Coaching SchoolWide Positive Behavioral Interventions and Supports SWPBIS

Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 1 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

Advance Organizer • Introduction and Overview Why Coaching • Coaching Self-Assessment and Reports Introduce Yourself and Your school • Advanced Skill Building Basics of SWPBIS • Activity Identifying Resources • 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 SWPBIS. – …Identify resources for SWPBIS. – …Problem solve roadblocks in coaching – …Facilitate your team’s activities at the next SWPBIS 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 Coa 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

Problem Statement 1 “We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training. ” I. A. i (Sugai)

Problem Statement 2 “training by itself does not result in positive implementation outcomes (changes in practitioner behavior in the clinical setting) or intervention outcomes (benefits to consumers)” I. A. i (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39)

Avoid “Train & Hope”! 5. Wait for new problem 1. React to Problem Behavior 4. Expect (Hope) for Implementation 2. Select and Add Practice 3. Hire Expert to Train Practice I. A. i

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

Important Functions of Coaching • Coaches provide team start-up support • Promote fidelity of implementation • Coaches facilitate team sustainability and accountability – Coaches provide technical assistance and problem solving – Coaches provide positive reinforcement to team members – Coaches deliver prompts (i. e. , function as “positive nags”) • Coaches improve and increase public relations and communications • Coaches are linked to a support network across schools I. A. ii • Coaches are linked to leadership, trainers and teams

Who Provides Coaching Supports? • Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts • Coaching is set of responsibilities, actions, & activities…. not person I. A. ii

Coaching Competencies NECESSARY PREFERRED • Participate in team training, coaches training, and networking • Knowledge about SWPBIS • Facilitate team meetings at least monthly • Work effectively with adults • Knowledge about behavior support practices at the school‐wide, class‐wide, targeted, and individual levels • Skilled in collection and use • Knowledgeable about school of data for decision‐making operating systems • Professional commitment 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

Guidelines for Selecting SWPBIS Coaches School-level coaching q Coaching capacity integrated into existing personnel q Supervisor approval given q District support and agreements given q District/state coordination provided q Coaching linked with school team q Coaching training linked with team training q Individuals in coaching positions included in team training q Individuals in coaching positions meet regularly for prompting, celebrating, problem solving, etc. District-level coaching q Individuals in coaching positions are experienced with school team implementation q New teams added with increased fluency (at district level)

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

Effective Coaching Involves: 1. Building local capacity (i. e. , become unnecessary, but remain available) 2. Maximizing current competence a. Never change things that are working b. Always make the smallest change that will have the biggest impact 3. Focusing on valued outcomes a. Tie all efforts to the benefits for children b. Attend to context 4. Emphasizing accountability (i. e. , measure and report; etc. ) 5. Building credibility through a. Consistency b. Competence with behavioral principles/practices c. Relationships d. Time investment I. B. ii 6. Pre‐correcting, prompting, and reminding for success

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

Activity: Coaching Self-Assessment • Work individually (or with partner coach) for 15 min • Complete Coaching Self. Assessment • Develop an Action Plan to address areas for growth from your self assessment • Present 1 -2 “strengths” and 1 -2 “concerns or challenges” (1 min. reports)

A reminder you’ll see throughout to help us remember the role.

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

BASICS OF SWPBIS FOR COACHES (CHAPTER II)

Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems II. A

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 II. A Supporting Culturally Relevant Evidence-based Interventions

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

Behavioral Interventions and Practices… School-Wide • Leadership team • Common purpose & approach to discipline • Clear set of positive expectations & behaviors • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging inappropriate behavior • Procedures for on-going monitoring & evaluation

SWPBIS Practices e d i w l o o h c S Classroom Non-classroom Student Family

Behavioral Interventions and Practices in… Classroom Settings • All school-wide • Maximize structure and predictability (e. g. , routines, environment). • Positively stated expectations posted, taught, reviewed, prompted, and supervised. • Maximum engagement through high rates of OTRs & delivery of evidence-based instructional curriculum and practices. • Continuum of strategies to acknowledge appropriate behavior. • Continuum of strategies to respond to inappropriate behavior.

SWPBIS Practices e d i w l o o h c S Classroom Non-classroom Student Family

Behavioral Interventions and Practices in… Non-classroom Settings • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, – Move, – Interact • Pre-corrections, prompts & reminders • Positive reinforcement

SWPBIS Practices e d i w l o o h c S Classroom Non-classroom Student Family

Behavioral Interventions and Practices for… Individual Students • 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

SWPBIS Practices e d i w l o o h c S Classroom Non-classroom Student Family

Behavioral Interventions and Practices in… Family Systems • Continuum of positive behavior support for all families • Frequent, regular, and positive contacts, communications, and acknowledgements • Formal and active participation and involvement as equal partners • Access to system of integrated school and community resources

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

MTSS Integrated Academic Continuum Mar 10 2010 Behavior Continuum

Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation II. A Implementation

PBIS Systems Implementation Logic II. A

Basic PBIS “Logic” Cultural/Context Considerations SY ST Maximum Student Outcomes TA Start w/ effective, efficient, & relevant, doable DA EM S II. A PRACTICES Implementation Fidelity Prepare & support implementation Training + Coaching + Evaluation Improve “Fit”

Guidelines for Coaching “Basics of SWPBIS” q Communicate the impact of SWPBIS on academic outcomes to school faculty to assist with buy-in q Develop observable and measurable statements of desired outcomes related to social/academic behavior q Ensure data are regularly collected, reviewed, and used to make decisions at SWPBIS meetings q When selecting practices, ensure they are (a) evidence-based, (b) indicated by data, and (c) aligned with outcomes q Establish systems to support sustained implementation of each practice with fidelity (e. g. , teaming, professional development, and staff acknowledgement structures) q Communicate three tiered prevention logic to faculty, and ensure practices are organized to provide a continuum of support q Define critical elements (outcomes, data, systems, and practices) across the various contexts targeted in the first year of training/implementation (school-wide, classroom, and non-classroom) and ensure family involvement in SWPBIS team to extend focus to family context q Access resources (e. g. , trainers, local experts, training materials, websites) to support your team(s) as needed

Use data to (a) identify outcomes and (b) select evidence-based practices. Invest in systems to ensure sustained implementation with fidelity.

Recall the two main functions: • Content You now have an understanding of basic elements of SWPBIS • Communication Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team

How will you Fill Your Role… • …as you are increasing your fluency with the content, your team members will still view you as an “expert” • It would be wise to familiarize yourself with the resources available to you and your team

Activity: Identifying Resources • Work individually (or with partner coach) for 15 min • Identify needed resources to address the following: – Where do you go to get an overview of all the steps involved in implementing SWPBIS? – Which tools will help you establish your team and conduct efficient team meetings? – What tool would you use to survey your school staff? – Where do you go for assistance with data-based decision making? • Present 1 -2 “strengths” and 1 -2 “concerns or challenges” (1 min. reports) In addition to the resources in your notebook, remember neswpbs. org and www. pbis. org

g r o. s i b p. w w w

Remember, Review Implementation Guidelines BEFORE DURING AFTER Look

Topics to be Covered Day 1 Day 2 • Overview of NEPBIS School-Wide Training • Review of SWPBIS from Day 1 • Overview of PBIS/SWPBIS • Getting Started with SWPBIS: Steps 4 -6 • Getting Started with SWPBIS (steps 1 -3) • Preview Steps 7 -10 • Action Planning • Wrap up Let’s preview content so you’ll be ready to facilitate.

MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SWPBIS outcomes, data, practices, and systems • Develop individualized action plan for SWPBIS • Organize for upcoming school year

OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS (CHAPTER I)

SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. I. A (Zins & Ponti, 1990)

SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for I. B. i All students

ng i v ro for p Im ort ith p sup nts w de D u t s EB Ma x ac imiz ach adem ing i e v em ic e nt I. B. ii ng asi cre De ctive nt rea eme nag ma Inte aca gra dem ting beh ic a init avior nd iati ves SWPBIS is an organizational approach for… Improving classroom & school climate

Effective Organizations Common Language POSITIVE SCHOOL-WIDE CLIMATE FOR ALL (Students, Family, School, Community) Common Experience I. B. vi Common Vision/Values Quality Leadership

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

I. C. ii TA What is datadriven decision making? DA Focus on Data

To effectively use data… …use your evaluation plan DISTRICTS/SCHOOLS IN TRAINING Purpose Measure Function Capacity Building— District Level District Capacity Assessment (DCA) Fidelity of Implementation— Building Level Progress Monitoring —Building Level PBIS Tiered Fidelity Inventory (TFI) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III. Progress Monitoring —Team Level Team Implementation Checklist (TIC) Georgia School Climate Surveys School Climate Student Outcomes Self-Assessment Survey (SAS) School-wide Information System (SWIS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. An annual survey that assesses student (grades 3 -12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. Office discipline referrals (ODR) provide data for monthly team reviews and decision -making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Year 1 Training Winter Spring SCHEDULE Year 2 Training Fall Winter Spring X X X X X Weekly Weekly …and tools available at:

Focus on Practices PRACTICES What evidence -based interventions are included in SWPBIS? I. C. iii

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

SY ST EM S Focus on Systems What are key systems features to support staff? I. C. iv

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

PBIS Systems Implementation Logic I. C. iv

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

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

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

Team Composition • Administrator • Grade/Department Representation • Specialized Support – Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff – Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community – Mental Health, Business • Student Start with a team that “works. ”

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

Response: Work Smarter • Do less…better • Do it once • Invest in clear outcomes • Invest in a sure thing • Be strategic about problem solving II. B. 1

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

Examples of Purpose Statements G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

Getting Started with SWPBIS 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 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. What do we Develop continuum for discouraging violations of expectations expect? 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation II. B. iii PRACTICES

Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks g NO Drugs/Smokin NO Bullying

Getting Started with SWPBIS 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. r o i v a h e b l a i c o s g n i Develop continuum for strengthening appropriate h c a e T ? y behavior l t i c i l exp 7. Develop continuum for discouraging violations of expectations r o i v a h e b c i 8. Develop data-based procedures for monitoring m e d a c a e Lik II. B. iv 9. Develop systems to support staff PRACTICES

In other words… follow these key steps Define Evaluat e Monitor II. B. iv Teach Prompt

Define Behavioral expectations/Rules • Operationally define what the rules look like across all the routines and settings in your school. • One way to do this is in a matrix format. II. B. iv

RAH – at Adams City High School II. B. 4 RAH Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang. , monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achieveme nt Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the Be considerate Keep your own Report any graffiti of yours and place in line, or vandalism

Teach rules in the context of routines • Teach expectations directly. – Define rule in operational terms—tell students what the rule looks like within routine. – Provide students with examples and non-examples of rule-following within routine. • Actively involve students in lesson—game, roleplay, etc. to check for their understanding. • Provide opportunities to practice rule following behavior in the natural setting. II. B. iv

Expectations & behavioral skills are taught & recognized in natural context

Prompt or remind students of the rule • Provide students with visual prompts (e. g. , posters, illustrations, etc). • Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997). II. B. iv

And people say high schools are different…

Monitor students’ behavior in natural context • Active Supervision (Colvin, Sugai, Good, Lee, 1997): » Move around » Look around (Scan) » Interact with students » Reinforce » Correct II. B. iv

Monitoring Dismissal Mc. Cormick Elementary School, MD

In other words… follow these key steps Define Evaluat e Monitor II. B. iv Teach Prompt

Evaluate the effect of instruction • Collect data – Are rules being followed? – If there are errors, • who is making them? • where are the errors occurring? • what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions II. B. iv

Evaluate the fidelity of implementation • Collect data – Are we doing what we said we’d do? • How will we support lessons taught within routines? • How will we know when lessons are taught? • How will we know when and where we might need boosters? • Summarize data (look for patterns) • Use data to make decisions II. B. iv

A lesson plan that puts all of this together… Define Evaluat e Monitor II. B. iv Teach Prompt

A lesson plan that prompts the critical features just described: Simonsen, Myers, Everett, Sugai, Spencer, & La. Breck (2012) Also see Appendix I

Getting Started with SWPBIS 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 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 II. B. v 9. Develop systems to support staff PRACTICES

In other words… follow these key steps in the classroom. Define Evaluat e Monitor II. B. v Teach Prompt

Getting Started with SWPBIS 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 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 II. B. vi 9. Develop systems to support staff PRACTICES

Establish a continuum of procedures to encourage rule following behavior

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

~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

1. General data collection procedures a) Data collection procedures are integrated into typical routines (e. g. , ODRs, attendance, behavior incident reports) b) Data collection reports regularly checked for accuracy c) Data collection limited to information that answers important student, classroom, and school questions d) Structures and routines for staff members to receive weekly/monthly data reports about status of SW discipline e) Decision rules for guiding data analysis and actions f) Schedule for daily, weekly, monthly, quarterly feedback g) Data system managed by 2 -3 staff members h) No more than 1% of time each day for managing data II. B. viiii) Efficient, timely, and graphic displays of data A T DA PREVIEW: Guidelines for Data-Based Monitoring of SWPBIS Outcomes

A T DA PREVIEW: Guidelines for Data-Based Monitoring of SWPBIS Outcomes 2. Office discipline referral procedures a) Agreed upon definitions of violations of expectations organized in a continuum b) A form for documenting noteworthy behavior incidents (ODR) c) School-wide procedures for processing/responding d) Efficient and user-friendly data input and storage e) Efficient and user-friendly process for summarizing and storing data f) Efficient and user-friendly procedures for producing visual displays of data g) Procedures for presenting data to staff on routine basis h) Procedures for making decisions and developing actions based on data II. B. viii

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 EM ST SY 2. Develop brief statement of behavioral purpose S 1. Establish an effective leadership team

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

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 EM ST SY 2. Develop brief statement of behavioral purpose S 1. Establish an effective leadership team

SWPBIS Action Planning

Team Implementation Checklist (TIC) 1. 2. 3. 4. 5. 6. COACHES (1 per team) go to www. pbisapps. org Go to pbis applications login on the top right corner of your screen Login with your email and password (if you haven’t set up your password yet, just go through forgot password process) Select PBIS Assessment Under Surveys Currently Open, Select Team Checklist 3. 1 Click “Take Survey” – 7. 8. 9. Find Team Checklist Select under Action column Complete TIC as a team Review reports to support your action planning Also see Appendix C Complete during Team Action Planning Time TODAY

Activity: Action Planning • Work as team for 75 min • Return to your Action Plan • Update sections corresponding to identifying outcomes and Steps 1 -6. • 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) • Please email your action plan to your trainers by the end of the day to receive specific feedback.

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