National PBIS Leadership Forum October 4 5 2018
National PBIS Leadership Forum | October 4 -5, 2018, Chicago, IL E 12 – It’s All Fun and Games Until We Know The Function of Your Behavior Lead Presenter: Therese Sandomierski Exemplar Presenters: Angela Hernandez & Eric Zeissig
Maximizing Your Session Participation When Working In Your Team Consider 4 questions: – – Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?
Where Are You In The Implementation Process? Exploration & Adoption Adapted from Fixsen & Blase, 2005 • We think we know what we need so we are planning to move forward (evidence-based) Installation • Let’s make sure we’re ready to implement (capacity infrastructure) Initial Implementation • Let’s give it a try & evaluate (demonstration) Full Implementation • That worked, let’s do it for real and implement all tiers across all schools (investment) • Let’s make it our way of doing business & sustain implementation (institutionalized use)
Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet
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Save the dates, February 20 – 23, 2019 for the… Pre-Conference Workshops FEBRUARY 20 Skill-Building Workshops FEBRUARY 23 Washington, DC Grand Hyatt Washington Breakout Sessions FEBRUARY 21 - 22 Networking | Posters | Exhibits For more information, visit: conference. apbs. org
Arlington Independent School District An example of strategic professional development and coaching supports Building capacity at the school levels.
Important Themes to Listen For • Implementation Stages + PBIS Blueprint • Strategic system changes – Task + Human Elements • • • Addressing barriers to changing practices Alignment of vision with District Plans Creating common language and priority Stakeholder voice and involvement Continuous improvement through data
Introductions • Who are we? – Therese Sandomierski, University of South Florida – Angela Hernandez, Arlington Independent School District – Eric Zeissig, Arlington Independent School District • Who are you?
Arlington Independent School District • AISD is the 10 th-largest district in Texas & 58 th in the country – Arlington is also the home of the Dallas Cowboys and the Texas Rangers. • AISD stats (as of May 1, 2018): – – – 60, 552 students 75 campuses 68. 28% of students qualify for free/reduced lunch 45% Hispanic/Latino -- 20% White; 25% Black -- Asian 6%, Two or More 4%
AISD Strategic Plan: 20162021 Goal: 100% of AISD students will graduate exceptionally prepared for college, career and citizenship. Performance Objective: Leadership, Citizenship and Responsibility Performance Strategy: Enhance an emotionally and physically safe learning environment that fosters cultural awareness, wellness, and a culture of respect, integrity and responsibility among students.
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BRIEF HISTORY OF PBIS IN AISD
5 year plan
District Expectations: 2014 2015 PBIS Tier I
Before CWPBIS • Rollout of district-wide SWPBIS • Support from Texas Behavior Support Network, state contact, national network • SCTP State Grant and a university partnership (Texas Woman’s University)
Moving from SWPBIS to CWPBIS • Classroom issues persisted • Local expertise available • We’ll look at game plan in a few minutes
School Climate Transformation Project • Grant awarded by Texas Behavior Support • Partnership with ESC XI and Texas Woman’s University • Funding used to create PBIS in the Classroom demonstration sites.
More Background Brandi Simonsen University of Connecticut Diane Myers Texas Woman’s University
AISD made CWPBIS Their Own • Culturally and contextually appropriate • Focus on culture first based on feedback and current issues within the district. • District identified need to address behavior principles and common language as well as data collection and methods to do so as foundational learning • Training was modified and a plan was born!
AISD’s “Big Six” • Behavior Basics • • Culture Structure Expectations Interaction Reinforcement Correction Data Collection
Common Myths to be Broken • Reinforcement bribery • Positive reinforcement students doing whatever they want • Negative Reinforcement Punishment • PBIS No consequences
To Debunk the Myths Data Collection Behavior Basics Basic behavior principles and terms involved in explaining, predicting, and changing behavior in the classroom. Reinforcement A continuum of descriptive feedback to acknowledge student behaviors that align with expectations Collecting behavior data in the classroom setting, as well as strategies for collecting data on teacher and student behavior.
District Guidance for Sustainability Content, Timeframe, Participants
Behavior Basics video
Foundational Terms • • Antecedent Behavior Consequence Reinforcement Punishment Extinction Function
Three-Term Contingency
Three-Term Contingency Follow. Up Activity Conducted by Campus PBIS Team • Scenarios within scripted PPT with materials • Onboarding of new teachers • Booster for current staff • Sustainability practice with guidance from PBIS Dept.
Three-Term Contingency As a Tier 1 Practice
Increase in Complexity Depending on Need… Beyond Tier 1 practices
UTILIZING COACHING AND TECHNICAL SUPPORT
PBIS and Popcorn: 2017 -2018 • Behavior Basics • Correction • Culture and Relationship Building • Provide additional training and insight into behavioral content
PBIS Playbook • Short, scripted Power. Point presentation designed to highlight a designated Tier 1 behavioral strategy. • Can be provided as a continuous learning support by PBIS Tier 1 team to faculty/staff in no more than 15 -20 minutes. • Easy to implement in PLCs or Faculty Meetings.
Coaching PBIS in the Classroom: 2016 -2017 • Coaching PBIS in the Classroom professional development initiated • Additional technical support to build fluency – Coaching fundamentals – Coaching data dig – Coaching conversations
DEVELOPING CONTENT EXPERTS
Campus PBIS Team Content Expert • Learn and understand more advanced behavior principles and intervention practices. • Utilize a data-driven problem-solving process to develop targeted student behavior solutions. • Provide assistance and feedback for campus-level systems of behavioral support. • The Content Expert role is designed to be a campus resource for school-wide and class-wide level behavior issues only and is not intended to fill the role of a behavior interventionist.
Campus PBIS Team Content Expert • • A-B-C analysis Motivating Operations/Setting Events Types of Consequences Functions of Behavior Differential Reinforcement Procedures Shaping and Chaining Analyzing SW data trends School-wide and Class-wide Planning using Teacher’s Encyclopedia of Behavior Management
CREATING SYSTEMS OF VISIBILITY
Behavior Support Professional Learning • Auxiliary Staff Training – PBIS Overview – – – Security Officers Cafeteria Managers/Leads Cafeteria Monitors Transportation Staff Nursing staff • Campus Discipline Setting Staff – Secondary ISS/Choices Staff – Elementary Choices/DAEP Teachers – Received overview of PBIS and social-emotional curriculum
Communicating with Campus Personnel: Website • Resources for all levels: Administrators, Teams, Teachers – – PBIS Facts PBIS Team News and Updates Recognition Resources and Tools • School-wide Resources • PBIS in the Classroom Resources
HOW WELL IS IT WORKING?
Texas Education Agency Staging for Discipline Verification School Yr. Stage Year Staged Indicator 2009 -2010 -2011 2 #5: High Number of Discretionary DAEP Placements 2010 -2011 -2012 0 District was not staged 2011 -2012 -2013 3 #6: High Number of Discretionary DAEP Placements 2012 -2013 -2014 3 PBIS Adoption begins 2013 -2014 -2015 2 PBIS SW begins 2014 -2015 -2016 1 #5: High Number of Discretionary DAEP Placements 2015 -2016 -2017 1 #6: African-American (Not Hispanic/Latino) Discretionary DAEP Placements 2016 -2017 -2018 0 District was not staged PBIS in the Classroom begins #2: Length of In-School Suspension (Report Only) #6: High Number of Discretionary DAEP Placements #1: Length of Out of School Suspension #2: Length of In-School Suspension (Report Only) #6: High Number of Discretionary DAEP Placements
Major/Minor ODR Data by Year Coaching CWPBIS implemented 30000 25000 20000 Minor ODR 15000 Major ODR 10000 5000 0 14 -15 15 -16 16 -17 17 -18
Classroom ODR Data by Year Coaching CWPBIS 25, 000 20, 945 Number of Referrals 19, 010 18, 609 20, 000 15, 471 15, 000 10, 000 5, 000 0 14 -15 15 -16 16 -17 School Year 17 -18
WHAT HAVE WE LEARNED?
Lessons • Communicate with all stakeholders Learned • Collaboration is key • Guidelines to accomplishing our work: • • Begin with the end in mind “What does it look like? What does it sound like? ” “Is it simple? Is it sustainable? ” “Who is the end user? ” • Always obtain feedback and adjust timelines accordingly
Lessons Learned • Know it! Own it! • Build awareness and ensure stakeholders understand PBIS. • Develop shared ownership and shared accountability. • No silos! Help others find their entry point. • Initiate collaboration to ensure forward movement and alignment of initiatives. • Clearly identify and define how the roles of others support the PBIS system. • Cross-train to support end users from their entry points.
QUESTIONS?
Thank you! • Please let us know if you have any additional questions or if we can help in any way. • Therese Sandomierski: tsandomiersk@usf. edu • Angela Hernandez: ahernan 5@aisd. net • Eric Zeissig: ezeissig@aisd. net • Thanks and we hope you enjoy the conference!
National PBIS Leadership Forum | October 4 -5, 2018, Chicago, IL Please Complete the Session Evaluation to Tell Us What You Thought of This Session
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