Tier 1 New Team Training

(1)

Tier 1 New Team Training

Positive Behavioral

Interventions & Supports

TFI 1. 7: Professional Development

Mid-Atlantic PBIS Network Midwest PBIS Network

Center for Social Behavior Support

(2)

TFI 1.7: Professional Development

Learning Expectations

EXPECTATI

ON BEHAVIOR

Be

Respons ible

 Make yourself comfortable

 Take care of your needs (water, food, restroom, etc.)

 Share your questions with the group

RespectfBe ul

 Turn cell phones off or to “vibrate”

 Listen to others attentively by

staying quiet while they are speaking

 Follow up, and complete assigned tasks

EngagedBe

 Ask what you need to know to understand and contribute

 Contribute to the team by sharing relevant information and ideas

(3)

Module Organization

CORE CONTENT:

Definition, Rationale &

Examples

PRACTICE:

Activities for Fluency

SELF-ASSESSMENT:

Benchmarks of Quality

ACTION PLANNING:

Applying the core content to your school

(4)

Professional Learning Roadmap

Team

1.1 Team Composition

1.2 Team Operating Procedures

Implementation

1.3 Behavioral Expectations 1.4 Teaching Expectations

1.5 Problem Behavior Definitions 1.6 Discipline Policies

1.7 Professional Development 1.8 Classroom Procedures

1.9 Feedback and

Acknowledgement 1.1

0 Faculty Involvement 1.1

1

Student/Family/Community Involvement

Evaluation

1.1

2 Discipline Data 1.1

3

Data-based Decision Making

1.1

4 Fidelity Data 1.1

5

Annual Evaluation

(5)

Purpose:

Organize the PBIS components into a cohesive plan

You should be able to:

 Create timelines and activities for full roll out

TFI 1.7 Outcomes

(6)

Critical TFI Element

TFI 1. 7 Professional Development: A written process is used for orienting all faculty/staff on 4 core Tier I SWPBIS practices:(a)

teaching school-wide expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance.

NI/PI/

FI

Priority

Hig

h Med Low

Benchmar k of Quality

A curriculum to teach the components of the discipline

system to all staff is developed and used Plans for training staff how to teach

expectations/rules/acknowledgments are developed,

scheduled and delivered

A plan for teaching students

expectations/rules/acknowledgments is developed,

scheduled, and delivered

Booster sessions for students and staff are planned,

Schedule for acknowledgments for the year is planned Plans for orienting incoming staff and students are

developed and implemented

Plans for involving families/communities are developed and implemented

Implemen tation Driver

*Enter professional training dates in school’s calendar

*Establish communication plan to share information regularly with staf

Outcomes

(7)

CORE CONTENT:

Definition, Rationale &

Examples

TFI 1.7: Professional Development

(8)

Implementation plan is the scope of all

implementation activities including timelines.

The Implementation Plan is developed by the team and coach. It incorporates all of the school-wide and classroom components.

It is flexible and is informed by the measures we have discussed to date: SWIS, SAS, and

BoQ.

Definition

(9)

It provides the road map to PBIS

implementation, and supports us thinking about implementation as an ongoing

process.

As we accomplish our implementation goals, we celebrate and then create new ones, all

for the improvement of outcomes for our students and staff.

Rationale

(10)

Roll-out

(11)

M T S S -B B IN D E R

Description of SW PBIS Mission Statement, PBIS Team Members

Referral Process (flow chart)

Referral forms (Major &

Minor)

Definitions of Problem Behaviors

Expectations & Rules Lesson Plans

Suggestions for Effective Consequences

Description of

Acknowledgement System

Documentation

(12)

 New adults in the school and classroom

need to know how they participate in PBIS.

 Most relevant for expectations,

acknowledgements and discipline.

 Part of the binder, part of the PR, part of substitute / guest teacher information for EVERY class.

Orienting Guest Teachers

and Substitutes

(13)

 Methods of communication:

 Written

Letters, newsletters, marques

 Face-to-Faces

School and/or community events

 Other:

Hold message when they call into the office,

Video demonstrations

Website blurbs

Introducing PBIS to

Families

(14)

 You have already talked about these…

 We are going to talk about the

Implementation Plan in relation to the other components of PBIS.

Components of the Plan

(15)

Implementation Plan Activities

 A curriculum to teach the components of the discipline system to all staff is developed and used

 Plans for training staff how to teach

expectations/rules/acknowledgments are developed, scheduled and delivered

 A plan for teaching students

expectations/rules/acknowledgments is developed, scheduled, and delivered

(16)

 Booster sessions for students and staff are planned, scheduled, and delivered

 Schedule for acknowledgments for the year is planned

 Plans for orienting incoming staff and students are developed and implemented

 Plans for involving families/communities are developed and implemented

Implementation Plan

Activities

(17)

PRACTICE:

Activities for Fluency

(18)

 What are expectations?

 What do they do for us?

 What are acknowledgements?

 What do they do for us?

 How frequently should we be

teaching / reminding and reinforcing expectations?

Expectations and Acknowledgements

(19)

Discipline Systems

1. Go back to your notes on the discipline system.

2. Read them over and check in with your team:

1. Are there outstanding questions?

2. Do you know how to “sell” this to your staff?

3. Ask those questions now.

4. Summarize the main components of the discipline system and be

prepared to share as if you are

presenting to your staff members.

(20)

Training Timelines

 We need a timeline that is reasonable and allows us to teach and train all

staff and students on the core features (expectations,

acknowledgements, and discipline).

 Who do we train first?

 When do we hold “boosters”?

(21)

SELF-ASSESSMENT

(22)

 A curriculum to teach the components of the discipline system to all staff is developed and used

 Plans for training staff how to teach

expectations/rules/acknowledgments are developed, scheduled and delivered

 A plan for teaching students expectations/rules/acknowledgments is developed, scheduled, and delivered

 Booster sessions for students and staff are planned, scheduled, and delivered

 Schedule for acknowledgments for the year is planned

 Plans for orienting incoming staff and students are developed and implemented

 Plans for involving families/communities are developed and implemented

 *Enter professional training dates in school’s calendar

 *Establish communication plan to share information regularly with staf

Fidelity & Outcome Check

How prepared are you to use the self-assessment to create the action plan for this section?

If you are below a five, what do you need to be more prepared?

One to Five?

(23)

TFI Critical Element

TFI 1. 7 Professional Development: A written process is used for orienting all faculty/staff on 4 core Tier I SWPBIS practices:(a)

teaching school-wide expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance.

NI/PI/

FI

Priority

Hig

h Med Low

Benchmar k of Quality

A curriculum to teach the components of the discipline

system to all staff is developed and used Plans for training staff how to teach

expectations/rules/acknowledgments are developed,

scheduled and delivered

A plan for teaching students

expectations/rules/acknowledgments is developed,

Booster sessions for students and staff are planned,

Schedule for acknowledgments for the year is planned Plans for orienting incoming staff and students are

developed and implemented

Plans for involving families/communities are developed and implemented

Implemen tation Driver

*Enter professional training dates in school’s calendar

*Establish communication plan to share information regularly with staf

Outcomes

(24)

ACTION PLANNING:

Applying the core content to your school

(25)

WHAT NEEDS TO BE COMPLETED?

RESOUR CES NEEDED

?

WHO? WHEN?

A.

B.

C.

Tier 1 New Team Training