PBIS Team Leader and Coach Training Baltimore County Public Schools

1. OUTCOMES SYSTEMS DATA PRACTICES PBIS Team Leader and Coach TrainingBaltimore County Public Schools Positive Behavioral Interventions and Supports November 8, 2010 Conference Center at Sheppard Pratt

2. “Children are eager and capable learners…” What We Know… Research on early learners from Alexa Posny, 2009

3. Research(Hart & Risley, 1995)

4. Research(Hart & Risley, 1995)

5. Research(Hart & Risley, 1995)

6. How… • “Early intervening services…are services for children in kindergarten through grade12 (with a particular emphasis on children in kindergarten through grade 3) • who have not been identified as needing special education and related services, • butwho need additional academic and behavioral support to succeed in a general education environment.”

7. What We Know… “There is a greater tragedy than being labeled as a slow learner --and that is being treated as one.”

8. Why… “Early learning begets later learning and early success breeds later success…The later in life we attempt to repair early deficits, the costlier remediation becomes…” James Heckman, Nobel Prize-Winner, Economics, 2000

9. “A longitudinal study of 407 students found that 74% of the children whose difficulty in reading was first identified at nine years of age or older continued to read in the lowest quintile throughout their middle and high school years.” What We Know…

10. The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up The longer a student goes without assistance, the longer the remediation time and the more intense the services must be What We Know… • Academically and behaviorally

11. Response to Intervention (RTI) is a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a schoolwide basis, to provide any student more intensivesupport–and monitor theirprogress—than typically available in every classroom. How…

12. Systematic Academic & Behavior Planning Supports Classroom Instruction • Tier 3: • Selected Interventions • Small groups/individual students • Reduce complexity and severity • of academic and behavior problems • Tier 2: • Targeted Interventions • Groups of students/at risk • Reduce academic and behavior problems Frequency, Intensity, Duration • Tier 1: • Universal Interventions • All settings, all students • Prevent academic and behavior problems Academic Behavior Organization of materials Time management Work Completion Academic Skills Behavioral/ Social/Emotional Skills Instructional Practices and Interventions

13. Food for Thought “There are really only three types of people: Those who make things happen; Those who watch things happen; and Those who ask, ‘What happened?’” --Ann Landers What type of person are you?

14. Students must know what is expected of them Behavior is learned Schools must provide safe, learning conducive and predictable environments We must teach students what positive behaviors look like What We Know…

15. How… • By intentionally designing and redesigning resources to match student needs • Ensuring that every leader is responsible for planning, implementing and evaluating • Using academic and behavioral data to inform instructional/behavioral decisions • Including educators, families and community members as part of effective problem-solving and instructional decision making • Creating an empowering culture that maintains collective responsibility for every child’s success

16. Objectives for Today • STARS and data reporting • BOQ and classroom systems • Role of the team leader and coach • Sharing strategies for improved outcomes

17. Take Away Message • Consider how you are going to use the materials and ideas discussed today • Plan to take these ideas back to your team • Evaluate your school’s data in a meaningful way— • What are your current outcomes? • What are your school’s goals? • How do you plan to get there? • With your team—strategize how you will implement some of these ideas

18. OUTCOMES SYSTEMS DATA PRACTICES Desired Student Outcomes Supports Decision Making … • Academic achievement • Positive social skill development • Self-control and self-management Supports Staff Behavior Supports Student Behavior

19. Data Needs to be Your Friend Without data, you are just another person with an opinion…..

20. The Big 5 Generator • Excel spreadsheet • Record STARS data by Month • Label each document by Month • Cut and paste graphs into document • Average Referrals per Day by Month • Problem Behavior • Location • Time • Students

21. Average Referrals per Day by Month

22. Referrals by Problem Behavior

23. Referrals by Problem Location

24. Referrals by Time of Day

25. Referrals by Students—Percentages

26. Resources

27. www.pbismaryland.org

28. Additional Resourceswww.pbismaryland.org • Home Page toolbar on left • Forms (IPI and BOQ) • School examples • Resources—Coaches and Schools • Select “coaches” and then select button “coaches resources” • For all summer presentations (July 2010), click “Archives” and look under “2010-2011 Stories” • Archives button on the toolbar for all previous postings prior to this school year

29. When a hammer is the only tool you have, everything looks like a nail.

30. BOQ—Benchmarks of QualityRevised 2010 • Benchmarks of Quality • Assesses ten areas of implementation • See www.pbismaryland.org “forms” • Scoring form and rubric • Critical area added—Classroom Systems

31. BOQ Rubric • Standards for scoring • Review to assess your school’s progress • BOQ completed in the spring of each year

32. Classroom Systems—BOQ Items

33. Classroom-wide Positive Behavior Support Systems Positive Expectations for All Students Strong Classroom Management Techniques Lessons Designed for Student Mastery Classroom Systems Slides for Classroom Systems created by Joan Ledvina Parr, Patti Hershfeldt, and Susan Barrett

34. Outcome-based Evidence-based curriculum Well designed lessons Well presented lessons On-going progress monitoring Good behavior management Expected behavior & routines taught and practiced High rates of acknowledgements for rule following behavior High rates of positive & active supervision Good instructional teaching Student Achievement Instructional Management Behavior Management

35. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

36. Moving from Research to Practice • Teachers typically receive little training in classroom management • Training by itself does not result in positive implementation or intervention outcomes • Multi-component training packages result in desired behavior change (didactic training + coaching + performance feedback) • Teachers demonstrated behavior change only once they received performance feedback • Self-monitoring may result in increased skill use

37. Self-Assessment • STARS data by location • Results from EBS Survey (classroom) • Classroom Self-Assessment • Results from Observations and/or Walk Throughs

39. Classroom Supports • Data Collection and Progress • Monitoring at T3 • Working with Families • Role on the Individual Support Team • Building Behavior Pathways and • Hypothesis Statements FEW • SW Expectations linked to class rules and routines • Behavior Basics • Evidence Based Practices • Feedback Ratio • Wait time • Opportunities to Respond • Self Management • Academic Match • Working with Families • Transitions • Using Pre-corrections • Active Supervision • Data Collection and Using Data to • Guide Decisions • ODR, MIR • Self Assessment • Peer Coaching • Good Behavior Game SOME • Working with Families • Deciding to increase Support • Progress Monitoring • Using the Daily Progress Report • Working with Students using CICO • Working with Students using “CICO • Plus” Academic or Social Instructional Groups • Using Data to Guide Decisions • Working with T2 Teams ALL

40. Five Areas of Evidenced Based Practices for the Classroom • Define classroom expectations and rules • Develop procedures and routines • Identify strategies to acknowledge appropriate behavior • Identify strategies to respond to problem behavior • Maximize student engagement

41. Evidence Based Practice # 1Expectations and Rules • Expectations are the outcomes • Rules are the specific criteria for meeting the expectation outcomes • Rules identify and define the concepts of acceptable behavior

42. Guidelines for Writing Classroom Rules • Classroom rules need to be consistent with the schoolwide expectations and • Observable • Measureable • Positively stated • Understandable • Always applicable—something the teacher will consistently enforce

43. Schoolwide : Classroom

45. Three Step Approach to Teaching Classroom Rules • Explain • State, explain, model, and demonstrate the procedure. • Rehearse • Rehearse and practice the procedure under your supervision. • Reinforce • Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine

46. Follow Up Ideas:Re: # 1 Classroom Rules Align the classroom rules with the schoolwide expectations Post in all classrooms Develop a schedule for teaching and booster sessions Gather data (buddy system, walk throughs, etc.

47. Five Areas of Evidenced Based Practices for the Classroom • Define classroom expectations and rules • Develop procedures and routines • Identify strategies to acknowledge appropriate behavior • Identify strategies to respond to problem behavior • Maximize student engagement

48. Evidence Based Practice # 2Procedures and Routines • Effective teaching includes teaching functional procedures to students at the beginning of the year and using these routines to efficiently move throughout the day • Procedures explain the accepted process for carrying out a specific activity • Procedures form the routines that help students meet expectations stated in the rules • Establish a signal to obtain class attention • Teach effective transitions

49. Entering the classroom Asking a question Listening to and responding to questions Sharpening a pencil Indicating whether you understand Responding to a request for attention Turning in papers Working cooperatively Changing groups Maintaining student notebooks Leaving the classroom When students are tardy When students need a pencil or paper When students are absent When someone knocks on the door When a student needs help or a conference Requesting a bathroom break If the phone should ring An emergency alert End of class dismissal Procedures are a part of life: Classroom Procedures

50. Have a Set of Procedures and Routines that Structure the Classroom • Procedures = what the teacher wants done • Routines = what the students do automatically • Directly teach those routines • Explain—state, explain, model, and demonstrate • Rehearse—rehearse and practice the procedure under your supervision • Reinforce—reteach, rehearse, practice, and reinforce • Use precorrections