SchoolWide Positive Behavioral Interventions and Supports SWPBIS Northeast
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 4 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, Adam Feinberg, Katie Meyer, & George Sugai
Advance Organizer • Quick Review from Days 1 -3 • Non-classroom Settings • Classroom Settings • Getting Started with SWPBIS (steps 9 -10) – Systems to support staff – Routines to support on-going implementation • Team Action Planning (with TIC) • Wrap up
MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SWPBIS outcomes, data, practices, and systems • Develop individualized action plan for SWPBIS • Organize for upcoming school year
TRAINING EXPECTATIONS: RESPECT… SELF OTHERS ENVIRONMENT • Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times? ) • Stretch, break, stand as needed • Cell phones (inaudible): Converse in lobbies and breaks • Work as a team: Room for every voice, reinforce participation • Recycle • Maintain neat working area
Tools! nepbis. org S I B P e d i w d l n a o o k h o c o S kb dices r o W pen Ap Ev alu ati Action Plan on Pla n
Activity: Please Enter Attendance • 1 min • Please login on nepbis. org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.
QUICK Review Overview & Getting Started with SWPBIS (Days 1 -3)
OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter I)
Critical Features of SWPBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES EM S SY ST Supporting Culturally Valid Decision Making TA DA Supporting Culturally Knowledgeable Staff Behavior (Vincent, Randal, Cartledge, Tobin, & Swain. Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES I. C Supporting Culturally Relevant Evidence-based Interventions
OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter II)
Getting Started with SWPBIS Day 1 Day 2 Day 3 Day 4 1. Establish an effective and representative leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff
Getting Started with SWPBIS 1. 2. 3. II. B. vii 4. 5. 6. 7. 8. 9. 10. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation PRACTICES
r o i av ns h e B io t i n i Def Discipline Flow Chart Dis cipl ine Ref erra l Fo rm
Getting Started with SWPBIS TA DA 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations II. B. viii 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation
Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices • Step 1: Develop evaluation questions. What do you want to know? • Step 2: Identify indicators or measures. What information can be collected? • Step 3: Develop methods for collecting and analyzing indicators. How/when should information be gathered? • Step 4: Make decisions and action plan from analysis of indicators. How was the question answered and what should be done next? II. B. viii
3. SWPBIS PRACTICES AND SYSTEMS IN NONCLASSROOM SETTINGS (Chapter III)
Problematic Non. Classroom Settings III. A
Examples III. A An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions.
Definitions and Intervention Considerations III. B
Non-Classroom Settings • Particular times or places where supervision is emphasized • Where instruction is not available as behavior management tool • Examples: – – III. B Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, “free time” Assemblies, sporting events, dances
Activity: Non-Classroom Settings • Work as team for 5 min • Pick 1 problematic non-classroom setting you have experienced • Identify 2 -3 features of problem • Identify 2 -3 possible solutions • Report (<1 min. ) main features of your example
Classroom v. Non-Classroom III. B Non-Classroom • Teacher directed • Student focus • Instructional focus • Social focus • Small # of predictable students • Large # of unpredictable students
Non-Classroom Settings: Basic Management Considerations • Physical or environmental arrangements Practices • Teach directly expected behaviors and routines in context • Routines & expectations • Staff behavior • Actively supervise (scan, move, interact) • Student behavior • Pre-correct and remind • Positively reinforce expected behavior III. B
Douglas County S. D. , CO 4 -08
Douglas County S. D. , CO 4 -08
Guidelines for Non-Classroom Settings PRACTICES q Implementation is school-wide by all staff q School-wide behavior expectations taught in context q Administrator is an active member q Context-specific expectations and routines taught directly and early in the school year/term q Regular opportunities for review, practice, and positive reinforcement q Team-based review, action planning, and implementation consideration III. C q Data-based progress monitoring and action planning q Regular review of accuracy of intervention And always remember to consider systems, culture, & context:
Supervision Self-assessment YES or NO III. D
Did I have at least 4 positive for 1 negative student contacts? • Have more positive student contacts than negative • Use variety of contact forms
Did I move throughout the area I was supervising? • • Obvious Positive Interactive Unpredictable
Did I frequently scan the area I was supervising? • Head up • Make eye contact • Overt body position
Did I positively interact with most of the students in the area? • Variety of interaction types “Good morning, class!” – Social positives • • – SW acknowledgements Teachers report that when students greeted by an Variety ofare students adult Quickin morning, it takes less time to complete Noticeable morning routines & get Publicly appropriate first lesson started.
Did I handle most minor rule violations quickly and quietly? • • • Quickly Privately Neutrally Follow-up with positive Follow-up
Did I follow school procedures for handling major rule violations? • Quick • Considerations By the book • Business like • What are “costs” of compliance? • Disengagewith consequences? • Can I follow-through • Have I taught & reinforced compliance? • Precorrect for next occurrence Disengage quickly
Do I know our school-wide expectations (positively stated rules)? • • • Positively stated Small in number Easy Comprehensive Defined
Did I positively acknowledge at least 5 different students for displaying schoolwide expectations? • Individualized • Informative • Sincere
“Readers’ Digest” Guide • 7 -8 “yes” = Supervision • 5 -6 “yes” = So-So Supervision • <5 “yes” = Improvement Needed
Why does everyone need to be involved? • Staff outnumbered What’d you say? • Adult presence – Prompts desired behavior – Deters problem behavior Show you what? • “Being a good citizen” – Contribute to school climate Oh, the data?
Back to the Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. “Talk, Walk, & Squawk” 1. 2. 3. School found out that most incidents were teasing that escalated. Taught kids a simple social skill lesson called “talk, walk, squawk. ” Talk: When someone teases you, say “I don’t like it when you say those things. Stop. ” If teasing continues, look cool and walk away…don’t say anything. If teasing continues, “squawk: ask an adult to mediate a solution. ” Teach school-wide so all students know what to do and can predict what will happen if they continue to tease. Increase active supervision, practice of TWS, and reinforcement of use of TWS.
Back to the Examples A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. “Neighborhood Watch” 1. 2. 3. 4. Held school, community, and family meeting to talk about school-wide rules: respect self, others, property Taught kids about respect in nonschool settings (i. e. , neighborhoods). Told all kids, parents, and staff that all neighbors have been given permission to report kids in neighborhood who should be in school and/or engaged disrespectful behavior. Law enforcement similarly informed…. . i. e. , increased active supervision. Kids and neighbors participated in a community picnic after school once a month.
Back to the Examples A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. “Adopt-a-Bathroom” 1. 2. 3. Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer. All staff members “adopted a bathroom” and agreed to visit their bathroom at least three times daily. Didn’t have to use the bathroom, just walk through. Big school so every bathroom was visited numerous times by different faculty members. Kids acknowledged for respecting privacy, good hygiene, etc.
Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions. “Music, Mags, & Munchies” 1. 2. 3. This was unusual situation: school campus divided by interstate, most classrooms on one side, and office, cafeteria, etc. on other side. So kids had to be bused 3 -4 times to one side or the other. Increased active supervision. Bus drivers given school store discounts to give to kids who had appropriate transitions. Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.
SYSTEMS FEATURES • School-wide implementation – All staff – Direct teaching 1 st day/week – Regular review, practice, & positive reinforcement • Team-based identification, implementation, & evaluation • Data-based decision making
Recap: BASIC MANAGEMENT PRACTICES • Positive expectations taught and encouraged • Active supervision – Move, – Scan, & – Interact • Precorrections & Reminders • Positive reinforcement of expected behavior
Activity: Supervision Self-Assessment • Work as team for 15 min • Review “Active Supervision Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting • Add relevant discussion items to your action plan. • Report 2 -3 “big ideas” from your team discussion (1 min. reports)
4. CLASSROOM MANAGEMENT PRACTICES AND SYSTEMS (Chapter IV)
What “kind” of students can display problematic behavior? All students. Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue. We need to learn more about the critical features of effective classroom management to be able to help all students.
Effective Classroom Management Practices IV. A
Maximizing Academic Achievement • Academic achievement is linked to academic engagement • Academic engagement is linked to: – Effective curriculum – Effective delivery of curriculum (instruction) – Effective classroom management IV. A. i
Sustaining Classroom Management Accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBIS. In other words… IV. A. ii
Effective Academic Instruction Effective Behavioral Interventions Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation IV. A. ii Positive, Preventative School Culture (SWPBIS)
Evidence-Based Practices in Classroom Management 1. 2. 3. IV. B Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. 4. Provide more acknowledgement for appropriate than inappropriate behaviors. 5. Maximize varied opportunities to respond. 6. Maximize active engagement. 7. Actively & continuously supervise. 8. Respond to inappropriate behaviors quickly, positively, & directly. 9. Establish multiple strategies for acknowledging appropriate behavior. 10. Generally provide specific feedback for errors & corrects.
1. Minimize crowding & distraction. • Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: – Arrange furniture to allow easy traffic flow. – Ensure adequate supervision of all areas. – Designate staff & student areas. – Seating arrangements (groups, carpet, etc. ) IV. B. i
2. Maximize structure & predictability. • Develop Predictable Routines – Teacher routines: volunteers, communications, movement, planning, grading, etc. – Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. IV. B. ii
3. State, review, & reinforce positively stated expectations. Define Evaluat e Monitor IV. B. iii Teach Prompt
4. Provide more acknowledgement for appropriate than inappropriate behaviors. • Maintain at least 4 to 1 ratio • Interact positively once every 5 min • Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated) IV. B. iv
5. Maximize varied opportunities to respond. • Provide high rates of opportunities to respond • Vary individual vs. group responding • Vary Response type • Oral • Written • Gestural • Increase participatory instruction • Questioning • Materials IV. B. v
6. Maximize active engagement. • Vary format – Written responses – Choral responding – Gestures – Writing on individual white boards – Other: ______ • Specify observable engagements • Link engagement with outcome objectives IV. B. vi
Range of evidence based practices that promote active engagement • Direct Instruction • Computer Assisted Instruction • Class-wide Peer Tutoring • Guided notes • Response Cards
7. Actively & continuously supervise. • Move • Scan • Interact • Remind/pre-correct • Positively acknowledge IV. B. vii
8. Respond to inappropriate behaviors quickly, positively, & directly. • Respond efficiently • Attend to students who are displaying appropriate behavior • Follow school procedures for major problem behaviors objectively • Anticipate next occurrence IV. B. viii
Multiple strategies for responding to inappropriate behavior may include. . • Error Corrections • Differential Reinforcement • Planned ignoring • Response Cost • Time out from reinforcement
9. Establish multiple strategies for acknowledging appropriate behavior. • Social vs. tangible vs. activity vs. … • Frequent vs. infrequent • Predictable vs. unpredictable • Immediate vs. delayed IV. B. ix
Multiple strategies for acknowledging appropriate behavior may include. . . • Specific and Contingent Praise • Group Contingencies • Behavior Contracts • Token Economies
10. Generally provide specific feedback for errors & corrects. • Provide contingently • Always indicate correct behaviors • Link to context IV. B. x
Evidence-Based Practices in Classroom Management 1. 2. 3. IV. B Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. 4. Provide more acknowledgement for appropriate than inappropriate behaviors. 5. Maximize varied opportunities to respond. 6. Maximize active engagement. 7. Actively & continuously supervise. 8. Respond to inappropriate behaviors quickly, positively, & directly. 9. Establish multiple strategies for acknowledging appropriate behavior. 10. Generally provide specific feedback for errors & corrects.
Developing Systems to Support Classroom Practices Remember! School-wide classroom implementation is one of the key predictors of reduced disproportionality! IV. C
Classroom Systems Foundations • What are systems? structures and supports district and school leadership teams provide to encourage teachers’ implementation of evidence-based practices with fidelity • What is Implementation? the systems we use to put into action a defined practice – Ask: what? , where? , who? , how? (Freeman, et al, PBIS Technical Brief) IV. C
Multi-tiered Framework of Professional Development Support Progress Monitoring Walk-through, Student Data Review, Teacher Collected Data Universal Screening Walk-through & Student Data Review Tier 3 Intensive PD: Data-driven Consultation Tier 2 Targeted PD: Self-Management with Peer or Coaching Supports Tier 1 Universal PD: Training & Self. Management (adapted from Simonsen, Mas. Suga, Briere, Freeman, Myers, Scott, & Sugai, 2013)
Classroom Systems Action Planning Guide: Key Questions Are foundational school-wide systems in place for all staff to enable successful implementation of Class-wide PBIS practices? (Can I do it? ) Do all staff know what they are implementing and if they are doing it accurately? (Do I know how to do it? ) Do data indicate that staff are implementing Class-wide PBIS practices with effectively? (Am I doing it? ) Do data indicate that leadership team members are implementing differentiated supports via a Class-wide PBIS framework effectively? (Am I getting the supports I need? )
Are foundational school-wide systems in place for all staff to enable successful implementation of Class-wide PBIS practices? (Can I do it? ) • Administration has communicated a clear priority for PCBS implementation • Implementation of PCBS is connected to a clear need in the building • Implementation of PCBS is aligned with academic instructional practices • Staff understand consistently use a data based decision making processes • Staff have time dedicated to support PCBS implementation • Staff recognition systems are aligned with accurate and effective implementation of PCBS practices
Do all staff know what they are implementing and if they are doing it accurately? (Do I know how to do it? ) • Clear expectations and explicit training about practices that should be implemented by all staff. • Coaching and/or regularly available performance feedback on the use of PCBS practices?
Do data indicate that staff are implementing Class-wide PBIS practices with effectively? (Am I doing it? ) Are staff implementing CWPBIS practices Effectively? Yes No Well done! Continue to monitor implementation across time Determine number of classrooms needing support Many Few Provide additional training and performance feedback Determine the type and severity of the implementation challenge Minor Provide targeted training and performance feedback to small groups of staff needing support Few Consider consultation or other strategies for intensifying support for identified staff.
Do data indicate that leadership team members are implementing differentiated supports via a Class-wide PBIS framework effectively? (Am I getting the supports I need? ) • Training and coaching fidelity data is collected, reviewed at team meetings, and used to guide decision making
Guidelines for Classroom Settings IV. C q Academic achievement is linked to social success, active engagement, and effective teaching q Good teaching is used as a behavior management strategy q Behavior management is used as an instructional management strategy q The three-tiered prevention logic is applied to the classroom context q Classroom management is linked to school-wide behavior support q Typical classroom routines have been taught, practiced, and reinforced regularly q School-wide support systems are used to sustain effective classroom management strategies q Data-based progress monitoring and action planning q Regular review of accuracy of intervention implementation PRACTICES And always remember to consider systems, culture, & context:
Activity: Classroom Self-Assessment • Work as team for 15 min • Review “Classroom Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting • Add relevant items to your action plan • Report 2 -3 “big ideas” from your team discussion (1 min. reports)
EM ST SY 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations II. B. ix 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation S Getting Started with SWPBIS
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Avoiding “Train & Hope” REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice I. C. iv
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation I. C. iv Implementation
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Action Planning • Process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Staff Buy-In Effective Messenger(s) Effective Team… Staff Buy-in! …powered by Data Effective Leadership
80% Rule ~5% Primary Prevention: Systems to support all staff: • Professional development • Reinforcement ~15% Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior Apply the triangle to adult behavior! Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” • Additional instruction • Increased support ~80% of Staff
S ST EM SY Guidelines for Staff Buy-In q Use data to establish need § Self-assessment § Baseline discipline/behavior/climate data And always remember to consider systems, culture, & context: q Establish an effective team (past item) with active administrator participation q Present information in clear and efficient way(s) q Obtain and incorporate feedback on all elements of SWPBIS from staff q Start small and demonstrate success
Activity: Establishing Staff Buy-In • Work as team for 5 min • Develop a list of strategies for bringing this content back to you staff/co-workers that will help increase buy-in. • Pick spokesperson to give one example of how you will help establish buy-in from your staff/co-workers. • Add relevant items to your action plan
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Embedded Professional Development Explicit Training Coaching/Prompting Performance Feedback Desired Outcome s
Embedded Professional Development Explicit Training • Model, lead, test format • Demonstrate desired skill (I do) Desired • Provide effective examples/non-examples Coaching/Promptin Outcome • Providegsufficient group practice (We do) s • Provide opportunities to demonstrate and receive feedback (You do) • Connected to/embedded in typical Performance practice/routines Feedback • Brief training/practice spaced out
Embedded Professional Development Explicit Training Desired • In-vivo prompts, observation, and feedback Coaching/Promptin g • On-going support • Problem-solving process Performance Feedback Outcome s
Embedded Professional Development Explicit Training • Data-based feedback (based on self-, peer-, or consultant collected data) Desired Coaching/Promptin • Data presented graphically Outcome g • Key observations may be summarizedsin words • Delivered frequently (daily or weekly) Performance • Specific suggestions for improvement or Feedback recognitions of good performance
Embedded Professional Development Explicit Training Coaching/Promptin g Performance Feedback Desired Outcome s
S ST EM SY Guidelines for Embedded PD And always q Ensure PD includes explicit training, remember to consider performance feedback and ongoing systems, coaching culture, & q Document staff systems in staff handbookcontext: q Align staff evaluation procedures with expected practices where possible
Activity: Avoiding Train and Hope • Work as team for 10 min • Describe 2 -3 strategies for embedding staff development into daily, weekly, monthly, etc. routines of school (using table provided in your workbook) • Update action plan as appropriate. • Pick spokesperson to give 1 min. report
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Staff Recognition If we want staff to recognize kids, we should recognize them! We can (and should) do better!
Staff Acknowledgements • What • Features – Social contact – Professional recognition – Time – Other – Regular & sincere – School/staff-wide – Culturally/contextually appropriate – Functionally relevant – Administrator & team involvement some examples…
“Golden Plunger” • Involve custodian • Procedure – Custodian selects one classroom/ hallway each week that is clean & orderly – Sticks gold-painted plunger with banner on wall
North Myrtle Beach Primary June 8, 2004 SC
“Staff Dinger” • Reminding staff to have positive interaction • Procedures – Ring timer on regular, intermittent schedule – Engage in quick positive interaction
“ 1 Free Period” • Contributing to a safe, caring, effective school environment • Procedures – Given by Principal – Principal takes over class for one hour – Used at any time
“Free Parking • “Free Parking” • Procedures – Staff allowed to park in a preferred and reserved spot Burncoat Middle School Teacher Incentive
S ST EM SY Guidelines for Staff Recognition And always q Easy and quick form of acknowledgement remember to q Considerate of strategies/processes that alreadyconsider systems, exist culture, & q Culturally, developmentally, contextually context: appropriate/relevant name and form of acknowledgement q Consider Back-up or follow-up acknowledgements q Schedule for initial introduction of acknowledgements and regular boosters or reimplementation of acknowledgements q Schedule for daily, weekly, monthly, and quarterly feedback to students and staff
Activity: Staff Recognition • Work as team for 20 min • Review/develop procedures for acknowledging/encouraging staff contributions & accomplishments • Add to your action plan! • Report 2 -3 “big ideas” from your team discussion (1 min. reports)
6. 7. 8. 9. 10. EM ST Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation SY 1. 2. II. B. x 3. 4. 5. S Getting Started with SWPBIS
To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II. X
EM S ST SY Guidelines for Building Routines for On-going Implementation q Work as a team. And always q Make decisions based upon data. remember to consider q Consider needs of all students. systems, q Integrate PBS activities into other initiatives andculture, & context: projects. q Begin teaching, learning, and behavioral expectations on the first day. q Involve students, staff, parents, and community. q Increase use of reminders and pre-corrections before and after transitions. q Increase/maintain high rates of positive acknowledgements. q Specify expected outcomes of every activity.
Activity: Building Routines for On-Going Implementation • Work as team for 10 min • Consider the items in the On-Going Implementation Checklist • Return to your action plan • Make sure you have plans to plan for the start of the semester/year • Identify one person who will present big ideas for your group
SWPBIS Action Planning
Team Implementation Checklist (TIC) 1. 2. 3. 4. 5. 6. COACHES (1 per team) go to www. pbisapps. org Go to pbis applications login on the top right corner of your screen Login with your email and password (if you haven’t set up your password yet, just go through forgot password process) Select PBIS Assessment Under Surveys Currently Open, Select Team Checklist 3. 1 Click “Take Survey” – 7. 8. 9. Find Team Checklist Select under Action column Complete TIC as a team Review reports to support your action planning See Appendix D Complete during Team Action Planning Time TODAY
Family Engagement Rubric 1. Review the Family, School, and Community Partnership Fundamentals (http: //www. doe. mass. edu/boe/s ac/parent/FSCPfundamentals. pdf) 2. Complete self assessment as a team 3. Add relevant items to your action plan See Appendix M Complete during Team Action Planning Time TODAY
Activity: Action Planning • Work as team for 75 min • Return to your Action Plan • Update content related to non-classroom & classroom settings, systems to support staff, and routines to ensure implementation. • Make sure to have a plan for sharing information with and gathering/using feedback from your school faculty! • Present 2 -3 “big ideas” from your group (1 min. reports) • Please email your action plan to your trainers by the end of the day to receive specific feedback.
Review of SWPBIS
MAIN TRAINING OBJECTIVES ✓ • Establish staff agreements ✓ • Establish leadership team IP • Build working knowledge of SWPBIS outcomes, data, practices, and systems IP • Develop individualized action plan for SWPBIS IP • Organize for upcoming school year
TIER 1 LEADERSHIP TEAM &COACHES MEETINGS • 3 days Coaches Meetings 2 Coaches • 2 days of TA per district Admin, Coach, Data Entry • 3 days of Team Training Same above • 3 days Coaches Meetings Same above • 2 days of TA per district Same above • 2 days of Team Training Same above • 3 days Coaches Meetings Same above • 2 days of TA per district Same above YEAR 1 • 26 days of Team Training Minimum membership: administrator, grade level representatives, support staff YEAR 2 WHO YEAR 3+ WHAT Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.
Critical Features of SWPBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES EM S SY ST Supporting Culturally Valid Decision Making TA DA Supporting Culturally Knowledgeable Staff Behavior (Vincent, Randal, Cartledge, Tobin, & Swain. Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES I. C Supporting Culturally Relevant Evidence-based Interventions
Intensive Targeted Universal I. C. iii Few Continuum of Support for ALL Some All (Sugai, Dec 7, 2007)
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation
Establish Team Develop Statement of Behavioral Purpose or Vision At BSG, we are responsible for ourselves, respect each other, and maintain safety in our school. Establish Behavioral Expectations/Rules Teach Expectations in the Context of School Settings
Teach Expectations in the Context of Class Routines Establish Procedures for Encouraging Appropriate Behavior Establish Procedures for Responding to Inappropriate Behavior Develop data-based procedures for monitoring
Develop Systems to Support Staff Build Routines to Ensure On-Going Implementation
Non-Classroom Settings: Basic Management Considerations • Physical or environmental arrangements Practices • Teach directly expected behaviors and routines in context • Routines & expectations • Staff behavior • Actively supervise (scan, move, interact) • Student behavior • Pre-correct and remind • Positively reinforce expected behavior III. B
Evidence-Based Practices in Classroom Management 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. IV. B Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects.
Consider Tattoos! 4 SWPBIS Elements School Systems Supporting Social Competence & Academic Achievement EM S Classroom S TA SY ST loo ch DA Supporting Staff Behavior de wi OUTCOMES Supporting Decision Making SWPBIS Non-classroom PRACTICES ~5% Supporting Student Behavior Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students Family Student
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