using data

Guides all interventions and progress monitoring

Design interventions and implementation procedures

Offer tools/resources

Update Action Plan

Activities and products accomplished since last meeting
Faculty buy-in
Implementation strategies/steps
New items for next meeting

Celebrate accomplishments

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PBIS Team Meeting Agenda / Minutes (TIPS)

Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items
01. 02. 03.

Information for Team, or Issue for Team to Address	Discussion/Decision/Task (if applicable)	Who?	By When?

Administrative/General Information and Issues

		Implementation and Evaluation
Precise Problem Statement, based on review of data (What, When, Where, Who, Why)	Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety)	Who?	By When?	Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

	Our Rating
	Yes	So-So	No
1. Was today’s meeting a good use of our time?
2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?
4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

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3. Gaining Consensus

Review all available data
Brainstorm ideas based on data
Engage in open discussion to clarify ideas/suggestions
Identify all relevant information obtained
Prioritize ideas generated by the team
Gain verbal agreement on “next” steps
Decisions supported by all team members
Team presents united front outside of meeting

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4. Action Plan Implementation

Determine a tentative schedule of PBIS:RtIIB activities

Monthly PBIS Team meetings
Plan to attend Regional / Local Coaches Networking Meetings
Sharing PBS Data with staff and getting feedback
Rolling out critical elements (developing and teaching)

Expectations and routines
Acknowledgement / recognition system
Discipline procedures

Training (determined by the data)

Basic Behavior Principles
Faculty and staff (bus drivers, cafeteria, paraprofessionals)

Acknowledgement /recognition events

Students and staff

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Collect

and Use

Data

Review

Status and

Identify

Problems

Develop and

Refine

Hypotheses

Discuss and

Select

Solutions

Develop and

Implement

Action Plan

Evaluate and

Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS)

5. Problem-Solving

You are the Coach and the Guide for the Problem-solving process with your team.

The TIPS process will work for either RtIIA or RtIIB.

The outer circle (Problem Solving Meeting Foundations) refer to the process and procedures and team uses to function. Roles are determined and defined, meetings are scheduled for the year, electronic equipment and internet access are available, and an agenda is established.

The inner circles and arrows define a problem-solving model designed to improve the decision-making and problem solving of PBIS Team. This model is called “TIPS,” which stands for “Team-Initiated Problem Solving.” The model uses data for during problem solving and decision making, during meetings. We will also apply a metric for determining if rates of problem behavior at a school or below, at, or above the national average to determine if there is a problem or not. TIPS teaches teams to use their SWIS data to define precision problem statements. Once the problem statement is precise, a variety of solutions are discussed based on prevention, teaching, reward, correction and extinction and teams will determine which solution(s) they want to implement. The TIPS model then moves the team to action planning ,evaluation, and measurement determination.

We are finding it more difficult to use these skills in the REAL context, the purpose of this session is to build the skills and build the fluency of using those skills.

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Problem-Solving Process

Review Status and Identify Problem(s)

Disrespectful behavior increasing (SWIS)

Develop and Refine Hypothesis

Ex: SWIS data indicated disrespectful behavior with adults in the classroom at all grade levels has doubled this year. Many students are contributing and the problems seem to occur during the afternoon more than the morning. We are not sure why.

Discuss and Select Solutions

Consider Prevent, Teach, Prompt, Reward, Extinction, Safety

Develop and Implement Action Plan

Address respect in newsletter – Staff by 1-15-2010
Model Respectful behaviors – Staff by 1-15-2010
Re-teach expectations daily and link to SW rules – Classroom teachers by 1-11-2010
Goal: Decrease frequency of disrespectful behavior to no more than 5 per grade level per month by end of school year

Evaluate and Revise Plan (hypothetical next meeting: 3/15/10)

Based on SWIS data and staff report, disrespectful behavior has been reduced to 2 per grade level (i.e., 60%) in the last month

(See next slide for this example on the Minutes and Problem-Solving Form)

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Facilitation Tools and Resources www.papbs.org

Coaches Corner / Resources

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Effective Facilitation

Facilitator

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Self-Assessment of Coaching

Go to RtIIB/SWPBIS Coaches’ Training Worksheet. (Coaching 101 Handout)

Complete Self-Evaluation Section II: Items 1-6 before proceeding.

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Overview RtIIB Coaching Content

Fluent in the Tier 1 RtIIB process
Knowledge of RtIIB principles
Knowledge of basic behavior principles
Behavior data system
Evaluation and data-driven decision-making
Resources

Content/ Knowledge

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1. Tier 1 RtIIB Process

- PBIS Team & Administrative Support

Faculty Commitment, Participation
Effective Discipline
Data Entry & Analysis
Expectations and Routines
Acknowledgement / Recognition System

Lesson Plans for Teaching Behavior
Implementation Planning
Crisis Planning
Assessment, Progress Monitoring
Classroom PBIS Systems

Critical Elements

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2. RtIIB Principles

Core Principles

Continual application of a structured problem-solving process
Reliance on an integrated system to inform problem-solving
Multi-tiered model of support that uses school resources efficiently

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3. Behavioral Knowledge

event and/or stimulus that occurs before the behavior

Antecedents

the observable and measurable act

Behavior

what occurs after the behavior that serves to maintain, increase, or decrease the frequency of behavior

Consequences

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Only 2 Basic Functions of Behavior

49

Pos Reinf

Neg Reinf

Existing aversive condition identified

Functions of Behavior

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4. Behavior Data System

District behavior database system

i.e., SWIS/CICO…others?

Review and analyze data

PBS Implementation Checklist
Student outcome data (ODRs, ISS, OSS, Attendance)
Staff Surveys

Run queries
Answer Questions

It is also important to be familiar with the data system that is used by your school to document behavioral incidents.

The School-wide Information System (SWIS) is the web-based system designed to be used with Positive Behavioral Interventions and Supports.

Bullet 1: Ask what databases may be used in their school system.

Regardless of the system used, you need to be familiar with how to gather and review reports from the data system so the team has the information they need.

You also need to be familiar with the tools the Network provides for you to identify how well you are implementing and to move forward with a high level of implementation as well as for monitoring outcomes.

Staff surveys are also encouraged.

You need to run queries and be able to answer questions to conduct problem-solving analysis as a Team.

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5. Evaluation and �Data-Driven Decision-Making

Realize the next few slides provide a brief introduction and overview section
Coaches will need more in-depth training for each Tool, i.e., a specific session on pbisassessment.org and each of the assessment tools

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Using Data

Measure	Pre	Year One				Year Two				Year Three
		Fall	Winter	Spring	Summer	Fall	Winter	Spring	Summer	Fall	Winter	Spring	Summer
SAS¹	X			X				X				X
PIC¹		X	X			X	X			X	X
BoQ¹				X				X				X
SET²
BAT⁴												X
SSS¹	X			X				X				X
ODR⁴					X				X				X
PSSA³	X				X				X				X
PVAAS³	X				X				X				X
Safe Schools³	X				X				X				X
School Profile⁴	X				X				X				X

Data Collection Schedule

Notes regarding PAPBS evaluators’ access to data. ¹ = data completed via PBISAssessment website and automatically obtained by PAPBS evaluators via PBSEval.org secure website; ² = will be administered minimally once every three to five years, or more frequently based on need for additional data and/or recognition purposes; ³ = data obtained by PA PBS evaluators via public access;⁴= school must supply to PAPBS evaluators

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Evaluation Questions

Are we doing what we said we would do?

PBS Implementation
Implemented with fidelity

Is it working?

Sustainability of implementation
Benefits for students over time
Benefits for staff
Benefits to the community

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Using Data

Identify areas that need improvement

Improve Tier 1 supports
Tier 2/ Supplemental
Tier 3/Intensive

Support the acquisition of additional resources for further school improvement
Promote PBS within the community
Identify and celebrate successes

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Evaluation Data

Work with School-wide Facilitator and principal to ensure data is submitted as requested
Refer to PA Evaluation Plan for Schedule
Beginning-Year Reports

SET (if applicable)

Conducted in Fall (Mid-October > November)

Self-Assessment Survey and School Safety Survey

For schools beginning to establish SWPBIS

Mid-year Reports

PBS Implementation Checklist (PIC)

Due Fall and Winter

End-Year Reports:

BoQ and BAT (for schools implementing T2/3)

Spring

School Safety Survey & School Profile

June 30

SETs should not be conducted until at least six weeks after school has started.

- allows time for school to review and re-teach

- provides sufficient time for students to receive acknowledgement

This is a general reference. Refer to PA Evaluation Handout to clarify and use as graphic organizer.

The following slides are brief examples of current Tools used to collect, synthesize, and analyze data for problem-solving, progress monitoring (system) of implementation, and effectiveness of policies and strategies.

The following section is designed to acquaint Coaches with common Tools used in SWPBIS implementation by offering examples of data collected by schools in PA (except for the PIC).

This is not intended to be a substitution or replacement for in-depth training on assessment Tools.

Assessment Tools should be delivered as a separate module.

REMEMBER:

Data is used in support of changing the Social Culture through effective implementation of system supports and practices.

Data is not an end in itself!

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PIC Chart

Provide graphic Organizer for PBS Implementation Checklist…

Implementation Level Chart

Explain it

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PIC Chart

PBS Implementation Checklist

School Level Chart, Tier 1 Critical Elements

Explain it

Describe PIC…a brief progress monitoring tool for implementation elements of SWPBIS.

The PIC will provide core teams with data on the progress monitoring of implementation of critical elements of SWPBIS. It may be used 2 to 3 times per year.

It has Teams consider elements at all 3 Tiers!

Currently, the PIC is not yet available on www.pbisassessment.org, but it is likely to be included in the future.

Notice the similarities with items on the BoQ. If ratings on the PIC are high and accurate, then it is more likely a school will attain a 70 or greater on the BoQ.

The following examples are from Florida PBS Project. They have their own web-based system for this tool. It is not available nationally, yet.

Florida created the BoQ as an alternative to the SET. Now they have created the PIC as a progress monitoring tool for implementation. It should correlate highly with the BoQ.

Florida also created the Benchmarks of Advanced Tiers (BAT). The PIC provides a few critical elements that will correlate with Tier 2 and 3 implementation as measured by the BAT.

Note for future presentations: When PA begins to use the PIC, then insert data slides from PA schools.

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Benchmarks of Quality Chart

Provide Graphic Organizer of a Multi-year BoQ for a school in PA

Explain it

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Multi-year

Benchmarks of Quality

Multi-year Benchmarks of Quality shows progress over 3 years.

This Tool permits analysis of elements of SWPBIS as it relates to implementation of SW features @ Tier 1 with fidelity.

This is a good example of the progress made by a particular school.

It shows that implementation of SWPBIS may take time, but if a school perseveres and the administration, coach, and core team work together, the school will achieve implementation with Fidelity.

This school achieved 80+/80+ on the School-wide Evaluation Tool on its first assessment after reaching 70+ on the BoQ.

Soon schools will be able to use the PBS Implementation Checklist (PIC) during the school year to help them ascertain how well they are establishing Tier 1 features. It may be fairly predictive of how well a school will do on the BoQ.

Essential to accurate scoring is for the Team to rate their implementation practices honestly. If a Team rates themselves high based on the fact that they “think” they are implementing a feature well, an external review may not validate the rating. Always be prepared to provide evidence that a criteria was met.

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Referrals Chart

SWIS Graphic of PA School data:

Total Referrals per 100 Students / Multi-year

Explain it

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School Year	Majors	Majors & Minors
2009-10	.29	.62
2010-11	.23	.47

Total Office Referrals Per Day/Per 100 Students

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OSS per 100 Students

SWIS Graphic of PA School data:

Total Days Suspension per 100 Students / Multi-year

Explain it

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OSS per 100 Students

23.1

18.5

19.2

23

303

268

297

This Chart is a multi-year histogram of Out-of-School Suspension data for a secondary school.

The “number/100 students” ratio is used to account for fluctuations in population and by showing the number per 100 students allows better comparison between years or between schools. One is not comparing the raw numbers without accounting for school context.

The Red OSS graph depicts the number of students per 100 that received OSS.

This is an interesting example because student enrollment went down each year as did the number of students receiving Majors accounting for OSS. Thus, we see a decrease in the number of majors from SY 2008-09 to 2009-10. There is a slight increase in OSS per 100 in SY 2010-11. Still, from the first year to the third year there was a 17% reduction in the number of OSS compared to enrollment.

The Blue OSS graph shows the number of days of OSS served per 100 students. The third year demonstrates a 12% reduction in the number of days compared with the first year.

So, in this case, even though the number of OSS went up in the third year (i.e., for every 100 students), the number of days per 100 students decreased by approximately 10% from the previous year.

REMEMBER:

The data is shows “what” happened. It does not show “why.” it is up to the Team analyzing the data to come up with plausible explanations or hypotheses for the change in the data.

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Oregon School Safety Survey Results

Graphic of PA School data:

School Safety Survey

Explain it

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Risk Factors

School Safety Survey Results

School Year: 2010-11

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Protective Factors

Oregon School Safety Survey Results

School Year: 2010-11

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6. Content Resources

Websites

Pennsylvania Positive Behavior Support Network

www.papbs.org

National Technical Assistance Center for Positive Behavioral Interventions and Supports

www.pbis.org

Association for Positive Behavior Support

www.apbs.org

Pennsylvania Training and Technical Assistance Network

www.pattan.net (see Behavior and RtII Initiative links)

Staff

District Coordinator
Other Coaches (networking meetings)
School-wide Facilitator
Regional Facilitator
State Coordination Team

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Coaching Function - Content

As the PBS Coach:

Do you have sufficient knowledge regarding

The processes and procedures of school-wide PBS?
The core principles of RtII:B?
Basic behavioral principles?

Identify 3 resources found on Pennsylvania’s PBS website?

Identify 2 additional resources to assist you in carrying out your responsibilities as a PBIS Coach?

Identify / share resources that you are aware of that were not covered in this training.

Content/Knowledge

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Self-Assessment of Coaching

Go to your RtIIB/SWPBIS Coaches’ Training Worksheet. Complete Self-Evaluation

Section II: Items 7-12 before proceeding

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Coach as Communicator

Communicate progress of RtIIB process

Conduct faculty training

Schedule effective communication

Utilize communication tools

Communicator

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1. Communicate Progress

Positively reports, promotes, shapes and reinforces team progress

Effectively communicates PBS data, progress, and successes through regular presentations

School leadership
District coordinator and staff
Parents
Community

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2. Conduct Trainings

Conduct faculty trainings

PBS:RtIIB
Behavior principles
Problem-solving process (TIPS)

Even if one does not train on TIPS, for example, a Coach should understand and assist the team to use this problem-solving model and, perhaps, co-train with a coordinator or School-wide Facilitator on these and other relevant topics to implementation.

Another part of communicating is communicating the ideas, procedures, and processes that your Team is helping to make possible.

You will be conducting faculty training, not necessarily on your own but as a team or even incorporating other people beyond the immediate team to help faculty understand the principles and process, components and elements as you implement them. They will also learn the underlying principles of behavior and help them learn the problem solving process that the Team is using but that all faculty need to understand and be able to participate in.

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3. Schedule Effective Communication

Monthly

Encourage the PBIS team to meet
Ensure data are summarized in useful format
Facilitate team meeting using TIPS approach and the Minutes/Action Plan Form
Give data-based updates to faculty
Attend Coaches Networking meetings facilitated by School-wide Facilitator

Bi-weekly (or, weekly)

Prompt team members to complete tasks
Ensure your tasks are completed in a timely fashion (model behavior)

Daily

PBIS’ Ambassador (look for opportunities to share info with others, etc.)
Model positive interactions and reinforcement with staff and students

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4. Utilize Communication Tools

Tools

PAPBS Network’s PBIS State Newsletter
School Newsletter

Success stories (teachers, students, events)

Data, cost/benefit chart
Faculty, parent and student presentations

Videos, skits, bulletin boards

School events

Ballgame, concert, assemblies, etc.

School Board presentations

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Coaching Function:�Communication

As the PBIS Coach

How will you share PBIS and behavioral concepts with team members?

Have you established a process for sharing information with your faculty?

Critical elements of PBIS and school-wide practices?
Classroom PBIS?

How will you share PBIS implementation data with the District?

How will you share PBIS Content and success with the community?

Communicator

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Self-Assessment of Coaching

Go to your RtIIb/SWPBIS Coaches’ Training Worksheet. Complete Self-Evaluation

Section II: Items 13-16 before proceeding

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How am I doing?�And�What do I need?

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My Skills as a PBIS Coach

RtIIB/SWPBIS Coaches Training Worksheet

Section III

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Additional Resources�and Trainings

Kansas training modules

http://www.pbskansas.org/htdocs/external_links/default.html#onlinetrainingmodules

Online Academy

http://elearndesign.org/resources.html

PBIS Missouri

www.pbismissouri.org

University of Connecticut

http://cberuconn.edu/resources/training

University of Oregon Training Manual

http://pbismanual.uoecs.org/manual.htm

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Questions?

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School-wide Facilitator sfacilitator@email.net �(Your name) (Your email)��

Contact Information and Resources

OSEP TA Center on PBIS

www.pbis.org

Agency website

Phone

E-mail

Fax