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PBIS Day 3 Team Training Orange County Cadre

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Presentation on theme: "PBIS Day 3 Team Training Orange County Cadre"— Presentation transcript:

1 PBIS Day 3 Team Training Orange County 2010-2011 Cadre
Welcome! PBIS Day 3 Team Training Orange County Cadre February 1, Cohort B Implementation Steps 6 & 7 Barbara Kelley Cristy Clouse Marie Williams Pam Tupy PBIS Coordinator PBIS Prog. Specialist PBIS Prog. Specialist PBIS Prog. Specialist

2 Grounding Team Implementation Checklist
Please complete the checklist as a group and have your coach or principal input the data on by February 28, 2011

3 Outcomes Understand and apply Step Six:
Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations Understand and apply Step Seven: Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavioral Expectations (i.e. ODRs, “Active Flow Chart”)

4 Agenda Grounding Activity- TIC
Step 6: Reinforcement of Expected Behaviors Action Planning Step 7: Procedures for Discouraging Student Behavioral Errors Lunch Step 7, cont’d: ODRs/Active Discipline Flowchart Preparing for Coaches Forum #3

5 Housekeeping Monthly Data Collection Changes Invoicing
Definitions New Units of Service start February Invoicing Make sure to do it by the deadlines Coaches Forum #3 & District Coordinator Meeting RtI2 Conference Registration Free registration— Sub release costs come out of $8500 First come, first served Coaches Forum #3 Design 3 people (Coach, Principal, Data Entry) SWIS Training/Precision Statements/Share-Out Sign-in & find room assignments in Building A Lobby 

6 Monthly Data Collection Update

7 Monthly Data Collection Definitions
Group behavioral interventions: Check-In/Check-Out, Social/Academic Instructional Groups, Individual CICO, Group Mentoring, Practical FBA’s Individual behavioral interventions: Complex/multiple-life-domain FBA/BIP, Wraparound Services One or more out-of-school suspensions: # of students who receive one or more suspensions during the month (example: If 1 student receives 3 suspensions in during September, the number reported is 1) Referrals for Special Ed In-School: (provided on home campus) Referrals for Special Ed Out-of-School: (provided off campus) Minor referrals (# incidents): include behavior which stops instruction and/or is teacher-managed

8 Monthly Data Collection Definitions
Major referrals (# of incidents): include behavior which is office-managed In-school suspensions (# of incidents): consequence for referrals results in a period of time spent away from scheduled activities/classes during the school day Out-of-school suspensions (# of incidents): consequence for referrals results in a 1-3 day period when student is not allowed on campus Expulsions (# of incidents): consequence for referrals results in student being dismissed from district Community members can be identified as: partners working with you, and/or your PBIS Team representing local businesses, agencies, PTA, other stakeholders.

9 Let’s get started!

10 Step Six: Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations What does that mean to you? On a post-it, write a ten-word statement answering that question. Be ready for a quick-share at your table. (5 minutes)

11 Step Six: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations Cristy – Dr. Rob Hornier

12 Acknowledging School-wide Expectations: Rationale
To learn, humans require regular & frequent feedback on their actions. Humans experience frequent feedback from others, self, & environment. Planned/unplanned Desirable/undesirable Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors. BARB Slides 51 – 65

13 Intrinsic Carrot/Stick Motivation

14 Carrots & Sticks vs. Positive Culture
Extinguish Intrinsic Motivation Diminish Performance Crush Creativity Crowd out Good Behavior Deepening Learning Doing One’s Best Inventiveness Destination-High Road Rewards vs. intrinsically motivating environment (PBIS)

15 Cultural Shifts Carrots & Sticks Positive Culture
Encourage Cheating, shortcuts, Unethical Become Addictive-”If Then” Foster Short-Term Thinking Attaining Mastery-Building Relationships “Now That”-Provide Praise, Feedback & Useful Information Mastery-Pushing Towards the Horizon

16 Daniel Pink

17 Daniel Pink

18 Reflection Listen for your MVP-share with elbow partner after the broadcast

19 Break-Enjoy! See you in 15 minutes!

20 What do we recognize? School-wide Positive Behavioral Expectations

21 How do we encourage Behavioral Expectations?
ALWAYS personally acknowledge each student with specific verbal praise reinforcing the expected behavior as you hand him/her the reinforcer card. Positive Reinforcement Procedures Positive Office Referrals Special locale reinforcers Verbal Praise Substitute Specials Bus Driver-Tsunami Cards Office Specials-bumper stickers, school pencil etc…

22 More Examples of Reinforcement Ideas
Gotcha cards Via Vaqueros STAR Cards Wave Cards Weekly drawings Shark patrol Privilege coupons Staff reinforcers

23 More ideas of how to acknowledge the expected behaviors
Mustang Buck Reward Appropriate Behavior Corral Student Store Open Every Friday

24 Via Vaquero- The Vaquero Way

25 Bernice Ayers Middle School
Tsunami Card Bernice Ayers Middle School Name:_____________ Staff: _____________ Be Ready Act Respectfully Make Good Decisions Solve Problems Appropriately

26 Elbow partner discussion
How might we sincerely use our reinforcers? How do we use them to build intrinsic motivation instead of extrinsic? Intrinsic motivation: “When, then” Extrinsic motivation: “If, then” Spontaneous recognition makes kids feel valued and appreciated.

27 Make Group Recognition PUBLIC! 
Take out, add high school and middle school examples of making it public Lincoln Park MS: Monthly rewards for students earning 4 C.R.E.W. tickets in the month.

28 Acknowledge & Recognize

29 School-wide Acknowledgement Plan: Example #1 (less formal system)
“Gotcha” Card System Criteria Demonstration of school-wide expected behavior Presentation Individual staff member (acknowledges w/appreciation for specific expected behavior) Award Sign in the honor roll log at office Sticker Monthly raffle at awards assembly Dissemination Signed awards log kept at office (name and room number)

30 School-wide Acknowledgement Plan: Example #2 (more formal system)
“I am a Charger” System Criteria Satisfactory grades Follow school rules No discipline referrals -Class work completed Five staff signatures of recommendation Students listed in office for all staff to review Presentation Monthly award assembly Award “Large and In Charge” Badge Privileges: In hallways without pass  Early lunch Charger lunch table Early release (1-2 min. max) from class when appropriate Dissemination Honor list in classroom Parent positive notes home

31 Creating Consistency & Predictability
PBIS Handbooks/Manuals: Includes reward procedures Milwood Middle School Central High School Lincoln Park Office Scrapbook

32 Take Time To CELEBRATE School-wide!

33 Take Time To CELEBRATE School-wide!

34 Make it Do-able… Get students involved PBIS Rap I am a Charger
Trabuco Hills Five student names are selected and THEY identify five students who have exemplified the expected behaviors. 

35 Get students involved: Acquiring back-up rewards
In one school, 8th grade language arts students write community organizations for support of reward program Community Sponsor Thank You Note

36 Include Community Partners
OMMS Business Partner Ticket Date: ________________ Student Name __________________________________ For Demonstrating: Safety Ethics Respect (Circle the trait you observed) Comments: ___________________________________________ Authorized Signature: ____________________________________ Business Name: ________________________________________ CRISTY – TIE TO COMMUNITY

37 Action Planning As a Team, review Step 6 in the Team Member Workbook Pages With your team, please: Read Page 55 Guidelines Page 56 Creating a System for Reinforcement Worksheet Page 57 Rein forcer Table Chat or Chat Page 58 Think about the best process for your staff to be included when developing Step 6. Begin Action Planning on p. 59

38 STEP 3 Step Seven Develop Continuum Of Procedures For Discouraging Student Violations Of Sw Behavioral Expectations CRISTY: SLIDES 49-50 Grounding Activity word post-it Rob Horner on Rewards BARB: Slides 51 – 65 Acknowledgements 101 Daniel Pink Examples Cristy Slides 66 – 71 Celebrations Keep it simple Acknowledge Everyone Tie to Community Action Planning

39 Step Seven: Discouraging Problem Behavior

40 Context Matters! How does the school-wide culture and climate affect individual students?

41 “Reiko” What would you do?
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

42 “Kiyoshi” What would you do?
Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

43 “Mitch” What would you do?
Mitch displays a number of stereotypic autistic symptoms (e.g., light flittering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

44 “Rachel” What would you do?
Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

45 Fortunately, we have a science that guides us to…
Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

46 However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

47 Reiko is in this school! “159 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

48 159 days of Referral Formula instructional/administrative time LOST
5,100 referrals = 76,500 min = 1,275 hrs = 159 days of instructional/administrative time LOST

49 Kiyoshi is in this school!
“The place to be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

50 Mitch is in this classroom!
“Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!

51 Rachel is in this school!
“Four Corners” Three rival gangs are competing for the “ four corners” area in the school. Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to the “Four Corners.” Rachel is in this school!

52 Elbow Chat Context Matters!
What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? Are these environments safe, caring, & effective? Context Matters!

53 School-wide PBIS Logic:
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for ALL students (Zins & Ponti, 1990)

54 Reactive Management “Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!” Restraint and Seclusion $107 fine for profanity Out-school suspensions

55 Immediate & seductive solution….”Get Tough!”
Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line” DETENTION!!

56 Enjoy your Lunch!

57 The Power of Detention

58 Reactive responses are predictable….
When we experience aversive situations, we want to select interventions that produce immediate relief Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others

59 Reactive vs. Preventive
Schools who successfully implement PBIS create predictable, consistent and safe environments How do we do it? Specifically define rule violations-Office Discipline Referrals (ODR) Define most common behavioral errors Minors (classroom managed) vs. Majors (office managed) Create school-wide ODR compatible with SWIS Specifically define procedures for processing violations of school-wide behavioral expectations Active Flow Charts

60 1. Developing your ODR Create an ODR that fits the cultural context of your school and includes the following “Must-Haves”. “Must Haves” Who violated rule (name, grade)? Who observed and responded? When (day, time)? Where? Who else involved? What was motivation? Which behavioral expectation violated?

61 ODR Sample A – WB p. 63 Have people look into Step 7 Handouts—similar samples are in there…

62 ODR Sample B –WB p. 64

63 Reflect/Elbow Chat What issues might come up for your staff as you discuss minors vs. majors? What might be some of the roadblocks for consistent use of the ODR school-wide? Share with an elbow partner…


65 Staff-wide Process Ideas- WB p. 71
The Goal: To develop clear distinctions between classroom (minor) vs. office managed (major) behavioral errors List misbehaviors- 1 per chart To start the process, pick your most common behavioral errors Develop a common definition of the behavioral error (note: SWIS definitions can be helpful) Sort staff into table groups (cross-discipline/grade level/departmental , etc.) Divide the chart into Major vs. Minor On the T-Charts, operationalize each misbehavior What would you see? What would you hear?

66 Staff-wide Process Ideas, cont’d. – WB p. 71
5. Gallery Walk In small groups, rotate through each chart –adding new information but NOT erasing any ideas. 6. PBIS Team combines all of the ideas to present back to staff Any discrepancies should be brought back to the staff for agreement (Focusing Four Decision Making Process) 7. Staff reviews final “Major vs. Minor” (classroom vs. office managed) document for agreement.

67 “Majors vs. Minors” Process Practice
Complete your chart for the identified misbehavior. Remember to operationalize the behavior--what you would see? and what you would hear? Decide whether it is something you would handle in the classroom (minor) or something you would send to the office (major) and add it to the correct column of your chart.

68 Next Step: Gallery Walk
If you were actually DOING the ENTIRE process, you would: As a group, view each T-chart and add any new ideas before you rotate to the next chart. Begin to think about how you will do this same process with your staff. Remember that the PBIS team will compile all of the info and present it back to the staff… Make sure to mention that the rotations can be timed and a bell can be rung, or staff can move about at their own pace—you know your staff best.

69 Gallery Walk Debrief Take a minute to think about the Major vs. Minor process that we just did. What might be the benefits of using a process like this instead of just handing out an ODR form to your staff? Write your thoughts down and be ready to share-out during Action-Planning time.

70 Break: Time to get Footloose!
See you back in 10 minutes!

71 Design Procedures for Discouraging Misbehaviors Discussion (10 min.)
Take a look at the Active Flowchart Samples. (WB p ) Talk with your group about the procedures and/or systems you have in place at your school site for dealing with problem behaviors. Are minors and majors dealt with the same way? Discuss these questions to set them up for the work we are doing next…

72 We know that… Schools employing high quality instructional practices that are responsive to the needs of students from diverse backgrounds demonstrate student achievement that is well above average despite high representation of culturally diverse students from economically disadvantaged backgrounds. - National Research Council The point we want to make here is that instructional practices need to be responsive to the kids in the classroom NOT just expecting the kids to respond to the needs of the classroom.

73 Teacher Best Practices
The single biggest factor affecting academic growth is the effectiveness of classroom instruction.

74 But what if they keep misbehaving?
Using your excerpts from The Teacher’s Pocket Guide for Effective Classroom Management, let’s JIGSAW! Number off 1-4 at your table. Read your section. 1s report out MIP 2s report out MIP, etc. Intro to this slide: What can we do to decrease those problem behaviors in the classroom?

75 Creating Consistent Procedures
Take out your “So…What do we do when they keep misbehaving?” Handout and take a look at W.B. p. 76. Using your expertise as teachers and administrators, and your new knowledge of classroom management practices and function of behavior, identify Teacher Best Practices and Administrator Best Practices that best match your school site. Include these on your Best Practices Section (on the back of your misbehaving handout) Refer to Jigsaw article and misbehaving handout for Function of Behavior

76 Function of Behavior Quadrants

77 Action Planning Complete your FIRST draft of your entire Active Discipline Flowchart before Coaches Forum #3—February 9, 2011. WB p. 78- Blank Flow Chart OR in your handouts When you’ve completed your FIRST draft, begin to action plan how you will move forward with Step 7. (WB p. 79- Action Plan) ODRs Active Flowchart

78 Preparing for Coaches Forum #3
Step 8: Develop Data-based Procedures for Monitoring Implementation of School-wide PBIS Complete W.B. p. 73 Read Step 8 Section in your Team Member Workbook Bring artifacts from your PBIS Implementation & Active Discipline Flowchart with you. Sign-in & get materials in Building A Lobby (where the Board Room is)to find your room assignments.

79 We wish you ALL the BEST! We’ll see you at the RtI2 Conference
March 30, Costa Mesa Hilton! And/or Coaches Forum #3- Feb. 9, 2011 @OCDE (sign-in Bldg. A Lobby) Next year at Days 4 and 5 Team Training! Have a fabulous PBIS Implementation Day!

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