Date post: | 15-Dec-2015 |
Category: |
Documents |
Upload: | jesse-durston |
View: | 215 times |
Download: | 0 times |
• How has your week of training been going?
• 5- Great• 4- Good• 3- Okay• 2- Not good• 1- Bad• 0- Horrible
Fist to Five
Learning Intention• Participants will experience and discuss their
role in their school's PBIS framework and understand how implementing Tier 1 behavioral interventions on a daily basis within a school and classroom has a positive effect on the educational experience of all students.
Success CriteriaYou know you are successful when:• You have a clear understanding of your role as a staff
member in your school’s implementation of the PBIS framework
• Understand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.
• Intro/ Ice-Breakers• What is PBIS?• PBIS School-wide Elements• What does PBIS look like for you?• Next steps for you• Tier 2
Agenda
• Be Respectful– Listen to others– Allow others to speak– Take phone calls out of room
• Be Responsible– Contribute to discussions– Take notes as needed
• Be Safe– Take care of yourself– Use the bathroom as needed– Walk
Expectations
Attention Signal
Presenter claps twiceParticipants complete thoughtRemain silentFace frontClap twiceRepeat as needed
Table Work ExpectationsBe Safe: •Stay in your area•Remain in seatBe Responsible:•Contribute•Stay focusedBe Respectful•Watch your airtime•Come back to whole group quickly
• We, (your first names)• Four adjectives that describe you (two for each)• Teacher of (list subjects)• Lovers of (four things, people, or ideas)• Who feel (two emotions)• Who need (up to four items)• Who fear (up to four items)• Who would like to meet (two people)• Were born in (city)
5 minuteshttp://timer.onlineclock.net/
Bio Poem (partners)
• We, Gayle and Jon• Witty, compassionate, funny, savvy• Teachers of PBIS• Lovers of food, animals, family, reading• Who feel excited and energetic• Who need a longer weekend, an elaborate vacation, and a
Packers’ Super Bowl• Who would like to meet Barack Obama and Paul
Ruesabagina• Were born in Danville Illinois and Milwaukee
The Importance of our Work
• Tariq• http://youtu.be/1lUO5ko4ew8
• What stuck out to you about Tariq’s story?
• Think of a teacher you had that you will always remember.
• What about him/her sticks out in your mind?• Why were they influential?
• What can you do starting on Day One to be that kind of influential teacher to every student who walks into your room?
Influential Teacher
• What are 2 things you already know about PBIS?
• What are 2 things you want to know more about with PBIS?
4 minuteshttp://timer.onlineclock.net/
What is PBIS?
What is PBIS?
• Technical answer: (PBIS) provides an operational framework for improving student academic and behavior outcomes. More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best scientifically-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.
Okay, what does that really mean?• Expectations for everyone in all settings• Shows students how to achieve these
expectations (so they don’t have to guess)• Acknowledges students displaying positive
behaviors• Work closer with students in need of greater
interventions• Everyone working together proactively• Build a community in your building
Key Concepts• PBIS is a framework, not a program– Programs can fit within the framework
• School-wide systems and practices support students and staff– Building relationships is critical
• PBIS focuses on being proactive, not reactive• All staff members play a key role in the climate of the
building• Interventions are different than punishments
Tiered System of Support
• Tier 1: All Students
• Tier 2: One Adult/ Multiple Students
• Tier 3: Multiple Adults/ One Student
A world without PBIS……• You make dinner for
your spouse every night and he/she never compliments you, only yells at you when you burn dinner or make something they don’t like.
• Your principal comes into your room and doesn’t notice all the good things, only points out everything you did wrong without explaining or helping you correct these problems.
• This is the way many schools and districts have handled their discipline
• Only addresses behaviors when they are negative or not the behavior we were looking for
• No explanation of the behaviors we would like to see
• Not acknowledging students behaving positively
A world with PBIS• Your spouse tells you
what they like to eat and compliments you every time you make dinner and occasionally treats you to a movie out for being such a great spouse
• Your principal lets the staff know what his/her EXPECTATIONS are for your classroom and compliments the great things (s)he sees in the classroom and works with you to improve areas you need help with
PBIS Elements1. Establish a team to carry on the PBIS efforts in the building
2. Establish and maintain faculty commitment
3. Develop 3-5 school wide expectations
4. Create area specific rules (posters in area)
5. Create classroom specific expectation matrix (varies by grade/ subject)
6. Create a T-Chart of Classroom vs. Office Managed Behaviors
7. Establish a recognition/acknowledgement system
8. Create lesson plans and system for teaching behavior
9. Analyze Big 5 Data Monthly
10. Continue to use PBIS language and practices throughout building
Pop Quiz
Who is all needed to make PBIS effective at your school?1.Teachers2.Administrators3.Parents4.Safety5.All of the above
Pop Quiz
What are the 3 expectations used at all schools?
1. Be Respectful, Be Responsible, Be Reasonable
2. Be Safe, Be On Time, Be Courteous
3. Be Responsible, Be Safe, Be Respectful
4. Be Responsible, Be Respectful, Be Scholarly
30
Set the Expectations
• Selected by school• MPS School-wide Expectations– Be Safe– Be Respectful– Be Responsible– Optional School Selection
• Do you know your school’s expectations?
31
Define the Expectations• Define clearly what the expectations look like
in all settings throughout the school.– School-wide expectations apply to the entire
school; that is why they are school-wide!– What does it look like to be safe in the hallway?
• Classroom rules and procedures should be aligned to the expectations– Classroom Matrix
Group ActivityRe-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit:•No running•No electronics•No swearing•Don’t be late•No horseplay in the bathroom•No hogging all the materials at recess4 minutes http://timer.onlineclock.net/
Teaching Lessons Telling is not Teaching
•Weekly all staff and students participate•10-15 minute lesson created at the school or found online •Lessons focus on areas of need•Students allowed opportunities to practice•Lesson topics rotated•Lessons can be videos, role play, discussion, scenarios, free-writing, etc. (Transition)•Booster Sessions throughout year
Examples of Curriculum/ Programs
• 2nd Step• Steps to Respect• Restorative Practices/ Community Building Circles• Ropes and Challenges• Classroom Organization and Management
Program (COMP)• Talking about Touching• Conflict Resolution
39
T-Chart• Created by staff (reviewed often)• Lists what is Classroom Managed vs Office Managed
Behaviors– Classroom Managed Behaviors receive a classroom
intervention (aren’t ignored)– Office Managed Behaviors receive an office intervention
(aren’t automatically a suspension)
• Must be followed with fidelity by all parties
Group Activity
• What are 2 classroom managed behaviors? – What is something you can do in the classroom to
manage each?
• What are 2 office managed behaviors?– What is something the office can do to manage
each?
5 minutes http://timer.onlineclock.net/
41
41
• No Supplies• No
Homework• Talking• Gum• Tardy
• Fighting• Weapon• Illegal
Substances
Sample T-Chart
43
Acknowledgement Systems: Three Levels
• Immediate/High frequency/Predictable/Tangible –Delivered at a high rate for a short period while teaching
new behaviors or responding to problem behavior. –Name behavior and tie back to school-wide expectation
upon delivery.• Intermittent/Unexpected–Bring “surprise” attention to certain behaviors or at
scheduled intervals.–Used to maintain a taught behavior.
• Long-term Celebrations–Used to celebrate/acknowledge school-wide
accomplishment.–ALL kids, all adults.
Acknowledgements does NOT equal “stuff.”
High Frequency Acknowledgement • Verbal to students– Every time you see a behavior that you would want the
student to repeat next time– Be specific, use student name when possible
• High-five, knuckles, hand shake, etc• Participate in school’s acknowledgement – Pass out ticket or “gotcha” slips– Can draw these for prizes, display these, read these on the
announcement, send home, save up for a PBIS store, etc– All staff participate
Purposes of Acknowledgments• Reinforce the teaching of new behaviors• Encourage the behaviors we want to occur again in
the future• Strengthen positive behaviors that can compete
with problem behavior• Prompt for adults to recognize behavior• Build relationships• Engage students in school
Acknowledged as Adults• Insurance companies reduce your premium
for not having any accidents• Frequent buyer card at Subway• Earn vacation hours• Thank you letters• Earn points on a credit card
• When verbally acknowledging…– Use PBIS terms (thank you for showing respect by…….)– Have enthusiasm– Publish acknowledgement (calls home, notes home,
mention to mentor, other teachers, etc)– Be consistent– Mean it (don’t fake it)
Verbally acknowledge
Practice
• Look to a neighbor- • “Thank you for showing responsibility by
attending this meeting.”• “Thank you for showing respect by listening
and taking this seriously.”• It’s that easy to verbally acknowledge
behaviors.
49
Use the Data
• The school team uses data throughout the year to determine what steps need to be taken to address problem behaviors or areas.
• In order to use data, data must be collected. Schools cannot be afraid to record incidents as they happen.
50
50
Data Reports • Referrals by Time• Referrals by Location• Referrals by Student• Average Referrals per Day per Month• Referrals by Problem Behavior• PBIS Universal Screener Report• Intervention Summary/Student Profile• Attendance by Grade
PBIS Classroom Basics
• Classroom Matrix• Procedures• Attention Signal• Pre-correction• Re-direction• Verbal Acknowledgements/ Build Relationships
• List behavior expectations
• What behaviors do you want?
• When do you want to see them?
• All rules fit under the school-wide expectations
–Be Safe, Be Respectful, and Be Responsible
• Practice, Practice, Practice
• Consistency
Classroom Matrix
Whole GroupWhole Group Small GroupSmall Group Assessment Assessment
Be Be SafeSafe
Remain in seat Remain in seat Keep materials on or below Keep materials on or below your desk your desk
Stay with your assigned group Stay with your assigned group membersmembers Use materials for their Use materials for their intended useintended use
Remain in you seatRemain in you seat Keep materials on or below Keep materials on or below your deskyour desk
BeBeRespectfulRespectful
Raise your hand to shareRaise your hand to share
Actively listen to all members Actively listen to all members of the classroomof the classroom
Raise your hand to share or Raise your hand to share or for questionsfor questions
Actively listen to all members Actively listen to all members of your groupof your group
Use a 4 foot voice level Use a 4 foot voice level
Quiet until all have completed Quiet until all have completed the assessment the assessment Raise your hand if you have Raise your hand if you have questionsquestions
BeBeResponsible Responsible
Stay focused on the assigned Stay focused on the assigned task task Bring supplies everydayBring supplies everyday
Hand-in your workHand-in your work
Work cooperatively with Work cooperatively with group membersgroup members Perform the duties of your Perform the duties of your individual roleindividual role
Have materials ready before the Have materials ready before the assessment beginsassessment begins Read all directions ,use your Read all directions ,use your time wisely, & check your work time wisely, & check your work when finishedwhen finished
Create a Matrix
• What areas or transitions will you have in your classroom? (small groups, lining up, story time, etc)
• Write each on the top of the table heading each column.
• Now for each create 2-3 positive rules under the school-wide expectations
7 minutes http://timer.onlineclock.net/
How might you print this or make this larger for your classroom?•Each column on a separate flip chart•Each column on a separate Power Point slide•Shared with parents•Created as an art project and posted throughout room•Others?
Procedures
• What times of the day will you need procedures for?– Start/ end of class– Sharpening pencil– Etc
In groups brainstorm as many as possible5 minutes http://timer.onlineclock.net/
First Day of School Practice• It is the first day of school….. How are you
going to practice each of the procedures that the students will need to know?
Remember:Telling is NOT teaching!
5 minutes http://timer.onlineclock.net/
• Used to get the attention of all students• Involves visual and sounds• Students all stop what they are doing and pay
attention to teacher• Needs to be practiced with students• Acknowledge students who follow the
attention signal
Attention Signal
Group Activity
Think of a few attention signals you could use in your classroom.
4 minutes http://timer.onlineclock.net/
Any group want to come up and practice it with the group?
• When entering an area – hallway, cafeteria, etc
• When transitioning within a classroom– Going into small groups
• Stop, teach the expectations (use poster)• Wait to see expectations in students• Transition
**Use the Classroom Matrix**
Pre-Correction
ScenariosHow would you pre-correct in each:•Passing out a test•Lining up•Going to recess•Entering the cafeteria•Going to an assembly in auditorium•Getting into groups•Have a guest speaker•Others?
• When students fail to meet expectations• Need to remind of expectations• Allow for student to reach expectation• Implement classroom level intervention• Interventions:– Proximity to student– Moving student– Call home– Behavior Contract
Re-direction
Group Activity
ScategoriesList as many positive re-direction strategies as your group can think of (be ready to explain any).
Call home, eye contact, etc5 minutes http://timer.onlineclock.net/
Share out to whole group
• Active Supervision• Meet and Greet• Seat Change• Corrective Feedback• Verbal Acknowledgement• Voice Matching• Attention Signal• Detention• Secret Signal• Antiseptic Bounce• Proximity Control• Re-Direction• Parent Contact
• Time Out• One-to-One Conference• Eye Contact• Call Safety/ Admin• Hurdle Help• Loss of Privilege• Alpha Command• Planned Ignoring• Pre-Correction• Praise 3• Self-Monitoring• Building Relationships• Behavior Contract
Classroom Acknowledgement
• All positive behaviors should always be verbally acknowledge– I appreciate you showing respect by being quiet in
the hallways.– Thank you for being responsible and bringing your
materials to class.
• In addition classrooms can have a tangible acknowledgement system (marbles, etc)
Building Relationships• http://youtu.be/xRygxI9OPyA
• How is this clip reflective in your classroom climate?
• Do you think your students have made similar observations about attention from adults?
Building Relationships Activities• Meet and greet at the door• Student Survey of interests• Anagram Nametags• Acknowledging students with their name
wherever you see them (hallways, etc)• Weekly questions about you• Weekly ice breaker questions• Student of the Week• Personal notes on assignments• Birthday chart
Non-tangible Relationship Building• Look for commonalities/ speak on differences• Be yourself• Open up to your students• Go to sporting events or part-time jobs• Showing/ telling students you know they can do well• Smile• Develop classroom pride (display student work)• Classroom Décor (lighting, music, etc)• Tone of voice/ decorum with students
Group Activity
Building Relationships from Day One:•What are some activities you can do on Day One to begin to build relationships with your students•Each group share out one
5 minutes http://timer.onlineclock.net/
• Information about CICO and SAIG and completing a DPR?
Tier 2
We have to work with and connect with every student that enters our classroom.
What is Tier 2?
• An additional support for those students not responding to Tier 1 Supports alone
• Check-In/ Check-Out (CICO)• Social Academic Instructional Group (SAIG)
• Other Tier 2 and Tier 3 Supports
Check-in/Check-outRelatively easy & quick to implement for up to 7-10% of all students
throughout the course of the year.Description:• Each adult volunteer checks in and out with multiple
youth (up to 10 students)• All youth get same intervention • Same check in and out time• Same school-wide behavioral expectations as goals• Same number of opportunities for behavioral feedback • Same Daily Progress Report (DPR)
Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.
CICO Daily Cycle• Check-in with assigned adult upon arrival to school
– Positively greet youth– Review SW expectations (daily goals) – Pick-up new Daily Progress Report card– Provide materials (pencil etc.) if needed
• Meet with teacher in each class– Teacher provides behavioral feedback– Teacher completes DPR
• Check-out at end of day– Receive reinforcer
Teacher Role• THE INTERVENTION IS THE REGULARLY
SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT– Show excitement over intervention– Remove excuses for students to not participate– Focus on positives– Provide corrective feedback
SAIG
• Students meet weekly with a support staff• Learn and practice a specific skill• Carry a DPR• Can be paired with CICO or separate from
CICO• Usually last 9 weeks• Variety of curriculum– Also MPS created Curriculum available
• On a sticky-note:– One idea or activity you are going to implement
beginning day one of school– Stick the sticky-note on poster paper labeled:
Take-Aways
Your take-aways
Resources• MPS RtI Website – http://www5.milwaukee.k12.wi.us
• MPS PBIS YouTube Channel– http://youtube.com/mpspbis
• MPS PBIS Pinterest Page– http://pinterest.com/mpspbis/
• Monthly Newsletter (available on RtI Website)• School Administrator• Contact your School’s Team Facilitator
Action Plan
• Remaining Time:• Add any best practice ideas you have learned
yesterday or today to your action plan.• For each:– What is it?– Steps to take?– Resources, information, etc you need?
Your Role in PBIS
MPS Board of School Directors
Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large
Senior Team
Gregory E. Thornton, Ed.D., Superintendent
Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital Services OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerDenise Callaway, Executive Director, Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives