Woodruff Career & Technical CenterSeptember 11, 2014MS/HS 7:30-10:30

Primary & K/8 12:30-3:30

PBIS Coaches’ Meeting

EXPECTATION

TRAINING SITE

BE RESPONSIB

LE

Make yourself comfortable & take care of your needs

Focus on the relevant topic

Ask questions

BE RESPECTFU

L

Turn cell phones to “off” or “vibrate”

Contribute to discussions/SHARE

Minimize “side bar” conversations

Where Are We???

State Recognition 2013-2014

Gold

• Schools that reach 80% on two or more tiers of the SW-PBIS Tiered Fidelity Inventory

Silver

• Schools that reach 80% fidelity on any tier of the SW-PBIS Tiered Fidelity Inventory

Bronze

• Schools who self-assess and action plan around their implementation of PBIS using the SW-PBIS Tiered Fidelity Inventory

State Recognition 2013-2014

Bronze

Calvin CoolidgeRolling Acres

RooseveltTrewynValeskaWCTC

Silver

Charter OakDay Treatment

HarrisonHinesKellar

LincolnLindberghMark BillsNorthmoorPeoria HighRichwoods

SterlingVon SteubenWashington

Woodrow Wilson

Gold

FranklinGlen OakJamieson

Thomas JeffersonWhittier

AWESOME WORK TEAM!!!

SHARING… CHOOSE ONE

How did your school “Kick-Off” over the past few weeks?

How are behavioral expectations being taught at your school? How often? By whom? How were the lessons chosen? Where did you find the lessons and/or how are the lessons being created?

What are some low cost or free celebrations that you have done at your school?

Turn and Talk

Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators

Practices Curricula, instruction, interventions, and strategies that are evidence-based

Data Information that is used to identify status, need for change, and effects of interventions

Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBIS

Important Info… Professional Development Calendar/

Registration

Post Expectations FULL MATRIX IN EVERY CLASSROOM/HALLS/OFFICE LOCATION SPECIFIC MATRICES IN EVERY LOCATION

RtI/MTSS (Multi Tiered System of Support)

PBIS vs. School Specific Name

Visible & actively used at every meeting

Dynamic (ever changing & progressing)

Continuous

Multi-tiered Action Plan (MAP)

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Culturally Responsive PBIS

Integration of culturally responsive practice within the evidence-based school-wide PBIS framework.

Azziz, R. (2013)

What is Culturally Responsive?

The ability to learn from and relate respectfully with people of your own culture as well as those from other cultures.

NCCRESt (2008)

Turn and Talk (90 seconds)

Based on the 2 definitions and the visual, what should Culturally Responsive look like in schools?

How many descriptive words can you and your partner list?

Institutional (administrative policies and values…

educative, informative, equitable, emancipatory, accessible, tools-

based, evidence based, collaborative)

Personal (Cognitive & emotional processes teachers

engage in to become culturally responsive…self reflection,

exploration, beliefs)

Instructional (Components of instruction…materials,

strategies, activities)

3 Dimensions of Cultural Responsiveness

“Culture of Inquiry” Collaborative environment Learning Opportunities Values, beliefs and norms Leadership styles

Institutional Practices that Improve Culturally Responsive Systems

Engage in reflective thinking and writing

Explore personal and family histories

Acknowledge membership in different groups

Learn about the history and experiences of diverse groups

Visit students’ families and communitites

Visit or read about successful teaches in diverse settings

Develop an appreciation of diversity

Participate in reforming the institution

Activities to Develop the Personal Dimension

Gay, 2002; Villegas & Luca, 2002

Acknowledge students’ differences as well as their commonalities Validate students’ cultural identity in classroom practices and

instructional materials Educate students about the diversity of the world around them Promote equity and mutual respect among students Assess students’ ability and achievement validly Foster a positive interrelationship among students, their families, the

community, and school Motivate students to become active participants in their learning Encourage students to think critically Challenge students to strive for excellence as defined by their

potential Assist students in becoming socially and politically conscious

Activities for Culturally Responsive Instruction

Turn and Talk (90 seconds)

Based on what you now know about the 3 dimensions of CR, how many words can you and your partner add to your list that describes what CR looks like in schools?

National Center for Culturally Responsive Educational Systems www.nccrest.org

US Dept. of Ed. – Guiding Principles: A resource Guide for Improving School Climate and Discipline http://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf

Montgomery County Public Schools, Maryland (2010) - A Resource for Equitable Classroom Practiceshttp://www.montgomeryschoolsmd.org/departments/development/resources/ecp/ECP%20-%2008-13-10.pdf

RtI Webpage on www.psd150.org

CR-PBIS Resources

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Coach & Team Responsibilities

The Internal Coach

Facilitates• Meeting preparations

• Establishment of clear meeting outcomes

• Meeting processes

»Norms

»Protocol

»Roles & responsibilities

Your Meetings Agenda/Minutes

Multi-tiered Action Plan (MAP)

Roles

Communication

Data

• Facilitator to create the agenda, lead the meeting

• Data analyst to bring pertinent data to team meetings organized for problem solving

• Time-keeper to keep team on task

• Minute taker to take and distribute minutes; archive material; update MAP

• Communicator to share information on activities and data with families and communities

Team Member Roles

Team Responsibilities Organization

Multi-tiered Action Plan (MAP) Agenda/Minutes

Data-driven work At least monthly Projected Talk about the data, not individual students

Calendar-driven work Meeting dates Teaching/celebration dates

Communication

Send meeting dates to Michelle

September 17 th

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Tier 1 Data Collection Tools

Complete now at www.pbisapps.org

QUICK CHECKTeam Implementation Checklist (TIC)

• Completed 2x/year…November & April

• Focuses action planning

• Identifies readiness for training

• Identifies needed areas of support

Replaced the PoI last year

Tiered Fidelity Inventory

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Using Data

www.pbisapps.org

Team Checklist (TIC)

Self Assessment Survey (SAS)

Tiered Fidelity Inventory

Password Needed…see card

PBIS Assessments

Skyward Discipline

Pinpoint Discipline Analytics

Data Sources

“Big 5” GraphsBy location

By time

By offense

By grade level

Average major referrals per day/per month

Using Data for Problem Solving & Action Planning

“Big 5”

Used by team every month

Determines Cool Tool needs

Determines whether issues are:

School-wide

Grade level

Other groups/locations/times

Individual students

PBIS Focus Summary of data

Average referrals per day/per monthDiscipline data trendsTiered Fidelity Inventory (TFI)Self-Assessment Survey (SAS)Benchmarks for Advanced Tiers (BAT)School-wide Evaluation Tool (SET)Tier 2/3 Tracking Tool

Goals Focus Areas

PBIS Focus Activity

1. Review your school’s 2014-2015 PBIS Focus document

2. Ask yourself these questions:

How effectively is your Tier 1/Universal System at

preventing inappropriate behavior?

How do you know?

What does this mean for your school?

3. Add 1-2 short term goals to the MAP

PBIS-at-a-Glance

Outlines monthly PBIS activities for the yearDataSystemsPracticesCommunication

Guides team workUsed by teams during PBIS Team Planning

Days in May

PBIS-at-a-Glance

Find a partner

Review the Year-at-a Glance for the months of September/October

Consider these questions:1. What planning needs to be done to ensure that the items on the checklist can be completed? 2. How will you support your team in planning/work? 3. What support do you or your staff need?

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Contact Info:michelle.coconate @psd150.org

(309)251-1535

Office: WCTC Room 121

THANK YOU!