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New Team Member Training Calvert County Summer Institute

New Team Member Training Calvert County Summer Institute. Cathy Shwaery, PBIS Maryland Training Coordinator cshwaery@pbismaryland.org. Participants will understand…. How?. What?. Why?. For Building the PBIS Framework. Why PBIS?.

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New Team Member Training Calvert County Summer Institute

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  1. New Team Member TrainingCalvert County Summer Institute Cathy Shwaery, PBIS Maryland Training Coordinator cshwaery@pbismaryland.org

  2. Participants will understand… How? What? Why? For Building the PBIS Framework

  3. Why PBIS? Implement a Three-Tiered Framework to Support Student Behavior Meaningful inclusion of families as partners in their child’s education . Increase Instructional Time Reduce Problem Behavior Improve School Culture and/or School Climate Increase School Completion Support Inclusive Practices Bully Prevention

  4. Social Responsibility & Academic Achievement Student Outcomes OUTCOMES Supporting Decision Making Supporting Staff behavior DATA SYSTEMS PRACTICES Supporting Student behavior

  5. Benchmarks of QualityCritical Elements • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Problem Behaviors • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan Coaching, Performance Feedback, Administrator Support, District Support

  6. What is School-wide Positive Behavior Intervention and Support? A decision-making framework for establishing the social culture and behavioral supports needed for academic and behavior success for all students. Process for Continuous Improvement (OSEP Center on PBIS, 2010)

  7. Consistency Matters Common Vision/Expectations Common Practices Common Language SCHOOL/COMMUNITY

  8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

  9. get these tiers of support in order to meet benchmarks. These students + = Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling.

  10. Where to Start? With the data!

  11. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

  12. 1. Expectations 2. NATURAL CONTEXT (Locations) Invite those who are alone to join in. 3. Rules or Specific Behaviors Expectations

  13. Procedures and routines create structure for staff and students Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average of ___ times Adults average ____ - Joyce and Showers, 2006 For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ___ times (Harry Wong) Why Develop a System for Teaching Behavior? 8 25 28

  14. teach. • “If a child doesn’t know how to read, we teach. • If a child doesn’t know how to swim, we teach. • If a child doesn’t know how to multiply, we teach. • If a child doesn’t know how to drive, we • If a child doesn’t know how to behave, we... teach?punish? • Why can’t we finish the last sentence as automatically as we do the others?” • John Herner (NASDE President ) Counterpoint 1998, page 2

  15. The Art and Science of Teaching

  16. Teach in Context Guided practice …in the cafeteria

  17. Embed into the curriculum

  18. Using Instructional Videos – the Art of Teaching Elementary & Middle School example: http://vimeo.com/20955727

  19. Century HS -- Majors Only

  20. Century HS -- Mining the DataProblem Behavior at Noon

  21. Century HS -- Mining the DataReferrals at Noon x Grade Level

  22. Century HS -- Majors Only

  23. Using Instructional Videos- The Art High School example: http://www.youtube.com/watch?v=5C-Wyy_lPNk

  24. McCombs Middle School Teaching Schedule DATES Team 7 Team 8 6th Discover 6th Explorer Monday 8/30 2 3 4 5 TuPBISay 8/31 6 7 8 9 WednPBISay 9/1 1 2 3 4 Thursday 9/2 5 6 7 8 Friday 9/3 9 1 2 3 TuPBISay 9/7 4 5 6 7 WednPBISay 9/8 8 9 1 2 Thursday 9/9 3 4 5 6 Friday 9/10 7 8 9 1 Teaching Areas: 1 – Cafeteria 4 – Restroom 7 -- Bus 2 -- Hallway 5 – Auditorium 8 -- Office 3 -- Outside 6 -- Before/After 9 -- Rewards

  25. The quickest way to change behavior….in anyone. Research indicates that you can improve behavior by 80% just by pointing out what someone is doing correctly. Point out what they’re doing right! Laura Riffel, OSEP

  26. Punishment Reinforcement(success) Discipline Works When …. Prevention creates more Positive than Negative consequences 4 : 1

  27. Many schools use a ticket system Jose R. • Tied into school expectations • Specific feedback of student’s behavior • Provides visible acknowledgement of appropriate behavior for student • Helps to remind staff to catch students doing what is asked of them L.M. Kalamazoo Central High School

  28. What really matters is the positive social acknowledgement & interaction!! Schoolwide “quick” acknowledgementsRewards that are quickly presented in the presence of the behavior

  29. Recognizing Staff • Keep staff motivated and appreciated!

  30. Clever Variations Bus Bucks Super Sub Slips Golden Plunger

  31. Non-example of Procedures for Dealing with Discipline

  32. Effective Procedures forDealing with Discipline • Prevention • Effective responses • Common behaviors are defined to include classroom-managed and administrator-managed behavioral examples • Meaningful Data Collection • Problem Solving

  33. T- Chart Staff Managed or Minor Problem Behaviors Office Managed or Major Problem Behaviors Defiance/Disrespect/Non-Compliant Abusive or inappropriate Language Fighting or Physical Aggression Disruption Theft/Forgery Property Damage/Vandalism Use or Possession of Drugs/Alcohol • Eating, drinking, chewing gum • Disruption • Horseplay • Defiance to another student • Pushing or shoving • Lying/cheating • Public Display of Affection • Writing on School Property • Disrespect, minor to another student or another student’s belongings

  34. Purpose of Office Referral ?

  35. Getting the right data • Critical components of SWPBIS • Guides decision-making in school divisions, school buildings, classrooms, and individual students • What data do we need?

  36. Create a Communication System For… • sharing ongoing information • presenting data • obtaining feedback from stake-holders (staff, students, families & community)

  37. Some Final Thoughts On your Road to Success

  38. PBIS Messages • Measurable & justifiable Outcomes • On-going Data-baseddecision making • Evidence-based Practices • Systemsensuring durable, high fidelity of implementation

  39. Critical Features TIC • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan SET IPI BOQ

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