SD PBS Coaches’ Training
description
Transcript of SD PBS Coaches’ Training
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