New Coaches Training

Michael LombardoDirector Interagency Facilitationmlombardo@placercoe.k12.ca.us

Rainbow CraneBehavior RtI Coordinatorrcrane@placercoe.k12.ca.us

Celeste Rossetto-DickeyStudent Support Practitionercrossetto-dickey@placercoe.k12.ca.us

Kerri Fulton Student Support Practitionerkfulton@placercoe.k12.ca.us

Introductions PBIS overview Coach Role and Responsibilities PBIS Assessments Next Steps

Agenda

Tools

Site Binder: Worksheets and Handouts

Matrix of Implementation (MoI)

http://sites.placercoe.k12.ca.us/PBIS/

https://www.pbisapps.org/Pages/Default.aspx

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)

What is PBIS

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Matrix of Implementation (MoI): 3 year process

TIER I TIER II TIER III PBIS ASSESSMENTS

Day 1

Day 2

Day 3

SWIS

TIPSCheck-In

Check-OutCICO-SWIS

IPBS

Coaches

PRACTICAL FBA / BSP

ISIS-SWIS

Wraparound

Coaches

SET MATT TIC SAS SSS BOQ

         

MUST REACH A SCORE OF 80% OR HIGHER ON

SET AND TIC, AND COMPLETE TIER II

TRAINING CHECKLIST PRIOR TO TRAINING.

COMPLETION OF CICO SELF-ASSESSMENT ALL ELEMENTS

"IN PLACE", AND COMPLETION OF MATT AND BOQ TIER II WITH A SCORE

OF 80% OR HIGHER

             Jan. 2013

N/A

Aug. 15 to Oct. 25,

2013,

Nov. 2013

, Feb. and Apr. 2014

Jan. 13, 2014

Aug. 15 to Oct.

25, 2013

N/A

Year 1 Year 2 Year 3 Ongoing

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

TRAINING

COMPONENTSKnowledge Skill

DemonstrationUse in theClassroom

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%

Joyce and Showers, 2002

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:

Consistencycompetence with behavioral principles/

practicesRelationships time investment (ie PBIS First 5 Minutes of Staff

Meetings

Responsibilities of the Coach

“Positively Nag” and “Cheerlead” Communicate Fidelity- Facilitate Data-

Based 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)

Responsibilities of the Coach

PBIS Assessments

Four Key Assessments

1. School Evaluation Tool

2. School Safety Survey

3. School Assessment Survey

4. 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?

Monthly team meeting schedule Coach sites on PBIS Assessments Attend upcoming trainings

Tasks