Heart of MO-Regional Professional Development Center

University of Missouri-Columbia

The purpose School-wide Positive Behavior Support (SW-PBS) Specialist is to assist Local Education Agencies (LEAs) in establishing and maintaining effective social/behavioral systems to improve academic performance and social behavior for all students.

EXPECTED OUTCOMES

The expected outcome for this effort is to build the capacity of district level personnel, district and building administrators, and teachers to develop and sustain the SW-PBS process by providing effective training, materials, and support services. In doing so, district leadership teams (DLTs) and building leadership teams (BLTs) will be formed. (It is not expected that LEAs would continue to need direct support beyond seven (7) years [Tier 1-three (3) years, Tier 2-two (2) years, Tier 3-two (2) years.])

SPECIALIZED SKILLS

Positive Behavior Support Specialists will have the following skills:

o Effective meeting management and processes/protocols.

o Curriculum development, coaching, presenting, consulting, and facilitating skills.

o Conflict resolution and problem-solving processes.

o Leadership skills.

o Use of technology to enhance professional development including virtual technologies and synchronous, online instruction.

o Development of high quality professional development.

o Accurate and timely preparation of reports and progress logs.

o Effective communication skills including face-to-face, virtual communication, and use of social media.

SPECIALIZED KNOWLEDGE/EXPERIENCE

Positive Behavior Support Specialists will have the following knowledge and/or experience:

o The following methodology and implementation processes relative to the Missouri SW-PBS (including, but not limited to):

* Psychology, behavior analysis, and factors that affect application of behavior principles in schools for all students.

* Classroom management.

* Function-based thinking (FBT).

* Behavior intervention plans (BIP).

* Essential components of school-wide social skills instruction, positive reinforcement and effective discouragement practices.

o Comprehensive knowledge and implementation of the following Virtual Learning Platform (VLP) modules:

* Data-Based Decision Making (DBDM)

* School-Based Implementation Coaching

* Collaborative Teams

* Common Formative Assessment (CFA)

* Collective Teacher Efficacy

* Developing Assessment Capable Learners (DACL)

o Effective professional development standards for adult learners.

o Understanding the change process and systems change.

o Research-based effective teaching/learning practices including those most effective for students with disabilities.

o Integration of district and school improvement efforts.

o Administrative- and team-based leadership skills.

o Family and community involvement.

o Culturally responsive practices.

o Equity.

o District Continuous Improvement (DCI).

o Class Wide Function-related Intervention Teams (CW-FIT).

o Data programs such as Excel and online applications such as PBIS Apps.

Requires knowledge of:

o Multi-tiered System of Support (MTSS)

o Missouri Learning Standards (MLS)

o Missouri Model Curriculum

o Missouri Educator Standards and Quality Indicators

o Implementation and scaling up theory/practice

o Missouri School Improvement Program (MSIP)

o Social-Emotional Learning (SEL) for All

REPORTING REQUIREMENTS

o Positive Behavior Specialist consultants shall complete consultant logs within the Department of Elementary & Secondary Education (DESE) electronic system by the 5^th of each month for the prior month of work.

OVERALL PROGRAM ACTIVITIES

o Collaborate with DESE and SW-PBS consultants throughout the state to provide consistent and high-quality standards for implementing the SW-PBS process in districts and schools.

o Collaborate with other DESE initiatives to provide effective and efficient supports to districts and schools.

o Ensure all districts/buildings identified for recognition are districts/buildings that have signed partnership agreements and are currently implementing the work of the initiative.

o SW-PBS consultants may be expected to serve on a DCI Coaching Support Team (CST) to provide training and coaching on SW-PBS activities, as assigned by DESE.

TRAINING ACTIVITIES

o Provide training to identified districts and schools implementing the MO SW-PBS process.

o Assist identified districts and schools in monitoring and evaluating the fidelity and implementation level of the SW-PBS process using DESE approved tools.

o Assist identified districts and schools in the collection and analysis of data.

o Provide training and coaching, using SW-PBS materials and resources collaboratively planned and coordinated with other RPDC consultants for identified district and school improvement.

Tier 1 SW-PBS Consultants will:

o Provide training in use of Big 5 Generator, Data Collection Tool and data based decision-making (DBDM) Solution Plan for office discipline referral (ODR) data and data based decision-making.

o Provide training for Tier 1 including standard and refresher sessions for schools at Tier 2 and 3.

o Provide training to in-district coaches to ensure SW-PBS and consideration of movement toward an integrated academic/behavioral model is implemented with fidelity and sustainability.

o Manage and provide technical assistance for positive behavior instructional supports (PBIS) Apps.

Tier 2/3 SW-PBS Consultants will:

o Provide training in use of Advanced Tiers Spreadsheet (ATS) and the Behavior Intervention Plan Intervention Tracker (BIP-IT) for ODR and other behavior data for DBDM at Tiers 2 and 3.

o Provide trainings for Tier 2, Tier 3, and maintenance schools including standard, refresher, and sustaining sessions.

o Provide training to in-district coaches to ensure SW-PBS, or consideration of movement toward an integrated academic/behavioral model, is implemented with fidelity and sustainability.

o Manage and provide technical assistance for PBIS Apps.

Universal Tier 1 Level (Preparation, Emerging, Emerging Advanced) Phases:

o Tier 1 of SW-PBS emphasizes a proactive and preventive approach to behavior management and discipline. Tier 1 includes the development of a school-wide vision for social behavior support and systems for clearly defining, actively teaching, and recognizing appropriate social skills and behavior, using consistent systems to discourage inappropriate behavior, and educating all staff in how to implement and participate in this process.

Universal Tier I Trainings:

o Tier 1 Preparation Getting Started

o Tier 1 Preparation

o Tier 1 Emerging Kick-Off

o Tier 1 Emerging

o Tier 1 Emerging Advanced

o Regional Network and Coaches Meetings

o Administrator Meetings and Network

o Summer Institute

Targeted Level (Tier 2, Tier 2 Advanced) Phases:

o During the first level of Tier 2 training, teams receive an overview of Tier 2 purposes, research, and intervention examples. The Tier 2 team develops a systematic process for identifying students at risk, which includes use of data decision rules, universal screening and/or a clearly articulated teacher nomination process. In addition, Tier 2 teams establish a process for providing regular updates to families about the purpose of the intervention and their role in supporting their child's participation.

Targeted Trainings:

o Tier 2 Teaming

o Tier 2 Check-In Check-Out

o Tier 2 Social Skills Intervention Groups

o Tier 2 Advanced Self-Monitoring

o Optional:

* CW-FIT

* Tootling & Positive Peer Reporting

* Universal Screening

* Tier 2 Handbook Development

* Fading, Generalization & Maintenance

* Function Based Thinking

* Intervention Essential Features

* Tiered Fidelity Inventory

* Monitoring Intervention Outcomes (fidelity, social validity, and intervention outcomes)

* First Steps NEXT (Early childhood)

Intensive Level (Tier 3, Tier 3 Advanced) Phases:

o A core team of individuals dedicated to establishing individualized systems of support within their setting learn the foundational practices for conducting a functional behavior assessment (FBA) and using those results to develop a BIP. To complete the FBA, teams are guided to collect information through a review of relevant records and interviews of individuals who have direct experience with the student in order to develop an observable and measurable description of the problem behavior.

Intensive Level Trainings:

o Tier 3 (T3)

o Tier 3 Advanced

Site Support/Technical Assistance (TA) - All Training Phases:

o Estimate on average 15-20 hours per Tier 1 building

o Estimate on average 15-18 hours per Tier 2/3 building

o The State and/or Regional Consultant and/or Tier 2/3 Consultant commits to:

* Providing training and training materials virtual and/or face-to-face

* Providing ongoing TA and coaching

* Training and support of district and school leadership teams

* Presentations to staff

* Training of internal coaches towards capacity for internal training of content

* Assistance with data collection and decision making,

* Creating networks of SW-PBS schools in the region

* Conducting institutes for exchange of information

o Site support/TA is increasingly being provided via virtual technology such as Skype, Zoom, FaceTime, WebEx, and conference calls. Consultants base the amount of site support/TA for schools upon the level of need as determined by data review. Consultants provide TA as follow-up guidance to trainings, to assist with data collection/analysis, to answer questions teams have about implementation and/or to assist teams with systems development. The use of technology such as Skype, Zoom, FaceTime, WebEx, and conference calls should be used whenever possible and appropriate to provide site support/TA.

o Onsite/TA with classroom observation training to assess fidelity of Effective Teaching and Learning Practices can be conducted as schools prepare for Tier 2 planning and implementation. This training includes training administrators and faculty in defining practices and the "look for" with post observation debriefing with SW-PBS consultants.

Implementation Assessment

o Estimate on average 15-20 hours per Tier 1 building

o Estimate on average 15-18 hours per Tier 2/3 building

o Data Collection, All Phases:

• Big 5 Office Discipline Referral Report/Data Based Decision Making Solution Plan
• Classroom Minors
• Self-Assessment Survey (SAS)
• School Safety Survey (SSS)
• School-Wide Evaluation Tool (SET)
• Tiered Fidelity Inventory (TFI)
• SW-PBS Leadership Team Meeting Minutes
• Tier 1 Action Planning Checklist
• Tier 1 Action Plan
• SAPPs for Behavior
• DSFI for DCI partners

o Data Collection, Tier 2 and Tier 3 Phases

• TFI
• Tier 2/3 Action Plan
• Tier 2/3 Outcomes
• Advanced Tiers Spreadsheet
• Tier 2 Intervention Essential Features (1 per intervention implemented)
• Tier 3 Functional Behavior Assessment/Behavior Intervention Plan and FBA/BIP Evaluation Rubric

o Consultants are expected to plan and complete on-site School-wide Evaluation Tools (1.5 - 2.0 hours, not including travel time) and assist schools in completing other implementation assessments as requested. Consultants will enter data into on-line data systems for school/district/regional/state analysis. Consultants open and monitor School Safety Survey, Self-Assessment Survey, TFI and provide training for collection and reporting of ODRs with the Big 5 Generator, the Data Collection Tool and the DBDM Solution Plan for ODR data and data based decision-making, and other assessment tools for Tier 1 schools. Consultants train schools in a data-based decision-making process that results in a Solution Plan for what adults are to do/implement based on data reviewed.

o Consultants prompt and monitor ATS and the BIP-IT for ODR data and other behavior data for DBDM at Tiers 2 and 3.

o Consultants prompt and monitor the SAPPs for Behavior, the DSFI and other data pertinent to DCI for behavior.

PLANNING/COMMUNICATION/COLLABORATION ACTIVITIES

o Secure signed partnership agreements with districts and schools that outline the necessary commitments by the identified district/school and the services to be provided by the SW-PBS consultants.

o Assist DESE with the collection of identified district and school data for statewide analysis and dissemination.

o Report data and consultant activities by the 5^th of each month using a Department of Elementary and Secondary Education (DESE) provided system.

o Participate in collaborative planning meetings with other RPDC and/or DESE staff for identified district and school improvement.

o Serve as a mentor for newly hired or novice SW-PBS Consultants (as assigned).

o Assist in the development of materials and resources as requested by DESE.

All SW-PBS Consultants will:

o Actively support the district-wide development of effective implementation of the SW-PBS process to:

* Increase students' in-class time for academic instruction;

* Reduce disciplinary office referrals and disciplinary incidents resulting in detention and in- and out-of-school suspensions for students; and

* Assist in the development of lifelong social behavior skills.

o Work directly with districts/schools implementing MO SW-PBS at the building level by:

* Support the development of leadership and collaborative teams;

* Provide on-site support to districts and schools to promote implementation fidelity;

* Provide technical assistance with required and recommended evaluation tools;

* Provide support in analyzing and monitoring formative and summative data to promote collective inquiry, problem solving, and goal setting;

* Provide support for developing and using quality formative student assessments to drive instruction;

* Provide technical assistance for developing a systemic, tiered-level intervention process responsive to the needs of all learners;

* Provide assistance through the collection of required documentation for districts and schools working toward SW-PBS Bronze (Tier 1 with fidelity), Silver (Tier 2 with fidelity) and/or Gold (Tier 3 with fidelity) recognition;

* Provide support as a member of a CST for implementing SW-PBS or an integrated academic/behavioral model within the DCI framework;

* Develop a cohort of trained in-district coaches to ensure SW-PBS, or movement toward an integrated academic/behavioral model, is implemented with fidelity and sustainability.

o Engage in collaborative efforts as requested by DESE:

• Assist in the development of materials and resources with RPDC and/or other DESE staff;
• Participate in collaborative planning meetings with other RPDC and/or DESE staff for identified district and school improvement;
• Facilitate district and SW-PBS consultant utilization of the Missouri Virtual Learning Platform (VLP)
• SW-PBS consultants may be expected to serve on a DCI CST to provide training and coaching on SW-PBS activities, as assigned by DESE.
• Work collaboratively within a District-wide Positive Behavioral Support framework and with PBIS consultants, if the district is a PBIS school district.

MEETING/CONFERENCE ACTIVITIES

o Participate in trainings for newly hired SW-PBS consultants, as requested by SW-PBS State Coordinator.

o Attend and actively participate in statewide monthly resource, support, and training meetings, as designated by the master calendar.

o Participate in state professional development opportunities applicable to SW-PBS as requested and approved by DESE.

REQUIRED TRAVEL

o PBS Consultants are expected to travel to neighboring RPDC regions as needed with the exception of attendance at DESE required meetings/conferences.

Individual selected for this position must have a valid MO drivers license.

This position is 100% full-time benefit eligible position - 40 hours per week, 12 month appointment.

Monday - Friday; 8:00 am to 5:00 pm,

100% remote

A Bachelor's degree or an equivalent combination of education and experience and 3 years of experience from which comparable knowledge and skills can be acquired is necessary

Salary Range: This position is 100% grant funded with the anticipated annual salary range of $51,875 - $55,000.

Grade: GGS-010

University Title: Senior Program/Project Support Coordinator

Internal applicants can determine their University title by accessing the Talent Profile tile in myHR.

Each applicant must complete and submit the full application and include the following:

Cover Letter

Current Resume

Reference List

This position is eligible for University benefits. As part of your total compensation, the University offers a comprehensive benefits package, including medical, dental and vision plans, retirement, paid time off, short- and long-term disability, paid parental leave, paid caregiver leave, and educational fee discounts for all four UM System campuses. For additional information on University benefits, please visit the Faculty & Staff Benefits website at

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In your application materials, please discuss your experiences and expertise that support these values and enrich our missions of teaching, research, and engagement.

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