PBIS Coaches Meeting

PBIS Coaches MeetingOctober 10, 2012PBISMarylandCathy ShwaeryTraining Coordinator PBIS MarylandSheppard Pratt Health System

cshwaery@pbismaryland.orgStudy OpportunityFactors related to PBIS implementation & sustainabilityParticipation (one member of the team):20 minute survey ($20 Target gift card)Optional: track training & coaching ($50 per year)Confidential (no names of individuals/schools/districts)

Survey link: please email sustainPBIS@gmail.com

For more info, email Kent at kentm@uoregon.edu

2AcknowledgementsSharon Conley, School Psychologist, WCPS PBIS FacilitatorMarie Haney, FCPS PBIS FacilitatorJulie Matheny, School Counselor, WCPS PBIS FacilitatorKim Yanek, PBIS in VA FacilitatorSusan Barrett, National PBIS Implementation PartnerAGENDAAnnouncements and Introductions

Universal Systems aka Tier 1

Lunch

Preparing for Advanced Tiers aka Tiers 2 & 3

Wrap-up/Evaluation/CPDE

Back of AgendaAction Planner

PBIS MarylandWhos here?

CHALLENGE:Double E with > 400 new to coaching & experienced coachesEffective & EfficientPowerpoint posted on WIKIUse the BOQ to guide implementationPractice using the 3 Circles of PBIS as an Innovation-neutral problem solving processGraphic organizersGroup work

7Objectives: Participants willuse the BOQs as a planning toollearn strategies for meeting benchmark standardsacquire ideas/solutions for challengespractice using the problem-solving worksheet to develop proficiency develop a list of next steps for specific action-planning

Tools you can use!SYSTEMSPRACTICESOUTCOMES10DATA + Culture

The 3 Circles of PBISDeveloping Academic and Social Competencies

1010The BOQBenchmarks of QualityA planning tool???Purpose To demonstrate and practice how to use the BOQ as a tool for self-evaluation and planning

SYSTEMS: BOQ Item #6Faculty feedback is obtained throughout the year.

0 Faculty are RARELY given the opportunity to participate in the PBIS process (fewer than 2x/year)

1 Faculty are given SOME opportunities to provide feedback, offer suggestion, and to make some choices during the PBIS process. However, the team also makes decisions without input from staff

2 Faculty is given opportunities to etcIN EVERY STEP of the PBIS process (via staff surveys, voting process, suggestion box, etc.) NOTHING is implemented without the majority of faculty approval

SCORE YOUR SCHOOL NOW!

Markers or EvidenceWHEN?ContinuallyWhen making decisions

WHERE?Faculty meetingsCelebrationsTeam meetingsMailboxes, emails, suggestion boxes

HOW?Survey monkeySuggestion boxQuick feedback ideasSingle dot chart, short 2-3 questions (email blast, in mailboxes, etc)Hurdles or RoadblocksFaculty members say they have too much to do to provide feedbackLack of interestThere are competing initiativesLow return on survey requestsPossible SolutionsBe specific to what you want to know

Look for ways to get other staff involvedAsk for expertiseStaff incentivesInvolve those with certain expertise in PDRotate membership on teamInvite skeptics to team meetings or outside trainingsTie to SIT / SIP goalsUse PBIS as umbrella and have reps from other committees attendLesson planningInvite a representative of the community to share knowledge and experiences

Provide feedback onDecisions madeProgress/outcomesHow suggestions will be used

1 minute think tankHow will you obtain faculty feedback?

What information will you gather?

Data: BOQ #16Data shared with team and faculty monthly (minimum).

0 Data are not reviewed each month by the PBIS team and shared with faculty.

1 Data are shared with the PBIS team and faculty less than one time a month.

2 Data are shared with the PBIS tam and faculty at least once a month.

SCORE YOUR SCHOOL NOW!

Markers or EvidenceTeam has data in graph form at team meetingsData guru has compiled necessary information to discuss problemsProblem-solving is the major focus of team meetingsTeam creates precision statements to provide target problem, outcomes and replacement behaviorsTeam prepares information to share with staffMarkers or EvidencePBIS data sharing is on the staff agendaFaculty provides feedback to teamTeam shares progress toward identified goalsCelebration of successesConsensus on solutions to problems based on data sharingHurdles or RoadblocksData sharing isnt on the Staff Meeting AgendaData sharing is last on the AgendaFaculty doesnt agree with the dataTeam hasnt received accurate or timely data Faculty doesnt meet regularly in a full staff meetingPossible SolutionsIdentify person who is responsible for obtaining & bringing data to team meetingIdentify what data will be reviewed for the next meetingMake sure that data review is on the teams monthly agenda (preferably at the beginning)Allow enough time at team meeting to process and problem-solve

For sharing data with your PBIS team:Possible SolutionsIdentify who will share from the team (rotating role)Celebrate successes!What is the current process for sharing academic data?Could your team pair with academic data sharing?Share problem behavior (ODR, OSS, ISS, disproportionality), as well as positives (increase in on-time behavior, more teachers acknowledging students) Share progress toward reaching identified goals

For sharing data with the faculty:1 minute think tankHow will you make sure that your team has data at each meeting?

How will you share data with faculty at least monthly?

Data: BOQ #24Rewards are linked to expectations and rules.

0 Rewards are provided for behaviors that are not identified in the rules and expectations.

1 Rewards are provided for behaviors that are identified in the rules/expectations but staff rarely verbalize appropriate behaviors when giving rewards.

2 Rewards are provided for behaviors that are identified in the rules/expectations and staff sometimes verbalize appropriate behaviors when giving rewards.

3 Rewards are provided for behaviors that are identified in the rules/expectations and staff verbalize the appropriate behavior when giving rewards.

SCORE YOUR SCHOOL NOW!

Markers or EvidenceHear staff members state expectation when recognizing student, e.g., I noticed that you turned your assignment in on time, that was very responsible.We are celebrating this afternoon because we have shown improvement in being on-time to class!Thanks for helping Sara, that was very respectful.

Hurdles or RoadblocksSome staff members do not want to recognize students for what they should be doingIt takes too longCant remember what to say

Possible SolutionsIdentify which behaviors to target with staff inputReview behavioral data and SIP; add missing target behaviors to teaching matrixGet staff consensusIdentify individual, classroom and school-wide recognitionsProvide the staff with BSP scriptsCheck cultural responsiveness with your students and staff

1 minute think tankAre acknowledgments linked to identified expectations?How can you increase the use of behavior-specific praise statements?How can you use BSP at every tier?

REMEMBER TO USE THE BOQ SNAPSHOTS FOR GUIDANCE!YOUR TURN to work togetherDirectionsDivide your table into 2 groups

Locate the yellow BOQ ITEMS WORKSHEET on your table (1 per group)

Identify a leader, time keeper & recorder for each group

The recorder will write on the yellow paper

Directions (continued)20 min.

LEADER reads item, scoring criteria; group decides if its related to D, S, or P Individually, what is the evidence or markers? Individually, list HURDLES/ROADBLOCKS. Individually, list POSSIBLE SOLUTIONS. With a partner, share evidence, hurdles, solutions In your small group share ideas; RECORDER take notes on YELLOW paper. Report Out(2 minutes max per group)

Read itemIdentify DATA, SYSTEMS, or PRACTICEEvidence or markersRoad blocksSolutions Please leave the yellow sheets on the table.

Your work will be recorded and posted on the WIKI.

Thank you!

SYSTEMSPRACTICESOUTCOMES37DATA + Culture

The 3 Circles of PBISDeveloping Academic and Social Competencies

3737Using data and the problem solving logic allows us to avoid acting on false assumptions

SYSTEMS Support Staff Behavior PRACTICES Support Student BehaviorDATA Supports Decision MakingPBIS 3-Circles Problem-Solving WorksheetIdentified Problem: ______________________Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________Step 4: What will we do to support staff?____________________________________________________________________________________________________________________________________________________________________________________________________Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)39SYSTEMS Support Staff Behavior PRACTICES Support Student BehaviorDATA Supports Decision MakingPBIS 3-Circles Problem-Solving WorksheetTargeted Problem: Behavior in the cafeteria Step 1: What does the data say?

38% of the ODRs last month were for disrespect and disruption in the cafeteria.Step 4: What will we do to support staff?

Train lunchroom staff to teach cafeteria expectations.Admin. monitor and demonstrate appropriate use of gotchas for workers.Admin. provide additional active supervision in caf.Advise teaching staff of new procedures.Provide data feedback to staff.

Step 3: What will we do to support student behavior?

Teach Cafeteria Expectations in context.Classroom teachers to provide pre-corrections prior to dismissing class to lunch.Implement special gotcha system by class to earn class-wide recognition & privilege..Use stop light system for monitoring noise level.Use a silent table to isolate chronic rule-violators.Step 2: What is the goal?

Reduce ODRs from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month).(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)SYSTEMS Support Staff Behavior PRACTICES Support Student BehaviorDATA Supports Decision MakingPBIS 3-Circles Problem-Solving WorksheetIdentified Problem: _Disruptive behavior in the classroom Step 4: What will we do to support staff?PBIS Leadership team to use Cool Tools and professional learning modules from Wiki to provide support to staff to implement practices. PLCs to support one another in development of practices. Post routines/procedures to shared forum (Google Docs).Use Cool Tools to self-assess implementation of practices.Step 3: What will we do to support student behavior?Classroom routines and procedures defined, posted, taught, practiced, and acknowledged by classroom teachers. Use behavior specific praise statements contingent upon students demonstrating behaviors defined in classroom routines.Step 2: What is the goal?

Decrease incidents of disruption as measured by a decrease of 20% in ODRs for disruptive behavior by the end of the first nine weeks. Increase on-task student behavior measured by teacher observation. Step 1: What does the data say?The most significant concern is disruption defined as behavior causing an interruption in a class or activity in classrooms .This behavior occurs daily (frequency/quantify behavior), and is most likely to happen during transitions from one instructional activity to another (e.g., lunch, morning arrival, 2:30). Students from all grade levels (grade level/group of students) are most likely to engage in this behavior. We are unsure as to why students are engaging in this behavior (function of behavior- get/obtain or avoid/escape). (Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002), PBIS in VA41SYSTEMS Support Staff Behavior PRACTICES Support Student BehaviorDATA Supports Decision MakingPBIS 3-Circles Problem-Solving WorksheetIdentified Problem: ______________________Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________Step 4: What will we do to support staff?____________________________________________________________________________________________________________________________________________________________________________________________________Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________Your Turn!42Directions2 Groups per table10 min. to completeIdentify a time keeper & recorder Choose 1 PROBLEM BEHAVIORper groupWork through process on blank P-S worksheet

Disproportionate # of Special Ed. students being suspendedTeachers not rewarding studentsBullying behaviorTardies to class or schoolProblems in the bathroomDisrespect to teachersAggression on playground or other areaDisruption during assembliesParents not involved, supportiveNot prepared for class

Share outAny aha moments?

Take notes on Planning Tool

ACTION PLANNER: The Benchmarks of Quality as a Planning Tool

in conclusionLook at your notes in your plannersCircle items you would like to address this yearTransfer to your Action Planner on the back of your AgendaShare with your team back at your school!IPIFirst data point due in November

Available on www.pbismaryland.org

Complete form and return to your POC or Jerry at jbloom@pbismaryland.org

Thank you for all you do to help create a positive environment for our students!

Lunch & a Movie ClipWho Cares about Kelsey?12:45For more information: www.whocaresaboutkelsey.com