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Communities of One Project
Universal Team Training 101Working Smarter:
Establishing Positive School Environments by developing School-wide Systems of Support
Joseph D. Otter LMSW – SPSE Consultant
Acknowledgements• OSEP Center on Positive Behavioral
Interventions & Supports Technical Assistance Center at University of Oregon
• Illinois EBD/PBIS Network
• NYS-PBIS Initiative
• National Network of Partnership Schools
Today’s Agenda• Welcome/Sharing• Teaching Behavior• Video• School, Family & Community Partnerships • Activity• Lunch• Reinforcement/Acknowledgment System• School, Family & Community Partnerships• Staff Buy-In• Data-Based Decision-Making Examples• Team Implementation Checklist• Next Steps
Training Behavioral ExpectationsEXPECTATION TRAINING SITE
BE RESPONSIBLE Sign attendance sheets Return from Lunch/Breaks on time. Complete evaluation form upon close in PM Complete and return required TICs and Action Plan
BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate” Receive and make phone calls in areas outside of training room Wait for communications with team members until team and break
times or write notes Keep sharing time brief/concise so all may share
BE PREPARED Bring designated materials and supplies to trainings Make plans to stay until scheduled training dismissal Smile while enjoying activities
Essential Beliefs
• ALL children are capable of learning
• ALL children are capable of positive behavior
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Primary Involvement/Support:Including families on PBIS team and activities
Targeted Involvement/Support:Specialized assistance for families At-Risk or with Students with At-Risk Behavior
CONTINUUM OF PBIS & Family Involvement & Support
GOAL: To inform families of SW expectations, create greater opportunities to volunteer and offer general support with academic & behavioral issues.
GOAL: To assist and support families with behavioral strategies and work cooperatively to reduce academic deficiencies and behavior problems BEFORE they escalate
GOAL: To aide and support the entire family in identifying and receiving the individualized assistance they need.
Intensive Involvement/Support:Specialized, IndividualizedSystems for families at High-Risk or with Students with High-Risk Behavior
THE KEYS TO SUCCESSFULSCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
PARENTINGCOMMUNICATINGVOLUNTEERINGLEARNING AT HOMEDECISION MAKINGCOLLABORATINGWITH COMMUNITY
Type 1
Type 2
Type 6
Type 5
Type 4
Type 3
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PBIS: Successes and Reporting Out
Teaching Behavior
Teaching ExpectationsELEMENTARY STUDENTS
Key research finding:“Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more an instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)
Teaching Expectations
Secondary Students
Key Research Findings:“With older students, researchers have noted that
the best results are obtained through vigilantly reminding students about the rules and procedures
and monitoring their compliance with them” (Cotton, 1990, p.8).
In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing
feedback also assisted in teaching classroom expectations.
How staff interact with students
EVERY TIME AN ADULT INTERACTS WITH ANY STUDENT,
IT IS AN INSTRUCTIONAL MOMENT.
• Teach behavioral skills, just like we teach academic skills.
• Model and practice behavioral skills, just like academic skills.
• Reinforce behavioral skills, just like academic skills.
• Precorrect to ensure expected behavioral skills, just like academic skills.
Systems - How things are done
• Procedures for non classroom settings (lunchroom, bus, bathroom, transition, hallway).
• Procedures for reinforcing expected behavior.
• Procedures for how to teach behavioral expectations.
• Procedures for preparing staff for how to implement.
WHAT ARE COOL TOOLS?
Cool Tools structure how staff teach the expected behaviors from the school-wide behavioral matrix.
COOL TOOLS USE:• A research-based procedure for teaching the behaviors.
• examples and non-examples from classroom and non-classroom settings.
• modeling and role-playing to teach new skills and provide students with practice opportunities.
• feedback and reinforcement to ensure students display the expected/taught behaviors.
Research-Based Procedure to Ensure Effective Instruction
1. Set the Stage• Rationale for lesson
2. Model• Explain when to use and when not to use• Show through multiple and varied examples• Have students point out correct behavior
and behavioral errors
Research-Based Procedure to Ensure Effective Instruction (Con’t)
3. Lead• Provide supervised guided practice
(when possible)4. Assess• Find out if they can do it• Find out what errors are being made • Reteach directly• Provide additional supervised guided
practice
Designing a Cool Tool
STEP ONE: Select the skill to be taught Skills are taken directly from the behavioral matrix Select skills based on the trends in your data
STEP TWO: Write the lesson plan1. Name the skill
RESPECT: Say My Name, Please2. State the purpose(s) of the lesson
“These are the important reasons at our school and in life to use people’s names:....”
3. Develop 3 teaching examples4. Develop 3 kid activities5. Develop 3 follow-up/reinforcement activities
Designing a Cool Tool
Step Three: Teach the skill/expectation
Introduction Phase Explain the purpose of the lesson. Identify the specific behavior to be taught.
“This morning we are going to continue our lesson on Respecting Others. Today we are going to concentrate on asking others to use
our name.”
Tell Phase Talk about why the behavior is important. Encourage student input and participation.
Designing a Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Show Phase (Teaching Examples from the Lesson Plan) State the difference between the expected behavior
and the problem behavior.
Call the person by name VS calling the person a name
Model expected behavior. Be sure to include all major steps in the sequence.
Designing a Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Do Phase (Kid Activities from the Lesson Plan)
Take all students to the actual setting where you want to see the behavior displayed in the future.
Have some students role-play the skill while other students provide feedback and praise.
Teachers provide feedback and praise.
Designing a Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Debriefing Phase Discuss and reinforce the following concepts:
-- What students learned about the expected behavior and when to use the new skill.
-- Ways the new skill will be more effective.
Reinforce (compliment) directly and specifically students who participated in the discussion and practiced the skill.
Designing A Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Follow-up Phase (Follow up Activities from the Lesson Plan)
Implement high frequency of reinforcement Reward students for complimenting each other
when they display the expected behavior.Increase meaningfulness of rewards tied to the
specific skill just taught.
Cool Tool of the Week
Purpose of the Lesson / Why it’s important:1. 2.
Teaching examples:1.2.3.
Kid Activities / Role Plays:1.2.3.
Follow-up / Reinforcement activities:1.2.3.
School-wide expectation: ResponsibilityName of the skill: Coming to School Prepared
Cool Tool of the Week
Purpose of the Lesson / Why it’s important:1. Being prepared helps you to be ready to learn and is
considerate of the teacher’s time.2.Teaching examples:1. You get to school and before the bell rings you look in your locker to get the books, and supplies you know you’ll need for morning work.2.Kid Activities / Role Plays:1. Ask a student or two to show how to enter the room with necessary supplies.2. Have everyone take an inventory of their supplies and list needed items.
Follow-up / Reinforcement activities:1. Compliment directly and specifically those who have materials.2. Before dismissal, ask a student to repeat at least two “tricks” for remembering homework.
School-wide expectation: ResponsibilityName of the skill: Coming to School Prepared
Sample Routines
A. Elementary: Exiting the classroom to another activity such as P.E. or Art
• Put materials away, clear desk and push chairs in
• On signal move quietly to doorway• Line up facing the door and keep one space
between each person• Keep hands and feet to self• Listen to the teacher and wait for signal to depart
Sample RoutinesB. Secondary: Conducting Quizzes and Tests• Put all materials in desk not needed for quiz• Listen carefully to directions (no talking)• Raise your hand if you have a question• Stay in your seat• Complete the quiz without talking • Follow directions for completing test (pass
papers forward or give them to person collecting)
• Begin the designated activity following the quiz
Sample Routines
C. Specialist: Beginning Physical Education• Students line up at the gym door• On signal they enter the gym• Students move directly to line on gym floor
(basketball court line)• Maintain a space, more than one arm’s length• Face the teacher• On signal begin to jog in place
Teach staff how to use Cool Tools
1) Set & define clear expectations – Let staff know your expectations of them (their
role, what they may be asked to do, etc)– Make sure your teams objectives are clear so
staff have clear expectations of your team
2) Teach expectations to staff– If want staff to teach behaviors/hand out
reinforcers etc., team should model for staff teach how & hand out materials to use, etc
Teach staff how to use Cool Tools (continued)
3) For effective teaching, should allow staff to practice new behaviors (make it fun, use small work groups, individually, etc)
4) PBIS should reinforce staff for any support staff offers to PBIS:– Group or individual reinforcers– Social reinforcers (thank you)– Tangible (gift certificates, candy, parking, etc)
Procedures for teaching expected behaviors
• Use data
• Cool Tools
• Kick-off activities
• Booster activities
• Individual can re-teach anytime
• Activities for staff buy-in– Staff kick-off– Staff boosters– Staff reinforcers
“Best practices” for Teaching Behavior
• Teach behavior in the context and setting it will be used
• Use negative examples (performed by adults)
• Use positive examples (when students are practicing, teaching, etc.)
• Provide opportunities to practice• Regularly remind and precorrect
Teaching Behaviors… Diversify it!
• Have a variety of teachers for behavior: administration, faculty, staff, students
• Reach a variety of learning styles: videos, skits, role play, hands on practice
• Keep it fun, make it fun, have fun!
VIDEO
School, Family & Community Partnerships with
Teaching Behavior
PBIS Home-School Cool Tools
Help families and community partner with school staff in teaching additional skills and behavior
Opportunity to provide School, Family and Community Partnerships Activities: Type 1 Parenting Type 6 Collaborating with the Community
Team Implementation Checklist Goal C3:
Families are informed and kept apprised of school-wide behavioral expectations
• Families are aware of and can hold their children to the same expectations
• Demonstrates communication and collaboration between School, Family and Community
Using School, Family & Community Partnerships to accomplish TIC goals
• Who: PBIS Team
• Task: Inform families of expectations, matrix and other relevant materials via multiple avenues of contact
• When: Beginning of the year and throughout the year thereafter
Expectations and Matrix
• Who: PBIS Team
• Task: Expectations and Matrix have their own sections in annual back to school mailing and are also featured in the Student/Family Handbook and Code of Conduct
• When: August prior to the opening of school
Expectations and Matrix
• Who: PBIS coach and parent representatives
• Task: Staff booth at open house and other events that has handouts, introductory video, and other information for family and community
• When: Dates of events
Expectations and Matrix
• Who: School/District internet personnel
• Task: Moving/scrolling banner with expectations on website & other postings
• When: Accomplished by start of school year
Team Time – Teaching Behavior
• Discuss plans to complete behavioral expectations and matrix
• Discuss writing & piloting one cool tool with staff as a bridge to piloting one with kids
The Flattery Game! • You have one post-it-note for each teammate
• You will be given 10 minutes to think of positive traits for each one of your team members
• After 10 minutes is up, everyone gets up and puts the positive traits on their teammates backs – no peeking to see who put what compliment on you!
• Be specific with how the positive traits help the team, and no one-word positive traits (i.e. “nice” is not acceptable) REFRAIN FROM COMMENTS ON APPEARANCE/PHYSICAL ATTRIBUTES
• Compliments will be reviewed once everyone is done posting them on each other
Reinforcing/Acknowledging Behavior
Purpose of Reinforcement/Acknowledgement
• Help teach new behavior
• Encourage/establish infrequent and non-fluent behavior
• Strengthen replacement behaviors that compete with habitual undesirable behavior
• Improve relationships between adults and kids by increasing feedback
Variables of reinforcement
Types of reinforcement: Tangible Privilege Social Recognition
Rate of reinforcement:High frequency/Predictable (Tickets)Unexpected/Intermittent (Raffles/Drawings)Long Term Celebrations (Trips)
High Frequency/Predictable Reinforcements
Example: Tickets/Gotchas, Positive Referrals, Phone calls home, etc.
• Great for providing immediate reinforcement (or soon thereafter) for expected behavior
• Tangibility & choice give them value
• Provide good opportunity for understanding what behavior was desirable and recognized
Intermittent Reinforcements
Example: Raffles, Special Announcements, Boosters, etc.
• Less predictable
• Continues to offer choices to students
• The reinforcement is in the opportunity
Long Term Reinforcements
Example: Regularly scheduled no-referral events
• Are in part to make sure we recognize the students who are always doing the right thing
• Helps to teach students delayed gratification and goal setting (enduring performance)
• Important that this is not the only part of a reinforcement plan
Acknowledge Expected Behavior
Tangible rewards/acknowledgementsHigh 5s, Caught Being Good, CIA (Caught you In the Act), Huskie Paw
Privilege
Extra gym or computer time, wear hats, etc.
Social recognitionBrag boards with Polaroid's, Newsletters, Good-News
Phone calls to parents
Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup)
1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are
important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
& educators, students, family members, etc.
Guidelines for Use of Rewards/Acknowledgements
Across the school year, with high frequency reinforcement move from highly frequent to less frequentpredictable to unpredictabletangible to social
And be sure tovary reinforcementsinclude students in process
Link the Components of the Reinforcement Plan
• Reinforcement must be tied to school-wide expectations (the skills taught through “Cool Tools”) and students should be reinforced for following matrix
• Reinforcement should tie into school mascot, culture, etc.
Scheduling Implementation of the School-Wide Reinforcement Plan
• Unexpected/Intermittent Reinforcers
- can be special announcements linked to an
expectation, or skill or aspect of matrix
- special announcements and increased reinforcement based on referral data
- increased worth of reinforcers given out by substitute teachers
Scheduling Implementation of the School-Wide Reinforcement Plan
• Long Term Celebrations
- weekly
- monthly
- quarterly
- home/school connections
Don’t forget to reinforce the adults!
• Administrators and PBIS Team should provide reinforcements for staff
• Provide opportunities for adults in the home, school & community to acknowledge each other
Team Implementation Checklist Goal A13:
Systems in place to acknowledge/reward school-wide expectations
• Providing reinforcement to increase demonstration of behavioral expectations
• Gain input and contributions from staff, kids, families and communities
Using School, Family & Community Partnerships to accomplish TIC goals
• Who: Reinforcement sub-committee
• Task: Gain input from faculty, staff, families and kids regarding the reinforcement systems
• When: Prior to implementation, during development, and at end of school year for feedback
Reinforcement System
• Who: Reinforcement sub-committee
• Task: Construct and conduct survey (either ranking, multiple choice, open-ended, etc.) and distribute to staff, faculty, families and kids
• When: Prior to implementationStaff & faculty – building wide meetingStudents – 3rd period on set dateFamilies – online, sent home, open house
Reinforcement System
• Who: Reinforcement sub-committee
• Task: Multiple choice survey with comment section for staff, faculty, families and kids
• When: Upon completion of initial piloting of the reinforcement system
Staff & faculty – building wide meetingStudents – 5th period on set dateFamilies – End of the year event
Reinforcement System
• Who: PBIS Team
• Task: Information night prior to the start of implementation in which local businesses are invited:
• Present “community coupon” idea• Outline recognition plan for partners• Seek sign-on to initial pilot program
• When: August prior to the opening of school
PBIS School-Wide Reinforcement Matrix TYPE WHAT WHEN WHERE WHO
High Frequency
“GOTCHAS”
Unpredictable/
Intermittent
“BOOSTERS”
Celebrations
Team Time – Reinforcement Systems
• Do you have any current reinforcement practices?
• What types and rates do you have or want to start with?
• Discuss how to survey various stakeholders for input
Staff Buy-In
Increasing Staff Buy-In
Are you planning for how to do this:– Sharing about PBIS monthly (at a minimum)– Is PBIS visible and the language of the
school?– Reporting your data monthly (general &
specific)– Regularly soliciting feedback from all staff– Put it in print!– Are you using PBIS (positive reinforcement)
with staff?
Increasing Staff Buy-In Cont’d
Are you doing this:– Is your team representative of your staff?– Does your team have people with influence?– Opening up your PBIS staff meetings to the
entire school community– Putting someone who is on the fence or
opposed to PBIS on the team (Only use after team is strongly established)
– Show successful data from other schools
Addressing questions, concerns and criticisms
• Always respect/validate the concern (this does not mean that you agree)
• It is best to use data and logic to address questions, concerns and criticisms instead of arguments based on emotions
• If you cannot handle a question when put on the spot that is okay, but get back to them
Addressing questions, concerns and criticisms
A common concern:
“Reinforcement does not build intrinsic motivation.”
For a good portion of our students, school and academics are areas of failure, hence school and receiving an education is not in and of itself rewarding.
Students need to taste and experience success and have that experience reinforced/acknowledged to build upon.
As a student has more successes, intrinsic motivation builds when positive experiences (self esteem, sense of accomplishment) are associated with doing the right thing.
Addressing questions, concerns and criticisms
A common concern:
“The real world does not reinforce/acknowledge positive behavior.”
Your auto insurance is cheaper if you are a good, safe driver.
Many organizations/companies relax the dress code when employees demonstrate they can follow the rules (Dress Down Friday).
Tax credits for philanthropy.
Addressing questions, concerns and criticisms
A common concern:
“We do not have time to teach & reinforce behavior, we need to be focusing on academics.”
Preventive steps now will save you time in the long run.
An orderly school is more conducive to learning.
Research demonstrates a correlation between successfully managing behavior and improved academics and a lack of academic performance when behavior is not sufficiently managed.
Time Lost to Discipline(Barrett and Swindell-2002)
Referrals 5 minutes 20 minutes 10 minutes
In-School Suspension
5 minutes 6 hours 20 minutes
Out of School Suspension
5 minutes 6 hours 45 minutes
Teacher Student Administrator
School-wide Behavior Systems in Place
School-wide Behavior Systems NOT in place
Literacy Interventions in Place
Improved Literacy
NO Literacy Improvement
Literacy Interventions NOT in Place
NO Literacy Improvement
NO Literacy Improvement
Shepp KellemBaltimore
Reading (literacy) + Behavior Support needed for effective gains in academic standards.Logic (How does behavior support help?)
Behavior support improves minutes in instructionBehavior support makes instructional minutes more effective
Behavior support creates a climate that is more calm and conducive to learning.
Addressing questions, concerns and criticisms
A common concern:
“I don’t see the need to involve the support staff.”
Support staff (monitors, aides) often face less structured settings and have a less favorable ratio of staff to students than the classroom.
Demonstrates that ALL staff can hold kids accountable to and are aware of the behavioral expectations.
It is necessary to effectively manage ALL settings.
Addressing questions, concerns and criticisms
A common concern:
“We are not ready for family/community involvement.”
If you have a team, you are ready.
For families to truly feel like a part of the process, they need to be included from the beginning.
To fulfill SAVE and No Child Left Behind legislation, family involvement needs to be from the beginning.
Addressing questions, concerns and criticisms
A common concern:
“It is not appropriate for family members to be on teams because of confidentiality concerns.”
Student names need not be shared (use ID#s, etc.).
All team members can sign a confidentiality statement or agreement.
Many other jobs and responsibilities in the community require an understanding of and abiding to confidentiality (doctors office, customer service, faith-
based organizations, mental health agencies, etc.).
Addressing questions, concerns and criticisms
A common concern:
“It’s not my job to teach appropriate behavior, or it’s not our role as a school to teach appropriate behavior.”
Schools increasingly have accepted the responsibility to educate the whole child and have a role in promoting citizenship.
Home is not always able to teach the behavior kids need to be successful at school.
If the school community all has a hand in teaching and reinforcing behavior, it shows kids we all can hold them accountable for their behavior.
Data based decision making
Examples of data analysis
• Cafeteria: Middle School
• Lunch and Recess: Elementary School
Next Steps
End of school year• Team
Implementation Checklist
• Action Plan development
• Outreach to stakeholders
Fall 2009• Begin regular review
and use of data• Continue to execute
Action Plan and steps of implementation
• Rollout/Piloting
SPSE Consultant
Joseph D. Otter LMSW
Capital Region BOCES
Suite 102
900 Watervliet Shaker Road
Albany, NY 12205
Phone: (518) 464-3974
Fax: (518) 464-3975
Email: [email protected]