Advanced Teams Action Planning: Setting the Stage for a Productive Summer Institute

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

Starting Point….

• We can’t “make” students learn or behave• We can create environments to increase

the likelihood students learn and behave• Environments that increase the likelihood

are guided by a core curriculum and implemented with consistency and fidelity

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Practices (what we do for students)

• Clear Outcomes/Objectives• Research supported• Technical assistance input• Stake holder input

Systems (how we support adults)

• Evaluate Current systems • Allocate/reallocate resources• Develop process/model and forms (adult & student)• Training / information dissemination• On-going support (adult & students)• Develop formative evaluation process (student

outcomes, adult use, success and barriers)• Provide frequent positive & instructional feedback to

staff

Data (how we make decisions)

• How to identify students/ problem behaviors / problem areas

• Progress along the way– Student outcomes– Adult perceptions

• System analyses / Cost benefit

Policy (how to maintain change)

• Create standard processes• Codify within existing policy• Dissemination to multiple audiences

Assumptions• Teams - Administrator• Social behavior curriculum developed / adapted• Data-based decision making• Problem solving logic• Access to Technical Assistance• Working toward district/regional support• SW-PBS/MBI is a Marathon, not a sprint

Focus is always on what students should be learning versus what they should not be doing

Creating Environments

Environments that increase the likelihood are guided by a core curriculum and

implemented with consistency and fidelity

"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."

R. Spencer DarlingBusiness Expert

Creating Environments to Increase the Likelihood: Universals

• Annually:– Revisit your set of expectations and teaching

activities– Assess and address “problem spots” across school

environments– Assess effective instruction and management in

each classroom • High Rates of Positive Feedback

Creating Environments

• Focus on socially important behaviors• Inviting atmosphere / Friendly & Helpful • Connections / relationships between:

– Staff-staff– Staff-students– Students-adults

Is your school a place where you would want your own child to attend?

Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language, Lack of

materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors

Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular breaks for exercise,

Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call,

Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.

Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems, Attendance,

Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic DisruptionsMethod for handling student behaviors

Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the student, Triage at lunch with

the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.

Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult, Fighting,

Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbalTeacher Method for handling student behaviors· Referral Form – send student to office with completed form

·Process with student before re-entryOffice Method for handling student behaviors

Proactive: RRKS Review, Parent ContactCorrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.

Pyramid to Success for All

First Task

• Quick Audit Worksheet– Identify current supports across the continuum

within your school

Creating Environments to Increase the Likelihood: Classrooms

• Keep in mind:– Most problem behaviors occur in the

classroom– Effective social and academic instruction is

essential for ALL classrooms– Classrooms are “personal”

Creating Effective Classroom Environments

• Insure ALL faculty and staff engaging in effective instruction and classroom management

• Align resources to challenges– Work within existing organization structure, or– Raze and rebuild

• Must build an environment that simultaneously supports student and adult behavior

Essential1. Classroom expectations & rules defined and taught (all use school-

wide, create classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate behavior in

place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior in

place and used per established school-wide procedure5. Students are actively supervised (pre-corrects and positive feedback)6. Students are given multiple opportunities to respond (OTR) to

promote high rates of academic engagement7. Activity sequence promotes optimal instruction time and student

engaged time8. Instruction is differentiated based on student need

Systems To Support Classroom

• Peer coaching– Individual classroom plan– Brief in-service, single topic focus– Performance feedback

• Modeling– Specialist

• Principal “walk through”

Peer Coaching with Performance Feedback

• 2 schools – one high SES, one low SES• 4 teacher “cool tools” on instructional talk,

prompts, feedback, and wait time• Implemented school-wide; provided a tip

sheet and mini in-service on each, weekly email reminders from administrators

Instructional Talk for all Participants

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Second Task

• Review “classroom systems” self –assessment & Mapping Examples

• Outline plan for all in school to self-assess and develop targeted training– pbis.org for additional classroom assessment tools

First Homework Assignment

• http://pbismissouri.org/minimod.html

What Happens When We Run into Problems?

SW-PBS Problem Solving Logic

1. Establish Ground Rules2. Start with Data3. Match Practices to Data4. Align Resources to Implement

Practices (systems, systems, systems)

SW-PBS Problem Solving Logic

1. Establish Ground Rules– Nothing sacred / Everything is important– Not about “philosophy” or “theory"– Keep focus on outcomes– Remember, if what we are doing now was meeting

the needs of all students we wouldn’t be having the conversation

– Allow for a transition period• 2-3 years

SW-PBS Problem Solving Logic

2. Start with Data– Be prepared for the “examination & explanation”– Understand that data are simply a “sample” of what is

going on– Data must be contextualized– Don’t drown in the data– Assess the integrity of the data (plan to correct)– Keep the conversation focused on data that are “in

your control”– Be prepared with a draft action plan

SW-PBS Problem Solving Logic

3. Match Practices to Data– Strategies, curricula, and resources

independent of what is currently in place– Don’t limit to what you currently know –

outside resources–Build your daily schedule around

priorities

SW-PBS Problem Solving Logic

4. Align Resources to Implement Practices–New roles to reach outcomes will

require training and on-going technical assistance (systems)

We’re Ready to Move up the Continuum

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Tier II/III Starting PointsPre-requisites• Universals firmly in place including classrooms• Data used consistently in team meetingsRequisites• Data decision rules to identify students who need additional

supports supports– Environment– Student

• Progress monitoring plan developed• Equal attention to practices (student support) and systems

(adult support)

Basic Steps

1. School-wide, including classroom, universals in place

2. Identify students who need additional supports

3. Identify what supports student needs– Environment– Intervention

4. Monitor & evaluate progress

Starting Point

• Work within current formal and informal systems• Develop missing steps of efficient process• Provide training and technical assistance to

facilitators– Grade Level Problem Solving Teams (partnership)– Tier II/III Team

• Guided process with templates for environmental modifications and interventions

RRKS Team

STAT Team

School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication

Core Team RepresentativeDistrict PBS Support

Building Administrator and Counselors

*Meets Monthly

Core Team Representative

SAT PartnerCore Team Teachers

*Meets Weekly

Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT

SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans

SAT TeamAdministrator

CounselorBehavior Specialist

Tier II/III Support Process• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process

– Decision Rules– Referral– Screen

• Step 3 - Grade Level / Team Problem Solving– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II/III supports– Non-responders to grade level supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

Next StepsTime to Plan

Summer Institute Planning Map1. Review your team's current MBI Status by

considering the three questions relative to session topics

• Planning map• MBI Blueprint

2. Select a member of your team to attend & participate in selected topical breakout sessions

3. At each team sharing session, team members will report on what they learned to enhance your action plan

Current Status

What Activities:1. Need to be added or adopted? 2. Need to be tweaked for accurate & sustained

implementation? 3. Are working well & need to be sustained &

expanded?

Action Plan• What Learned• What do we want to accomplish• How can we accomplish• When and Who

Remember

• We can’t “make” students learn or behave• We can create environments to increase

the likelihood students learn and behave• Environments that increase the likelihood

are guided by a core curriculum and implemented with consistency and fidelity

Your Task Now

• Complete the “Leadership Team Action Planning Worksheet”

• Identify times you will meet across the week to debrief

• Identify a time to complete the Action Planning Worksheet with names and dates attached to key items

• When finished, enjoy your evening