Welcome to PBIS Day 2 Leadership Team Training! NOVEMBER 16, 2016 ORANGE COUNTY DEPT. OF EDUCATION

Welcome to PBIS Day 2 Leadership Team Training! NOVEMBER 16, 2016 ORANGE COUNTY DEPT. OF EDUCATION

Inclusion Activity: PBIS Tweet With your school team, write a Tweet (140 characters or less ) that describes PBIS to a colleague that hasn t been to the training. (PS: This is a 140 Char. Tweet) Be prepared to share out.

Swap Meet Write your school s PBIS Tweet on a card. Find a partner from another table. Introduce yourself, and take turns sharing your PBIS Tweet. Return to your table and debrief.

Day 2 Outcomes Plan for Implementation Steps 4-6: Draft School-wide Behavior Matrix Draft a sample Classroom Behavior Matrix for your grade level or subject area. Develop a Cool Tool lesson plan for a SW Behavior Expectation. Identify the components of a Continuum of Schoolwide Reinforcement. Team Action Planning

Agenda Inclusion Activity Implementation Steps 4-6: Develop Procedures for Teaching School-wide Behavior Expectations Develop Procedures for Teaching Classroom Behavior Expectations Develop a System for Reinforcing Positive Behavior Expectations Team Action Planning

Group Norms Be Safe Take care of your own needs Be Respectful Be Responsible Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share air time Attend to the Come back together signal Active participation Please ask questions

Team Check-in Review your team s Behavioral Statement of Purpose and 3-5 Behavioral Expectations. Do your behavior expectations meet the stated criteria? Action Oriented Stated as Student Outcomes Observable, Tangible, & Concrete Connected to school context Able to be operationalized across settings? Ask: What might. Look like here? Discuss as a team.

Change Occurs in Stages (Fixsen et al.) Exploration Phase One We think we know what we need so we are planning to move forward Installation Phase Two Let s make sure we re ready to implement. Implementation Let s give it a try and evaluate (demonstration) Full Implementation That worked, let s do it for real! Sustainability We are growing, expanding, and connecting the initiative

Moving On

DEVELOP PROCEDURES FOR TEACHING SCHOOL-WIDE POSITIVE BEHAVIOR EXPECTATIONS IMPLEMENTATION STEP FOUR

Teaching Behavioral Expectations Once your school-wide expectations have been developed, it is not enough to just post the words on the walls of the classroom Now they need to be TAUGHT as effectively as academics with intention & skill.

Logic: 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 teach. If a child doesn t know how to behave, we punish? Why can t we finish the last sentence as automatically as we do the others? Horner, 1998 teach?

How do we do this? Teaching behavior like academics? By using your School-wide and Classroom Teaching Matrix Teaching school the school-wide expectations in ALL settings to ALL students Visual displays, murals, banners, bulletin boards, Binder Reminders/Agendas On-going Direct Instruction in Class/Embedded in Other Curriculum Advisement, T.A., Homeroom, academics, etc. Booster Shot Assemblies Mascot Visitations

Expectations Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Workbook pg. 37 & 38 Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/fee t to self. Help/shar e with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately Wipe your feet. Sit appropriately

Practice: School-wide Teaching Matrix Workbook pages 49-50 The Case of the PBIS TEACHING MATRIX Using your newly gained knowledge, choose 1 matrix and be a detective, finding those expected behaviors in the matrix that are stated correctly, and those in need of improvement. Next, wordsmith the errors to make the matrix match the key elements of a PBIS model.

Identifying Campus Hot Spots

School-Wide Location: Cafeteria (pp. 61-62) Undesired Behavior Desired Behavior leaving trash on table/floor Pushing and shoving to get food Running to your table throwing trash into trash cans Standing in line, waiting your turn Walking to your table Staff-Wide Activity: In your table group 1. Assign a recorder and facilitator. 2. Identify a location. 3. Brainstorm Undesired Behaviors 4. Identify the Desired Behaviors counterpart

School-Wide Location: Undesired Behavior Desired Behavior

Carousel Activity Post the Location T-Charts on the wall Participants rotate to various charts. Add to the list of Desired/Undesired behaviors for each location. Post comments, questions, and suggestions.

School-wide Matrices 101: Staff Activity for Your Site Make blank T-Charts Write identified Location (typical settings/contexts) at the top of each T-Chart. Post charts in the staff room. Designate a period of time (e.g., one week) for staff to give their input on the charts. Cafeteria Undesired Behavior Desired Behavior PBIS Leadership Team will compile the input to develop the School-wide Matrix

Determining Matrix Locations What are the behavior hot spots on your campus? What areas need the most attention Where do most problem behaviors occur? What data can you use to determine schoolwide locations? ODRs (Office Discipline Referrals) Observation Student/parent input These areas will become your teaching locations.

Action Planning: Aligning Your Matrix Now turn to your workbook page 65 and place your setting (s) on it Next, list your 3-5 behavioral expectations in the left hand column Insert your list of desired behaviors that you just generated at the intersection of context and behavior on your Matrix Be sure the expectation is aligned with the behavior. Move on to additional locations if you have time.

P. 60 cafeteria Be Safe Walk to your table??? Be Respectful Be Respo nsible Throw away trash in trash cans Wait your turn in line????????????

Keys to Success! Describe specific, observable behaviors for each expectation Plan to model the desired behaviors Provide students with written and graphic cues in the setting where the behaviors are expected Allow students to participate in the development process Use teachable moments that arise in core subject areas and in non-academic times

Implementation Resources How will we work with staff to generate ideas and build consensus? Resources: Workbook page 46- Writing Your Own Matrix Guidelines Note that developing lesson plans is also key here so that teachers know how to teach expected behaviors Workbook page 60- Creating Your School-wide Teaching Matrix Practice Workbook page 59 - Action planning next steps Have a conversation about gaining consensus and how staff will be involved in developing the school-wide matrix

Break Enjoy your break

DEVELOP PROCEDURES FOR TEACHING CLASSROOM POSITIVE BEHAVIORAL EXPECTATIONS IMPLEMENTATION STEP FIVE

Rules within Routines Classroom Matrix- Page 72 Routines Rules Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible

Workbook page 53

Action Planning: Classroom Matrix As a team, review workbook pages 73-77. Divide into subgroups (e.g., by grade level, subject area) Identify 3-5 Classroom Routines specific to your subject or grade level. Complete one row of the Matrix for a routine at your grade level (p. 77. Note that this is often an area that schools may be inconsistent

Table Talk: Implementation Action Plan: Workbook pg. 82. How will you bring this ROUGH DRAFT back to your staff? How will you support teachers in developing classroom matrix in alignment with the School-Wide matrix?

5 Evidence Based Practices in Classroom Management #1 #2 #3 #4 #5 Maximize structure in your classroom Post, teach, review, monitor, and reinforce a small number of positively stated expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge appropriate behavior. Establish a continuum of strategies to respond to inappropriate behavior. Simonson, Fairbanks, Briesch, Myers, & Sugai, in press)

Classroom Management Self-Assessment (p. 70) (Sugai, Colvin, Horner & Lewis Palmer) Individually, complete the Classroom Management Self-Assessment Which elements are important to PBIS? Discuss with an elbow partner. Classroom Management Self Assessment 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations). 2. Classroom routines defined and taught. a. Signal established for obtaining attention b. Self-management 3. Active Supervision of classroom. a. moving through classroom, scanning, interacting. Not IP Partial IP Source: Sugai, Colvin, Horner, & Lewis-Palmer (n.d.). School-wide PBS Classroom Systems Self-Assessment

Teaching Behavior Like Academics

Teaching Behavior Like Academics Define Simply Adjust for Efficiency Model Monitor & acknowledge Continuously Practice in Setting

Cool Tools Cool Tools are lesson plans used to teach the school's behavior expectations Cool tools teach students what is expected of them and what that looks like. http://video.wsd.k12.ca.us/videos/30/restroom-procedures http://www.youtube.com/watch?v=ucxhfij3e5a http://vimeo.com/27247139 (voice levels)

Cool Tools Steps: Introduce the Skill. Demonstrate the Skill. Student Activities Provide Monitoring and Feedback

How to Use the Cool Tools Lesson Plans Assemblies Classroom Activity Role Plays PALS or Student Leaders Video School-wide Launch Student Bulletin Discuss how you might use Cool Tools at your site.

http://vimeo.com/27247139 (voice levels)

Lunch Enjoy your Lunch!

Let s Hear From the Experts! Santiago Middle School Charter School PBIS Team

Developing a Continuum of Procedures for Encouraging Student Use of Schoolwide Behavioral Expectations IMPLEMENTATION STEP SIX https://www.youtube.com/watch?v=ja96fba-whk

Acknowledge & Recognize

Guidelines for Reinforcement Systems Review the Reinforcement Procedures Guidelines (p. 86) Highlight 2-3 points that you most agree with. Discuss with an elbow partner.

Why should I reward students for something they should be doing anyway? INDIVIDUAL EXERCISE: Look on your keychain and in your wallet or billfold. Count the number of items you have that you carry around because they reward you in some way when you use them. Store Reward cards? Pump Perks? Cash Back Credit Card? Star- bucks?

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.

5:1 Gets the Job Done! pp. 90-91) 5:1 Gets the Job Done! Students should experience predominately positive interactions (ratio of 5 positives for every negative) on all locations of school. Dewhurst & Davis, PBIS National Leadership Conference, 2011.

Guidelines for Effective Praise (p. 91) Praise the student immediately after desired behavior. Tell the student how you feel about the positive behavior Tell the student the specific behavior you like Link the positive behavior to school-wide expectation Give an example about the positive impact of the behavior. Example: I am (pleased, proud, excited) that you (specific behavior). This shows (Respect, Responsibility, etc.) and helps our class.

Partner Practice With a partner, practice the steps for giving effective Praise/Positive Feedback. What did you notice?

Examples of Reinforcement Ideas Gotcha cards Via Vaqueros STAR Cards Wave Cards Weekly drawings Shark patrol Privilege coupons Staff reinforcers

Tsunami Card Bernice Ayers Middle School Name: Staff: Be Ready Act Respectfully Make Good Decisions Solve Problems Appropriately

Make the Recognition PUBLIC!

Include Community Partners OMMS Business Partner Ticket 6 7 8 Date: Student Name For Demonstrating: Safety Ethics Respect (Circle the trait you observed) Comments: Authorized Signature: Business Name:

Be Creative! Create a reinforcer (a ticket, a card, a buck) for use in your school s reinforcement system. Incorporate your Mascot and your Schoolwide Behavior Expectations. Next list some ideas about how you will use the reinforcement (see guiding questions p. 88).

Continuum of Reinforcement (p. 87) Immediate Immediate/ Hi frequency/ Predictable/ Tangible Short period while behavior is being taught. E.g., tokens, stickers, clip chart Intermittent Unexpected Surprise Attention to behaviors Examples Raffles Random Phone Calls Gotchas Privileges Long Term Reinforcement is given after a designated period, such as the end of quarter or semester All kids, all adults Celebrations E.g., Quarterly activities, Reward Assemblies, Field trips

Most Important Point With an elbow partner, share some of your reflections and reactions about use of Reinforcement at your school. How might your team use reinforcers for individual and school-wide recognition? How might the use of positive reinforcers change staff as well as student behavior at your school?

Closing Activity: Give 1, Get 1 Think about the strategies and ideas for PBIS implementation Steps 1-6 that were generated today. Write down 1 idea or strategy that you like on an index card or post-it. Find an eyeball partner from another table. Share your strategy with that person. Exchange. Repeat at the cue with another partner.

Evaluation and Next Steps Please complete the Evaluation Form and leave it on your table. Please clear table of trash and belongings before you leave. Upcoming Dates: Coaches Training #3: March 15 2016, 8:30-12:00, OCDE Coaches Training #4: May 12, 2016, USC-OC Day 3 Leadership Team Training February 4, 2015, OCDE