M1 D1 09 10 Small Group 7.8.09


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M1 D1 09 10 Small Group 7.8.09

  1. 1. Positive Behavior Support Module One Day One 2009-2010 Positive Behavior Support Team Matthew Burrows Javier Martinez Eric Chaplin Laura Phipps Courtney Goodson Mitzi Safrit Patrice Hardy Laura Winter John Ringo, Coordinator
  2. 2. Your PBS Materials Outline Slides Activities Handouts Table Items
  3. 3. Module One Agenda • Overview • Effective Teams • Faculty/Administration Involvement • Making Decisions Using Data • Universal Strategies • Preparing for Implementation
  4. 4. Module One Accomplishments At the end of three days, teams should have: • Established PBS team roles • Dates for PBS team meetings • A plan for staff PBS survey • An initial plan for collecting and using data • A draft of matrix • Discussed ways to promote positive behavior • An action/implementation plan
  5. 5. Coming Soon… Module One Day Two Module One Day Three
  6. 6. Today’s Objectives Participants will learn: • PBS philosophy and strategies • Effective team practices • Faculty involvement strategies • Using data to make decisions • Universal Strategies: School-Wide Expectations
  7. 7. Participant Expectations Be Responsible • Return promptly from breaks • Be an active participant • Use laptop computers appropriately Be Respectful • Maintain cell phone etiquette • Listen attentively to others • Limit sidebars and stay on topic Be Kind • Enter discussions with an open mind • Respond appropriately to others’ ideas
  8. 8. Reinforcement System • Tickets will be given to individuals who meet expectations. • Drawings occur throughout both days. • Winner selects from the prize table.
  9. 9. Attention Signal Please make note of time limits and watch your clocks! • Trainer will raise his/her hand. • Finish your thought/comment. • Participants will raise a hand and wait quietly.
  10. 10. Activity 1: Team Introductions Take 5 minutes to complete the following: •Designate a spokesperson who will tell the group the name of your school, your school’s mascot, and something unique or interesting about your school.
  11. 11. What is Positive Behavior Support?
  12. 12. Positive Behavior Support A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students - Rob Horner, Ph.D. Co-Director National Technical Assistance Center for Positive Behavior Support
  13. 13. Guiding Principles: • All students are valuable and deserve respect. • All students can be taught to demonstrate appropriate behavior. • Punishment does not work to change behavior. • School climate is a shared responsibility among administrators, teachers, staff, students and families.
  14. 14. Guiding Principles: • School personnel must be willing to examine their own behavior as students are taught to change theirs. • Cultural differences exist and need to be understood. • Positive relationships between students and adults are key to student success.
  15. 15. Foundations of PBS • Universal commitment to managing behavior • Whole school community involvement • Focused on building sustainable change (3 to 5 year process) • Tailored to the unique needs of each individual school • Data-based decision making
  16. 16. 5% CONTINUUM FBA/BIP OF De-escalation POSITIVE 15% BEHAVIOR Social Skills Mentoring SUPPORT Check In Self Management Classroom Based Intervention 80% Defining & Teaching Expectations Routines & Procedures Reinforcement Systems Effective Consequences
  17. 17. Social Competence & Academic Achievement OUTCOMES Supporting S Supporting DA EM DA Staff Decision TA TA ST SY Behavior Making PRACTICES Positive Supporting Behavior Student Behavior Support
  18. 18. Social Competence & Academic Achievement • The outer perimeter represents a goal or OUTCOMES desired outcome. • Desired outcomes are created by developing a shared vision or analyzing current problems.
  19. 19. Supporting Decision Making • Utilize data to identify problem areas and check progress toward desired outcomes. DA TA • There are a variety of data resources available to you, such as SWIS, www.pbssurveys.org, and the Implementation Inventory.
  20. 20. Supporting Staff Behavior • When addressing problems, examine how your current S systems support your T EM S YS desired outcome. • Examples of non- supportive systems are staff shortfalls or vague expectations for supervision.
  21. 21. Supporting Student Behavior • Consider how current student procedures support or undermine desired outcomes. • Creating and teaching expectations ensure PRACTICES students are supported in accomplishing desired outcomes.
  22. 22. Systems: Effective Teams
  23. 23. Effective Teams In this section • Building an Effective Team – Issues that teams need to address in advance to ensure productivity • Effective Team Practices – Practices teams need to engage in to ensure each meeting is efficient and effective
  24. 24. Building an Effective Team: Rationale An effective PBS team will… • bring energy and enthusiasm for PBS. • allow efficient use of time. • create action steps that will be implemented. • increase ownership of PBS by faculty and staff. • ensure sustainability. PBS implementation is only as strong as the team!
  25. 25. Building an Effective Team: Active Administration Each PBS team should have an administrator on the team who is… • committed to attending team meetings and module trainings. • willing to convey the value of PBS implementation to the whole staff • actively participating in the implementation process. • empowered to make decisions.
  26. 26. Building an Effective Team: Broad Based Representation •PBS team should represent the whole school. •Six to eight members is typical. •Consider representatives that include: – regular education teachers – special education teachers – specialists – character education representative – support staff – guidance/social work – related services – parents – students
  27. 27. Building an Effective Team: Shared Goals and Objectives Statement of Purpose • State positively. • Focus on everyone and all settings in school building. • Focus on academic and behavioral outcomes. The Ligon PBS Team will promote and maintain a safe, orderly, and positive learning environment for students and staff. The purpose of the Kingswood PBS team is to enthusiastically support staff in learning the skills needed to: teach and model positive behavior, build quality relationships with students, and create an effective and productive learning environment.
  28. 28. Building an Effective Team: Team Characteristics Shared goals and objectives Mutual trust and respect Open communication Effective conflict resolution Equity of task distribution Consensus decision making Ongoing problem solving
  29. 29. Building an Effective Team: Five Dysfunctions of a Team Inattention to Results Avoidance of Accountability Lack Commitment Fear of Conflict Absence of Trust
  30. 30. Building an Effective Team: Five Dysfunctions of a Team The nature of operating as a team is flawed and difficult due to: • Trust - Without trust, team members are unwilling to be vulnerable within the group, and fear admitting mistakes and weakness. • Conflict - Without trust, teams cannot engage in productive debate. • Commitment - Without airing opinions, team members rarely commit to decisions. • Accountability - Without full commitment, team members hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team. • Results - Without accountability, individual needs are more likely to be put above the team’s.
  31. 31. Activity 2: Building Effective Team Characteristics • Take a few minutes to independently fill in the activity sheet. – What would it look like if others were demonstrating this characteristic? – What would it look like if you were demonstrating this characteristic? • As a team, pick one characteristic to discuss at a time. • As a team, create a list of common answers that will serve as team ground rules. Before the activity ends, put any additional tasks on your Action Planning Ideas List.
  32. 32. Effective Team Practices • Integrating PBS • Clear roles and responsibilities • Meet frequently and regularly • Useefficient meeting procedures
  33. 33. Effective Teams: Integrating PBS PBS should connect with all systems in your school. • Leadership Team • School Improvement Team • Intervention Alignment
  34. 34. Effective Teams: Integrating PBS and Leadership Team • One staff member serving on both leadership and PBS teams will ensure alignment. • Regular and open communication between PBS and leadership teams increases effectiveness of implementation.
  35. 35. Effective Teams: Integrating PBS and School Improvement • School Improvement Plans should address improving positive behavior support practices. • Goals that address behavior could be included in various areas of your SIP. – Safe and orderly schools – Community connections – School climate – Staff retention
  36. 36. Effective Teams: Integrating PBS and Intervention Alignment • The concept of layers of intervention and standardized procedures is part of both PBS and Intervention Alignment. • All school staff members have a role in providing the support that students need to be successful.
  37. 37. Integrating PBS and Intervention Alignment The PBS Team will: • assess current school-wide and student- specific data to identify areas of need • assist PLCs in reviewing and analyzing behavioral data • coordinate with Student Support Team and special education services • provide support to teachers and PLCs regarding behavioral strategies • assist in training others and modeling best practices • provide access to resources
  38. 38. Activity 3: Effective Team Practices: Integrating PBS • Complete the table listing all relevant committees and groups and required information. • Include all current resources that support/address behavior issues. • Are there steps you need to take to ensure connections? Before the activity ends, put any additional tasks on your Action Planning Ideas List.
  39. 39. Effective Team Practices: Roles The PBS Team will… • assess current behavior management practices. • examine patterns of behavior. • obtain stakeholder commitment and participation. • develop a school-wide plan. • model PBS practices. • monitor and evaluate action plan.
  40. 40. Effective Team Practices: Roles • Chairperson • Recorder • Database Manager • Communication Coordinator • Timekeeper • Coach
  41. 41. Effective Team Practices: Meet Frequently & Regularly •More effective teams meet more often. •PBS needs to be a priority all year long. •Plan your meeting schedule in advance and commit to it.
  42. 42. Effective Team Practices: Meeting Procedures • Review statement of purpose and ground rules regularly. • Honor roles and responsibilities. • Develop and distribute agenda prior to meeting based on PBS action plan. • State and stay focused on desired outcomes for each agenda item. • Begin and end meetings with action items. • Summarize the meeting results. • Distribute meeting notes to team members.
  43. 43. Activity 4: Effective Teams • Assign/discuss possible roles within the team and determine if roles are best suited to people’s strengths. • Discuss frequency of PBS team meetings and schedule with coach. • Set upcoming meeting dates and times for the year with coach. Before the activity ends, put any additional tasks on your Action Planning Ideas List.
  44. 44. Activity 5: Team Introductions The remaining teams will introduce themselves. Please tell the group the name of your school, your school’s mascot, and something unique or interesting about your school.
  45. 45. LUNCH
  46. 46. Systems: Building Faculty Involvement
  47. 47. Building Faculty Involvement In this section: • Rationale • Four approaches to gain faculty involvement • A plan to get faculty involvement
  48. 48. Faculty Involvement: Rationale When everyone is involved in the process… • practices are more consistently implemented. • change is sustained more over time. • interventions are more meaningful and relevant. • positive overall school climate inspires others to invest in new practices. The goal is to achieve ownership in which all faculty and staff view themselves as the PBS team.
  49. 49. Building Faculty Involvement: Four Strategies • Use the existing data. • Utilize school-wide vision process. • Ensure opportunities for input. • Support and reinforce staff.
  50. 50. Building Faculty Involvement: Use the Existing Data The use of data helps to build faculty involvement by… • creating a common awareness of what is working and what needs to change. • building a climate of openness and trust. • encouraging dialogue. • committing everyone to the same cause. • showing results of efforts.
  51. 51. Building Faculty Involvement: Use a School-Wide Vision Process Building a common vision ensures faculty involvement by… • allowing everyone to imagine the kind of school they want to have. • creating clarity about what needs to change so that you can meet goals. • giving a different viewpoint for understanding why change is needed.
  52. 52. Building Faculty Involvement: Strategies for Increasing Input Have a process to ensure equitable participation in the discussion. Consider including the following: •Effective communication processes •Staff review of draft documents •Opportunities for dissent •Ability to “opt out” •Staff surveys
  53. 53. Building Faculty Involvement: Strategies for Increasing Input Conduct staff surveys to… •obtain staff feedback to set priorities for PBS implementation. •create involvement without holding more meetings. •generate new ideas. •build a sense of faculty ownership.
  54. 54. Building Faculty Involvement: Support and Reinforce Staff • Remember to support staff efforts. • Everyone needs encouragement to change. • Model ways to focus on the positive. • Facilitate understanding of why reinforcement works. • When people feel good about what they are doing, they keep doing it!
  55. 55. Key Points for Building Faculty Involvement • Emphasize benefits. – Conservation of time/effort – Greater professional accountability • Expect, respect, and respond to resistance (encourage questions and discussion). • Enlist leaders with integrity, authority, resources and willingness to assist. • Clarify how changes align with other initiatives. • Emphasize what will happen if change does not occur.
  56. 56. Activity 6: Planning for Faculty Involvement • Brainstorm the potential challenges in your school to faculty involvement. • Generate a prioritized list. • Develop ideas to improve faculty involvement. Before the activity ends, put any additional tasks on your Action Planning Ideas List..
  57. 57. Practices: Universal Strategies
  58. 58. Universal Strategies • Universal strategies are for all students. • Focus on universals before focusing on more intensive strategies • Effectively implemented universals will assist the majority of students to demonstrate appropriate behavior. • Universals will not decrease behavior problems to zero.
  59. 59. Universal Strategies Today, we will cover: • School-wide expectations On day two we will cover: • Expectations and procedures in specific settings • Teaching expectations • Universals in the classroom • Reinforcing expectations On day three we will cover: • Responding to problem behavior
  60. 60. School-Wide Expectations: Definition A list of broad, positively stated behaviors that is desired of all faculty and students and is… •aligned with the school’s mission statement. •taught to all faculty, students, and families.
  61. 61. School-Wide Expectations: Rationale • Creates a universal language. • Increases consistency across settings. • Helps teachers and administrators problem solve with students. • Changes the climate by focusing on what to do instead of what not to do.
  62. 62. School-Wide Expectations: Process The PBS Team will complete the following steps: • Determine problem behaviors • Specify desired behaviors • Categorize behaviors • Name each category • Use categories to create school- wide expectations that are easy to remember
  63. 63. Heritage Elementary
  64. 64. Elementary School-Wide Example Vance Elementary School • This is an assembly during the first week of school. • Additional assemblies also planned for later in the year. • School in second year of implementation.
  65. 65. Elementary School-Wide Example • Swift Creek Kindergarten student • Demonstrates a student’s knowledge of both the acronym and how to display the behaviors, when taught the expectations.
  66. 66. West Lake Middle School
  67. 67. Holly Springs High School THE GOLDEN RULES: H ave respectproperty. others and for self, Arrive on time. Wto succeed. ork responsibly ork responsibly Kto succeed. eep a positive attitude. S afetyresponsibly ork first. to succeed. eep aresponsibly to ork positive attitude. succeed. ork responsibly eep a positive to succeed. attitude. “Building a Tradition of Excellence!” afetey first. eep a positive
  68. 68. Activity 12: Defining School-Wide Expectations Process: • List problem behaviors (page one or use chart paper). • Change each problem behavior to a replacement behavior. State positively. • Categorize replacement behaviors into 3-5 groups. • Name each group. • Have a method for making expectations easy to remember (acronym, alliteration, etc.). • Complete the Expectations Self-Check (page three). • Prepare to share your SWE ideas. Before the activity ends, put any additional tasks on your Action Planning Ideas List.
  69. 69. Tools for Implementatio n
  70. 70. Tools for Implementation: Determining Pace There is no required amount of implementation that should be completed by the end of the first year. • Some schools plan all year. • Some implement right away. • Some follow a cyclical model (plan/implement/evaluate/modify). Different teams move through planning and implementation at different rates!
  71. 71. Tools for Implementation: Phases • Research shows that schools move through distinct phases of implementation along the way towards PBS outcomes • There are 4 phases with specific tasks and outcomes – Preparation – Initiation – Implementation – Maintenence • Coaches will support schools in moving through the phases and meeting outcomes
  72. 72. Tools for Implementation: Action Planning plan is the document that guides • The action the work of PBS and assist you to move through the phases of implementation. • Action plans should drive the creation of meeting agendas as well as generate clear action steps at the end of each meeting. • Effective action plans are: – Used regularly – Frequently reviewed and updated – Accessible to all staff – Made of specific, manageable action steps with clear timelines – Developed using data from staff and teams
  73. 73. Tools for Implementation: : Action Planning • Use all available data to help focus the team. • Work on one goal at a time. • Break large goals into smaller, more manageable action steps. • Delegate responsibility for completion of each step. • Ensure accountability by checking back on progress at every meeting.
  74. 74. Tools for Implementation: : Action Planning Make action plans easily accessible to all team members and staff. • Use shared folder or Blackboard • Keep current goal and action steps on the minutes from each meeting • Create a PBS bulletin board or newsletter with current goals and progress
  75. 75. Tools for Implementation : Action Planning Components of an effective action plan: • Desired outcomes • Prioritized action steps required to meet the goal • Person responsible and deadline for each step • Resources needed to complete each step • Evaluation measure to indicate the step was completed
  76. 76. Activity 18: Action Planning • Review your action planning ideas list • Determine the first priority for your school • Create a goal statement • Brainstorm all required action steps needed to meet that goal • Determine how the action steps will get met and complete one of the action planning forms • Review with your coach before leaving
  77. 77. Where do we go from here? • Establish team processes. • Work on statement of purpose. • Introduce PBS to staff and build faculty involvement. • Conduct staff survey and tabulate results. • Create and revisit action plan regularly.
  78. 78. Looking Ahead to Day Two • Be prepared to talk about your team accomplishments & challenges. • Add details of day 2
  79. 79. PBS Coaches are here to help you! John Ringo, Coordinator (jringo@wcpss.net) Matt Burrows (mburrows@wcpss.net) Eric Chaplin (echaplin@wcpss.net) Courtney Goodson (csgoodson@wcpss.net) Patrice Hardy (pyhardy@wcpss.net) Javier Martinez (jmartinez@wcpss.net) Laura Phipps (lphipps@wcpss.net) Mitzi Safrit (msafrit@wcpss.net) Laura Winter (lwinter@wcpss.net)
  80. 80. Other Resources PBIS.org SWIS.org http://www.ncpublicschools.org/positivebehavior/ htp://www.wcpss.net/positive-behavior/ http://blackboard@wcpss.net
  81. 81. Evaluations Please take a few minutes to complete the evaluation forms provided. Your feedback is essential for our team to provide the most effective training experiences in the future! THANK YOU!
  82. 82. Looking Forward to Day Two!