Transcript No Slide Title

Communities of One Project
Universal Team Training 101
Working Smarter:
Establishing Positive School Environments
by developing School-wide Systems of Support
Joseph D. Otter LMSW – SPSE Consultant
Acknowledgements
• OSEP Center on Positive Behavioral
Interventions & Supports Technical
Assistance Center at University of
Oregon
• Illinois EBD/PBIS Network
• NYS-PBIS Initiative
• National Network of Partnership
Schools
Today’s Agenda
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Welcome/Sharing
Teaching Behavior
Video
School, Family & Community Partnerships
Activity
Lunch
Reinforcement/Acknowledgment System
School, Family & Community Partnerships
Staff Buy-In
Data-Based Decision-Making Examples
Team Implementation Checklist
Next Steps
Training Behavioral Expectations
EXPECTATION
TRAINING SITE
BE RESPONSIBLE
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BE RESPECTFUL
 Turn cell phones, beepers, and pagers “off” or to “vibrate”
 Receive and make phone calls in areas outside of training room
 Wait for communications with team members until team and break
times or write notes
 Keep sharing time brief/concise so all may share
BE PREPARED
 Bring designated materials and supplies to trainings
 Make plans to stay until scheduled training dismissal
 Smile while enjoying activities 
Sign attendance sheets
Return from Lunch/Breaks on time.
Complete evaluation form upon close in PM
Complete and return required TICs and Action Plan
Essential Beliefs
• ALL children are capable of learning
• ALL children are capable of positive behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Intensive Involvement/Support:
Specialized, Individualized
Systems for families at High-Risk
or with Students with High-Risk
Behavior
GOAL: To aide and support the
entire family in identifying and
receiving the individualized
assistance they need.
Primary
Involvement/Support:
Including families on
PBIS team and activities
GOAL: To inform families of
SW expectations, create
greater opportunities to
volunteer and offer general
support with academic &
behavioral issues.
CONTINUUM OF PBIS & Family
Involvement & Support
Targeted Involvement/Support:
Specialized assistance for
families At-Risk or with
Students with At-Risk Behavior
GOAL: To assist and support
families with behavioral strategies
and work cooperatively to reduce
academic deficiencies and behavior
problems BEFORE they escalate
THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
Type 1
Type 2
Type 3
Type 4
Type 5
Type 6
PARENTING
COMMUNICATING
VOLUNTEERING
LEARNING AT HOME
DECISION MAKING
COLLABORATING
WITH COMMUNITY
PBIS: Successes and Reporting Out
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
PRACTICES
Supporting
Student Behavior
DATA
Teaching Behavior
Teaching Expectations
ELEMENTARY STUDENTS
Key research finding:
“Children below 4th grade require a great deal
of instruction and practice in classroom rules
and procedures…. Effective management in
the early grades, is more an instructional than a
disciplinary enterprise.” (Cotton, 1990, p.8)
Teaching Expectations
Secondary Students
Key Research Findings:
“With older students, researchers have noted that
the best results are obtained through vigilantly
reminding students about the rules and procedures
and monitoring their compliance with them”
(Cotton, 1990, p.8).
In addition, Colvin, Kameenui & Sugai (1995)
found an additional component of providing
feedback also assisted in teaching classroom
expectations.
How staff interact with students
EVERY TIME AN ADULT
INTERACTS WITH ANY STUDENT,
IT IS AN INSTRUCTIONAL MOMENT.
• Teach behavioral skills, just like we teach
academic skills.
• Model and practice behavioral skills, just like
academic skills.
• Reinforce behavioral skills, just like academic
skills.
• Precorrect to ensure expected behavioral skills,
just like academic skills.
Systems - How things are done
• Procedures for non classroom settings
(lunchroom, bus, bathroom, transition, hallway).
• Procedures for reinforcing expected behavior.
• Procedures for how to teach behavioral
expectations.
• Procedures for preparing staff for how to
implement.
WHAT ARE COOL TOOLS?
Cool Tools structure how staff teach the expected
behaviors from the school-wide behavioral matrix.
COOL TOOLS USE:
• A research-based procedure for teaching the behaviors.
• examples and non-examples from classroom and nonclassroom settings.
• modeling and role-playing to teach new skills and provide
students with practice opportunities.
• feedback and reinforcement to ensure students display the
expected/taught behaviors.
Research-Based Procedure to Ensure
Effective Instruction
1. Set the Stage
• Rationale for lesson
2.
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Model
Explain when to use and when not to use
Show through multiple and varied examples
Have students point out correct behavior
and behavioral errors
Research-Based Procedure to Ensure
Effective Instruction (Con’t)
3. Lead
• Provide supervised guided practice
(when possible)
4. Assess
• Find out if they can do it
• Find out what errors are being made
• Reteach directly
• Provide additional supervised guided
practice
Designing a Cool Tool
STEP ONE: Select the skill to be taught
 Skills are taken directly from the behavioral matrix
 Select skills based on the trends in your data
STEP TWO: Write the lesson plan
1. Name the skill
RESPECT: Say My Name, Please
2. State the purpose(s) of the lesson
“These are the important reasons at our school and in
life to use people’s names:....”
3. Develop 3 teaching examples
4. Develop 3 kid activities
5. Develop 3 follow-up/reinforcement activities
Designing a Cool Tool
Step Three: Teach the skill/expectation
Introduction Phase

Explain the purpose of the lesson.

Identify the specific behavior to be taught.
“This morning we are going to continue our lesson on
Respecting Others. Today we are going to concentrate on
asking others to use our name.”
Tell Phase

Talk about why the behavior is important.

Encourage student input and participation.
Designing a Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Show Phase (Teaching Examples from the Lesson Plan)
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State the difference between the expected
behavior and the problem behavior.
Call the person by name

VS calling the person a name
Model expected behavior. Be sure to include all
major steps in the sequence.
Designing a Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Do Phase (Kid Activities from the Lesson Plan)
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Take all students to the actual setting where you
want to see the behavior displayed in the future.
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Have some students role-play the skill while other
students provide feedback and praise.
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Teachers provide feedback and praise.
Designing a Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Debriefing Phase
 Discuss and reinforce the following concepts:
-- What students learned about the expected behavior
and when to use the new skill.
-- Ways the new skill will be more effective.

Reinforce (compliment) directly and specifically
students who participated in the discussion and
practiced the skill.
Designing A Cool Tool
Step Three: Teach the skill/expectation (Con’t)
Follow-up Phase (Follow up Activities from the
Lesson Plan)
 Implement high frequency of reinforcement
Reward students for complimenting each other
when they display the expected behavior.
Increase meaningfulness of rewards tied to the
specific skill just taught.
Cool Tool of the Week
School-wide expectation: Responsibility
Name of the skill: Coming to School Prepared
Purpose of the Lesson / Why it’s important:
1.
2.
Teaching examples:
1.
2.
3.
Kid Activities / Role Plays:
1.
2.
3.
Follow-up / Reinforcement activities:
1.
2.
3.
Cool Tool of the Week
School-wide expectation: Responsibility
Name of the skill: Coming to School Prepared
Purpose of the Lesson / Why it’s important:
1. Being prepared helps you to be ready to learn and is
considerate of the teacher’s time.
2.
Teaching examples:
1. You get to school and before the bell rings you look in your locker to get
the books, and supplies you know you’ll need for morning work.
2.
Kid Activities / Role Plays:
1. Ask a student or two to show how to enter the room with necessary
supplies.
2. Have everyone take an inventory of their supplies and list needed items.
Follow-up / Reinforcement activities:
1. Compliment directly and specifically those who have materials.
2. Before dismissal, ask a student to repeat at least two “tricks” for
remembering homework.
Sample Routines
A. Elementary: Exiting the classroom to
another activity such as P.E. or Art
• Put materials away, clear desk and push
chairs in
• On signal move quietly to doorway
• Line up facing the door and keep one space
between each person
• Keep hands and feet to self
• Listen to the teacher and wait for signal to
depart
Sample Routines
B. Secondary: Conducting Quizzes and Tests
• Put all materials in desk not needed for quiz
• Listen carefully to directions (no talking)
• Raise your hand if you have a question
• Stay in your seat
• Complete the quiz without talking
• Follow directions for completing test (pass
papers forward or give them to person
collecting)
• Begin the designated activity following the
quiz
Sample Routines
C. Specialist: Beginning Physical Education
• Students line up at the gym door
• On signal they enter the gym
• Students move directly to line on gym floor
(basketball court line)
• Maintain a space, more than one arm’s length
• Face the teacher
• On signal begin to jog in place
Teach staff how to use Cool Tools
1) Set & define clear expectations
– Let staff know your expectations of them (their
role, what they may be asked to do, etc)
– Make sure your teams objectives are clear so
staff have clear expectations of your team
2) Teach expectations to staff
– If want staff to teach behaviors/hand out
reinforcers etc., team should model for staff
teach how & hand out materials to use, etc
Teach staff how to use Cool Tools
(continued)
3) For effective teaching, should allow staff
to practice new behaviors (make it fun,
use small work groups, individually, etc)
4) PBIS should reinforce staff for any
support staff offers to PBIS:
– Group or individual reinforcers
– Social reinforcers (thank you)
– Tangible (gift certificates, candy, parking, etc)
Procedures for teaching
expected behaviors
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Use data
Cool Tools
Kick-off activities
Booster activities
Individual can re-teach anytime
Activities for staff buy-in
– Staff kick-off
– Staff boosters
– Staff reinforcers
“Best practices” for
Teaching Behavior
• Teach behavior in the context and
setting it will be used
• Use negative examples (performed by
adults)
• Use positive examples (when students
are practicing, teaching, etc.)
• Provide opportunities to practice
• Regularly remind and precorrect
Teaching Behaviors…
Diversify it!
• Have a variety of teachers for behavior:
administration, faculty, staff, students
• Reach a variety of learning styles:
videos, skits, role play, hands on
practice
• Keep it fun, make it fun, have fun!
VIDEO
School, Family &
Community Partnerships with
Teaching Behavior
PBIS Home-School Cool Tools
Help families and community partner with
school staff in teaching additional skills and
behavior
Opportunity to provide School, Family and
Community Partnerships Activities:
Type 1 Parenting
Type 6 Collaborating with the
Community
Team Implementation
Checklist Goal C3:
Families are informed and kept apprised
of school-wide behavioral expectations
• Families are aware of and can hold their children to
the same expectations
• Demonstrates communication and collaboration
between School, Family and Community
Using School, Family & Community
Partnerships to accomplish TIC goals
• Who: PBIS Team
• Task: Inform families of expectations, matrix
and other relevant materials via multiple
avenues of contact
• When: Beginning of the year and throughout
the year thereafter
Expectations and Matrix
• Who: PBIS Team
• Task: Expectations and Matrix have their own
sections in annual back to school mailing and
are also featured in the Student/Family
Handbook and Code of Conduct
• When: August prior to the opening of school
Expectations and Matrix
• Who: PBIS coach and parent representatives
• Task: Staff booth at open house and other
events that has handouts, introductory video,
and other information for family and
community
• When: Dates of events
Expectations and Matrix
• Who: School/District internet personnel
• Task: Moving/scrolling banner with
expectations on website & other postings
• When: Accomplished by start of school year
Team Time – Teaching Behavior
• Discuss plans to complete behavioral
expectations and matrix
• Discuss writing & piloting one cool tool
with staff as a bridge to piloting one with
kids
The Flattery Game!
• You have one post-it-note for each teammate
• You will be given 10 minutes to think of positive traits for each
one of your team members
• After 10 minutes is up, everyone gets up and puts the positive
traits on their teammates backs – no peeking to see who put
what compliment on you!
• Be specific with how the positive traits help the team, and no
one-word positive traits (i.e. “nice” is not acceptable) REFRAIN
FROM COMMENTS ON APPEARANCE/PHYSICAL
ATTRIBUTES
• Compliments will be reviewed once everyone is done posting
them on each other
Reinforcing/Acknowledging
Behavior
Purpose of
Reinforcement/Acknowledgement
• Help teach new behavior
• Encourage/establish infrequent and nonfluent behavior
• Strengthen replacement behaviors that
compete with habitual undesirable behavior
• Improve relationships between adults and
kids by increasing feedback
Variables of reinforcement
Types of reinforcement:
Tangible
Privilege
Social Recognition
Rate of reinforcement:
High frequency/Predictable (Tickets)
Unexpected/Intermittent (Raffles/Drawings)
Long Term Celebrations (Trips)
High Frequency/Predictable
Reinforcements
Example: Tickets/Gotchas, Positive Referrals,
Phone calls home, etc.
• Great for providing immediate reinforcement
(or soon thereafter) for expected behavior
• Tangibility & choice give them value
• Provide good opportunity for understanding
what behavior was desirable and recognized
Intermittent Reinforcements
Example: Raffles, Special Announcements,
Boosters, etc.
• Less predictable
• Continues to offer choices to students
• The reinforcement is in the opportunity
Long Term Reinforcements
Example: Regularly scheduled no-referral
events
• Are in part to make sure we recognize the
students who are always doing the right thing
• Helps to teach students delayed gratification
and goal setting (enduring performance)
• Important that this is not the only part of a
reinforcement plan
Acknowledge Expected Behavior
 Tangible rewards/acknowledgements
High 5s, Caught Being Good, CIA (Caught you In the Act),
Huskie Paw
 Privilege
Extra gym or computer time, wear hats, etc.
 Social recognition
Brag boards with Polaroid's, Newsletters, Good-News
Phone calls to parents
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where employees
(Buckingham & Coffman 2002, Gallup)
& educators, students, family
members, etc.
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their jobs are
important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
Guidelines for Use of
Rewards/Acknowledgements
Across the school year, with high
frequency reinforcement move from
highly frequent to less frequent
predictable to unpredictable
tangible to social
And be sure to
vary reinforcements
include students in process
Link the Components of the
Reinforcement Plan
• Reinforcement must be tied to schoolwide expectations (the skills taught
through “Cool Tools”) and students
should be reinforced for following matrix
• Reinforcement should tie into school
mascot, culture, etc.
Scheduling Implementation of the
School-Wide Reinforcement Plan
• Unexpected/Intermittent Reinforcers
- can be special announcements linked to an
expectation, or skill or aspect of matrix
- special announcements and increased
reinforcement based on referral data
- increased worth of reinforcers given out by
substitute teachers
Scheduling Implementation of the
School-Wide Reinforcement Plan
• Long Term Celebrations
- weekly
- monthly
- quarterly
- home/school connections
Don’t forget to reinforce the adults!
• Administrators and PBIS Team should
provide reinforcements for staff
• Provide opportunities for adults in the
home, school & community to
acknowledge each other
Team Implementation
Checklist Goal A13:
Systems in place to acknowledge/reward
school-wide expectations
• Providing reinforcement to increase demonstration of
behavioral expectations
• Gain input and contributions from staff, kids, families
and communities
Using School, Family & Community
Partnerships to accomplish TIC goals
• Who: Reinforcement sub-committee
• Task: Gain input from faculty, staff, families
and kids regarding the reinforcement systems
• When: Prior to implementation, during
development, and at end of school year for
feedback
Reinforcement System
• Who: Reinforcement sub-committee
• Task: Construct and conduct survey (either
ranking, multiple choice, open-ended, etc.)
and distribute to staff, faculty, families and
kids
• When: Prior to implementation
Staff & faculty – building wide meeting
Students – 3rd period on set date
Families – online, sent home, open house
Reinforcement System
• Who: Reinforcement sub-committee
• Task: Multiple choice survey with comment
section for staff, faculty, families and kids
• When: Upon completion of initial piloting of
the reinforcement system
Staff & faculty – building wide meeting
Students – 5th period on set date
Families – End of the year event
Reinforcement System
• Who: PBIS Team
• Task: Information night prior to the start of
implementation in which local businesses are
invited:
• Present “community coupon” idea
• Outline recognition plan for partners
• Seek sign-on to initial pilot program
• When: August prior to the opening of school
PBIS School-Wide Reinforcement Matrix
TYPE
High
Frequency
“GOTCHAS”
Unpredictable
/
Intermittent
“BOOSTERS”
Celebrations
WHAT
WHEN
WHERE
WHO
Team Time –
Reinforcement Systems
• Do you have any current reinforcement
practices?
• What types and rates do you have or
want to start with?
• Discuss how to survey various
stakeholders for input
Staff Buy-In
Increasing Staff Buy-In
Are you planning for how to do this:
– Sharing about PBIS monthly (at a minimum)
– Is PBIS visible and the language of the
school?
– Reporting your data monthly (general &
specific)
– Regularly soliciting feedback from all staff
– Put it in print!
– Are you using PBIS (positive reinforcement)
with staff?
Increasing Staff Buy-In Cont’d
Are you doing this:
– Is your team representative of your staff?
– Does your team have people with influence?
– Opening up your PBIS staff meetings to the
entire school community
– Putting someone who is on the fence or
opposed to PBIS on the team (Only use after
team is strongly established)
– Show successful data from other schools
Addressing questions, concerns and
criticisms
• Always respect/validate the concern (this
does not mean that you agree)
• It is best to use data and logic to address
questions, concerns and criticisms instead of
arguments based on emotions
• If you cannot handle a question when put on
the spot that is okay, but get back to them
Addressing questions, concerns and
criticisms
A common concern:
“Reinforcement does not build intrinsic motivation.”
For a good portion of our students, school and academics are areas of failure,
hence school and receiving an education is not in and of itself rewarding.
Students need to taste and experience success and have that experience
reinforced/acknowledged to build upon.
As a student has more successes, intrinsic motivation builds when positive
experiences (self esteem, sense of accomplishment) are associated with
doing the right thing.
Addressing questions, concerns and
criticisms
A common concern:
“The real world does not reinforce/acknowledge positive behavior.”
Your auto insurance is cheaper if you are a good, safe driver.
Many organizations/companies relax the dress code when employees
demonstrate they can follow the rules (Dress Down Friday).
Tax credits for philanthropy.
Addressing questions, concerns and
criticisms
A common concern:
“We do not have time to teach & reinforce behavior, we need to be focusing on
academics.”
Preventive steps now will save you time in the long run.
An orderly school is more conducive to learning.
Research demonstrates a correlation between successfully managing behavior
and improved academics and a lack of academic performance when
behavior is not sufficiently managed.
Time Lost to Discipline
(Barrett and Swindell-2002)
Teacher
Student
Administrator
Referrals
5 minutes
20 minutes
10 minutes
In-School
Suspension
5 minutes
6 hours
20 minutes
Out of School 5 minutes
Suspension
6 hours
45 minutes
Literacy
Interventions in
Place
Literacy
Interventions
NOT in Place
School-wide
Behavior Systems
in Place
School-wide
Behavior Systems
NOT in place
Improved Literacy
NO Literacy
Improvement
NO Literacy
Improvement
NO Literacy
Improvement
Shepp Kellem
Baltimore
Reading (literacy) + Behavior Support needed for effective gains in academic standards.
Logic (How does behavior support help?)
Behavior support improves minutes in instruction
Behavior support makes instructional minutes more effective
Behavior support creates a climate that is more calm and conducive to learning.
Addressing questions, concerns and
criticisms
A common concern:
“I don’t see the need to involve the support staff.”
Support staff (monitors, aides) often face less structured settings and have a
less favorable ratio of staff to students than the classroom.
Demonstrates that ALL staff can hold kids accountable to and are aware of the
behavioral expectations.
It is necessary to effectively manage ALL settings.
Addressing questions, concerns and
criticisms
A common concern:
“We are not ready for family/community involvement.”
If you have a team, you are ready.
For families to truly feel like a part of the process, they need to be included from
the beginning.
To fulfill SAVE and No Child Left Behind legislation, family involvement needs to
be from the beginning.
Addressing questions, concerns and
criticisms
A common concern:
“It is not appropriate for family members to be on teams because of
confidentiality concerns.”
Student names need not be shared (use ID#s, etc.).
All team members can sign a confidentiality statement or agreement.
Many other jobs and responsibilities in the community require an understanding
of and abiding to confidentiality (doctors office, customer service, faith-based
organizations, mental health agencies, etc.).
Addressing questions, concerns and
criticisms
A common concern:
“It’s not my job to teach appropriate behavior, or it’s not our role as a school to
teach appropriate behavior.”
Schools increasingly have accepted the responsibility to educate the whole
child and have a role in promoting citizenship.
Home is not always able to teach the behavior kids need to be successful at
school.
If the school community all has a hand in teaching and reinforcing behavior, it
shows kids we all can hold them accountable for their behavior.
Data based decision making
Examples of data analysis
• Cafeteria: Middle School
• Lunch and Recess: Elementary School
Next Steps
End of school year
• Team
Implementation
Checklist
• Action Plan
development
• Outreach to
stakeholders
Fall 2009
• Begin regular review
and use of data
• Continue to execute
Action Plan and
steps of
implementation
• Rollout/Piloting
SPSE Consultant
Joseph D. Otter LMSW
Capital Region BOCES
Suite 102
900 Watervliet Shaker Road
Albany, NY 12205
Phone: (518) 464-3974
Fax: (518) 464-3975
Email: [email protected]