Transcript Common Philosophy & Purpose

Team Workshop for Emerging Advanced
Phase SW-PBS Teams:
Session 1 – Sustaining & Maintaining Tier 1
MO SW-PBS Training
MU Center for SW-PBS
College of Education
University of Missouri
School Support
Marsha
• Confluence
• Desoto
• Northwest
• SLPS
Karen
• Francis Howell
• Language Immersion
• SLPS
• Wentzville
[email protected]
[email protected]
MO SW-PBS
Working Agreements
Be Respectful
• Be an active listener—open to new ideas
• Use notes for side bar conversations
Be Responsible
• Be on time for sessions
• Silence cell phones—reply appropriately
Be a Problem Solver
• Follow the decision making process
• Work toward consensus and support decisions of the group
MO SW-PBS
Roles and Responsibilities
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Resource Manager
Quality Control ( reminder cards)
Secretary
Reporter
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Agenda
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SET and the Recognition Process
Important Dates
School Outcome Data
Revisiting the 7 Components for
Tips for Sustainability
Review Readiness Requirements for Tier 2
Classroom practices: Activity Sequencing and
Choice
MO SW-PBS
All Schools at Emerging Advance Level
are required to have a (SET) Schoolwide
Evaluation Tool during the
2014-2015 school year
SET Evaluates Across 7 Feature Areas:
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Expectations Defined
Behavioral Expectations Taught
Acknowledgement Procedures in Place
Correction Procedures in Place
Monitoring and Evaluation (Data)
Evidence of Established Management
Procedures
• Evidence of District-level Support
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Data Sources for SET:
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Discipline Handbook
School Improvement Plan
SW-PBS Instructional Materials
SW-PBS team records
ODR data
SW-PBS Consultants conduct
• External Observations
• Brief Student and Staff Interviews
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Applying for State Recognition
• Achieve an 80/80 on the SET
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Criteria is Based on
• Systems
• Data
• Practices
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Systems
• A team is in place and meets at least monthly
• Current Action Plan
• Consistent team membership & attendance by
administration
• Expectations & strategies communicated to all
staff, students and families
• A continuum for encouraging expected
behaviors is documented
• A continuum for discouraging
inappropriate behaviors is documented
MO SW-PBS
Data
• All required forms submitted on time
• Evidence of ongoing data being collected, reviewed
and analyzed for decision making at the Tier 1 level
• Evidence Big 5 reports are developed, reviewed and
analyzed for decision-making by the team at least
monthly
• Evidence Big 5 reports are presented by the team,
then reviewed and analyzed by the full staff at least
monthly
• Evidence of maintaining or improving student
outcomes
MO SW-PBS
Examples of Data Documentation
Timely submission of surveys/documents
PBIS APPS
• Self-Assessment Survey (SAS)
• School Safety Survey (SSS)
• MOODLE Uploads
• Monthly Team meeting minutes
• Quarterly reports
MO SW-PBS
Practices
• Expectations posted in all non-classroom
settings
• Evidence of regularly teaching social/behavioral
skills in all schoolwide settings
• Lesson Plans
• Annual Teaching Schedule
• Evidence classroom rules and procedures
align with schoolwide expectations (posted in
classrooms)
MO SW-PBS
Submit all information in an organized
manner by March 31st
MO SW-PBS
Mark Your Calendars
• SWIS Data Training: Sept. 29th
• Administrator Networking Meeting: October
2nd
• SET Training: December 17th (Optional)
• Summer Institute: June 10-12 at Tan Tara
MO SW-PBS
Survey Dates
2014-2015
PBIS APPS: www.pbisapps.org
• School Safety Survey: Aug. 4th- Sept.30 th
• Self Assessment Survey: January 19th - March
31st
• Schedule your SET prior to March 23, 2014
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Due Dates
2014-2015
Monthly Minutes
Quarterly Data:
• 1st – Oct. 24, 2014
• 2nd – Jan. 30, 2015
• 3rd – March 27, 2015
• 4th – May 22, 2015
*Upload to MOODLE
MO SW-PBS
MOODLE
www.edplus.org
• Upload by Due Date
• Monthly Minutes ( PBS Secretary)
• Quarterly Data ( Data Manager)
• Additional Resources
• Websites (PBIS Apps & Missouri pbis.org)
• Standard Documents ( Action Plan, Universal
Checklist, Data Alchemy, Teacher Tools, Monthly Tips)
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Tips for Tier 1 Chairperson/Team
MO SW-PBS
School Outcome Data
MU Center for SW-PBS
College of Education
University of Missouri
School Outcome Data
Data to be collected:
1. Student Assistance Referrals
2. Referrals by Student
3. Office Discipline Referrals by Grade Level
School Outcome Data Directions
MO SW-PBS
Student Assistance Referrals
MO SW-PBS
1. Student Assistance Referrals
Count of students nominated to general
education team(s)*, within the school that
review concerns related to academic and/or
behavior BEFORE special education referral
is considered.
*General Education Team = Student Support Team,
Student Study Team, Student Assistance Team,
Student Improvement Team, Problem-Solving Team,
Tier 2 or Tier 3 Team
MO SW-PBS
Student Assistance Referrals
• General Education Team: Pre-SPED referrals to
Student Assistance Team (includes Tier II/III
Team)
 Academic Support
 Social/ Behavioral Support
• Special Education
 Referred
 Qualified
• Outside Agencies
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Outside Agencies
Examples
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County Health Department
County Mental Health
Other Mental Health Providers
Dental assistance
Eye care assistance
Food Pantry
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Assistance Referrals Documentation
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Special Education
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Referrals by Student Documentation
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Referrals by Grade Documentation
Office Referrals by Grade Level
Office Managed Behaviors – No Staff Managed Behaviors
Grade
Pre-K
K
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IEP
Non-IEP
3. Referrals by Grade Level
• Total Office Discipline Referrals per Grade Level
• Disaggregated by IEP and Non-IEP
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Data is Used To…
• School
• Chart your progress by student outcomes
• Action plan at the school level
• Region
• Provide targeted assistance
• State SW-PBIS Team
• Adjust training content
• Identify exemplar schools
• Chart progress of Missouri PBIS
• National
• Chart progress of Missouri Schools
• Identify areas for research
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Data is NOT Used To…
• Hold individual schools accountable
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DUE DATE
• October 31st : 2013-2014
• June 30 : 2014- 2015
MO SW-PBS
Submit this worksheet to:
• [email protected]
• PLEASE BE SURE TO INCLUDE THE
FOLLOWING IN THE BODY OF THE EMAIL:
• Contact Name & Email
• School and District Name
MO SW-PBS
Emerging Advanced Outcomes
“The Year of Insurance”
• Assess current reality using data
• Revise and continually strengthen existing
systems of Tier 1
• Evidence of all staff implementing the
8 Effective Classroom Practices effectively
• Identify and measure Tier 2 readiness
requirements
MO SW-PBS
Supporting Tools
• Action Plan Template
• The Universal Support Checklist
*Hard Copies are Provided
*Electronic access on Moodle
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Activity: Essential Components Review
8 Station Review Activity
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Number off 1-8.
Bring a marker with you.
Go to your designated starting station.
Appoint a recorder and a reporter.
Discuss and chart ideas concerning the questions
about this MO SW-PBS Essential Component.
• Rotate to the next station when signaled and add to
the discussion.
• Be prepared to share out at your last station.
MO SW-PBS
Session 1 Outcomes
At the end of today’s session, you will be able to…
• Engage staff in renewing ongoing commitment to a
positive, proactive and instructional approach to
discipline.
• Readiness requirements for Tier 2 with faculty and
staff.
• Selectively use the classroom practice, activity
sequencing and choice, as needed to maintain
student engagement.
MO SW-PBS
Session 1 Outcomes
At the end of today’s session, you will be able to…
 Engage staff in renewing ongoing commitment to a
positive, proactive and instructional approach to
discipline.
• Readiness requirements for Tier 2 with faculty and
staff.
• Selectively use the classroom practice, activity
sequencing and choice, as needed to maintain
student engagement.
MO SW-PBS
Common Philosophy & Purpose
• All good discipline approaches begin with the
examination of each individual’s philosophy
about human behavior.
• This philosophy drives all decisions regarding
clarifying, teaching, encouraging, and discouraging
behavior.
MO SW-PBS
Why are we implementing SW-PBS?
MO SW-PBS
Keep the Focus on Students
MO SW-PBS
Discussion: Common Philosophy &
Purpose
• Have all staff members adopted a positive and
proactive philosophy concerning student behavior?
• Do they believe that all students can change?
• Do teachers feel they have the skills necessary to influence
change?
• Do you need to Encourage staff re-commitment due to
changes staff or implementation fatigue?
MO SW-PBS
Goal: Complete Your Team Puzzle
Following the directions provided assemble the
puzzle as a team.
Skills needed are:
• Communication nonverbal and verbal
• Problem Solving
• Access to Resources
MO SW-PBS
Phase 1
Directions for the First 30 seconds:
Assemble pieces alternating turns. One person
put down a piece, then the next person and so
on.
Use a Voice Level Zero
Only Touch 1 puzzle piece at a time and only
when it is your turn
Nonverbal communication is prohibited
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Phase 2
Next 30 seconds
• Continue assembling the puzzle without
talking
• You can touch each others’ pieces
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Phase 3
Next 60 seconds
• As a team complete your puzzle using all
available resources
• Talking is now permitted
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Debrief
Related to the Team Process….
• What insights do you have about this activity?
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Puzzle Activity Purpose
Team Composition and Effectiveness
• Do you have a solid team in place?
• Does each person on your team have a specific role?
• Have you established a team member rotation
method?
• Is there a system in place to mentor new Tier 1 Team
members?
• Are your Tier 1 systems solidly in place?
• Do you have a current action plan?
• Who can you ask if you need some assistance?
• Consultant
• PBS team members
• Other schools
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Session 1 Outcomes
At the end of today’s session, you will be able to…
 Engage staff in renewing ongoing commitment to a
positive, proactive and instructional approach to
discipline.
• Readiness requirements for Tier 2 with faculty and
staff.
• Selectively use the classroom practice, activity
sequencing and choice, as needed to maintain
student engagement.
• Use effective action planning to guide and monitor
development and implementation tasks.
MO SW-PBS
Tier 2 Readiness Requirements
• Schoolwide Evaluation Tool (SET) = score
(80/80) for the 2014-2015 school year
• Schedule your SET prior to March 23rd.
MO SW-PBS
Tier 2 Readiness Requirements
• Self-Assessment Survey (SAS) = 80% of staff
report that Schoolwide, Non-Classroom &
Classroom Systems are ‘In Place’
MO SW-PBS
SAS was a significant predictor of sustained
implementation ~ McIntosh 2013
MO SW-PBS
MO SW-PBS
Discussion: Self-Assessment Survey
Review the Schoolwide, Non-Classroom, and
Classroom Subscales of your SAS Results and discuss
the following with your team…
• Do you have 80% or above on these 3 subscales?
• If yes, how will you sustain this level of implementation?
• If no, what items need to be added to your action plan in order to
reach this level of implementation?
• How will you communicate these results and next steps to
your faculty and staff?
MO SW-PBS
Tier 2 Readiness Requirements
• Office referral data indicates 80 percent of
students in the 0-1 referral range
• System in place to document classroom
minors ( Minor Tracking form)
• Consistent use of school-wide data for making
decisions ( Tools: Monthly Big 5 Data Report,
Decision Making Model, Data Alchemy)
MO SW-PBS
Discussion: ODRs, Minors, & The Big 5
Review your ODR Data from the end of last year and
discuss…
• Do you have 80% of students in the 0-1 referral range?
• Do you have a system in place to document classroom
managed behaviors (minors)?
• Does your SW-PBS Leadership Team consistently use Big 5
Data Reports (at least monthly) for decision making?
MO SW-PBS
Tier 2 Readiness Requirements
• Administrator and core group of staff will
serve as Tier 2 Team.
• Determine a core group of team members who
will attend trainings
• Crossover membership with Tier 1 Team
• At least one member with behavioral expertise
• At least one member with academic expertise
• Access to district level support
MO SW-PBS
Discussion: Leadership Team & Support
Discuss the following with your team…
• Do you have an administrator and core group of staff that
will serve as a Tier 2 Team?
• Do you have access to district level support in regard to
SW-PBS implementation?
MO SW-PBS
Barriers to Success
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Lack of administrative support & leadership
Effective system for communication not in place
Classroom System implementation not in place
Documentation of classroom infractions (minors)
not in place
• Data decision rules are not in place or not
followed
• Fidelity of Implementation is not checked
MO SW-PBS
TIER 2 TRAINING REQUIREMENT
Administrator and tier 2 team required to
attend all 4 trainings
MO SW-PBS
Discussion: Readiness for Tier 2
With your team…
• Review each Tier 2 Readiness Requirement.
• Discuss where your building is on the continuum
for each statement.
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What evidence do you have?
What can you celebrate?
What steps can be taken to improve?
In Place
MO SW-PBS
Partially In Place
Not In Place
Session 1 Outcomes
At the end of today’s session, you will be able to…
 Engage staff in renewing ongoing commitment to a
positive, proactive and instructional approach to
discipline.
 Review Readiness Requirements for Tier 2 with
faculty and staff.
• Selectively use the classroom practice, activity
sequencing and choice, as needed to maintain
student engagement.
MO SW-PBS
Effective Classroom Practices
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Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Offering Choice
Task Difficulty
MO SW-PBS
Activity Sequencing & Choice
For students who can do the work but choose
not to due to…
• Inadequate reinforcement
• Lack of Motivation
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Activity Sequencing & Offering Choice:
Defined
Activity Sequencing
• Alter the manner in which instructional tasks,
activities are ordered in such a way that
promotes learning and encourages appropriate
behavior.
Offering Choice
• Providing options in activities such as the type,
order, materials, who, where and when they
occur.
MO SW-PBS
Activity Sequencing & Offering Choice
• Increases student engagement with learning
and task completion.
• Decreases disruptive behavior.
• Improves student perceptions of assignments
previously considered too difficult.
• Helps build positive adult-student
relationships.
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Task Interspersal
Definition
• A simple strategy of interspersing tasks that
have already been mastered within an
assignment of new learning.
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Activity Sequencing
Sequencing content to promote learning and
appropriate behavior.
Two strategies:
• Task Interspersal–Intermingle easier tasks
among longer or more difficult tasks.
• Behavior Momentum–Using simple
instructions to precede more difficult
instructions.
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Task Interspersal–Continued
Why?
• Can promote greater confidence and motivation to both
begin and finish the activity.
• Positively impacts overall perception of the assignment.
• Students perceive interspersed tasks as taking less time to
complete, being less difficult and requiring less effort
• Allows for review of previously learned content while
heading off frustration.
MO SW-PBS
Task Interspersal
Who?
• Students who become frustrated with work
perceived as difficult, requiring a slower
pace, or more effort.
• Individual intervention for a student
experiencing frustration and poor task
completion.
MO SW-PBS
Task Interspersal
When?
• Incorporate into instructional materials for
all students.
• Used as an individual intervention for a
student experiencing frustration and poor
task completion.
MO SW-PBS
Example of Task Interspersal
Emily is an average math student, but when given more difficult
problems she works for a while, then quits and refuses teacher help.
She has already mastered multiplication with one and two-digit
numbers. To help Emily, the teacher arranges her work to include a
mix of three-digit, two-digit, and one-digit problems. The
assignment includes more two- and one-digit problems than threedigit. When she finishes a series of problems, Emily is asked to raise
her hand. The teacher praises Emily for effort and work completion.
This series is repeated and the teacher increases the number of
harder problems, checking to see that Emily is successful each time.
Eventually, Emily is able to complete a full series of three-digit
problems with accuracy.
Colvin, 2009
MO SW-PBS
Guideline for Using Task Interspersal
• An item must be truly at mastery level before
using for interspersing.
• Students prefer assignments when up to 30% of
items are new.
• Intersperse in a ratio of 1:3; one mastered to
every three new items.
• Slowly fade the mastered items as fluency builds
with new content.
• Eventually disperse and eliminate the already
mastered items.
Logan and Skinner (1998)
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Activity: Task Interspersal Personal
Reflection
Think of the subjects or content you teach.
• List several of the activities or assignments students
complete in your class.
• Identify ways you could mix in mastered material
with new material in each activity or assignment.
• Share with a partner
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Behavioral Momentum
What?
Using the momentum of easier tasks or requests to build
energy or motion to complete requests or activities of
greater difficulty.
Who?
• Can be used with individual students or the entire class.
Why?
• Increases likelihood that the more difficult task will be
completed.
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Behavior Momentum–Continued
How?
• Identify behaviors that have a high probability of
completion.
• Then precede more difficult requests by giving three
or more requests the student can readily do.
• After successful completion, reinforce the student.
• Then present the task that is known to have a lower
probability of being completed.
• Again, reinforce the student.
• Gradually reduce the number of easier requests.
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Example of Behavior Momentum
Miguel does not like to read, and in the past when
asked to read he hangs his head and closes his
eyes. Today, his teacher begins the small group
reading by reading to him briefly. Then she asks
him to follow along and read with her. When he
does she praises him then asks him to read every
other sentence on his own. She praises him again
and now asks him to continue reading by himself.
MO SW-PBS
Discussion: Behavior Momentum
Think about your classroom and students.
• What do you already do to sequence activities or
requests to produce behavioral momentum?
• What students or tasks could benefit from this
strategy?
• How will you incorporate this into your daily
practices?
Be prepared to share.
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Student Choice
What?
Providing students with a choice of activities, materials, etc .
When? Who?
• Used selectively with the entire class or individuals.
Frequently used with students at-risk who are provided
choice on the sequence of their day’s work or with a student
who has multiple unfinished tasks to complete.
Why?
• Choice appears to help with both compliance and task
completion as well as affect or positive student feelings for
school and their teacher. Used class-wide, it can have a
positive group effect.
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Student Choice–Continued
What Choices?
• Type of activity or mode of the task (e.g., written,
oral, project, etc.).
• Materials used to complete an assignment.
• Order or sequence in which tasks are completed.
• How the work will be done or with whom to work
(e.g., work in a group, pairs, individually).
• Where to work.
• What to do when task is done.
MO SW-PBS
Activity: Student Choice
Read the scenario from Mr. Franklin’s class on
handout Effective Classroom Practice – Student
Choice. Underline when he offered choice.
Be prepared to share with the group.
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Mr. Franklin Offers Choice
Mr. Franklin knows that his students enjoy project-based
activities that relate to their everyday lives. He also knows of
students who love using technology rather than paper and pencil
tasks. He considers his resources (e.g., available computers,
physical space, staff and time) and develops his plan carefully.
When presenting the new unit on recycling, Mr. Franklin offers
students a choice of two activities: 1) develop a recycling survey
or 2) plan a recycling program. He has students vote on what
activity they want to pursue that day. Students then divide into
two groups according to their choice.
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Mr. Franklin Offers Choice - Continued
Mr. Franklin allows group one to develop a recycling plan for either
their classroom or neighborhood; group two could develop their
own survey questions or browse the internet to search for other
surveys to use as an example. He further allows students to select
whether they prefer to work in their group, pairs or individually.
After these decisions are made, Mr. Franklin guides them to choose
if they want to handwrite the survey or recycling plan or prepare it
on the computer.
When the work is complete and shared, Mr. Franklin asks students
to write on a piece of paper what parts of the lesson they enjoyed
most and why. He plans to use the feedback for future lesson
planning.
(Adapted from Kern & State, 2009)
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Steps for Using Choice in the Classroom
1. Create a menu of choices you would be
willing to provide to students.
2. Look through your choice menu before
planning each lesson.
3. Decide what types of choice are appropriate
and where they fit best in the lesson.
4. Provide choices as planned while teaching
the lesson.
5. Solicit student feedback and input.
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Discussion: Student Choice
• How do you currently use choice in your classroom?
• Are there ways that you could increase the
opportunities for student choice without
compromising learning outcomes in your classroom?
MO SW-PBS
Activity: Student Choice
Using the handout list the subjects or content areas that you teach. Identify
the ways that you might be able to include student choice for each.
Work independently or with a partner.
Share ideas with your team.
Reporter for your team will share with the whole group 2 ideas from the list
below
• Type of activity or mode of task.
• The order or sequence of tasks to be done.
• The kind of materials to be used.
• How the work will be done or with whom to work.
• The location of the work.
• What will be done when work is completed.
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Eight Effective Classroom Practices
Resources
• Power Point
• Handouts
• Teacher Tools
• http://pbismissouri.org
>Teams>Tier 1 Workbook>
Effective Classroom Practices
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Action Planning: Effective Classroom
Practices
Add the following to your Action:
• Review feature 7 on the ‘Effective Classroom
Practices’ component of your Universal
Support Checklist.
• Decide Who, When, and How you will
provide PD on Activity Sequencing and
Choice with your staff.
MO SW-PBS
Activity: Universal Support Checklist
and Action Planning
With your team…
• Review the Universal Support Checklist items.
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For each item, indicate if it is ‘In Place’, ‘Partially In Place’, or
‘Not In Place’.
For each item, provide evidence of supporting
implementation data.
Write goals on action plan to complete task partially in place
or not in place.
**One copy stays with team, one copy will be turned in to us
before leaving today.
MO SW-PBS
Next Session:
November 13, 2014
MO SW-PBS
All participants please
• Complete an Evaluation
• Bus your tables
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Resource Manager please
Turn in…
• The Universal Checklist
(1 Copy with school name)
• Tier 2 Readiness Checklist
( 1 copy)
• Evaluations
• Marker Box