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Your Role in PBIS PBIS District Team August 23 rd, 2013.

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Presentation on theme: "Your Role in PBIS PBIS District Team August 23 rd, 2013."— Presentation transcript:

1 Your Role in PBIS PBIS District Team August 23 rd, 2013

2 How has your week of training been going? 5- Great 4- Good 3- Okay 2- Not good 1- Bad 0- Horrible Fist to Five

3 Learning Intention Participants will experience and discuss their role in their school's PBIS framework and understand how implementing Tier 1 behavioral interventions on a daily basis within a school and classroom has a positive effect on the educational experience of all students.

4 Success Criteria You know you are successful when: You have a clear understanding of your role as a staff member in your school’s implementation of the PBIS framework Understand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.

5 Intro/ Ice-Breakers What is PBIS? PBIS School-wide Elements What does PBIS look like for you? Next steps for you Tier 2 Agenda

6 Be Respectful – Listen to others – Allow others to speak – Take phone calls out of room Be Responsible – Contribute to discussions – Take notes as needed Be Safe – Take care of yourself – Use the bathroom as needed – Walk Expectations

7 Attention Signal Presenter claps twice Participants complete thought Remain silent Face front Clap twice Repeat as needed

8 Table Work Expectations Be Safe: Stay in your area Remain in seat Be Responsible: Contribute Stay focused Be Respectful Watch your airtime Come back to whole group quickly

9 We, (your first names) Four adjectives that describe you (two for each) Teacher of (list subjects) Lovers of (four things, people, or ideas) Who feel (two emotions) Who need (up to four items) Who fear (up to four items) Who would like to meet (two people) Were born in (city) 5 minutes Bio Poem (partners)

10 We, Gayle and Jon Witty, compassionate, funny, savvy Teachers of PBIS Lovers of food, animals, family, reading Who feel excited and energetic Who need a longer weekend, an elaborate vacation, and a Packers’ Super Bowl Who would like to meet Barack Obama and Paul Ruesabagina Were born in Danville Illinois and Milwaukee

11 Share out at table 3 minutes Will be working with this group today

12 The Importance of our Work Tariq What stuck out to you about Tariq’s story?

13 Think of a teacher you had that you will always remember. What about him/her sticks out in your mind? Why were they influential? What can you do starting on Day One to be that kind of influential teacher to every student who walks into your room? Influential Teacher

14 What are 2 things you already know about PBIS? What are 2 things you want to know more about with PBIS? 4 minutes What is PBIS?

15 Technical answer: (PBIS) provides an operational framework for improving student academic and behavior outcomes. More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best scientifically-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

16 Okay, what does that really mean? Expectations for everyone in all settings Shows students how to achieve these expectations (so they don’t have to guess) Acknowledges students displaying positive behaviors Work closer with students in need of greater interventions Everyone working together proactively Build a community in your building

17 Key Concepts PBIS is a framework, not a program – Programs can fit within the framework School-wide systems and practices support students and staff – Building relationships is critical PBIS focuses on being proactive, not reactive All staff members play a key role in the climate of the building Interventions are different than punishments


19 Tiered System of Support Tier 1: All Students Tier 2: One Adult/ Multiple Students Tier 3: Multiple Adults/ One Student


21 A world without PBIS…… You make dinner for your spouse every night and he/she never compliments you, only yells at you when you burn dinner or make something they don’t like. Your principal comes into your room and doesn’t notice all the good things, only points out everything you did wrong without explaining or helping you correct these problems.

22 This is the way many schools and districts have handled their discipline Only addresses behaviors when they are negative or not the behavior we were looking for No explanation of the behaviors we would like to see Not acknowledging students behaving positively

23 A world with PBIS Your spouse tells you what they like to eat and compliments you every time you make dinner and occasionally treats you to a movie out for being such a great spouse Your principal lets the staff know what his/her EXPECTATIONS are for your classroom and compliments the great things (s)he sees in the classroom and works with you to improve areas you need help with

24 PBIS Elements 1.Establish a team to carry on the PBIS efforts in the building 2.Establish and maintain faculty commitment 3.Develop 3-5 school wide expectations 4.Create area specific rules (posters in area) 5.Create classroom specific expectation matrix (varies by grade/ subject) 6.Create a T-Chart of Classroom vs. Office Managed Behaviors 7.Establish a recognition/acknowledgement system 8.Create lesson plans and system for teaching behavior 9.Analyze Big 5 Data Monthly 10.Continue to use PBIS language and practices throughout building

25 PBIS ties everything together

26 Pop Quiz Who is all needed to make PBIS effective at your school? 1.Teachers 2.Administrators 3.Parents 4.Safety 5.All of the above

27 5) All of the Above Everyone in your building is needed to make PBIS effective at your building.

28 PBIS School Level

29 Pop Quiz What are the 3 expectations used at all schools? 1.Be Respectful, Be Responsible, Be Reasonable 2.Be Safe, Be On Time, Be Courteous 3.Be Responsible, Be Safe, Be Respectful 4.Be Responsible, Be Respectful, Be Scholarly

30 30 Set the Expectations Selected by school MPS School-wide Expectations – Be Safe – Be Respectful – Be Responsible – Optional School Selection Do you know your school’s expectations?

31 31 Define the Expectations Define clearly what the expectations look like in all settings throughout the school. – School-wide expectations apply to the entire school; that is why they are school-wide! – What does it look like to be safe in the hallway? Classroom rules and procedures should be aligned to the expectations – Classroom Matrix


33 Expectations and Rules Expectations Rules

34 Expectation Posters for Adults

35 Group Activity Re-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit: No running No electronics No swearing Don’t be late No horseplay in the bathroom No hogging all the materials at recess 4 minutes

36 Teaching Lessons Telling is not Teaching Weekly all staff and students participate 10-15 minute lesson created at the school or found online Lessons focus on areas of need Students allowed opportunities to practice Lesson topics rotated Lessons can be videos, role play, discussion, scenarios, free-writing, etc. (Transition)Transition Booster Sessions throughout year

37 Examples of Curriculum/ Programs 2 nd Step Steps to Respect Restorative Practices/ Community Building Circles Ropes and Challenges Classroom Organization and Management Program (COMP) Talking about Touching Conflict Resolution

38 Activity How will you teach the expectations to your students on a continual basis?

39 39 T-Chart Created by staff (reviewed often) Lists what is Classroom Managed vs Office Managed Behaviors – Classroom Managed Behaviors receive a classroom intervention (aren’t ignored) – Office Managed Behaviors receive an office intervention (aren’t automatically a suspension) Must be followed with fidelity by all parties

40 Group Activity What are 2 classroom managed behaviors? – What is something you can do in the classroom to manage each? What are 2 office managed behaviors? – What is something the office can do to manage each? 5 minutes

41 41 Classroom ManagedOffice Managed (Minor)(Major) No Supplies No Homework Talking Gum Tardy Fighting Weapon Illegal Substances Sample T-Chart

42 Break 10 minute get up and stretch break

43 43 Acknowledgement Systems: Three Levels Immediate/High frequency/Predictable/Tangible – Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior. – Name behavior and tie back to school-wide expectation upon delivery. Intermittent/Unexpected – Bring “surprise” attention to certain behaviors or at scheduled intervals. – Used to maintain a taught behavior. Long-term Celebrations – Used to celebrate/acknowledge school-wide accomplishment. – ALL kids, all adults. Acknowledgements does NOT equal “stuff.”

44 High Frequency Acknowledgement Verbal to students – Every time you see a behavior that you would want the student to repeat next time – Be specific, use student name when possible High-five, knuckles, hand shake, etc Participate in school’s acknowledgement – Pass out ticket or “gotcha” slips – Can draw these for prizes, display these, read these on the announcement, send home, save up for a PBIS store, etc – All staff participate

45 Purposes of Acknowledgments Reinforce the teaching of new behaviors Encourage the behaviors we want to occur again in the future Strengthen positive behaviors that can compete with problem behavior Prompt for adults to recognize behavior Build relationships Engage students in school

46 Acknowledged as Adults Insurance companies reduce your premium for not having any accidents Frequent buyer card at Subway Earn vacation hours Thank you letters Earn points on a credit card

47 When verbally acknowledging… – Use PBIS terms (thank you for showing respect by…….) – Have enthusiasm – Publish acknowledgement (calls home, notes home, mention to mentor, other teachers, etc) – Be consistent – Mean it (don’t fake it) Verbally acknowledge

48 Practice Look to a neighbor- “Thank you for showing responsibility by attending this meeting.” “Thank you for showing respect by listening and taking this seriously.” It’s that easy to verbally acknowledge behaviors.

49 49 Use the Data The school team uses data throughout the year to determine what steps need to be taken to address problem behaviors or areas. In order to use data, data must be collected. Schools cannot be afraid to record incidents as they happen.

50 50 Data Reports Referrals by Time Referrals by Location Referrals by Student Average Referrals per Day per Month Referrals by Problem Behavior PBIS Universal Screener Report Intervention Summary/Student Profile Attendance by Grade


52 PBIS in Your Classroom

53 “Students are what you make them think you think they are.” Coach Webb from Chalk Watch clip

54 PBIS Classroom Basics Classroom Matrix Procedures Attention Signal Pre-correction Re-direction Verbal Acknowledgements/ Build Relationships

55 List behavior expectations What behaviors do you want? When do you want to see them? All rules fit under the school-wide expectations – Be Safe, Be Respectful, and Be Responsible Practice, Practice, Practice Consistency Classroom Matrix

56 Whole Group Small Group AssessmentBeSafe Remain in seat Keep materials on or below your desk Stay with your assigned group members Use materials for their intended use Remain in you seat Keep materials on or below your desk BeRespectful Raise your hand to share Actively listen to all members of the classroom Raise your hand to share or for questions Actively listen to all members of your group Use a 4 foot voice level Quiet until all have completed the assessment Raise your hand if you have questions BeResponsible Stay focused on the assigned task Bring supplies everyday Hand-in your work Work cooperatively with group members Perform the duties of your individual role Have materials ready before the assessment begins Read all directions,use your time wisely, & check your work when finished

57 Create a Matrix What areas or transitions will you have in your classroom? (small groups, lining up, story time, etc) Write each on the top of the table heading each column. Now for each create 2-3 positive rules under the school-wide expectations 7 minutes

58 How might you print this or make this larger for your classroom? Each column on a separate flip chart Each column on a separate Power Point slide Shared with parents Created as an art project and posted throughout room Others?

59 Procedures What times of the day will you need procedures for? – Start/ end of class – Sharpening pencil – Etc In groups brainstorm as many as possible 5 minutes

60 First Day of School Practice It is the first day of school….. How are you going to practice each of the procedures that the students will need to know? Remember: Telling is NOT teaching! 5 minutes

61 Used to get the attention of all students Involves visual and sounds Students all stop what they are doing and pay attention to teacher Needs to be practiced with students Acknowledge students who follow the attention signal Attention Signal

62 Group Activity Think of a few attention signals you could use in your classroom. 4 minutes Any group want to come up and practice it with the group?

63 When entering an area – hallway, cafeteria, etc When transitioning within a classroom – Going into small groups Stop, teach the expectations (use poster) Wait to see expectations in students Transition **Use the Classroom Matrix** Pre-Correction

64 Scenarios How would you pre-correct in each: Passing out a test Lining up Going to recess Entering the cafeteria Going to an assembly in auditorium Getting into groups Have a guest speaker Others?

65 When students fail to meet expectations Need to remind of expectations Allow for student to reach expectation Implement classroom level intervention Interventions: – Proximity to student – Moving student – Call home – Behavior Contract Re-direction

66 Group Activity Scategories List as many positive re-direction strategies as your group can think of (be ready to explain any). Call home, eye contact, etc 5 minutes Share out to whole group

67 Active Supervision Meet and Greet Seat Change Corrective Feedback Verbal Acknowledgement Voice Matching Attention Signal Detention Secret Signal Antiseptic Bounce Proximity Control Re-Direction Parent Contact Time Out One-to-One Conference Eye Contact Call Safety/ Admin Hurdle Help Loss of Privilege Alpha Command Planned Ignoring Pre-Correction Praise 3 Self-Monitoring Building Relationships Behavior Contract

68 Classroom Acknowledgement All positive behaviors should always be verbally acknowledge – I appreciate you showing respect by being quiet in the hallways. – Thank you for being responsible and bringing your materials to class. In addition classrooms can have a tangible acknowledgement system (marbles, etc)

69 Building Relationships How is this clip reflective in your classroom climate? Do you think your students have made similar observations about attention from adults?

70 Building Relationships Activities Meet and greet at the door Student Survey of interests Anagram Nametags Acknowledging students with their name wherever you see them (hallways, etc) Weekly questions about you Weekly ice breaker questions Student of the Week Personal notes on assignments Birthday chart

71 Non-tangible Relationship Building Look for commonalities/ speak on differences Be yourself Open up to your students Go to sporting events or part-time jobs Showing/ telling students you know they can do well Smile Develop classroom pride (display student work) Classroom Décor (lighting, music, etc) Tone of voice/ decorum with students

72 Group Activity Building Relationships from Day One: What are some activities you can do on Day One to begin to build relationships with your students Each group share out one 5 minutes

73 Information about CICO and SAIG and completing a DPR? Tier 2 We have to work with and connect with every student that enters our classroom.

74 What is Tier 2? An additional support for those students not responding to Tier 1 Supports alone Check-In/ Check-Out (CICO) Social Academic Instructional Group (SAIG) Other Tier 2 and Tier 3 Supports

75 Check-in/Check-out Relatively easy & quick to implement for up to 7-10% of all students throughout the course of the year. Description: Each adult volunteer checks in and out with multiple youth (up to 10 students) All youth get same intervention Same check in and out time Same school-wide behavioral expectations as goals Same number of opportunities for behavioral feedback Same Daily Progress Report (DPR) Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

76 CICO Daily Cycle Check-in with assigned adult upon arrival to school – Positively greet youth – Review SW expectations (daily goals) – Pick-up new Daily Progress Report card – Provide materials (pencil etc.) if needed Meet with teacher in each class – Teacher provides behavioral feedback – Teacher completes DPR Check-out at end of day – Receive reinforcer

77 Teacher Role THE INTERVENTION IS THE REGULARLY SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT – Show excitement over intervention – Remove excuses for students to not participate – Focus on positives – Provide corrective feedback

78 SAIG Students meet weekly with a support staff Learn and practice a specific skill Carry a DPR Can be paired with CICO or separate from CICO Usually last 9 weeks Variety of curriculum – Also MPS created Curriculum available

79 On a sticky-note: – One idea or activity you are going to implement beginning day one of school – Stick the sticky-note on poster paper labeled: Take-Aways Your take-aways

80 Resources MPS RtI Website – MPS PBIS YouTube Channel – MPS PBIS Pinterest Page – Monthly Newsletter (available on RtI Website) School Administrator Contact your School’s Team Facilitator

81 Action Plan Remaining Time: Add any best practice ideas you have learned yesterday or today to your action plan. For each: – What is it? – Steps to take? – Resources, information, etc you need?

82 Your Role in PBIS MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway, Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives

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