Welcome Back Year One

Day 5

Working on the Critical Elements• PBIS TEAM• STAFF COMMITMENT• EFFECTIVE

PROCEDURES FOR DEALING WITH DISCIPLINE

• DATA ENTRY AND ANALYSIS PLAN ESTABLISHED

• GUIDELINES FOR SUCCESS AND EXPECTATION

• REWARD/RECONGITION PROGRAM ESTABLISHED

• LESSON PLANS FOR TEACHING GUIDELINES FOR SUCCESS AND EXPECTATIONS

• IMPLEMENTATION PLAN• CRISIS PLAN • EVALUATION

Supports and Barriers

• What supports does your team have in place for implementation of PBIS?

• What are barriers to implementing PBIS? And how have you/might you overcome them?

District and Campus Mission Statements

Campus Statement of Beliefs

Regarding Discipline and Behavior

Why

bother ?

Staff BeliefsStaff Beliefs• Identify those

principles related to behavior management and discipline that will guide the school and incorporate those principles into a written “statement” of Staff Beliefs

“You must know what harbor you are headed to, in order to catch the right wind to take you there.”

-Seneca

Companies use them . . .3M"To solve unsolved problems innovatively“

Mary Kay Cosmetics"To give unlimited opportunity to women.“

Merck"To preserve and improve human life.“

Wal-Mart"To give ordinary folk the chance to buy the same thing as rich people.“

Walt Disney"To make people happy."

Walt Disney, an entertainment business states their values as

follows.

• No cynicism • Nurturing and promulgation of

"wholesome American values" • Creativity, dreams and imagination • Fanatical attention to consistency and

detail • Preservation and control of the Disney

"magic"

Merck, a company that produces pharmaceutical products and provides

insurance for pharmacy benefits, publicly states the following values:

• Corporate social responsibility • Unequivocal excellence in all aspects of the

company • Science-based innovation • Honesty & integrity • Profit, but profit from work that benefits humanity

Statement of Staff Beliefs Should…

• Be used as a guide for staff development• Solidify the culture of the school – even across changes

in administration• Create a sense of unanimity, belonging, and pride among

the staff members• Be used as part of the interview process when hiring

new staff• Orient new staff members to the school• Be documented in writing and included in the staff

handbook

Self-Assessment• Does your mission statement

communicate your goals and beliefs about behavior and discipline?

• Is it short (1-2 sentences)?• Is it inclusive of all or every student?• Is it known by all staff, students, and

parents/families?• Is it USED by all staff? Does it give

you guidance in decision-making?• Does it inspire your campus staff?

55 Meeting Process Meeting Process

and and ImplementationImplementation

ActivityActivity

positivebehaviorsupportr20 /

Steps to Clarifying Staff Beliefs

• Establish a task force who will guide your staff through the process.

• Design an effective development plan– That involves all staff– Is scheduled to occur over a period of time

• Re-energize the mission statement– Effective mission statements emphasize all students,

is known by students, staff and parents, and is utilized by staff

Clarifying Staff Beliefs• Must have effective development plan• Sample plan includes 5 staff meetings to

discuss 3 questions and model answers to each.

1. Who is responsible for managing student behavior in a school?

2. What should the goals of a school’s behavior management efforts be?

3. How can a school’s behavior management goals best be achieved?

• Staff respond and team collects answers and reports those back at next meeting.

First Meeting

1.Give purpose and benefits of staff beliefs.2.Staff discusses Question 1 for 5-10 minutes.

(Who is responsible for managing student behavior in a school?)

3.Staff then silently reads the model answer.4.Ask staff to think about and then respond

to the model answer before the next meeting. (Question and model answer will be on poster paper in staff room.)

5. Before the next meeting, prepare a summary of the staff responses.

2nd Meeting1. Lead a 5-10 minute discussion on how staff

would answer Question 1. Assess staff agreement/disagreement on the model answer. Closure and consensus is not required.

2. Then move to Question 2 (What should the goals of a school’s behavior management efforts be?)and have staff discuss for 5-10 minutes and then read the model answer.

3. Put up question and answer to collect staff responses.

4. Summarize staff responses and have ready for next meeting.

3rd Meeting1. Lead a 5-10 minute discussion on how

staff would answer Question 2. Assess staff agreement/disagreement on the model answer. Closure and consensus is not required.

2. Then move to Question 3 (How can a school’s behavior management goals best be achieved?)and have staff discuss for 5-10 minutes and then read the model answer.

3. Put up question and answer to collect staff responses.

4. Summarize staff responses and have ready for next meeting.

4th Meeting

1. Lead a 5-10 minute discussion on how staff would answer Question 3. Assess staff agreement/disagreement on the model answer. Closure and consensus is not required.

2. Explain that the purpose of the next meeting will be to use staff answers to create a staff beliefs statement.

5th Meeting

1. This should be a 2-3 hour meeting where staff will not be rushed.

2. Review staff summary answers to all 3 questions.3. In small groups, have staff brainstorm the principles

they would like to see included in their staff beliefs statement. Have each group report out to whole group.

4. Lead the whole group in an effort to gain consensus on a statement of beliefs.

5th Meeting Consensus

• If you gain consensus, formally adopt beliefs statement and celebrate!

• If consensus is not achieved by the end of the meeting…– Identify any specific areas of

disagreement• Inform the staff that the team will

develop alternative statements for staff consideration at a later meeting.

• Continue the process until consensus is reached.

Implementing Staff Beliefs

• Launch suggestions:– Celebrate with an announcement or party. – Emphasize that we will live this statement.– It shows what staff believes and commits to.– It shows staff unity to administration and

community.

• Make the statement visible.– Add it to the handbook.– Share it with all stake holders.

Implementing Staff Beliefs

• Maintenance suggestions:– Review it at least once a year to

encourage staff self-reflection and identify staff development needs.

– Include it in administrative reviews and coaching, when setting goals with individual staff members.

– Incorporate it into school rituals and traditions, like new hires, retirements, and recognition ceremonies for staff throughout the year.

Importance of Academics

Enter kindergarten with low reading skills

Leave Kinder with lower reading

skills

Academic tasks become increasingly aversive

Problem Behavior

Escape task

What is RtI?

National Association of State directors of Special Education “RtI is the practice of:

(1)providing high-quality instruction/intervention matched to all students needs and

(2) using learning rate over time and level of performance to

(3)make important educational decisions to guide instruction.

1

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

What is RtI for Behavior?

A systematic process of providing a service of intensifying, evidence based behavioral interventions and supports matched to student needs.

6 Essential concepts

1. Universal Screening2. Progress Monitoring 3. Intervention fidelity4. Data-based decision-making5. Evidence-based or scientifically validated

interventions6. Multiple tiers of behavior support

Foundation of the Pyramid . . .

• Set Schoolwide behavior expectations• Teach expected behaviors and campus

guidelines• Promote compliance of behavior expectations

THEN . . .

Universal Screening

If your Not . . .

• Lack of knowledge• Lack of resources • Perception that it’s okay for a portion of our

student population to remain marginalized or unidentified

• office referrals, • attendance records, • tardiness, • schoolwide observations, • surveys of staff, students, parents• other discipline data

If you are . .

.

What are you using as a screening tool?

Teachers ranking on Internalizing & Externalizing

Behavioral dimensions

3 Highest Ranked Children on E & I behavioral Criteria

Pool of Students

Gate

Classroom Interventions

Referral to Special

Education

Systematic Screening for Behavioral Disorders(SSBD)

BASC-2 Behavioral and Emotional Screening System

(BESS)

Student Risk Screening Scale (SRSS)

..\..\SRSS.doc

Social Skills Improvement System (SSIS) Classwide Intervention

Program

Strengths & Difficulties Questionnaires

Using ODR

School-wide system interventions if: More than 35% of students

in school received one or more ODR , OR

There are more than 2.5 office referrals per student

Classroom system if: More than 50% of referrals come from classroom, ORMore than 40% of referrals come from less than 10% of all classrooms

Using ODR

Targeted Group if: More than 10-15% receive more than 10 office referrals

Individual system if: less than 10 students receive more than 10 referrals , OR

A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

Based on the screeners

• Create a “risk list”• Prioritize the list• Determine the number of students to serve –

What should be considered?

Interventions

Consider: • is evidence of effectiveness• how much does intervention cost• how big an effect can be expected• can it be replicated by when not conducted by

researchers• can teachers integrate into their daily routine

What Science says . . .• Evidence-based best practice begins with

identifying problems EARLY• “One-shot” workshops with no follow –up

coaching does not work • Counseling students – especially in peer group

context does not work • Information dissemination using fear, moral appeal

and affective education – Nope!

Tier 1 Basicsfor all students, throughout

– Unconditional positive regard– 4:1 ratio– Human needs fostered (fun, freedom,

empowerment, & belonging– Individual and group reinforcement– On-going rule & procedure teaching– Differentiated instruction and accommodations

Progress Monitoring

What is it? A reliable and valid method for

measuring student progress and evaluate the effectiveness of intervention. Progress monitoring requires frequent and repeated collection of data in order to make informative decisions.

Is the intervention working?

• Progress monitoring occurs regularly and frequently• Feedback from a teacher(s)• Team feedbackData are used to guide decision-making • Continue the intervention• Modify the intervention• Begin a new intervention• Fade the existing intervention

Primary Methods

• Systematic Direct Observation(someone other than the teacher)

• Behavioral Observation of Students in School • Direct Behavior Rating• Effective Behavior Instrument Support• Office Discipline Referral

Process Monitoring • Electronic Daily Behavior Report Card © e‐

DBRC©: Individual Progress Monitoring

• Review 360 Software

• CBM

Intervention Fidelity

• Percentage of intervention steps implemented• Intervention manual• Rating of intervention implementation• Permanent products of intervention• Task analysis of intervention

• School Fidelity Self Assesment

How is it done?

August – September

Prep teachers – training, re-teaching, etc. Review schoolwide rulesSend notices home

PBIS in place

Team Approach

Universal Screeners

Evidence Based Support

Progress Monitoring

Data Base Decisions

Intervention Fidelity

Working on the Critical Elements

• PBIS TEAM• FACULTY

COMMITMENT• EFFECTIVE

PROCEDURES FOR DEALING WITH DISCIPLINE

• DATA ENTRY AND ANALYSIS PLAN ESTABLISHED

• GUIDELINES FOR SUCCESS AND EXPECTATION

• REWARD/RECONGITION PROGRAM ESTABLISHED

• LESSON PLANS FOR TEACHING GUIDELINES FOR SUCCESS AND EXPECTATIONS

• IMPLEMENTATION PLAN• CRISIS PLAN • EVALUATION

Use to Use to create create ACTION ACTION PLANPLAN

ReviewReviewReviewReview

PrioritizePrioritizePrioritizePrioritize

Revise/DevelopRevise/DevelopRevise/DevelopRevise/DevelopAdoptAdoptAdoptAdopt

ImplementImplementImplementImplement

PBIS YEAR ONE PBIS YEAR ONE

DUE SOONREMINDERS

***Poster Session***Action Plan for next

year’s launchFaculty handbook

Benchmark of Quality due MAY 22TH

Review binder: things to do

How’s the Team

• http://www.powerofteamworkmovie.com/