Transcript PBIS Maryland Coaches Meeting April 30, May 5, 2014 Who is here? • Who am I? – Cathy Shwaery, PBIS Maryland Training Coordinator, Sheppard Pratt.

PBIS Maryland
Coaches Meeting
April 30, May 5, 2014
Who is here?
• Who am I?
– Cathy Shwaery, PBIS Maryland Training Coordinator,
Sheppard Pratt Health System
– [email protected]
• Who are you?
– Roles?
– PBIS implementation experience?
EXPECTATION
BEHAVIOR
 Take care of your needs
BE
 Return on time
RESPONSIBLE  Share your questions
 Silence cell phones
BE
 Listen to others attentively
RESPECTFUL  Contribute to the activities
 Follow attention signal
BE
ENGAGED
 Share your thoughts
 Take notes
 Have FUN!!!!
Purpose: To acquire skills, ideas,
strategies to share with team and
staff to further PBIS implementation
Today’s Topics:
Solutions to Successful Implementation
Coaching Strategies
Learning Intentions
Participants will:
 Identify teaming structures that work!
 Find solutions to barriers
 Connect behavior to academics
 Harvest data for problem-solving
 Discuss approaches and strategies to effective
coaching
 Discuss mentoring across the tiers
 Ask questions during a panel discussion
Teaming Structures that Work!
What makes a team successful?
Results from 4/30/14 Meeting
Results from 5/5/14 Meeting
PBIS Team
Did you identify your:
• Recorder
• Facilitator
• Reporter
• Timekeeper
Meetings:
• Do you have monthly
team meetings?
• Do you have an
agenda?
• Do you have roles &
responsibilities?
• Are you looking at your
data to make decisions?
11
Tier 3
Practices, Initiatives,
Programs for a FEW
Resource
Mapping:
Taking
inventory of
teaming
structures at
your school
Tier 2
Practices, Initiatives,
Programs for SOME
Tier 1
Practices, Initiatives,
Programs for ALL
Inventory of Teams
Tiers
What
teams are
in place?
Who serves
on the
team?
What are
the
measurable
outcomes?
How is
progress
monitored?
How do
students
enter &
exit?
Tier I
For ALL
students
Tier 2
Tier 3
What are
your
communication
loops?
Solutions for Successful
Implementation
“Now I have my expectations and I
can set them high and most of my
kids will attain those expectations,
which makes It easier on me in the
classroom as a teacher”
Overcoming Barriers
Previously identified barriers to success:
1. Ineffective team
2. Lack of administrator support
3. Teachers don’t have time to teach behaviors
4. Lack of student involvement
5. Disproportionality
6. Limited staff buy-in
7. Professional Learning for teachers
Activity
1. Write at least one solution for at least 3 of
these topics on your post-it notes
2. Take notes with you during break and stick
them on the large chart paper by topic
around the lobby
3. Before re-entering lecture hall, take a
gallery walk to see what other coaches
wrote for solutions to barriers
Connecting Behavior & Academics
What does teaching look like?
What does learning look like?
Think-Pair-Share
AET
• Academic Engaged Time (AET)
– 330 minutes of instruction/day
– 1650 minutes/week
– 56,700 minute/year
– 15,700 minutes for Reading
• Minutes are a finite number
• Loss of minutes=Loss of achievement
• Minutes are the currency we use for
instruction
George M. Batsche, Ed.D., Institute for School
Reform, University of South Florida
All instructional tasks involve
academic skills and
academic behaviors
Instructional planning that involves both of
these will maximize student growth
George M. Batsche, Ed.D., Institute for School
Reform, University of South Florida
Student Achievement
Student Performance
• Academic Skills
– Goal setting tied to state/district standards
– Common Core State Standards
– Developmental Standards
• Academic Behaviors-Student Engagement
– Behaviors associated with successful completion of the
academic skills
– On-task, listening, following directions, ignoring distractions,
self-monitoring, goal setting, content of private speech
• Inter-/Intra-Personal Behaviors
– Behaviors that support social skills
– Social/emotional development
George M. Batsche, Ed.D., Institute for School
Reform, University of South Florida
Conditions for Learning: Key Aspects of School Climate
Which Support Enhanced School Academic Outcomes
Page  27
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Physically safe
Emotionally and socially safe
Treated fairly and equitably
Avoid risky behaviors
School is safe and orderly
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High expectations
• Emotionally intelligent and
culturally competent
Strong personal motivation
School is connected to life goals • Responsible and persistent
Rigorous academic opportunities • Cooperative team players
• Contribute to school community
Meaningful connection to adults
Strong bonds to school
Positive peer relationships
Effective and available support
Standards for Reading Literature (RL)
Grade 5
• RL7 Integrate and evaluate content presented
in diverse media and formats, including
visually and quantitatively, as well as in words.
– Participate actively and appropriately in
discussions about literary text.
1. Identify the ACADEMIC SKILLS necessary to complete this
standard
2. Identify the ACADEMIC BEHAVIORS necessary to complete
this standard
Standard 1.0 Skills and Processes
Science, Grade 8
• Topic B. Applying Evidence and Reasoning
– Indicator 1. Review data from a simple
experiment, summarize the data, and construct a
logical argument about the cause-and-effect
relationships in the experiment.
1. Identify the ACADEMIC SKILLS necessary to complete this
standard
2. Identify the ACADEMIC BEHAVIORS necessary to complete
this standard
Critical Features of Effective Classroom
Management
• Post, Teach, Review, Monitor, and Reinforce Expectations
• Maximize Structure and Predictability
 Actively Engage Students
• Use Continuum of Strategies to Encourage Expected
Behavior
• Use Continuum of Strategies to Discourage Problem
Behavior
(Simonsen, Faribanks, Briesch, Myers, & Sugai, 2008)
Actively Engage Students in
Observable Ways
• Rate of opportunities to respond
(OTR’s)
• Direct instruction
• Class-wide peer tutoring
• Computer assisted instruction
• Guided notes
Simonsen, et al (2008), Evidence-based Practices in Classroom Management: Considerations for
Research to Practice
Rate of Opportunities to
Respond (OTR’s)
Prompt or solicit a response
•Choral Responding
•Response Cards
Simonsen, et al (2008), Evidence-based Practices in Classroom Management: Considerations for Research to Practice
Choral Responding: Criteria
• Short, one to three
word answers
• Brisk paced lessons
• Provide thinking pause
• Use a clear signal of
when to respond
• Provide feedback
• Call on individual
students
Response Cards: Criteria
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Simple items
Easy to read
Few in number
Keep a brisk
pace
Social
Studies
Math
Science
Judicial
<
Reptile
Executive
>
Amphibians
Legislative
=
Crustacean
It’s All About Engagement!
Five Basic Elements of Cooperative Learning
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Positive Interdependence
Face-To-Face Interaction
Individual Accountability
Social Skills
Group Processing
Positive Interdependence
promotes a cooperative and caring
learning community in which
students work together, are
supportive, and encourage each
other to learn and succeed.
Some ways to create interdependence
include:
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Assigning different necessary roles to each student (Sage-NScribe)
Assigning different access to materials to each student (Pair
Projects in which one has the scissors and another the glue)
Providing different essential information to each student (Jigsaw
Problem Solving)
Limiting the time so that no one person can complete the task
alone (Brainstorming)
Increasing the task difficulty so no one person can complete the
task alone (Team Project requiring coordination of efforts)
Designing tasks with cumulative contributions (RoundRobin
Storytelling: Each teammate in turn adds a sentence to the team
story)
Having students teach each other (Telephone, Partners, Jigsaw)
Kagan, S. The Two Dimensions of Positive Interdependence. San Clemente, CA: Kagan Publishing.
Kagan Online Magazine, Fall 2007. www.KaganOnline.com
It’s All About Engagement!
Cooperative Learning/Instructional Strategies
Online
http://olc.spsd.sk.ca/DE/PD/instr/categ.html
Cooperative Learning Social Skill Lesson Plan
http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/le
sson.pdf
Student Centers
1. Form flexible groups based on assessment;
2. Identify appropriate center activities based on
assessment;
3. Design a center management system;
4. Implement a behavior management system;
5. Give explicit center directions;
6. Organize the classroom;
7. Manage transitions; and
8. Establish accountability.
www.centeroninstruction.org
Lunch Break
11:15 – 12:30
See back of Agenda
for near-by restaurant locations
Contributions to this presentation
• Kimberly Yanek, Systems Coach, trainer, PBIS
of Virginia, Old Dominion University
• George M. Batsche, Ed.D., Institute for School
Reform, University of South Florida