PBIS Coaches Meeting

PBIS Maryland PBIS Coaches Meeting Cathy Shwaery Training Coordinator PBIS Maryland Sheppard Pratt Health System cshwaery@pbismaryland.org October 10, 2012

Study OpportunityFactors related to PBIS implementation & sustainability Participation (one member of the team): • 20 minute survey ($20 Target gift card) • Optional: track training & coaching ($50 per year) • Confidential (no names of individuals/schools/districts) Survey link: please email sustainPBIS@gmail.com For more info, email Kent at kentm@uoregon.edu

Acknowledgements • Sharon Conley, School Psychologist, WCPS PBIS Facilitator • Marie Haney, FCPS PBIS Facilitator • Julie Matheny, School Counselor, WCPS PBIS Facilitator • Kim Yanek, PBIS in VA Facilitator • Susan Barrett, National PBIS Implementation Partner

AGENDA • Announcements and Introductions • Universal Systems aka Tier 1 • Lunch • Preparing for Advanced Tiers aka Tiers 2 & 3 • Wrap-up/Evaluation/CPDE

Back of AgendaAction Planner

PBIS Maryland Who’s here?

Effective & Efficient • Powerpoint – posted on WIKI • Use the BOQ to guide implementation • Practice using the “3 Circles of PBIS” as an Innovation-neutral problem solving process • Graphic organizers • Group work CHALLENGE: Double E with > 400 new to coaching & experienced coaches

Objectives: Participants will… • use the BOQs as a planning tool • learn strategies for meeting benchmark standards • acquire ideas/solutions for challenges • practice using the “problem-solving worksheet” to develop proficiency • develop a list of “next steps” for specific action-planning

Tools you can use!

The 3 Circles of PBISDeveloping Academic and Social Competencies OUTCOMES DATA + Culture SYSTEMS PRACTICES

The BOQ A planning tool??? Benchmarks of Quality

Purpose To demonstrate and practice how to use the BOQ as a tool for self-evaluation and planning

SYSTEMS: BOQ Item #6 “Faculty feedback is obtained throughout the year.” 0 – Faculty are RARELY given the opportunity to participate in the PBIS process (fewer than 2x/year) 1 – Faculty are given SOME opportunities to provide feedback, offer suggestion, and to make some choices during the PBIS process. However, the team also makes decisions without input from staff 2 – Faculty is given opportunities to …etc…IN EVERY STEP of the PBIS process (via staff surveys, voting process, suggestion box, etc.) NOTHING is implemented without the majority of faculty approval SCORE YOUR SCHOOL NOW!

Markers or Evidence • WHEN? • Continually • When making decisions • WHERE? • Faculty meetings • Celebrations • Team meetings • Mailboxes, emails, suggestion boxes • HOW? • Survey monkey • Suggestion box • Quick feedback ideas Single dot chart, short 2-3 questions (email blast, in mailboxes, etc)

Hurdles or Roadblocks • Faculty members say they have too much to do to provide feedback • Lack of interest • There are competing initiatives • Low return on survey requests

Possible Solutions • Be specific to what you want to know • Look for ways to get other staff involved • Ask for expertise • Staff incentives • Involve those with certain expertise in PD • Rotate membership on team • Invite “skeptics” to team meetings or outside trainings • Tie to SIT / SIP goals • Use PBIS as umbrella and have reps from other committees attend • Lesson planning • Invite a representative of the community to share knowledge and experiences • Provide feedback on • Decisions made • Progress/outcomes • How suggestions will be used

1 minute think tank How will you obtain faculty feedback? What information will you gather?

Data: BOQ #16 “Data shared with team and faculty monthly (minimum).” 0 – Data are not reviewed each month by the PBIS team and shared with faculty. 1 – Data are shared with the PBIS team and faculty less than one time a month. 2 – Data are shared with the PBIS tam and faculty at least once a month. SCORE YOUR SCHOOL NOW!

Markers or Evidence • Team has data in graph form at team meetings • Data “guru” has compiled necessary information to discuss problems • Problem-solving is the major focus of team meetings • Team creates precision statements to provide target problem, outcomes and replacement behaviors • Team prepares information to share with staff

Markers or Evidence • PBIS data sharing is on the staff agenda • Faculty provides feedback to team • Team shares progress toward identified goals • Celebration of successes • Consensus on solutions to problems based on data sharing

Hurdles or Roadblocks • Data sharing isn’t on the Staff Meeting Agenda • Data sharing is last on the Agenda • Faculty doesn’t agree with the data • Team hasn’t received accurate or timely data • Faculty doesn’t meet regularly in a full staff meeting

Possible Solutions For sharing data with your PBIS team: • Identify person who is responsible for obtaining & bringing data to team meeting • Identify what data will be reviewed for the next meeting • Make sure that “data review” is on the team’s monthly agenda (preferably at the beginning) • Allow enough time at team meeting to process and problem-solve

Possible Solutions For sharing data with the faculty: • Identify who will share from the team (rotating role) • Celebrate successes! • What is the current process for sharing academic data? • Could your team pair with academic data sharing? • Share problem behavior (ODR, OSS, ISS, disproportionality), as well as positives (increase in on-time behavior, more teachers acknowledging students) • Share progress toward reaching identified goals

1 minute think tank How will you make sure that your team has data at each meeting? How will you share data with faculty at least monthly?

Data: BOQ #24 “Rewards are linked to expectations and rules.” 0 – Rewards are provided for behaviors that are not identified in the rules and expectations. 1 – Rewards are provided for behaviors that are identified in the rules/expectations but staff rarely verbalize appropriate behaviors when giving rewards. 2 – Rewards are provided for behaviors that are identified in the rules/expectations and staff sometimes verbalize appropriate behaviors when giving rewards. 3 – Rewards are provided for behaviors that are identified in the rules/expectations and staff verbalize the appropriate behavior when giving rewards. SCORE YOUR SCHOOL NOW!

Markers or Evidence • Hear staff members state expectation when recognizing student, e.g., “I noticed that you turned your assignment in on time, that was very responsible.” • “We are celebrating this afternoon because we have shown improvement in being on-time to class!” • “Thanks for helping Sara, that was very respectful.”

Hurdles or Roadblocks • Some staff members do not want to recognize students for what they should be doing • It takes too long • Can’t remember what to say

Possible Solutions • Identify which behaviors to target with staff input • Review behavioral data and SIP; add missing target behaviors to teaching matrix • Get staff consensus • Identify individual, classroom and school-wide recognitions • Provide the staff with “BSP scripts” • Check cultural responsiveness with your students and staff

1 minute think tank Are acknowledgments linked to identified expectations? How can you increase the use of behavior-specific praise statements? How can you use BSP at every tier?

REMEMBER TO USE THE BOQ SNAPSHOTS FOR GUIDANCE!

YOUR TURN to work together

Directions • Divide your table into 2 groups • Locate the yellow BOQ ITEMS WORKSHEET on your table (1 per group) • Identify a leader, time keeper & recorder for each group • The recorder will write on the yellow paper

Directions (continued)20 min. • LEADER reads item, scoring criteria; group decides if it’s related to D, S, or P • Individually, what is the evidence or markers? • Individually, list HURDLES/ROADBLOCKS. • Individually, list POSSIBLE SOLUTIONS. • With a partner, share evidence, hurdles, solutions • In your small group share ideas; RECORDER take notes on YELLOW paper.

Report Out(2 minutes max per group) • Read item • Identify DATA, SYSTEMS, or PRACTICE • Evidence or markers • Road blocks • Solutions

Please leave the yellow sheets on the table. Your work will be recorded and posted on the WIKI.Thank you!

The 3 Circles of PBISDeveloping Academic and Social Competencies OUTCOMES DATA + Culture SYSTEMS PRACTICES

Using data and the problem solving logic allows us to avoid acting on false assumptions …

PBIS “3-Circles” Problem-Solving Worksheet Identified Problem: ______________________ Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ____________________________________________________________________________________________________________________________________________________________________________________________________ SYSTEMS – Support Staff Behavior DATA – Supports Decision Making Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

PBIS “3-Circles” Problem-Solving Worksheet Targeted Problem: Behavior in the cafeteria Step 1: What does the data say? 38% of the ODR’s last month were for disrespect and disruption in the cafeteria. • Step 4: What will we do to support staff? • Train lunchroom staff to teach cafeteria expectations. • Admin. monitor and demonstrate appropriate use of “gotchas’ for workers. • Admin. provide additional active supervision in café. • Advise teaching staff of new procedures. • Provide data feedback to staff. DATA – Supports Decision Making SYSTEMS – Support Staff Behavior Step 2: What is the goal? Reduce ODR’s from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month). • Step 3: What will we do to support student behavior? • Teach “Cafeteria Expectations” in context. • Classroom teachers to provide pre-corrections prior to dismissing class to lunch. • Implement special “gotcha” system by class to earn class-wide recognition & privilege.. • Use “stop light” system for monitoring noise level. • Use a “silent table” to isolate chronic rule-violators. PRACTICES – Support Student Behavior (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

Step 1: What does the data say? The most significant concern is disruption defined as behavior causing an interruption in a class or activityin classrooms .This behavior occurs daily (frequency/quantify behavior), and is most likely to happen during transitions from one instructional activity to another (e.g., lunch, morning arrival, 2:30). Students from all grade levels (grade level/group of students) are most likely to engage in this behavior. We are unsure as to why students are engaging in this behavior (function of behavior- get/obtain or avoid/escape). PBIS “3-Circles” Problem-Solving Worksheet Identified Problem: _Disruptive behavior in the classroom Step 4: What will we do to support staff? PBIS Leadership team to use Cool Tools and professional learning modules from Wiki to provide support to staff to implement practices. PLCs to support one another in development of practices. Post routines/procedures to shared forum (Google Docs).Use Cool Tools to self-assess implementation of practices. SYSTEMS – Support Staff Behavior DATA – Supports Decision Making Step 2: What is the goal? Decrease incidents of disruption as measured by a decrease of 20% in ODRs for disruptive behavior by the end of the first nine weeks. Increase on-task student behavior measured by teacher observation. PRACTICES – Support Student Behavior Step 3: What will we do to support student behavior? Classroom routines and procedures defined, posted, taught, practiced, and acknowledged by classroom teachers. Use behavior specific praise statements contingent upon students demonstrating behaviors defined in classroom routines. (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002), PBIS in VA

PBIS “3-Circles” Problem-Solving Worksheet Identified Problem: ______________________ Your Turn! Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ____________________________________________________________________________________________________________________________________________________________________________________________________ SYSTEMS – Support Staff Behavior DATA – Supports Decision Making Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior

Directions2 Groups per table10 min. to complete Identify a time keeper & recorder • Choose 1 PROBLEM BEHAVIORper group • Work through process on blank P-S worksheet • Disproportionate # of Special Ed. students being suspended • Teachers not rewarding students • Bullying behavior • Tardies to class or school • Problems in the bathroom • Disrespect to teachers • Aggression on playground or other area • Disruption during assemblies • Parents not involved, supportive • Not prepared for class

Share out • Any “aha” moments? • Take notes on Planning Tool • ACTION PLANNER: The Benchmarks of Quality as a Planning Tool

…in conclusion • Look at your notes in your planners • Circle items you would like to address this year • Transfer to your Action Planner on the back of your Agenda • Share with your team back at your school!

IPI • First data point due in November • Available on www.pbismaryland.org • Complete form and return to your POC or Jerry at jbloom@pbismaryland.org

Thank you for all you do to help create a positive environment for our students!

Lunch & a Movie Clip Who Cares about Kelsey? 12:45 For more information: www.whocaresaboutkelsey.com

PBIS Coaches Meeting