PBIS Universal Level Reinvigorating Tier One Implementation VTPBiS Leadership Forum October 7, 2014.
PBIS LEADERSHIP TEAM TRAINING - ocde.us 2017 PBIS Documents... · Welcome to PBIS Tier One...
Transcript of PBIS LEADERSHIP TEAM TRAINING - ocde.us 2017 PBIS Documents... · Welcome to PBIS Tier One...
Welcome to PBIS Tier One Leadership Team Training! DAY ONE: UNIVERSAL FOUNDATIONS
ORANGE COUNTY DEPT. OF EDUCATION
SEPTEMBER 29, 2016
Welcome Comments
Dr. Christine Olmstead
Assistant Supt., Instructional Services
Orange County Department of Education
Inclusion Activity: Sentence Frames
Please introduce your school team and respond to the following prompt:
Managing Behavior is like ________________________, because___________________.
Outcomes Build understanding of the logic and core features of the PBIS Multi-tiered Behavior Support Framework.
Introduce the Eight Steps of Tier One Universal Foundations
Draft a Behavior Statement of Purpose and Identify 3-5 School-wide Expectations with your school team.
Team Building and Action Planning
Agenda Welcome, Introductions, Inclusion Activity
Creating the Context for PBIS ◦ Dr. Lucy Vezzuto
Overview and Logic of PBIS
PBIS Implementation Steps 1-3 ◦ Establishing the School Site Leadership Team ◦ Developing a Statement of Behavior Purpose ◦ Identifying Positive School-wide Behavior Expectations
Orange County Kindness Initiative ◦ Stacy Deeble Reynolds
Self-Assessment and Team Action Planning
Working Norms
• Take care of your own needs Be Safe
• Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Share “air time”
Be Respectful
• Attend to the “Come back together” signal
• Active participation…Please ask questions
Be Responsible
Schools using PBIS August, 2016
23,363*
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16'
Series1 600 850 1250 2400 3200 4500 5300 6200 8650 10726 13336 16232 18479 20011 21611 20384 23,363
0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000 11,762,000 Students
2016 CA PBIS Inaugural Conference *3,138 High Schools
CA Data Summary: Over 2,000 schools (20%) implementing PBIS
• Out of 10,000 + Total
ODRs (Office Discipline Referrals)
• Lower than the national median
Disproportionality is decreasing
• African American
• Latino
Percentage of Schools meeting T1 Fidelity
• Based on TFI Score
Let's Hear from an Expert •Dr. Lucy Vezzuto,
•Coordinator Mental Health
• School Climate: Conditions for Learning and Positive Behavior Change
PBIS Tier One Team Member Handbook “ TOUCH EACH PAGE”
Core Features of PBIS What is School-wide PBIS?
Logic
8 Steps of
Implementation
School-wide PBIS (A multi-tiered Behavioral Framework)
Primary Prevention: School-wide & Classroom-wide
systems for all students and all staff in all settings.
Universal, Tier I
Secondary Prevention: Systems for targeted or
group-based interventions for students needing
additional support beyond the Universal or Tier I
system.
Targeted, Tier II
Tertiary Prevention: System for
students requiring more intensive &
individualized supports for
academic, social, or mental health
services.
Individualized,
Tier III
PBISapps.org, CICO Training
A Layered Approach
Tier 1
Tier 2
Tier 3
Every student has access to Universal supports
Some students also receive Targeted supports
Few students also receive Intensive supports
Fundamental Purpose The fundamental purpose of PBIS is to make schools more efficient, effective and equitable by creating safe, predictable, positive, and consistent environments (Rob Horner).
PBIS
Safe
Positive
Consistent
Predictable
Establishing a Positive Social Culture
Common
Vision/Values
Common
Language
Common
Experience
MEMBERSHIP
CORE FEATURES:
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide expected
behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-based
monitoring & evaluation
Eight Steps of Tier One Universal PBIS Implementation
So, what does this look like?
Step One: Establish Team Membership Demographically representative of school and community Represents grade levels Includes a member with behavioral/classroom management expertise Administrator is an active member
So, what does this look like? PBIS Schools Develop a Positive Statement of Behavioral Purpose
◦ Positively stated
◦ Limit of 2-3 sentences
◦ Supportive of academic achievement
◦ Comprehensive in scope—ALL students, staff and settings
“Abraham Lincoln School is a
community of learners. We are
here to learn, grow, and become
good citizens.”
Behavior Statement of Purpose Examples
“Abraham Lincoln School is a community of learners. We are here to learn, grow, and become good citizens.”
Taft Tigers are a community of leaders who are respectful, responsible, and safe.
Butte HS is committed to fostering a positive, safe, and respectful environment. Together we create respectful, responsible and successful academic achievers.
So, what does this look like?
Step Three: Identify Positive School-wide Behavioral Expectations 3-5 expectations 1-3 words to describe each expectation Positively stated
So, what does this look like? Step Four: Develop Procedures for
Teaching School-wide Behavioral Expectations Teach behavioral expectations just like academics Create a school-wide teaching matrix for all settings in the school Positively define what each expectations “looks like” in each setting
Teaching
Matrix
SETTING
All
Settings Hallways
Playground
s Cafeteria
Library/
Comput
er Lab
Assembly Bus
Be
Responsible
Be on
task.
Give your
best
effort.
Be
prepared.
Walk. Have a plan.
Eat all
your food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Be Respectful
Be kind.
Hands/fee
t to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch
.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Be Safe Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriatel
y.
Wipe your
feet.
Sit
appropriatel
y.
Expecta
tions
So, what does this look like? Step Five: Develop Procedures for
Teaching Classroom-wide Behavioral Expectations Teach behavioral expectations just like academics Create a classroom teaching matrix for all routines that occur during your
instructional day Positively define what each expectation “looks like” for each routine
Rules within Routines Classroom Matrix
Routines
Rules
Entering
Classroom Seat Work
Small Group
Activity
Leaving
Classroom
Be Safe
Be
Respectful
Be
Responsible
Typical Contexts/
Routines
Classroom-Wide Rules/Expectations
Respect Others Respect Property Respect Self
All
Use inside voice.
Raise hand to
answer/talk.
Recycle paper.
Put writing tools inside
desk.
Do your best.
Ask.
Morning Meeting Eyes on speaker.
Give brief answers.
Put announcements in
desk.
Keep feet on floor.
Put check by my
announcements.
Homework Do own work.
Turn in before lesson.
Put homework neatly in
box.
Touch your work only.
Turn in lesson on time.
Do homework
night/day before.
Transition Use inside voice.
Keep hands to self.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
“I Need
Assistance”
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Have materials ready. Have plan.
Ask if unclear.
Teacher Directed Eyes on speaker.
Keep hands to self.
Use materials as
intended.
Have plan.
Ask.
Independent Work Use inside voice.
Keep hands to self.
Use materials as
intended.
Return with done.
Use time as planned.
Ask.
Problem to Solve Stop, Step Back,
Think, Act
Stop, Step Back,
Think, Act
Stop, Step Back,
Think, Act
So, what does this look like? Step Six: Develop Continuum of
Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations Create quick and easy ways to reinforce and acknowledge school-wide
expected behaviors Develop a system to integrate the reinforcers into a meaningful continuum that
creates value for students Used by all staff in all settings Keep track of number of acknowledgements versus the number of disciplinary
actions
Acknowledge & Recognize
So, what does this look like?
Step Seven: Develop Continuum of Procedures for Discouraging Student Behavioral Violations of School-wide Behavioral Expectations Create an Active Discipline Flowchart that identifies steps to take when
students do not meet the desired behavioral expectations Define the difference between major (office managed) and minor (classroom
managed) problem behavior Create an office discipline referral (ODR) form for tracking discipline events
Observe Problem Behavior
Pre -correct/Re-teach/Redirect/Reinforce Expected Behavior
Is behavior office Managed?
NO YES
Intervention/
Teacher Best Practice
Intervention/
Administrators Best Practice
* What happens with Minor Behavioral Error Reports/Procedure?
Active Response
Flow Chart
12/08 /RSMS
So, what does this look like? Step Eight: Develop Data-based
Procedures for Monitoring Implementation of School-wide PBIS (SWPBIS) (Primary or Universal Tier) Establish a structure and routine for data collection Use SWIS (School-wide Information System) or a comparable data
collection system when creating routines and procedures for review and analysis of data
Systems must be effective, efficient and relevant (pbssurveys.org)
“Tweeting” for Understanding
Think about what you just heard about SW-PBS.
With an elbow partner, write a Tweet that describes 1-2
essential features of PBIS.
Share your Tweet with your table group.
Pick one Tweet to share with the whole group.
Implementation steps 1-3: LET ’S GET STARTED
Step 1: Establishing Team Membership
6-8 members (Secondary teams may be slightly larger)
Demographically representative of school and community
Includes a member with behavioral/classroom management expertise
Administrator is an active member
Coaching Support
Data expert
Recorder
Team Member Roles and Responsibilities
Review Step One in your Team Member Notebook
Have a conversation about which roles and responsibilities will be most important for your team. Who might serve each role?
◦ Facilitator
◦ Recorder
◦ Data Analyzer
◦ Coaching Support
◦ Scheduler
◦ Other
Team Building Activity: Personality Inventory (Explorer, Socializer, Developer, Producer
Consider each set of phrases in regard to your work as a PBIS Team Member.
Forced ranking 1, 2, 3 or 4 – only use each number ONE time
Read the phrases and rate each row HORIZONTALLY.
Add your scores VERTICALLY and find the largest number.
Identify your Personality Profile (A, B, C, or D)
Read the descriptions on p. … to find how it matches you.
Four Corners Activity
Go to the “corner” that best matches your Team Member Personality Profile.
Have a standing conversation about the common characteristics of your Team Member Style.
Chart the common strengths and weaknesses for your group.
Table Talk: Team Member Personality Styles
Return to your school team table group.
Discuss how the different Team Member Styles can contribute to an effective PBIS Leadership team (See p. ... Team Member Handbook)
How can this information help your team work together more effectively?
Break
Brief Behavior Statement of Purpose
Behavior Statement of Purpose Guidelines: ◦ Positively stated
◦ Limit of 2-3 sentences
◦ Supportive of academic achievement
◦ Comprehensive in scope—ALL students, staff and settings
Behavioral Statement of Purpose EXAMPLE
“Abraham Lincoln School is a
community of learners. We are
here to learn, grow, and become
good citizens.”
NON-EXAMPLE
“We, at Old School Elementary, believe that fear instilled in young children and corporal punishment still work.”
Considerations: Who are we?
◦ What is our current behavioral approach?
◦ What is our current academic approach?
◦ Are all students’ needs represented?
What are our core values? ◦ Draw from initiatives, signature programs, LCAP
priorities
Where are we headed? ◦ What kind of Systems Change do we want to achieve?
Horner, 2013 RtI2 Conference
List, Label Sort Activity: Behavior Statement of Purpose
Think of key words that best describe your school’s core values. Hints:
◦ Draw from initiatives, signature programs, LCAP priorities, mascot
◦ Individuals list key words on post-its.
◦ Facilitator organizes post-its on table.
◦ Team organizes post-its into categories to identify key concepts and priorities.
◦ Use the key words to draft your school’s behavior statement of purpose.
Drafting Your Statement of Purpose
Connect to your school symbol or mascot to reflect your school’s behavior interventions. Does it reflect where you want to be as a school?
Think about your school’s core values and beliefs, and incorporate them into your Behavior Statement.
What are the actions or the behaviors that you want to see that will help achieve your vision or mission statement?
Remember, your team will be writing a rough draft of your school-wide Behavioral Statement for your staff to consider.
You will take your draft back to school and build consensus with your staff so you have >80% staff buy-in.
Step 3: Identify Positive School-wide Behavioral Expectations
Think back to when you were a student in elementary, middle or high school.
What were some of the school rules that you remember?
Turn to your elbow partner and share.
How did students respond to them?
What are Behavioral Expectations?
Specific , positively stated expected behaviors that are desired by all faculty and students
Expectations that are taught to all faculty, students, families and community members in all settings.
Positive School-wide Expectations are aligned with school’s mission statement.
Break – 15 minutes W O R K B O O K
S E L F - A S S E S S M E N T S
T E A M I M P L E M E N T A T I O N C H E C K L I S T
A C T I O N P L A N N I N G
E V A L U A T I O N
Criteria for Behavioral Expectations
Work Book Page ..: ◦3-5 expectations
◦1-3 words to describe each expectation
◦Positively stated
◦Easily operationalized
◦Memorable
For whom is message intended, & who is most likely to respond?
Identifying Positive School-wide Expectations
Helpful Hints for Identifying School-wide Behavior Expectations
When developing school-wide expected behavior, consider the following: ◦ School Mascot
◦ School name or initials
◦ Your school’s mission statement
◦ School Slogan
◦ The initials of your school name
◦ Signature programs or practices
Behavior Expectations
Mission Statemen
t
Slogan
Mascot
Team Practice: Identifying School-wide Positive Behavior Expectations
As a team, begin drafting 3-5 positive behavior expectations using the following guidelines:
◦ 3-5 expectations
◦ 1-3 words to describe each expectation
◦ Positively stated
◦ Easily operationalized
◦ Apply to all settings/locations
Be sure to align your Behavior Expectations and Statement of Purpose
Lunch
OCDE Kindness Initiative: One Billion Acts of Kindness STACY DEEBLE REYNOLDS
COORDINATOR, PREVENTION SERVICES
Steps 2 & 3 Action Planning Putting it all together:
Behavior Statement of Purpose ◦ Chart and Post your Behavior Statement of Purpose
◦ Include your Behavior Mascot visual, if desired
3-5 Positive School-wide Behavior Expectations ◦ Post on Chart Paper
◦ Hang next to your Behavior Statement of Purpose
Gallery Walk When you have agreed on your (draft) behavior expectations, list them on the chart paper provided.
Place them on the wall next to your Behavior Statement of Purpose.
Repeat the Gallery Walk Process. Look for… ◦ Continuity between Purpose Statement and Expectations
◦ Are the expectations positively stated?
◦ Too many, too few?
Post your comments on post-its.
Return to your table and review your comments.
Reflection: Problem-solving What is the Most Important Point you want to walk away with related to the steps of implementation so far?
What challenges might you experience with Implementation Steps 1-3?
How might your team engage your colleagues in the completion of Steps 1-3?
PBIS Assessments and Progress Monitoring
A MAJOR FEATURE OF SWPBIS IS THE COMMITMENT TO ONGOING ASSESSMENT OF IMPLEMENTATION.
What is Fidelity of Implementation?
I didn’t have potatoes, so I substituted rice.
Didn’t have paprika, so I used another spice.
I didn’t have tomato sauce, so I used tomato paste.
A whole can not a half can – I don’t believe in waste.
My friend gave me the recipe and said you couldn’t beat it.
There must be something wrong with her,
I couldn’t even eat it!
Source: Senior Center Newsletter
Tiered Fidelity Inventory (TFI) The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to determine the extent to which school staff are applying the core features of SW PBIS across all three tiers.
Tier I (Universal PBIS) Whole School Universal Prevention
Tier II (Targeted PBIS) Secondary, Small Group Prevention
Tier III (Intensive PBIS) Tertiary, Individual Support Prevention
Who Completes the TFI?
The TFI is completed by the school PBIS Leadership Team, including the site administrator and PBIS coach*.
Input from staff or other committees that have the knowledge and are supporting students in one or more of the Tiers is recommended. For example, a behavior specialist may want to be part of the
completion of the Tier III section if they are involved in BSP Planning.
*Note: Is strongly recommended the SWPBIS TFI be completed (at least the first time) with an external PBIS coach as the facilitator.
Total Score
Subscale
Sub-subscale
Individual Items
Summary Data and Reports
Feature Name
Feature Name: Detailed description
of the feature.
Possible data sources
0 = descriptors of the feature not being implemented
1 = descriptors of the feature being partially implemented
2 = descriptors of the feature being fully implemented
Feature Data Sources
Scoring Criteria
0 = Not implemented 1 = Partially implemented 2 = Fully implemented
Main Idea: the essence of the feature.
Day 1 Wrap-Up What did we accomplish today?
◦ Increased understanding of the foundation and logic of PBIS
◦ PBIS Leadership Team Member Roles and Responsibilities
◦ Statement of Behavioral Purpose (draft)
◦ 3-5 Positive School-wide expectations (draft)
◦ Academic-behavior connections
◦ Implementation Guidelines
◦ TIC and Action Planning
Closing Activity SWPBS Feature Action
1. What is 1 thing you learned that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?
5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?
Next Steps: Day Two: Theory to Practice (Nov. 8, 2016)
◦ Implementation Steps 4, 5, & 6
Day Three: Data Driven Decision Making and Preparing to Launch (Feb. 14, 2017) ◦ Implementation Steps 7 & 8
Coaches’ Trainings ◦ Sept. 20, 2016 (8:30-2:30) ◦ November, 2016 (8:30-noon) ◦ March 16, 2017 (8:30-noon) ◦ May 11, 2017