Slide 1

Session I: Initial Team TrainingPresented by the MBI Consultants

MODULE 1: OVERVIEW

(materials WORKBOOKS, markers and sheet of 8x11 white paper OR poster paper prehung on walls to develop pie chart. IMPORTANT HAVE YOUR COMPUTER INTERNET CONNECTION TURNED ON READY TO PLAY THE EDUCATION REVOLUTION VIDEO - http://www.youtube.com/watch?v=DVfBGcPjqKA . Play through once before presentation to avoid starts/stops) 1BE RESPONSIBLE - Make yourself comfortable & take care of your needs - Address question/activity in group time before discussing other topics - Use your team time wisely - Return promptly from breaksBE RESPECTFUL - Turn cell phones to off or vibrate - Listen attentively to others BE PREPARED - Ask questions when something is unclear - Be an active participant OUR EXPECTATIONS FOR TRAINING 8/23/2009222Heres our behavior expectations for our presentation.MBI Initial Team Training- Module 1Trainer will raise his/her hand

Participants will raise their hand and wait quietly

ATTENTION SIGNALThese are the directions for the signal that will be used to gain audience attention throughout the training.Show the slide.Practice by asking everyone to turn to their neighbor and say, good morning and tell them how happy you are to be here today.After about 15 seconds, raise your hand and say, Attention here. Time how long it takes all participants to get quiet. May give a reward (or verbal praise) to the team or individual who responded to the attention signal first.

ACKNOWLEDGEMENTS Much of the content and ideas of this workshop stems from the work of others. Special thanks to the work of Tim Lewis, George Sugai, Rob Horner, Lori Newcomer, Rebecca Beckner, the professors at the University of Oregon, National Center on Positive Behavioral Interventions and Support, and the Quaglia Institute for Student Aspirations.

Tell the group that whenever they see one of these words: school, program, site, etc.and it doesnt fit for them, simply substitute the appropriate word that does work for youDuring our presentations we will use school, site, and program synonymously (to be inclusive of early childhood programs for example)

4CRITICAL COMPONENTS Commit to a common purpose and approach to discipline creating a safe and welcoming culture that includes student voice and family/community involvementEstablish and maintain team with administrator support, participation and leadership Establish a clear set of positive expectations and behaviors Establish procedures for teaching expected behavior Establish a continuum of procedures for encouraging expected behaviors Establish a continuum of procedures for discouraging inappropriate behaviorsEstablish a system for using data to make decisions, progress monitor, and problem-solve

This slide covers the content and objectives that are addressed in this module as well as all of the training.

Although the focus of MBI is on student outcomes, in order to do that we need to change adult skills, behavior and attitudes.

Commit to a common purpose and approach to disciplineone that creates a safe and welcoming cultureAn important feature of MBI is creating and implementing strategies for a continuum of behavioral supportsis for all kids, tough kids who need more practice, and the toughest kids (heavy hitters, frequent flyers). Support for everyone! One size does not fit all; different levels of support are needed for different kids, so you have to match the level of intensity to the level of the problem.Effective behavioral support is implemented consistently by staff and administrationa critical mass of staff teaches and practices PBS and there is consistent implementation by all staff, every day of school.

Establish and maintain team with administrator support, participation and leadership Effective practices used in MBI require administrator support, including job embedded professional development (applying principle of learning to ourselves) building critical mass of staff fluent in skills, creating a learning community/culture of acquiring more knowledge of PBS, and training in teams (moving away from one expert).

Establish a clear set of positive expectations and behaviors Expectations for student behavior are definedschool teams decide the expected behavior and create 3 5 school-wide expectations and a matrix.

Establish procedures for teaching expected behavior Appropriate student behavior is taughtthis cannot be emphasized enough. When students do not display the expected behavior, they must be taught

Establish a continuum of procedures for encouraging expected behaviors Positive behaviors are acknowledged acknowledging social behavior is more than catching them being good as everything needs to be tied back into your universal expectations.

Establish a continuum of procedures for discouraging inappropriate behaviorsProblem behaviors have clear consequencesstudents and staff understand what will the procedures are for a rule violation. Any consequence should involve teaching what is expected.

Establish procedures for ongoing assessment and data-based decision-making Use of assessment informationthis promotes data driven decision making. Student behavior is monitoredthis refers to collecting and analyzing data to help teams make decisions.5OVERVIEW OF TRAININGI get up every morning determined toboth change the world and have . . . agood time. Sometimes this makesplanning my day difficult.~ E. B. White (1899 1985)Thats what we hope to do with MBI change the world and have a good time doing it6

TRAINING MATRIXpp. 7-8(May want to discuss our dilemma here that just like classroom teachers we want to meet the needs of a diverse group of learners. This is one of the reason we've developed a workbook format so theres more flexibility in the training for participants)

Go to page 7 & 8 to see the training matrix7 Session 1 (Fall)Session 2 (Winter) Session 3 (Fall )SystemsMBI Overview and PhilosophyTeam Process and Responsibilities Faculty CommitmentReview Components Problem-Solving Implementation IssuesTeam Initiated Problem SolvingTIPS IIResources for TeamsReview ComponentsProblem-Solving Implementation Issues: SET, SAS, TICGetting Everybody on BoardResources for TeamsPractices3-5 Expectations Universal Teaching MatrixTeaching the Universals and Developing Lesson PlansReinforcement Systems Promoting UniversalsConsequence Systems Common areas - Active SupervisionQISA Interventions -Teaching and Admin. GuidebooksStudent Aspirations Team (MBI Youth Day)TIPS II Process

DataClimate Surveys Yours or My Voice Survey SSS or SSARBImplementation Data TICSASMBI Blueprint Using Implementation DataIntroduction to Outcome DataODRs, BIRs, SWIS Big 5 Generator SSARB, MV Reports, Focus GroupsOther data toolsProblem-Solving Outcome DataReviewing your ODRs BIRsBig 5 Generator SWISSSARBPHASE I TRAINING MATRIX(in workbook pp. 7-8)(Notice the change using Climate Surveys)8PHASE II (Winter)PHASE III (Fall)SystemsReview ComponentsProblem-Solving8 Conditions as lens on systems Implementation IssuesReview ComponentsProblem-Solving IssuesMoving Up the Tiers Where Do We Go From Here?Other Professional Development OpportunitiesPracticesMBI in the ClassroomExpectations and RulesProcedures and RoutinesStrategies to Acknowledge Appropriate BehaviorResponse Strategies and Error CorrectionActive SupervisionActive Engagement and Multiple OTRActivity Sequence and Offering ChoiceAcademic Success and Task Difficulty Behavior BasicsUniversal Tier 2Check-In Check-Out, Check and Connect,Social Skills Groups DataProblem-Solving Outcome DataiKnow My Class Survey (optional)Tier 1 ScreeningTier 2 DataPHASES II and III TRAINING MATRIX(in workbook pp. 7-8)(Discuss after teams have established their universals (Completed phase I) they may take phase 2 training (which deals with classroom issues) and phase 3 Tier II training when they are ready to do so. Their readiness to move on depends upon having their Universals solidly in place and meeting some objective criteria. There are recognition systems in place as they progress) 9

ACCOMPLISHMENTS BY SUMMER 2014Ongoing and regular discussions with staff MBI purpose statement3- 5 expectations and matrix developedLessons and plans to teach matrix skills in 2014-2015Understanding of and actions related to Student Voice and the 8 ConditionsSchoolwide reinforcement and consequence system ready for implementationOffice Discipline Referral or Behavior Incident Report form revised and staff trained on use Collect and review ODRs or BIRs monthly (big 5 report)baseline yearPromotional plan/materials in placeCompletion of TIC, SAS, SET, MV

(Also listed in workbook p. 6) Many schools use their first year strictly for getting the basics of MBI developed and then choose to implement them the following year, while some are ready to go in the spring. This list represents the skills you will be developing over the course of the year.10YOUR SITE CAN EXPECT TOBecome more efficient and consistent

Use preventative measures

Shift attention from inappropriate to appropriate behaviors

Experience a positive change in overall philosophy and program climateReorganize to become more efficient and consistent in dealing with social-behavior skillsUse or focus on preventative measures to decrease inappropriate behaviors (including teaching appropriate behaviors)Experience a shift in attention from inappropriate to appropriate behaviorsExperience a positive change in overall philosophy and school climate

Emphasize that with MBI there will be a positive school climate and a shift in more appropriate behavior. If MBI is implemented consistently and with fidelity schools can expect improved school climate. A place where staff want to come to work and students want to come to learn.FORMAT OF PRESENTATIONS

Lecture with slides Workbook/work timeAction plan development Complete TIPS as you progress

Workbook guides

Activity =

Please read =

(mention that all of the main content from the slides is contained in the narratives in the work book although it wont necessarily follow the same sequence. When the lecture part of a module is finished, there is a workbook section for that module your team will go through. We recognize that teams may already have different components in place please let one of us know so we can assist you in making the most of the training.

These activities will contribute to the development of your action plan

12Just Like Me.

Directions: Tell audience that you are going to make some statements and they will need to listen carefully to determine whether or not the statements apply to them as individuals. If the statement is true for them, they need to stand up, point at themselves with thumbs and say Just Like Me. (Demonstrate.) Consultants can take turns with the statements to involve everyone. For the practice example use a statement that applies to everyone, and coach them to attempt to have them reply in unison. I am attending MBI Team training.Some suggested statements are listed below to get a feel for the crowd. Feel free to change, omit, add any statements that you want.I work at an elementary site.I attended MBI Summer Institute this past June. You might want to mention that if they attended MBI 101 in the Introductory strand, they already know how to do this activity, because they did it thereI have been an educator for over 5 years.My site is brand new to the MBI process.I am a classroom teacher.I am a para-educator.My site used to have an MBI team, but things kind of fell apart and we are starting over. I work at a high school.I work at a pre-school.My site currently has an active MBI team, has had MBI training before, but we need to re- train so that we can implement with better fidelity.I work at a middle schoolI am an administrator. I have been an educator for under 5 years.My site knows about MBI, but this is my first formal MBI team training. End with a statement that no one will stand up for, and will bring them back to the focus of the training it helps to put some drama into the ending statementI have absolutely no interest in learning about a process that will help our site become more effective and efficient, because where I work we have plenty of extra time and energy to deal with behavior problems and besides that, none of the kids EVER misbehave anyway.

13OVERVIEW OF MBI14WHY A BEHAVIORAL INITIATIVE?Is your life a sea of discipline referrals?Are you spending too much of your day being grumpy instead of groovy?If you are in a high school, is your ninth grade overflowing?Do you see more children entering your class with fewer appropriate social skills?Do you feel as if referring a child for intervention is worse than buying a house?Do you feel children fail before they receive adequate help?Are you wallpapering your office with letters of invitation to IEP meetings? Do your students lack the self-worth, active engagement, and sense of purpose they need to succeed?

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WHY CHOOSE MBI (PBIS) ?Federal MandatesIDEA 2004NCLBState Mandates:State correlatesRTIBest Practices:Research-basedData-drivenStandards Aligned CurriculumFamily InvolvementDISCIPLINE = TIME LOST TEACHINGCorrelate 1: CurriculumCorrelate 2: AssessmentCorrelate 3: Instruction Correlate 4: School Culture Correlate 5: Student, Family, and Community Support Correlate 6: Professional Growth, Development, and Evaluation Correlate 7: Leadership Correlate 8: Organizational Structure and Resources Correlate 9: Comprehensive and Effective Planning

MBI aligns with the correlatesMontana Correlates 1-9 for 5 Year Comprehensive Education Plan mandatory for all MT schoolsAcademic Performance Correlate 1: Curriculum The school develops and implements a curriculum that is rigorous, intentional, and aligned to state standards. Correlate 2: Assessment The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. Correlate 3: Instruction The school's instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. Learning Environment Correlate 4: School Culture The school/district functions as an effective learning community and supports a climate conducive to performance excellence. Correlate 5: Student, Family, and Community Support The school/district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. Correlate 6: Professional Growth, Development, and Evaluation The school/district provides research-based, results-driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. Efficiency Correlate 7: Leadership School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. Correlate 8: Organizational Structure and Resources The organization of the school/district maximizes use of time, all available space and other resources to maximize teaching and learning, and supports high student and staff performance. Correlate 9: Comprehensive and Effective Planning The school/district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

16YOUR CHALLENGEHelp your school achieve capacity toRespond effectively to the range of problem behaviors observed in schoolsEngage in team-based problem solvingUse research-based behavioral practicesGive priority to prevention

8/23/20091717It doesnt just happen. Cant just have a staff meeting and say - ok guys I want everyone to start being more proactive to prevent problem behaviors. Staff needs support in form of systems and structures.

MBI IS HERE TO HELP!

Common Vision/BeliefsCommon LanguageCommon Experience

Our goal is to help you move from where you are to where you want to be

8/23/20091818Any time you have a common language and set of procedures and practices across a setting you increase your effectiveness everyone is on the same page Positive Behavior Support (MBI)BIG IDEASPrevention is most effective and efficient

Its an educative model vs. punishment

It needs to be sustained over time to make positive impacts on students

Big ideas

19Incorporates best practice in systems change

Data-driven

Focuses on the use of a continuum of behavioral supportsBIG IDEAS

Incorporates best practice in professional development and system change. Best practice involves the use of skilled teams - moving away from one expert idea it recognizes the importance of administrator support, and on the job professional development (where we apply principle of learning to ourselves) to build a critical mass of staff fluent in these skills.

Emphasizes the use of assessment information to guide what we do.

Continuum of behavioral supportsfor all kids, tough kids who need more practice, and the toughest kids (i.e., heavy hitters and frequent flyers). One size does not fit for all; different levels of support are needed for different kids so you have to match the level of intensity to the level of the problem.

MBI: PART OF THE BIG PICTURE

Montana*

PBIS TA Center Partner:Tim Lewis State Coordinator:Susan Bailey-AndersonState Contact Information:Susan Bailey-AndersonOffice of Public InstructionPO Box 202501Helena, MT 59620-2501Email: sbanderson@mt.gov SWIS Facilitators:Montana SWIS Facilitator list8/23/20092121(If you browser is on may take them right to the sites)National Adoption of School-wide PBS (as of 2008) Over 9000 schools involved in SWPBS Pre-school 117 Elementary 5669 Middle Schools 1943 High Schools 931 K to (8-12) 124 Alternative/JJ 344

DONT BE CONFUSED!MBI = PBIS = PBS = EBS = SWD = SWPBS = RtIB = MTSS

8/23/2009222222(RtIB response to intervention behavior. MTSS - MBI is part of MTSS)

(if you want, you can share the story about the origins of PBS:Fern Ridge Middle School, Eugene, OR, 1994 A school in need of a systems approach to discipline: 880 students - reported over 5,100 office discipline referrals in one academic year. Time Lost at FRMS in 93-94?Teacher Time: 5 min. per = 25,500 min. or 425 hrs. or 70.83 days of timeAdministrative time: 15 min. per = 76500 min. or 1275 hrs. or 212.5 days of time Student time: 5100 hours or 850 student days of instruction lost.

So some of the Professors at University of Oregon, (Rob Horner, George Sugai and Anne Todd,) got involved with Fern Ridge Middle School and developing more effective practices. From this The Positive Behavior Interventions & Supports (PBIS) process begins and the National Center for PBIS was formed

THE MONTANA BEHAVIORAL INITIATIVEA PHILOSOPHY AND A PROCESSBelief Statement Activity p.15

One of the things that sets Montana apart from other states is that we have a set of belief statements. The most recent addition to our philosophy or beliefs is the added emphasis on the importance of student voice and aspirations development in the process.(Refer them to the list of belief statements, starts on p15. If you want teams to do the activity, read directions may want to assign beliefs to groups, set time, brief report out)

23RelationshipsHuebner (2010); Zulig, Koopman, Patton, Ubbes (2010) MBI sees that the relationship we have with students is the foundation for everything we do. If we dont have a positive relationship, were not going to be as effective. This is true whether we are dealing with all students or just a few. We are one of the primary models for appropriate behavior in students lives. For example we may really believe that all students should be treated with dignitiy and respect, but if a hidden camera was filming in our offices or classrooms and the film was played back on TV that night is that what you would see? Are we respectful to students when they are being disrespectful to us?

What do you think students say that teachers do to show they care about them?5.When I am absent they ask how I am feeling when I get back.4.They attend co-curricular events. 3.They show an interest in me as a person.2.They let me hang out in their room.1.They know my name.

24So Much Reform, So Little ChangeIn his visits to schools, Payne learned that social relationships were key to student success. "Students wanted to perform well because of their teachers," he said. Likewise, hefound trust among teachers was an important factor in improving schools. In schools where trust among adults improved over time, student achievement also improved. Slide refers to two areas that are basic to implementing any kind educational change student relationships and staff trust. The next few slides discuss these ideas in a little more depth.25The relationship carries the freight

RELATIONSHIPS

ACTIVE ENGAGEMENT

SENSE OF PURPOSE BUILD ASPIRATIONSSELF-WORTHActivity: Think, Pair, Share p. 13Our beliefs about students establish the kind of relationship we will have with them. What we ultimately want is the kind of relationship that (CLICK) builds the aspirations of (CLICK) self-worth, (CLICK) a sense of purpose, and (CLICK) active engagement. Research shows that in order to be successful in school student must have feelings of positive self-worth, a sense of purpose that what they are doing is meaningful, and the must be actively engaged in some fashion with what is happening at school and in the classroom.Take a look at page 13 in your workbook, read and turn to neighbor to discuss (five minutes)26THE 8 CONDITIONSSELF-WORTH

ACTIVEENGAGEMENT

SENSE OFPURPOSE

Belonging Heroes Sense of Accomplishment

Fun & Excitement Curiosity & Creativity Spirit of Adventure

Leadership & Responsibility Confidence to Take Action(pp 9 14 in workbook address these issues)The Quaglia Institute for Student Aspirations (QISA) has found a significant correlation between students who believe setting and achieving high goals is important and a school experience that promotes self-worth, active engagement, and a sense of purpose. The Quaglia Institute for Student Aspirations (QISA) has identified 8 Conditions that need to be in place if students are to strive for, and fulfill, their academic, personal, and social promise. The 8 Conditions That Make a Difference are :Belonging the belief that a student is a valued member of a community, while still allowing each student to remain unique. Heroes the everyday people in students lives who inspire them to excel and to make positive changes in attitudes and lifestyles. Sense of Accomplishment - recognizing a students effort, perseverance, and citizenship along with academic achievement as signs of student success. Fun & Excitement student engagement and emotional involvement in their school work. Curiosity & Creativity a students inquisitiveness, eagerness, and natural desire to learn new and interesting things. Spirit of Adventure - students ability to take on positive, healthy challenges at school and home, with family and friends. Leadership & Responsibility nurturing students capacity to express their ideas and their willingness to accept consequences for their actions. Confidence to Take Action - student confidence to set goals and take the steps necessary to reach those goals.

27There are huge differences between a child who is not depressed or anxious and one who bounds out of bed in the morning with twinkling eyes; between an adolescent who says no to drugs and one who says yes to meaningful involvement in family, school, and community activities; and between one who costs society little and one who actually benefits it. ~Seligman, et.al. (2005)(reference The Positive Perspective on Youth Development, Oxford University Press, p. 498)28

(copy p. 6 workbook)

The change puzzle refers to the need for trust among teachers/staff as an important factor in improving schools. Example - If staff doesn't like a principal change efforts will fail as trust is the foundationModel for systems change need all elements for change. If one element is missing right column represents what will happen. Teachers will embrace the change if they feel they are skilled in the changeThe components of the change puzzle might be something your team wants to refer to from time to timeMay want to put puzzle up for team/staff and fill in what they need(can Google change puzzle activity to get a copy)29

ACTIVITY: WHAT DO YOU CELEBRATE?Ability to Take Risks?Athletics?Effort?Citizenship? Creativity?Enthusiasm for Learning?People Skills?Responsibility?Good Sportsmanship?(MAY WANT TO MOVE AND COMPLETE ON POSTER PAPER HUNG ON WALL. Ask participants, in teams, to assign values in a pie chart to what their school recognizes and celebrates. For example, how much are academics, athletics, effort, citizenship, creativity, enthusiasm for learning, ability to take healthy risks, people skills, etc., celebrated?)(about 10 minutes)(After - ask teams to share what they learned from this activity- select a few volunteers)

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Spinning pyramid Laura A. Riffel, Ph.D.PARTNER ACTIVITY: In two minutes, identify core curriculum across each academic area8/23/2009313131(ACTIVITY 2 minutes read directions. This slide will go back and forth between academic and behavior systems - it does take time)Early Childhood has the early learning guidelinesdeveloped by state

Spinning pyramid Laura A. Riffel, Ph.D.

PARTNER ACTIVITY: In two minutes, identify core curriculum/strategies for teaching social behavior 8/23/2009323232(ACTIVITY 2 minutes read directions. This slide will go back and forth between academic and behavior systems - it does take time)

THE POINTSocial/behavior is often the unwritten curriculumIf you expect it, teach it If you teach it, inspect itEvery academic need has a related behavior

We cant make students learn or behaveWe 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 and methods to assess (inspect) that fidelity

~ 80% of Students~15%Tier 3 Intensive: Individualized Systems for Students w/High- risk BehaviorCONTINUUM OF POSITIVE BEHAVIOR (and academic) SUPPORTIt is the responsibility of Tier 1 to teach behavior core with fidelity and identify thosewho do not adequately respond.

Tier 2 SpecializedGroup Systems forStudents w/At-risk Behaviors ~5% Tier 1 UniversalsRelationships

Schoolwide & Classroom Systems: All Students, Staff, SettingsLets take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai et.al., 2000; Walker et al., 1996):

1: Universal InterventionsIn Tier 1, educators can expect to see marked behavioral improvements in about 80% of the student population. To do this, schools first develop a set of behavioral expectations and communicate them to all students and staff. Next, the school develops a system of reinforcement methods and prevention to support the expectations. These practices will set the foundation for the following two tiers. This is a preventative approach whichFocuses on all students and staff, across all common settings and in the classroom.

(CLICK) Tier 2 TARGETED GROUPS - the yellow area - Tier 2 interventions are specially designed group interventions that target students at-risk of displaying challenging academic and behavior problems. These interventions are designed to be quickly accessed, highly efficient, flexible, and to bring about rapid improvement (Hawken & Horner, 2003). PBIS estimates that 1015% of students will need Tier 2 interventions to be successful in school. An example of a tier two academic intervention is an additional 30 minutes of small-group reading instruction that is provided to students over and above the amount of reading instruction they receive in general education classrooms. Tier 2 behavior interventions include specially designed small-group counseling interventions provided by school social workers, school psychologists, school counselors, and other behavioral specialists (Crone, Horner, Hawken, 2004).

Tier 2 activities is only implemented after the successful implementation of the universals and hopefully will result in reducing the number of students falling in this area.

(CLICK) Tier 3 focuses on the individual behavior of the remaining 5-10% of students. At this tier, students display higher needs and have been unresponsive to Tier 1 and Tier 2. Tier 3 interventions are provided to students with intensive academic and/or behavior needs. Interventions at this level are individualized and tailored to meet the unique academic and/or behavior needs of students. An example of a tier three academic intervention is an extra 60 minutes of concentrated small-group reading instruction that is provided in addition to the time devoted to reading instruction in general education classrooms. Tier 3 behavior interventions include wraparound planning. Wraparound is a planning process based on student strengths and needs across home, school, and community. Individualized intervention plans are developed and tailored to meet the unique needs of students who exhibit chronic problem behaviors. All three tiers work together to provide a continuum of school-wide instructional and behavioral support (Scott & Eber, 2003). When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence andAcademic AchievementSupportingDecisionMaking4 MBI Elements8/23/2009353535This graphic describes the interplay between the 4 key elements of PBS. Each element supports the other. Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educatorsPractices: interventions and strategies that are evidence-basedSystems: supports that are needed to enable the accurate and durable implementation of the practices of MBI. Systems are how we support our staff, practices are what we do for students, data is how we make our decisions - all leading to the outcomes we desire.Supporting staff behavior addresses changing adult behavior to change student behaviorEmphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness we must implement all three.

MBI Initial Team Training- Module 1DATA: How Decisions Are Made

Data collection systems used by a problem-solving teamCommunication with staff and students about data, patterns, and decisionsContinual self-evaluation to increase effectiveness and sustainability

8/23/2009363636MBI is not just about touchy feely, feel good slogans and rewards - It is primarily a research based data driven process. _ Accountability_ Efficient use of limited resources. Make sure all data is shared with your staff so they will continue to complete forms. Data: information that is used to indentify status, need for change, and effects of interventions

We collect lots of data in schools, but is it used for decision making on a regular basis. Staff will not make a good effort to collect data unless they see how it is used.MBI Initial Team Training- Module 1PRACTICES: How Staff Interact with StudentsMBI emphasizesBuilding relationships & aspirationsTeaching behaviors like we teach academicsReinforcing expected behaviorsProcedures for responding to undesirable behaviors Procedures for promoting self-worth, active engagement, and a sense of purposeProcedures for meeting the needs of all students (the Triangle)

8/23/2009373737Every time any adult interacts with any student, it is an instructional moment! Modeling and practicing expected behaviors. Pre-correcting to ensure positive behaviors are displayed.

MBI Initial Team Training- Module 1Systems: How Things are DoneTeam Process + Staff Implementation+Student Voice(The team supports the staff in implementing MBI so students flourish)

Systems change occurs at the district level not at the school level (George Batchse)

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SYSTEMSPRACTICESDATA

ONE MORE TIME: ITS CRUCIAL INFORMATION

8/23/20093939If one leg of the stool is missing, the whole thing collapses.Video: Education Revolution Preview

(after video may want short break, ask them to spend a few minutes reviewing the content of module 1 in workbook)

(Either hyperlink slide to video or have video ready to view on www. Tip play through to avoid start/stophttp://www.youtube.com/watch?v=DVfBGcPjqKA education revolution link 10 minhttp://www.iod.unh.edu/pbisfilm who cares about Kelsey link 20 min)40