Coaching SchoolWide Positive Behavioral Interventions and Supports SWPBIS

Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 2 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, Adam Feinberg, Katie Meyer & George Sugai

Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Facilitating Team Meetings Re-introduce Yourself and Your school • Advanced Skill Building Outcomes & Precision Problem Statements TFI Culturally Responsive Companion tool Coaching PBIS in Classroom and Non-Classroom Settings • Preparation for Next Training Event

Main Coaching Objectives By the end of today’s meeting, you will be able to… – …Describe your role as a coach. – …Articulate the basic elements of SWPBS. – …Identify resources for SWPBS. – …Problem solve roadblocks in coaching – …Facilitate your team’s activities at the next SWPBS team training.

TRAINING EXPECTATIONS: RESPECT… SELF OTHERS ENVIRONMENT • Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times? ) • Stretch, break, stand as needed • Cell phones (inaudible): Converse in lobbies and breaks • Work as a team: Room for every voice, reinforce participation • Recycle • Maintain neat working area

Tools! nepbis. org g n i h c a Co PBIS d n W a S k o o b s k e r c o i W pend Ap Ev Action Plan alu atio n P lan

Activity: Please Enter Attendance • 1 min • Please login on nepbis. org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

Legend New Content Guidelines Training Organization Review +Ex -Ex Activity

Legend Section Header (I. A) Chapter Header (e. g. , I)

OVERVIEW OF COACHING IN SWPBIS (CHAPTER I)

Why Coaching? The old models are not as effective. I. A. i

Introduction to Coaching This is where you come in ! I. A. ii

What roles do coaches play? Facilitate ·Share advanced content with team ·Share information at faculty meetings Communicate I. A. ii Coaching Roles ·Team meetings ·Activities at training events ·Implementation ·Local PBS expert ·Positive “nag” ·Link to resources (e. g. , nepbis. org, www. pbis. org) Content Knowledge

What is coaching? 1. Coaching is the active and iterative delivery of: a. Prompts and reinforcers that increase successful behavior b. Corrections that decrease unsuccessful behavior 2. Coaching is done by someone with credibility and experience with the target skill(s) 3. Coaching is done on‐site, in real time 4. Coaching is done after initial training 5. Coaching is done repeatedly (e. g. , monthly) 6. Coaching intensity is adjusted to need I. B. i

Guidelines for Coaching SWPBIS Before Training Activities: q Verify coaching role with your coordinator/supervisor q Review coaching role with principal q Remind team of coaching role q Ensure team is composed of the correct members and all key members are scheduled to attend training. q Assist team to review/bring relevant data, policy and procedures, updated action plan, etc. q Review tools: Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning, Benchmarks of Quality, SET q Assist team to prepare brief summary of 1 -2 significant accomplishments, 1 -2 in-progress activities, and 1 -2 challenges.

Guidelines for Coaching SWPBIS During Training Activities: q Remind team of coaching role q Let team lead process q Document agreements q Focus team on agenda and activity outcomes and reinforce progress q Remind team of big ideas from SWPBIS approach and presentations q Remind team to include all staff in decision making q Prompt outcomes: Action Plan, Etc. q Acknowledge/reinforce team for progress at training q Complete/review agreements/actions specified on updated action plan

Guidelines for Coaching SWPBIS After Training Activities: q Prompt team to (a) meet and review PBIS purpose and action plan with staff, (b) collect school data, (c) meet w/in 1 month, and (c) complete Team Implementation Checklist and/or Benchmarks of Quality (as assigned in training) q Contact team leader 2 x in first month and ask what is planned and if assistance needed (if district coach) q Set schedule for team to meet 1 x month q Review school data on monthly basis q Monitor and assist in development and completion of team action plan q Document team and coaching accomplishments, speed bumps, challenges, solutions q Identify and acknowledge team/school progress on action plan tasks/outcomes

BASICS OF SWPBIS FOR COACHES (CHAPTER II)

Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement MS SY ST E Supporting Culturally Valid Decision Making TA DA Supporting Culturally Knowledgeable Staff Behavior OUTCOMES (Vincent, Randal, Cartledge, Tobin, & Swain. Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES I. C Supporting Culturally Relevant Evidence-based Interventions

e d wi l o o h Sc SWPBIS Practices Classroom Non-classroom Student I. C. iii Family • Smallest # • Evidencebased • Biggest, durable effect

Continuum of School-Wide Instructional & Positive Behavior Support ~5% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students I. C. iii Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior

Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation I. C. iv Implementation

COACHING TEAM MEETINGS (CHAPTER III)

Facilitating Effective Team Meetings (see details in Coaches’ Workbook) 1. Be prepared and expect others to be as well 2. Begin on time by reviewing agenda and outcomes for the meeting 3. Involve everyone 4. Use data to clearly and quickly define a problem before beginning problem solving 5. Create an action plan 6. At the end of the meeting debrief 7. After the meeting, electronically publish meeting minutes III. A. i

Consider the TIPS Model http: //www. pbis. org/common/cms/files/Forum 12/E 2_TIPS_Teaser. pdf (see additional resources for TIPS on pbis. org) III. A. i

Using Data Effectively (see details in Coaches’ Workbook) 1. Collect appropriate and relevant data 2. Organize the data in a user-friendly manner that aides comprehension 3. Review and analyze the data at least monthly to guide decisionmaking 4. Make data available to all stakeholders 5. Provide staff development to all staff to use data to inform decision making 6. Use data analysis to inform decisions related to school-wide programs, classroom-based instructional practices, and studentspecific interventions 7. Review data collection procedures and practices to ensure that data accurately reflect school events 8. Collect data on extent to which practice or intervention is being implemented accurately and fluently (implementation fidelity) III. A. ii

Guidelines for Facilitating Effective Team Meetings Before Team Meeting: q Contact team members to solicit agenda items, prepare the agenda, and disseminate it to others prior to the team meeting. q Prompt and support facilitator, minute taker, and data analyst to prepare for meetings q Ensure meeting space and materials are prepared. q Check in with team members regarding any action plan items that will be reviewed and provide support if necessary to complete action plan items

Guidelines for Facilitating Effective Team Meetings During Team Meeting: q Prompt the use of team agendas and protocols during meeting q Guide teams in the use of data-based decision-making rules q Prompt team members to be effective and efficient in their roles q Prompt teams to not only define precision problem statements but to also define a goal for ‘what it will look like’ when problem solved q Facilitate the teams use of and understanding of data, provide suggestions for improved data collection or reporting q Set date, time, and place for next meeting q List priority agenda items for next meeting

Guidelines for Facilitating Effective Team Meetings After Team Meeting: q Check in with team members regarding meeting process and action plan items to determine what level of support will be needed to complete action plan items. Set follow-up meetings with team members if needed. q Ask for support if needed from other coaches, building administrators, district or state leaders, State or National PBIS networks q Present summary of decisions, actions, etc. to staff, administration, etc.

Coaching Reports (+ or Δ) 1 -2 Details to introduce yourself 1 -2 Strengths (with respect to coaching/team meetings) 1 -2 Concerns or challenges (with respect to coaching/team meetings)

Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES SY ST TA DA EM S Supporting Culturally Knowledgeable Staff Behavior PRACTICES Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Valid Decision Making

Focus on Outcomes How do we develop outcome statements? I. C. i OUTCOMES

Continuous Quality Improvement Reassess and revise solution(s) as needed Monitor outcomes and compare to goal(s) Implement solution(s) with integrity and fidelity Identify problems with precision Establish goal(s) Develop solution(s)

Primary vs. Precision Statements

Solvable (Precise) Problem There are more ODRs for aggression on the playground than last year (average of 3 ODRs per day). These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. • • • What? How often Where? Who? When? Why? more ODRs for aggression average of 3 referrals per day on the playground a large number of students first recess Get access to the new playground equipment

Solvable (Precise) Problems Question Description q. What q. How Often q. Where What problem behavior is occurring? q. Who How many students and which sub-groups are more likely to engage in the problem? q. When Are there times of day or days of week when the problem is more likely to occur? q. Why In the context above, are students trying to access or avoid something? Is it about attention, tasks/activities, or resources (items)? Is this an ongoing problem, new problem, old problem, smallgroup problem, school-wide (big) problem? Are there locations where the problem is more likely to occur?

To identify problems with precision, we must be able to answer some basic questions with our data (what, when, where, who, why).

SWIS Overview • https: //www. pbisapps. org/Resources/Pages/ Using-the-SWIS-Dashboard-How-To. aspx

If your current data system does not present behavior data in a usable format… Consider SWIS • Free for schools in the PBIS Academy – $350 annually per school after • Multiple data entry options – Paperless referral – Paper referral & data entry • Designed to support data based decision making at every tier • Your PBIS Academy trainers can provide initial training and ongoing TA

SWIS Readiness

SWIS Referral Definitions SWIS Readiness #3. Incident referral form and behavior definitions differentiating administrativemanaged (major) and staff-managed (minor) incidents See Appendix K

SWIS Readiness #4. School is committed to having a clearly documented system for managing behavior. See Appendix K

• Option 1: Paperless referral entry SWIS Readiness #5. Data entry time • Option 2: Paper referrals and staffing are and data entry process scheduled to ensure referral data are current to within a week.

SWIS Readiness #6. A small number of people within the school are identified to gain access to SWIS reports and are trained by a SWIS facilitator. Role Description SWIS Admin (1 -2) Full access to manage settings, person records, referral data, and all reports. Data Entry (12) Access to enter data and review most reports and monitor data integrity. Data Analyst (optional) Access to review most reports (except staff report) and monitor data integrity.

Activity: SWIS Readiness Work individually (or with partner coach) for 10 min • Find the SWIS Readiness Checklist on the NEPBIS Website – Update/complete the Readiness Checklist based on what your school currently has in place today – Email to your trainer • Action Plan steps for establishing or maintaining a data collection and analysis system for student behavior infractions • Present 1 -2 “strengths” and 1 -2 “concerns or challenges” (1 min. reports)

Guidelines for Good Outcomes OUTCOMES q. Based on data q. Locally important and meaningful q. Applicable to all (culturally equitable) • Students’ social competence and academic achievement • Staff implementation of critical skills q. Observable and measurable I. C. i

Example Outcome Statements S I B of P will r • e t s s e r As e b em s m t e a re s s a m ir , f f f y d e t a i t h urin sult el e , s g t d h i n n t f i o r i n t h u OD g the of im • D plementa PBIS wit criteria o Rd ple 20 g t r n im me n e i X a t e l e t X a a e m. t e m l yea ive to will d 20 XY nting imp ured by nventory tha ecr r. sc PBI I s y a t i e l e e m t sa ase hool S id F d me Tiere pe by __ year, riod % t he • As a result of implementing PBIS, prio r staff, student, and parent surveys will indicate improved overall school climate (or target specific items related to acknowledgement, respect, etc. ) as measured by an improvement of __ points on the Georgia Brief School Climate Surveys.

S EM 1. ODRs 2. Suspensions & Expulsions 3. Academic performance (CBM, CMTs) 1. Post, teach, and 4. … reinforce positively stated expectations 2. … PRACTICES TA 1. SWPBIS Leadership Team 2. Data-based decision making 3. … DA 1. ~80% of students with 0 -1 major ODRs 2. ~1 ODR per 500 students per day 3. Decreasing % of students suspended or expelled. 4. … ST OUTCOMES SY Primary Tier

Activity: Relevant Measurable Outcomes Work individually (or with partner coach) for 15 min • Review outcome statements for your school. – Should have 1 -3 – At least one should relate to student outcomes – Should be observable and measurable • Check to see if outcomes reflect guidelines and include critical features illustrated by examples. • Update action plan as necessary

Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Facilitating Team Meetings Re-introduce Yourself and Your school • Advanced Skill Building Outcomes & Precision Problem Statements TFI & Culturally Responsive Companion tool Coaching PBIS in Classroom and Non-Classroom Settings • Preparation for Next Training Event

Tiered Fidelity Inventory (TFI) Purpose: Assess evidence of critical features of school-wide PBS implementation; Progress over time; Helps team make data-based decisions on intervention and program efficacy; Guides action-planning. Format: Survey ratings of features in place (selfassessment). About 30 mins per tier. Completed by: Team members with the coaches. Walk through tool completed by external coach. When? Annually

Tiered Fidelity Inventory (SWPBIS TFI 2. 1) PBIS Assessments Walkthrough Tool

TFI Format Tier 1: 15 items - Team Subscale – 2 items - Implementation Subscale – 9 items - Evaluation Subscale – 4 items

TFI Reports Use the Scale, Subscale and Item reports to guide action planning.

Cultural Responsiveness Field Guide • Outlines ways to embed equity efforts into SWPBIS through alignment with core PBIS components • https: //www. pbis. org/re source/pbis-culturalresponsiveness-fieldguide-resources-fortrainers-and-coaches See Section II: TFI Cultural Responsiveness Companion on pg. 6

TFI Cultural Responsiveness Companion Administration Guidelines: • Complete the TFI • Use the TFI Cultural Responsiveness Companion – Review whole companion – Consult items from the TFI that are in place (to build on strengths) – Assess items where the TFI indicates need for improvement – *Coaches may want to preselect 2 -5 items for the team to review at the next training day • Incorporate into action plan

Example: 1. 9 Feedback & Acknowledgement CR Concept: SUPPORTIVE ENVIRONMENT SWPBIS Big Idea: Attending to and acknowledging desired student behaviors increases the likelihood of these behaviors recurring. CR Elaboration: Teams involve students, families, and communities in the development and use of acknowledgement systems in order to create systems that are meaningful and authentic and consider the culture of the students they serve when designing recognition systems. Non-Examples: Some student enrollment groups have inequitable access to acknowledgement. Examples: Teams actively seek feedback from students, families, and the community about preferences for acknowledgement and perceptions of the current systems at least annually

Activity: Self-Assess with TFI & CR Companion • Work individually (or with partner coach) for 45 min • Find the Tiered Fidelity Inventory and the TFI Cultural Responsiveness Companion – Consider bookmarking/downloading • Review/self-assess using the TFI • Review the TFI Cultural Responsiveness Companion – Identify 3 -5 items to review with your team at the next training day – Identify any questions you have regarding use of this tool

Activity: Review TFI Cultural Responsiveness Companion • Group discussion 10 -15 min • What questions do you have regarding use of the TFI or Cultural Responsiveness Companion tool? • Anticipated barriers?

COACHING PBIS IN THE CLASSROOM (CHAPTER IV)

Evidence-Based PBIS Practices in Classroom 1. 2. 3. 4. 5. 6. 7. 8. 9. IV. A. i 10. Minimize crowding & distraction Maximize structure & predictability State, teach, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects.

Basic Principles of Implementing PBIS in Classroom • Consider good teaching as one of the best behavior management tools • Apply 3 tiered prevention logic to the classroom setting • Link classroom to school-wide expectations • Teach social skills like academic skills – Define, model, practice, monitor and acknowledge and adjust • Build systems to support sustained use of evidence based practices IV. A. ii

Effective Academic Instruction Effective Behavioral Interventions Continuous & Efficient Data-Based Decision Making Systems for Durable & Accurate Implementation IV. A. ii Positive, Preventative School Culture (SWPBIS)

Considerations for Coaching PBIS in Classroom: Coaching Role • Serve as a link to local and state resources • Serve as a positive role model • Support teachers’ use of data for decision making • Support teachers’ understanding of behavior basics • Ensure implementation of the essential components of SWPBIS in the classroom IV. B. i

(adapted from Blase, Van Dyke, Fixsen, Duda, Horner and Sugai; 2009) Considerations for Coaching PBIS in Classroom: Coaching Relationships • The coaching role is supportive not evaluative • Coaching responsibilities include holding teachers accountable for outcomes in their classrooms • Coaching relationships should be based on mutual respect and include an open dialogue between teachers and coaches • Informal observations and self-assessments are effective ways to begin discussions with teachers about classroom practices – Remember teachers respond to positive feedback too. Begin with what is going well and build on teacher’s strengths when suggesting changes to classroom practices – When making suggestions, keep them specific and concrete with a focus on implementation • Provide teachers opportunities to share successes IV. B. ii • Whenever possible, coaching should involve providing “Conceptual” feedback regarding the “Big Ideas” of the practice or intervention

Considerations for Coaching PBIS in Classroom: Developing Systems • Facilitate a network of mentors among grade levels or across buildings • Support teachers in self-monitoring their own implementation strategies • Directly provide resources and supports to facilitate ongoing professional development at faculty meetings • Use technology tools to provide a central location for information regarding professional development, implementation strategies, and networking related to implementation • Work with building administration to build support for struggling teachers or staff. IV. B. iii

Guidelines for Coaching PBIS in the Classroom Coaching Individuals or Small Groups q Use informal observations and teacher self assessments to gather data on the essential elements of classroom SWPBIS q Provide feedback for teachers on all essential elements of classroom SWPBIS q Provide positive feedback to teachers on elements and systems that are already in place before giving feedback on changes that need to be made q Take a problem solving approach, and listen to teacher concerns and reported barriers to implementation. q Connect teachers who need support with teachers who are successfully implementing SWPBIS systems q Provide technical assistance to teachers for data collection and interpretation q Focus on Tier one classroom systems before developing tier 2 or 3

Guidelines for Coaching PBIS in the Classroom Developing Systems of Support q Facilitate communication between the school based team and individual teachers q Fade direct teacher support by facilitating connections between the building team members and teaching staff q Work with building administration to facilitate networks of teachers working on implementing similar strategies q Provide teachers with self monitoring tools and supports q Use technology to share information and facilitate teacher communications within and across schools q Work with building administrators to develop supports for teacher-toteacher observations and mentoring q Develop specific classroom support systems for new teachers

Activity: Update Action Plan • Work individually (or with partner coach) for 5 min • Update your action plan to enhance your ability to coach PBIS in the classroom.

COACHING PBIS IN NONCLASSROOM SETTINGS (CHAPTER V)

Essential SWPBIS Components in Non-Classroom Settings • Positive expectations and routines taught and encouraged • Active supervision by all staff (scan, move, interact) • Pre-corrections and reminders • Positive reinforcement V. A. i

Features of Active Supervision in Non-Classroom Settings • Positive adult-student contact should occur at high rates • Positive reinforcement should be provided at high rates • Correction procedures (rule violations) should be efficient and effective • Movement should be continuous, systematic, comprehensive across setting • Scanning should occur so all areas of the setting are assessed on a regular basis V. A. ii

Roles & Responsibilities of Coaching PBIS in Non-Classroom Settings • Serve as a link to local and state resources • Positively model active supervision practices • Support collection of data on student behavior and fidelity of implementation of active supervision components • Provide positive reinforcement, precorrections, and reminders on staff use of effective behavior practices for non-classroom settings • Link practices and systems for non-classroom settings to classroom and school-wide • Work with building administrators and leaders to ensure implementation of the essential components of SWPBIS in all settings • Work with building administrators and leaders to ensure adequate training support and supervision of supervisors in non-classroom based settings. V. A. ii

Guidelines for Coaching PBIS in Non-Classroom Settings Coaching Individuals or Small Groups q Use informal observations and teacher self assessments to gather data on the essential elements of non-classroom SWPBIS q Provide feedback for teachers on all essential elements of non-classroom SWPBIS q Provide positive feedback to teachers on elements and systems that are already in place before giving feedback on changes that need to be made q Take a problem solving approach, and listen to teacher concerns and reported barriers to implementation. q Connect teachers who need support with teachers who are successfully implementing SWPBIS systems

Guidelines for Coaching PBIS in Non-Classroom Settings Developing Systems of Support q Provide technical assistance to teachers for data collection and interpretation q Focus on Tier one non-classroom systems before developing tier 2 or 3 interventions q Facilitate communication between the school based team and individual teachers q Fade direct teacher support by facilitating connections between the building team members and teaching staff q Work with building administration to facilitate networks of teachers working on implementing similar strategies q Provide teachers with self monitoring tools and supports q Develop specific non-classroom support systems for new teachers

Activity: Update Action Plan • Work individually (or with partner coach) for 5 min • Update your action plan to enhance your ability to coach PBIS in nonclassroom settings.

Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Facilitating Team Meetings Re-introduce Yourself and Your school • Advanced Skill Building Outcomes & Precision Problem Statements TFI & Culturally Responsive Companion tool Coaching PBIS in Classroom and Non-Classroom Settings • Preparation for Next Training Event

Remember, Review Implementation Guidelines BEFORE DURING AFTER Look

Topics to be Covered Day 3 • Review • Getting Started with SWPBIS (steps 7 -10) • Action Planning Day 4 • Quick Review of SWPBIS from Days 13 • Non-classroom Settings • Classroom Settings • Action Planning (w/TIC) Let’s preview content so you’ll be ready to facilitate.

OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter II)

Getting Started with SWPBIS 1. Establish an effective leadership team 3. Identify positive SW behavioral expectations Day 1 2. Develop brief statement of behavioral purpose 4. Develop procedures for teaching SW expectations Day 2 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 8. Develop data-based procedures for monitoring 9. Develop systems to support staff Day 3 7. Develop continuum for discouraging violations of expectations

Getting Started with SWPBIS 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose II. B. vii 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff PRACTICES

Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES 1. Specify Definitions for Violations of SW Expectations q Contextually appropriate labels/names q Definitions represent continuum of severity (e. g. , minor, major, illegal) q Definitions comprehensive in scope (school-wide) q Definitions in measurable terms q Mutually exclusive (minimal overlap)

Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES 2. Specify Procedures for Processing Violations of SW Expectations q Agreement regarding office staff vs. teacher/staff responsibilities q ODR form for tracking discipline event specifies: a. Who (i) violated rule, (ii) observed and responded to violation of expectation, and (iii) else was involved b. When (day/time) c. Where d. What (i) expectation was violated and (ii) was the possible motivation q Agreement regarding options for continuum of consequences q Data decision rules for intervention and support selection

Guidelines for Continuum of Procedures to Decrease Behavior 3. Implement procedures q Use by all staff q Schedule for regular review of use and effectiveness q Means for keeping track of number of acknowledgments vs. ODRs or other disciplinary actions q Schedule and procedures for regular review and enhancement of acknowledgements q Procedures in place for identifying and supporting students whose behaviors are not responsive PRACTICES And always remember to consider systems, culture, & context:

~10 positive : 1 correction

Getting Started with SWPBIS II. B. viii 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff TA 2. Develop brief statement of behavioral purpose DA 1. Establish an effective leadership team

Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices • Step 1: Develop evaluation questions. What do you want to know? • Step 2: Identify indicators or measures. What information can be collected? • Step 3: Develop methods for collecting and analyzing indicators. How/when should information be gathered? • Step 4: Make decisions and action plan from analysis of indicators. How was the question answered and what should be done next? II. B. viii

Getting Started with SWPBIS II. B. ix 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff EM ST SY 2. Develop brief statement of behavioral purpose S 1. Establish an effective leadership team

Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv

Avoiding “Train & Hope” REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice I. C. iv

Staff Buy-In Effective Messenger(s) Effective Team… Staff Buy-in! …powered by Data Effective Leadership

80% Rule ~5% Primary Prevention: Systems to support all staff: • Professional development • Reinforcement ~15% Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior Apply the triangle to adult behavior! Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” • Additional instruction • Increased support ~80% of Staff

Embedded Professional Development Explicit Training Coaching/Promptin g Performance Feedback Desired Outcome s

Staff Recognition If we want staff to recognize kids, we should recognize them! We can (and should) do better!

Getting Started with SWPBIS II. B. x 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff EM ST SY 2. Develop brief statement of behavioral purpose S 1. Establish an effective leadership team

To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II. X

Activity: Action Planning • Work as team for 120 min • Return to your Action Plan • Update each section based on what you’ve learned in today. • In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! • Present 2 -3 “big ideas” from your group (1 min. reports)

3. SWPBIS PRACTICES AND SYSTEMS IN NONCLASSROOM SETTINGS (Chapter III)

Problematic Non. Classroom Settings III. A

Examples III. A An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions.

Definitions and Intervention Considerations III. B

Non-Classroom Settings • Particular times or places where supervision is emphasized • Where instruction is not available as behavior management tool • Examples: – Cafeteria, hallways, playgrounds, bathrooms – Buses & bus loading zones, parking lots – Study halls, library, “free time” – Assemblies, sporting events, dances III. B

Non-Classroom Settings: Basic Management Considerations Practices • Physical or environmental • Teach directly expected arrangements behaviors and routines in context • Routines & expectations • Staff behavior • Student behavior III. B • Actively supervise (scan, move, interact) • Pre-correct and remind • Positively reinforce expected behavior

Supervision Self-assessment YES or NO III. D

Supervision Self-Assessment 1. 2. 3. 4. 5. 6. 7. 8. Did I have at least 4 positive for 1 negative student contacts? Did I move throughout the area I was supervising? Did I scan the area I was supervising? Did I positively interact with most of the students in the area? Did I handle most minor rule violations quickly and quietly? Did I follow school procedures for handling major rule violations? Do I know our school-wide expectations (positively stated rules)? Did I positively acknowledge at least 5 different students for displaying school-wide expectations?

4. CLASSROOM MANAGEMENT PRACTICES AND SYSTEMS (Chapter IV)

Effective Classroom Management Practices IV. A

Effective Academic Instruction Effective Behavioral Interventions Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation IV. A. ii Positive, Preventative School Culture (SWPBIS)

Evidence-Based Practices in Classroom Management 1. 2. 3. 4. 5. 6. 7. 8. 9. IV. B 10. Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects.

Activity: Getting Ready for Next Training • Work with partner coach for 15 min • Review implementation guidelines and preview slides just presented. • Discuss above with a partner – Is there content you’d like re-explained? – What key questions do you have? – What questions/challenges do you anticipate from your team members? • Share key highlights (1 min. reports)

Review of Coaching SWPBIS

Consider Tattoos! 4 PBIS Elements School Systems Supporting Social Competence & Academic Achievement ST SY TA DA EM S S Supporting Staff Behavior de wi loo ch OUTCOMES Supporting Decision Making SWPBIS Non-classroom PRACTICES ~5% Supporting Student Behavior Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Classroom Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students Family Student