tier i team training: developing pbiscce.astate.edu/pbis/wp-content/uploads/2016/11/...kick- off!...

Tier I Team Training: Developing PBIS

Positive Behavioral Interventions and Supports

AcknowledgementsWe would like to thank the following for sharing resources

that were used in the development of this presentation:

OSEP Center for PBIS (pbis.org)

Illinois and Midwest PBIS Networks

PBIS Maryland

Missouri Schoolwide Positive Behavior Support

Today’s resources will be available on our website:

cce.astate.edu/pbis/resources/

Introductions

First name

Position at your school

Role on your team

Team Responsibility Person Responsible

Administrator

Internal Coach

Facilitator

Data Manager

Recorder

Communicator

Active Team Members

Behavior Specialist

Team Roles and Responsibilities

Agenda8:30- Welcome

8:45 - Quick review of April training

9:00-11:30: Team Activities

• Team Time to complete activities

• Share completed activities with the group

11:30: Working Lunch

12:15: Team Activities

• Team Time to complete activities

• Share completed activities with the group

PBIS Team meeting protocol

2:30-3:00 – Wrap up

6

Objectives for Today Complete behavior matrices

Create lesson plans

Plan student acknowledgements

Plan staff acknowledgements

Plan Introductory/Kick-off Events

Refine T-Chart

Create flow-chart

Team responsibilities & meetings

7

Review of PBIS and the philosophy behind it

8

Making a Positive Change

9

PBIS is a new philosophy

PBIS = proactive and positive approach to discipline

PBIS = positive school climate

PBIS = positive student behavior

PBIS ≠ waiting for students to make a mistake

PBIS ≠ focus on punitive discipline

Guiding Questions

Keep asking these questions:

What outcomes do we want for our students?

What supports will help them reach those outcomes?

How will we deliver those supports?

How will we know if they are working?

OutcomesRespectful

Responsible

Safe

Kind

Collaborative

Resilient

…

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Academic

and Personal

Success

Supports for Outcomes- How you support staff so that they can support students

Plan for how and when you teach students behavior

Plan for acknowledging appropriate behavior

Plan for addressing inappropriate behavior

Develop problem solving team to make decisions

Delivery of Supports for Students- Reduce problem behaviors across the entire

student body

- Everyone receives general education and other

universal practices to support behavioral success

• Teach appropriate behavior

• Model appropriate behavior

• Recognize appropriate behavior

• Discourage inappropriate behavior

Tier 1: Core instruction for all

students.

Tier II: Targeted supports for

students with non-serious

repetitive behaviors.

Tier III: Individualized supports

for students engaging in

dangerous or threatening

behaviors

A continuum of

practices

How to Know if Supports are Working

Monitor data (e.g., Office Discipline Referrals)

How will you make informed decisions & measure

success?

Answer the following:

Who

What

When

Where

Why

Data Allow Informed Decisions

What behavior do you want to see?

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Behavior Expectations

What expectations did you choose?

Why did you choose them?

Share

19

Use POSITIVE language: tell students what TO DO

Be brief

Use simple language

You can use pictures for very young children

Guidelines for Defining Expectations

20

BandRoom

21

23

Example

24

25

Activity: Behavior Matrices

Identify non-classroom areas of your building (hallways,

restrooms, cafeteria, library, bus, playground, assemblies,

etc.)

Working in pairs, define your chosen behaviors for your

expectations in those areas.

Behavior Matrix Handout

Share your Work On what areas did you focus?

How did you define behaviors?

Are they all phrased positively?

27

Lesson Plans

28

Teaching Expectations

Teaching ExpectationsNow that expectations are defined, how will you teach

students?

Give definition

Model the behavior

Let students practice

Give students feedback

Elementary Lesson Plan For The Bus Line

• Teacher checks for

understanding in multiple

ways

• Students are given

opportunities to practice

Example of Voice Level Chart

31

Some guiding questions:

Who will teach the expectations?

What method or means will you use?

Where will you teach the expectations?

When will you teach expectations?

Activity: Create some Lesson Plans

32

Lesson Plan Handout

The PBIS Compendium

http://pbiscompendium.ssd.k12.mo.us/

Wisconsin PBIS Network

http://www.wisconsinpbisnetwork.org/educators/resources.

html

Missouri Schoolwide PBS

http://pbismissouri.org/archives/1150

Some Great Resources for Lesson Plans

33

Present an example of a lesson plan

Share Your Work

34

Acknowledgements

35

Encouraging Appropriate Behavior

AcknowledgementsAcknowledgements should ONLY be given to students who are demonstrating school-wide expectations

All staff should be giving acknowledgements

Acknowledgements should be linked to the appropriate behavior based on the Expectations Matrix.

When a staff member acknowledges a student for using an expected behavior, the ‘reward’ should be given immediately.

When you award acknowledgements to a student, the student should know exactly why he/she is getting the recognition. The reason should be valid and connected to the core values (expectations).

Examples of Acknowledgements

37

Example

38

Some Other Examples of Acknowledgements

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Activity: Student AcknowledgementsCreate your plan for Acknowledgements. Some guiding questions:

• Will you use tangible rewards? If so, what type (tickets,

coupons, etc.)?

• How will you ensure they are being given out properly and

consistently?

• What non-tangible rewards will work for your students?

• What types of group, classroom, or schoolwide rewards will

you use?

40

Student Acknowledgement Handout

Binder Location: Acknowledgements

High frequency/Predictable– Delivered at a high rate for a

short periodGotchas, coupons, positive referrals, phone calls, etc.

Unexpected/Intermittent– Bring “surprise” attention to

certain behaviors or at scheduled intervalsClassroom surprises (by Principal), ticket lottery, special announcements, raffles,

etc.

Long term CelebrationsQuarterly activities, assemblies, parent dinners, field trips, year-end celebrations

School-wide Acknowledgements

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Acknowledgment Matrix

Share your work• Will you use tangible rewards? If so, what type (tickets,

coupons, etc.)?

• How will you ensure they are being given out properly

and consistently?

• What non-tangible rewards will work for your students?

• What types of group, classroom, or schoolwide rewards

will you use?

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Activity: Staff Acknowledgement Brainstorm some ideas for how you can support and encourage staff in

their implementation of PBIS.

Binder Location: Acknowledgements

Staff Acknowledgement Handout

Share your work• How will you acknowledge staff?

• What problems do you expect?

• How will you ensure they are being given out properly

and consistently?

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How to address problem behaviors

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Discouraging Inappropriate Behavior

Activity: Finalize your T-Chart1. Make a list of all major problem behaviors in your classes

and school. These are the behaviors that will be office-

managed.

2. Make a list of all minor problem behaviors. These are the

behaviors that will be managed by classroom teachers.

Creating a T-chart Handout

Binder Location: Procedural Charts

T-chart ExampleTeacher managed

behaviors (minor)

Office managed

behaviors (major)

Tardy

Inappropriate language

Food/drinks/gum

Not having materials

Tattling

Teasing

Lying

Cheating

Minor dress code violation

Minor disruption

Non-compliance

Chronic/severe bullying

Stealing

Vandalism

Chronic non-compliance

Profanity directed at person

Repeated disruptions

Fighting/assault

Threat

Chronic class skipping

Harassment

Repeated minor behaviors

Activity: Flow chart for behavior Create a flow chart describing the procedures for staff to

use when addressing problem behaviors.

Flow chart Handout

Binder Location: Procedural Charts

Proceduralchartexample

50

Example

51

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The PBIS Team

Team Responsibilities

Develop school-wide PBIS action plan

Hold regular team meetings

Monitor & evaluate behavior data

Monitor & evaluate progress

Maintain communication with staff & coach

Report outcomes to school & district stakeholders

Critical Components of efficient, effective team meetings:

Predictability

Participation

Communication

Accountability

Team Meetings

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Example of a PBIS Action Plan

Example of a Yearly Plan

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Preparing for Kick-Off

Staff – all staff in school

Students

Parent

Kick-off Activity

Preparing for Kick-Off: Staff Think about issues your staff may have with PBIS

implementation

Think about the best way(s) you can present PBIS to your

staff

Preparing for Kick-Off: Students

Idea: Teaching expectations with “Rotation Stations”

Thank you to Brookland Middle School

Preparing for Kick-Off: Parents

Next steps before Kick-Off Develop posters/instructions for each non-classroom

location in school of expected behaviors

Complete behavior lesson plans for each area in school

Develop plans for how to teach behavior

Determine who, what, and when to teach behavior

Complete tangible acknowledgement for good behavior

Determine Assessment Schedule

Kick-off Activity

Develop PBIS

Team

PBIS Team

Preparation

Training

PBIS

Implementation

Training

(all staff)

PBIS

Kick- Off!

March April May August

PBIS Team

PBIS

Overview

Coaching and Technical Assistance from Arkansas State University

2016 Timeline for Little Rock PBIS Implementation

Team

Expectations:

Trainings:

March April May August

PBIS

Implementation

Training

PBIS

Kick- Off!

2016 Timeline for Little Rock PBIS Implementation

August … and beyond

• Day 1: PBIS Team – 3 hours

• Day 2: PBIS Team rolls out PBIS to school staff

• Beyond:

• www.pbis.org

• www.pbisapps.org

• The PBIS Compendium http://pbiscompendium.ssd.k12.mo.us/

• Wisconsin PBIS Network http://www.wisconsinpbisnetwork.org

• Missouri Schoolwide PBS http://pbismissouri.org

• Midwest PBIS Network http://www.midwestpbis.org/

• Maryland PBIS http://www.pbismaryland.org/

Resources

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Center for Community Engagement

Arkansas State University

870-972-2287

cce@astate.edu

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Example of PBIS Teacher Manual Contents

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Item Locating the

Form

Page

1. Welcome Letter 1

2. Expectations and Settings Matrix 2

3. School-Wide Recognition Matrix 3

4. Caught-Being-Good (postcard sample) Main Office 4

5. Good-News-Referral Main Office 5

6. Help Referral Email Jill Buday 6-7

7. Behavior Referral Form (& Vocabulary

Key)

Main Office 8-9

8. Student Behavior-Log Faculty Lounge

File drawer10

9. Student Behavior Management Process

Flowchart.

11

10. Continuum of Consequences Planning Tool

and Sample

Cindy Nolan 12-13

11. Self Assessment Cindy Nolan 14

12. Classroom Management Resources 15

13. Study Hall Expectations for Teachers. Email C

DellaPenta16

14. Study Hall Expectations: for Students. Email C

DellaPenta17

15. Sample Lesson Plans for Teaching

Expectations

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