PBIS Maryland Coaches Meeting

1. PBIS Maryland Coaches Meeting April 30, May 5, 2014

2. Who is here? • Who am I? • Cathy Shwaery, PBIS Maryland Training Coordinator, Sheppard Pratt Health System • cshwaery@pbismaryland.org • Who are you? • Roles? • PBIS implementation experience?

4. Purpose: To acquire skills, ideas, strategies to share with team and staff to further PBIS implementationToday’s Topics:Solutions to Successful ImplementationCoaching Strategies

5. Learning IntentionsParticipants will: • Identify teaming structures that work! • Find solutions to barriers • Connect behavior to academics • Harvest data for problem-solving • Discuss approaches and strategies to effective coaching • Discuss mentoring across the tiers • Ask questions during a panel discussion

6. Teaming Structures that Work!

7. What makes a team successful?

9. Results from 4/30/14 Meeting

10. Results from 5/5/14 Meeting

11. PBIS Team Did you identify your: • Recorder • Facilitator • Reporter • Timekeeper Meetings: • Do you have monthly team meetings? • Do you have an agenda? • Do you have roles & responsibilities? • Are you looking at your data to make decisions?

13. Tier 3 Practices, Initiatives, Programs for a FEW Tier 2 Resource Mapping: Taking inventory of teaming structures at your school Practices, Initiatives, Programs for SOME Tier 1 Practices, Initiatives, Programs for ALL

14. Inventory of Teams

15. Solutions for Successful Implementation

16. “Now I have my expectations and I can set them high and most of my kids will attain those expectations, which makes It easier on me in the classroom as a teacher” Teaching lessons Testimonials Student Voice

17. Overcoming Barriers Previously identified barriers to success: • Ineffective team • Lack of administrator support • Teachers don’t have time to teach behaviors • Lack of student involvement • Disproportionality • Limited staff buy-in • Professional Learning for teachers

18. Activity • Write at least one solution for at least 3 of these topics on your post-it notes • Take notes with you during break and stick them on the large chart paper by topic around the lobby • Before re-entering lecture hall, take a gallery walk to see what other coaches wrote for solutions to barriers

19. Connecting Behavior & Academics

20. What does teaching look like? What does learning look like? Think-Pair-Share

21. AET • Academic Engaged Time (AET) • 330 minutes of instruction/day • 1650 minutes/week • 56,700 minute/year • 15,700 minutes for Reading • Minutes are a finite number • Loss of minutes=Loss of achievement • Minutes are the currency we use for instruction George M. Batsche, Ed.D., Institute for School Reform, University of South Florida

22. All instructional tasks involve academic skills and academic behaviors Instructional planning that involves both of these will maximize student growth George M. Batsche, Ed.D., Institute for School Reform, University of South Florida

23. Student AchievementStudent Performance • Academic Skills • Goal setting tied to state/district standards • Common Core State Standards • Developmental Standards • Academic Behaviors-Student Engagement • Behaviors associated with successful completion of the academic skills • On-task, listening, following directions, ignoring distractions, self-monitoring, goal setting, content of private speech • Inter-/Intra-Personal Behaviors • Behaviors that support social skills • Social/emotional development George M. Batsche, Ed.D., Institute for School Reform, University of South Florida

24. Conditions for Learning: Key Aspects of School Climate Which Support Enhanced School Academic Outcomes • Students are supported • Meaningful connection to adults • Strong bonds to school • Positive peer relationships • Effective and available support • Students are safe • Physically safe • Emotionally and socially safe • Treated fairly and equitably • Avoid risky behaviors • School is safe and orderly • Students are challenged • High expectations • Strong personal motivation • School is connected to life goals • Rigorous academic opportunities • Students are socially capable • Emotionally intelligent and culturally competent • Responsible and persistent • Cooperative team players • Contribute to school community Page 27

25. Standards for Reading Literature (RL)Grade 5 • RL7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • Participate actively and appropriately in discussions about literary text. Identify the ACADEMIC SKILLS necessary to complete this standard Identify the ACADEMIC BEHAVIORS necessary to complete this standard

26. Standard 1.0 Skills and ProcessesScience, Grade 8 • TopicB. Applying Evidence and Reasoning • Indicator 1. Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment. Identify the ACADEMIC SKILLS necessary to complete this standard Identify the ACADEMIC BEHAVIORS necessary to complete this standard

27. Critical Features of Effective Classroom Management • Post, Teach, Review, Monitor, and Reinforce Expectations • Maximize Structure and Predictability • Actively Engage Students • Use Continuum of Strategies to Encourage Expected Behavior • Use Continuum of Strategies to Discourage Problem Behavior (Simonsen, Faribanks, Briesch, Myers, & Sugai, 2008)

28. Simonsen, et al (2008), Evidence-based Practices in Classroom Management: Considerations for Research to Practice

29. Simonsen, et al (2008), Evidence-based Practices in Classroom Management: Considerations for Research to Practice

30. Choral Responding: Criteria • Short, one to three word answers • Brisk paced lessons • Provide thinking pause • Use a clear signal of when to respond • Provide feedback • Call on individual students

31. Response Cards: Criteria • Simple items • Easy to read • Few in number • Keep a brisk pace

33. It’s All About Engagement!Five Basic Elements of Cooperative Learning • Positive Interdependence • Face-To-Face Interaction • Individual Accountability • Social Skills • Group Processing

34. Positive Interdependence promotes a cooperative and caring learning community in which students work together, are supportive, and encourage each other to learn and succeed.

35. Some ways to create interdependence include: • Assigning different necessary roles to each student (Sage-N-Scribe) • Assigning different access to materials to each student (Pair Projects in which one has the scissors and another the glue) • Providing different essential information to each student (Jigsaw Problem Solving) • Limiting the time so that no one person can complete the task alone (Brainstorming) • Increasing the task difficulty so no one person can complete the task alone (Team Project requiring coordination of efforts) • Designing tasks with cumulative contributions (RoundRobin Storytelling: Each teammate in turn adds a sentence to the team story) • Having students teach each other (Telephone, Partners, Jigsaw) Kagan, S. The Two Dimensions of Positive Interdependence. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2007. www.KaganOnline.com

36. It’s All About Engagement! Cooperative Learning/Instructional Strategies Online http://olc.spsd.sk.ca/DE/PD/instr/categ.html Cooperative Learning Social Skill Lesson Plan http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/lesson.pdf

37. Student Centers 1. Form flexible groups based on assessment; 2. Identify appropriate center activities based on assessment; 3. Design a center management system; 4. Implement a behavior management system; 5. Give explicit center directions; 6. Organize the classroom; • Manage transitions; and • Establish accountability. www.centeroninstruction.org

39. Lunch Break11:15 – 12:30 See back of Agenda for near-by restaurant locations

40. Contributions to this presentation • Kimberly Yanek, Systems Coach, trainer, PBIS of Virginia, Old Dominion University • George M. Batsche, Ed.D., Institute for School Reform, University of South Florida