PBIS Maryland

1. PBIS Maryland Using the Problem-Solving Logic to Build a Culture of Support for Implementation of Practices November 10, 2011 Dr. Patti Hershfeldt Sheppard Pratt Health System

2. Road Map • How will we use the problem-solving logic to build a culture to support implementation of these practices? • Based on data what practices & systems exist to support enhanced classroom environments? • How can you empower the team to empower others to address classroom systems – a schoolwide concern?

3. S.W.O.T. VDOE ESD Project 1/30/11

4. As a coach, so far you have supported your team and worked to implement Tier 1 or universal supports. As part of universal, we need to support teachers to implement positive behavioral interventions and supports aligned with school-wide in their classrooms.

5. How will we use the problem-solving logic to build a culture to support implementation of these practices?

6. PBIS Problem-Solving Logic Support Staff Behavior Support Decision Making DATA + Culture SYSTEMS PRACTICES Support Student Behavior Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002; Bill Bixby, Prince William County Schools

7. Using the Problem Solving Logic Support Decision Making DATA + Culture

8. Roles: ADMINISTRATOR and Coach DATA How will you support ALL teachers to implement evidence-based practices aligned with PBIS in the classroom? • Gather initial data- Assessment, Learning Walk, Survey • Get buy-in (baseline data, strategic plan, articles/research) • With team, use data to identify need and plan to provide professional learning (Practice Mini Modules/Snapshots on wiki) • Create support system (e.g., peer observation dyads/triads) • Gather Data- performance feedback • Present fidelity and outcome data-CELEBRATE

10. Remember … Classroom Management is a School-wide Consideration

11. Maryland Annual Report, 2009-10, Barrett (on WIKI)

15. (Garmston & Wellman, 2009)

16. What does the data say in your building? • Review Data- Office Referrals by location • Where are most referrals coming from in your school? • Classroom Self Assessments • Peer observation and feedback (peer coach, buddy) • Administrator Walk Through • Learning Walks

17. Administrative Walk Through, Learning Walk, Peer Observation, PLC, Self-Assessment • Information gathering, not evaluative • Data can be gathered by someone other than an administrator too- What does the culture support?

18. Teacher Self-Assessment and Observation Tools

20. Observation Feedback

21. Observation Feedback/Self-Monitoring Tool Use a seating chart & record when a student is given an opportunity to respond to an academic question. Tally whole group opportunities to respond.

22. Building Classrooms Systems: Moving it forward… • DATA • This school year (before MSA/HSA) • 1. • 2. • For the 2012-2013 school year (using summer planning time) • 1. • 2. • 2-3 year long term plan • 1. • 2. • Reflect • Engage with these ideas • Dialogue about what they mean for us

23. Using the Problem Solving Logic PRACTICES Support Student Behavior Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002.

25. What is the real power of the B’s?

26. Longitudinal Research • 102 schools in 7 western US States and District of Columbia. Typical range of ethnicity, SES, and community risk • 126 Elementary Schools • Research Question: What teacher behaviors and school practices represent the conditions for student learning, and predict important student and school outcomes, such as adequate yearly progress (AYP)?

27. Findings • In schools where 80% of students reported the presence of the “B’s”(clear expectations, positive relationships, academic and social basic skills, and recognized and rewarded effort), schools were 2 to 8 times more likely to achieve AYP, experience higher levels of academic achievement, school safety, and student attendance. (Center for the School of the Future at Utah State University, 2010)

28. Findings • The 4 “B’s” account for 2/3 of the variance of academic achievement: • Four times more than community risk • Five times more than parent support • 15 times more than teacher qualifications • 37 times more than school leadership • 60 times more than school resources • The strongest relationships were found for young and disadvantaged learners

29. How are the B’s defined? • Clear expectations- Clearly communicating expectations for performance and explaining the step by step reward contingencies for acceptable behavior • Positive relationships- Establishing and maintaining staff-to-student relationships based upon mutual respect and positive regard • Building basic academic, social, and self-management skills, making coercive practices largely unnecessary • Recognition and Rewards- Actively recognizing appropriate behavior and individual efforts to improve whenever and wherever they occur throughout the school environment (Center for the School of the Future at Utah State University, 2010)

30. What are the classroom practices aligned with PBIS? • Classroom rules/expectations are defined, posted, taught, and aligned with school-wide expectations (teaching matrix) • Routines and Procedures • Multiple Opportunities to Respond (OTRs) • Continuum of responses to encourage appropriate behavior (acknowledgement, signaling, cueing, pre-correction, teaching matrix, and flowchart) • Continuum of responses to discourage inappropriate behavior (correction, contingent instructions flowchart) (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

31. How do you choose practices? • Data • Don’t forget beliefs, strengths … • Apply principles of behavior • Remember me? • What impact might the principles of behavior have on practice selection?

32. Developing a plan for creating aninstructional environment that predictspositive behavior in place of problems • Create environments that predict success (teaching matrix, routines) • Teach replacement behaviors (teaching matrix) • Facilitate success (clear, predictable routines, rules, feedback) • Provide functional consequences for positive & negative behaviors (flowchart) • Monitor effectiveness of plan (data, PBIS Team)

33. Classroom Behavior Instruction Plan Prevention first (antecedents) • If you could have $10,000 if it happened tomorrow . . . Effective Instruction (Behavior) • Do they know it and can they do it • Show them how (model), engage them, teach it, tell them why and when (Scott, 2006)

34. What practices are in place? • What evidence-based practices do classroom teachers have in place? • How do you know? • Do teachers need additional tools (evidence-based practices)? • How do you know? • Snapshots!!!

35. Tiers of Support In a Classroom FEW ACTIVITY SOME ALL

36. Tiers of Support In a Classroom FEW Pre-correct SOME Cueing Wait time ALL Clear expectations aligned w/SW Visual Reminders Mult. opportunities to respond Positive Feedback ratio 4:1

37. Tiers of Support In a Classroom FEW Working w/Families SOME CICO + • Working with T2 Teams CICO Cooperative Learning Groups Academic Seminar • CICO Plus = Academic or Social Instructional Groups

38. Tiers of Support In a Classroom FEW ACTIVITY Data Collection and Progress Monitoring at T3 FBT/BIP • Role on the IST

39. Building Classrooms Systems: Moving it forward… • PRACTICES • This school year (before MSA/HSA) • 1. • 2. • For the 2012-2013 school year (using summer planning time) • 1. • 2. • 2-3 year long term plan • 1. • 2. • Reflect • Engage with these ideas • Dialogue about what they mean for us

40. Using the Problem Solving Logic Support Staff Behavior SYSTEMS Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002.

41. Roles: ADMINISTRATOR and CoachSYSTEMS • With team, use data to identify need and plan to provide professional learning (Practice Mini Modules/Snapshots on wiki) • Create support system (e.g., peer observation dyads/triads)

43. What is needed? Staff feedback and input ..we must stop and apply R.E.D. Time to … Reflect Engage with these ideas Dialogue about what they mean for us

44. Will the system of support reflect the culture of the school? • Options for support systems • Staff Professional Development during staff meetings, staff days, grade level/core/department meetings based on data • Administrative walk throughs/learning walks • Peer observation triads or dyads • Self-assessment (e.g., video or audio recording) • Which system(s) would fit best with the culture in your school? • How will you identify and/or build models to support staff learning?

45. What are some effective ways in which to support teachers to implement best classroom management practices? • Explicit instruction to include: • The Why? • Models • Range of examples • Time to practice to build fluency • Periodic self-assessment, progress monitoring to progress monitor and fidelity check- performance feedback • Observation and other feedback • Strategies that promote self-management (Simonsen, Myers, & DeLuca, 2010)

46. In what ways might you use the Practice Snapshots to provide professional development (e.g., workshop, grade level/core/department meetings, peer coaching triads or dyads, professional learning communities, other coaching) to staff?

47. Peer observation triads or dyads • Does the school culture support this type of system of support? • In what ways could you map this onto an existing infrastructure of support (e.g., professional learning communities, grade level/core/department team meetings)?

48. Case Example 1

49. Case Example 2

50. How might you begin something like this in your school? • Start with volunteers- may need uncommon planning time • As a coach, facilitate learning for the ways in which we conduct observation, collect data, and provide feedback • Arrange a time to observe peer teacher in the classroom