PBIS Day 3 Team Training Orange County 2010-2011 Cadre

1. February 1, 2011- Cohort B Implementation Steps 6 & 7 PBIS Day 3 Team TrainingOrange County 2010-2011 Cadre Welcome! Barbara Kelley Cristy Clouse Marie Williams Pam Tupy PBIS Coordinator PBIS Prog. Specialist PBIS Prog. Specialist PBIS Prog. Specialist

2. Grounding • Team Implementation Checklist • Please complete the checklist as a group and have your coach or principal input the data on pbssurveys.org by February 28, 2011

3. Outcomes • Understand and apply Step Six: • Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations • Understand and apply Step Seven: • Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavioral Expectations (i.e. ODRs, “Active Flow Chart”)

4. Agenda Grounding Activity- TIC Step 6: Reinforcement of Expected Behaviors Action Planning Step 7: Procedures for Discouraging Student Behavioral Errors Lunch Step 7, cont’d: ODRs/Active Discipline Flowchart Action Planning Preparing for Coaches Forum #3

5. Housekeeping • Monthly Data Collection Changes • Definitions • New Units of Service start February • Invoicing • Make sure to do it by the deadlines • Details/Review @ Coaches Forum #3 & District Coordinator Meeting • RtI2 Conference Registration • Free registration—http://nregister.ocde.us • Sub release costs come out of $8500 • First come, first served • Coaches Forum #3 Design • 3 people (Coach, Principal, Data Entry) • SWIS Training/Precision Statements/Share-Out • Sign-in & find room assignments in Building A Lobby 

6. Monthly Data Collection Update

7. Monthly Data Collection Definitions • Group behavioral interventions: • Check-In/Check-Out, Social/Academic Instructional Groups, Individual CICO, Group Mentoring, Practical FBA’s • Individual behavioral interventions: • Complex/multiple-life-domain FBA/BIP, Wraparound Services • One or more out-of-school suspensions: • # of students who receive one or more suspensions during the month (example: If 1 student receives 3 suspensions in during September, the number reported is 1) • Referrals for Special EdIn-School: (provided on home campus) • Referrals for Special EdOut-of-School: (provided off campus) • Minor referrals (# incidents): • include behavior which stops instruction and/or is teacher-managed

8. Monthly Data Collection Definitions • Major referrals (# of incidents): • include behavior which is office-managed • In-school suspensions (# of incidents): • consequence for referrals results in a period of time spent away from scheduled activities/classes during the school day • Out-of-school suspensions (# of incidents): • consequence for referrals results in a 1-3 day period when student is not allowed on campus • Expulsions (# of incidents): • consequence for referrals results in student being dismissed from district • Community members can be identified as: • partners working with you, and/or your PBIS Team representing local businesses, agencies, PTA, other stakeholders.

9. Let’s get started!

10. Step Six:Develop a Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations What does that mean to you? • On a post-it, write a ten-word statementanswering that question. • Be ready for a quick-share at your table. (5 minutes)

11. Step Six: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations

12. Acknowledging School-wide Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions. • Humans experience frequent feedback from others, self, & environment. • Planned/unplanned • Desirable/undesirable • Without formal feedback to encourage desired behavior, otherforms of feedback shapeundesired behaviors.

13. IntrinsicCarrot/StickMotivation

14. Carrots & Sticks vs. Positive Culture Extinguish Intrinsic Motivation Diminish Performance Crush Creativity Crowd out Good Behavior Deepening Learning Doing One’s Best Inventiveness Destination-High Road

15. Cultural Shifts Carrots & Sticks Positive Culture Attaining Mastery-Building Relationships “Now That”-Provide Praise, Feedback & Useful Information Mastery-Pushing Towards the Horizon • Encourage Cheating, shortcuts, Unethical • Become Addictive-”If Then” • Foster Short-Term Thinking

16. Daniel Pink

17. Daniel Pink

18. Reflection

19. Break-Enjoy! See you in 15 minutes!

20. What do we recognize? School-wide Positive Behavioral Expectations

21. How do we encourage Behavioral Expectations? • ALWAYS personally acknowledge each student with specific verbal praise reinforcing the expected behavior as you hand him/her the reinforcer card. • Positive Reinforcement Procedures • Positive Office Referrals • Special locale reinforcers • Verbal Praise • Substitute Specials • Bus Driver-Tsunami Cards • Office Specials-bumper stickers, school pencil etc…

22. More Examples of Reinforcement Ideas • Gotcha cards • Via Vaqueros • STAR Cards • Wave Cards • Weekly drawings • Shark patrol • Privilege coupons • Staff reinforcers

23. More ideas of how to acknowledge the expected behaviors • Mustang Buck • Reward Appropriate Behavior • Corral • Student Store • Open Every Friday

24. Via Vaquero- The Vaquero Way

25. Name:_____________ Staff: _____________ Be Ready Act Respectfully Make Good Decisions Solve Problems Appropriately Tsunami Card Bernice Ayers Middle School

26. Elbow partner discussion • How might we sincerely use our reinforcers? • How do we use them to build intrinsic motivation instead of extrinsic? • Intrinsic motivation: “When, then” • Extrinsic motivation: “If, then” • Spontaneous recognition makes kids feel valued and appreciated.

27. Make Group Recognition PUBLIC!  Lincoln Park MS: Monthly rewards for students earning 4 C.R.E.W. tickets in the month.

28. Acknowledge & Recognize

29. School-wide Acknowledgement Plan: Example #1 (less formal system) “Gotcha” Card System • Criteria • Demonstration of school-wide expected behavior • Presentation • Individual staff member (acknowledges w/appreciation for specific expected behavior) • Award • Sign in the honor roll log at office • Sticker • Monthly raffle at awards assembly • Dissemination • Signed awards log kept at office (name and room number)

30. School-wide Acknowledgement Plan: Example #2 (more formal system) “I am a Charger” System • Criteria • Satisfactory grades -Follow school rules • No discipline referrals -Class work completed • Five staff signatures of recommendation • Students listed in office for all staff to review • Presentation • Monthly award assembly • Award • “Large and In Charge” Badge • Privileges: • In hallways without pass  Early lunch • Charger lunch table • Early release (1-2 min. max) from class when appropriate • Dissemination • Honor list in classroom • Parent positive notes home

31. Creating Consistency & Predictability PBIS Handbooks/Manuals: Includes reward procedures Milwood Middle School Central High School Lincoln Park Office Scrapbook

32. The first survey item …. Take Time To CELEBRATE School-wide!

33. Take Time To CELEBRATE School-wide!

34. Make it Do-able… • Get students involved • PBIS Rap • I am a Charger • Trabuco Hills Five student names are selected and THEY identify five students who have exemplified the expected behaviors. 

35. Get students involved: Acquiring back-up rewards In one school, 8th grade language arts students write community organizations for support of reward program Community Sponsor Thank You Note

36. Include Community Partners OMMS Business Partner Ticket 6 7 8 Date: ________________Student Name __________________________________For Demonstrating: Safety Ethics Respect (Circle the trait you observed)Comments: ___________________________________________Authorized Signature: ____________________________________Business Name: ________________________________________

37. Action Planning • As a Team, review Step 6 in the Team Member Workbook Pages With your team, please: • Read Page 55 • Guidelines Page 56 • Creating a System for Reinforcement Worksheet Page 57 • Rein forcer Table Chat or E-mail Chat Page 58 • Think about the best process for your staff to be included when developing Step 6. • Begin Action Planning on p. 59

38. STEP 3 Step Seven Develop Continuum Of Procedures For Discouraging Student Violations Of Sw Behavioral Expectations

39. Step Seven: Discouraging Problem Behavior

40. Context Matters! How does the school-wide culture and climate affect individual students?

41. “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

42. “Kiyoshi” Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

43. “Mitch” Mitch displays a number of stereotypic autistic symptoms (e.g., light flittering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

44. “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

45. Fortunately, we have a science that guides us to… • Assess these situations • Develop behavior intervention plans based on our assessment • Monitor student progress & make enhancements • All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

46. However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

47. “159 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

48. Referral Formula 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159days of instructional/administrative time LOST

49. “Theplace to be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

50. “Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!