SD PBS Coaches’ Training

1. SD PBS Coaches’ Training February 23, 2010 Sioux Falls Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson

2. Today’s Agenda • Sharing/Where are you now? • Data Collection & Using your Data • Targeted Behavior Interventions & Resources • Staff Training • Next Steps

3. Sharing • Take a few minutes to answer these questions and be prepared to share • What is working? • What are your stumbling blocks??

4. Data Collection & Using Your Data

5. Evaluation • 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

6. Evaluations • *SWIS (monthly) • School Team Update • Team Process Evaluations • Team Implementation Checklist (multiple times) • Walk-Thru’s (2x/year) • Benchmarks of Quality (end of year) • Outcome Data (ODR, ISS, OSS, Attendance) (end of year) • Staff Satisfaction Survey (end of year)

7. Targeted Behavior Interventions & Resources

8. Academic Systems Behavioral Systems • Intensive, Individual • Individual Students • Assessment-based • High Intensity • Intensive, Individual • Individual Students • Assessment-based • Intense, durable procedures • Targeted • Some students (at-risk) • High efficiency • Rapid response • Individual or Group • Targeted Group • Some students (at-risk) • High efficiency • Rapid response • Universal • All students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% • Universal • All students • Preventive, proactive

9. Step 1: Problem IdentificationWhat is the problem?

10. Problem Solving Steps 1). Identify and analyze the problem 2). Develop the plan 3). Implement the plan 4). Evaluate the plan

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

12. Data is necessary at all 4 steps 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

13. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week • Student chooses to participate • Continuous monitoring for decision-making

14. Why do Targeted Interventions Work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

15. Why do Targeted Interventions Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

16. Examples of Targeted Group Interventions • The Behavior Education Plan (BEP) • Anne Warberg, Nancy George, Robert March, Doris Brown, Kelly Churan, Deanne Crone, Susan Taylor-Greene, Rob Horner, Leanne Hawken • Robert March & Rob Horner • Feasibility and Contributions of Functional Behavioral Assessment in Schools • Journal of Educational and Behavioral Disorders • Leanne Hawken & Rob Horner • Evaluation of a Targeted Group Intervention within a School-wide System of Behavior Support. Journal of Behavioral Education • Check –in/ Check-out (Bethel) H.U.G (Tigard T) • Check and Connect (Winston)

17. Elements of the BEP/Check and Connect Approach • Organization/Structure • Identification/Referral • Contract/Agreement • Basic BEP Cycle • Functional Assessment • Design of Support • Data Collection and Decision Making

18. Organization and Structure • Coordinator • Chair BEP meetings, faculty contact, improvement • Specialist • Check-in, check-out, meeting, data entry, graphs • Together (Coordinator + Specialist) = 10 hours/wk • Meeting 45 min per week • Coordinator, Specialist, Sped faculty, Related Services • All staff commitment and training • Simple data collection and reporting system.

19. Identification and Referral • Multiple office referrals • Recommendation by teacher • Teacher Request for Assistance • Recommendation by parent • Time to action: • 30 min to 7 days (goal is < 72 hours)

20. Contract/Agreement • Agreement to succeed • Student: Student chooses to participate • Parent • BEP coordinator • Teachers • Contract may be written or verbal • Better if written

21. Basic Cycle • Morning check-in (Get Daily Progress Report) • Give form to each teacher prior to each period. (can also be used in cafeteria or playground… anywhere there is a supervisor) • End of day check-out • Points tallied • Reward • Daily Progress form copy taken home and signed. • Return signed copy next morning.

22. Staff Training

23. Refreshers at the beginning of the year • Beginning of the Year • Expectations and Rules • Definitions of Problem Behavior • Referral Form • Major vs Minor • Referral Process • Rewards • Consequences • Changes made based on Survey Results • Mid Year • Topics based on data • Topics selected based on input from staff and administration

24. Refreshers at the beginning of the year • Make sure all staff have resources from Year 1: • Poster of expectations and rules • Discipline Process Flowchart • Referral Forms and Minor Infractions Sheets • Lesson Plans • New Staff • New teacher meetings • Mentor • PBS Manual or Video Tape

25. Next Steps….Remember its a Slow Process

26. 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

27. Resources • 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

28. 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 • PBS Project On-Line Modules: • http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp • Suggested Interventions by Function of Behavior • http://flpbs.fmhi.usf.edu/Intervention%20Planning%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf

29. Online Academy • Individual & SW-PBS foundations & practices, FBA, interventions • http://elearndesign.org/resources.html • 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

30. Ruth Fodness- rfodness@mchsi.com • Kari Oyen- kari.oyen@k12.sd.us • Pat Hubert- pat.hubert@k12.sd.us • Jody Jackson- jjackson@tcsdk12.org • Rebecca Cain- rebecca.cain@state.sd.us