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School-Wide Positive School-Wide Positive Behavior Support Behavior Support Facilitator and Facilitator and

Team Leader TrainingTeam Leader Training

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AGENDAAGENDA

• PBS OverviewPBS Overview• School-level EvaluationSchool-level Evaluation

– Benchmarks of QualityBenchmarks of Quality• Scoring FormsScoring Forms• Facilitator Scoring GuideFacilitator Scoring Guide

• District PlanningDistrict Planning– Evaluation and PlanningEvaluation and Planning

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Positive Behavior Positive Behavior Support is…Support is…• A collaborative, assessment-based A collaborative, assessment-based

approach to developing effective approach to developing effective interventions for problem behaviorinterventions for problem behavior

• Emphasizes the use of proactive, Emphasizes the use of proactive, educative, and reinforcement-based educative, and reinforcement-based strategies to achieve meaningful and strategies to achieve meaningful and durable behavior and lifestyle outcomesdurable behavior and lifestyle outcomes

• Aim is to build effective environments in Aim is to build effective environments in which positive behavior is more effective which positive behavior is more effective than problem behaviorthan problem behavior

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SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence,Academic Achievement, and Safety

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Features of School-wide Features of School-wide PBSPBS

(Sugai, 2001)(Sugai, 2001)• Create a Create a continuum of behavior supportscontinuum of behavior supports

from a systems perspectivefrom a systems perspective• Focus on Focus on behavior of adultsbehavior of adults in school as in school as

unitunit• Establish Establish behavioral competencebehavioral competence• Utilize effective, efficient & relevant Utilize effective, efficient & relevant data-data-

based decision-makingbased decision-making systems systems• Give priority to Give priority to academic successacademic success• Invest in Invest in research-validated practicesresearch-validated practices• Arrange environmentArrange environment for “working smarter” for “working smarter”

6Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

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%

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

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Elements of School-Wide Elements of School-Wide PBSPBS

• Establish a team/faculty buy-inEstablish a team/faculty buy-in• Establish a data-based decision-making system Establish a data-based decision-making system • Modify discipline referral process/formsModify discipline referral process/forms• Establish expectations & rulesEstablish expectations & rules• Develop lesson plans & teachDevelop lesson plans & teach• Create a reinforcement/incentives programCreate a reinforcement/incentives program• Effective interventions for rule violationsEffective interventions for rule violations• Monitor, evaluate, and modifyMonitor, evaluate, and modify

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State/District ElementsState/District Elements

• Leadership Team/CommitmentLeadership Team/Commitment• CoordinationCoordination• FundingFunding• VisibilityVisibility• Political SupportPolitical Support• Training CapacityTraining Capacity• Facilitator/Coach CapacityFacilitator/Coach Capacity• Demonstration sitesDemonstration sites• EvaluationEvaluation

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Sample Contact Flow Sample Contact Flow ChartChart

District Coordinator

Facilitator Facilitator

PBS State Contact

School PBS TEAM School PBS TEAM School PBS TEAM

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THE DISTRICT THE DISTRICT COORDINATORCOORDINATOR

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District Coordinator RolesDistrict Coordinator Rolesand Responsibilitiesand Responsibilities

District Coordinators have district level capacity District Coordinators have district level capacity and:and:

• May also be a facilitator in a small countyMay also be a facilitator in a small county• Liaison between schools teams, facilitators, and districtLiaison between schools teams, facilitators, and district• Manage district budgets that support school-wide Manage district budgets that support school-wide

initiativesinitiatives• Secure additional funding to support school-wide Secure additional funding to support school-wide

initiatives if necessaryinitiatives if necessary• Schedule trainings and district level meetingsSchedule trainings and district level meetings• Oversee the evaluation activities/systemOversee the evaluation activities/system• Attend initial school-wide trainings for new teamsAttend initial school-wide trainings for new teams

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THE FACILITATORSTHE FACILITATORS

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Facilitators’ Roles & Facilitators’ Roles & ResponsibilitiesResponsibilities

Facilitators are District-level personnel Facilitators are District-level personnel who:who:

• Have freedom to move across schoolsHave freedom to move across schools• Familiarity with the school-wide processFamiliarity with the school-wide process• Facilitate teams throughout the process Facilitate teams throughout the process

(i.e., meetings, activities)(i.e., meetings, activities)• Attend all trainings with their respective Attend all trainings with their respective

school-based teamsschool-based teams• Active and involved team memberActive and involved team member• Report to the district coordinatorReport to the district coordinator• Main contact person for the school-based Main contact person for the school-based

teamteam

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INTERNAL & EXTERNALINTERNAL & EXTERNALFACILITATOR/COACH FACILITATOR/COACH

MODELSMODELS• Internal CoachInternal Coach: each school has : each school has

their own coach who is their own coach who is someone from their team; the someone from their team; the coach has monthly meetings coach has monthly meetings with the districtwith the district

•External CoachExternal Coach: someone from : someone from the district level who attends the district level who attends some team meetingssome team meetings

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Facilitators’ Monthly Facilitators’ Monthly RequirementsRequirements

Attend and verify PBS Team meets at least Attend and verify PBS Team meets at least monthlymonthly

Verify PBS Team has given status report to Verify PBS Team has given status report to school faculty at least monthlyschool faculty at least monthly

Verify activities for PBS action plan Verify activities for PBS action plan implementedimplemented

Verify accuracy of implementation of PBS action Verify accuracy of implementation of PBS action plan assessed – monitorplan assessed – monitor

Verify effectiveness of PBS action plan Verify effectiveness of PBS action plan implementation assessed – evaluate and modify implementation assessed – evaluate and modify (if needed)(if needed)

Monitor PBS/SWIS data and analyzeMonitor PBS/SWIS data and analyze

(Sugai, 1999)

Facilitating Team Facilitating Team MeetingsMeetings

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Role of FacilitatorsRole of Facilitators

• The facilitators support their team The facilitators support their team by assisting efforts, helping to ease by assisting efforts, helping to ease and smooth the implementation and smooth the implementation process.process.

• The facilitators are careful not to The facilitators are careful not to step into the role of the team leader.step into the role of the team leader.

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Facilitating vs. LeadingFacilitating vs. Leading

FacilitatorFacilitator Team LeaderTeam LeaderEnsures the team meets Ensures the team meets regularlyregularly

Sets the dates for Sets the dates for meetingsmeetings

Offers tools to assist in Offers tools to assist in record keeping, team record keeping, team evaluations, etc…evaluations, etc…

Checks accuracy of Checks accuracy of records, directs team in records, directs team in evaluationevaluation

Ensures equal Ensures equal distribution of roles and distribution of roles and responsibilitiesresponsibilities

Assumes the role of Assumes the role of leaderleader

Ensures the team is Ensures the team is using data for decision using data for decision makingmaking

Refers the team to the Refers the team to the data during team data during team meetingsmeetings

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School-based PBS TeamSchool-based PBS TeamMeets FrequentlyMeets Frequently

• During initial planning, teams may During initial planning, teams may need to meet more oftenneed to meet more often

• Team should meet at least once a Team should meet at least once a month to:month to:– Analyze existing dataAnalyze existing data– Make changes to the existing databaseMake changes to the existing database– Problem-solve solutions to critical issuesProblem-solve solutions to critical issues– Begin to outline actions for the Begin to outline actions for the

development development

of a planof a plan

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Enhancing Meeting SuccessEnhancing Meeting Success

• Administrator identifies how to Administrator identifies how to free staff time for participation on free staff time for participation on the PBS Teamthe PBS Team

• Clearly schedule meeting dates Clearly schedule meeting dates and timesand times

• Administrators remind staff of the Administrators remind staff of the significant impact and ultimate significant impact and ultimate successsuccess

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THE PBS TEAMTHE PBS TEAM

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A School-based PBS A School-based PBS Team Team

• School Improvement Team must be committed to School Improvement Team must be committed to school-wide PBS and actively support the processschool-wide PBS and actively support the process

• SWPBS SWPBS core teamcore team should remain small ( should remain small (3-73-7 participants)participants)– Consider representatives that include: Consider representatives that include: administrationadministration, ,

general education teachers, special education teachers, general education teachers, special education teachers, guidance, enrichment teachers, bus drivers, school support guidance, enrichment teachers, bus drivers, school support workers, students, parents…workers, students, parents…

• A A peripheral teamperipheral team may be established as needed to may be established as needed to increase inputincrease input

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School PBS Team RolesSchool PBS Team Rolesand Responsibilitiesand Responsibilities

• Develop the school-wide PBS action planDevelop the school-wide PBS action plan• Monitor behavior dataMonitor behavior data• Hold regular team meetings (at least Hold regular team meetings (at least

monthly)monthly)• Maintain communication with staff and Maintain communication with staff and

coachcoach• Evaluate progressEvaluate progress• Report outcomes to facilitator & district Report outcomes to facilitator & district

coordinatorcoordinator

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• At least one individual on the PBS team who has training At least one individual on the PBS team who has training or experience in behavior supportor experience in behavior support

• This may include a school psychologist, behavior This may include a school psychologist, behavior specialist/analyst, or counselor with skills including:specialist/analyst, or counselor with skills including:– Practical foundations in behavioral supportPractical foundations in behavioral support– Experience in data collection and data analysisExperience in data collection and data analysis– Capacity to design and implement comprehensive Capacity to design and implement comprehensive

plansplans

Broad Representation on PBS Broad Representation on PBS Team (Team (Behavioral Expertise)Behavioral Expertise)

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• Administrator should play an active role Administrator should play an active role in the school-wide PBS change processin the school-wide PBS change process

• Administrators should actively Administrators should actively communicate their commitment to the communicate their commitment to the processprocess

• Efforts regarding “change” have potential Efforts regarding “change” have potential to fade without administrative supportto fade without administrative support

• An administrator is required to An administrator is required to participate with the team for both days of participate with the team for both days of team training team training

Broad Representation on PBS Broad Representation on PBS Team (Team (Administrators)Administrators)

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Identify Team Member Identify Team Member RolesRoles

Who will coordinate the meeting Who will coordinate the meeting logistics? (e.g., time, location, logistics? (e.g., time, location, notification, etc.)notification, etc.)

Who will set the agenda(s)?Who will set the agenda(s)? Who will facilitate the team meeting(s)?Who will facilitate the team meeting(s)? Who will be the recorder? Time Who will be the recorder? Time

keeper? Snack master?keeper? Snack master? Who will collect the data?Who will collect the data? Who will analyze and summarize SWIS Who will analyze and summarize SWIS

graphs prior to the meeting?graphs prior to the meeting?

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Team Roles and Team Roles and ResponsibilitiesResponsibilities

• Team leaderTeam leader - facilitates meeting by reviewing purpose & keeping the - facilitates meeting by reviewing purpose & keeping the team focused on the taskteam focused on the task

• RecorderRecorder - transcribes the team’s responses on flip chart paper, - transcribes the team’s responses on flip chart paper, transparency, or team agenda/minutes formtransparency, or team agenda/minutes form

• TimekeeperTimekeeper- monitors the amount of time available and keeps the team - monitors the amount of time available and keeps the team aware of time limits by prompting aware of time limits by prompting (i.e., “10 minutes left”)(i.e., “10 minutes left”)

• Data SpecialistData Specialist- trained in entering and accessing data from the - trained in entering and accessing data from the discipline data management systemdiscipline data management system

• Behavior SpecialistBehavior Specialist- competent with behavioral principles and assists - competent with behavioral principles and assists in analyzing datain analyzing data

• Snack Master Snack Master – coordinates refreshments– coordinates refreshments• FacilitatorFacilitator- - district-level (external) or school-based (internal) district-level (external) or school-based (internal)

individual that facilitates the team through the process, becomes the individual that facilitates the team through the process, becomes the school’s main contactschool’s main contact

• District ContactDistrict Contact-- district-level individual that coordinates trainings and district-level individual that coordinates trainings and serves as the liaison between LA SWPBS Project, SDFSC, related serves as the liaison between LA SWPBS Project, SDFSC, related projects, and facilitatorsprojects, and facilitators

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Team Leader Role & Team Leader Role & ResponsibilitiesResponsibilities

• School-based person who has been trained in the School-based person who has been trained in the SWPBS processSWPBS process

• Establishes meeting times that are conducive to the Establishes meeting times that are conducive to the schedules of all team membersschedules of all team members

• Sets the agenda, conducts the meeting & maintains Sets the agenda, conducts the meeting & maintains focusfocus

• Delegates responsibilities as neededDelegates responsibilities as needed• Serves as liaison between school-based and district Serves as liaison between school-based and district

level administrationlevel administration

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Team Members are Familiar with Team Members are Familiar with the Mission and School the Mission and School

Improvement PlanImprovement Plan– Disseminate the SIP to facultyDisseminate the SIP to faculty– Quiz faculty on the contentQuiz faculty on the content– Review the SIP yearlyReview the SIP yearly– Familiarize and educate new staff Familiarize and educate new staff

yearlyyearly– If plan is reviewed and discussed If plan is reviewed and discussed

often, goals will be accomplishedoften, goals will be accomplished– Let the SIP guide all activities that Let the SIP guide all activities that

occur on campusoccur on campus

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Next Steps: Team Next Steps: Team LeadersLeaders

• Establish your TEAMEstablish your TEAM• Prepare for TEAM TrainingPrepare for TEAM Training• Meet with Facilitator if assigned alreadyMeet with Facilitator if assigned already

Next Steps: FacilitatorsNext Steps: Facilitators• Prepare for TEAM TrainingPrepare for TEAM Training• Support schools for upcoming trainingSupport schools for upcoming training• Meet with Team LeaderMeet with Team Leader• Contact your schools if assignedContact your schools if assigned• Attend PBS meetings at schoolAttend PBS meetings at school

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PBS is Data DrivenPBS is Data Driven

• Implementation EvaluationImplementation Evaluation– Does the team assess implementation of PBS Does the team assess implementation of PBS

elements?elements?– Are team activities guided by assessment and Are team activities guided by assessment and

other data sources?other data sources?

• Assessment of Goodness-of-Fit and/or Assessment of Goodness-of-Fit and/or Social Validity of InterventionsSocial Validity of Interventions

• Problem Identification and Outcome Problem Identification and Outcome EvaluationEvaluation– Office Discipline ReferralsOffice Discipline Referrals– Suspensions/ExpulsionsSuspensions/Expulsions– Student/Teacher absenteeism and drop-out ratesStudent/Teacher absenteeism and drop-out rates– Academic performanceAcademic performance

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School-Level Data School-Level Data Based DecisionsBased Decisions

• Data systems initially designed to Data systems initially designed to meet state & district needsmeet state & district needs

• In this day of accountability In this day of accountability schoolsschools need access to need access to meaningful information - School meaningful information - School ImprovementImprovement– Graphical displaysGraphical displays– TimelyTimely– User friendlyUser friendly

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Discipline Data Elements Discipline Data Elements and Outputand Output

• Graphical displays ofGraphical displays of Average referrals per day per month Average referrals per day per month Referrals by problem behavior Referrals by problem behavior Referrals by locationReferrals by location Referrals by timeReferrals by time Referrals by student Referrals by student Referrals by staffReferrals by staff

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SWPBS Benchmarks of SWPBS Benchmarks of Quality Quality Team MemberTeam Member

Rating FormRating Form

• Benchmarks coverBenchmarks cover– ProductProduct– ProcessProcess– ActionsActions

• SWPBS Team members independently rate SWPBS Team members independently rate each itemeach item– In PlaceIn Place– Needs ImprovementNeeds Improvement– Not in PlaceNot in Place

• Facilitator collects and tallies frequency of Facilitator collects and tallies frequency of responses for each itemresponses for each item

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Timeline for Completing Timeline for Completing the Benchmarks of Quality the Benchmarks of Quality

of SWPBSof SWPBS• When to complete?When to complete?

– Within 3-6 months after completing Within 3-6 months after completing SWPBS trainingSWPBS training

– Every Spring (April/May)Every Spring (April/May)

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SWPBS Benchmarks of SWPBS Benchmarks of Quality Quality Facilitator ScoringFacilitator Scoring

FormForm

• Record the team’s most frequent Record the team’s most frequent response for each itemresponse for each item++ ++ In PlaceIn Place++ Needs ImprovementNeeds Improvement-- Not in PlaceNot in Place

• Use the descriptions and exemplars Use the descriptions and exemplars in the Benchmark of Quality Scoring in the Benchmark of Quality Scoring Guide to complete the Facilitator’s Guide to complete the Facilitator’s Scoring FormScoring Form

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Using the Benchmarks of Using the Benchmarks of Quality of SWPBSQuality of SWPBS

• What to do with the resultsWhat to do with the results– Identify areas for improvementIdentify areas for improvement

• SchoolSchool• DistrictDistrict• StateState

– Identify successes to celebrateIdentify successes to celebrate– Share with La. Department to guide Share with La. Department to guide

state collaboration and planningstate collaboration and planning

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Ville Platte Elementary Ville Platte Elementary January 2005 (6 months January 2005 (6 months

implementation)implementation)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Team

Fac.

Com

m.

Eff. P

roce

dure

sDat

a

Expec

t/Rule

s

Reinf

orce

men

t

Less

on Pla

ns

Impl

emen

tatio

n Pla

n

Crisis

Evalu

atio

nTo

tal

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Ferriday Jr. H.S. Ferriday Jr. H.S. January 2006 (5 months January 2006 (5 months

implementation)implementation)Ferriday Jr. H.S. Jan. 2006

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Team

Fac. C

omm

.

Eff. P

roce

dure

sDat

a

Expec

t/Rule

s

Reinfo

rcem

ent

Less

on P

lans

Imple

men

tatio

n Plan

Crisis

Evalua

tion

Total

FSH

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ZES Feb. 2006 ZES Feb. 2006 BenchmarksBenchmarks

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Team

Fac. C

omm

.

Eff. P

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dure

sDat

a

Expec

t/Rule

s

Reinf

orce

men

t

Less

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lans

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Crisis

Evalu

ation

Total

ZES

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Horseshoe Drive Horseshoe Drive Elementary Elementary

January 2005 (1 year)January 2005 (1 year)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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Horseshoe Drive Horseshoe Drive Elementary Elementary

SET Scores 2003 & 2005SET Scores 2003 & 2005Horseshoe Drive Elementary School SET Scores 2003 & 2005100

90

100

87.5

100 100 10096.7

0

20

40

60

80

100

(A)Expectations

Defined

(B)Expectations

Taught

(C) RewardSystem

(D) Violations

System

(E)Monitoring

(F)Management

(G) DistrictSupport

Mean Score

% o

f F

eatu

res

Impl

emen

ted

May-03 May-05

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St. John Parish SWPBS St. John Parish SWPBS Benchmark Scores (January Benchmark Scores (January

2005)2005)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

en

tag

e o

f ele

men

t re

po

rted

East St. John Elementary

East St. John High

Fifth Ward Elementary

Glade School

La Place Elementary

Redirection Center

West St. John Elementary

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ActivityActivity

• Complete the Facilitator Scoring Complete the Facilitator Scoring FormForm

• If your team has not yet completed the If your team has not yet completed the Benchmarks, make a plan to complete it Benchmarks, make a plan to complete it within 3-6 months of being trained and/or in within 3-6 months of being trained and/or in Spring.Spring.

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In Summary,In Summary, The Process For School-wide PBS The Process For School-wide PBS

Includes…Includes…

• A clearly stated, positive purposeA clearly stated, positive purpose• Set of positively stated behavior expectationsSet of positively stated behavior expectations• Procedures for teaching school-wide Procedures for teaching school-wide

expectationsexpectations• Continuum of procedures for encouraging Continuum of procedures for encouraging

students to display expected behaviorsstudents to display expected behaviors• A continuum of procedures for discouraging A continuum of procedures for discouraging

violations of school-wide expectationsviolations of school-wide expectations• Method of monitoring implementation and Method of monitoring implementation and

effectivenesseffectiveness

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Results of School-wide Results of School-wide PBSPBS

• When PBS strategies are implemented When PBS strategies are implemented school-wide, students with and without school-wide, students with and without disabilities benefit by having an disabilities benefit by having an environment that is conducive to learningenvironment that is conducive to learning

• All individuals (students, staff, teachers, All individuals (students, staff, teachers, parents) learn more about their own parents) learn more about their own behavior, learn to work together, and behavior, learn to work together, and support each other as a community of support each other as a community of learnerslearners

Contact InformationContact Information

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