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MODULE 1: OVERVIEW

MODULE 1: OVERVIEW. Session I: Initial Team Training Presented by the MBI Consultants. BE RESPONSIBLE - Make yourself comfortable & take care of your needs - Address question/activity in group time before discussing “other” topics - Use your team time wisely

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MODULE 1: OVERVIEW

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  1. MODULE 1: OVERVIEW Session I: Initial Team Training Presented by the MBI Consultants

  2. BE RESPONSIBLE - Make yourself comfortable & take care of your needs - Address question/activity in group time before discussing “other” topics - Use your team time wisely - Return promptly from breaks BE RESPECTFUL - Turn cell phones to “off” or “vibrate” - Listen attentively to others BE PREPARED - Ask questions when something is unclear - Be an active participant OUR EXPECTATIONS FOR TRAINING

  3. THINGS TO KNOW… ATTENTION SIGNALS FORMAT OF PRESENTATIONS Trainer will raise his/her hand and participants will raise their hand and wait quietly Noise/Music Lecture with slides Workbook activities, team time/Discussion Complete TIPS II as you progress Action plan development at end

  4. ACKNOWLEDGEMENTS • Much of the content and ideas of this workshop stems from the work of others. • Special thanks to the work of Tim Lewis, George Sugai, Rob Horner, Lori Newcomer, Rebecca Beckner, the professors at the University of Oregon, National Center on Positive Behavioral Interventions and Support, and the Quaglia Institute for Student Aspirations.

  5. CRITICAL COMPONENTS • Commit to a common purpose and approach to discipline creating a safe and welcoming culture that includes student voice and family/community involvement • Establish and maintain team… with administrator support, participation and leadership • Establish a clear set of positive expectations and behaviors • Establish procedures for teaching expected behavior • Establish a continuum of procedures for encouraging expected behaviors • Establish a continuum of procedures for discouraging inappropriate behaviors • Establish a system for using data to make decisions, progress monitor, and problem-solve

  6. OVERVIEW OF TRAINING MATRIX I get up every morning determined toboth change the world and have . . . agood time. Sometimes this makesplanning my day difficult.~ E. B. White (1899 – 1985)

  7. TIER I TRAINING MATRIX

  8. TIER I and II TRAINING MATRIX

  9. ACCOMPLISHMENTS BY SUMMER 2015 Ongoing and regular discussions with staff MBI purpose statement MBI action plan 3- 5 expectations and matrix developed Lessons and plans to teach matrix skills in 2015-2016 Understanding of and actions related to Student Voice and the 8 Conditions Schoolwide reinforcement and consequence system ready for implementation Office Discipline Referral or Behavior Incident Report form revised and staff trained on use Collect and review ODRs or BIRs monthly (big 5 report)—baseline year Promotional plan/materials in place Completion of TIC, SAS, SET, MV

  10. YOUR SITE CAN EXPECT TO… • Become more efficient and consistent • Use preventative measures • Shift attention from inappropriate to appropriate behaviors • Experience a positive change in overall philosophy and programclimate

  11. “Just Like Me”.

  12. OVERVIEW OF MBI

  13. WHYA BEHAVIORAL INITIATIVE? Is your life a sea of discipline referrals? Are you spending too much of your day being grumpy instead of groovy? If you are in a high school, is your ninth grade overflowing? Do you see more children entering your class with fewer appropriate social skills? Do you feel as if referring a child for intervention is worse than buying a house? Do you feel children fail before they receive adequate help? Are you wallpapering your office with letters of invitation to IEP meetings? Do your students lack the self-worth, active engagement, and sense of purpose they need to succeed?

  14. WHY CHOOSE MBI (PBIS) ? • Federal Mandates • IDEA 2004 • NCLB • State Mandates: • State correlates • RTI • Common Core • Best Practices: • Research-based • Data-driven • Standards Aligned Curriculum • Family Involvement • Correlate 1: Curriculum • Correlate 2: Assessment • Correlate 3: Instruction • Correlate 4: SchoolCulture • Correlate 5: Student, Family, and Community Support • Correlate 6: Professional Growth, Development, and Evaluation • Correlate 7: Leadership • Correlate 8: Organizational Structure and Resources • Correlate 9: Comprehensive and Effective Planning • Common Core

  15. MBI: PART OF THE BIG PICTURE… PBIS TA Center Partner:Tim Lewis State Coordinator:Susan Bailey-Anderson State Contact Information:Susan Bailey-AndersonOffice of Public InstructionPO Box 202501Helena, MT 59620-2501Email: sbanderson@mt.gov SWIS Facilitators:Montana SWIS Facilitator list DON’T BE CONFUSED! MBI = PBIS = PBS = EBS = SWD = SWPBS = RtIB = MTSS ! Montana*

  16. YOUR CHALLENGE… • Help your school achieve capacity to… • Respond effectively to the range of problem behaviors observed in schools • Engage in team-based problem solving • Use research-based behavioral practices • Give priority to prevention

  17. MBI IS HERE TO HELP! Common Vision/Beliefs Common Language Common Experience Our goal is to help you move from where you are to where you want to be…

  18. Positive Behavior Support (MBI)BIG IDEAS Prevention is most effective and efficient It’s an educative model vs. punishment It needs to be sustained over time to make positive impacts on students

  19. BIG IDEAS • Incorporates best practice in systems change • Data-driven • Focuses on the use of a continuum of behavioral supports

  20. Tier 3 Intensive: Individualized Systems for Students w/High- risk Behavior ~ 80% of Students ~15% CONTINUUM OF POSITIVE BEHAVIOR (and academic) SUPPORT Tier 1 Universals Relationships Schoolwide & Classroom Systems: All Students, Staff, Settings ~5% Tier 2 Specialized Group Systems for Students w/At-risk Behaviors It is the responsibility of Tier 1 to teach behavior core with fidelity and identify those who do not adequately respond. Discussion 4

  21. Supporting Social Competence and Academic Achievement 4 MBI Elements OUTCOMES Supporting Decision Making DATA SYSTEMS Supporting Staff Behavior PRACTICES Supporting Student Behavior

  22. DATA: How Decisions Are Made Data collection systems used by a problem-solving team Communication with staff and students about data, patterns, and decisions Continual self-evaluation to increase effectiveness and sustainability

  23. PRACTICES: How Staff Interact with Students MBI emphasizes… Buildingrelationships & aspirations Teachingbehaviors like we teach academics Reinforcing expected behaviors Procedures for responding to undesirable behaviors Proceduresfor promoting self-worth, active engagement, and a sense of purpose Proceduresfor meeting the needs of all students(the Triangle)

  24. Systems: How Things are Done Team Process + Staff Implementation + Student Voice (The team supports the staff in implementing MBI so students flourish)

  25. SYSTEMS PRACTICES ONE MORE TIME: IT’S CRUCIAL INFORMATION Discussion DATA

  26. THE MONTANA BEHAVIORAL INITIATIVE A PHILOSOPHY AND A PROCESS Belief Statement Activity p.15

  27. Social relationships were key to student success. "Students want to perform well because of their teachers“ Payne Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students' developmental, emotional and academic needs. Sara Rimm-Kaufman Relationships Huebner (2010); Zulig, Koopman, Patton, Ubbes (2010)

  28. The relationship carries the freight… BUILD ASPIRATIONS SELF-WORTH RELATIONSHIPS SENSE OF PURPOSE ACTIVE ENGAGEMENT

  29. THE 8 CONDITIONS • SELF-WORTH • ACTIVEENGAGEMENT • SENSE OFPURPOSE • Belonging • Heroes • Sense of Accomplishment • Fun & Excitement • Curiosity & Creativity • Spirit of Adventure • Leadership & Responsibility • Confidence to Take Action

  30. There are huge differences between a child who is not depressed or anxious and one who bounds out of bed in the morning with twinkling eyes; between an adolescent who says no to drugs and one who says yes to meaningful involvement in family, school, and community activities; and between one who costs society little and one who actually benefits it. ~Seligman, et.al. (2005)

  31. ACTIVITY: WHAT DO YOU CELEBRATE? Good Sportsmanship? People Skills? Creativity? Athletics? Enthusiasm for Learning? Effort? Ability to Take Risks? Citizenship? Responsibility?

  32. PARTNER ACTIVITY: Identify core curriculum/strategies for teaching academics.Then core curriculum/strategies teaching social behavior. Spinning pyramid – Laura A. Riffel, Ph.D.

  33. THE POINT… • Social/behavior is often the “unwritten curriculum” • If you expect it, teach it If you teach it, inspect it • Every academic need has a related behavior

  34. Video: Education Revolution Preview

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