pbis team training year 2 day 2 (tier ii systems...t1 systems t1 practices specialized behavior...

PBIS Team Training Year 2, Day 2

Year 2 Goals: Evidence- based strategies for management in SW-PBIS settings. Evaluate what is in place. Tool 7R Systems: Establish coordinator progress review , nomination-screening plan, implementation plan, orientation plan, etc… Practices: process check-in/check-out, hourly progress feedback, daily progress summary & feedback

Training Year 2 School-wide Behavior Leadership Team

Day 3: Tier II Practices (CICO)

Day 1: Classroom Settings Non-Classroom Settings

Day 2: Tier II Systems

Connecticut’s School-wide PBIS Training Series: Annual Content and Goals

TRAINING EXPECTATIONS

• SELF-ASSESS (PARTICIPATING? Engaged

as a learner, talking during allotted times?) • Work as a team: room for every voice,

reinforce participation SELF

• Cell Phones (inaudible): Converse in lobbies and breaks

• Work as a team: room for every voice, reinforce participation

OTHERS

• Recycle • Maintain neat working area ENVIRONMENT

AGENDA

Welcome & Quiz Review Tier I Systems Checklist Break & Tier I Foundations

Fidelity Check Lunch Workbook & Action Planning

Tier I Review Quiz 1. Complete the following definition for School-wide

Positive Behavioral Interventions and Supports “SWPBIS is a _____for improving adoption and implementation of a ____ ___evidence-based practices to enhance _____ and _____ outcomes for ______ students.”

Tier I Review Quiz

2. SWPBIS operates by considering four important elements. Name them a. Data b. c. d.

Tier I Review Quiz 3. A continuum of SWPBIS is considered prevention-based and is made up of 3-tiers. Describe how each tier is distinguished from and related to the other. a. Primary or Tier I b. Secondary or Tier II c. Tertiary Tier or III

Tier I Review Quiz 4. Describe who would complete the following evaluation tools and what the results from each tool tells a team about their SWPBIS implementation. a. School-wide Evaluation Tool (SET) b. Team Implementation Checklist (TIC) c. Self-assessment Survey (SAS)

Tier I Review Quiz 5. Describe why it is important for Tier I SWPBIS to be implemented with high accuracy/fidelity when considering the implementation of Tier II practices and systems.

*BONUS* Tier I Review Quiz 6. What kinds of commitments and agreements are required to enhance the adoption and implementation of Tier II SWPBIS?

PRACTICES

Integrated Elements

Supporting Decision Making

Supporting Staff Behavior

Supporting Student Behavior

Outcomes

Training +

Coaching +

Evaluation

Start w/ effective, efficient, & relevant, doable

Prepare & support implementation

Cultural/Context Considerations

Maximum Student

Outcomes

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUS PROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASED DECISION MAKING

& PROBLEM SOLVING

SRBI (PBIS)

Mean % Students 2011-2012 Majors Only in Connecticut

0102030405060708090

100

Elementary Midle High School K-8

93 86 80 88

5 9 13 8

2 5 7 4

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club •

TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • •

PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement •

SECONDARY PREVENTION • • • • •

TERTIARY PREVENTION • • • • •

PRIMARY PREVENTION • • • • • •

~15%

District/Region

School

School-wideT1 Systems

School-wide T1 Practices

When is a school ready for Tier II Practices and Systems?

“Does Implementation of Tier I practices and systems need a booster?”

Tier I Self-Assessment

Step 1: complete the Benchmarks of Quality Step 2: Review most recent School-wide Evaluation Tool score Step 3: Review most current school-wide discipline data (e.g., SWIS) Step 4: Modify Tier I implementation action plan based on data from Steps 1 & 2 Step 5: Complete page 14 in Tier II workbook! (use pages 7-14 to guide conversations)

District-Region

School

SWPBS Leadership

Team

SWPBS Tier 1

T1 Systems T1 Practices

Specialized Behavior Support

Team

Group-based Tier 2


Individual Tier 3


SW Group-based T2 Systems

SW Group-based T2 Practices

Agreements/Commitments

• Principal & Tier II • Principal & team meetings • Principal & resources • Staff & Tier I implementation • Staff & Tier II implementation

Functions of Tier II Behavior Support Team

• Administration • Tier II coordination • Behavior support specialization • Data assessment • SWPBS leadership team • SWPBS coaching

Characteristics of Tier II Behavior Support Coordinator

• Fluent with CICO procedures • Respected positively by students & adults • Effective communication skills with students, school

staff, & family members • Consistent with task & activity follow-through &

completion • Effective in using data for decision making w/r to

student progress monitoring & implementation fidelity • Capacity to train others on CICO procedures

Coordination

SWPBS Tier I

CICO practice

Tier II Systems

Tier III Systems

Have Commitments and Agreements for Implementation Been Secured?

“Have Commitment, Participation, and Support from Key Stakeholders been Documented ?”

• Tier II Commitment Self-Assessment Pg. 16

• Specialized Behavior Support Team: Roles, Responsibilities, and Functions Pg. 20 Data-Based Action planning!!!

• SSBD: Systematic Screening for Behavioral Disorders • SSRS/SSIS: Social Skills Improvement System

• Team Membership Self-Assessment Pg. 22 • Prepare to present 2-3 “big ideas” from your group.

• Then, address your team’s priorities when action planning for the remainder of time.

• Tier II Commitment Self-Assessment Pg. 16 • Specialized Behavior Support Team: Roles, Responsibilities, and

Functions Pg. 20 Data-Based Action planning!!!

• SSBD: Systematic Screening for Behavioral Disorders • SSRS/SSIS: Social Skills Improvement System • Team Membership Self-Assessment Pg. 22 • Prepare to present 2-3 “big ideas” from your group.

• Then, address your team’s priorities when action planning for the remainder of time.

Tier I Self-Assessment Step 1: complete the Benchmarks of Quality Step 2: Review most recent School-wide Evaluation Tool score Step 3: Review most current school-wide discipline data (e.g., SWIS) Step 4: Modify Tier I implementation action plan based on data from Steps 1 & 2 Step 5: Complete page 14 in Tier II workbook! (use pages 7-14 to guide conversations)

Completion of BoQ Step 1 Coach Rating

• The coach will take the “BENCHMARKS SCORING GUIDE” (rubric) and answer each question by circling where they believe their team is implementing on the guide.

•The coach’s answers will then be transferred to “Step 1” of the “BENCHMARKS SCORING FORM” by circling the number that corresponds to each answer.

Benchmark Practice: SCORING GUIDE

Benchmark 3 points 2 points 1 point 0 points

1.) Team has administrative support

Administrator(s) attended training, play an active role in the PBS process, actively communicate their commitment, support the decisions of the PBS Team, and attend all team meetings.

Administrator(s) support the process, take as active a role as the rest of the team, and/or attend most meetings.

Administrator(s) support the process but don’t take as active a role as the rest of the team, and/or attends only a few meetings.

Administrator(s) do not actively support the PBS process.

2.) Team has regular meetings (at least monthly)

Team meets monthly (min. of 9 one-hour meetings each school year)

Team meetings are not consistent (5-8) monthly meetings each school year

Team seldom meets (fewer than five monthly meetings during the school year)

Benchmarks Practice: SCORING FORM

Critical Elements STEP 1

STEP 2 ++, +, or _

STEP 3 √

PBS Team 1. Team has administrative support 3 2 1 0

2. Team has regular meetings (at least monthly) 2 1 0

3. Team has established a clear mission/purpose 2 1 0

Two Ways to Complete Team Member Rating Forms

• Recommended for efficiency: team members complete the Team Member Rating Form individually prior to a team meeting

• Time is allotted for team members to complete the Team Member Rating Form at the beginning of the team meeting

• Regardless of how you roll out the BoQ process with your team, it is helpful to quickly look over all 53 questions with your team members and clarify any questions/concerns before they complete the Team Member Rating Form

Completion of BoQ Step 2 Team Member Rating

• The internal coach will then ask their building’s school-wide team members to complete the Benchmarks of Quality “TEAM MEMBER RATING FORM” independently and return it to the coach upon completion. Each team member needs to answer all 53 items.

• ++ = In Place • + = Needs Improvement • - = Not in Place

Benchmarks Practice: TEAM MEMBER RATING FORM

Critical

Elements

Benchmarks of Quality

In Place (++)

Needs

Improve-ment (+)

Not In Place

(-)

PBS Team 1. Team has administrative support √

2. Team has regular meetings (at least monthly) √

Check One

Completion of BoQ • Each “TEAM MEMBER RATING FORM” needs to be

tallied and the most common response recorded on the “BENCHMARKS SCORING FORM” in Step 2” by indicating the team members’ frequency score, denoting a (++) for “in place”, (+) for “needs improvement” or (-) for “not in place”.

Critical

Elements


In Place (++)

Needs Improv

e-ment (+)

Not In

Place (-)

PBS Team 1. Team has administrative support √ 2. Team has regular meetings (at least monthly)

√

Critical

Elements


In Place (++)

Needs Improv

e-ment (+)

Not In

Place (-)

PBS Team 1. Team has administrative support √ 2. Team has regular meetings (at least monthly)

√

Critical

Elements


In Place (++)

Needs Improv

e-ment (+)

Not In

Place (-)

PBS Team 1. Team has administrator support √ 2. Team has regular meetings (at least monthly)

√

Team Member

#1

Team Member

#2

Team Member

#3



STEP 2 ++, +, or _

STEP 3 √

PBS Team 1. Team has administrative support 3 2 1 0 +

2. Team has regular meetings (at least monthly) 2 1 0 ++


Completion of BoQ Step 3 Team Report

•The internal coach will then complete “Step 3” on the “BENCHMARKS SCORING FORM”, noting with a check mark any discrepancies between the internal coach’s score and the team frequency score.

•The coach will then complete the “BENCHMARKS OF QUALITY TEAM SUMMARY” recording areas of discrepancy, strengths and weaknesses.

•The coach will compute the overall BoQ score

Two Types of Discrepancies • 1.) When the internal coach’s score differs from the team’s

score

• 2.) When the team members’ answers on the TALLY FORM are split evenly across the board and there is not one clear answer



STEP 2 ++, +, or

_

STEP 3 √

PBS Team 1. Team has administrative support 3 2 1 0 + √

2. Team has regular meetings (at least monthly) 2 1 0 ++


Example of Discrepancy #1

Benchmarks Practice: TEAM SUMMARY

Item # Team Response

Coach’s Score

Scoring Guide Description

1 + 0 Administrator is active member of team

Areas of Discrepancy

Critical Element Description of Areas of Strength

Critical Element Description of Areas in Need of Development

Areas of Strength

Areas in Need of Development

Benchmarks Practice: TEAM SUMMARY

Item # Team Response

Coach’s Score

Scoring Guide Description

1 + 0 Administrator is active member of team

Areas of Discrepancy

Critical Element Description of Areas of Strength

PBS Team Team has regularly scheduled meetings

Critical Element Description of Areas in Need of Development

PBS Team Need Administrative presence at every meeting

Areas of Strength

Areas in Need of Development

Computing the Overall BoQ Score • Once the internal coach has addressed all discrepancies

and adjusted the SCORING FORM, he/she adds all of the points from questions 1 through 53 (in “Step 1”) together. This is the total score.

• Take the total score, divide by 107 and multiply by 100. This is your overall percentage on the BoQ.

• Remember that a score of 70% shows fidelity in universal implementation

Benchmarks Total Score

Benchmarks Subscale

Benchmarks Individual Items

Crone & Hawkin

www.ctserc.org/pbis

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Slide Number 1Slide Number 2Slide Number 3�TRAINING EXPECTATIONS�Slide Number 5AGENDATier I Review QuizTier I Review QuizTier I Review QuizTier I Review QuizTier I Review Quiz*BONUS* Tier I Review QuizIntegrated ElementsSlide Number 14Slide Number 15Slide Number 16Slide Number 17District/RegionSchoolSchool-wideT1 SystemsSchool-wide T1 PracticesWhen is a school ready for Tier II Practices and Systems?Slide Number 23SW Group-based T2 SystemsSW Group-based T2 PracticesAgreements/CommitmentsFunctions of Tier II Behavior Support TeamCharacteristics of Tier II Behavior Support CoordinatorSlide Number 29Have Commitments and Agreements for Implementation Been Secured?Slide Number 31Completion of BoQ Step 1 �Coach RatingBenchmark Practice:�SCORING GUIDEBenchmarks Practice:�SCORING FORMTwo Ways to Complete Team Member Rating FormsCompletion of BoQ Step 2 � Team Member RatingBenchmarks Practice:�TEAM MEMBER RATING FORMCompletion of BoQSlide Number 39Benchmarks Practice:�SCORING FORMCompletion of BoQ Step 3 � Team ReportTwo Types of DiscrepanciesBenchmarks Practice:�SCORING FORMBenchmarks Practice:�TEAM SUMMARYBenchmarks Practice:�TEAM SUMMARYComputing the Overall BoQ ScoreBenchmarks Total ScoreBenchmarks SubscaleBenchmarks Individual ItemsSlide Number 50Slide Number 51Slide Number 52Visit the SERC Library

pbis team training year 2 day 2 (tier ii systems...t1 systems t1 practices specialized behavior...

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