preparing for pbis training and implementation november, 2013 vtpbis state implementation team...
TRANSCRIPT
Preparing for PBIS training and implementation
November, 2013
VTPBiS State Implementation Team
VTPBiS Getting to Readiness Webinar
Agenda
• Brief Review of PBIS for fluency
• PBIS Readiness Checklist
• Data-based Decision Making
• PBIS School Example
• Supports Available
• Next Steps
So WHAT is School-wide PBIS?
Positive Behavior Supports (PBIS) is a proactive,
school-wide, data driven,
systems approach to improving social and academic
competence for all students.
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
1-5% 1-5%
5-10% 5-10%
100% 100%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Targeted Group Interventions•Some students•High efficiency•Rapid response
Targeted Group Interventions•Some students•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student SuccessDesigning School-Wide Systems for Student Success
Academic Support SupportBehavioral
Multi-Tiered Systems of Support
+
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavior Interventions & Supports
• Evidence-based
•Smallest effort
•Biggest, durable effect
What is PBIS Readiness?
Laying the foundation for School-wide PBIS
Implementation Readiness Checklist
Implementation Readiness Checklist
Readiness Checklist1. A School Action Plan exists that has
school-wide discipline as one of its top three goals.
Why?To ensure that PBIS is a top priority that will not
be superseded by other action planning goals.
To use as rationale for spending time and resources on PBIS activities.
To communicate and respond to the interests of the larger school community
Examples:
“Provides a safe, caring, respectful environment free of hazing and harassment”
School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)
Readiness Checklist
2. A PBIS Team is formed with broad representation.
Community
AdministratorSpecialized
Support
Student
Non-Teaching
Teaching
Family
Representation
Team Membership:• Building Administrator
• Grade/Department Representation
• Specialized Support:• special educator, school psychologist, school
counselor, behavior specialist
• Support Staff• office, custodial, bus, cafeteria, etc.
• Parent/Community
• Student
Why?To ensure that all perspectives are included in
PBIS implementation.
To ensure PBIS implementation, data review & dissemination of information throughout the school building.
To provide technical assistance & support to everyone in the school.
Effective School-Based Implementation Leadership Teams
• Use existing teams/committees as much as possible
• Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.)
• Team members are representative of the school
• Team members are respected by the school staff
So, as a PBIS leadership team member, what will I commit to?
• Attend the trainings and meet at least monthly
• Use data and information to make decisions
• Develop steps for implementation of activities
• Provide information to staff regarding activities, results, and training opportunities
• Communicate progress and assess ongoing commitment
Readiness Checklist
3. Administrator actively participates and attends meetings/trainings.
4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.
So, as a building administrator, what will I commit to?
• Attend trainings and meet with team at least monthly
• Identify PBIS as a priority and allocate resources• Combine teams and initiatives that have same
focus• Protect team members and staff from competing
initiatives• Become knowledgeable of data systems
• Make PBIS visible through frequent communication with staff
Readiness Checklist5. PBIS Team commits to monthly
meetings.
8. PBIS Supervisory Union Coordinator is identified and assigned a .1 to .2 FTE responsibility.
9. PBIS School Coordinator is identified and assigned a .1 FTE responsibility.
Readiness Checklist
Why have a Supervisory Union (SU)/District Coordinator?
• Assure resources (grant allocations) are tied to PBIS work in the schools
• Coordinate and support the work of schools implementing PBIS within the SU
So, as supervisory union coordinator, what will I commit to?
• Ensure student social behavior is a top priority
• Complete or coordinate school-based evaluations and assessments (SET, SAS)
• Provide encouragement and acknowledgement for schools’ efforts
• Attend School Leadership Team meetings quarterly
• Establish quarterly Supervisory Union level meetings
• Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV)
Why have a PBIS School Coordinator?• Team start-up and support
• Help with Team sustainability and accountability
• Team reinforcement
• Public relations and communications
• Ensure school data collection system is in place
• Promote systems change process
• Monitor progress
• Enhance collaboration and participation
So, as a PBIS school coordinator, what will I commit to?
• Meet with team at least monthly
• Attend PBIS coordinator and Leadership Team Trainings
• Attend regional coordinator meetings
• Act as positive nag
• Help team complete tasks on time
• Help with team organization
• Organize and report data
As a Team, discuss:
Who needs to be on your PBIS Universal Leadership Team?Who will be designated as your PBIS School Coordinator? Who will be designated as your PBIS SU/District Coordinator?
Schedule your PBIS Leadership Team meetings between now and your Team’s Universal training.
After today’s Webinar
Readiness Checklist
14. PBIS Leadership Team has provided awareness training to ALL STAFF.
15. At least 80% of all staff agree to PBIS implementation.
Characteristics of an Effective PBIS Presentation to Staff:
Elements to Include:• What is PBIS? • Why choose PBIS?• What are the elements of PBIS at the Universal Level?• What does PBIS look like/sound like?• What’s in it for me?• What’s expected of me?• Include a Vote:
a. Yes, let’s move forward! b. Yes, I'm willing to give it a shot but with these reservations__________
c. No, because_________________
A vote for PBIS means…• All staff commit to actively participate • All staff members directly teach & encourage
expected behaviors• All staff increase their daily positive contacts with
students• Administrators increase their involvement in
proactive student interactions & support• Data are used for decision making• Formal supports in place for non-responding
students
I shouldn’t have to do anything. Kids know what they are supposed to do,
why should I have to compliment them, give them rewards, or offer incentives
of any sort?
Staff Reluctance to PBIS Buy In
How’s that working for you?
Big ideas about acknowledgements:
• It’s more about changing adult behavior • The goal is to provide 6:1 positive
affirmations.• The tangible (ticket) allows you to count how
many times students are acknowledged• Rewards are not dangerous• There are many ways to provide
acknowledgements genuinely and effectively
As a Team discuss possible staff reluctance and how you might
respond.
After Today’s Webinar
As a Team, plan your PBIS presentation for staff:
o Who will design and deliver the presentation?o How will you ensure FULL STAFF participation in the
presentation?o When will the presentation take place?o How will you know that you have 80% buy-in?
Complete Action Plan for Readiness Checklist #’s 7 & 8
After Today’s Webinar
Other Readiness Checklist Items:
6. The Leadership Team has participated in an awareness presentation on PBIS7. The school has allocated/secured funding from the SU 10. The school uses, or agrees to develop, work products, practices and procedures that can be used to make data-based decisions11. The school has, or agrees to develop systems and processes to sustain PBIS12. Data entry time is allocated and scheduled to ensure that data will be current to within a week at all times.13. The school/SU will cover necessary costs or secure funds to cover costs for Leadership Team to participate in trainings.
What questions do you have?
School Example
37
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CCS Behavioral Expectations
Charlotte Central School Behavioral ExpectationsBehavioral
Expectations CLASSROOMS CAFETERIA RECESS GYM/MPR HALLWAY BATHROOM BUS
RESPECT YOURSELF
Do your best Be on task Be prepared
Eat your own food
Sit at your own seat
Play safe Dress for
weather Play fair
Do your best
Play safe
Walk Be on
time to class
Wash your hands
Flush
Follow safety rules
Stay in your seat and assigned area
Remain seated when bus is in motion
RESPECT OTHERS
Help others Stay in own
space Share
Use quiet voices
Let others join your table
Include others
Take turns
Play fair Share Include
others
Use inside voices
Be mindful of traffic
Respect privacy
Use inside voices
Keep hands to yourself
Keep the aisle clear
Follow the bus driver directions
RESPECTPROPERTY
Clean up Take only
what you need
Return materials
Clean up table
Stay seated until turn to leave
Clean up Use
equipment properly
Clean up Use
equipment properly
Admire art on walls
Clean and organized lockers
Clean up area
Report problems
Clean up Respect the
interior and exterior of bus property
Sample Lesson Plan
PURPOSE: •To promote respect and ensure the safety of all people in our school•To show pride in our school by taking care of it
DIRECT INSTRUCTION:
•Review the 3 School-Wide Behavioral Expectations•Ask students for examples of what “RESPECT OTHERS” “RESPECT SELF” “RESPECT PROPERTY” look like, sound like, and feel like in each setting.•Be sure to ask students to explain their reason.** Have students reword their “Don’t …….” into positively stated behaviors.
MODELING/ROLE PLAYS:
•Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice)•Discuss students’ observations of the role-play. Ask “What did you notice about …?”; Encourage them to recognize positive behaviors and appropriate social skills.•Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc.
FOLLOW-UP REINFORCEMENT SUGGESTIONS:
•Have students illustrate appropriate behaviors in an area of their choice.•Take photos of the students following expectations and create a class book or b. board.•Have students share their work with another class.
Expectation: Respect Self, Respect Others, and Respect Property
Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus
Acknowledgement System
RESEARCH SHOWS THAT ONE OF THE MOST IMPORTANT FEATURES OF PBIS SUSTAINABILITY IS
USING DATA TO MAKE DECISIONS (COFFEY & HORNER, 2009)
PBIS and Data-based Decision Making
PBIS Schools must have:
1. High quality data
2. System for collecting and analyzing the data
3. Procedures for making decisions based on data
PBIS and Data-based Decision Making
Kinds of Data• Self-Assessment Survey
(SAS)
• School-wide Evaluation (SET)
• Benchmarks of Quality (BoQ)
• Teaming matrix
• Office discipline reports
• Behavioral incidents
•Attendance
•Detention, Suspension, Expulsion
•Observations
•Surveys, focus groups
•Special Education referrals
•Special Education eligibility
PBIS Data that will need to answer these questions……….
• What problem behaviors are most common?– ODR per Problem Behavior
• Where are problem behaviors most likely?– ODR per Location
• When are problem behaviors most likely?– ODR per time of day
• Who is engaged in problem behavior?– ODR per student
• How often are problem behaviors occurring?– ODR per day per month
General Approach: “Big 7”1. # referrals per day per month
1. # referrals by student
2. # referrals by location
3. # referrals by problem behaviors
4. # problem behaviors by time of day
5. # problem behaviors by grade
1. # problem behaviors by day of week
Resources to support you:www.pbisvermont.org
Contact your State TA!
Next StepsYou Are
HERE!
1. Work with your team to complete readiness activities so you can answer “yes” to all statements.
1. Complete Intent to Implement Application and send/e-mail to Anne Dubie at [email protected] by Jan. 1 for March training and April 1 for June training
1. Confirm readiness with PBIS State TA person
Next Steps4. Attend Coordinator Orientation Webinar Jan 15
or April 9.5. Get access to First Steps to Implementation
Online Module Series and complete with your team.
6. Complete PBIS Baseline Evaluations.7. Register to attend the Universal Leadership
Team training with your Team for two days in March (dates vary depending on region) or at the Summer Institute (four days) June 23-26.
Draft Implementation Plan:4. Statement of purpose5. 3-5 behavioral expectations6. Procedures for teaching expectations7. Procedures for rewarding expectations8. Procedures for discouraging problem behaviors9. Data information system