Session 2 of Behavior Academy - Kalamazoo RESA · 2011. 11. 7. · poor not known decisions stuck capacity Poor Use of Innovation Weak Implementation Effects Reduced Buy-In Inadequate

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Strengthening PBIS in Your School: Establishing Effective Behavior Teams

Soraya Coccimiglio Melissa Nantais

MiBLSi Focus Day Training

Acknowledgements

– Soraya Coccimiglio – Melissa Nantais

The material for this training day was developed with the efforts of…

Content was based on the work of… –  Amanda VanDerHeyden –  W. David Tilly –  Michael Fullan –  Dean L. Fixsen –  Karen A. Blasé –  Rob Horner –  Anne Todd

–  George Sugai –  Sanda Naoom –  Melissa Van Dyke –  Allison Metz –  Michelle Duda –  Randy Sprick

Some of the content for this presentation is taken from the work of members of National Implementation Research Network (NIRN) and State Implementation and Scale-up of

Evidence-Based Practices (SISEP)

To make this day the best possible, we need your assistance and participation

•  Be Responsible –  Attend to the “Come back together” signal –  Active participation…Please ask questions

•  Be Respectful –  Please allow others to listen

•  Please turn off cell phones and pagers •  Please limit sidebar conversations

–  Share “air time” –  Please refrain from email and Internet browsing

•  Be Safe –  Take care of your own needs

Setting Group Expectations Purpose of Today •  Participants will be provided with information

around the function of the behavior team.

•  Participants will be provided with a clear description and examples of effective teams

•  Participants will have time to develop their own effective team structure, tools, and processes.

•  Participants will determine the structure for feedback loops within their buildings regarding the work of the behavior team.

Dual Focus for the Day…

1.  Work for strengthening and sustaining the teaching of schoolwide expectations.

2.  Establishing data, systems, and practices used by an effective team for building a durable system of Positive Behavioral Supports (continues through the rest of the Behavioral Academy).

1.0 Review from Session One

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“Place a good person in a bad system, and the system

will win every time.”

S. Sarason

Why do we need to strengthen and

sustain our core/universal supports for

PBIS?

School Practices that Promote Serious Discipline Problems

•  Unclear rules and expectations regarding behavior.

•  Inconsistent and punitive schoolwide, classroom, and individual behavior management practices.

•  Failure to correct rule violations as well as to recognize and reward adherence to rules.

•  Ineffective overuse of verbal reprimands, restrictions, suspensions, expulsions and other aversive consequence to “control” student behavior.

Promote

(Jenson, Evans, Morgan, & Rhode, 2006)

Core Principles of RtI / MiBLSi •  We can teach all children •  Intervene early •  Use a multi-tier, problem-solving model •  Use research-based, scientifically validated

interventions and strategies •  Monitor student progress •  Use data to adjust instruction •  Use continual assessment: universal

screening, progress monitoring and diagnostic.

The Science of Implementation

•  Students cannot benefit from interventions they do not experience

– Training by itself does not work – Policy change by itself does not work – Financial incentives alone do not work

The Science of Implementation

•  An “intervention” is one set of activities

•  “Implementation” is a very different set of activities

•  Leadership teams and principals must hold both of these concepts and issues simultaneously

•  We want to talk about “Implementation” of MiBLSi/Response to Intervention

Activity

Development Commitment Creating the

systems and materials to prepare for

implementation; Set Up Data

Systems

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Principals and coaches: Identify and tell your team the 5 different stages of implementation

Ex/Ad In

I/I El

C R

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Stages of Implementation

Exploration/ Adoption Installation

Initial Implementation Elaboration

Continuous Regeneration

Development Commitment

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Creating the systems and materials to prepare for

implementation; Set Up Data

Systems

“Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is

vulnerable to the same misuse and subsequent abandonment that has plagued generations of educational

innovations”

(VanDerHeyden & Tilly, 2010)

Common RtI Implementation Errors

•  Implementation model is loosely

•  Interventions are not

•  The school tries to run too many

•  The implementation has lost after some time period of


defined

managed well

Tier 3 Interventions momentum

initial enthusiasm

Common RtI Implementation Errors

•  The results are or are

•  It takes too long to reach

•  Implementers feel at a phase of implementation.

•  Scaling has outpaced for effective implementation.


poor not known

decisions

stuck

capacity

Poor Use of Innovation

Weak Implementation

Effects Reduced Buy-

In

Inadequate Use of Data

“Unstable results are bound to weaken the implementation effort and cause users to begin to abandon implementation.”

(VanDerHeyden & Tilly, 2010; p. 9)

Interventions are not well managed

“Overemphasis of intervention selection and under emphasis of intervention management is probably the most common error in RtI that we see.”

(VanDerHeyden & Tilly, 2010, p. 20)

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(adapted from Sweeny, 2003)

Anywhere Elementary School Effective Behavior Team

Individually read through the description of Anywhere Elementary School’s Effective

Behavior Team.

This will provide you with the big picture of how an effective behavior team functions. We will

be re-visiting portions of this example throughout the day.

2.0 Introduction to the Schoolwide Behavior

Support Checklist

Adapted'from'Foundations:++Evidence0Based+Behavioral+Strategies+for+Individual+Students+(Sprick','Garrison,'&'Howard,'2002)''

SCHOOLWIDE*BEHAVIOR*SUPPORT*CHECKLIST*'

'Item*'

'Component*or*Process*

*In*Place?*

*Actions*

1* A'leadership'team,'including'active'involvement'of'the'building'principal,'represents'the'entire'staff.'''

' '

2* The'team'meets'on'a'regular'basis'and'uses'its'time'efficiently—starting'and'ending'on'time,'keeping'minutes,'assigning'tasks,'etc.''

' '

3* Review'meaningful'data'to'identify'strengths'of'current'behavior'support'practices'and'areas'needing'improvement.''

' '

* 3a.**Annually,'the'team'guides'the'staff'in'''''''''''''collecting''and'analyzing'staff,'student,'''''''''''''and'parent'perceptions'of'existing'policies'''''''''''''and'practices'as'well'as'overall'school''''''''''''climate.''

' '

* 3b.**Annually,'the'team'(with'help'from'staff''''''''''''and'students)'conducts'observations'of'all''''''''''''common'areas.'

' '

* 3c.**The'administrator'provides'quarterly''''''''''''''summaries'of'disciplinary'referrals'so'the''''''''''''team'can'analyze'trends'based'on'''''''''''''location,'type'of'offense,'time,'date'and''''''''''''so'on.'

' '

COMPLETE 1 PER TEAM.

PLEASE TURN IN COMPLETED CHECKLIST.

BEHAVIOR TEAM CHECKLIST

CHECKLIST ITEM 1 •  A team is established whose main

responsibility is the implementation and continuous refinement of behavior support procedures.

•  The team represents the entire staff. •  The team includes active involvement of the

building principal.


CHECKLIST ITEM 2 •  The team meets on a regular basis and

uses its time efficiently. – Team has developed meeting norms – Team has regularly scheduled meetings – Team has a meeting process in place that

includes specific roles and responsibilities – Team has an action plan – Team assigns tasks and follows up on

whether tasks are completed or not

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Common Mistakes

•  When the team leader is absent, the meeting structure is non-existent

•  Too much or too little written documentation of the meeting

•  Too many simultaneous conversations •  Tangents or off-topic conversations

Establishing a Meeting Schedule: Getting Started

Team Meeting Norms

“Norms can help clarify expectations, promote open dialogue, and serve as a powerful tool for holding members accountable.”

(Lencioni, 2005)

“Inattention to establishing specific team norms is one of the major reasons teams fail.”

(Blanchard, 2007)

Team Meeting Norms

•  Ground rules or expectations of how meetings will be run and how people will treat each other at a meeting.

•  Focus on respecting all participants.

•  Should be posted in the meeting space as a reminder.

Considerations When Developing Norms

•  Time

•  Listening

•  Confidentiality

•  Decision Making

•  Participation

•  Expectations

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Roles

•  Necessary Roles for Effective Behavior Teams: – Facilitator – Time Keeper – Note Taker / Action Plan Recorder – Norms Monitor – Data Analyst – Active Team Members

•  Who will take on these roles? Will you rotate roles at each meeting?

Defining Responsibilities…

•  Each role should have clearly defined responsibilities

•  Responsibilities should include what needs to be completed before, during and after team meetings

•  Each team member should fully understand his/her responsibilities and be willing and able to fulfill the responsibilites

Action Plans

•  Record the discussion and decision-making process of the team meetings

•  Assist in organizing the conversation during the team meetings

•  Record the action items for follow-up at the next meeting

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

Behavior Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date: Time: Location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date: Time: Location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today): Today’s Agenda Items Next Meeting Agenda Items 01. 02. 03. 04.

01. 02. 03.

Administrative/General Information and Issues Information for Team or

Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?

Problem-Solving Action Plan

Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No

1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired outcomes?

If some of our ratings are “So-So” or “No,” what can we do to improve things?

Implementation and Evaluation Precise Problem Statement, based on review

of data (What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety)

Who?

By When?

Goal, Timeline,

Decision Rule, Update

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Individually re-read the description of Anywhere Elementary School’s Effective Behavior Team. Stop after the Precise Problem

Statements (about ½ way down the second page).

One Common Voice – One Plan

Do Implement Plan

Monitor Plan Evaluate Plan

Plan Develop Action Plan

Gather Getting Ready

Collect School Data Build School Profile

Student Achievement

Study Analyze Data

Set Goals Set Measurable Objectives

Research Best Practice

RtI

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3

Begin the cycle with the collection and review of meaningful data about safety, discipline,

and climate.

• Determine strengths of current practices.

• Identify gaps or weaknesses in the system that

need to be addressed.

• Write precise problem statements

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3 (cont.)

Data to review: – Surveys – Observations – Patterns of disciplinary referrals

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3a: Surveys

Advantages of surveys: – Provides valuable information because

respondents can give truthful opinions by remaining anonymous.

– Provides students an opportunity to state whether or not they feel safe, respected, and understand school-wide expectations.

– Creates an opportunity for staff to contribute their perceptions on types of problems that are occurring and where.

– Data from surveys can be used as part of your School Data Profile for School Improvement and/or Title One Requirements

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•  Survey should be the same for both staff and students to allow for comparisons across the groups.

•  Consider collecting surveys electronically (i.e. Survey Monkey)

•  Be strategic about when and how you collect the surveys (i.e., staff meetings, during computer lab, etc.)

•  Consider how the survey should be adapted for the grade levels in your building

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3a: Surveys

Example Surveys

Summary of student responses Put a in each box for which the statement is true

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1. Students feel safe.

2. Students treat other students respectfully.

3. Students are taught how to behave responsibly.

4. Students treat staff respectfully.

5. Staff treat students respectfully.

Summary of staff responses Put a in each box for which the statement is true

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1. Students feel safe.

2. Students treat other students respectfully.

3. Students are taught how to behave responsibly.

4. Students treat staff respectfully.

5. Staff treat students respectfully.

School Safety Survey version 2.0, March 2002 © Sprague, Colvin, & Irvin (1995)

1 Revised 04/14/03 DP

Essential Questions for School Safety Planning

Choose a minimum of 5 staff, including 1 administrator, 1 custodial staff member, 1 supervisory/classified member, 1 certified member and 1 office staff member, to complete this survey. Please place a check (X) next to the item that best reflects your opinion for each question. Your responses will be valuable in determining training and support needs related to school safety and violence prevention. School Name: __________ Date: ____/____/____ District: _________________________ State: _____________ Your Role:

1. Administrator _____

2. Teacher _____

3. Special Education Teacher _____

4. Educational Assistant _____

5. Office Staff _____

6. Custodial Staff _____

7. Related Service Provider _____

8. Student _____

9. Parent _____

10. Community Member _____

11. Other ____

Section One: Assessment of Risk Factors for School Safety and Violence Rating Indicate the extent to which these

factors exist in your school and neighborhood: not at all minimally moderately extensively don’t know

1. Illegal weapons. 2. Vandalism. 3. High student mobility (i.e. frequent

changes in school enrollment).

4. Graffiti. 5. Gang activity. 6. Truancy. 7. Student suspensions and/or expulsions. 8. Students adjudicated by the court. 9. Parents withdrawing students from

school because of safety concerns.

10. Child abuse in the home. 11. Trespassing on school grounds. 12. Poverty. 13. Crimes (e.g. theft, extortion, hazing).

Example Surveys

School Safety Survey can found at:

www.pbisassessment.org

You will need your PBIS Coordinator to open the

survey window if you choose to use this survey.

School Survey can be set up to be collected online

at:

www.surveymonkey.org

You will need to set up your own survey and determine

how to collect the data (i.e. in the computer lab, during class time, etc.)

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3b: Direct Observation

On an annual basis the team should enlist teachers and other staff members to directly observe all common areas and report out on the behaviors they encounter.

Observational data gathered by the team can help inform and shape the school’s universal policies and practices to better meet student’s needs.

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! 1!

Common%Area%Observation%Form%

Setting:!__________________________________!Date:!!__________________!Start!Time!In!setting:!!___________________!!!End!Time!Out!of!Setting:!_________________!

Observer:!__________________________________________________________________________!

Number!of!scheduled!supervising!staff!members!present:!___________________!

Number!of!visible!supervising!staff!members!present:!_______________________!

Number!of!unscheduled!supervising!staff!members!present:!!_______________!

Safety%Items!!A.!!(Answer!the!following!using:!!YBYes/!NBNo)! !!!!!!!Were!the!supervisors!present!in!the!area!before!students!arrived?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!the!supervisors!circulate!throughout!the!area!during!the!observation!period?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!the!supervisors!scan!the!area!during!the!observation!period?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!you!see!any!obvious!physical!safety!hazards!in!the!area?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!you!witness!any!incidents!involving!the!physical!safety!of!students?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!Civility%Items%!A.!!(Answer!the!following!using:!!1!–!A!lot!!/!2!–!Some!!/!3!–!None)! !!!!!!!How!often!did!you!observe!interaction!between!supervising!staff!and!students?! !!!!!!!!!!1!!!!!!!!!!!!!!2!!!!!!!!!!!!!!3!!!!!!!!!!!!B.!!(Answer!the!following!using:!!PBPositive!/!N!–!Negative)! !!!!!!!How!would!you!describe!the!nature!of!the!interactions!between!supervising!staff!and!students?! !!!!!!!!!!P!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!How!would!you!describe!staff!behavior!when!correcting!students?! !!!!!!!!!!P!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!How!would!you!describe!student!response!to!correction?! !!!!!!!!!!P!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!C.!!(Answer!the!following!using:!Y%–!Yes!/!N!B!No)! !!!!!!!Were!students!interacting!appropriately!with!each!other?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!you!hear!students!using!profanity?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!you!see!student!s!physically!touch!each!other?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Were!students!dressed!appropriately,!according!to!the!school!dress!code?! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!!!!!!!Did!you!see!any!students!engaged!in!inappropriate!behavior!(littering,!vandalism,!dangerous!beh.,!etc.)! !!!!!!!!!!Y!!!!!!!!!!!!!!N!!!!!!!!!!N/A!%

%

PBS Common Area Observation Form For _____________________

Common Area Observation Form-FINAL P a g e | 1 4/6/2010

Area: Hallway Cafeteria Arrival Dismissal Assembly Date:

Time:

Common Area Set Up Hallway Cafeteria Arrival Dismissal Assembly

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Guidelines for Success Leave Blank if there is no opportunity to observe a particular item

are posted Y/N Y/N Y/N Y/N Y/N Y/N Y/N are visible Y/N Y/N Y/N Y/N Y/N Y/N Y/N are language appropriate Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Student Expectations are posted Y/N Y/N Y/N Y/N Y/N Y/N Y/N are visible Y/N Y/N Y/N Y/N Y/N Y/N Y/N are language appropriate Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Staff Expectations are posted Y/N Y/N Y/N Y/N Y/N Y/N Y/N are visible Y/N Y/N Y/N Y/N Y/N Y/N Y/N are language appropriate(if applicable) Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Common Area Set Up Hallway Cafeteria Arrival Dismissal Assembly

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Staff Leave Blank if there is no opportunity to observe a particular item

are positioned to supervise all areas Y/N Y/N Y/N Y/N Y/N Y/N Y/N

circulate the area Y/N Y/N Y/N Y/N Y/N Y/N Y/N scan the area Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Transitions are safe Y/N Y/N Y/N Y/N Y/N Y/N Y/N are efficient Y/N Y/N Y/N Y/N Y/N Y/N Y/N

procedures allow clear traffic flow Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Staff- Student Interactions Hallway Cafeteria Arrival Dismissal Assembly

When appropriate 0=never, 1=rarely, 2=sometimes,3=often 4= frequently, N= Not observed

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Staff use attention signal(s) Choose an

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Staff use acknowledgements/rewards Choose an

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item. Choose an

item. Choose an

item. Staff is positive and instructional while giving acknowledgements & rewards

Choose an item.

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Staff use redirection/corrective actions Choose an

item. Choose an

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Staff is calm and instructional while redirecting student behavior

Choose an item.

Choose an item.

Choose an item.

Choose an item.

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Choose an item.

Choose an item.

Staff- Student Interactions Hallway Cafeteria Arrival Dismissal Assembly

Overall, the climate is positive Y/N Y/N Y/N Y/N Y/N Y/N Y/N 80% or more students are on-task Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Evidence of off-task behavior Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Hallway Cafeteria Arrival Dismissal Assembly

How many staff were actively supervising? Were there any obvious physical safety hazards Were there any incidents that jeopardized the physical safety of students?

Were there any instances in which threatening/harassing language was heard?

Were materials, equipment, & structure adequate for the area(s)?


Considerations: •  Common area observations should be

completed by pairs of staff •  Staff should then report out on the behaviors

they observe in each area •  Assign a male and a female staff member

observe the hallways so that restrooms are part of the observation.

•  Do not forget the arrival and departure zones and times! These are critical areas.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3c: Disciplinary referral patterns

The goal of universal practices is to create a school environment that is safe, civil, and consistent for teachers and students alike.

Staff must be very clear about which behaviors are considered minor referrals and which behaviors are considered major referrals.

Whatever constitutes a referral to the office should be based on student behavior, not adult emotion.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 3c: Disciplinary referral patterns

Analyze disciplinary referral patterns for spikes in behavior.

Based on the referral patterns, establish a calendar for re-teaching behavior expectations.

Since the data may be overwhelming, re-teach expectations in manageable chunks throughout the school year.

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Summarizing the Data

Teams should collect, review, and compile various data sources.

Teams should prepare summary reports of the information to present to staff.

Team then guides the staff in discussing the data to prepare to take action, such as, what is going to improve?

Problem Solving Starting with a clearly defined problem is essential.

Use data to: •  Identify a problem •  Define the problem with precision •  Guide development of an appropriate solution •  Assess fidelity of implementation of the

solution •  Assess impact of the solution on student

outcomes

Problem Solving The statement of a problem is important for team-based problem solving.

Everyone must be working on the same problem with the same assumptions.

Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem solving.

Frame primary problems based on initial review of data. Use more detailed review of data to build Precise Problem Statements.

Precise Problem Statements (What are the data we need for a decision?)

Precise problem statements include information about the Big Five questions: •  What is the problem and how often is it happening

•  Where is it happening

•  Who is engaged in the behavior

•  When the problem is most likely

•  Why the problem is sustained

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Primary versus Precision Statements

Primary Statements •  Too many referrals •  September has more

suspensions than last year

•  Gang behavior is increasing

•  The cafeteria is out of control

•  Student disrespect is out of control

Precision Statement There are more ODRs for

aggression on the playground than last year. These are most

likely to occur during first recess, with a large

number of students, and the aggression is related to getting access to the

new playground equipment.

Precise or Primary Statement?

•  Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.

•  ODRs during December are higher than in any other month.

PRIMARY

PRIMARY

Precise or Primary Statement?

•  James Dean is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

•  Boys are engaging in sexual harassment.

•  Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

PRIMARY

PRECISE

PRECISE

What are the data you are most likely to need to move from a Primary to a Precise statement?

What is the problem and how often is it happening ODR per Problem Behavior Where is it happening ODR per Location Who is engaged in the behavior ODR per student When the problem is most likely ODR per time of day Why the problem is sustained Custom graph


Individually re-read the description of Anywhere Elementary School’s Effective Behavior Team. Start after the “Precise Problem

Statements” on the second page and read to the end of the description.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 4: Identify

priorities Get staff agreement on what problems or concerns need to be addressed (what is staff ready and willing to improve?) & prioritize concerns from most to least urgent

Priorities should include specific areas where the school or teaching staff need improvement as determined by the data.

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BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 4: Identify priorities

•  Choose 2-3 main areas to focus on at any one time.

•  Once a given priority is set, summarize the data that led to that conclusion that the item was a priority for the staff.

•  Set a timeline for improvement (i.e., “Students feel safe in the restroom”. Goal: 95% agree by end of semester


CHECKLIST ITEM 5: Develop revision proposals for new policies and procedures

(based on identified priorities). Because there will be data and agreement from staff that one of the priority items or problems needs to be addressed, staff must also be willing to explore what they can do differently to facilitate improvement with student behavior.


If We Keep Doing What We Have Always Done, We Will Keep Getting What We Have Always Gotten

—R. Sprick

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 5 (cont.): Develop revision proposals for new policies and procedures.

ROADMAP FOR REVISION

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Prevention Logic for All (Biglan, 1995; Mayer, 1995; Walker et al., 1996)

Redesign of teaching environments … not students!


CHECKLIST ITEM 5 (cont.): Develop revision proposals for new policies and procedures.

ROADMAP FOR REVISION

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 5a •  Develop a school

theme, acronym or motif as a guiding principle for creating schoolwide expectations, rules and procedures.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 5a •  Use the theme, acronym or

motif as a goal statement that defines your school’s culture and communicates what your staff, students, and parents value.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 5b: Address the common areas. •  Use the STOIC variables to address all of

the school’s physical locations that are used by students and supervised by a variety of adults. – Arrival areas – Halls/stairs/breezeways – Restrooms – Playground – Cafeteria – Dismissal areas

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 5c: Develop policies for addressing severe misbehavior

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BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 6: Present revised proposals to staff for their approval.

•  Without staff support, universal practices no matter how carefully designed, are not likely to succeed.

If staff are forced to implement a proposal they don’t fully support, they are more likely to fail to implement it.

“Staff, consider this proposal carefully. You do not have to adopt it. If it isn’t

adequate, make suggestions and send it back. Do not adopt anything you don’t

fully support. Because once these practices are adopted, it is my job to ensure that they are implemented by

each and every teacher.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 7: Ensure that adopted policies are being implemented with fidelity.

Even if one staff member fails to implement the policies, that nonsupport can derail the

proposal.

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 7: Ensure that adopted policies are being implemented with fidelity. •  Once a proposal is adopted, the team must

work to pump up support and enthusiasm for implementation.

•  A small percentage of staff may passively resist new policies and procedures (which may spread to other staff members).

BEHAVIOR TEAM CHECKLIST CHECKLIST ITEM 7: Ensure that adopted policies are being implemented with fidelity. •  It is better to have no policy at all (e.g.

homework) than to have one that only 7 out of 10 staff members enforce

•  Inconsistency of implementation communicates very unclear information to the students about what is truly acceptable and unacceptable in the school.

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3.0 Previewing Session Three: Coaching Classroom

Management

Supporting Classroom Management One of the most difficult tasks for the team will

be to provide training, administrative support, and coaching that staff will need for

classroom management.

Supporting Classroom Management For universal classroom management to be effective, it must be supportive and non-evaluative.

–  Initial training is not enough.

–  Effective classroom management also requires continuous support and feedback from the team.

Three Roles of Classroom Behavior Support

Adminis-trators

Teacher

Coach

A classroom management model that engages all educational staff comprises these three groups of

people who each have a role to play


Administrators •  Main role is to choose the approach •  Use the approach schoolwide/districtwide •  Advantage of schoolwide/districtwide approach

– Creates a common language – Allows administrators opportunity to clarify

expectations for outcomes

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Administrators •  Outcome of classroom management should be

defined by student engagement. •  Administrator’s goal for student engagement

should be 90%. •  An unacceptable level of student engagement

must be perceived as a classroom management problem.


Administrators •  Second main task:

– Conduct frequent classroom walk-throughs – Provide feedback to staff based on observations

Homework Slide •  Hold team meetings using your norms and

the action plan provided. •  Collect surveys from staff and students by

1/31/12. •  Complete observations of common areas

(one must be completed by 11/16/11 and all should be completed by 1/31/12).

•  Follow your “Teaching Expectations” Schedule of Events for 2011-2012.

•  Present the policy for office managed versus classroom managed behaviors to your staff for input and consensus. Be prepared to have to revise until consensus is reached.

The work you are doing is so important. Thank you for being a

part of our learning community and for all that you do for students!

Safe travels!

Documents

Session 2 of Behavior Academy - Kalamazoo RESA · 2011. 11. 7. · poor not known decisions stuck capacity Poor Use of Innovation Weak Implementation Effects Reduced Buy-In Inadequate