Sustainability through Coaching, Collaboration and Commitment

Sustainability through Coaching, Collaboration and Commitment
August 16, 2011 Susan Barrett Implementer Partner, Center on PBIS Director, PBIS Regional TTAC Sheppard Pratt Health System

Implementing Innovation for a Lasting Effect
School-wide PBIS This two-day forum for state, district and regional Leadership Teams has been designed to help increase the effectiveness of School-wide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 8 specialized strands, including: PBIS Foundations Enhanced Implementation Building Training & Coaching Capacity Evaluation & Policy High Schools Tier 2/Tier 3 Supports Integrated Systems Disproportionality, Bully Prevention, and other special topics For more information, visit Sponsored by the OSEP Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network. Save the Date October 27-28, 2011 Implementing Innovation for a Lasting Effect 2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont, Illinois

Number of Schools Implementing SWPBIS since 2000
15,955

Count of School Implementing SWPBIS by State
August, 2011 Wisconsin

Proportion of School Implementing SWPBIS by State
August, 2011 Wisconsin

Goals for Today Big Ideas Top 10 Practices for Sustainability through
Coaching, Collaboration and Commitment George & Barrett (2011)

Big Ideas Implementation is not a single event
A mission-oriented process involving multiple decisions, actions, and corrections- Continuous Improvement/Regeneration Uses stages to make the process of change doable Anchored to tiered framework Always connected to strategic plan

Implementing PBIS “I think you should be more explicit here in step two.” Then a miracle occurs We must think carefully about our purpose, players, and position to determine priorities and courses of action (Harn, 2008)

Leaders… How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time? **2 key components for School Improvement: Professional Development – Focus on skill development of individual educators Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

PBIS Cascade Building Capacity and Sustainability
State Leadership Team State Implementation Team Local Implementation Team District Coach Coordinators Coaches We will be working through exploration to build this system of support Team Leaders Systems Planning Teams Problem Solving Teams, Department/ Grade Level Teams, Staff, Student, Family/Community

Training Outcomes Related to Training Components
Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Practice Plus Coaching/ Admin Support Data Feedback 10% % % 30% % % 60% % % 95% % % Joyce & Showers, 2002

System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002) Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute.

System Change Top 10 Lessons Learned
George & Barrett (2011)

10. Get honest about issues or concerns in your building
Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process- “Community of Practice” Tools: Self Assessment, Fidelity Checks, ODRs, climate surveys, satisfaction surveys Provide data summaries within a week of return – decide best approach to deliver feedback Tools: Climate Survey (recommended, but needed to be completed by the school without our support) ***** Working Conditions Survey (select items relative to behavior may be appropriate to consider; data available in each building) George & Barrett (2011)

Demonstrate Mutual Respect for people and ideas Transparency with data Protected time to work with faculty Protected team planning time Shared participation Assume best intentions Schedule PBIS Time on School Calendar Honor agreements for meeting Each person has equal voice Poster Paper Speaker-talk about how they create culture for transparency with data. Give them the data and time examples on the handout. Handout: Replace these four slides with one that says: Given the vital importance of a leadership team, what are the norms that will guide our work together? Handout will have some critical features to consider. Make sure DATA sharing is explicit-team, faculty-transparent culture with data. Give example-Data will be shared for the purpose of supporting students and adults, ….. For example, meeting regularly is critical feature and a team norm would be that we have protected time on the calendar with set times. Use slides from state ppt training to create handout for a structured conversation. What are the norms that will guide our work together based on the vital behaviors of these four slides. Seek first to understand…then to be understood

Worry #1 Do we live in a punishing work environment ?
How do we create systems that support staff? George & Barrett (2011)

Need to Know “Cultural fit”, “Policy Fit” Building on “What works”
Focus on the Staff George & Barrett (2011)

Predictable work environments are places where employees:
Know what is expected Have materials & equipment to do job correctly Receive recognition each week for good work Have supervisor who cares & pays attention Receive encouragement to contribute & improve Can identify person at work who is “best friend” Feels mission of organization makes them feel like their jobs are important See people around them committed to doing good job Feel like they are learning new things Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup) George & Barrett (2011)

Many Begin, Many Leave Adelman and Taylor Preparing All Education Personnel to Address Barriers to Learning and Teaching (2008) Predictions of shortages of 2 million educators over the next decade… Data in the U.S. indicate about 15% of new teachers leave in the first year, 30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003) George & Barrett (2011)

“If you starve the teachers, they will eat the children”
On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7). “If you starve the teachers, they will eat the children” In other words: Focus on changing pre-service learning and staff development George & Barrett (2011) 22

Principal’s Role Maintaining standards regarding which innovations their school would employ, Making a public statement of support once the faculty selected an innovation, Establishing a representative leadership team to lead the process of implementing the innovation, Supporting the team members to have the time and resources to accomplish the task, Guiding rather than dictating decision-making, Taking a leadership role to model and reinforce implementing the innovation with fidelity, Regularly attending and participating in team meetings, Providing recognition to faculty and the team for their hard work, Serving as the spokesperson to community stakeholders about the worth and importance of the innovations, and Establishing objective means to monitor and provide feedback to all staff about the effect of the innovation. (Colvin & Sprick, 1999) George & Barrett (2011)

Do Principals Make a Difference?
All staff rate principals leadership with respect to managing behavior as important Statistically significant differences between SWPBS and non-SWPBS schools on staffs perceptions of: Principals involvement related to behavior management Overall effectiveness of behavior supports Job satisfaction George & Barrett (2011)

9. Performance Feedback is King
Across Tiers- Indian Head Classroom Level

Indian Head Elementary Charles County

SET The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year. Indian Head received Exemplar Status SET Score 85%

Sustaining

CICO Team Identification and Training of Team
Identified 2 CICO Coordinators Staff trained August BEP initiated with 25 students BEP-Fidelity of Implementation Measure 88%

Total Referrals by Year September-November
69% decrease

Average Referrals September- November
SY = 3.5 referrals/day SY = 1 referral/day

Referrals by Location

Referrals by Student

Referrals by Student 69% decrease

Referrals by Problem Behavior

75% Decrease In Number of Physical Contacts 89% decrease in number of incidents of Bullying and Harassment

Out of School Suspensions September- November
86% decrease

Cost Benefit Referrals decreased by 139
If administrators spent 15 minutes processing each referral then administrators recovered 285 minutes. If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.

Cost Benefit If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time. If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!

Performance Feedback in the Classroom: Building Systems to Support Best Practices in the Classroom
How will staff get skills? How will staff get feedback ? Develop Training Calendar of PD-orientation, annual staff development days, staff meetings Develop Access for Teacher Support- Request for Assistance Communication to Staff Support “Team” Can District/Admin deliver Time and Resources? The Old Way: George & Barrett (2011)

Develop system to present best practice and encourage teacher engagement and implementation
Weekly skill and/or feature mini-lessons Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Created timelines for implementation of each feature Periodic self-assessment for progress monitoring and fidelity check (Buddy system and ecove) Planned booster session University of Missouri Lori Newcomer, Ph.D.

Strategies and Resources
School Training Plan Tier/Topic Evidence/Data Roadblocks Strategies and Resources Next Steps Action Who? When? 5:1 Feedback Ratio Take baseline Direct Observation Data- Securing Buy in Time to visit classrooms Record and take data later OR Floating Sub Principal Take Class Double up classes Survey Staff for strategies and report to team Joe By

Staff Response Form What did the student do ? (Be specific
Measurable /observable What, when, who, ) How do I feel? What do I usually do? What do I say? What do I look like/sound like? As a result, what does the student do? What is maintaining the behavior? Why is it happening? Student shoved his book on the floor in the direction of his neighbors feet when I asked the class to begin working independently on their math assignments I feel startled at first and then I get anxious I usually send him to the office to conference w/the principal. I tell him, “Go straight there – do not pass go…” He spends the remainder of math class waiting for the principal to see him. AvT I believe he escaping to the office to avoid independent work in math. Adapted from Cooperative Discipline- Linda Albert- AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI =Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid task

9. Take the time to develop precision statements
Key to being efficient with limited resources Please emphasize that this is a skill that needs to be practiced since most aren’t used to working with data. George & Barrett (2011)

From primary to precise
Primary statements are vague and leave us with more questions than answers Precise statements include information about the 5 “Wh” questions: What is the problem and how often is it happening? Where is it happening Who is engaging in the behavior? When is the problem most likely to occur? Why is the problem sustaining? A primary statement may sound like: “There is too much fighting at our school” Precise statements may sound like: “There are more ODRs for aggression on the playground than last year, and these are most likely to occur during the first recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “ Another example of a primary statement is: “ODRs during December were higher than any month” A precise statement may sound like: “Minor disrespect and disruption are increasing over time and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure. George & Barrett (2011)

From primary to precise: An example
Precise statement There were 30 more ODRs for aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “ Primary statement: “There is too much fighting at our school” A primary statement- What questions do you still have?? Who is fighting? Where are they fighting? When? And most importantly, Why? While this precise statement still may not answer ALL of your questions, it is certainly more precise than “There is too much fighting at our school.” Another example of a primary statement is: “ODRs during December were higher than any month” A precise statement may sound like: “Minor disrespect and disruption are increasing over time and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure. George & Barrett (2011)

From primary to precise: An example
Precise statement: Minor disrespect and disruption are increasing and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure. Primary statement: “ODRs during December were higher than any month” Another example of a primary statement is: “ODRs during December were higher than any month” What questions do you have? A precise statement may sound like What questions do you have? George & Barrett (2011)

8. Know the purpose of an Office Referral and make sure others do as well
A. Establish A Coherent Process for Discipline Behavior definitions Minor vs. Major Written procedures for staff Flow chart showing process Office referral form ( includes possible motivation) Other tracking forms Time during staff meetings to get agreement, learn about process and follow through all year!! Please be aware that there has been a major drift from including motivation on ODRs. I don’t think teams understood how later in the process this may help with an FBA and a targeted intervention. George & Barrett (2011)

7. Develop marketing plan
Develop marketing plan to renew commitment- how will you keep it novel new and a priority in school and community? Continue to make it a priority- admin crucial- needs to continue to be a top school improvement goal- always with the design that as it becomes standard practice it will be easier each year- Why It’s Prudent Need example George & Barrett (2011)

West Potomac HS PBS Data: 2003-2008. 52% decrease in office referrals
West Potomac HS PBS Data: % decrease in office referrals 74% decrease in suspensions/expulsions

Paradigm Shifts we’re seeing…
We’ve noticed a gradual change in focus from: Aggressive disrespect to an appreciation of manners, respect and excellence. “Us against them” to shared, thoughtful collaborative relationships between students and staff. Emphasis on teaching to an emphasis on learning. “Do what I say” to “understand why it is important for you to do this.” “It’s someone else’s fault” to assumption of responsibility.

700 days Group Cost Benefit Office Referral Reduction
Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes hours or 700 days of instructional time recovered!!!!!

Cost-Benefit Analysis

Savings in Administrative time
What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School Savings in Administrative time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 216 min 43,650 minutes 728 hours 121 6-hour school days

6. Stick to the “Gold Standard”
Coach Role Rapid redirection from miss-applications Practice Profiles Implementation Snapshots Drowning Frog George & Barrett (2011)

Practice Profiles Each critical component is a heading
Each level of implementation becomes a dimension on the rubric associated with that critical component. Critical Component (non-negotiable) Define how does this Critical Component contributes to the Outcome? Ideal “Gold Standard” of the Critical Component Acceptable Variation of the Critical Component Unacceptable Variation of the Critical Component Drowning frog example Adapted from work of the Heartland Area Education Agency 11, Iowa George & Barrett (2011)

Implementation Snapshots
Used in Training, Roll Out Supporting Fidelity of Implementation Clearly defined roles for: District Coordinator Coach Administrator Team Student, Family, Community

5. Multi Tiered Framework is innovation neutral
Lessons learned are applicable to any innovation Language is neutral Training morphed into activity based Resource Mapping Gap Analysis ETAG Example- AA County

Content Blueprint State/District Workbook
Leadership Team with clear role and function- key stakeholders who have authority to provide funding, visibility, change policy to reflect evidence based practice, and re-write job descriptions that better fit need/function within the district or building, Implementation Team with clear role and function who have guide the effort day to day through workgroups made up of state, district implementers. Blueprint State/District Workbook

GOAL: 100% of students achieve
TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum Use Guiding Questions to get folks thinking in an integrated way District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. Florida PBS 67 67 67

For approx. 20% of students
TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/monthly to get there? What resources will move them at that rate? District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 68 68 68

Intensive, Individualized
Tier III For Approx 5% of Students Core + Supplemental Intensive Individual Instruction …to achieve benchmarks Where is the students performing now? Where do we want him to be? How long do we have to get him there? What supports has he received? What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. TIER III: Intensive, Individualized District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 69 69 69

4. Learn from Early Warning Response

Screening & Feedback Essential to developing effective systems
Effective systems allow for high fidelity of implementation Often overlooked

Screening: Early Warning Systems
Research is clear that ninth grade is a “make or break” year. More students fail ninth grade than any other grade in high school, and a disproportionate number of students who are held back in ninth grade subsequently drop out (Herlihy, 2007). The most powerful predictors of whether a student will complete high school include course performance and attendance during the first year of high school (Allensworth & Easton, 2005; 2007). Therefore, systematic collection of student attendance and course performance data can be used to develop an effective early warning system that can also be tailored to local contexts.

Early Warning Indicators Office Discipline Referrals
Course Performance in Core Subjects GPA Credits FCAT/ Concordance Scores Attendance Office Discipline Referrals Additional Factors On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or more Meeting credit graduation requirement for grad plan year Level 3 or Above or concordant scores within the same school year 4% or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeles s Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49 Behind 1 Credits Level 2 on FCAT 5% or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0 Behind 3 credits Not passed both sections of 10th grade FCAT or retakes No concordant scores 10% absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Highly Off-Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10th grade FCAT or retakes 15% or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Extremely Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan 20% or more absences per quarter or semester Established pattern of severe behavior Level II & III ODRs

Critical Features for Implementing Advanced Tiers of Support:
Establish decision rules for access to the intervention Explore data and “look” for students in need **Refrain from grouping students with similar life circumstance (divorce/bully etc) Group based on demonstrated need- response to the life circumstance and the coping skills required Interventions are linked directly to the SW expectations and/or academic goals Interventions are always available to students Monitor progress of student- (outcome with data in and data out) Staff are trained, receive ongoing support, and are provided feedback. This is innovation neutral. It could be for academic or behavior – or the two combined.

Activity: Student List
Name Grade Level GPA last year Behavior Referrals Core Grades Attendance Credits Jana 9 2.2 4 ref 1 D 1 F 82% On Track Blake 11 1.3 3F 88% -3 Toby 10 2.8 16 ref 1 S 2D 1 F 84% -2 Carlos .7 22 S 3 S 4 F 62% -4 Yvonne 2.7 2 ref 2 D 1 F 86% -1 Lin 2.3 1 F 90% Maria 12 1.9 16 ref 2 S 4 D 1 F 74% Doug 3.1 81% Tyrone 2.9 10 ref 2 D 89% Sam 2.4 13 ref 87% Paul 3.4 1 ref 1 D Tia 3.7 2 C 60% Who gets access to an intervention that integrates academic/behavioral support ? Choose 6 students.

Activity: Student List
Do you have rules for access? Do you need to lower the threshold? Are there other sources of data available? Can you get access to a data dash board? What else should we know about the students? Do any staff in building have relationship with the student? What are some possible political implications of choosing the students you chose? Leads to the integration Reflect on the team dynamics

3. Rethink Technical Assistance
Moving from a case by case expert model to building expertise in the school Focus of all TA is on teaching the school team to solve problems or address challenges for themselves Shift from providing answers to asking questions Shift from developing plans to prompting plan development Shift from being viewed as the expert to being viewed as a facilitator Will not replace need for specialist, re-focus all to building capacity

Building Coaching Capacity
Occurs at ALL Levels Systems Conditions that support skill development for staff Policy and Procedures alignment Budget Re-allocation Recruitment and Selection of Coaches Supervision of Coaching within Organization Training Curriculum and Scope and Sequence Access to certification Facilitative Administrator Supports Practices/Skills The technical skill set required to achieve fidelity Problem Solving (Team, Classroom, Staff, Student) Team Building/Collaboration Delivering Feedback Behavioral Consultation State Regional District Building Classroom Staff Student Family Data Information required to guide skill development process Action Plan with short/long term measurable goals Self Assessment Process Measures/Fidelity Checks Performance Feedback Measure Progress Monitoring Tools Evaluation Tools Student Outcomes Data used for continuous regeneration (PEP/PIP) Graphic organizer for coaching functions What are the necessary conditions that support skill development? George & Barrett (2011) 78

Development of the Team/Staff
T4 – High Competence, High Commitment – Fluent and experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach . T3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly. T2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them. T1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

Adjusting along the way (adapted from Situational Leadership Blanchard and Hersey)
Team needs to adjust to situation (teams skill set, knowledge and commitment to change) C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started. C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment. C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation. C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support. George & Barrett (2011)

2. Use CICO as the “Organizer” Allows teams to practice the systems features in advanced tiers
Intervention Screening Tool Data Collection Teacher Support Formal Documentation Outcomes:

Decision Rules established Parent recommendation
RFA Decision Rules established Parent recommendation Administrator recommendation Student Recommended for CICO CICO is Implemented CICO Coordinator Parent feedback Regular teacher Afternoon check-out Morning check-in CICO Coordinator summarizes data for decision making Bi-weekly coordination Meeting to assess student progress Student recommended for CICO by Teacher, parent, other school personnel? Prior to CICO implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don’t know if you this was ever used Kelly) 3) CICO Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, CICO form from day before Gave students supplies if they did not have them to help them be successful CICO Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out CICO coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day CICO Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly CICO Meeting ½ hour to assess progress who attends meeting decisions made in meeting Revise program Exit program home

Working Smarter! Now consider this….
Outcome: How is the practice linked to overall outcome outlined in your school improvement plan? Selection of Core curriculum Systems/Process: Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team) What are roles and responsibilities of each team? Communication: How do your academic and behavior teams communicate with each other ? Provide summaries to entire staff? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place? Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities? What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching) Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact? Big Picture-rest of the day will focus on conversations around each of these topics: Teaming Structure, Communication, Request for Assistance, Coaching and Staff Support, Decision Rules and Progress Monitoring Tools Let’s start talking about teams and team meetings.

Daily Progress Report consistent with SW Expectations
CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Safe Responsible Respectful Check In Before Recess Lunch After Recess Check Out Today’s goal Today’s total points Comments:

Sample: Daily Progress Report
Check-In/Check-Out EXPECTATIONS 1 st block 2 nd block 3 rd block 4 th block Be Safe T Be Respectful Be Responsible Total Points Teacher Initials Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken PBIS IL Network 85

Use #2 voice level when upset
Sample: Daily Progress Report for GROUP Intervention EXPECTATIONS 1 st block 2 nd block 3 rd block 4 th block Be Safe Use your words Use deep breathing T T Be Respectful Keep arm’s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR t Total Points Teacher Initials PBIS Illinois Network Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 86

Sample: Daily Progress Report Behavior Intervention Plan
T = Try again 1 = Good 2 = Excellent! Be Safe Be Respectful Be Responsible * Rip recycled paper * Only tap pencils (not pens) * Use “voice level #1” while teacher is speaking (whisper) * Say “I need help getting started” when having difficulty Class Recess Lunch Total Points = _____ Points Possible = __36___ Date: ________________ Today ______________%

1. Embrace the “SWITCH” “Before” “After” –Prevention/Relationship
5 absences- scary note home 7 absences- Resource Officer Visit “After” –Prevention/Relationship LOWER Threshold 2 absences- “Secret Mentor” ( 2 BY 10) 2 minutes for 10 days – PREVENTION What amount of info would you get? How could you use it to alter environment or change staff behavior?

Kids/people first- cast our judgments aside-

Re- Frame “At Risk” Are our kids well prepared? Are they excelling?
On track to succeed…college and career ready?...in global economy? Are we fostering excellence (climate of safety, engagement… relationships/mentoring) Don’t assume staff know how to mentor kids… Every student should be connected with an adult in the building (secret mentor- expectation is all staff participate)

Student Leadership Skills Training
Level 1- Student starts CICO- goal established- Leadership Skill Training 101 (basic Social Skills- data determines which skill to focus on) Level 2-Student Mentor Group- fade to 2/day “co -leads” morning and afternoon time with staff) Leadership Skill Training 200 Level 3- Student Ambassador Group- responsible for providing school tours to visitors, serves as actor in video library for SW lesson plans (takes social skills 100,200 classes and stars in skits) The Switch with CICO George & Barrett (2011)

Making the Switch in High School N.E.S.T. Time
During school year , “NEST Time” was implemented instead of the previous 4 lunch periods. NEST is a one hour lunch period for all students and staff. Students choose where and when they will eat lunch. Teachers have a duty for one half of NEST time and have a duty-free lunch for the other half. Students can go to a quiet room and do their homework. They can get extra tutoring to improve their GPA. They can practice for HSAs , have their hair and nails done in the cosmetology salon, they can join one of the 86 clubs – there’s something for everyone, from Comic Book Club to Gardening to Yard Games to Sports Reporting! Students check in with teachers and are tracked with the “NEST Tracker” so that teachers, guidance and administrators can track where students are choosing to spend their time. This data is compared to assessment scores to identify students who need extra help but may not be taking advantage of tutoring sessions. NEST stands for : • N – Nourishment (Food! Lunch!) • E – Extracurriculars and clubs • S – Socialization while Studying • T – Tutoring NEST is a “Best Practice” implemented at North Point High School that has positively affected our school climate for the adults because it allows more time for teachers to build positive mentoring relationships with students. The ability to have academic support during the day allows students and teachers to not have to stay after school for tutoring. Students can visit and interact with a number of teachers throughout the week, leading to a greater interaction between students and staff. We have seen this have a direct effect on referral and suspension data, as students are able to seek adult support for conflicts before they escalate. As an example, Check-in/ Check-out students can also meet with their adult mentors during NEST. This allows them to work out problems from the morning and get centered for the afternoon classes, thereby allowing a greater chance that these students who need additional support and will get through the day without incident. Teachers also meet during NEST for regular department meetings, instructional support and vertical teaming. Teachers are able to collaborate with colleagues, therefore improving both teacher morale and student achievement. Teachers have the benefit of not having as many discipline problems in class because students have NEST to see their coaches, other teachers, and mentors. It gives students the power to make good choices within the NEST structures as well as a much needed “down time,” which we think has helped with our overall number of referrals. Teachers can get further in class because they are not dealing with as many discipline problems. While at first it appears as a positive measure only for students, NEST is a Best Practice that affects adults positively as well. George & Barrett (2011)

And finally…Leadership Lessons from Dancing Guy

Sustainability through Coaching, Collaboration and Commitment

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Sustainability through Coaching, Collaboration and Commitment

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Presentation on theme: "Sustainability through Coaching, Collaboration and Commitment"— Presentation transcript:

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About project

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