Transcript Advanced Teams Action Planning: Setting the Stage for a Productive Summer Institute Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org.

Advanced Teams Action Planning:
Setting the Stage for a Productive
Summer Institute
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral
Interventions and Supports
pbis.org
Starting Point….
• We can’t “make” students learn or behave
• We can create environments to increase
the likelihood students learn and behave
• Environments that increase the likelihood
are guided by a core curriculum and
implemented with consistency and fidelity
SW-Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Practices (what we do for students)
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Clear Outcomes/Objectives
Research supported
Technical assistance input
Stake holder input
Systems (how we support adults)
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Evaluate Current systems
Allocate/reallocate resources
Develop process/model and forms (adult & student)
Training / information dissemination
On-going support (adult & students)
Develop formative evaluation process (student
outcomes, adult use, success and barriers)
• Provide frequent positive & instructional feedback to
staff
Data (how we make decisions)
• How to identify students/ problem
behaviors / problem areas
• Progress along the way
– Student outcomes
– Adult perceptions
• System analyses / Cost benefit
Policy (how to maintain change)
• Create standard processes
• Codify within existing policy
• Dissemination to multiple audiences
Assumptions
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Teams - Administrator
Social behavior curriculum developed / adapted
Data-based decision making
Problem solving logic
Access to Technical Assistance
Working toward district/regional support
SW-PBS/MBI is a Marathon, not a sprint
Focus is always on what students should be learning
versus what they should not be doing
Creating Environments
Environments that increase the
likelihood are guided by a core
curriculum and implemented with
consistency and fidelity
"All organizations [and systems] are
designed, intentionally or
unwittingly, to achieve precisely the
results they get."
R. Spencer Darling
Business Expert
Creating Environments to Increase the
Likelihood: Universals
• Annually:
– Revisit your set of expectations and teaching
activities
– Assess and address “problem spots” across school
environments
– Assess effective instruction and management in
each classroom
• High Rates of Positive Feedback
Creating Environments
• Focus on socially important behaviors
• Inviting atmosphere / Friendly & Helpful
• Connections / relationships between:
– Staff-staff
– Staff-students
– Students-adults
Is your school a place where you would want
your own child to attend?
Pyramid to Success for All
Office Issues
Bus referrals, Truancy, Chronic offender, Threatening student or adult, Fighting,
Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons,
Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
Teacher Method for handling student behaviors
Referral Form – send student to office with completed form
Process with student before re-entry
Office Method for handling student behaviors
Proactive: RRKS Review, Parent Contact
Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.
Team Issues
Repeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems, Attendance,
Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions
Method for handling student behaviors
Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference
with Parents, Team conference with Administrator/Counselor, Triage in the AM with the student, Triage at lunch with the
student, Team Focus, etc.
Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Classroom Teacher Issues
Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language, Lack of
materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of property
Method for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor,
Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular breaks for exercise,
Give a job, RRKS Review, Reward lunch with teacher, etc.
Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call,
Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
First Task
• Quick Audit Worksheet
– Identify current supports across the continuum
within your school
Creating Environments to Increase the
Likelihood: Classrooms
• Keep in mind:
– Most problem behaviors occur in the
classroom
– Effective social and academic instruction is
essential for ALL classrooms
– Classrooms are “personal”
Creating Effective Classroom
Environments
• Insure ALL faculty and staff engaging in
effective instruction and classroom
management
• Align resources to challenges
– Work within existing organization structure, or
– Raze and rebuild
• Must build an environment that
simultaneously supports student and adult
behavior
Essential
1. Classroom expectations & rules defined and taught (all use
school-wide, create classroom examples)
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate behavior
in place and used per established school-wide procedure
5. Students are actively supervised (pre-corrects and positive
feedback)
6. Students are given multiple opportunities to respond (OTR)
to promote high rates of academic engagement
7. Activity sequence promotes optimal instruction time and
student engaged time
8. Instruction is differentiated based on student need
Systems To Support Classroom
• Peer coaching
– Individual classroom plan
– Brief in-service, single topic focus
– Performance feedback
• Modeling
– Specialist
• Principal “walk through”
Peer Coaching with
Performance Feedback
• 2 schools – one high SES, one low SES
• 4 teacher “cool tools” on instructional talk,
prompts, feedback, and wait time
• Implemented school-wide; provided a tip
sheet and mini in-service on each, weekly
email reminders from administrators
Percentage of Instructional Talk
Instructional Talk for all Participants
120
100
80
Baseline
60
DC IT
40
PC IT
20
Change
0
-20
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9
10 11 12
Second Task
• Review “classroom systems” self –assessment
& Mapping Examples
• Outline plan for all in school to self-assess and
develop targeted training
– pbis.org for additional classroom assessment tools
First Homework Assignment
• http://pbismissouri.org/minimod.html
What Happens When We Run
into Problems?
SW-PBS Problem Solving Logic
1. Establish Ground Rules
2. Start with Data
3. Match Practices to Data
4. Align Resources to Implement
Practices (systems, systems, systems)
SW-PBS Problem Solving Logic
1. Establish Ground Rules
– Nothing sacred / Everything is important
– Not about “philosophy” or “theory"
– Keep focus on outcomes
– Remember, if what we are doing now was meeting
the needs of all students we wouldn’t be having
the conversation
– Allow for a transition period
• 2-3 years
SW-PBS Problem Solving Logic
2. Start with Data
– Be prepared for the “examination & explanation”
– Understand that data are simply a “sample” of what is
going on
– Data must be contextualized
– Don’t drown in the data
– Assess the integrity of the data (plan to correct)
– Keep the conversation focused on data that are “in
your control”
– Be prepared with a draft action plan
SW-PBS Problem Solving Logic
3. Match Practices to Data
– Strategies, curricula, and resources
independent of what is currently in place
– Don’t limit to what you currently know –
outside resources
–Build your daily schedule around
priorities
SW-PBS Problem Solving Logic
4. Align Resources to Implement
Practices
–New roles to reach outcomes will
require training and on-going technical
assistance (systems)
We’re Ready to Move up the
Continuum
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Tier II/III Starting Points
Pre-requisites
• Universals firmly in place including classrooms
• Data used consistently in team meetings
Requisites
• Data decision rules to identify students who need
additional supports supports
– Environment
– Student
• Progress monitoring plan developed
• Equal attention to practices (student support) and
systems (adult support)
Basic Steps
1. School-wide, including classroom, universals
in place
2. Identify students who need additional
supports
3. Identify what supports student needs
– Environment
– Intervention
4. Monitor & evaluate progress
Starting Point
• Work within current formal and informal systems
• Develop missing steps of efficient process
• Provide training and technical assistance to
facilitators
– Grade Level Problem Solving Teams (partnership)
– Tier II/III Team
• Guided process with templates for environmental
modifications and interventions
SAT Process
Teacher Training and
Support
Targeted Interventions
Individual Student Plans
Core Team/Classrooms
Implement AIS
Monitor Progress
Refer to SAT
SAT Team
Administrator
Counselor
Behavior Specialist
STAT Team
Core Team Representative
SAT Partner
Core Team Teachers
*Meets Weekly
School-Wide Systems
Matrix
Lesson Plans
School-Wide Data
Acknowledgement
Communication
RRKS Team
Core Team Representative
District PBS Support
Building Administrator and
Counselors
*Meets Monthly
Tier II/III Support Process
• Step 1 – Insure Universals, including Classroom, in place
• Step 2 – Student Identification Process
– Decision Rules
– Referral
– Screen
• Step 3 - Grade Level / Team Problem Solving
– Classroom supports (function-based)
– Progress monitor
• Step 4 - Tier II/III supports
– Non-responders to grade level supports
– Match function of student behavior to intervention
– Progress monitor
• Step 5 - Evaluate Process
Next Steps
Time to Plan
Summer Institute Planning Map
1. Review your team's current MBI Status by
considering the three questions relative to session
topics
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Planning map
MBI Blueprint
2. Select a member of your team to attend &
participate in selected topical breakout sessions
3. At each team sharing session, team members will
report on what they learned to enhance your
action plan
Current Status
What Activities:
1. Need to be added or adopted?
2. Need to be tweaked for accurate & sustained
implementation?
3. Are working well & need to be sustained &
expanded?
Action Plan
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What Learned
What do we want to accomplish
How can we accomplish
When and Who
Remember
• We can’t “make” students learn or behave
• We can create environments to increase
the likelihood students learn and behave
• Environments that increase the likelihood
are guided by a core curriculum and
implemented with consistency and fidelity
Your Task Now
• Complete the “Leadership Team Action
Planning Worksheet”
• Identify times you will meet across the week
to debrief
• Identify a time to complete the Action
Planning Worksheet with names and dates
attached to key items
• When finished, enjoy your evening