Universal PBIS Team Training Workbook - Education … · Web viewThis workbook contains snapshots...

2015-2016 New Team Training

Tier 1 – Days 1 and 2

Participant Workbook

Universal PBIS Team Training Workbook

2015–16

Wisconsin RtI Center & Wisconsin PBIS Network

ABSTRACT

This workbook contains snapshots from the Benchmarks of Quality, examples and training activities used in the Tier 1/Universal Training series in days 1 and 2 of training (U100 and U200).

Special thanks to:

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this material and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

Table of Contents

Benchmarks of Quality Planner PBIS..............................................................................................6

Snapshot: Module A Leadership Team.........................................................................................12

Developing your Purpose Statement........................................................................................14

Team Roles...............................................................................................................................15

Triangle Activity........................................................................................................................16

PBIS Working Smarter Matrix...................................................................................................17

Snapshot: Module B Faculty/Staff Commitment..........................................................................18

Snapshot: Module C Effective Procedures for Dealing with Discipline.........................................20

T-Chart of Behaviors.................................................................................................................22

Snapshot: Module D Data Entry and Analysis...............................................................................24

Snapshot: Module E Develop Expectations and Rules..................................................................26

School-wide Teaching Matrix....................................................................................................28

Snapshot: Module F Establish Reward or Recognition Program...................................................29

PBIS School-Wide Acknowledgement Matrix (Students and Adults)........................................31

Snapshot: Module G Develop Lesson Plans for Teaching Expectations and Rules........................32

Behavior Lesson Plan: Cool Tool..............................................................................................34

Module H: PBIS-NH Rollout Checklist...........................................................................................35

Benchmarks of Quality Planner PBISCritical Element

Benchmarks of Quality/Goal Status

In Place

Partially

Not In Place

Implementation Plan

How? Who? When?

Use Modules and Snapshot to guide process

Module A

Leadership Team

1. Team has administrative support.

Administrator(s) attends training, plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS team decisions.

2. Team has regular meetings (at least monthly).

Team meets monthly or twice a month during first year.

3. Team has established a clear mission/purpose.

Team has a written purpose/mission statement for the PBIS team.

Module B

Faculty/Staff Commitment

4. Faculty members are aware of behavior problems across campus (regular data sharing).

Data regarding school-wide behavior is shared with faculty monthly.

5. Faculty involved in establishing and reviewing goals.

Most faculty members participate in establishing PBIS goals on at least an annual basis.

6. Faculty feedback obtained throughout year.

Faculty given opportunities to provide feedback, to offer suggestions, and to make choices in every step of the PBIS process (e.g., via staff surveys, voting process, suggestion box) Nothing is implemented without the majority of faculty approval.

Module C

Effective Procedures for Dealing with

7. Discipline process described in narrative format or depicted in graphic format.

Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents.

Benchmarks of Quality Planner 6

Discipline 8. Process includes documentation procedures.

There is a documentation procedure to track both major and minor behavior incidents.

9. Discipline referral form includes information useful in decision making.

Information on the referral form includes ALL of the required fields: Student’s name, date, time of incident, grade level, referring staff, location of incident, race, problem behavior, possible motivation, others involved, and administrative decision.

10. Behaviors defined.

Written documentation exists that includes clear definitions of all behaviors listed.

11. Major (administrator managed) and minor (staff/faculty managed) behaviors are clearly identified/understood.

Most staff members are clear about which behaviors are staff managed and which are office managed. (e.g., appropriate use of office referrals). Those behaviors are clearly defined, differentiated, and documented.

12. Suggested array of appropriate responses to minor (staff/faculty managed) problem behaviors.

There is evidence that most staff members are aware of and use an array of appropriate responses to minor behavior problems.

Module D

Data Entry & Analysis Plan Established

13. Data system to collect and analyze ODR data.

The database can quickly output data in graph format and allows the team access to ALL of the following information: average referrals per day per month, by location, by problem behavior, by time of day, by student, and compare between years.

14. Additional data collected (attendance, grades, faculty attendance, surveys).

Team collects and considers data other than discipline data to help determine progress and successes (e.g., attendance, grades, faculty attendance, school surveys).


15. Data analyzed monthly (minimum).

Data is printed, analyzed, and put into graph format or other easy to understand format by a member of the team monthly (minimum).

16. Data shared with team and faculty monthly (minimum).

Data is shared with the PBIS team and faculty at least once a month.

Module E

Develop Expectations& Rules

17. Three to five positively stated school-wide expectations posted around school.

Three to five positively stated school-wide expectations posted around the school. Areas posted include the classroom and a minimum of three other school settings (e.g., cafeteria, hallway, front office).

18. Expectations apply to both students and staff.

PBIS team has communicated that expectations apply to all students and all staff.

19. Rules developed and posted for specific settings (Identify common settings and routines in your school and

operationally define each expectation within each setting and routine, using two or three positively stated behavioral examples).

Behavioral examples/rules are posted in all of the most problematic areas in the school.

20. Behavioral examples/rules are linked to expectations.

When taught or enforced, staff consistently links the rules with the school-wide expectations.

21. Staff feedback/involvement in expectations/rule development.

Most staff members were involved in providing feedback/input into the development of the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process).


Module F

Establish Acknowledge-ment Program

22. A system of acknowledgement has elements that are implemented consistently across campus.

The acknowledgement system guidelines and procedures are implemented consistently across campus. Almost all members of the school are participating appropriately. (90-100% staff participation).

23. A variety of methods are used to acknowledge students.

The school uses a variety of methods to acknowledge students (e.g., praise, cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events.

24. Acknowledgements are linked to expectations.

Acknowledgement is provided for behaviors that are identified in the rules/expectations, and staff members verbalize the appropriate behavior when giving acknowledgement.

25. Acknowledgements are varied to maintain student interest.

The acknowledgement is varied throughout year and reflects students’ interests (e.g., consider the student age, culture, gender, and ability level to maintain student interest).

26. Ratios of acknowledgement/reinforcement to corrections are high.

Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high (e.g., 4:1).

27. Students are involved in identifying/ developing incentives.

Students are often involved in identifying/developing incentives.

28. The system includes acknowledgement/incentives for staff/faculty.

The system includes incentives for staff/faculty delivered consistently.


Module G

Develop Lesson Plans for Teaching Expectations and Rules

29. A behavioral curriculum includes concept and skill-level instruction and develops scripted lesson plans for teaching expectations in all settings.

Lesson plans are developed and used to teach rules and expectations.

30. Lessons include examples and non-examples.

Lesson plans include both examples of appropriate behavior and inappropriate behavior.

31. Lessons use a variety of teaching strategies.

Lesson plans are taught using at least 3 different teaching strategies (e.g., modeling, role-playing, videotaping). Lesson plans are age and contextually appropriate.

32. Lessons are embedded into subject area curriculum.

Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis.

33. Faculty/staff and students are involved in development & delivery of lesson plans.

Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings.

34. Strategies to reinforce the lessons with families/community are developed and implemented.

The PBIS plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home).

Module H

Plan for Implementa-tion

35. Develop, schedule and deliver plans to teach staff the discipline and data system.

The team scheduled time to present and train faculty and staff on the discipline procedures and data system including checks for accuracy of information or comprehension. Training included all components: referral process (flowchart), definitions of problem behaviors, explanation of major vs. minor forms, and how the data will be used to guide the team in decision-making.

36. Develop, schedule and deliver plans to teach staff the lesson plans for teaching students (Schedule all lesson plans to occur in the natural settings).


The team scheduled time to present and train faculty and staff on lesson plans to teach students expectations and rules including checks for accuracy of information or comprehension. Training included all components: plans to introduce the expectations and rules to all students, explanation of how and when to use formal lesson plans, and how to embed behavior teaching into daily curriculum.

37. Develop, schedule, and deliver plans for teaching students expectations/rules/acknowledgement.

Students are introduced/taught all of the following: school expectations, rules for specific setting, and the acknowledgement system guidelines.

38. Booster sessions for students and staff are planned, scheduled, and delivered (build in opportunities for review and re-teaching periodically throughout year).

Booster sessions are planned and delivered to re-teach staff/students at least once in the year and additionally at times when the data suggest problems by an increase in discipline referrals per day per month or a high number of referrals in a specified area. Expectations and rules are reviewed with students regularly (at least once per week).

39. Schedule for acknowledgement for the year is planned.

There is a clear plan for the type and frequency of acknowledgement/reinforcement to be delivered throughout the year.

40. Plans for orienting incoming staff and students are developed and implemented .

Team has planned for and carries out the introduction of PBIS and training of new staff and students throughout the school year.

41. Plans for involving families/community are developed & implemented.

Team has planned for the introduction and on-going involvement of PBIS to families/community (e.g., newsletter, brochure, PTA, open-house, team member).


Snapshot: Module A Leadership Team

Benchmarks of Quality 1-3

Benchmarks of Quality (BoQ):

Team has active administrator support.

Team has regular meetings (at least monthly).

Team has established clear mission and purpose.

Implementation Products and Outcomes:

Develops written mission/vision.

Identifies team roles and responsibilities.

Uses a problem-solving agenda.

Identifies meeting schedule and meeting times on school calendar.

Complete Resource Mapping/Audit and Working Smarter activity.

Research:

The research supports the use of problem solving teams to guide implementation.

Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology.

Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (2009). Using a problem-solving model for data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.). Handbook of positive behavior support. New York: Springer, 551-580.

What is it?

The leadership team is a group of representative stakeholders (e.g., administrator, general and special education teachers, school support staff, families, youth) who develop an annual action plan that drives the implementation of the BoQ. This team meets at least monthly, reviews data, provides summaries to staff, and responds to feedback to guide and improve process.

Supporting Implementation:

Role of Coach:

Attends team training with team.

Supports team action planning.

Works as a partner with administration to provide necessary resources.

Communicates with division coordinator for necessary resources.

Reviews BoQs and relevant training tools to ensure fidelity.

Shares implementation products and outcomes with division coordinator.

Role of Team:


Role of District Coordinator:

Provides resources for production of teaching matrix and other visual communication tools for facility-wide expectations (e.g., posters).

Meets with coaches to review teaching matrices and classroom alignment.

Module A 12

Reviews implementation outcomes and products for alignment with division strategic planning goals and social/behavioral needs.

Role of Administrator:

Attends and participates in all team trainings.

Empowers team to lead effort.

Examines current team structures.

Studies data, allows team access to data.

Identifies protected team meeting times.

Provides time in staff meeting for ESD/PBIS updates.

Attends team training and follows up with action planning after training.

Works with coach and principal to plan professional learning for staff.

Learning Objectives:

Understand importance of a representative team with purpose/outcome.

Understand role of administrator.

Understand importance of effective meeting practices (identify roles and responsibilities of team members, use problem solving agenda, meeting minutes to document decisions, actions and timelines).

Team Activities:

Secures agreement for meeting process (be on time, plan for absences, be prepared, avoid side talk, be active participant).

Clearly defines roles for each team member.

Role of Staff:

Provides honest feedback to leadership team.

Knowledge/awareness of behavior challenges across campus.

Role of Youth, Family, Community:

Provide honest feedback to leadership team, be aware of team purpose, mission.

Created by Susan Barrett- Maryland PBIS

Module A 13

Module A 14

Developing your Purpose Statement

The purpose of implementing Positive Behavior Interventions and Supports at __________________________________ school is to:

__________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Seven Steps for developing a Positive Schoolwide Discipline Plan: A Guide for Principals and Leadership Teams by Geoff Colvin

Module A 15

Team RolesPerson Responsible School Role

Administrator

Internal Coach

External Coach

Time Keeper

Data Specialist

Behavior Specialist

Communications

Recorder

Module A 16

Triangle Activity

School-Wide Systems for Student Success: A Response To Intervention (RtI) Model

Academic Systems Behavioral Systems

Tier 3/Intensive Interventions 1-5% 1-5% Tier 3/Intensive Interventions

Tier 2/Selected Interventions 5-15% 5-15% Tier 2/Selected Interventions

Tier 1/Universal Interventions 80-90% 80-90% Tier 1/Universal Interventions

Module A 17

PBIS Working Smarter MatrixWorkgroup/Committee/Team

Outcome/Link to SIP

Who do we serve? (students/staff/both)What is the ticket in? (How do folks get access to support?)

Names of staff on team

Non-Negotiable District Mandate?

How do we measure impact?

Overlap? Modify?

Module A 18

Snapshot: Module B Faculty/Staff Commitment

Benchmarks of Quality 4-6

Benchmarks of Quality (BoQs):

Faculty members are aware of behavior problems across campus through regular data sharing.

Faculty members are involved in establishing and reviewing goals.

Team uses self-assessment tool (EBS Survey or BOQ) to get faculty feedback, results are shared with faculty, and team uses feedback to write annual action plan.

Team can use PBIS surveys (www.pbisapps.org); contact your local point of contact to receive school account number.

Faculty feedback is obtained throughout year.


Staff Survey complete, results shared.

Plan developed to secure buy-in to include an introduction presentation.

Data shared with faculty at least one time/month.

Research:

Safran, S. P. (2006). Using the Effective Behavior Supports Survey to guide development of school-wide positive behavior support. Journal of Positive Behavior Support, 8, 3-9.

Colvin, G., & Fernandez, E., (2000). Sustaining Effective Behavior Support Systems in an Elementary School. Journal of Positive Behavior Interventions 2(4), 251-253.

Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997).

School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.

What is it?

Open and honest feedback and communication is established among stakeholders to secure buy-in and commitment to change.


Role of Coach:

Review staff surveys prior to training.

Show team examples of faculty presentations.

Understand cost benefit analysis (time saved for decrease behavior problems).

Understand how previous efforts have been successful or failed.

Understand current staff morale.

Practice Profile.

Role of Team:

Learning Objectives for training:

Understand why staff need to be committed to decreasing problem behaviors and increasing academic behaviors



Rotate to all teams during action planning.

Be available to answer questions.

Listen for red flags in team discussion.

Work closely with coach during training.

Track common discussion points (strengths and roadblocks).

Review staff surveys prior to training.

Show team examples of faculty presentation examples

Understand cost benefit analysis (time saved for decrease Module B 19

behavior problems).


Ensure climate/discipline one of top school improvement goals (understand Maslow’s hierarchy of needs as it relates to school improvement).

Model appropriate staff behavior.

Ensure all staff are part of the change process (open and honest communication, support, performance feedback essential).

Identity time in school year to provide updates to faculty on behavior.

Identify time to survey staff.

Identify key stakeholders.

Empower hidden leaders across building and community.

Knowledge of staff morale-examine why previous efforts that have had success or failed.

Identify approaches to gain faculty buy-in to the school-wide PBIS process.

Develop a plan to get buy-in and build ownership across faculty.

Review Data (true representation of current status?).

Identify strengths and areas of concern.

Review staff survey.

Enlist peer leaders to gain support- emphasize benefits.

Develop plan to share with all staff.

Presentation to stakeholders about PBIS that clearly defines their role in the process.

Role of Staff:

Provide input in determining what our school’s problems are and what our goal should be.

Follow through with all school-wide decisions, regardless of my feelings for any particular decision.

Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans.

Role of Student, Family, Community

Participate/complete surveys.

Review results, gain knowledge about community perceptions vs. data.

Created by Susan Barrett, Maryland PBIS

Module B 20

Snapshot: Module C Effective Procedures for Dealing with Discipline

Benchmarks of Quality: 7-12


Discipline process described in narrative format or depicted in graphic format.

Discipline process includes documentation procedures.

Discipline referral form includes information useful in decision making.

Problem behaviors are defined.

Major/minor behaviors are clearly differentiated.

Suggested array of appropriate responses to major (office-managed) problem behaviors.


Updated office referral form

Minor and major behaviors defined

Plan for preventative and responsive practices to support student behavior

A system of support for staff to implement practices

Flowchart documenting procedures for supporting student behavior

Research:

Irvin, L.K., Horner, R.H., Ingram, K., Todd, A.W., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decision-making about student behavior in elementary and middle schools: An empirical investigation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23.

Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, 131-147.

Fanning, P., Theodos, J., Benner, C., & Bohanon-Edmonson, H. (2004). Integrating proactive discipline practices into codes of conduct. Journal of School Violence, 3(1), 45-61

Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspensions: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295-315.

Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students’ social behavior in common areas of the school. The Journal of At-Risk Issues, Summer/Fall, 10-17.

What is it?

Teacher expectation clearly defined for reporting problem behaviors, teachers are trained in best practice and have behavior basics.


Role of Coach:

Work with team to ensure that the purpose of office referral form is clear.

Module C 21

Use SWIS resources and examples – make sure team uses materials to build from.

Work with team and district coordinator to ensure professional development is provided to staff around appropriate responses and preventative approaches for supporting student behavior.

Practice Profile

Role of Team:

Team will complete, with staff input and feedback:

Revised office referral form

Optional Minor Incident Form

Problem behaviors clearly defined with faculty

Process established with faculty feedback

Office managed and classroom managed behaviors clearly identified

Array of appropriate preventative and responsive practices to support student behavior

System of support for staff to implement practices is planned and provided

Role of Staff:

Contribute and adhere to referral procedures.

Participate in skill development training (direct observation and performance feedback).

Role of Student, Family, and Community:

Be familiar with referral procedures, including definitions of problem behavior, referral form and process for communicating with families when problems do occur.

Provide feedback as necessary.



Understand purpose of office referral form and provide division resources and support for revisions to ODR.

Use SWIS resources to align with district forms.

Use SWIS if possible or as a model for IT personnel to align with school district discipline data system.


Understand purpose of office referral.

Allocate time in grade level and staff meetings to discuss current procedures (expectations, paperwork).

Identify areas of improvement (ease of completing form, common approach to discipline, definition of problem behaviors).

Allocate time in meetings for discussion to determine office managed behavior (majors) and classroom managed behaviors (minors).

Establish and document expectations clearly in all handbooks, code of conduct, staff meetings, etc.

Get feedback from staff and make improvements to process as needed.

Examine level of consistency among staff throughout the year.


Module C 22

T-Chart of Behaviors

Classroom Managed Office ManagedMinors Majors

Module C 23

Module C 24

Snapshot: Module D Data Entry and Analysis Benchmarks of Quality 13-16


Data system is used to collect and analyze ODR data.

Additional data collected (attendance, grades, faculty attendance, surveys).

Data entered weekly (minimum).

Data analyzed monthly (minimum).

Data shared with team and faculty monthly (minimum).


School has computer application used to get access to critical local information (e.g., Big 5 reports, ODR by ethnicity, teacher, students with IEP)

Team gets the information in picture (histogram) form.

School team is able to progress monitor impact of SWPBS implementation (ODR, suspension, attendance, time recovered, academic benchmarks).

Team has data analyst who is skilled at data entry, report generation and team problem-solving logic.

Team acquires problem-solving skills.

Team provides data summaries to school community and district

Research:

The research supports use of office referral patterns data analysis.

Irvin, L.K., Horner, R.H., Ingram, K., Todd, A.W., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decision-making about student behavior in elementary and middle schools: An empirical investigation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23.

Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral

Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on

Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology interventions. Journal of

Positive Behavioral Interventions 6, 131-147.

What is it?

Schools need an efficient system for gathering information, a web-based computer application for data entry and report generation and a practical process for using information for decision making.

These three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time periods of the school day. Data reports need to indicate times and/or locations prone to elicit problem behaviors, and allow


Role of Coach:

Ensure that the purpose of the office referral form is clear.

Use SWIS demo site to get more information about school level computer application (swis.org).

Use examples to show how data is used, analyzed and presented.

Practice Profile

Module D 25

teachers and administrators to shape school-wide environments to maximize students' academic and social achievements. Role of Team:

Learning Objectives:

Understand difference between data need/requirement necessary for district level reports and data needs for local decision making and progress monitoring.

Understand how to collect and analyze data.

Understand how to enter and generate reports.

Understand how to use data for decision making.

Understand how to build precision statements that lead to solution development and action steps required for change in adult behavior.

Tasks:

Identify data analyst on team (may be three core team members analyze data prior to each meeting).

Become fluent with problem solving process (using data to build precision statements, build solutions, monitor and evaluate implementation).

Use all available data sources to screen students who may need additional supports and to target specific areas of the building.

Share/showcase results with school community.

Role of Staff:

Provide feedback.

Be consistent.

Know the role of student, family, community

Read school updates, provide feedback.

Become involved in parent, student, teacher organization.



Work with district IT personnel to determine best way to get access to school based information.

Share SWIS demo site to district level leadership.

Share success and challenges with district to improve best way to showcase and support schools.


Promote use of data that is reliable and represents climate in building.

Support staff to consistently report data accurately.

Work with district to understand school based need for progress monitoring.

Work with district, team and faculty to understand use of data to screen students who may need additional supports (team should have access to data that is current and relevant to school based needs).

Allocate time for data entry and report generation.

Allocate time needed for team to build skills for running problem solving meetings.

Allow time in meetings, newsletter, etc., for data summaries.

Celebrate success with team, faculty, community, and district.


Module D 26

Snapshot: Module E Develop Expectations and Rules



Three-to-five school-wide expectations posted around school (classroom and at least three other locations).

School-wide expectations apply to all adults and students in building.

Rules/specific behaviors defining school-wide expectations are developed and posted in most problematic locations in building.

Rules/specific behaviors are linked with school-wide expectations when taught and enforced.

Staff members are involved in the development of the rules.


Teaching Matrix with replacement behaviors defined based on data

Classroom rules aligned with school-wide expectations

Research:

A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998).

Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000).

Use of expectations and rules provides a guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards (Newcomer, 2009).

What is it?

Expectations are outcomes or the overarching umbrella in which all social behaviors would be included.

Rules are the specific criteria for meeting expectation outcomes.

Rules identify and define concepts of acceptable behavior.

Teaching matrix is a graphic organizer of expectations defined with rules/specific behaviors by location.


Role of Coach:

Attend team training with team.

Support team action planning, provide team with samples teaching matrices.

Work as a partner with administration to provide necessary resources.

Communicate with division coordinator for necessary resources to create teaching matrixes to display throughout school and relevant locations.

Review BoQ and relevant training tools to ensure fidelity.

Share implementation products and outcomes with division coordinator.

Role of Team:

Attend team training and follow up with action planning after training.

Review data and information from considerations provided in training when developing teaching matrix.



Provide resources for production of teaching matrix and other visual communication tools for

Module E 27

SW expectations (e.g., posters).

Meet with coaches to review teaching matrices and classroom alignment.

Review implementation outcomes and products for alignment with division strategic planning goals and social/behavioral needs.


Include time during staff or grade level/core/department meetings to allow coach and team to facilitate teaching matrix development.

Include classroom alignment with school-wide expectations as part of “look for” of walk through.

Allocate resources (e.g., team meeting time, time for team to work with staff/students, production of expectations for display around school).

Review implementation outcomes and products for alignment with strategic planning goals and social/behavioral needs.

Review academic and social/behavioral data with school leadership teams.

Arrange for additional support as needed.

Practice drafting expectations and rules/behaviors and review for accuracy using the Guidelines provided in training.

With coach and administrative support, draft action plan for implementing these BoQs that includes:

Time to provide professional development to staff on expectations and rules/specific behaviors

Time to facilitate staff/student input to develop teaching matrix (review sample structures to use with staff/students provided with training)

Time to compile student/staff input and present draft to all for review and input for final edits

Complete teaching matrix

Develop plan for displaying teaching matrix and/or school-wide expectations with rules/specific behaviors in applicable locations.

Plan for including teaching matrix in school documents (e.g., family communication, student planners, school website)

Plan for facilitating staff to align classroom rules with school-wide expectations

Plan for on-going review of teaching matrix to meet changing needs of school

Role of Staff:

Participate in development of school-wide teaching matrix.

Elicit student input.

Align classroom rules/expectations with school-wide expectations and display in classroom.

Role of Student, Family, and Community

Be familiar with school-wide expectations and rules by location. Reinforce these outside of the school building.

Understand the process for communicating with families when problems do occur.

Provide feedback as necessary


Module E 28

School-wide Teaching MatrixSettings

Expectations

Module E 29


Module E 30

Snapshot: Module F Establish Reward or Recognition Program



A system of rewards has elements that are implemented consistently across campus.

Recognition system includes a variety of methods to acknowledge students and staff.

Recognition system is linked to school-wide expectations and rules.

Recognition is varied to maintain and reflect student and adult interest—students and staff are involved in identifying,

Ratio of reinforcement to corrections is high.

The system includes incentives for staff/faculty.


School-wide use of Behavior Specific Praise Statements using the wording on the teaching matrix

Consistent implementation of minimum of 4:1 ratio of positive statements to negative statements among staff

Research:

To learn, humans require regular and frequent feedback on their actions

Humans experience frequent feedback from others, self, & environment (planned/unplanned, desirable/undesirable)

Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

More positive reinforcement for appropriate school behaviors is needed

Students needing additional support benefit from clear, salient, formal feedback

Increases the likelihood that desired behaviors will be repeated and focuses attention on desired behaviors

Fosters a positive school climate

Reduces the need for engaging in time consuming disciplinary measures

Create positive interactions and rapport with students

Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!

(Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP)

What is it?

Develop teaching matrix of school-wide expectations and rules/specific behaviors. Use words included on the matrix to formulate feedback statements.

A consistent system of acknowledgment for staff and students


Role of Coach:

Attend team training with team.

Support team action planning.

Work as a partner with administration to provide necessary resources.

PBIS School-Wide Acknowledgement Matrix (Students and Adults)Type What When Where WhoImmediate/High FrequencyIn the moment, predictable(e.g., Gotchas, Paws, High Fives)

Students:

Adults:

High frequency for a short time when first teaching desired behavior or re-teaching problem behavior from data

All students, All adults

Redemption of High Frequency(e.g., school store, drawings)

Students:

Adults:

At least monthly All students, All adults

Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)

Students:

Adults:

Maintaining a taught behavior (fading)

All students, All adults

Long-Term School-Wide Celebrations(school-wide not individually based)For: (e.g., ODR reduction, school-wide target met for certain setting/behavior area)Activity: (e.g., ice cream social, dance, games)

Module F 31


Module F 32

Snapshot: Module G Develop Lesson Plans for Teaching Expectations and Rules



A behavioral curriculum includes concept and skill level instruction.

Lessons include examples and non-examples.

Lessons use a variety of teaching strategies.

Lessons are embedded into subject area curriculum.

Faculty/staff and students are involved in development & delivery of lesson plans.

Strategies to reinforce the lessons with families/community are developed and implemented.


System to support staff to teach school-wide expectations.

Collaboratively developed lesson plans for initial instruction, on-going booster sessions for reminding and re-teaching, embedded instruction within academic instruction.

Research:

Behaviors are prerequisites for academics.

Procedures and routines create structure.

Repetition is key to learning new skills:

For a child to learn something new, it needs to be repeated an average of eight times.

Adults average 25. (Joyce and Showers, 2006)

For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times. (Harry Wong)

We can no longer assume:

Students know the expectations/rules and appropriate ways to behave.

Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling.

We must assume:

Students will require different curricula, instructional modalities, etc… to learn appropriate behavior.

We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills.

What is it?

Lessons are developed to teach expectations and rules.

Lessons include examples and non-examples and a variety of instructional methods and are embedded with academic instruction.



Provide connections to community and school division resources (e.g., technology for creating school videos)


Include time during staff or grade level/core/department meetings to allow coach and team to facilitate teaching acknowledgement.

Include lesson plans as part of “look for” of walk through.

Allocate resources (e.g., team


Role of Coach:

Provide examples of lesson plans and lesson planning formats for specific behaviors and expectations. Resources: PBIS.org, pbismaryland.org, state coaching activities (e.g., workshops, professional learning communities)

Role of Team:

Review sample lesson plans and lesson planning formats for best contextual fit for your school.

With coach and administrative support, draft action plan to provide initial instruction, on-going instruction, and opportunities/examples of embedding with academic curriculum.

Develop a schedule for initial, on-going, and embedded instruction to teach expectations.

Plan for ways to teach students and adults new to the building (e.g., video models).

Behavior Lesson Plan: Cool ToolUniversal Expectation:

Skill/Setting: Grade Level:

PURPOSE OF LESSON (what do you want them to know)

TEACHING TOOLS/RESOURCES/EXAMPLES

STUDENT ACTIVITIES (modeling/role play/lg, sm group/reading/writing)

FOLLOW UP/REINFORCEMENT ACTIVITIES (re-teaching, modeling, demonstrating, show knowledge)

Module G 33

Module H: PBIS-NH Rollout ChecklistMuscott & Mann, 2004

School:________________________________ Team: _________________________ Date:__________

STATUS:In PlacePartially in placeNot in Place

TASKPRIORITY:HighMediumLow

Faculty and Staff1. A consensus-building process has been used to identify the elements of the universal discipline system (e.g., expectations, behavior, teaching plans, reinforcement).2. A plan for communicating the universal discipline system to faculty and staff has been developed.

3. The universal discipline system has been discussed with faculty and staff.4. Faculty and staff are fluent with elements and procedures of the universal discipline system (e.g., expectations, problem behavior definitions, reinforcement, ODR form, procedures for referral to the office).5. A plan for orienting new and substitute faculty and staff to the universal discipline system has been established.6. New and substitute faculty and staff have been or are being oriented to the universal discipline system.

Students7. A plan for orienting the students to the school-wide discipline program has been developed.8. The school-wide discipline program and the school-wide behavioral expectations have been discussed with students.9. Students have been taught and have practiced the behaviors associated with the school-wide expectations.10. Students are being reinforced for exhibiting the behaviors associated with the school-wide expectations.11. Booster activities (re-teaching, reinforcement) based on need and data have been developed and implemented with students.

12. A plan for orienting new students to the universal discipline system has been established.

13. New students have been oriented to the universal discipline system.

Families/Community14. A method for gathering and responding to family input regarding school-wide discipline has been developed.15. A plan for communicating and discussing the universal discipline system with families in a variety of ways has been developed.

16. The universal discipline system has been communicated to families in a variety of ways.

17. A method for establishing ongoing communication with families regarding the universal discipline system has been developed.

18. A plan for orienting new families to the universal discipline system has been established.

19. New families have been oriented to the universal discipline system.

Module H 34

PBIS-NH Rollout Action Planning Document

Muscott & Mann, 2004

School:_______________________________________ Date:___________

Action Item What needs to be done Who will do what When to be done by

Module H 35

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