PBIS LEADERSHIP TEAM TRAINING - ocde.us 2017 PBIS Documents... · Welcome to PBIS Tier One...

Welcome to PBIS Tier One Leadership Team Training! DAY ONE: UNIVERSAL FOUNDATIONS

ORANGE COUNTY DEPT. OF EDUCATION

SEPTEMBER 29, 2016

Welcome Comments

Dr. Christine Olmstead

Assistant Supt., Instructional Services

Orange County Department of Education

Inclusion Activity: Sentence Frames

Please introduce your school team and respond to the following prompt:

Managing Behavior is like ________________________, because___________________.

Outcomes Build understanding of the logic and core features of the PBIS Multi-tiered Behavior Support Framework.

Introduce the Eight Steps of Tier One Universal Foundations

Draft a Behavior Statement of Purpose and Identify 3-5 School-wide Expectations with your school team.

Team Building and Action Planning

Agenda Welcome, Introductions, Inclusion Activity

Creating the Context for PBIS ◦ Dr. Lucy Vezzuto

Overview and Logic of PBIS

PBIS Implementation Steps 1-3 ◦ Establishing the School Site Leadership Team ◦ Developing a Statement of Behavior Purpose ◦ Identifying Positive School-wide Behavior Expectations

Orange County Kindness Initiative ◦ Stacy Deeble Reynolds

Self-Assessment and Team Action Planning

Working Norms

• Take care of your own needs Be Safe

• Please allow others to listen

• Please turn off cell phones and pagers

• Please limit sidebar conversations

• Share “air time”

Be Respectful

• Attend to the “Come back together” signal

• Active participation…Please ask questions

Be Responsible

Schools using PBIS August, 2016

23,363*

00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16'

Series1 600 850 1250 2400 3200 4500 5300 6200 8650 10726 13336 16232 18479 20011 21611 20384 23,363

0

2500

5000

7500

10000

12500

15000

17500

20000

22500

25000 11,762,000 Students

2016 CA PBIS Inaugural Conference *3,138 High Schools

CA Data Summary: Over 2,000 schools (20%) implementing PBIS

• Out of 10,000 + Total

ODRs (Office Discipline Referrals)

• Lower than the national median

Disproportionality is decreasing

• African American

• Latino

Percentage of Schools meeting T1 Fidelity

• Based on TFI Score

Let's Hear from an Expert •Dr. Lucy Vezzuto,

•Coordinator Mental Health

• School Climate: Conditions for Learning and Positive Behavior Change

PBIS Tier One Team Member Handbook “ TOUCH EACH PAGE”

Core Features of PBIS What is School-wide PBIS?

Logic

8 Steps of

Implementation

School-wide PBIS (A multi-tiered Behavioral Framework)

Primary Prevention: School-wide & Classroom-wide

systems for all students and all staff in all settings.

Universal, Tier I

Secondary Prevention: Systems for targeted or

group-based interventions for students needing

additional support beyond the Universal or Tier I

system.

Targeted, Tier II

Tertiary Prevention: System for

students requiring more intensive &

individualized supports for

academic, social, or mental health

services.

Individualized,

Tier III

PBISapps.org, CICO Training

A Layered Approach

Tier 1

Tier 2

Tier 3

Every student has access to Universal supports

Some students also receive Targeted supports

Few students also receive Intensive supports

Fundamental Purpose The fundamental purpose of PBIS is to make schools more efficient, effective and equitable by creating safe, predictable, positive, and consistent environments (Rob Horner).

PBIS

Safe

Positive

Consistent

Predictable

Establishing a Positive Social Culture

Common

Vision/Values

Common

Language

Common

Experience

MEMBERSHIP

CORE FEATURES:

School-Wide PBS (Tier 1)

Leadership team

Behavior purpose statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide expected

behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-based

monitoring & evaluation

Eight Steps of Tier One Universal PBIS Implementation

So, what does this look like?

Step One: Establish Team Membership Demographically representative of school and community Represents grade levels Includes a member with behavioral/classroom management expertise Administrator is an active member

So, what does this look like? PBIS Schools Develop a Positive Statement of Behavioral Purpose

◦ Positively stated

◦ Limit of 2-3 sentences

◦ Supportive of academic achievement

◦ Comprehensive in scope—ALL students, staff and settings

“Abraham Lincoln School is a

community of learners. We are

here to learn, grow, and become

good citizens.”

Behavior Statement of Purpose Examples

“Abraham Lincoln School is a community of learners. We are here to learn, grow, and become good citizens.”

Taft Tigers are a community of leaders who are respectful, responsible, and safe.

Butte HS is committed to fostering a positive, safe, and respectful environment. Together we create respectful, responsible and successful academic achievers.

So, what does this look like?

Step Three: Identify Positive School-wide Behavioral Expectations 3-5 expectations 1-3 words to describe each expectation Positively stated

So, what does this look like? Step Four: Develop Procedures for

Teaching School-wide Behavioral Expectations Teach behavioral expectations just like academics Create a school-wide teaching matrix for all settings in the school Positively define what each expectations “looks like” in each setting

Teaching

Matrix

SETTING

All

Settings Hallways

Playground

s Cafeteria

Library/

Comput

er Lab

Assembly Bus

Be

Responsible

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.

Be Respectful

Be kind.

Hands/fee

t to self.

Help/shar

e 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.

Be Safe 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

appropriatel

y.

Wipe your

feet.

Sit

appropriatel

y.

Expecta

tions

So, what does this look like? Step Five: Develop Procedures for

Teaching Classroom-wide Behavioral Expectations Teach behavioral expectations just like academics Create a classroom teaching matrix for all routines that occur during your

instructional day Positively define what each expectation “looks like” for each routine

Rules within Routines Classroom Matrix

Routines

Rules

Entering

Classroom Seat Work

Small Group

Activity

Leaving

Classroom

Be Safe

Be

Respectful

Be

Responsible

Typical Contexts/

Routines

Classroom-Wide Rules/Expectations

Respect Others Respect Property Respect Self

All

Use inside voice.

Raise hand to

answer/talk.

Recycle paper.

Put writing tools inside

desk.

Do your best.

Ask.

Morning Meeting Eyes on speaker.

Give brief answers.

Put announcements in

desk.

Keep feet on floor.

Put check by my

announcements.

Homework Do 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.

Transition Use 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 Directed Eyes on speaker.

Keep hands to self.

Use materials as

intended.

Have plan.

Ask.

Independent Work Use inside voice.

Keep hands to self.

Use materials as

intended.

Return with done.

Use time as planned.

Ask.

Problem to Solve Stop, Step Back,

Think, Act

Stop, Step Back,

Think, Act

Stop, Step Back,

Think, Act

So, what does this look like? Step Six: Develop Continuum of

Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations Create quick and easy ways to reinforce and acknowledge school-wide

expected behaviors Develop a system to integrate the reinforcers into a meaningful continuum that

creates value for students Used by all staff in all settings Keep track of number of acknowledgements versus the number of disciplinary

actions

Acknowledge & Recognize

So, what does this look like?

Step Seven: Develop Continuum of Procedures for Discouraging Student Behavioral Violations of School-wide Behavioral Expectations Create an Active Discipline Flowchart that identifies steps to take when

students do not meet the desired behavioral expectations Define the difference between major (office managed) and minor (classroom

managed) problem behavior Create an office discipline referral (ODR) form for tracking discipline events

Observe Problem Behavior

Pre -correct/Re-teach/Redirect/Reinforce Expected Behavior

Is behavior office Managed?

NO YES

Intervention/

Teacher Best Practice

Intervention/

Administrators Best Practice

* What happens with Minor Behavioral Error Reports/Procedure?

Active Response

Flow Chart

12/08 /RSMS

So, what does this look like? Step Eight: Develop Data-based

Procedures for Monitoring Implementation of School-wide PBIS (SWPBIS) (Primary or Universal Tier) Establish a structure and routine for data collection Use SWIS (School-wide Information System) or a comparable data

collection system when creating routines and procedures for review and analysis of data

Systems must be effective, efficient and relevant (pbssurveys.org)

“Tweeting” for Understanding

Think about what you just heard about SW-PBS.

With an elbow partner, write a Tweet that describes 1-2

essential features of PBIS.

Share your Tweet with your table group.

Pick one Tweet to share with the whole group.

Implementation steps 1-3: LET ’S GET STARTED

Step 1: Establishing Team Membership

6-8 members (Secondary teams may be slightly larger)

Demographically representative of school and community

Includes a member with behavioral/classroom management expertise

Administrator is an active member

Coaching Support

Data expert

Recorder

Team Member Roles and Responsibilities

Review Step One in your Team Member Notebook

Have a conversation about which roles and responsibilities will be most important for your team. Who might serve each role?

◦ Facilitator

◦ Recorder

◦ Data Analyzer

◦ Coaching Support

◦ Scheduler

◦ Other

Team Building Activity: Personality Inventory (Explorer, Socializer, Developer, Producer

Consider each set of phrases in regard to your work as a PBIS Team Member.

Forced ranking 1, 2, 3 or 4 – only use each number ONE time

Read the phrases and rate each row HORIZONTALLY.

Add your scores VERTICALLY and find the largest number.

Identify your Personality Profile (A, B, C, or D)

Read the descriptions on p. … to find how it matches you.

Four Corners Activity

Go to the “corner” that best matches your Team Member Personality Profile.

Have a standing conversation about the common characteristics of your Team Member Style.

Chart the common strengths and weaknesses for your group.

Table Talk: Team Member Personality Styles

Return to your school team table group.

Discuss how the different Team Member Styles can contribute to an effective PBIS Leadership team (See p. ... Team Member Handbook)

How can this information help your team work together more effectively?

Break

Brief Behavior Statement of Purpose

Behavior Statement of Purpose Guidelines: ◦ Positively stated

◦ Limit of 2-3 sentences

◦ Supportive of academic achievement

◦ Comprehensive in scope—ALL students, staff and settings

Behavioral Statement of Purpose EXAMPLE

“Abraham Lincoln School is a

community of learners. We are

here to learn, grow, and become

good citizens.”

NON-EXAMPLE

“We, at Old School Elementary, believe that fear instilled in young children and corporal punishment still work.”

Considerations: Who are we?

◦ What is our current behavioral approach?

◦ What is our current academic approach?

◦ Are all students’ needs represented?

What are our core values? ◦ Draw from initiatives, signature programs, LCAP

priorities

Where are we headed? ◦ What kind of Systems Change do we want to achieve?

Horner, 2013 RtI2 Conference

List, Label Sort Activity: Behavior Statement of Purpose

Think of key words that best describe your school’s core values. Hints:

◦ Draw from initiatives, signature programs, LCAP priorities, mascot

◦ Individuals list key words on post-its.

◦ Facilitator organizes post-its on table.

◦ Team organizes post-its into categories to identify key concepts and priorities.

◦ Use the key words to draft your school’s behavior statement of purpose.

Drafting Your Statement of Purpose

Connect to your school symbol or mascot to reflect your school’s behavior interventions. Does it reflect where you want to be as a school?

Think about your school’s core values and beliefs, and incorporate them into your Behavior Statement.

What are the actions or the behaviors that you want to see that will help achieve your vision or mission statement?

Remember, your team will be writing a rough draft of your school-wide Behavioral Statement for your staff to consider.

You will take your draft back to school and build consensus with your staff so you have >80% staff buy-in.

Step 3: Identify Positive School-wide Behavioral Expectations

Think back to when you were a student in elementary, middle or high school.

What were some of the school rules that you remember?

Turn to your elbow partner and share.

How did students respond to them?

What are Behavioral Expectations?

Specific , positively stated expected behaviors that are desired by all faculty and students

Expectations that are taught to all faculty, students, families and community members in all settings.

Positive School-wide Expectations are aligned with school’s mission statement.

Break – 15 minutes W O R K B O O K

S E L F - A S S E S S M E N T S

T E A M I M P L E M E N T A T I O N C H E C K L I S T

A C T I O N P L A N N I N G

E V A L U A T I O N

Criteria for Behavioral Expectations

Work Book Page ..: ◦3-5 expectations

◦1-3 words to describe each expectation

◦Positively stated

◦Easily operationalized

◦Memorable

For whom is message intended, & who is most likely to respond?

Identifying Positive School-wide Expectations

Helpful Hints for Identifying School-wide Behavior Expectations

When developing school-wide expected behavior, consider the following: ◦ School Mascot

◦ School name or initials

◦ Your school’s mission statement

◦ School Slogan

◦ The initials of your school name

◦ Signature programs or practices

Behavior Expectations

Mission Statemen

t

Slogan

Mascot

Team Practice: Identifying School-wide Positive Behavior Expectations

As a team, begin drafting 3-5 positive behavior expectations using the following guidelines:

◦ 3-5 expectations

◦ 1-3 words to describe each expectation

◦ Positively stated

◦ Easily operationalized

◦ Apply to all settings/locations

Be sure to align your Behavior Expectations and Statement of Purpose

Lunch

OCDE Kindness Initiative: One Billion Acts of Kindness STACY DEEBLE REYNOLDS

COORDINATOR, PREVENTION SERVICES

Steps 2 & 3 Action Planning Putting it all together:

Behavior Statement of Purpose ◦ Chart and Post your Behavior Statement of Purpose

◦ Include your Behavior Mascot visual, if desired

3-5 Positive School-wide Behavior Expectations ◦ Post on Chart Paper

◦ Hang next to your Behavior Statement of Purpose

Gallery Walk When you have agreed on your (draft) behavior expectations, list them on the chart paper provided.

Place them on the wall next to your Behavior Statement of Purpose.

Repeat the Gallery Walk Process. Look for… ◦ Continuity between Purpose Statement and Expectations

◦ Are the expectations positively stated?

◦ Too many, too few?

Post your comments on post-its.

Return to your table and review your comments.

Reflection: Problem-solving What is the Most Important Point you want to walk away with related to the steps of implementation so far?

What challenges might you experience with Implementation Steps 1-3?

How might your team engage your colleagues in the completion of Steps 1-3?

PBIS Assessments and Progress Monitoring

A MAJOR FEATURE OF SWPBIS IS THE COMMITMENT TO ONGOING ASSESSMENT OF IMPLEMENTATION.

What is Fidelity of Implementation?

I didn’t have potatoes, so I substituted rice.

Didn’t have paprika, so I used another spice.

I didn’t have tomato sauce, so I used tomato paste.

A whole can not a half can – I don’t believe in waste.

My friend gave me the recipe and said you couldn’t beat it.

There must be something wrong with her,

I couldn’t even eat it!

Source: Senior Center Newsletter

Tiered Fidelity Inventory (TFI) The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to determine the extent to which school staff are applying the core features of SW PBIS across all three tiers.

Tier I (Universal PBIS) Whole School Universal Prevention

Tier II (Targeted PBIS) Secondary, Small Group Prevention

Tier III (Intensive PBIS) Tertiary, Individual Support Prevention

Who Completes the TFI?

The TFI is completed by the school PBIS Leadership Team, including the site administrator and PBIS coach*.

Input from staff or other committees that have the knowledge and are supporting students in one or more of the Tiers is recommended. For example, a behavior specialist may want to be part of the

completion of the Tier III section if they are involved in BSP Planning.

*Note: Is strongly recommended the SWPBIS TFI be completed (at least the first time) with an external PBIS coach as the facilitator.

Total Score

Subscale

Sub-subscale

Individual Items

Summary Data and Reports

Feature Name

Feature Name: Detailed description

of the feature.

Possible data sources

0 = descriptors of the feature not being implemented

1 = descriptors of the feature being partially implemented

2 = descriptors of the feature being fully implemented

Feature Data Sources

Scoring Criteria

0 = Not implemented 1 = Partially implemented 2 = Fully implemented

Main Idea: the essence of the feature.

Day 1 Wrap-Up What did we accomplish today?

◦ Increased understanding of the foundation and logic of PBIS

◦ PBIS Leadership Team Member Roles and Responsibilities

◦ Statement of Behavioral Purpose (draft)

◦ 3-5 Positive School-wide expectations (draft)

◦ Academic-behavior connections

◦ Implementation Guidelines

◦ TIC and Action Planning

Closing Activity SWPBS Feature Action

1. What is 1 thing you learned that you did not know before?

2. What 3 “big ideas” will you take back to your colleagues?

3. What is 1 practice you will do tomorrow that you have not done before?

4. What is 1 practice you will consider not doing tomorrow?

5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Next Steps: Day Two: Theory to Practice (Nov. 8, 2016)

◦ Implementation Steps 4, 5, & 6

Day Three: Data Driven Decision Making and Preparing to Launch (Feb. 14, 2017) ◦ Implementation Steps 7 & 8

Coaches’ Trainings ◦ Sept. 20, 2016 (8:30-2:30) ◦ November, 2016 (8:30-noon) ◦ March 16, 2017 (8:30-noon) ◦ May 11, 2017