Coaching

South DakotaJanuary 24, 2008

Stephanie Martinez

Today’s Agenda

• Sharing• Where are you now?• Using your data• Behavior Strategies and Resources• Reinforcing Staff and Students• Involving Parent and Community• Next Steps

Sharing

• Take a few minutes to answer these questions and be prepared to share– What worked?– What barriers are you having?

• This is will be your opportunity to share with each other

Where are you now?• Benchmarks of Quality (BOQ)

– For each question honestly indicate if the school’s status

– Count up for each section how many you have in each column

– Identify the top 3 areas that have the most “Not in Place”

– Use this info & your knowledge of school develop 3 goals and prioritize

Using Your Data

Average Referrals Per Day Per Month

• What patterns do you see?• What trends are apparent?• How do months compare across years?• What other info might you want?

School 1

Average Referrals Per Day Per Month

Referrals by Behavior

Referrals by Time

Referrals by Location

Referrals by Student

Step 1: Identify and Analyze

• Identify and analyze the problem

• Gather additional information

School 2

Average Referrals Per Day Per Month

Referrals by Behavior

Referrals by Time

Referrals by Location

Referrals by Student

Step 1: Identify and Analyze

• Identify and analyze the problem

• Gather additional information

School 3

Average Referrals Per Day Per Month

Referrals by Behavior

Referrals by Location

Step 1: Identify and Analyze

• Identify and analyze the problem

• Gather additional information

School 4

Average Referrals Per Day Per Month

Referrals by Behavior

Referrals by Location

Behavior Resources and Strategies

Data-based Decision Making:

Using Data within Classrooms

Using Data at the School Level

Problem Solving Steps

1). Identify and analyze the problem2). Develop the plan3). Implement the plan4). Evaluate the plan

Kinds of Data• Office discipline reports• Behavioral incidents• Attendance• Suspension/Detention• Observations• Self-assessments• Surveys, focus groups• Test scores• Rating scales• Teacher checklists• Etc.

Data are Necessary at All 4 Steps

Step 1: To identify the problem and develop the hypothesis

Step 2: To develop the plan

Step 3: To monitor the implementation of the plan

Step 4: To evaluate the success

Who Can Benefit from Classroom PBS?

• Individual teachers looking for strategies to improve their classrooms

• Teachers having difficulties blending SW-PBS within classroom practices

• Large numbers of ‘difficult kids’ in their classroom setting

Observable Indicators

• Classroom management plan not posted• Classroom plan in inconsistent with the SW

plan• Inconsistent delivery of rewards

Data-Based Classroom Indicators

• Address classroom systems if…– Majority of referrals come from classrooms

(e.g. more than 50% of referrals)– More than 40% of referrals come from less

than 10% of the classrooms– Not all teachers are writing referrals

Problem Solving

Classroom Sample

Targeted Group Interventions

For high- and at-risk students:

– These students represent less than 25% of school enrollment

– They account for over 50% of behavioral incidents

– They consume significant amounts of time and resources

~5%

~15%

~ 80% of Students

Step 1:Identify & Analyze the

ProblemWhat Data are Available?• Office Discipline Referral data

– by staff – by location – by classroom & behavior

• Minor Incident Reports• Teacher Nominations• Administrator Observation

Referrals by Location

Referrals by Staff

administrator

Teacher 1- Referrals by Behavior

Teacher 2 - Referrals by Behavior

Teacher 2 – Classroom Ref. by Time

Referrals by Motivation

Teacher 2 – Ref. by Admin. Decision

FPMS Observation• Domain 2.0 Management of Student Conduct

– Specify, clarify, practice rule– Movement, smoothness

• Domain 3.0 Instructional Organization – Review of summary– Lesson development

• Domain 5.0 Verbal & Nonverbal– Task attraction & teacher speech

Classroom Assessment Tool

• Scored highest on Ecological Factors• Highest need in Curriculum and Instruction

– Meaningful/relevant; length of tasks; pacing; checks for understanding; choices; feedback; and adaptations

• Some need in Behavior System– Rewards (eligibility; not taken away; praise)– Consequences (predetermined; delivery)

Identify Desired Behaviors

• Increase students’ engagement in tasks

Step 2: Develop the Plan• With teacher, go to select tab in Guide

• Curriculum & Instruction• Reward System• Consequence System

• Read the narrative of each section• Look through the examples/tools• Consider other available resources• Select “doable” strategies

Step 2: Develop the Plan• Intervention Plan Tool

• Complete Part 1 – Behavior System• Complete Part 2 – Addressing Specific

Components• See Sample• Consider Specific Action Plan

Step 3: Implement the Plan

•Implementation monitoring (is it really happening?)

•Establish plan for tracking individual and group performance• Daily tally of incidents and rating of task

engagement• ODRs for classroom• Schedule for monitoring

• Implementation• Outcomes

Step 4: Evaluate the Plan•Did we meet the goal?•Examine data and modify intervention if needed

YES NO•Modify existing plan or•Develop a plan to maintain the intervention if it worked

•Develop a new plan•Consider referring back to problem-solving team if intervention isn’t working

Step 4: Evaluate the Plan

Evaluate the outcomes• Compare the number of referrals• Compare ratings of engagement• Student work products

Modify if necessary• What might be some possible modifications?

Classroom Support using the Classroom Consultation

Guide• Use data to identify classrooms in need• Complete the Classroom Assessment Tool• Collect other data (direct observations?)• Identify areas in need of support• Meet with teacher (acknowledge strengths and identify

needs)• Go to tab, read narrative section • Preview resources in Guide (and others)• Complete an Intervention Plan• Implement and modify as needed• Track data used to originally identify a need• http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide%20August%2007.pdf

Classroom-Level PBSClassrooms

and PBS

Behavior Systems

Environmental Factors

Curriculum and Instruction

Classroom Consultation Guide

• Topics– Assessment– Expectations and Rules– Reward Systems– Effective Consequences– Teaching a Behavior Curriculum– Monitoring and Evaluation

Resources

• Best Practice Classroom Management Checklist (see handouts)

• Georgia PBIShttp://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide%20August%2007.pdf

• Suggested Interventions by Function of

Behavior

ABC Activity

• Review 2 Samples• Small Group Activity

Reinforcing Staff and Student

Reinforcing Students

Remember to:• Keep it simple• Rewards contingent on meeting SW

expectations• Hierarchy of rewards• Variety of rewards (social, tangible,

activity, sensory)• Ask the students what they like

Reinforcing Students

• What has worked?• What did not work?• What are you struggling with?

Additional Ideas• Sit on the floor, beanbag• Spin around in the teachers chair• Eat lunch outside• Tournaments (chess, checkers)• American Idol/So You Think You Can Dance• Positive Referrals• Scavenger Hunt• Group contingencies for lunch, playground• Old fashioned picnic games: egg toss, pillow case

race

Reinforcing Staff

Remember to:• Ask the staff what they like• Vary the rewards (tangible, social, activity,

sensory)• Say thank you for going above and beyond

Reinforcing Staff

• What has worked?• What did not work?• What are you struggling with?

Additional Ideas• Send home in parent newsletter a form parents

can use to recognize staff– Have administrator go into classroom and

acknowledge teacher in front of class– Have a special bulletin board

• Make teacher survivor kits• For brand new teacher put together a bag of

supplies to get them started• Make it “Rebecca’s Day”• We appreciate Jolene because:• T-Shirts

Gaining Parent and Community Involvement

Types of Parent Involvement

• Parenting• Communicating• Volunteering• Learning• Decision Making• Collaborating w/Community

(Joyce Epstein)

Ideas to Support Parenting

• Create a “PBS at Home” class for parents• Show parents how to extend expectations

into the home (see matrix)• Provide access to information on

community parent training and support• Host a support group for parents on

dealing with behavior

Supporting Communication

• Provide PBS table at back to school night• Share results of PBS assessments and surveys• Put PBS updates in school newsletter• Add a PBS page to school web page• Hold a new parent orientation• Develop a parent PBS brochure• Create a video to orient new parents to PBS

that they can view when registering

Supporting Volunteerism

• Encourage parents to assist in incentives– Run school store– Activities with students as reward– Parents w/special talents or connections

• Parents develop PBS bulletin board/posters• Parents assist in developing PBS

songs/videos

Supporting Learning at Home

• Teach families to establish routines, preventive strategies, and incentives for homework

• Have students explain and give examples to their families about how PBS works.

• Provide resources that parents can check out on behavior support

Supporting Decision Making

• Recruit family members for PBS team• Alternate meeting times to accommodate

family participation• Plan for child care during meetings (if they

have young children or if in the afternoon)• Involve parents in selection of incentives

and planning celebrations

Supporting Community Collaboration

• Encourage and recognize employers’ donations of parent time

• Invite community members to events• Make presentations to school board, local

commissions, organizations• Team with local colleges/universities for

volunteer hours• Set up displays in community libraries/blds.

Group Activity• What has your team done to get parents and

the community involved?

• Review the list of ideas for involving parents and the community

• Identify a few ideas that you might like to try

Next Steps

Facilitating the Problem Solving

Process

 

Step 4: Response to Intervention

Is it working?

                               

                 

Step 2: Problem Analysis

Why is it

occurring?

 

Step 3: Intervention Design

What are we going to do about it?

Step 1: Problem Identification

What is the problem?

http://floridarti.usf.edu/resources/tools/about_ps_rti/index.html

Booster Training SlidesStep 1:

Identifying Goals,Re-Focusing Your Team

Booster Training Agenda

• Review big picture – PBS philosophy, goals, change process

• Review state & district data• Evaluate progress & set goals

What do you want your SW effort to result in?

• Attendance• Climate• Behavior (measured through referrals)• Staff turnover• ESE referrals• Achievement (obtained through AET)• Something else?

Step 1: Identifying Your Goal

• Take 1 minute to brainstorm: What do you want out of your SW

PBS system?• Appoint a recorder• In round-robin format, each team member states

their top goal – each person has 2 turns• Clarify goals, if needed; discuss ideas (5 min.)• Vote by private ballot; repeat discussion & voting

until top 3 goals are elected by team

Goal Statement

Make sure your goal is clearly defined, measurable, and positively stated

Please share with the group

Step 2

Evaluation,Gathering Information,Developing Hypotheses

What did SW-PBS do for your school this year?

• Where/How did it excel?– How do you know?– What can you show?

• Look at:– Benchmarks– Surveys– Outcome data, products

Share this information with your faculty

Where did PBS fall short this year?

• Look at:– Staff feedback**– SWIS data– Benchmarks

Share this information with your faculty

Developing Hypothesis

• What made your successes so successful?

• What contributed to your school’s areas of weakness?

• First Brainstorm, then identify which hypothesis have supporting data

Step 3

Make a Plan

Plan Your Attack• Revisit the top 3 goals your team identified

today• Look at your successes and areas of

weakness over the last year – which are relevant to your goal?

• Which hypotheses have the most data to support them?

• What can you do to address your areas of weakness that will help you reach your goal?

Planning for Next Year

• Create an action plan with specific objectives, names, and dates for completion (Action plan, Implementation Plan)

• Identify how you will monitor your implementation and evaluate your efforts

• Be prepared to share with the group

Step 4

Evaluation

On-Going Evaluation

• Check in to measure progress towards goals– Minimum: 1/semester– Maximum: Varies by goal

• Include results in your Product Book

Refreshers at the beginning of the year

• For Students:– Review expectations and rules for each

established setting– Review rewards and consequences

procedure

Refreshers at the beginning of the year

• For Staff:– Beginning of the Year

• Expectations and Rules• Definitions of Problem Behavior• Referral Form• Major vs Minor• Referral Process• Rewards• Consequences• Changes made based on Survey Results

– Mid Year• Topics based on data• Topics selected based on input from staff and administration

Refreshers at the beginning of the year

• Make sure all staff have resources from Year 1:– Poster of expectations and rules– Discipline Process Flowchart– Referral Forms and Minor Infractions Sheets– Lesson Plans

• New Staff– New teacher meetings– Mentor– PBS Manual or Video Tape

Final Thoughts

A Slow Process• Developing a comprehensive system of

support can take 3-5 years• SW-PBS incorporates philosophical and

behavioral changes on the part of your staff• Success and ease of implementation

depends on the systems and procedures at the state, district and school levels that support your efforts

Resources: APBS Websitehttp://www.apbs.org/main.htm

• Standards of Practice– Fidelity, Comprehensive System of PBS– http://www.apbs.org/

whatsnew.html#standards_of_practice• Online Academy

– Individual & SW-PBS foundations & practices, FBA, interventions

– http://elearndesign.org/resources.html• PBS Practices

– 1-2 page fact sheets – background, foundations– http://www.apbs.org/PBSPractices.htm

Resources: APBS Websitehttp://www.apbs.org/main.htm

• Token economy help: Freebies– http://kipbs.org/freebies2003/

Resources: PBIS websitewww.PBIS.org

• Online Library• Univ. Oregon Training Manual

– Notes/Ideas on School-Wide implementation from Oregon

– http://pbismanual.uoecs.org/manual.htm

Florida’sPositive Behavior Support

ProjectStephanie Martinez

– Phone: (813) 974-6230/ Fax: (813) 974-6115

– Email: smartinez@fmhi.usf.edu

– Website: http://flpbs.fmhi.usf.edu