VTPBiS Universal School Coordinator Orientation. Agenda Introductions Review Morning and Answer Questions Define Coordinator responsibilities and competencies.

VTPBiS Universal School VTPBiS Universal School Coordinator Orientation Coordinator Orientation

Agenda

• Introductions • Review Morning and Answer Questions• Define Coordinator responsibilities and competencies• Define Team Member responsibilities• Identify Coaching and Other Supports Available• Using your School Data: SET & EBS• Answer remaining Questions

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What questions do you have after this morning?

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

BehavioralExpertise

Why have a PBIS Coordinator?

• Support Team with Team action planning and implementation

• Help with Team sustainability and accountability• Team reinforcement (positive nag)• Facilitate the use of data in decision making• Public relations and communications• Network with other schools• Feedback to statewide PBS Team

PBIS Coordinator Pre-requisites:

• Attendance at introductory trainings• Role endorsed by school principal• Flexibility to complete tasks during the day• Positive rapport with other school staff and

professional credibility• Interest in performing responsibilities of

coordinator

PBIS Coordinator Responsibilities:

• Ensure Team is scheduled to meet at least monthly and facilitation occurs

• Help with Team organization and task completion

• Organize and report data to Team and to State

• Attend regional coordinator meetings (bi-monthly)

• Attend training events

PBIS Coordinator Competencies:

• Fluency with PBIS features – systems, data and practices

• Effectively communicates with school leadership team and community stakeholders (e.g., faculty, students, staff, parents, community members)

• Positively reports, promotes, shapes, and reinforces school team progress and products

PBIS Leadership Team Member Responsibilities:

• Share team roles• Promote PBIS Implementation Plan to

representative group in school• Attend monthly team meetings• Volunteer for team tasks• Act as PBIS cheerleader!

Activity!

• Complete the PBIS Coordinator self-assessment

• Identify three priorities for your own professional development

• Review your learning priorities with your Team and return completed self-assessment to your coach

Supports Available to You:

• Presenters and coaches• Optional PBIS Coordinator Check-in at

end of each day• Other PBIS schools• Web sites

Using your School Data:SET and EBS

Improving Decision-Making

Problem SolutionFrom

To Problem Problem

SolvingSolution

Information (Data)

Data Driven Decision Making

• Getting Started– SET, EBS Survey, ODRs

• Getting to Implementation Fidelity– Team Implementation Checklist, SET

• Sustaining Improvement– PBS Survey, SET, ODRs

Assessing PBIS Practices

EBS Survey(self-assessment)

School-wide Evaluation Tool (SET)

Team Implementation Checklist (TIC)

Effective Behavior Support (EBS) Self-Assessment Survey

Purpose: Assess staff perceptions of PBIS practices in place and priority for changesDesign annual action plan

Format: Survey

Completed by: All staffManual or on-line scoring, graphing

When? Annually, preferably in the spring

Two main questions

1. What systems are in place now?

2. What systems are most in need of improvement?

EBS Survey • Current StatusMay 2006

31% 30%

41%

22%

41%46%

43%37%

28%23%

16%

40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-wide Non-classroom Classroom Individual

Per

cen

t o

f re

spo

nse

s

% In place % Partial in place % Not in place

**SAMPLE**

EBS Survey • Priority for ImprovementMay 2006

45%

38% 39%

53%

44%40%

35%39%

20%22%

26%

9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-wide Non-classroom Classroom Individual

Per

cen

t o

f re

spo

nse

s

% High % Medium % Low

**SAMPLE**

Assessing PBIS Practices

EBS Survey(self-assessment)

School-wide Evaluation Tool (SET)

Team Implementation Checklist (TIC)

School-wide Evaluation Tool (SET)

Purpose: Assess school-wide implementation of PBIS practices

Format: Interviews with staff, students; observations; review of discipline related documents

Completed by:

CoachesManual scoring, graphing

When? Before SW implementation,6-12 weeks after SW implementation,Annually

SET Components

Section A: Expectations Defined

Section B: Behavioral Expectations Taught

Section C: On-Going System for Rewarding Behavioral Expectations

Section D System for Responding to Behavioral Violations

Section E: Monitoring and Evaluation

Section F: Leadership

School-Wide Evaluation Tool Nathan Hale Elementary

2520

67

38

50

63

5046

100

90

8388

100 100 10095

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingSystem forRewardingBehavioral

Expectations

System forResponding to

BehavioralViolations

Monitoring &Decision-Making

Management District-LevelSupport

Overall

Systems Features

Perc

enta

ge o

f Fea

ture

Impl

emen

ted

Winter 2005

Fall 2005

Tasks for facilitated discussion

In your PBIS School Leadership Team, your School Coordinator leads discussion on:

– PBIS School Coordinator and team member roles and responsibilities

– PBIS School Coordinator’s learning priorities and how the team can help

– Review results of SET & EBS with team. Establish priorities for implementation

Questions and AnswersQuestions and Answers

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