Transcript Slide 1
New Coaches
Training
Michael Lombardo
Director Interagency Facilitation
[email protected]
Rainbow Crane
Behavior RtI Coordinator
[email protected]
Celeste Rossetto-Dickey
Student Support Practitioner
[email protected]
Kerri Fulton
Student Support Practitioner
[email protected]
Agenda
Introductions
PBIS overview
Coach Role and Responsibilities
PBIS Assessments
Next Steps
Tools
Site Binder: Worksheets and Handouts
Matrix of Implementation (MoI)
http://sites.placercoe.k12.ca.us/PBIS/
https://www.pbisapps.org/Pages/Default.aspx
What is PBIS
A systems approach for establishing the social
culture and individualized behavioral supports
needed for schools to be effective learning
environments for all students.
Features of PBIS Framework
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation
(Systems that support effective practices)
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Matrix of Implementation (MoI): 3 year process
Year 1
TIER I
Day Day Day
SWIS
1
2
3
TIPS
Year 2
Year 3
TIER II
TIER III
Check-In CICOIPBS
Check-Out SWIS
PRACTICAL ISIS- Wraparou
FBA / BSP SWIS
nd
Ongoing
PBIS ASSESSMENTS
SET MATT TIC SAS
SSS
BOQ
MUST REACH A SCORE
COMPLETION OF CICO SELFCoaches
Coaches
OF 80% OR HIGHER ON
ASSESSMENT ALL
SET AND TIC, AND
ELEMENTS "IN PLACE", AND
COMPLETE TIER II
COMPLETION OF MATT AND
TRAINING CHECKLIST
BOQ TIER II WITH A SCORE
PRIOR TO TRAINING.
OF 80% OR HIGHER
Aug.
15 to
Oct.
25,
2013
Aug. 15
,
Jan.
Jan.
to Oct.
N/A Nov. 13,
N/A
2013
25,
2013 2014
2013
,
Feb.
and
Apr.
2014
Coach Role and
Responsibilities
Training and Coaching
OUTCOMES
% of Participants who Demonstrate Knowledge,
Demonstrate New Skills in a Training Setting,
and Use new Skills in the Classroom
Knowledge
Skill
Demonstration
Theory and
Discussion
10%
5%
0%
..+Demonstration
in Training
30%
20%
0%
…+ Practice &
Feedback in
Training
60%
60%
5%
…+ Coaching
in Classroom
95%
95%
95%
TRAINING
COMPONENTS
Use in the
Classroom
Joyce and Showers, 2002
Responsibilities of the Coach
Ensure Team is Meeting
Ensure Equal Distribution of Work
Ensure Team is Using Data for Decision
Making
Build local capacity
Become unnecessary…but remain
available
Maximize current competence
Responsibilities of the Coach
Focus on valued outcomes
Tie all efforts to the benefits for children
Build credibility through:
Consistency
competence
with behavioral principles/
practices
Relationships
time investment (ie PBIS First 5 Minutes of Staff
Meetings
Responsibilities of the Coach
“Positively Nag” and “Cheerlead”
Communicate Fidelity- Facilitate DataBased Decision-Making
Make connections /stakeholders (District
Leadership and Board)
Responsibilities of the Coach
Implementation Schedule
Make sure all PBIS activities are
scheduled for the rest of the year
Get PBIS Team meetings (monthly)
Get schedule for data Sharing with staff
(monthly)
Trainings (data-driven)
PBIS Assessments
Four Key Assessments
1.
2.
3.
4.
School Evaluation Tool
School Safety Survey
School Assessment Survey
Team Implementation Checklist
Design to support team functioning, fidelity and
strong educational outcomes.
School Safety Survey (SSS)
annual survey
Determines risk and protection factors for the school.
Completed by a minimum of five staff.
administrator
custodial staff member
certified staff member
office staff member.
Provides information determining training and support
needs related to school safety and violence
prevention.
Safety Survey
School-wide Evaluation Tool (SET)
Research tool
Assess and evaluate the critical features of school-wide PBIS.
Expectations Defined
Behavior Expectations Taught
Rewarding Expectations
System for Responding to Behavioral Violations
Decision Making
Management and District Making
Management and District-Level Supports
Annual assessment completed by trained SET evaluators.
School-wide Evaluation Tool (SET)
What will we need?
Behavior expectation lesson plans and
teaching schedule
Acknowledgement system
Progressive discipline matrix/flowchart
Discipline referral form
Copy of your school improvement plan
Yearly PBIS action plan
Self Assessment Survey (SAS)
annual assessment
Used by schools to identify the staff perception of the
status and priority for improvement for the following
systems:
School-wide
Classroom
Non Classroom
Individual Student Systems
Identifies the staff priorities for Action Planning.
Self-Assessment Survey (Paper completion directions)
Team Implementation Checklist
(TIC)
Completed by the PBIS Team and Coach.
Progress monitoring tool
Submitted three to four times per year.
Team Checklist 3.1
Questions
Are there supports between now and
implementation that you need help with?
Tasks
Monthly team meeting schedule
Coach sites on PBIS Assessments
Attend upcoming trainings