SD PBS Coaches’ Training

October 9, 2009Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson

Sharing Where are you now? Using your data Behavior Strategies and Resources Reinforcing Staff and Students Next Steps

Today’s Agenda

Take a few minutes to answer these questions and be prepared to share◦What worked?◦What barriers are you having?

Sharing

Successess

Barriers

Benchmarks of Quality (BOQ)◦ For each question honestly indicate if the school’s status ◦ Count up for each section how many you have in each

column◦ Identify the top 3 areas that have the most “Not in Place” ◦ Use this info & your knowledge of school develop 3

goals and prioritize

Where are you now?

Purpose and Responsibilities

of a Coach

Personnel & resources organized to facilitate, assist, maintain, and adapt local school PBS training implementation efforts

Coaching is a set of:◦ Responsibilities◦ Actions◦ Activities

…not a person!

What is “Coaching Capacity”?

Assist school team with implementation

Ensure fidelity of implementation

Resource for team

Coaches’ Purpose & Goal

FIDELITY Fluency with Roles & Responsibilities

will help you achieve this

What is a Coach Responsible For?

Describe Positive Behavior Support (philosophy, strategies, approach)

Describe & Promote PBS

Why do schools start PBS training at Tier 1?

Describe & Promote PBS

What steps can schools take to make their discipline system more effective?

Describe & Promote PBS

How are data used at the school level?

Describe & Promote PBS

Janney, R. & Snell, M. (2008). Behavioral Support, 2nd Edition. Brookes Publishing Company: Baltimore, MD.

George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390.

APBS Standards of Practice:◦ http://apbs.org/standards_of_practice.html

Association of PBS:◦ http://www.apbs.org/new_apbs/pbsinfo.aspx

Resources: Building Your Knowledge Base

PBIS Website:◦ www.pbis.org/researchliterature.htm◦ http://www.pbis.org/schoolwide.htm#top

FLPBS Project: http://flpbs.fmhi.usf.edu PBS Project newsletter:

◦ http://flpbs.fmhi.usf.edu/resources_newsletter.asp

Resources:Building Your Knowledge Base

There’s not enough supervision in the cafeteria.

The noise level is down now, but tardy referrals are about the same.

There’s no perceived consequence for coming in late.

How pervasive is the problem (is it most, or is it some)?

Facilitate

Steps

•Problem Identification•Problem Analysis•Develop & Implement a Plan•Evaluate the plan

What do effective team meetings look like?

Facilitate

What does “Consensus” mean? What are some characteristics of having consensus within a group?

Facilitate

How could you respond to this scenario?◦ Two of your team members are “fed up” with

SWPBS. They say it’s too much work, the data don’t show any improvement, and their grade-level teachers think the tokens are a pain. They tell the team they want to move in a new direction and implement Program X instead.

Facilitate

•Reassess faculty buy in

•Get each team member to weigh in, at the meeting or in private

•LISTEN•Use active listening skills.

•Re-focus the team on the data and how Program X can fit with SWPBS

Have a thorough understanding of the team’s plans Compare their actions to Best Practice

◦ 3 Day training binder, activities◦ Benchmarks of Quality Scoring Guide◦ PBS website, other resources

Show the team the relevant resources◦ Emphasize greater effectiveness◦ Remind about fidelity, accountability, doing what’s right

for kids◦ Blame the school

Call for help when needed◦ District & Project Support, Individual problem-solving

Ensuring Fidelity

Lifelong development of active listening skills◦ Paraphrasing, summarizing◦ Assertiveness, re-focusing, getting teams

“unstuck”◦ De-escalation◦ Motivating

Watching how the team interacts while contributing to the discussion◦ If your team is struggling, focus on the group

dynamics & processes for a while

Facilitation Skills

Ground Rules (examples)◦ We will be present at all meetings ◦ We will be on time and allow no interruptions to

make or take phone calls, etc.◦ We will be concise when we speak – encouraging

others to participate◦ We will distribute tasks equally amongst members

Strategy:Establishing Ground Rules

Meeting logistics (i.e. date, time, location, facilitator, timekeeper, snackmaster, participants)

Applaud and Assess◦ Things that have gone well◦ Critical Issues

Items◦ Data Summary (what, where, when, and who) and Problem Solving Process◦ Review Action Plan Progress◦ Follow up items from staff meeting◦ Any additional concerns

Actions/Results◦ What is the plan based on the data review and concerns addressed?

Next Steps/To Do List◦ What do we need to do to accomplish the goals based on the data?

Next Meeting Logistics◦ Designate roles, times and locations for the next meeting.

Strategy:Meeting Agenda

Overly Talkative Argumentative Rambler Obstinate/Rigid Griper/Whiner Side Conversation Definitely WRONG Off the Subject Silent

Tips: Slay the Meeting Monsters

PBS Team Meeting Evaluation

Training Tips: Should be determined by the data

Benchmarks of Quality Team and/or Faculty surveys ODRs/Other School-Wide data

Training

PBS Project On-Line Modules:◦ http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.

asp◦ School-Wde PBS◦ Individual PBS

Online Academy◦ Individual & SW-PBS foundations & practices, FBA,

interventions◦ http://elearndesign.org/resources.html

Additional Training Options

Univ. Oregon Training Manuals◦ Notes/Ideas on School-Wide implementation from

Oregon◦ http://pbismanual.uoecs.org/manual.html

Kansas Training Modules & links◦ www.pbskansas.org/htdocs/external_links/default.

html#onlinetrainingmodules

Additional Training Options

Using evaluation data to guide the team◦ What tools are you currently using to evaluate

your progress?◦ How are you using this evaluation data to guide

your team PBS planning◦ Goal: Identify 2-3 tools you plan on using to

evaluate your progress

Evaluation

*SWIS (monthly) School Team Update Team Process Evaluations Team Implementation Checklist (multiple

times) Walk-Throughs (2x/year) Benchmarks of Quality (end of year) Outcome Data (ODR, ISS, OSS, Attendance)

(end of year) Staff Satisfaction Survey (end of year)

Evaluations

Did we do what we planned?◦ How do our actions match up to Best Practice?

Is what we’re doing working?◦ Is it working a lot or a little?◦ Is it working enough to justify the effort and

resources? What can we celebrate? What can we improve?

◦ How can we support more students with minimal resources?

Evaluating Implementation & Team Functioning

Coach needs to ensure Action Plan is being used◦ Regularly check plan, bringing to monthly

Coaches’ Meetings◦ Monitors progress toward implementation◦ Provides accountability of PBS team◦ Items/actions should be data based:

can you answer the question: “What data led the team to decide on this?”

◦ Positively report, promote, shape, and reinforce school team progress and products

Action Plans

Next steps with your team

What to do after you leave:

Make sure all PBS activities are scheduled for the rest of the year◦ PBS Team meetings (monthly)◦ Data Sharing with staff (monthly)◦ Trainings (data-driven)

Initial, Behavior Principals, Staff, Student, Parent, Bus Driver

Be sure content is specified for each◦ Reward Events (data-driven)

Implementation Schedule

Description of SW PBS Mission Statement, PBS Team Members Referral Process (flow chart) Referral Forms (Major and Minor) Definitions of Problem Behaviors Suggestions for Effective Consequences Expectations and Rules Lesson Plans/Posters Descriptions of Reward Systems

Completing your Product Book

Looking at data◦ From last year◦ Since the beginning of the school year

Continue working on faculty buy-in◦ Pilot or case studies◦ Input, feedback

Continue working on Product Book and Action Plan

Stay in touch with your DC, other Coaches◦ Monthly meetings, evaluation updates, Assistance

Attending Team Meetings

Acknowledge/reinforce principal & team for progress since training

Prompt team to:◦ Meet & review PBS purpose & action plan with staff◦ Collect school data◦ Meet within 1 month

Contact team leader 2x in first month & ask:◦ What is planned?◦ Is assistance needed?

Set schedule to attend team meeting 1x/mo Monitor & assist in development & completion of team action

plan Review/complete Coaches’ Implementation Checklist Document team & coaching accomplishments, speed

bumps, challenges, solutions

What can I do Monday?

The goal of SWPBS is SYSTEMS CHANGE◦ Change the environment to make it easier for adults

to use PBS techniques Training, procedures, forms, support personnel,

technology◦ Change the environment so kids with chronic

challenges can function more effectively Reward systems, multiple tiers of support, Teacher skills

◦ Change the mindset to focus on data and constant renewal Data sharing, surveying faculty & students, stakeholder

participation

Points to Remember

Skill Building &

Team Dynamics

Prioritizing Planning for Success Goal Setting Time Management Communication Team Dynamics

Agenda

Handling Boulders◦ Do you make a list of important PBS things to do

that never gets done because urgent things keep coming up and taking over your day and by the end of the day nothing important has been accomplished?

◦ Are you finding yourself majoring in minors?◦ Consider the following illustration. . .

Prioritizing

If you don’t fit the big rocks in first, you’ll never get them in at all◦ What are the big rocks of PBS at your school?◦ If you concentrate on the little PBS stuff (the

gravel and sand) then you will fill your PBS life with little things that don’t really matter, and you’ll never have the real quality time you need to do the important stuff (the big rocks).

Majoring in Minors

List the “big rocks” in your PBS jar

Identify “gravel and sand” issues

Handling Boulders Activity

Planning

Capability Maturity Model◦ Developed by Carnegie Mellon University◦ Used to determine level a company is functioning

in business world◦ Can be used to identify and improve processes of

an organization◦ 5 levels◦ Applicable to PBS teams

Plan and Manage for Success

80% of teams function at this level Achieve mediocre results

◦ BoQ score low, ODRs increasing, Suspensions increasing Operate by seat-of-pants, poorly defined, undocumented,

haphazard◦ No PBS action plan or follow up◦ Decisions made based upon assumptions & feelings NOT data

Success depends on EXCEPTIONAL individual effort◦ Possibly Coach or Team Leader does most of the work

Blame passes around Problems are not anticipated No effective management

◦ PBS roles not clearly defined

CMM Level 1: Initial Level

PBS Action Plan is established to track implementation (costs, schedule, consistent tasks)

More PBS Team member responsible for work load Problem Solving process established to ID specifice needs & to

manage change Changes made based upon data analysis & projected impact of

decisions regarding PBS implementation Students, faculty/staff are informed and clear about what to

expect Sufficient resources are allocated Data and PBS processes reviewed with Faculty/Staff

◦ Get and maintain buy-in Implementation of SW plan is tracked

◦ Tasks divided into small steps with clear outcomes◦ Data shared on progress◦ Quality of PBS implementation assured by measuring outcomes,

Faculty/Staff feedback, and BoQ

CMM Level 2: Repeatable Level

Focus is on implementation fidelity and progress monitoring

Each PBS team member has different tasks/responsibilities but everyone aligned on common outcome

Everyone is a resource◦ Capitalize on strengths

CMM Level 2 cont.

PBS processes are documented, standardized, and integrated for whole school

Consistent implementation evident at every level with every Faculty/Staff Member

On-going training/feedback ensures consistent implementation across Faculty/Staff

PBS Team & Faculty know they will be successful with student behavior

CMM Level 3: Defined Level

Informal & Formal Evaluation occurs frequently to measure implementation fidelity and outcomes

PBS Team knows how they are doing Improvements with implementation of

critical elements at this level often incremental

Highly successful teams/schools

CMM Level 4: Managed Level

Continuous Improvement enabled by◦ Incorporating feedback from faculty/staff &

students into implementation decisions Consistently recognized as leaders in PBS

implementation several years in a row Very few systems achieve this status

CMM Level 5: Optimizing Level

Review Levels 1-5, determine where your PBS Team is currently functioning and identify next steps for moving to the next level on the CMM◦ 1. Initial Level◦ 2. Repeatable Level◦ 3. Defined Level◦ 4. Managed Level◦ 5. Optimizing Level

Capability Maturity Model Activity

When thinking of new goals for PBS back them up with brand new thinking◦ Plan from scratch with new methods, resources, and

capabilites If always reacting to external pressures you are

likely to experience◦ Costly mistakes◦ Declining quality in PBS implementation◦ Burnout◦ Attrition (Faculty/Staff and PBS Team)◦ Constant Crisis◦ Flared Tempers◦ Missed Deadlines

CMM Things to Consider

CLEAR GOALS & PRIORITIESLead to:

CLEAR ROLES & RESPONSIBILITESWhich lead to:

CLEAR PROCEDURES & PROCESSESWhich lead to

GOOD INTERPERSONAL RELATIONSHIPS

Goal Setting

Choose the right goals to pursue Define you purpose and mission Engage staff and students/families in process Assess values, strengths, and passions Create a vision of PBS that is compelling Measure you current goals against vision, mission, and values

Notice what things you have in common with your team and school Design meaningful new goals

◦ Use your vision, values, and mission for guidance◦ Goals should be written, observable, measurable, dated, realistic,

tangible, with who and where it is to happen, stated in the positive

◦ Be clear about benefits from achieving goal, the cost (in time, effort, money) and how you will know you have achieved it

Accomplishing your goals:Components of Achievement

Maintain a specific and written action plan◦ Break actions down into small steps◦ Schedule actions into appointment calendar daily and weekly

Deal with your limitations as a coach & limitations within a school/district◦ Create plan & procedures for coping with obstacles

Identify ALL potential resources◦ Whether you know how to access them or not◦ Regardless of whether or not they are likely to work out

Take actions daily toward things meaningful Start now, persist, and get uncomfortable Put a structure for accountability, support, and feedback in place Monitor your progress & effectiveness of actions based upon

your data◦ Make corrections where necessary

Celebrate every little thing!

Components of Achievement cont.

Change by nature is disruptive & unavoidable

Having begun the process, your new path may feel uncomfortable and the old PBS life will no longer be◦ Others may resist change, be prepared for this

Remember you original intent & keep others mindful of data supporting the changes

Accomplishing Your Goals:Things to Prepare for:

Time Management

Managing your time “Time is the scarcest resource.” ~Peter

Drucker, Management guru Most of us do not live our lives as if time

was a precious commodity How we spend our time is mostly habit

Structuring you time◦ Determining what you have to do & when you

have to do it Setting priorities

◦ Identifying what needs to be done first, based upon your deadlines

◦ Do you get bogged down in minor details that your PBS Team should handle?

Managing your time:Crucial Elements

Do something, ANYTHING, immediately◦ Feeling of accomplishment

Break down larger tasks into smaller ones Ask for help Delegate if appropriate Reward yourself when tasks are completed

◦ OK to reward frequently for small accomplishments◦ Celebrate large successes with a larger reward

Share triumph of getting things done with others◦ Positive reinforcement best way to maintain

momentum

Managing your PBS Time:

Activity:◦ Identify a PBS goal for this year◦ Break the goal down into as many smaller tasks

as you can◦ Group items on you list according to 3 categories

Important Medium-priority Routine

Team Dynamics

1. Provide opportunities for members to really get to know each other

2. Indicate value of group3. Make people feel important4. Clarify goals5. Review & Identify progress6. Acknowledge achievements

6 Steps to Motivating Your PBS Team

Withdrawn/disengaged body language◦ Ask for those individuals’ opinions

One/two people dominating discussion/plans◦ Thank them for their ideas, ask the group for additional ideas or

perspectives Quiet participants who agree without offering opinions

◦ Proactive: Set ground rules or Round Robin◦ Reactive: Ask them what kind of objections other faculty members may

have to the ideas Team members are short on new ideas

◦ Brainstorm what to do in an “ideal world” without boundaries, then see how the team can approximate that

◦ Look for ideas from other schools The teams shuts down when conflict arises

◦ You may be the one to suggest the team needs to develop a process to address problems/issues

What to Look For/What to Do

Handle disagreements constructively◦ Use language that is non-threatening◦ Acknowledge disagreement◦ Use problem-solving process to facilitate solution to

problem◦ Can we agree to disagree if necessary?

Help team remain focused on achieving goal◦ Redirect to goal at hand & finding solution to

disagreement Encourage member to look at things objectively

◦ Try to remove emotional and/or personal feelings associated with disagreement without minimizing person

Handling Disputes

As each goose flaps its wings, it creates and “uplift” for the birds following. By flying in a “V” formation, the whole flock adds 71% more flying range than if each flew alone.

Lesson: People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the energy of one another.

How does this apply to your PBS Team?

Lesson 1: Common Direction

The geese in formation honk from behind to encourage those upfront to keep up their speed.

Lesson: We need to make sure we offer encouragement to our team leader and our fellow team members.

Describe some ways your PBS team can support you and the other members.

Lesson 2: Team Support

When a goose gets sick or wounded, two or more geese drop out of formation and follow their fellow member, to help and to provide protection. They stay with this member of the flock until it is able to fly again or dies. Then they launch out on their own or with another formation to catch up with their own flock.

Lesson: If we have as much sense as the geese, we too will stand by one another in good times as well as difficult times.

Describe some ways your PBS team can demonstrate support during good & bad times.

Lesson 3: Stand by Your Team

Whenever a goose falls out of formation, it immediately feels the drag and resistance of trying to fly alone and quickly gets back into formation to take advantage of the lifting power of the birds ahead of it.

Lesson: We can demonstrate good sense by joining formation with those who are headed in the same direction we want to go.

Describe some ways you can bring your PBS team back to formation when they venture off in another direction, away from the goal.

Lesson 4: Team Work

When a lead goose gets tired, it rotates back into formation and other goose flies at the point position.

Lesson: It makes sense to share leadership and take turns doing the hard tasks. This makes it less likely that any one member will quickly tire out.

Describe some ways you can share the leadership role on your PBS team so you are not the only person doing all the difficult tasks.

Lesson 5: Sustaining Energy

If you want to be prosperous for a year, grow grain.

If you want to be prosperous for ten years, grow trees.

If you want to be prosperous for a lifetime,grow people.

Data-based Decision Making:Using Data within Classrooms

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual•Individual Students•Assessment-based•High Intensity

Intensive, Individual•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group•Some students (at-risk)•High efficiency•Rapid response

Targeted•Some students (at-risk)•High efficiency•Rapid response•Individual or Group

Universal•All students•Preventive, proactive

Designing School-Wide Systems for Student Success

Universal•All students•Preventive, proactive

1). Identify and analyze the problem2). Develop the plan3). Implement the plan4). Evaluate the plan

Problem Solving Steps

July 2007IDEA Partnership

Problem-Solving Method

What is the problem?

Why is ithappening?

What should be done about it?

Did it work?

Office discipline reports Behavioral incidents Attendance Suspension/Detention Observations Self-assessments Surveys, focus groups Test scores Rating scales Teacher checklists Etc.

Kinds of Data

Step 1: To identify the problem and develop the hypothesis

Step 2: To develop the plan

Step 3: To monitor the implementation of the plan

Step 4: To evaluate the success

Data is necessary at all 4 steps

Individual teachers looking for strategies to improve their classrooms

Teachers having difficulties blending SW-PBS within classroom practices

Large numbers of ‘difficult kids’ in their classroom setting

Who Can Benefit from Classroom PBS?

Classroom management plan not posted Classroom plan in inconsistent with the SW

plan Inconsistent delivery of rewards

Observable Indicators

Address classroom systems if…◦ Majority of referrals come from classrooms (e.g. more

than 50% of referrals)◦ More than 40% of referrals come from less than 10% of

the classrooms◦ Not all teachers are writing referrals

Data-Based Classroom Indicators

Problem SolvingClassroom

Sample

~ 80% of Students

For high- and at-risk students:

◦ These students represent less than 25% of school enrollment

◦ They account for over 50% of behavioral incidents

◦ They consume significant amounts of time and resources

Targeted Group Interventions

~15%

~5%

Behavior

Curriculum and Instruction

Ecology

Assessing Classroom Systems

What Data are Available? Office Discipline Referral data

◦ by staff ◦ by location ◦ by classroom & behavior

Minor Incident Reports Teacher Nominations Administrator Observation

Step 1:Identify & Analyze the Problem

Teacher 1 – Referrals by Behavior

Teacher 2 – Referrals by Behavior

Teacher 2 – Classroom Ref. by Time

Referrals by Motivation

Teacher 2 – Ref. by Admin. Decision

Required Assessment Tools Initial Classroom Assessment

◦ Assessment for the “whole” class Not specific to individual students

◦ Allows you to look at and assess all three areas of your classroom Behavior Curriculum Environment

I. Ecological Factors: Various aspects of the classroom environment are altered to prevent or to address behavior problems.

A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence.

In place Somewhat In Place

Initiated Not In Place

A1. Are unnecessary and distracting items removed from view and reach?

A2. Are all materials organized and easily accessible?

A3. Do students have secure and adequate spaces for personal storage?

A4. Has furniture been placed to decrease traffic flow challenges?

A5. Do instructional areas of the classroom have clear, visual boundaries for students?

A6. Are the rules posted and written in words that all can read and /or illustrated with graphics or icons?

B. Scheduling – The scheduling of instruction occurs in a manner that optimizes student learning. In place Somewhat

In Place Initiated Not In

Place

B1. Is the daily schedule of activities posted and reviewed regularly?

B2. Are transitions and non-instructional activities posted and regularly reviewed?

B3. Does the daily schedule provide each student with regular time periods for independent work, one-to-one instruction, small and large group activities, socialization, and free time?

B4. Does each student spend most of his/her time engaged in active learning activities, with little or no unstructured downtime?

C. Socialization – Opportunities for social instruction and social environments occurs in a manner that optimizes student learning.

In place Somewhat In Place

Initiated Not In Place

C1. Is there an emphasis on the development of the individual responsibility and independence of all students?

C2. Is there a process for regular (at least weekly) communication between the teacher and family?

C3. Are skills taught in the settings and situations in which they are naturally needed?

C4. Are friendships between students promoted?

C5. Are classroom assistants actively involved with students in a manner that promotes their independence, learning and interaction with peers?

C6. Are effective, efficient communication strategies being used or taught?

C7. Are students with disabilities given opportunities to interact and socialize with typical peers?

II. Classroom Behavior System: A behavior system is developed and implemented to prevent or to address behavior problems.

Classroom Behavior Plan– Plan demonstrates preparedness and ability to maintain a coherent system to reduce or eliminate problem behaviors.

In place Somewhat In Place

Initiated Not In Place

D1. Are there clearly defined, positively stated expectations and rules for the classroom (2-3 Classroom Expectations)?

D2. Are behavior referrals (those handled by the office as well as the ones managed in the classroom) clearly defined and differentiated?

D. Is there a system for teaching and practicing behavior expectations and rules to students?

D4. Are data collected from classroom settings analyzed frequently and used to guide ongoing behavior support decisions?

D5. Does a reward/recognition system for appropriate behavior exist in your classroom?

D6 Are there specific criteria in place for earning reinforcers/rewards and are students aware of the specific criteria?

D7. Are students always eligible to earn reinforcers/rewards?

D8. Are rewards that have been earned not taken away/threatened to be removed.

D9. Are reinforcers age-appropriate and accessible for a diverse group of students?

D10. Is specific behavioral praise provided at a rate of 4 positives to every 1 corrective statement?

D11. Are data on student performance displayed prominently?

D12. Are the consequences for rule violation preplanned?

D13. Are consequences delivered consistently, respectfully, and in a timely manner?

D14. Are students reminded of their choices in a calm, positive manner prior to escalation in behavior?

D15. Is there a formal system for communicating and involving parents that don’t rely entirely on students as the messengers?

III. Curriculum and Instruction: Materials and instructional presentation are altered or adapted to prevent or to address behavior problems.

INSTRUCTIONAL PLANNING AND DELIVERY– Teaching activities are planned and implemented in ways that optimize student learning.

In place Somewhat In Place

Initiated Not In Place

E1. Are lesson objectives and materials used appropriate for students’ functioning levels?

E2. Are assignments relevant and meaningful to students?

E3. Are a variety of teaching methods and materials used?

E4. Are appropriate lengths of time provided for the tasks assigned?

E5. Are oral directions paired with pictures, icons, or written words that students can read?

E6. Is the pace of the instruction appropriate for the needs of all students?

E7. Are student checks for understanding conducted frequently both after directions are delivered and while task is being completed?

E8. Are students provided opportunities to make choices within and/or across tasks?

E9. Is specific academic praise provided during guided and independent practice?

E10. Is corrective feedback provided promptly and positively during guided practice?

E11. Are adaptations made to meet individual student needs?

Summary of Positive Behavior Support in Classroom Settings

Total marked In Place

Total Marked Somewhat In

Place

Totals Marked Initiated

Total Marked Not

in Place I. I. Environmental

Factors _____ of 17 = __________ %

_____ of 17 = __________ %

_____ of 17 = __________ %

_____ of 17 =

__________ %

II. Classroom Behavior Systems

_____ of 17 = __________ %

_____ of 17 = __________ %

_____ of 17 = __________ %

_____ of 17 =

__________ %

IIII. Curriculum and Instruction

_____ of 11 = __________ %

_____ of 11 = __________ %

_____ of 11= __________ %

_____ of 11 =

__________ %

Optional Assessment Tools That Address Specific Areas

• Behavior Systems◦ Positive Behavior Support Interview◦ Direct Observations◦ Frequency Counts◦ ABC◦ Scatter Plot

• Environmental◦ Positive Environment Checklist

• Curriculum and Instruction◦ Classroom Student Interview◦ Evaluation of Instruction

Scored highest on Ecological Factors Highest need in Curriculum and Instruction

◦ Meaningful/relevant; length of tasks; pacing; checks for understanding; choices; feedback; and adaptations

Some need in Behavior System◦ Rewards (eligibility; not taken away; praise)◦ Consequences (predetermined; delivery)

Classroom Example: Classroom Assessment Tool

Increase students’ engagement in tasks

Identify Desired Behaviors

With teacher, go to select tab in Guide• Curriculum & Instruction• Reward System• Consequence System

Read the narrative of each section Look through the examples/tools Consider other available resources Select “doable” strategies

Step 2: Develop the Plan

Intervention Plan Tool• Complete Part 1 – Behavior System• Complete Part 2 – Addressing Specific Components

See Sample Consider Specific Action Plan

Step 2: Develop the Plan

Implementation monitoring (is it really happening?)

Establish plan for tracking individual and group performance• Daily tally of incidents and rating of task engagement• ODRs for classroom• Schedule for monitoring

Implementation Outcomes

Step 3: Implement the Plan

Did we meet the goal?Examine data and modify intervention if needed

Step 4: Evaluate the Plan

Evaluate the outcomes• Compare the number of referrals• Compare ratings of engagement• Student work products

Modify if necessary• What might be some possible modifications?

Step 4: Evaluate the Plan

Use data to identify classrooms in need Complete the Classroom Assessment Tool Collect other data (direct observations?) Identify areas in need of support Meet with teacher (acknowledge strengths

and identify needs) Go to tab, read narrative section Preview resources in Guide (and others) Complete an Intervention Plan Implement and modify as needed Track data used to originally identify a

need

Classroom Support using the Classroom Consultation Guide

Classroom-Level PBS

Classrooms and PBS

Behavior Systems

Environmental Factors

Curriculum and Instruction

Topics◦ Assessment◦ Expectations and Rules◦ Reward Systems◦ Effective Consequences◦ Teaching a Behavior Curriculum◦ Monitoring and Evaluation

Classroom Consultation Guide

All classroom consultation tools available at:◦ http://flpbs.fmhi.usf.edu/revision07/secondary/Cl

assroom%20Consultation%20Guide.pdf Suggested Interventions by Function of

Behavior◦ http://flpbs.fmhi.usf.edu/Intervention%20Planning

%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf

Resources

Reinforcing Staff and Students

Remember to: Keep it simple Rewards contingent on meeting SW

expectations Hierarchy of rewards Variety of rewards (social, tangible, activity,

sensory) Ask the students what they like

Reinforcing Students

What has worked? What did not work? What are you struggling with?

Reinforcing Students

Sit on the floor, beanbag Spin around in the teachers chair Eat lunch outside Tournaments (chess, checkers) American Idol/So You Think You Can Dance Positive Referrals Scavenger Hunt Group contingencies for lunch, playground Old fashioned picnic games: egg toss,

pillow case race

Additional Ideas

Remember to: Ask the staff what they like Vary the rewards (tangible, social, activity,

sensory) Say thank you for going above and beyond

Reinforcing Staff

What has worked? What did not work? What are you struggling with?

Reinforcing Staff

Send home in parent newsletter a form parents can use to recognize staff◦ Have administrator go into classroom and

acknowledge teacher in front of class◦ Have a special bulletin board

Make teacher survivor kits For brand new teacher put together a bag of

supplies to get them started Make it “Rebecca’s Day” We appreciate Jolene because: T-Shirts

Additional Ideas

Developing a comprehensive system of support can take 3-5 years

SW-PBS incorporates philosophical and behavioral changes on the part of your staff

Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts

A Slow Process