PBS Staff Activities

1. PBS Staff Activities To Enhance Implementation Of Universal Strategies in Early Childhood Learning

2. Presented to you by: • Karen Shepherd-EI/ECSE Coordinator NW Regional ESD • Nancy Ford-Director of EI/ECSE NW Regional ESD • Colleen Nolan-School Psychologist NW Regional ESD • Felicia McLaughlin-Early Childhood Education Specialist NW Regional ESD *Northwest Regional ESD (Serving Wash., Tillamook, Clatsop and Columbia Counties)

3. A Brief History of EC PBS with Northwest Regional ESD • 2006: State wide Social Emotional Group selected training modules from the Center on Social and Emotional Foundations for Early Learning (CSEFEL) to bring PBS to ECSE and Head Start settings; • 2006-2007: Three ECSE and two Head Start classrooms served as pilot sites and completed all training modules; • 2007-2008: An additional five teams completed training; • 2008-2009: Pilot classrooms maintained through coaching and consultation; • 2009-2010: All ECSE staff received training on universal strategies; .8 School Psychologist and 1.0 ECES assigned to provide follow up coaching and hands on classroom training.

4. Presentation Goal: • This session will give examples of staff activities designed to increase understanding and implementation of Universal Strategies in Early Childhood Settings. • This session will describe the key components of tier 1 strategies for Early Childhood settings, common challenges in implementation and activities to increase fidelity of implementation.

5. Presentation Outline: • Provide examples of Staff/Team activities designed to increase understanding and implementation of universal strategies in early childhood settings. • Universal strategies that have been developed/implemented in our classroom settings. • Additional Resources (Newsletter and Grant Money) • Challenges faced in implementation.

6. 2009-2010 Targets: Building Positive Relationships and Creating Supportive Environments Social Emotional Teaching Strategies Creating Supportive Environments Building Positive Relationships Individualized Intensive Interventions Universal Strategies:

7. 2009-2010 Region Wide Goals • Posting Rules; • Teaching rules; • Using Embedded Language. • Social Stories • Games to teach the rules. • Create reinforcement systems; • Build positive relationships with children;

8. Professional Coaching Activities • Monthly activities are presented at monthly team meetings. • Goal of activities is to get teams to think “outside the box”. • Teams participate in a “share-out” or team discussion.

9. Examples of Monthly Coaching Activities • Developmentally Appropriate Activities • “Every Child needs one Person who is Crazy about Him/Her” • Reinforcement Methods in PBS • Teacher Walk Through • Positive to Negative (can be part of teacher walk through or its own activity) • Hot Button/Reframing activity • Design Lesson Plan around a classroom rule • Design Matrix for Creative Curriculum Centers

10. To help with Embedded Language post rules everywhere! They will serve as a reference and a reminder!! Don’t forget to be culturally sensitive!

13. Embedded Language • Higher rate of positive: negative • Tying the expectation back into the classroom rule. • Verbally reinforce on a daily basis the skill you are trying to teach (Johnny I really like how your sitting in your chair. You’re being a really good worker!). Versus

14. Scripted Stories • The rules or expectations of social interactions are typically learned by example. Children with communication difficulties and/or behavior challenges often do not learn these interactions incidentally, but may need more explicit instructions through a scripted description of the social situation. *Center on the Social and Emotional Foundations for Early Learning

15. Teach Rules With Children's Literature

16. Teach Rules Through Games!! Matching/Categorizing Stop / Go Bingo Role Playing

17. How about a game of Stop & Go??

18. Reinforcement Strategies • “A behavior modification intervention is only as effective as its reinforcer. Regardless of the intervention applied in a behavior change program, if the exhibition of the behavior is not reinforced, the behavior probably will not change. In a behavior change program, all factors may be carefully planned and the intervention precisely implemented, but if the child is not reinforced by the result of his or her behavior, little probability exists for a permanent behavior change”. ~Behavior Management, A Practical Approach for Educators

19. Questions to Ask • Does the chosen reinforcement method reflect the rules you’re trying to teach? • Have you taken measures to determine what your students will find motivating? • Is the method you’ve created motivating for your students?

20. Johnny *Be Safe *Be a Worker *Be Friendly Reinforcement needs to be fun!!

21. Step by Step Reinforcement Strategy 1 2 3

23. 1 2 3

24. Toys and Games as Motivators and Rewards

25. Program and/or Implementation Challenges: • Funding • Time • Coaching

26. FUNDING • It is important to allocate dedicated time to positive behavior supports. • Identifying individuals to work with teams on regular basis assists in developing relationships. • Provides consistency and follow through. • Providing the funding support reaps many benefits.

27. Time to Meet With Administration • Time should be allocated on a regular basis with administration in order to promote communication with staff and ensure the program is progressing and professional development goals are being addressed. Issues, concerns and discussion of systematic change within a program can be discussed at this time.

28. Challenges and Strategies Challenge: • Administrator time divided across many issues and PBS gets lost in the shuffle Strategies: • At least one administrator must be part of the PBS team and puts PBS on the agenda regularly; • Administrators must all buy in to PBS as a target for professional development and provide feedback to the PBS team on training needs; • Administrators encourage all staff to write a professional goal related to PBS and include in supervision/evaluation process.

29. Time for Team Meetings • Team Meetings should be held on a regular basis. During this time the team can discuss particular sites or students and what the effects PBS have on the program.

30. Improve communication Getting everyone “onto the same page” Goal setting Identifying/utilizing strengths Brainstorming Collaboration Some Reasons to Hold Regular Team Meetings:

31. Challenges and Strategies Challenges: • Time for meetings; staff not skilled on running a meeting; staff need to feel a meeting has a direct impact on classroom strategies. Strategies: • Have a PBS team member facilitate the team meeting; assign a time keeper; end team meeting with an action item; action item needs to benefit the teacher and the classroom.

32. Time for In-service • At least 2 In-service days should be designated within a work year. The goal of the In-service should be to help the professional develop skills and connect them with their work in PBS. • An In-service can consist of special programs and workshops.

33. The Goal of an In-service Promote content knowledge. Promote systematic changes. Promote strategies and techniques.

34. Challenges and Strategies Challenges: • Time for in-service; resources to be used for in-service. Strategies: • Do a one day in-service with follow up trainings integrated into team meetings; use in house expertise for resources for in-service.

35. Challenges: Coaching 2:4 (2 PBS Coaches to 4 Counties) Level of buy in from staff. Level of implementation of universal strategies. Guiding a change in thought process and approach to behavior. Consistencies within community preschool settings.

36. Strategies • Having administrator buy in. • Coaches assist in creating materials that will help the teacher implement PBS strategies. • Have a share drive of PBS materials available for teachers. • Attend collaboration meetings with community pre-schools when ever possible.

37. Old Way: General intervention applied to all behaviors challenges (you yell, you sit). Behaviors reduced through the use of consequences/punishments (child kicks teacher and is sent to time out). Doesn’t actively teach the child what to do. New Way: Intervention is matched to the function of the behavior (a child who yells is taught to tap the teachers shoulder to gain attention). Behaviors are reduced through the acquisition of skills. Changing Thought Process

38. Additional Resources • Newsletter-Monthly newsletter that goes out to EI/ECSE staff with helpful suggestions and what’s going on around our region. • Grant Money-is helping our team create a lending library for our staff based off of Practical Strategies on the CSEFEL Site. • Share drive-a share drive is being creating that has available tools already created for staff.

39. Helpful Internet Links • Center on the Social Emotional Foundations For Early Learning http://www.vanderbilt.edu/csefel • Zero to Three http://www.zerotothree.org • Maryland State Department of Education The Early Childhood Gateway http://www.mdecgateway.org • Special Quest Birth-Five http://www.specialquest.org • Developmental Behavioral Pediatrics Online http://www.dbpeds.org