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PBIS Day 2 Team Training Orange County 2010-2011 Cadre

November 2, 2010 - Cohort A Implementation Steps 4 & 5. PBIS Day 2 Team Training Orange County 2010-2011 Cadre. Welcome!. Barbara Kelley Cristy Clouse Marie Williams Pam Tupy

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PBIS Day 2 Team Training Orange County 2010-2011 Cadre

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  1. November 2, 2010 - Cohort A Implementation Steps 4 & 5 PBIS Day 2 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. Temperature Check Awareness of Self • Briefly “check-in” at your table, describing your mood. • Share a statement about something going on with you, or anything that might distract you from fully participating in the training today.

  3. Temperature Check Awareness of Others Re: PBIS Implementation Steps 1-3 • Place your sticky dot on the thermometer to identify how you are feeling about Implementation Steps 1-3 on your “Team Thermometer.”

  4. Temperature Check Awareness of Others Implementation is on FIRE!  Implementation is rising! Implementation is at a freezing point!

  5. Team Report Temperature Check • After all of your team members have identified their “temperature,” take a look at the thermometer and reflect… • What does our collective temperature say about our level of implementation? • What does our collective temperature say about our progress as a team?

  6. Outcomes • Understand the Seven Norms of Collaboration • Further explore the PBIS Implementation Process • Develop an evidence-based system that supports school-wide instructional practices • Develop an evidence-based system that supports classroominstructional practices • Understand and practice data-driven dialogue • Action plan next steps

  7. Agenda • PBIS Temperature Check • The Seven Norms of Collaboration • Step 4 School-wide Teaching Matrix • Step 5: Classroom-wide Teaching Matrix • Action Planning

  8. Net Promoter Feedback Q and A • PBIS Implementation • TIME to do this? • Timeline? • Examples from other schools? • Data collection? • 3 Tier Interventions? • STAFF Buy-in • How do we get staff to buy-in? • How will we implement new ideas?

  9. STEP 3 RE-VISIT STEP ONE: • ESTABLISH LEADERSHIP TEAM MEMBERSHIP

  10. Implementation Step 1: Establish Leadership Team Membership The Seven Norms of Collaboration • There is a marked difference between skills and norms. • A skill is something that someone knows how to do. • A skill becomes a NORM when it is normal behavior in the group. • As they become established within the working substrate, they teach and remind all group members that this is the way we talk to each other around here. This is the way we do business.

  11. Implementation Step 1: Establish Leadership Team Membership The Seven Norms of Collaboration • p.ps. 14-16 • 1. Pausing • 2. Paraphrasing • 3.Putting Inquiry at the center. • 4. Probing for specificity.

  12. Implementation Step 1: Establish Leadership Team Membership The Seven Norms of Collaboration • 5. Placing ideas on the table. • 6. Paying attention to self and others. • 7. Presuming positive intentions.

  13. Implementation Step 1: Establish Leadership Team Membership The Seven Norms of Collaboration Think about the Seven Norms… • Which will be the easiest for you to adopt? • Which will be the most challenging for you to adopt? • Which ONE will you focus on today as you work together? • Share with your elbow partner…

  14. STEP 3 STEP FOUR • DEVELOP PROCEDURES FOR TEACHING SCHOOL-WIDE POSITIVE BEHAVIORAL EXPECTATIONS

  15. Behavioral Expectations Once your school-wide expectations have been developed, it is not enough to just post the words on the walls of the classroom… Now… they need to be TAUGHT as effectively as academics—with intention & skill.

  16. Behavioral Errors… • More often occur because: • Students do not have appropriate skills or “Skill Deficits”. • Students do not know when to use skill. • Skills are not taught in context. • Students have not been taught specific classroom procedures and routines.

  17. Logic… “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” however…

  18. “If a child doesn’t know how to behave, we… …teach? …punish? “Why can’t we finish the last sentence as automatically as we do the others?” Horner, 1998

  19. Why Develop a System for Teaching Behavior? • Behaviors are prerequisites for academics • Procedures and routines create structure • Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of 8 times • For a child to unlearnan old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

  20. Repetition is key to learning new skills:

  21. Our student profile has changed… • Don’t commit ASSUME- I-CIDE

  22. Our student profile has changed… • We can no longerassume: • Students know the expectations/rules and appropriate ways to behave. • culturally, parenting, etc. • Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling.

  23. To reach our students… • We mustassume: • Students will require different curricula, instructional modalities, etc… to learn appropriate behavior. • We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills.

  24. How do we teach behavior like academics? …use your School-wide and Classroom Teaching Matrix • Introductory Events/Implementation Day • Teaching school the school-wide expectations in ALL settings to ALL students • Keep it out there! • Visual displays, murals, banners, bulletin boards, Binder Reminders/Agendas • On-going Direct Instruction/Embedded in Other Curriculum • Advisement, T.A., Homeroom, academics, etc. • Booster Shot Assemblies • Mascot Visitations

  25. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

  26. School-wide Teaching Matrix Practice WB p. 39-41 • Using your newly gained knowledge, be a detective and find those expected behaviors in the matrix that are stated correctly, and those in need of improvement. • Next, wordsmith the errors to make the matrix match the key elements of a PBIS model. The Case of the PBIS TEACHING MATRIX

  27. School-wide Matrices 101: The Thinking Behind It • Use your data for decision making. • Identify the desired behaviors. • Identify the misbehaviors. • Positively state what you’d like to see. • “Here’s what you did” and “Here’s what I’d like you to do.” • Keep in mind these guiding questions… • What do we want kids to learn? • How will we know when they’re doing it? • What will we do when they don’t?

  28. School-wide Matrices 101: Staff Activity • Identify working groups • Make blank T-Charts • Write identified “Location” (typical settings/Contexts) at the top of each T-Chart • Identify the undesired behaviors (Left column) • Identify desired behavior counterpart (Right Column) Team Follow-up • PBIS TEAM: Collects T-Charts; compiles, organizes, and condenses qualitative data • PBIS TEAM: Chooses the top three desired behaviors for each location – most common errors Record on the matrix page 43 • PBIS TEAM: Presents it back to staff as a first draft document

  29. School-Wide Location: Undesired Behavior Desired Behavior • Staff-Wide Activity: In your table group • Assign a recorder and facilitator. • Identify a location. • Brainstorm “Undesired Behaviors” • Identify the “Desired Behaviors “counterpart • Considerations when doing activity. • a. Use data for decision-making regarding locations • b. Positively state what you’d like to see. “Here’s what you did” and “Here’s what I’d like you to do.” • c. Keep in mind these guiding questions… What do we want kids to learn? How will we know when they’re doing it? What will we do when they don’t?

  30. Action Planning • Implementation Step 4: Procedures for Teaching School-wide Behavioral Expectations

  31. Rolling Work BreakMeet back together at 10:45

  32. STEP 3 STEP FIVE: • DEVELOP PROCEDURES FOR TEACHING CLASSROOM POSITIVE BEHAVIORAL EXPECTATIONS

  33. Effective Classroom Management Practice Five Guiding Principles “Good Teaching is our best behavior management. Apply 3 Tier prevention logic to classroom. Link classroom to school-wide. Teach social skills like academics. Build support systems to sustain use of effective practices. The single biggest factor affecting academic growth is the effectiveness of classroom instruction.

  34. Step 5: Develop Procedures for Teaching Classroom-wide ExpectationsSTRUCTURE AND PREDICTABILITY The Key to Classroom Management • Marzano and Marzano Jigsaw Triad • Directions: • At your table, count off by 3’s. • 1’s read – “Dominance”: Establish Clear Expectations and Consequences • 2’s read – “Cooperation”: Appropriate Levels of Cooperation • 3’s read – “Needs”: Awareness of High-Needs Students • Each “expert group” share the task of summarizing your reading to the rest of your group. • Filter it down to your top 3 BIG IDEAS Do this with your staff back at your school site.

  35. Step 5: Develop Procedures for Teaching Classroom-wide ExpectationsSTRUCTURE AND PREDICTABILITY • Classroom Matrix • Teacher Routines • Student Routines • Instructional Routines Anita Archer Instructional Routines Relentless Teaching

  36. Rules within Routines Classroom Matrix

  37. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

  38. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

  39. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

  40. Structure & Predictability • Anita Archer: Routines and Procedures Demo Lesson

  41. Step 5: Develop Procedures for Teaching Classroom-wide ExpectationsSTRUCTURE AND PREDICTABILITY • As a team, review WB pp. 46-53. • Together, create a sample classroom matrix. WB p. 48 • Action Plan: how to bring this ROUGH DRAFT back to your staff. • Action Plan : how to support teachers in developing classroom matrix in alignment with SW matrix Workbook pg. 54

  42. Lunch TimePlease be “there and ready” at 1:00

  43. Exploring and Discovering • Self-Assessment Survey

  44. Self-Assessment Survey Summary • After looking at your data, complete the Self Assessment Survey Summary • Rate the overall perspective of implementation (High, Medium, Low) • List 3 major strengths based on the Individual Item Analysis • List 3 areas of development • Identify 1 priority area • Define next steps on your Self-Assessment Survey Action Planning Worksheet

  45. Rolling Work Break—See you at 1:30

  46. Exploring and Discovering • Team Implementation Checklist

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