PBIS-NH Targeted Coaches Training Presented by Howard Muscott, Eric Mann,

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PBIS-NH Targeted Coaches Training Presented by Howard Muscott, Eric Mann, Stacy Szczesiul &Tina Pomerleau October 3, 2008 The Six Cs in Coaching The Targeted System for Sustainability

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The Six Cs in Coaching The Targeted System for Sustainability. PBIS-NH Targeted Coaches Training Presented by Howard Muscott, Eric Mann, Stacy Szczesiul &Tina Pomerleau October 3, 2008. Targeted Coaches Agenda. Preview the Day Who’s Here? The 6 Cs of Coaches Content Competence - PowerPoint PPT Presentation

Transcript of PBIS-NH Targeted Coaches Training Presented by Howard Muscott, Eric Mann,

Page 1: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

PBIS-NH Targeted Coaches Training

Presented by Howard Muscott, Eric Mann,

Stacy Szczesiul &Tina PomerleauOctober 3, 2008

The Six Cs in Coaching The Targeted System

for Sustainability

Page 2: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Targeted Coaches Agenda1. Preview the Day

2. Who’s Here?

3. The 6 Cs of Coaches

1. Content

2. Competence

3. Celebrations

4. Challenges

5. Commitments

6. Consistency of Systems, Data and Practice

Page 3: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The Big Outcome

To provide targeted coaches with updated information and to facilitate the exchange of practices, strategies, data and tools designed to help implement and sustain the secondary tier of SWPBIS.

Page 4: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Who’s Here Activities

Page 5: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The 6 Cs of Coaching

1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and

Practice

Page 6: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

New Hampshire’s System of Care and Education

Linkages to Wrap-NH Facilitation

School-basedIntensive Supports

Coordinator

Linkages to Community-based

Supports

School-wide and General Education Classroom Systems for PreventativeInstructional and Behavior Management Practices

Systematic ScreeningPromote Positive Parent Contact

Array of Evidence-Based Group Interventions Addressing Prevalent Functions of Behavior Available for Students Who

Don’t Respond to SW and Teacher Check, Connect Expect

Function-Based Support Planning(Functional Assessment and Intervention Planning)

Available for SW and Group non-responders

School-basedIntensive Supports

Linkages to Case Centered Collaboratives

Mann & Muscott (2007)

Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems

Teacher Check, Connect Expect

Intensive Behavior Support Plans

and Crisis Intervention

Page 7: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

PBIS Secondary Systems Implemented with Fidelity

Efficient Initial Intervention ImplementedEffective with Many At-Risk Students

PBIS-NH Secondary Systems Logic ModelMuscott (2008)

Targeted Group Interventions ImplementedEffective with Many Additional At-Risk Students

PBIS Primary Prevention System Implemented with FidelityVast Majority of Students Respond

Functional Behavioral Assessment & Behavior Support PlansEffective with Many Additional At-Risk Students

Early Identification of At-Risk Students

Page 8: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Secondary PreventionTargeted Approaches

A Function-BasedPerspective

2. Data-Based Decision Making

4. Early Identificationand Referral

Processes

3. Communication with Staff and

Families

6. Targeted Group Interventions

7. Functional Assessment

Muscott & Mann (2007)

DATA

SYSTEMS

PRACTICES

5. Teacher Check, Connect, Expect

Universal Primary Prevention

SAU/District-wideAdministrative Team

1. Targeted Team and Processes

8. BehaviorSupport Planning

Page 9: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Targeted Team RequiresMultiple Forms of

Knowledge

Knowledge aboutthe Setting

Knowledge about Behavioral Theory

Knowledge about the Student

Adapted from Horner (2006)

Knowledge about Data-based

Decision Making

Knowledge aboutFamilies

Knowledge about Mental Health

Page 10: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

PBIS-NH Communication Systems

Universal Team

StaffFamiliesYouth

Central Office

Page 11: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Referral Procedure Outcomes

Staff know the types of concerns that are appropriate for referral to Targeted Team.

Staff know how/when to initiate the process (know what informal / formal steps to take prior to referral).

Staff know what to expect when a student is referred. Staff are trained in what “function” means. Staff are trained in conflict cycle, de-escalation

techniques and effective family engagement practices. Staff know what information must be available at an

initial meeting. Staff think about predictors before refer to T-Team.

Page 12: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

A Systematic Screening Process for

Behavior Disorders

Page 13: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Multiple Gate Screening

Stage 1 involves teacher nomination and rank ordering of students along two dimensions of behavior disorders – internalizing & externalizing.

Stage 2 requires that teachers complete the BASC-2 Behavioral Emotional Screening System for each of the nominated students.

Students whose elevated scores exceed the established cut off are candidates for Stage 3.

At Stage 3, the student is referred to the appropriate school-based team to determine additional diagnostic assessments and appropriate interventions.

Page 14: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Implementation Procedures Stage One: Rank Ordering Students

1. Identify groups of students in his/her classroom that closely match the internalizing and externalizing profiles.

2. Rank order students in two groups according to the degree or extent to which each one matches the behavioral profile.

Page 15: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Implementation Procedures Stage One: General Procedures

Screenings are recommended twice a year in October and February.

Group administration at a faculty meeting or training is efficient – allow 90 minutes for Stage One and Two.

Classroom teachers complete Stage One on all students in their class they have known for at least one month.

A class list is needed.

Page 16: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Implementation Procedures Stage One: Step One

Carefully study the definitions and examples of externalizing and internalizing behavior problems provided on Stage One forms.

Start with externalizing.

Repeat process for internalizing.

Keep in mind that selections are to be made based on how students behave.

Lists must be mutually exclusive.

Page 17: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

SSBD Stage OneNominating Externalizing Students

Externalizing refers to all behavior problems that are directly outwardly, by the student, toward the external social environment.

Externalizing behavior problems usually

involve behavioral excesses (i.e., too much behavior) and are considered inappropriate by teachers and other school personnel.

Page 18: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Stage OneNominating Externalizing Students

Displaying aggression towards objects or persons

Forcing the submission of others

Defying the teacher

Being out of seat

Not complying with teacher instructions or directives

Arguing

Having tantrums

Being hyperactive

Disturbing Others

Stealing

Not following teacher or school-imposed rules

Page 19: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Implementation Procedures Stage One: Step Two

Select an externalizing group of 10 from the pupils in your class and list them in Column One of the externalizing form.

Page 20: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Systematic Screening for

Behavior Disorders

Hill Walker Herb Severson

Oregon Research Institute

Page 21: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

SSBD Implementation Procedures Stage One: Step Three

Rank order the students on each of your externalizing lists using the SSBD rank ordering form for Stage One.

Rank the student who most exemplifies the externalizing pattern Number ONE.

Rank the student who least exemplifies the externalizing pattern Number TWO.

Page 22: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Systematic Screening for

Behavior Disorders

Hill Walker Herb Severson

Oregon Research Institute

Page 23: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Stage OneNominating Internalizing Students

Internalizing refers to all behavior problems that are directly inwardly (i.e., away from the external social environment) and represent problems with self. Internalizing behavior problems are often self-imposed and frequently involve behavioral deficits and patterns of social avoidance.

Page 24: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Stage OneNominating Internalizing Students

Having low or restricted activity levels. Not talking with other children. Being shy. Timid and/or unassertive. Avoiding or withdrawing from social situations. Preferring to play or spend time alone. Acting in a fearful manner. Not participating in games or activities. Being unresponsive to social initiations by others. Not standing up for one’s self.

Page 25: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

BASC-2Behavioral and

Emotional Screening System

Randy Kamphaus & Cecil Reynolds

Pearson Publishers

Page 26: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Stage Two: Administration of BASC-2 Behavioral Emotional Screening

Administer the BASC-2 BESS Teacher Form Level Child/Adolescent.

27 Questions – 5-10 minutes.

Each item rated Never, Sometimes, Often and Almost Always.

Never means that you have not observed it.

Mark every item with best estimate.

Page 27: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Teacher Check, Connect and Expect

1. Basic

2. Basic Plus

Efficient Systematic Intervention for Students Who Do Not Respond to SW

and Classroom Prevention and Response Systems

Page 28: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Teacher Check, Connect and Expect is a highly efficient, early, and systematic response for students who do not respond to universal, primary prevention systems of behavior support. Occurs prior to the implementation of more sophisticated and less efficiently accessed secondary prevention supports.

Teacher Check, Connect and Expect Mann and Muscott (2007)

Page 29: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Teacher Check, Connect and Expect is a procedure in which classroom teachers provide high rates of feedback and attention to students for exhibiting expected classroom behaviors linked to school-wide expectations while monitoring the effects on problem behavior using data-based decision-making.

Teacher Check, Connect and Expect Mann and Muscott (2007)

Page 30: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Teacher Check, Connect and Expect offers an immediate and low effort approach whereby teachers: greet students at the beginning of the day;

rate their behavior on a daily report card; and,

provide feedback and encouragement at the end of the day on student performance relative to pre-established criteria.

Teacher Check, Connect and Expect Mann and Muscott (2007)

Page 31: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The Potential Benefits of Involvement in

Teacher Check, Connect and Expect 1. Provides increased positive teacher-student

contacts before relationship is damaged by repetitious conflict.

2. Provides increased reinforcement for students following expectations.

3. Provides increased home-school communication and partnership.

4. Provides an early, effective and efficient response to emerging problem behavior before it becomes chronic and ingrained.

Page 32: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The Potential Benefits of Involvement in

Teacher Check, Connect and Expect 5. Connects logically and easily to school-wide

system of behavior support.

6. Provides an efficient and measurable assessment of progress that helps determine if interventions are working.

7. Provides information that may be useful for identification of predictors of behavior should more supports be needed.

Page 33: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Student Nominated for Teacher Check, Connect and ExpectSystematic Screening

ODRTeacher or Parent Referral

Parental Approval / SC Coach Assigned Review Meeting Date Set

Teacher(s) ‘Coached’SC Implemented

Classroom Teacher feedback at set intervals

throughout day

Contract Card with SW Behavioral Expectations

Provided in AM

SC CoachSummarizes Data

Keeps Targeted Team informed

Meet after 20 School Days with Student, Teacher, Parent

to Review Progress

Exit Program

ReviseProgram

One Minute Review at end of day with Classroom Teacher / Lead Teacher

Sheet to Coach Consider Different Support

Mann & Muscott (2007)

Page 34: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

BARRY CardAmherst Street Elementary School

Be a Safe, Respectful, Responsible You!3 = Frequent positive behaviors 2 = Some positive behaviors, no major problems 1 = Few or no positive behaviors 0 = major problem

Period or Subject

Safe Respectful Responsible Total points Home Date: _____

Total Checks: ___/54 ___%

Goal Met: Yes __ No __

1

2

3

4

5

6

Total __/ 54= ___ %

Goal: 43 points (80%)

Page 35: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Targeted Group Interventions

TGIs address groups of students who:1. Fail to respond to school-wide and

classroom expectations.2. Are not currently engaging in dangerous or

extremely disruptive behavior.3. Share similar functions based on a

functional assessment.4. Require similar skill development.

Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002

Page 36: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Major Features of Targeted Interventionsadapted from Horner, Hawken & March (2005)

Intervention is continuously available. Rapid access to intervention (72 hr). Very low effort by classroom teachers. Consistent with school-wide expectations. Known/ implemented by all staff/faculty. Different interventions available based on functional

assessment. Adequate resources for support and implementation

with fidelity (administration, team). Student chooses to participate. Continuous monitoring for decision-making.

Page 37: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Targeted Group Interventions and Functions of Behavior

Access Adult Attention/Support The Behavior Education Plan (BEP) Mentoring Programs

Access Peer Attention/Support Social Skills Instruction Peer Mentoring Self-management Programs

Access Academic Support PASS Program Homework Club Peer Tutoring

Page 38: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Halls Ferry Elem entary School

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

High Fiv e Approach - school wide social skill lessonsCentral Data SystemProduced school-wide expectations v ideoCafeteria routine and lessons

Playground routine and lessonsProduced bathroom expectations & routines videoProduced indoor recess expectation & routines video

New comer's ClubStudy Skills - Homew ork Support

Social Skills Club

FBA TrainingCoaches T raining

MentoringChamps Theater

Function-BasedStudent SupportTeam

ClassroomBus expectations

Present to Board

District w ide w eb based data systemDistrict level leadership teamDistrict level collaborative teamDistrict w ide netw orking system

Universal School-w ide Systems

Secondary / Targeted Group

Tertiary / Individual Student

District Level Systems

Page 39: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Procedures for Assigning Students to Targeted Group Interventions

1. Student does not respond to SW PBIS supports or Social Contracting and there is confidence in hypothesis of function.

2. T-Team & teacher(s) view available TGIs and determine which is best fit based on student function & skills – if none, initiate procedure to develop function-based BSP.

Page 40: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

3. T-Team provides student information to the lead staff member of the identified TGI to determine if/ when the intervention could begin.

4. Parent contacted/ engaged; options discussed

5. Meeting with student (& parent as needed) is scheduled & program information, duration & outcomes of participation are discussed.

6. Student agrees to participate & contract is signed by student & staff.

Procedures for Assigning Students to Targeted Group Interventions

Page 41: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Intervention Function Served

Common Behaviors

Staff Involved

Schedule Data Available to Determine

Success

“Working Smarter” Targeted Group Interventions

Page 42: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Intervention Function Served Common Behaviors Staff Involved

Schedule Data Avail.

Check-In, Check Out

Access adult attention

Varied, result in attention from adults

Muscott, Mann

Daily Arrival /Dis

Yes

Peer Mentoring

Access peer attention

Attention-Seeking from peers

DillonGriswold

Individual schedules

Yes

Service-Learning Programs

Avoid typical classroom; Gain adult attention

Attention-Seeking; Class / school avoidant; Work oriented

MuscottApfel, LeBrun

Individual Schedules / after school

Yes

Tutoring / After School HW Group

Access adult attention; Access academic support

Demonstrates Academic Need; Fail classes; Not completing HW; Seeks adult help

Gately, Bradley, Lapointe, LeClair

M, W, F1-3 PM and after school

Yes

Social Skills Group

Peer and adult attention

Trouble make/keep friends; disruptive to gain peer attention

Smith, Jones

Mondays at 1:00

No

Family / Parent Supp Group

Access Behavior Support; Access Attention

Frequent parent contact with school

Gleckel, Mann

T 2 PM; Th 7:30 PM

Yes

“Working Smarter” Targeted Group Interventions(Some interventions such as Service Learning may be available to all students as a universal intervention)

Page 43: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Systemic Process of RtILiteracy Behavior

Secondary Transition for high school

80%-90%

Universal Interventions

•All students•Core curriculum•Preventive, proactive

Intensive, Individual Interventions

•Individual students•Specifically tailored instruction•Progress monitoring

Targeted, Group Interventions

•Some students (at risk)•Additional instruction•Progress monitoring

5%-10%

1%-5%

Page 44: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Tier 1 – UniversalWhole School, All students, Screening and Early Identification

Literacy StandardsWord ID

Language ComprehensionPrint Processing

Behavior ExpectationsPromotion of positive behavior

(define, teach, recognize)Response to problem behavior

(define behaviors and response processes)

ToolsMatrix of expected behaviorsTeaching plan and practiceRecognition planProblem behavior definitionsResponse processReporting/Data collection

DataWeekly data reports of problem behavior; Attendance,Periodic self-assessments

ToolsExplicit instruction/modeling

Systematic instruction/skill-buildingAmple practice opportunities

Immediate corrective feedback Differentiated instructionContinuous assessment

DataDIBELSNWEAAIMSwebOther

Movement to Tier 2 supported by effective decision rules, goal-setting, progress monitoring, fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

ToolsResearch-based literacy curriculumClassroom-wide and small group Benchmark assessmentData-driven instruction

Page 45: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Literacy InstructionUniversal

Approaches

Professional Development

Classroom-Level Benchmark Assessment

Progress Monitoring

Content-Area Literacy

Instruction

Universal Team and Processes

Differentiated Instruction in General Ed Classrooms

Evidence-Based Literacy Curriculum

Materials and Supplies

Page 46: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Tier 2 – TargetedSmall Groups and Individual Supports Based on Similarities of Needs and Data

LiteracyAdditional group instruction time to address specific skill

needs

BehaviorTeacher Check, Connect , Expect

Targeted group interventions based on function of behavior

ToolsCheck, Connect ExpectCheck-In, Check-OutPASS (Preparing and Supporting Self-Managers)And other group interventionsFunctional Behavioral Assessment and Support

DataWeekly data reports of problem behavior or prosocial behaviorProgress monitoring of group interventionsPeriodic self-assessments

ToolsDiagnostic assessmentSmall groups based on specific skill needs(e.g., comprehension, sight word recognition, vocabulary)

DataDIBELSAIMSwebOther

Movement to Tier 3 or 1 supported by effective decision rules, goal-setting, progress monitoring, fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

Page 47: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Literacy InstructionTargeted Approaches

Professional Development

Small Group Instruction

Strategies for Instruction

Skill-driven Instruction

Targeted Team and Processes

Frequent Progress Monitoring

Diagnostic Assessment

Page 48: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Tier 3 – IntensiveIndividual Assistance Focused on Needs and Data

LiteracyAdditional individual

instruction time to address specific skill needs

BehaviorIndividualized plan for behavior

supports

ToolsFunctional behavioral AssessmentBehavior Support PlanPerson-Centered PlanningLife Space Crisis Intervention (LSCI)WraparoundRENEW School-to Career Planning (HS)Alternative Education Plans (HS)

DataWeekly data reports of problem behaviorProgress monitoring of studentPeriodic self-assessmentsStudent Progress Tracker (HS)

ToolsOne-on-one instructionExplicit instruction/modelingSystematic instruction/skill-buildingAmple practice opportunities Immediate corrective feedback Alternative Education Planning (HS)

DataDIBELSAIMSwebDiagnostic Assessment

Page 49: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Literacy InstructionIntensive

Approaches

System for Special Education

Referral

Progress Monitoring

Strategies for Instruction

Intensive Team

Review of Assessment and

Instruction

Page 50: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The 6 Cs of Coaching

1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and

Practice

Page 51: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Competencies Chalk talk Activity

What: (1) Individual coaches write down on a piece of paper

the knowledge, skills and attitude competencies that an effective targeted coach needs– 10 minutes.

(2) Transfer these to posters around room silently, browse and add others – 10 minutes.

Who: All coaches Report Out: None Timeframe: 20 minutes

Page 52: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

A Coach with Behavioral Expertise

Knows behavioral theory and elements of Functional Behavioral Assessments and Behavior Support Plans.

Knows Teacher, Check, Connect and Expect.Knows Targeted Group Interventions.Has conducted FBAs and developed

successful function-based BSPs.Can lead the design and teach others to

conduct TCCE, TGI and FBA/ BSP.

Page 53: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

APBS Standards of Practicewww.abps.org

II. Collaboration and Team BuildingA. Practitioners of PBS understand the

importance of and use strategies to work collaboratively with other professionals, individuals and their families.

B. Practitioners of PBS understand the importance of and use strategies to support development and effectiveness of collaboration teams.

Page 54: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

APBS Standards of Practice

III. Basic Principles of BehaviorA. Practitioners of PBS utilize behavioral assessment

and support methods that are based on operant learning.

B. Practitioners of PBS understand and use antecedent manipulations to influence behavior.

C. Practitioners of PBS understand and use consequence manipulations to increase behavior.

D. Practitioners of PBS understand consequence manipulations to decrease behavior.

E. Practitioners of PBS understand and use methods for facilitating generalization and maintenance of skills.

Page 55: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

APBS Standards of Practice

IV. Data Based Decision MakingA. Practitioners of PBS understand that data based

decision making is a fundamental element of PBS, and that behavioral assessment and support planning begins with defining behavior.

B. Practitioners of PBS understand that data based decision making is a fundamental element of PBS, and that measuring behavior is a critical component of behavioral assessment and support.

C. Practitioners of PBS use graphic displays of data to support decision making during the assessment, program development, and evaluation stages of behavior support.

D. Practitioners of PBS use data based strategies to monitor progress.

Page 56: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

APBS Standards of Practice

V. Functional Behavioral AssessmentsD. PBS practitioners conduct

Functional Behavioral Assessments.E. PBS practitioners conduct indirect

and direct assessment strategies.F. PBS practitioners work

collaboratively with the team to develop hypotheses that are supported by assessment data.

Page 57: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

APBS Standards of Practice

VI. Behavior Support PlansC. PBS practitioners develop behavior support plans that

include antecedent interventions to prevent the need for problem behavior.

D.PBS plans address effective instructional intervention strategies.

E. PBS practitioners employ consequence intervention strategies.

F. PBS practitioners develop plans for successful implementation of positive behavior support plans.

G. PBS Practitioners evaluate plan implementation and use data to make needed modifications.

Page 58: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Benchmarking the Targeted System

Team is established and functioning Have identified decision rules about non-responders Have identified decision rules about what needs to have

been tried prior to referral have been identified Referral process/protocol is completed Referral form is completed Team has begun accepting referrals Team has begun providing supports/plans Decision to use/ Developed / Implemented SC made Decision to use/ Developed / Implemented TGI made

Page 59: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Benchmarking the Targeted System

Team has begun providing supports/ developing plans Decision whether to use Social Contracting as a first support for

early non-responders to SW system Decision to implement one or more targeted group interventions

(TGI) has been made (what TGI addressing what ‘function’?) : __________________________________________________________________________________________

Staff have provided input for procedures and forms and have received any necessary training to understand purpose of team

Families have provided any relevant input and received information to understand purpose of team

Page 60: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Activity: Targeted Team Status Report

Who: Coaches What: Complete the Targeted Team

Benchmarks sheet (next slide) Provide a copy to us. Timeframe: 15 minutes Report Out: None

Page 61: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The 6 Cs of Coaching

1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and

Practice

Page 62: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The Non-Celebration

“I was going to buy a copy of the book The Power of Positive Thinking and then I thought, What the hell good would that do?”

Ronnie Shakes

Page 63: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Why Celebrations?Research on Positive Psychology

Happiness has positive consequencesA rosy view of things is associated with

psychological and social well-beingGood days have common features:

autonomous, competent, connectedMeaning, purpose and work matterOther people matterSpirituality matters

Page 64: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

“Research has clearly shown that living the good life -- happiness, strength of character and good social relationships -- buffers us against the damaging effects of stressful life events and that the good life can be taught.”

Christopher Peterson

Page 65: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,
Page 66: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,
Page 67: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Celebration Activity What: Review all the data you brought today and

other information and brainstorm a list of data-based successes to celebrate from your targeted team last year. Do all of your school’s constituencies know about these successes? Jot down ideas on your coaches’ log for what you should celebrate, how you might celebrate and with whom?

Who: All coaches Timeframe: 15 minutes Report Out: None

Page 68: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The 6 Cs of Coaching

1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and

Practice

Page 69: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Challenges Activity

What: Identify 3-5 challenges or restraining forces you believe are holding back successful secondary system implementation.

Who: All coaches Report Out: Tally results Timeframe: 20 minutes

Page 70: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The 6 Cs of Coaching

1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and

Practice

Page 71: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

"Winning is about having the whole team on the

same page“

-Bill Walton

Page 72: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

PBIS-NH Big IdeaIt Begins With and Ends With Commitment

PBIS-NH requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective school community.

Page 73: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Commitments Activity

For each constituency, indicate an estimated level of commitment.

Prioritize the commitments from constituencies that are most critical to continued PBIS success in critical areas for your school-wide program this year.

5 minutes

Page 74: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

The 6 Cs of Coaching

1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and

Practice

Page 75: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

"To be successful, you don't have to do extraordinary things.

Just do ordinary things extraordinarily well.“

- John Rohn

Page 76: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Which can be embraced by faculty, administration, students, families, and community membersinitially with Wordswhich develop into Actions or Behaviorsand then become Habits through Practiceto ultimately form Climate or Culture

Supporting systemic change in a school community is a long-term journey that begins with dreams and ideas.

Page 77: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?

Page 78: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Identifying Broad Outcomes By Asking Key Questions

1. What do you want to achieve in terms of creating a secondary system of supports?

2. How will we measure the overall effectiveness of the secondary system?

Page 79: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Decrease Buy-In or Commitment Increase

Current level

Promoting Forces

Restraining Forces

Page 80: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

What are the Roadblocks to Sustained Commitments or Consistency?

Barriers

Restraining Forces

Challenges

Problems

Dilemmas

Identify as many forces or factors as you can that restrain or inhibit commitment from your top two prioritized constituencies.

Page 81: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

What are the Forces that Would Promote Sustained Commitments?

Promote

Encourage

Support

Positive

Identify as many forces or factors as you can that promote or encourage commitment from your top two prioritized constituencies.

Page 82: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Decrease Buy-In or Commitment Increase

Current level Desired level

Promoting Forces

Restraining Forces

Page 83: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Differentiated Activity

Team and Systems

Screening

Teacher Check, Connect and Expect

Targeted Group Interventions

Page 84: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Function-Based Assessment and Behavior Support Planning Activity

Page 85: PBIS-NH Targeted Coaches Training Presented by  Howard Muscott, Eric Mann,

Reflection and Action Planning

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