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NEPBIS TOT Day 5

NEPBIS TOT Day 5

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NEPBIS TOT Day 5

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  1. NEPBIS TOTDay 5 NorthEast PBIS Training of Trainers (NEPBIS TOT) June 5, 2018 Brandi Simonsen, Jen Freeman, Susannah Everett, & Adam Feinberg

  2. NEPBIS TOT Day 5 Advance Organizer • Re-Introductions & Updates • Self-Assess & Update Individualized TOT Plan • Review TOT Scope and Sequence (Preview Year 2) • Foundational Content: Function of Behavior, Escalation & De-escalation • Working lunch (plan 10-min presentation) • Video recording (10-min presentation) & feedback • Debrief, HW introduction, and wrap-up

  3. Introductions & Training Updates

  4. General feedback for FAQ videos: • Greatest areas of improvement in FAQs:  • Providing more meaningful and frequent OTRs • Assessing background/experience of the group • Thinking about ways to engage participants and promote action planning/implementation • Areas for continued growth on FAQs: • There were still a lot of “Does that help?/Does that answer your question?” • Switching to a follow up question that is more open ended and could check for understanding and promote increased application of content would be beneficial. • Use FAQ as a way to review big ideas/content and create OTRs

  5. General feedback for “Big Idea” Videos: • Areas of greatest improvement in 10-min segments: • Improved fluency in content • Better OTRs (less superficial) • Additional opportunities for participants to take a moment to “action plan” • Areas for continued growth on 10-min segments: • Improving fluency with content (still some reading from slides and feeling the need to review all bullets on a slide) • Navigating what you said you’d get through in 10 mins • “Landing” on the big ideas (George’s "say what you are going to say, say it, say what you said” framework for presenting) • Build in additional opportunities to apply the skill

  6. General feedback for Individualized TOT plans and Content Homework: • Excellent work on TOT plans • Purposefully addressing skills and areas of need • Including thoughtful action steps to address needs (e.g., using choose your own adventure homework to address areas of need.) • Remember, TOT plans (like IEPs!) should target more than 1 goal and less than 6  It is an opportunity to do a personalized PD plan for where you’d like to see yourself this time next year. • Re-visit some basic instructional design principles/sequencing content and design of examples and non-examples.   • Be careful about spending too much time on non-examples • Purposely plan when an OTR would be helpful instead of just throwing

  7. General feedback for Individualized TOT plans and Content Homework: • Continue to build fluency in • Translating theoretical concepts into user-friendly language • ABA principles (e.g., general case programming) • Consider both content and process when completing your choose your own adventure homework • In addition to annotating slides with content or strategies to explain, to try and think/annotate also about incorporating effective training skills (e.g., where would an OTR fit best?, where would a good place be for an example or two; or how might assess for understanding?

  8. Knowledge/Skill Self-Assessment

  9. Self Assess:Baseline Knowledge/Skill of Training PBIS 20 min (independent) • Go to nepbis.org • Log in and click on trainer tab • Complete End of Year Trainer Self Assessment under content from Days 5-6.

  10. Individualized TOT Plan

  11. Update Individualized TOT Plan:Review Data, Set Goals, Plan Actions 10 min (independent) • Open your Individualized TOT Plan Template • If you did not complete one yet… • Go to nepbis.org • Log in and click on trainer tab • Download • Review your data (self-assessment, endorsement tracker, feedback on FAQ, DOT-Q score and feedback from video clip) • Revise your Individualized TOT Plan based on your data

  12. Effectively Training Teams to Implement SWPBIS

  13. TRAINTeach, Relate, Adapt, Implement, Navigate • Teach content explicitly. • Relate to audience. • Adapt presenter behaviors based on audience assessment data. • Implementtopromote meaningful outcomes. • Navigate through the presentation.

  14. What have you observed?

  15. Review of NEPBIS School Team Training Scope & Sequence

  16. Tier 1 Leadership Team & Coaches Meetings • YEAR 1 • YEAR 2 • YEAR 3+ • Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

  17. MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SWPBIS outcomes, data, practices, and systems • Develop individualized action plan for SWPBIS • Organize for upcoming school year

  18. Day 1 Overview of NEPBIS School-Wide Training Overview of PBIS/SWPBIS Getting Started with SWPBIS (steps 1-3) Action Planning Day 2 Review of SWPBIS from Day 1 Getting Started with SWPBIS: Steps 4-6 Preview Steps 7-10 Action Planning Wrap up Topics to be Covered in Tier 1 NEPBIS Team Training (Year 1)

  19. Day 3 Review Getting Started with SWPBIS (steps 7-10) Action Planning Day 4 Quick Review of SWPBIS from Days 1-3 Non-classroom Settings Classroom Settings Action Planning (w/TIC) Wrap up Topics to be Covered in Tier 1 NEPBIS Team Training (Year 1)

  20. Day 5 Quick Review of SWPBIS from Days 1-4 Function of Behavior Escalation and De-escalation Team Action Planning Wrap up Day 6 Quick Review Review TIC/TFI & Team Action Planning Preview of Tier II and Tier III Planning for the Beginning of the Semester/Year Team Action Planning Wrap up Topics to be Covered in Tier 1 NEPBIS Team Training (Year 1) This is the focus of Today’s TOT!

  21. Tier 1 Leadership Team & Coaches Meetings • YEAR 1 • YEAR 2 • YEAR 3+ Coaching and providing TA is the focus of Next Year’s TOT! • Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

  22. Topics to be Covered in Tier 1 NEPBIS Coaches Training (Year 1) Day 1 • Introduction and Focus on Coaching Why Coaching • Coaching Self-Assessment and Reports Introduce Yourself and Your school • Advanced Skill Building Basics of SWPBIS • Activity Identifying Resources • Preparation for Next Training Event

  23. Topics to be Covered in Tier 1 NEPBIS Coaches Training (Year 1) Day 2 • Introduction and Focus on Coaching Quick Review and Focus on Facilitating Team Meetings • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Coaching PBIS in Classroom and Non-Classroom Settings • Preparation for Next Training Event

  24. Topics to be Covered in Tier 1 NEPBIS Coaches Training (Year 1) Day 3 • Introduction and Focus on Coaching Quick Review and Focus on Coaching Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building In-Depth Understanding of Behavior • Preparation for Next Training Event

  25. Foundations of SWPBIS: Overview of Team Training Day 5 We will preview/teach content from Day 6 (Tier 2/3 preview) tomorrow.

  26. We will preview using Trainer Manual

  27. Chapter V (Building Behavioral Capacity)

  28. First, provide an overview of function with examples and non-examples. • Second, demonstrate how that is applied to designing supports across tiers. • Throughout, emphasize applications of the content in Tier 1!

  29. Understanding the Function of Behavior V.A

  30. Function matters!

  31. V.A

  32. All Behavior Serves a Function: get or obtain avoid or escape aversive activities, tangible items, attention, or sensory stimulation • desired activities, • tangible items, • attention, or • sensory stimulation V.A

  33. What function?

  34. What function? I’m sending my whole class to the office!

  35. Functions Pos Reinf Neg Reinf V.A

  36. Non-examples of Function-Based Approach • “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the principal.” “Function” = outcome, result, purpose, consequence

  37. To Determine Function of Behavior Antecedent Behavior Consequence Based on observing patterns across time, we can infer the probable function of behavior. V.A

  38. Let’s practice During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Antecedent? Behavior? Consequence? What Function? Get/obtain Attention

  39. Let’s practice When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment). Antecedent? Behavior? Consequence? What Function? Escape Task

  40. Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Antecedent? Behavior? Consequence? What Function? Peer attention

  41. Let’s practice When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Antecedent? Behavior? Consequence? What Function? Escape noise (stimulation)

  42. By understanding function, we can intervene more effectively. Antecedent Behavior Consequence We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively. V.A

  43. Let’s practice During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Prevent? Teach? Respond/Reinforce? Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

  44. Let’s practice When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment) Prevent? Teach? Respond/Reinforce? With these simple tweaks, we’ve made it less likely for her to engage in disruptive behavior to escape difficult tasks.

  45. Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

  46. Let’s practice When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

  47. TAKE AWAY MESSAGE We should consider the function of behavior when we design plans across all tiers of support.

  48. Efficiently walk them thru an activity on understanding function. • Again, emphasize applications of function in Tier 1.

  49. Activity:Function of Behavior • Work as team for 15 min • Consider a common problem behavior in your non-classroom or classroom settings (or a common challenge with staff!) • Describe the “ABCs” • Identify strategies to prevent, teach, and respond/reinforce • Report (<1 min.) main features of your example