pbis maryland coaches meeting april 30, may 5, 2014
TRANSCRIPT
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PBIS Maryland Coaches Meeting
April 30, May 5, 2014
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Who is here?
• Who am I?– Cathy Shwaery, PBIS Maryland Training Coordinator,
Sheppard Pratt Health System– [email protected]
• Who are you?– Roles?– PBIS implementation experience?
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EXPECTATION BEHAVIOR
BERESPONSIBL
E
Take care of your needs Return on time Share your questions
BERESPECTFUL
Silence cell phones Listen to others attentively Contribute to the activities Follow attention signal
BE ENGAGED
Share your thoughts Take notes Have FUN!!!!
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Purpose: To acquire skills, ideas, strategies to share with team and staff to further PBIS implementation
Today’s Topics:
Solutions to Successful Implementation
Coaching Strategies
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Learning IntentionsParticipants will:
Identify teaming structures that work! Find solutions to barriers Connect behavior to academics
Harvest data for problem-solving Discuss approaches and strategies to effective
coaching Discuss mentoring across the tiers
Ask questions during a panel discussion
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Teaming Structures that Work!
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What makes a team successful?
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Results from 4/30/14 Meeting
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Results from 5/5/14 Meeting
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11
PBIS Team
Did you identify your:• Recorder• Facilitator• Reporter• Timekeeper
Meetings:• Do you have monthly
team meetings?• Do you have an
agenda?• Do you have roles &
responsibilities?• Are you looking at your
data to make decisions?
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Tier 3
Tier 2
Tier 1
Resource Mapping: Taking inventory of teaming structures at your school
Practices, Initiatives, Programs for a FEW
Practices, Initiatives, Programs for SOME
Practices, Initiatives, Programs for ALL
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Inventory of TeamsTiers What
teams are in place?
Who serves on the team?
What are the
measurable outcomes?
How is progress
monitored?
How do students enter &
exit?
What are your
commu-nication loops?
Tier I
For ALL students
Tier 2
Tier 3
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Solutions for Successful Implementation
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Teaching lessons
Testimonials
“Now I have my expectations and I can set them high and most of my kids will attain those expectations, which makes It easier on me in the
classroom as a teacher”
Student Voice
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Overcoming Barriers
Previously identified barriers to success:1. Ineffective team2. Lack of administrator support3. Teachers don’t have time to teach behaviors4. Lack of student involvement5. Disproportionality6. Limited staff buy-in7. Professional Learning for teachers
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Activity
1. Write at least one solution for at least 3 of these topics on your post-it notes
2. Take notes with you during break and stick them on the large chart paper by topic around the lobby
3. Before re-entering lecture hall, take a gallery walk to see what other coaches wrote for solutions to barriers
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Connecting Behavior & Academics
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What does teaching look like?
What does learning look like?
Think-Pair-Share
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AET
• Academic Engaged Time (AET)– 330 minutes of instruction/day– 1650 minutes/week– 56,700 minute/year– 15,700 minutes for Reading
• Minutes are a finite number• Loss of minutes=Loss of achievement• Minutes are the currency we use for
instructionGeorge M. Batsche, Ed.D., Institute for School Reform, University of South Florida
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All instructional tasks involve academic skills and academic behaviors
George M. Batsche, Ed.D., Institute for School Reform, University of South Florida
Instructional planning that involves both of these will maximize student growth
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Student AchievementStudent Performance
• Academic Skills– Goal setting tied to state/district standards– Common Core State Standards– Developmental Standards
• Academic Behaviors-Student Engagement– Behaviors associated with successful completion of the academic skills– On-task, listening, following directions, ignoring distractions, self-
monitoring, goal setting, content of private speech
• Inter-/Intra-Personal Behaviors– Behaviors that support social skills– Social/emotional development George M. Batsche, Ed.D., Institute for School
Reform, University of South Florida
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Conditions for Learning: Key Aspects of School Climate Which Support Enhanced School Academic Outcomes
STUDENTS ARE SAFE
•Physically safe•Emotionally and socially safe•Treated fairly and equitably•Avoid risky behaviors•School is safe and orderly
STUDENTS ARE SUPPORTED
•Meaningful connection to adults•Strong bonds to school•Positive peer relationships•Effective and available support
STUDENTS ARE CHALLENGED
•High expectations•Strong personal motivation•School is connected to life goals•Rigorous academic opportunities
STUDENTS ARE SOCIALLY CAPABLE
•Emotionally intelligent and culturally competent•Responsible and persistent•Cooperative team players•Contribute to school community
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Standards for Reading Literature (RL)Grade 5
• RL7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
– Participate actively and appropriately in discussions about literary text.
1. Identify the ACADEMIC SKILLS necessary to complete this standard
2. Identify the ACADEMIC BEHAVIORS necessary to complete this standard
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Standard 1.0 Skills and ProcessesScience, Grade 8
• Topic B. Applying Evidence and Reasoning– Indicator 1. Review data from a simple
experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.
1. Identify the ACADEMIC SKILLS necessary to complete this standard
2. Identify the ACADEMIC BEHAVIORS necessary to complete this standard
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Critical Features of Effective Classroom Management
• Post, Teach, Review, Monitor, and Reinforce Expectations• Maximize Structure and PredictabilityActively Engage Students• Use Continuum of Strategies to Encourage Expected Behavior• Use Continuum of Strategies to Discourage Problem Behavior
(Simonsen, Faribanks, Briesch, Myers, & Sugai, 2008)
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Simonsen, et al (2008), Evidence-based Practices in Classroom Management: Considerations for Research to Practice
Actively Engage Students in Observable Ways
• Rate of opportunities to respond (OTR’s)
• Direct instruction• Class-wide peer tutoring• Computer assisted instruction• Guided notes
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Simonsen, et al (2008), Evidence-based Practices in Classroom Management: Considerations for Research to Practice
Rate of Opportunities to Respond (OTR’s)
Prompt or solicit a response
• Choral Responding
• Response Cards
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Choral Responding: Criteria• Short, one to three
word answers• Brisk paced lessons• Provide thinking pause• Use a clear signal of
when to respond• Provide feedback• Call on individual
students
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Response Cards: Criteria• Simple items• Easy to read• Few in number• Keep a brisk
pace
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Social Studies
Judicial
Executive
Legislative
Math
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Science
Reptile
Amphibians
Crustacean
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It’s All About Engagement!Five Basic Elements of Cooperative Learning
• Positive Interdependence• Face-To-Face Interaction• Individual Accountability• Social Skills• Group Processing
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Positive Interdependence promotes a cooperative and caring learning community in which
students work together, are supportive, and encourage each other to learn and succeed.
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Some ways to create interdependence include:
• Assigning different necessary roles to each student (Sage-N-Scribe)• Assigning different access to materials to each student (Pair
Projects in which one has the scissors and another the glue)• Providing different essential information to each student (Jigsaw
Problem Solving)• Limiting the time so that no one person can complete the task
alone (Brainstorming)• Increasing the task difficulty so no one person can complete the
task alone (Team Project requiring coordination of efforts)• Designing tasks with cumulative contributions (RoundRobin
Storytelling: Each teammate in turn adds a sentence to the team story)
• Having students teach each other (Telephone, Partners, Jigsaw)Kagan, S. The Two Dimensions of Positive Interdependence. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2007. www.KaganOnline.com
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It’s All About Engagement!
Cooperative Learning/Instructional Strategies Online
http://olc.spsd.sk.ca/DE/PD/instr/categ.html
Cooperative Learning Social Skill Lesson Planhttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/lesson.pdf
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Student Centers
1. Form flexible groups based on assessment;2. Identify appropriate center activities based on
assessment;3. Design a center management system;4. Implement a behavior management system;5. Give explicit center directions;6. Organize the classroom;7. Manage transitions; and8. Establish accountability.
www.centeroninstruction.org
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Lunch Break11:15 – 12:30
See back of Agenda for near-by restaurant locations
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Contributions to this presentation
• Kimberly Yanek, Systems Coach, trainer, PBIS of Virginia, Old Dominion University
• George M. Batsche, Ed.D., Institute for School Reform, University of South Florida