February 1, 2011- Cohort BImplementation Steps 6 & 7

PBIS Day 3 Team TrainingOrange County 2010-2011 Cadre

Welcome!

Barbara Kelley Cristy Clouse Marie Williams Pam TupyPBIS Coordinator PBIS Prog. Specialist PBIS Prog. Specialist PBIS Prog. Specialist

Grounding• Team Implementation Checklist

• Please complete the checklist as a group and have your coach or principal input the data on pbssurveys.org by February 28, 2011

Outcomes

• Understand and apply Step Six: – Develop a Continuum of Procedures for Encouraging

and Strengthening Student Use of School-wide Behavioral Expectations

• Understand and apply Step Seven: – Develop Continuum of Procedures for Discouraging

Student Behavior Violations of School-wide Behavioral Expectations (i.e. ODRs, “Active Flow Chart”)

Agenda• Grounding Activity- TIC• Step 6: Reinforcement of Expected

Behaviors• Action Planning• Step 7: Procedures for Discouraging Student

Behavioral Errors

• Lunch• Step 7, cont’d: ODRs/Active Discipline

Flowchart• Action Planning• Preparing for Coaches Forum #3

Housekeeping• Monthly Data Collection Changes

– Definitions– New Units of Service start February

• Invoicing– Make sure to do it by the deadlines– Details/Review @ Coaches Forum #3 & District

Coordinator Meeting

• RtI2 Conference Registration– Free registration—http://nregister.ocde.us– Sub release costs come out of $8500– First come, first served

• Coaches Forum #3 Design– 3 people (Coach, Principal, Data Entry)– SWIS Training/Precision Statements/Share-Out– Sign-in & find room assignments in Building A Lobby

Monthly Data Collection Update

Monthly Data Collection Definitions

• Group behavioral interventions: – Check-In/Check-Out, Social/Academic Instructional

Groups, Individual CICO, Group Mentoring, Practical FBA’s

• Individual behavioral interventions: – Complex/multiple-life-domain FBA/BIP, Wraparound

Services• One or more out-of-school suspensions:

– # of students who receive one or more suspensions during the month (example: If 1 student receives 3 suspensions in during September, the number reported is 1)

• Referrals for Special Ed In-School: (provided on home campus)

• Referrals for Special Ed Out-of-School: (provided off campus)

• Minor referrals (# incidents): – include behavior which stops instruction and/or is

teacher-managed

Monthly Data Collection Definitions

• Major referrals (# of incidents): – include behavior which is office-managed

• In-school suspensions (# of incidents): – consequence for referrals results in a period of time

spent away from scheduled activities/classes during the school day

• Out-of-school suspensions (# of incidents):– consequence for referrals results in a 1-3 day period

when student is not allowed on campus• Expulsions (# of incidents):

– consequence for referrals results in student being dismissed from district

• Community members can be identified as: – partners working with you, and/or your PBIS Team

representing local businesses, agencies, PTA, other stakeholders.

Let’s get started!

Step Six:Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations

What does that mean to you?

– On a post-it, write a ten-word statement answering that question.

– Be ready for a quick-share at your table. (5 minutes)

Step Six: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations

Acknowledging School-wide Expectations: Rationale

• To learn, humans require regular & 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.

Intrinsic Carrot/Stick Motivation

Carrots & Sticks vs. Positive Culture

• Extinguish Intrinsic Motivation

• Diminish Performance

• Crush Creativity

• Crowd out Good Behavior

• Deepening Learning

• Doing One’s Best

• Inventiveness

• Destination-High Road

Cultural Shifts

Carrots & Sticks

• Encourage Cheating, shortcuts, Unethical

• Become Addictive-”If Then”

• Foster Short-Term Thinking

Positive Culture

• Attaining Mastery-Building Relationships

• “Now That”-Provide Praise, Feedback & Useful Information

• Mastery-Pushing Towards the Horizon

Daniel Pink

Daniel Pink

Reflection

Break-Enjoy! See you in 15 minutes!

What do we recognize?School-wide Positive Behavioral

Expectations

How do we encourage Behavioral Expectations?• ALWAYS personally acknowledge each student

with specific verbal praise reinforcing the expected behavior as you hand him/her the reinforcer card.

• Positive Reinforcement Procedures– Positive Office Referrals– Special locale reinforcers– Verbal Praise– Substitute Specials– Bus Driver-Tsunami Cards– Office Specials-bumper stickers, school pencil etc…

More Examples of Reinforcement Ideas

• Gotcha cards– Via Vaqueros– STAR Cards– Wave Cards

• Weekly drawings

• Shark patrol• Privilege

coupons• Staff reinforcers

More ideas of how to acknowledge the expected behaviors

• Mustang Buck– Reward

Appropriate Behavior

• Corral– Student Store– Open Every

Friday

Via Vaquero- The Vaquero Way

Tsunami Card

Name:_____________Staff: _____________

• Be Ready• Act Respectfully

• Make Good Decisions• Solve Problems Appropriately

Bernice Ayers Middle School

Elbow partner discussion

• How might we sincerely use our reinforcers?

• How do we use them to build intrinsic motivation instead of extrinsic?– Intrinsic motivation: “When, then”– Extrinsic motivation: “If, then”

• Spontaneous recognition makes kids feel valued and appreciated.

Make Group Recognition

PUBLIC!

Lincoln Park MS:

Monthly rewards for students

earning 4 C.R.E.W. tickets

in the month.

Acknowledge & Recognize

School-wide Acknowledgement Plan: Example #1 (less formal

system)“Gotcha” Card System• Criteria

– Demonstration of school-wide expected behavior

• Presentation– Individual staff member (acknowledges

w/appreciation for specific expected behavior)• Award

– Sign in the honor roll log at office– Sticker– Monthly raffle at awards assembly

• Dissemination– Signed awards log kept at office (name

and room number)

“Gotcha” Card System• Criteria

– Demonstration of school-wide expected behavior

• Presentation– Individual staff member (acknowledges

w/appreciation for specific expected behavior)• Award

– Sign in the honor roll log at office– Sticker– Monthly raffle at awards assembly

• Dissemination– Signed awards log kept at office (name

and room number)

School-wide Acknowledgement Plan: Example #2 (more formal

system)“I am a Charger” System• Criteria

– Satisfactory grades -Follow school rules

– No discipline referrals -Class work completed

– Five staff signatures of recommendation– Students listed in office for all staff to review

• Presentation– Monthly award assembly

• Award– “Large and In Charge” Badge– Privileges:

• In hallways without pass Early lunch• Charger lunch table• Early release (1-2 min. max) from class when

appropriate• Dissemination

– Honor list in classroom– Parent positive notes home

Creating Consistency & PredictabilityPBIS Handbooks/Manuals: Includes reward procedures

Lincoln Park Office Scrapbook

Milwood Middle School

Central High School

The first survey item ….

Take Time To CELEBRATESchool-wide!

Take Time To CELEBRATESchool-wide!

Make it Do-able…

• Get students involved– PBIS Rap– I am a Charger

– Trabuco HillsFive student names are selected and THEY identify five students who have exemplified the expected behaviors.

Get students involved: Acquiring back-up rewards

Thank You Note

Community Sponsor

In one school, 8th grade language arts students

write community organizations for support

of reward program

In one school, 8th grade language arts students

write community organizations for support

of reward program

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Include Community Partners

Action Planning• As a Team, review Step 6 in the

Team Member Workbook Pages With your team, please:1.Read Page 552.Guidelines Page 563.Creating a System for Reinforcement Worksheet

Page 574.Rein forcer Table Chat or E-mail Chat Page 58

• Think about the best process for your staff to be included when developing Step 6.

• Begin Action Planning on p. 59

STEP 3

Step SevenDevelop Continuum Of Procedures For Discouraging Student Violations Of Sw Behavioral Expectations

Step Seven: Discouraging Problem Behavior

Context Matters!

How does the school-wide culture and climate affect individual students?

“Reiko”

Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.

What would you do?

“Mitch”

Mitch displays a number of stereotypic autistic symptoms (e.g., light flittering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.

What would you do?

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention plans based

on our assessment• Monitor student progress & make

enhancements– All in ways that can be culturally & contextually

appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

“159 Days!”

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

Reiko is in this

school!

Referral Formula

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days of

instructional/administrative

time LOST

“The place to be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Kiyoshi is in this

school!

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.

Mitch is in this

classroom!

“Four Corners”

Three rival gangs are competing for the “ four corners” area in the school. Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to the “Four Corners.”

Rachel is in this

school!

Elbow Chat

• What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?

• Are these environments safe, caring, & effective?

• Context Matters!

School-wide PBIS Logic:

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for ALL students(Zins & Ponti, 1990)

Reactive Management“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of

consequences• Establish “bottom line”• DETENTION!!

Enjoy your Lunch!

The Power of Detention

Reactive responses are predictable….

When we experience aversive situations, we want to select interventions that produce immediate relief

• Remove student• Remove ourselves • Modify physical environment• Assign responsibility for change to

student &/or others

Reactive vs. Preventive

• Schools who successfully implement PBIS create predictable, consistent and safe environments

How do we do it?1. Specifically define rule violations-Office

Discipline Referrals (ODR)• Define most common behavioral errors• Minors (classroom managed) vs. Majors (office

managed) • Create school-wide ODR compatible with SWIS

2. Specifically define procedures for processing violations of school-wide behavioral expectations

• Active Flow Charts

1. Developing your ODR

• Create an ODR that fits the cultural context of your school and includes the following “Must-Haves”.

• “Must Haves”– Who violated rule (name, grade)?– Who observed and responded?– When (day, time)?– Where?– Who else involved?– What was motivation?– Which behavioral expectation violated?

ODR Sample A – WB p. 63

ODR Sample B –WB p. 64

Reflect/Elbow Chat• What issues might come up for your

staff as you discuss minors vs. majors?

• What might be some of the roadblocks for consistent use of the ODR school-wide?

• Share with an elbow partner…

Staff-wide Process Ideas- WB p. 71• The Goal: To develop clear distinctions

between classroom (minor) vs. office managed (major) behavioral errors1. List misbehaviors- 1 per chart

• To start the process, pick your most common behavioral errors

• Develop a common definition of the behavioral error (note: SWIS definitions can be helpful)

2. Sort staff into table groups (cross-discipline/grade level/departmental , etc.)

3. Divide the chart into Major vs. Minor4. On the T-Charts, operationalize each

misbehavior• What would you see? What would you hear?

Staff-wide Process Ideas, cont’d. – WB p. 71

5. Gallery Walk• In small groups, rotate through each chart –

adding new information but NOT erasing any ideas.

6. PBIS Team combines all of the ideas to present back to staff• Any discrepancies should be brought back to

the staff for agreement (Focusing Four Decision Making Process)

7. Staff reviews final “Major vs. Minor” (classroom vs. office managed) document for agreement.

“Majors vs. Minors” Process Practice

• Complete your chart for the identified misbehavior.

• Remember to operationalize the behavior--what you would see? and what you would hear?

• Decide whether it is something you would handle in the classroom (minor) or something you would send to the office (major) and add it to the correct column of your chart.

Next Step: Gallery Walk • If you were actually DOING the ENTIRE

process, you would:– As a group, view each T-chart and add

any new ideas before you rotate to the next chart.

– Begin to think about how you will do this same process with your staff.

– Remember that the PBIS team will compile all of the info and present it back to the staff…

Gallery Walk Debrief• Take a minute to think about the

Major vs. Minor process that we just did.– What might be the benefits of using a

process like this instead of just handing out an ODR form to your staff?

– Write your thoughts down and be ready to share-out during Action-Planning time.

Break: Time to get Footloose!• See you back in 10 minutes!

Design Procedures for Discouraging Misbehaviors Discussion (10 min.)

• Take a look at the Active Flowchart Samples. (WB p. 74-76)

• Talk with your group about the procedures and/or systems you have in place at your school site for dealing with problem behaviors.

• Are minors and majors dealt with the same way?

We know that…

• Schools employing high quality instructional practices that are responsive to the needs of students from diverse backgrounds demonstrate student achievement that is well above average despite high representation of culturally diverse students from economically disadvantaged backgrounds.

- National Research Council

Teacher Best Practices

The single biggest factor affecting academic growth is the effectiveness of classroom instruction.

But what if they keep misbehaving?

• Using your excerpts from The Teacher’s Pocket Guide for Effective Classroom Management, let’s JIGSAW!1. Number off 1-4 at your table.2. Read your section.3. 1s report out MIP

2s report out MIP, etc.

Creating Consistent Procedures

• Take out your “So…What do we do when they keep misbehaving?” Handout and take a look at W.B. p. 76.

• Using your expertise as teachers and administrators, and your new knowledge of classroom management practices and function of behavior, identify Teacher Best Practices and Administrator Best Practices that best match your school site.

• Include these on your Best Practices Section (on the back of your misbehaving handout)

Function of Behavior Quadrants

Action Planning

• Complete your FIRST draft of your entire Active Discipline Flowchart before Coaches Forum #3—February 9, 2011.– WB p. 78- Blank Flow Chart OR in your

handouts

• When you’ve completed your FIRST draft, begin to action plan how you will move forward with Step 7. (WB p. 79- Action Plan)– ODRs– Active Flowchart

Preparing for Coaches Forum #3

• Step 8: Develop Data-based Procedures for Monitoring Implementation of School-wide PBIS

– Complete W.B. p. 73– Read Step 8 Section in your Team

Member Workbook– Bring artifacts from your PBIS

Implementation & Active Discipline Flowchart with you.

– Sign-in & get materials in Building A Lobby (where the Board Room is)to find your room assignments.

We wish you ALL the BEST!

• We’ll see you at the RtI2 Conference March 30, 2011 @ Costa Mesa Hilton!

• And/or Coaches Forum #3- Feb. 9, 2011@OCDE (sign-in Bldg. A Lobby)

• Next year at Days 4 and 5 Team Training!

• Have a fabulous PBIS Implementation Day!