Presentation on theme: "PBIS Day 3 Team Training Orange County Cadre"— Presentation transcript:
1PBIS Day 3 Team Training Orange County 2010-2011 Cadre Welcome!PBIS Day 3 Team Training Orange County CadreFebruary 1, Cohort BImplementation Steps 6 & 7Barbara Kelley Cristy Clouse Marie Williams Pam TupyPBIS Coordinator PBIS Prog. Specialist PBIS Prog. Specialist PBIS Prog. Specialist
2Grounding Team Implementation Checklist Please complete the checklist as a group and have your coach or principal input the data on pbssurveys.org by February 28, 2011
3Outcomes Understand and apply Step Six: Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral ExpectationsUnderstand and apply Step Seven:Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavioral Expectations (i.e. ODRs, “Active Flow Chart”)
4Agenda Grounding Activity- TIC Step 6: Reinforcement of Expected BehaviorsAction PlanningStep 7: Procedures for Discouraging Student Behavioral ErrorsLunchStep 7, cont’d: ODRs/Active Discipline FlowchartPreparing for Coaches Forum #3
5Housekeeping Monthly Data Collection Changes Invoicing DefinitionsNew Units of Service start FebruaryInvoicingMake sure to do it by the deadlinesCoaches Forum #3 & District Coordinator MeetingRtI2 Conference RegistrationFree registration—http://nregister.ocde.usSub release costs come out of $8500First come, first servedCoaches Forum #3 Design3 people (Coach, Principal, Data Entry)SWIS Training/Precision Statements/Share-OutSign-in & find room assignments in Building A Lobby
7Monthly Data Collection Definitions Group behavioral interventions:Check-In/Check-Out, Social/Academic Instructional Groups, Individual CICO, Group Mentoring, Practical FBA’sIndividual behavioral interventions:Complex/multiple-life-domain FBA/BIP, Wraparound ServicesOne 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
8Monthly Data Collection Definitions Major referrals (# of incidents):include behavior which is office-managedIn-school suspensions (# of incidents):consequence for referrals results in a period of time spent away from scheduled activities/classes during the school dayOut-of-school suspensions (# of incidents):consequence for referrals results in a 1-3 day period when student is not allowed on campusExpulsions (# of incidents):consequence for referrals results in student being dismissed from districtCommunity members can be identified as:partners working with you, and/or your PBIS Team representing local businesses, agencies, PTA, other stakeholders.
10Step Six: Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral ExpectationsWhat 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)
11Step Six: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral ExpectationsCristy – Dr. Rob Hornier
12Acknowledging School-wide Expectations: Rationale To learn, humans require regular & frequent feedback on their actions.Humans experience frequent feedback from others, self, & environment.Planned/unplannedDesirable/undesirableWithout formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors.BARB Slides 51 – 65
20What do we recognize?School-wide Positive Behavioral Expectations
21How 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 ProceduresPositive Office ReferralsSpecial locale reinforcersVerbal PraiseSubstitute SpecialsBus Driver-Tsunami CardsOffice Specials-bumper stickers, school pencil etc…
25Bernice Ayers Middle School Tsunami CardBernice Ayers Middle SchoolName:_____________Staff: _____________Be ReadyAct RespectfullyMake Good DecisionsSolve Problems Appropriately
26Elbow 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.
27Make Group Recognition PUBLIC! Take out, add high school and middle school examples of making it publicLincoln Park MS:Monthly rewards for students earning 4 C.R.E.W. tickets in the month.
29School-wide Acknowledgement Plan: Example #1 (less formal system) “Gotcha” Card SystemCriteriaDemonstration of school-wide expected behaviorPresentationIndividual staff member (acknowledges w/appreciation for specific expected behavior)AwardSign in the honor roll log at officeStickerMonthly raffle at awards assemblyDisseminationSigned awards log kept at office (name and room number)
30School-wide Acknowledgement Plan: Example #2 (more formal system) “I am a Charger” SystemCriteriaSatisfactory grades Follow school rulesNo discipline referrals -Class work completedFive staff signatures of recommendationStudents listed in office for all staff to reviewPresentationMonthly award assemblyAward“Large and In Charge” BadgePrivileges:In hallways without pass Early lunchCharger lunch tableEarly release (1-2 min. max) from class when appropriateDisseminationHonor list in classroomParent positive notes home
31Creating Consistency & Predictability PBIS Handbooks/Manuals: Includes reward proceduresMilwood Middle SchoolCentral High SchoolLincoln Park Office Scrapbook
32Take Time To CELEBRATE School-wide! The first survey item ….CRISTY:SCHOOLWIDE CELEBRATIONS
33Take Time To CELEBRATE School-wide! CRISTY: MAKE IT DOABLE
34Make it Do-able… Get students involved PBIS Rap I am a Charger Trabuco HillsFive student names are selected and THEY identify five students who have exemplified the expected behaviors.
35Get students involved: Acquiring back-up rewards In one school, 8th grade language arts students write community organizations for support of reward programCommunity SponsorThank You Note
36Include 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
37Action PlanningAs a Team, review Step 6 in the Team Member Workbook PagesWith your team, please:Read Page 55Guidelines Page 56Creating a System for Reinforcement Worksheet Page 57Rein forcer Table Chat or Chat Page 58Think about the best process for your staff to be included when developing Step 6.Begin Action Planning on p. 59
38STEP 3Step SevenDevelop Continuum Of Procedures For Discouraging Student Violations Of Sw Behavioral ExpectationsCRISTY: SLIDES 49-50Grounding Activity word post-itRob Horner on RewardsBARB: Slides 51 – 65Acknowledgements 101Daniel PinkExamplesCristy Slides 66 – 71CelebrationsKeep it simpleAcknowledge EveryoneTie to CommunityAction Planning
40Context 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?
45Fortunately, we have a science that guides us to… Assess these situationsDevelop behavior intervention plans based on our assessmentMonitor student progress & make enhancementsAll in ways that can be culturally & contextually appropriateCrone & Horner, 2003
46However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
47Reiko 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!
48159 days of Referral Formula instructional/administrative time LOST 5,100 referrals =76,500 min =1,275 hrs =159 days ofinstructional/administrativetime LOST
49Kiyoshi 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!
50Mitch 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!
51Rachel 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!
52Elbow 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!
53School-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)
54Reactive 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 profanityOut-school suspensions
55Immediate & seductive solution….”Get Tough!” Clamp down & increase monitoringRe-re-re-review rulesExtend continuum & consistency of consequencesEstablish “bottom line”DETENTION!!
58Reactive responses are predictable…. When we experience aversive situations, we want to select interventions that produce immediate reliefRemove studentRemove ourselvesModify physical environmentAssign responsibility for change to student &/or others
59Reactive vs. Preventive Schools who successfully implement PBIS create predictable, consistent and safe environmentsHow do we do it?Specifically define rule violations-Office Discipline Referrals (ODR)Define most common behavioral errorsMinors (classroom managed) vs. Majors (office managed)Create school-wide ODR compatible with SWISSpecifically define procedures for processing violations of school-wide behavioral expectationsActive Flow Charts
601. Developing your ODRCreate 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?
61ODR Sample A – WB p. 63Have people look into Step 7 Handouts—similar samples are in there…
63Reflect/Elbow ChatWhat 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…
65Staff-wide Process Ideas- WB p. 71 The Goal: To develop clear distinctions between classroom (minor) vs. office managed (major) behavioral errorsList misbehaviors- 1 per chartTo start the process, pick your most common behavioral errorsDevelop 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. MinorOn the T-Charts, operationalize each misbehaviorWhat would you see? What would you hear?
66Staff-wide Process Ideas, cont’d. – WB p. 71 5. Gallery WalkIn 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 staffAny 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.
68Next Step: Gallery Walk If you were actually DOING the ENTIRE process, you would:As a group, view each T-chart and addany 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.
69Gallery Walk DebriefTake 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 andbe ready to share-out duringAction-Planning time.
70Break: Time to get Footloose! See you back in 10 minutes!
71Design 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 withthe same way?Discuss these questions to set them up for the work we are doing next…
72We 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 CouncilThe 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.
73Teacher Best Practices The single biggest factor affecting academic growth is the effectiveness of classroom instruction.
74But 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 MIP2s report out MIP, etc.Intro to this slide: What can we do to decrease those problem behaviors in the classroom?
75Creating 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
77Action PlanningComplete 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 handoutsWhen you’ve completed your FIRST draft, begin to action plan how you will move forward with Step 7. (WB p. 79- Action Plan)ODRsActive Flowchart
78Preparing for Coaches Forum #3 Step 8: Develop Data-based Procedures for Monitoring Implementation of School-wide PBISComplete W.B. p. 73Read Step 8 Section in your Team Member WorkbookBring 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.
79We 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!