Slide 1

Session I: Initial Team TrainingPresented by the MBI Consultants

MODULE 1: OVERVIEW

1BE RESPONSIBLE - Make yourself comfortable & take care of your needs - Address question/activity in group time before discussing other topics - Use your team time wisely - Return promptly from breaksBE RESPECTFUL - Turn cell phones to off or vibrate - Listen attentively to others BE PREPARED - Ask questions when something is unclear - Be an active participant OUR EXPECTATIONS FOR TRAINING 8/23/2009222MBI Initial Team Training- Module 1THINGS TO KNOWATTENTION SIGNALSFORMAT OF PRESENTATIONSTrainer will raise his/her hand and participants will raise their hand and wait quietlyNoise/Music

Lecture with slides Workbook activities, team time/DiscussionComplete TIPS II as you progressAction plan development at end

3ACKNOWLEDGEMENTS Much of the content and ideas of this workshop stems from the work of others. Special thanks to the work of Tim Lewis, George Sugai, Rob Horner, Lori Newcomer, Rebecca Beckner, the professors at the University of Oregon, National Center on Positive Behavioral Interventions and Support, and the Quaglia Institute for Student Aspirations.

4CRITICAL COMPONENTS Commit to a common purpose and approach to discipline creating a safe and welcoming culture that includes student voice and family/community involvementEstablish and maintain team with administrator support, participation and leadership Establish a clear set of positive expectations and behaviors Establish procedures for teaching expected behavior Establish a continuum of procedures for encouraging expected behaviors Establish a continuum of procedures for discouraging inappropriate behaviorsEstablish a system for using data to make decisions, progress monitor, and problem-solve

Workbook page 45

I get up every morning determined toboth change the world and have . . . agood time. Sometimes this makesplanning my day difficult.~ E. B. White (1899 1985)

OVERVIEW OF TRAINING MATRIX6 Session 1 (Fall)Session 2 (Winter) Session 3 (Fall )SystemsMBI Overview and PhilosophyTeam Process and Responsibilities TIP II FoundationsFaculty CommitmentAction Planning Team Initiated Problem SolvingTIPS IIResources for TeamsReview ComponentsProblem-Solving Implementation Issues: SET, SAS, TICGetting Everybody on BoardResources for TeamsPractices3-5 Expectations Universal Teaching MatrixTeaching the Universals and Developing Lesson PlansReinforcement Systems Promoting UniversalsConsequence Systems Common areas - Active SupervisionQISA Interventions -Teaching and Admin. GuidebooksStudent Aspirations Team (MBI Youth Day)TIPS II ProcessData Decision RulesFamily/Community Involvement

DataClimate Surveys Yours or My Voice Survey SSS or SSARBImplementation Data TICSASMBI Blueprint Introduction to and use of Outcome Data ODRs, BIRs, SWIS, Big 5 Generator, SSARB, MV Reports, Focus GroupsOther data toolsProblem-Solving Outcome DataReviewing your ODRs BIRsBig 5 Generator SWISSSARBTIER I TRAINING MATRIX

Workbook page 4

7PHASE I (Winter)PHASE II (Fall or Winter)SystemsReview ComponentsProblem-Solving8 Conditions as lens on systemsMoving Up the Tiers Where Do We Go From Here?Other Professional Development OpportunitiesPracticesMBI in the ClassroomExpectations and RulesProcedures and RoutinesStrategies to Acknowledge Appropriate BehaviorResponse Strategies and Error CorrectionActive SupervisionActive Engagement and Multiple OTRActivity Sequence and Offering ChoiceAcademic Success and Task Difficulty Behavior BasicsMTSSUniversal Tier 2Check-In Check-Out, Check and Connect,Social Skills GroupsRTI and Academic Interventions

DataClassroom Data ToolsiKnow My Class Survey (optional)Tier 2 Data CICOTIER I and II TRAINING MATRIX

Workbook page 4

8

ACCOMPLISHMENTS BY SUMMER 2015Ongoing and regular discussions with staff MBI purpose statementMBI action plan3- 5 expectations and matrix developedLessons and plans to teach matrix skills in 2015-2016Understanding of and actions related to Student Voice and the 8 ConditionsSchoolwide reinforcement and consequence system ready for implementationOffice Discipline Referral or Behavior Incident Report form revised and staff trained on use Collect and review ODRs or BIRs monthly (big 5 report)baseline yearPromotional plan/materials in placeCompletion of TIC, SAS, SET, MV

Workbook page 5

9YOUR SITE CAN EXPECT TOBecome more efficient and consistent

Use preventative measures

Shift attention from inappropriate to appropriate behaviors

Experience a positive change in overall philosophy and program climateJust Like Me.

11OVERVIEW OF MBI12WHY A BEHAVIORAL INITIATIVE?Is your life a sea of discipline referrals?Are you spending too much of your day being grumpy instead of groovy?If you are in a high school, is your ninth grade overflowing?Do you see more children entering your class with fewer appropriate social skills?Do you feel as if referring a child for intervention is worse than buying a house?Do you feel children fail before they receive adequate help?Are you wallpapering your office with letters of invitation to IEP meetings? Do your students lack the self-worth, active engagement, and sense of purpose they need to succeed?

13

WHY CHOOSE MBI (PBIS) ?Federal MandatesIDEA 2004NCLBState Mandates:State correlatesRTICommon CoreBest Practices:Research-basedData-drivenStandards Aligned CurriculumFamily InvolvementCorrelate 1: CurriculumCorrelate 2: AssessmentCorrelate 3: Instruction Correlate 4: School Culture Correlate 5: Student, Family, and Community Support Correlate 6: Professional Growth, Development, and Evaluation Correlate 7: Leadership Correlate 8: Organizational Structure and Resources Correlate 9: Comprehensive and Effective Planning

Common Core

14MBI: PART OF THE BIG PICTURE

Montana*

PBIS TA Center Partner:Tim Lewis State Coordinator:Susan Bailey-AndersonState Contact Information:Susan Bailey-AndersonOffice of Public InstructionPO Box 202501Helena, MT 59620-2501Email: sbanderson@mt.gov SWIS Facilitators:Montana SWIS Facilitator listDONT BE CONFUSED!MBI = PBIS = PBS = EBS = SWD = SWPBS = RtIB = MTSS!8/23/20091515YOUR CHALLENGEHelp your school achieve capacity toRespond effectively to the range of problem behaviors observed in schoolsEngage in team-based problem solvingUse research-based behavioral practicesGive priority to prevention

8/23/20091616MBI IS HERE TO HELP!

Common Vision/BeliefsCommon LanguageCommon Experience

Our goal is to help you move from where you are to where you want to be

8/23/20091717Positive Behavior Support (MBI)BIG IDEASPrevention is most effective and efficient

Its an educative model vs. punishment

It needs to be sustained over time to make positive impacts on students

Workbook page 618Incorporates best practice in systems change

Data-driven

Focuses on the use of a continuum of behavioral supportsBIG IDEAS

Workbook page 6~ 80% of Students~15%Tier 3 Intensive: Individualized Systems for Students w/High- risk BehaviorCONTINUUM OF POSITIVE BEHAVIOR (and academic) SUPPORTIt is the responsibility of Tier 1 to teach behavior core with fidelity and identify thosewho do not adequately respond.

Tier 2 SpecializedGroup Systems forStudents w/At-risk Behaviors ~5% Tier 1 UniversalsRelationships

Schoolwide & Classroom Systems: All Students, Staff, SettingsDiscussion4Workbook page 6

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence andAcademic AchievementSupportingDecisionMaking4 MBI Elements8/23/2009212121Workbook page 7MBI Initial Team Training- Module 1DATA: How Decisions Are Made

Data collection systems used by a problem-solving teamCommunication with staff and students about data, patterns, and decisionsContinual self-evaluation to increase effectiveness and sustainability

8/23/2009222222Workbook page 7

MBI Initial Team Training- Module 1PRACTICES: How Staff Interact with StudentsMBI emphasizesBuilding relationships & aspirationsTeaching behaviors like we teach academicsReinforcing expected behaviorsProcedures for responding to undesirable behaviors Procedures for promoting self-worth, active engagement, and a sense of purposeProcedures for meeting the needs of all students (the Triangle)

8/23/2009232323Workbook page 7

MBI Initial Team Training- Module 1Systems: How Things are DoneTeam Process + Staff Implementation+Student Voice(The team supports the staff in implementing MBI so students flourish)

Workbook page 8

24

SYSTEMSPRACTICESDATA

ONE MORE TIME: ITS CRUCIAL INFORMATION

Discussion8/23/20092525Workbook page 4

THE MONTANA BEHAVIORAL INITIATIVEA PHILOSOPHY AND A PROCESSBelief Statement Activity p.15

Workbook page 8

26RelationshipsHuebner (2010); Zulig, Koopman, Patton, Ubbes (2010) Social relationships were key to student success. "Students want to perform well because of their teachersPayneTeachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students' developmental, emotional and academic needs. Sara Rimm-Kaufman

Workbook page 8

27The relationship carries the freight

RELATIONSHIPS

ACTIVE ENGAGEMENT

SENSE OF PURPOSE BUILD ASPIRATIONSSELF-WORTH28THE 8 CONDITIONSSELF-WORTH

ACTIVEENGAGEMENT

SENSE OFPURPOSE

Belonging Heroes Sense of Accomplishment

Fun & Excitement Curiosity & Creativity Spirit of Adventure

Leadership & Responsibility Confidence to Take ActionWorkbook pages 9 - 4

29There are huge differences between a child who is not depressed or anxious and one who bounds out of bed in the morning with twinkling eyes; between an adolescent who says no to drugs and one who says yes to meaningful involvement in family, school, and community activities; and between one who costs society little and one who actually benefits it. ~Seligman, et.al. (2005)30

ACTIVITY: WHAT DO YOU CELEBRATE?Ability to Take Risks?Athletics?Effort?Citizenship? Creativity?Enthusiasm for Learning?People Skills?Responsibility?Good Sportsmanship?31

Spinning pyramid Laura A. Riffel, Ph.D.

PARTNER ACTIVITY: Identify core curriculum/strategies for teaching academics.Then core curriculum/strategies teaching social behavior. 8/23/2009323232THE POINTSocial/behavior is often the unwritten curriculumIf you expect it, teach it If you teach it, inspect itEvery academic need has a related behavior

Video: Education Revolution Preview

34