teaching sw expectations for trainers & coaches lori poston action for kids, arkansas george...
TRANSCRIPT
Teaching SW Expectations for Trainers
& Coaches
Lori Poston ACTION for Kids, Arkansas
George SugaiOSEP Center on PBIS
University of ConnecticutOctober 30, 2008
www.pbis.org www.cber.org www.swis.org
PURPOSE
Review SWPBS trainers and
coaches role in promoting
teaching SW expectations for
EVERYONE in school.
George: Overview & BasicsLori: Examples & GuidelinesAll: Questions & Examples
REVIEW OFBIG IDEAS
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
VIOLENCE PREVENTION
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
• Positive, predictable school-wide climate
• High rates of academic & social success
• Formal social skills instruction
• Positive active supervision & reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-community effort
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom
• Behavioral competence at school & district levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning & wraparound processes
• Targeted social skills & self-management instruction
• Individualized instructional & curricular accommodations
Individual Student
Character Education• Easy to change moral
knowledge..... ...difficult to change moral conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for success
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Typical Contexts/ Routines
Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self
AllUse inside voice.
Raise hand to answer/talk.
Recycle paper.Put writing tools inside
desk.
Do your best.Ask.
Morning MeetingEyes on speaker.
Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
HomeworkDo own work.
Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.Do homework
night/day before.
TransitionUse inside voice.
Keep hands to self.Put/get materials first.
Keep hands to self.Have plan.Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready.Have plan.
Ask if unclear.
Teacher DirectedEyes on speaker.
Keep hands to self.Use materials as
intended.Have plan.
Ask.
Independent WorkUse inside voice.
Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned.Ask.
Problem to SolveStop, Step Back,
Think, ActStop, Step Back,
Think, ActStop, Step Back,
Think, Act
1. SOCIAL SKILL2. N
ATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
EXAMPLES & GUIDELINES
Teaching School-Wide Expectations: What Trainers &
Coaches Should Know
Lori Poston, LCSW
PBIS Coordinator
Schools Participating with AFK
• 4 Counties
• 11 Districts
• 31 Buildings
• 4 Cohorts in 3 years
• TRAINING PARTNERSHIP WITH ILLINOIS PBIS NETWORK
Teaching Examples
Fox Meadow Elementary School, Nettleton Public Schools
• Red Ribbon Week – developed cool tools specific to themes related to Red Ribbon Awareness:– Being Aware of your Goals– Standing up for what is Right– Serving Others– Having Pride – Investing in your Team
Cool Tool of the WeekStanding Up for What You Know is Right
Purpose of the Lesson? Why is it important?To teach students the importance of standing up for the right thing regardless of what their peers do.To teach students when to ask for help from an adult.Teaching Examples:Mrs. Sandefur’s second grade class sauntered into Dr. Coleman’s music class. Dr. Coleman noticed that all of
the students were leaving a huge gap by Jae. When Dr. Coleman asked what was going on, one of the students whispered that Jae smelled bad. Kyle walked into the class and immediately sat by Jae. After class, Dr. Coleman gave Kyle a good time ticket for being respectful to Jae. Kyle divulged to Dr. Coleman that Jae doesn’t have running water at home and that the other students in the class have been making fun of him for smelling bad. Kyle also said that some of his friends said they wouldn’t play with him at recess if he was going to be friends with Jae. Kyle said that his mom always told him to treat others the way he wanted to be treated.
Jerry and Mason were taking a container to the office. Jerry noticed that there weren’t any adults in the hall and told Mason that they could run until they came to the foyer. Mason said that even though they might not get caught, running in the hall is the wrong thing to do. Jerry said that if Mason didn’t run with him that he wasn’t going to be his friend.
Kid Activities/Role PlaysAsk students if someone has ever told them that they don’t want to be friends and have them list examples.Brainstorm situations when peers might try to influence their decisions (might could talk about drugs at
appropriate age level for your class)Share times that it was hard for you to go against what your peers were doing. Vocabulary DevelopmentDr. (the difference between a medical doctor and an educational doctorate), gap, sauntered (walked),
container, foyer, divulged
PBIS…. Take One!
Visual & Performing Arts Magnet School, Jonesboro Public Schools– Allowed Grade Level productions of Video
Cool Tools, which were broadcast on Closed Circuit TV throughout the building
– Kick Off Event – skit based on Wizard of Oz, with the 3 school-wide expectations being tied to themes of the movie
– Song written by a grandparent volunteer that incorporated the school and the expectations
R-E-S-P-E-C-T
Jonesboro Kindergarten Center, Jonesboro Public Schools
• Based on their SWIS data, a cool tool focused on Respect was deemed necessary
• PBIS team, acting as news anchors, interviewed “Hurricane Helpers” about what respect means and what it looks like
• Video broadcast school-wide to all students
Student Mentor
Nettleton Intermediate Center,
Nettleton Public Schools• Student graduated from Check & Connect• Was partnered as a “cheerleader” with a student
beginning the Check & Connect process• Encouraged doing the right thing, turning card
in, achieving goals• When new student succeeded and was
rewarded, so was their cheerleader!
How do we know they get it?
How can I respect myself and others?____________________________________________________________________________________________________________________________________________________________How can I respect the environment?____________________________________________________________________________________________________________________________________________________________How can I respect the learning?____________________________________________________________________________________________________________________________________________________________
RESPECT: Learn it, Earn it, Return it!
**Tell what each part of our respect motto means:Learn it:
_______________________________________________________________________________________________________________________________________
Earn it: _______________________________________________________________________________________________________________________________________
Return it: _______________________________________________________________________________________________________________________________________
Supporting Coaches
• Coaches meetings every 4-6 weeks (2 hour lunch meeting) – agenda items included planning for upcoming training, identification of needs, sharing strengths and ideas, asking for feedback – these are now being held in each county, to make it easier for them to attend
• “PBIS Fair” – coaches led their teams in developing booth to display accomplishments, invited all PBIS and Non-PBIS schools in area to attend
Supporting Teams
• Attend one team meeting early in year – model appropriate use of data for decision-making, provide on-site support to new teams and coaches
• Attend team meeting after SET is conducted to process outcomes, offer positive and constructive feedback
• Sponsor coach or other team representative to attend PBIS Forum or APBS Conference (one from each new team each year)
Important Lessons Learned
• Reward Teachers for Teaching the Lessons and Rewarding Students!
• Model teaching Cool Tools in Staff Meetings/Staff Development
• Find ways that Coaches/Teams can network and share ideas
• ALWAYS ALWAYS ALWAYS show the impact of teaching with DATA!!!