PBIS Maryland Coaches Meeting

April 30, May 5, 2014

Who is here?

• Who am I?– Cathy Shwaery, PBIS Maryland Training Coordinator,

Sheppard Pratt Health System– cshwaery@pbismaryland.org

• Who are you?– Roles?– PBIS implementation experience?

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!!!!

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

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

Teaming Structures that Work!

What makes a team successful?

Results from 4/30/14 Meeting

Results from 5/5/14 Meeting

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?

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

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

Solutions for Successful Implementation

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

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

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

Connecting Behavior & Academics

What does teaching look like?

What does learning look like?

Think-Pair-Share

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

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

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

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

Page 27

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

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

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)

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

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

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

Response Cards: Criteria• Simple items• Easy to read• Few in number• Keep a brisk

pace

Social Studies

Judicial

Executive

Legislative

Math

<

>

=

Science

Reptile

Amphibians

Crustacean

It’s All About Engagement!Five Basic Elements of Cooperative Learning

• Positive Interdependence• Face-To-Face Interaction• Individual Accountability• Social Skills• Group Processing

Positive Interdependence promotes a cooperative and caring learning community in which

students work together, are supportive, and encourage each other to learn and succeed.

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

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

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

Lunch Break11:15 – 12:30

See back of Agenda for near-by restaurant locations

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