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transcript
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
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
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.
Who’s Here Activities
The 6 Cs of Coaching
1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and
Practice
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
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
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
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
PBIS-NH Communication Systems
Universal Team
StaffFamiliesYouth
Central Office
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.
A Systematic Screening Process for
Behavior Disorders
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.
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.
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.
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.
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.
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
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.
Systematic Screening for
Behavior Disorders
Hill Walker Herb Severson
Oregon Research Institute
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.
Systematic Screening for
Behavior Disorders
Hill Walker Herb Severson
Oregon Research Institute
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.
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.
BASC-2Behavioral and
Emotional Screening System
Randy Kamphaus & Cecil Reynolds
Pearson Publishers
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.
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
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)
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)
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)
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.
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.
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)
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%)
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
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.
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
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
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.
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
Intervention Function Served
Common Behaviors
Staff Involved
Schedule Data Available to Determine
Success
“Working Smarter” Targeted Group Interventions
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)
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%
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
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
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
Literacy InstructionTargeted Approaches
Professional Development
Small Group Instruction
Strategies for Instruction
Skill-driven Instruction
Targeted Team and Processes
Frequent Progress Monitoring
Diagnostic Assessment
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
Literacy InstructionIntensive
Approaches
System for Special Education
Referral
Progress Monitoring
Strategies for Instruction
Intensive Team
Review of Assessment and
Instruction
The 6 Cs of Coaching
1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and
Practice
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
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.
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.
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.
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.
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.
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.
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
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
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
The 6 Cs of Coaching
1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and
Practice
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
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
“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
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
The 6 Cs of Coaching
1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and
Practice
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
The 6 Cs of Coaching
1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and
Practice
"Winning is about having the whole team on the
same page“
-Bill Walton
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.
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
The 6 Cs of Coaching
1. Content 2. Competencies3. Celebrations4. Challenges5. Commitments6. Consistency of Systems, Data and
Practice
"To be successful, you don't have to do extraordinary things.
Just do ordinary things extraordinarily well.“
- John Rohn
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.
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?
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?
Decrease Buy-In or Commitment Increase
Current level
Promoting Forces
Restraining Forces
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.
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.
Decrease Buy-In or Commitment Increase
Current level Desired level
Promoting Forces
Restraining Forces
Differentiated Activity
Team and Systems
Screening
Teacher Check, Connect and Expect
Targeted Group Interventions
Function-Based Assessment and Behavior Support Planning Activity
Reflection and Action Planning
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