November 2 2010 cohort a implementation steps 4 5
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November 2, 2010 - Cohort A Implementation Steps 4 & 5. PBIS Day 2 Team Training Orange County 2010-2011 Cadre. Welcome!. Barbara Kelley Cristy Clouse Marie Williams Pam Tupy

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PBIS Day 2 Team Training Orange County 2010-2011 Cadre

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November 2, 2010 - Cohort A

Implementation Steps 4 & 5

PBIS Day 2 Team TrainingOrange County 2010-2011 Cadre


Barbara Kelley Cristy Clouse Marie Williams Pam Tupy

PBIS Coordinator PBIS Prog. Specialist PBIS Prog. Specialist PBIS Prog. Specialist

Temperature Check

Awareness of Self

  • Briefly “check-in” at your table, describing your mood.

  • Share a statement about something going on with you, or anything that might distract you from fully participating in the training today.

Temperature Check

Awareness of Others

Re: PBIS Implementation

Steps 1-3

  • Place your sticky dot on the thermometer to identify how you are feeling about Implementation Steps 1-3 on your “Team Thermometer.”

Temperature Check

Awareness of Others

Implementation is on FIRE! 

Implementation is rising!

Implementation is at a freezing point!

Team Report Temperature Check

  • After all of your team members have identified their “temperature,” take a look at the thermometer and reflect…

    • What does our collective temperature say about our level of implementation?

    • What does our collective temperature say about our progress as a team?


  • Understand the Seven Norms of Collaboration

  • Further explore the PBIS Implementation Process

  • Develop an evidence-based system that supports

    school-wide instructional practices

  • Develop an evidence-based system that supports classroominstructional practices

  • Understand and practice data-driven dialogue

  • Action plan next steps


  • PBIS Temperature Check

  • The Seven Norms of Collaboration

  • Step 4 School-wide Teaching Matrix

  • Step 5: Classroom-wide Teaching Matrix

  • Action Planning

Net Promoter Feedback Q and A

  • PBIS Implementation

    • TIME to do this?

    • Timeline?

    • Examples from other schools?

    • Data collection?

    • 3 Tier Interventions?

  • STAFF Buy-in

    • How do we get staff to buy-in?

    • How will we implement new ideas?




Implementation Step 1: Establish Leadership Team Membership

The Seven Norms of Collaboration

  • There is a marked difference between skills and norms.

  • A skill is something that someone knows how to do.

  • A skill becomes a NORM when it is normal behavior in the group.

  • As they become established within the working substrate, they teach and remind all group members that this is the way we talk to each other around here. This is the way we do business.

Implementation Step 1: Establish Leadership Team Membership

The Seven Norms of Collaboration

  • 14-16

  • 1. Pausing

  • 2. Paraphrasing

  • 3.Putting Inquiry at the center.

  • 4. Probing for specificity.

Implementation Step 1: Establish Leadership Team Membership

The Seven Norms of Collaboration

  • 5. Placing ideas on the table.

  • 6. Paying attention to self and others.

  • 7. Presuming positive intentions.

Implementation Step 1: Establish Leadership Team Membership

The Seven Norms of Collaboration

Think about the Seven Norms…

  • Which will be the easiest for you to adopt?

  • Which will be the most challenging for you to adopt?

  • Which ONE will you focus on today as you work together?

  • Share with your elbow






Behavioral Expectations

Once your school-wide expectations have been developed, it is not enough to just post the words on the walls

of the classroom…

Now… they need to be

TAUGHT as effectively

as academics—with

intention & skill.

Behavioral Errors…

  • More often occur because:

    • Students do not have appropriate skills or “Skill Deficits”.

    • Students do not know when to use skill.

    • Skills are not taught in context.

    • Students have not been taught specific classroom procedures and routines.


“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”


“If a child doesn’t know how to behave, we…



“Why can’t we finish the last sentence

as automatically as we do the others?”

Horner, 1998

Why Develop a System for Teaching Behavior?

  • Behaviors are prerequisites for academics

  • Procedures and routines create structure

  • Repetition is key to learning new skills:

    • For a child to learn something new, it needs to be repeated on average of 8 times

    • For a child to unlearnan old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Repetition is key to learning new skills:

Our student profile has changed…

  • Don’t commit


Our student profile has changed…

  • We can no longerassume:

    • Students know the expectations/rules and appropriate ways to behave.

      • culturally, parenting, etc.

  • Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling.

To reach our students…

  • We mustassume:

    • Students will require different curricula, instructional modalities, etc… to learn appropriate behavior.

    • We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills.

How do we teach behavior like academics?

…use your School-wide and Classroom Teaching Matrix

  • Introductory Events/Implementation Day

    • Teaching school the school-wide expectations in ALL settings to ALL students

  • Keep it out there!

    • Visual displays, murals, banners, bulletin boards, Binder Reminders/Agendas

  • On-going Direct Instruction/Embedded in Other Curriculum

    • Advisement, T.A., Homeroom, academics, etc.

  • Booster Shot Assemblies

  • Mascot Visitations





    School-wide Teaching Matrix Practice

    WB p. 39-41

    • Using your newly gained knowledge, be a detective and find those expected behaviors in the matrix that are stated correctly, and those in need of improvement.

    • Next, wordsmith the errors to make the matrix match the key elements of a PBIS model.

    The Case of the


    School-wide Matrices 101: The Thinking Behind It

    • Use your data for decision making.

    • Identify the desired behaviors.

    • Identify the misbehaviors.

    • Positively state what you’d like to see.

      • “Here’s what you did” and “Here’s what I’d like you to do.”

    • Keep in mind these guiding questions…

      • What do we want kids to learn?

      • How will we know when they’re doing it?

      • What will we do when they don’t?

    School-wide Matrices 101: Staff Activity

    • Identify working groups

    • Make blank T-Charts

    • Write identified “Location” (typical settings/Contexts) at the top of each T-Chart

    • Identify the undesired behaviors (Left column)

    • Identify desired behavior counterpart (Right Column)

      Team Follow-up

    • PBIS TEAM: Collects T-Charts; compiles, organizes, and condenses qualitative data

    • PBIS TEAM: Chooses the top three desired behaviors for each location – most common errors Record on the matrix page 43

    • PBIS TEAM: Presents it back to staff as a first draft document

    School-Wide Location:

    Undesired Behavior

    Desired Behavior

    • Staff-Wide Activity: In your table group

    • Assign a recorder and facilitator.

    • Identify a location.

    • Brainstorm “Undesired Behaviors”

    • Identify the “Desired Behaviors “counterpart

    • Considerations when doing activity.

    • a. Use data for decision-making regarding locations

    • b. Positively state what you’d like to see.

      “Here’s what you did” and “Here’s what I’d like you to do.”

    • c. Keep in mind these guiding questions…

      What do we want kids to learn?

      How will we know when they’re doing it?

      What will we do when they don’t?

    Action Planning

    • Implementation Step 4:

      Procedures for Teaching School-wide Behavioral Expectations

    Rolling Work BreakMeet back together at 10:45

    STEP 3




    Effective Classroom Management Practice

    Five Guiding Principles

    “Good Teaching is our best behavior management.

    Apply 3 Tier prevention logic to classroom.

    Link classroom to school-wide.

    Teach social skills like academics.

    Build support systems to sustain use of effective practices.

    The single biggest factor affecting academic growth is the effectiveness of classroom instruction.

    Step 5: Develop Procedures for Teaching Classroom-wide ExpectationsSTRUCTURE AND PREDICTABILITY

    The Key to Classroom Management

    • Marzano and Marzano

      Jigsaw Triad

    • Directions:

    • At your table, count off by 3’s.

    • 1’s read – “Dominance”: Establish Clear Expectations and Consequences

    • 2’s read – “Cooperation”: Appropriate Levels of Cooperation

    • 3’s read – “Needs”: Awareness of High-Needs Students

    • Each “expert group” share the task of summarizing your reading to the rest of your group.

      • Filter it down to your top 3 BIG IDEAS

    Do this with your staff back at your school site.

    Step 5: Develop Procedures for Teaching Classroom-wide ExpectationsSTRUCTURE AND PREDICTABILITY

    • Classroom Matrix

      • Teacher Routines

      • Student Routines

      • Instructional Routines

        Anita Archer

    Instructional Routines

    Relentless Teaching

    Rules within Routines Classroom Matrix











    Structure & Predictability

    • Anita Archer: Routines and Procedures Demo Lesson

    Step 5: Develop Procedures for Teaching Classroom-wide ExpectationsSTRUCTURE AND PREDICTABILITY

    • As a team, review WB pp. 46-53.

    • Together, create a sample classroom matrix. WB p. 48

    • Action Plan: how to bring this ROUGH DRAFT back to your staff.

    • Action Plan : how to support teachers in developing classroom matrix in alignment with SW matrix

      Workbook pg. 54

    Lunch TimePlease be “there and ready” at 1:00

    Exploring and Discovering

    • Self-Assessment Survey

    Self-Assessment Survey Summary

    • After looking at your data, complete the Self Assessment Survey Summary

      • Rate the overall perspective of implementation (High, Medium, Low)

      • List 3 major strengths based on the Individual Item Analysis

      • List 3 areas of development

      • Identify 1 priority area

      • Define next steps on your Self-Assessment Survey Action Planning Worksheet

    Rolling Work Break—See you at 1:30

    Exploring and Discovering

    • Team Implementation Checklist

    Action Planning

    • Based on your Self-Assessment Survey Results and TIC data

      • Assess the success of your current level of implementation

      • Using your PBIS Implementation Action Plan, identify next steps in terms of implementation needs.

    Share-Out Showcase

    • Think about your work with PBIS Implementation so far.

      • What are some highlights about where you’ve been?

      • What are some highlight about where you’re going?

      • What will you share with your neighbor table?

    • Take 10 minutes to prepare

    • 5 minutes per team to share-out

    • Make sure to “Pay attention to self and others” so that both teams get to take a turn.

    • Pop-Up Survey—highlight from what you heard

    ClosureAction Planning

    • Parking Lot Questions

      Day 3 Training: February 8, 2011- 8:15-3:30

      Implementation Step 6: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavioral Expectations

      • Reinforcers

        Implementation Step 7:Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations

      • Discipline Flow Chart

      • Minors vs. Majors

    Net Promoter

    • Based upon today’s session, how likely would you be to recommend this workshop to others interested in PBIS? Please circle your response on a scale of 1 to 10 , 10 being the most likely: 0-6 is detractor, 7 &8 are neutral, and 9 & 10 are promoters

    • Please leave the Survey’s on your tables.

    • Thank-you for a great day!

    Thank You!

    CalTAC Contact Information

    CalTAC Website:

    National Website:

    CalTAC Coordinator: [email protected]

    CalTAC PBIS Program Specialist: [email protected]

    CalTAC PBIS Program Specialist: [email protected]

    CalTAC PBIS Program Specialist: [email protected]

    PBS Surveys on Line: [email protected]

    Data-Driven Dialogue: Purpose

    Taken from Data Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry by Bruce Wellman and Laura Lipton (in Preface- p. xi)

    • Data have no meaning. Data are simply information.

    • When confronted with data, individuals and groups often assign causality and determine solutions without clear problem definitions.

    • They seek the comfort of action rather than navigate the discomfort of ambiguity.

    • Skilled groups cultivate purposeful uncertainty as a pathway to understanding before jumping into planning processes.

    DDD: Purpose, cont’d.

    • Without intentionally organized opportunities--like the Data-Driven Dialogue-- data becomes something to fear, and to defend against.

      Data are to goals what

      signposts are to travelers.

      Schmoker, 1996

    Driving Forces of Data-Driven Dialogue

    Shifting From:

    Shifting To:

    A teaching focus

    Teaching as private practice

    School improvement as an option


    A learning focus

    Teaching as collaborative practice

    School improvement as a requirement


    Regional Alliance’s Top 10 Ways to Use Data

    First Turn/Last Turn

    • Split your team into two equal groups of

      3-4 people.

    • Read individually. Highlight 2-3 items.

    • In turns, share one of your items but do

      not comment on it.

    • Group members comment—in round-robin fashion*—about the item (without cross-talk).

    • The initial person who named the item then shares his or her thinking about the item and takes the last turn, making the final comments.

    • Repeat the pattern within your small group.

      *Round-robin is a highly structured participation strategy. Group members speak in turns, moving around the table in one direction.

    What kind of data do we use?

    • “Not everything that counts can be counted.

      And not everything that can be counted, counts.”

      -Albert Einstein

    • We most often think of data in terms of testing and numbers, but there are many other types of data that are very useful to the type of school-wide systems change in which you are involved.

    What are some of the barriers to using data more effectively than we do?

    Affective/ Cultural:Personal and Organizational

    • Read the bottom half of the “Why” of Data Handout: “Barriers to using data more effectively”.Highlight 2-3 “stand-outs”.

    • Elbow Chat with your partner about the significance of your key points.

    Technical:Personal and Organizational

    Why is it so scary to look at data?

    • “Data has been used to PROVE not to IMPROVE—and most of the time to prove that things are unsuccessful.”

    • “Without psychological safety, people fall into DENIAL, DISMISSAL, AND DEFENSIVENESS.”

    • “Most data decisions are ‘cardiac assessment’ vs. ‘data assessment.’ (My heart says…)”

    • “The process is only as good as the purpose it serves.”

      - Laura Lipton

    “Trust is the result of a risk successfully survived.”

    Data-Driven Dialogue Protocol

    Let’s get started!

    Dialogue Defined

    For our purposes, the term dialogueconnotes a collaborative sense-making process

    • dialogos

    • Logos: “meaning of the word”

    • Dia: “through”

    • …make possible a flow of meaning in the whole group out of which will emerge some new understanding.

    Data Driven Dialogue: Three StepsLipton, Wellman, 2004

    • Step One- Access prior knowledge, surface predictions and assumptions without the data being present

      • Distinguish between assumptions and predictions concurrently

    • Step Two: Explore the data collaboratively – look for patterns, themes, trends

      • Only observations—hold onto inferences

      • Distinguish, sort, analyze, compare, contrast at Data Stations

    • Step Three: Organize and integrate learning to respond to these discoveries

      • Frame the problem and develop solutions

      • Generate theories of causation vs. theories of Action

      • Identify additional data sources to confirm and clarify emerging causal theories

    Cycle of Collaborative Inquiry

    Triangulation of Data

    • Use a variety of sources of data to identify the patterns.

    • By combining multiple sources, we can overcome the weaknesses of individual data points and generate powerful insights not available from one source.

    • This also helps erase excuse-making…

    Let’s try it out…mini-practice:

    • The data you will be looking at are the results of a Gallup Poll (random phone calls) that asked people about giving additional pay to teachers.

    • The phone prompt was: “Now I’m going to read possible criteria for giving additional pay to teachers for special merit. For each criterion read, please tell me if you think it should or should not be used to determine which teachers should receive merit pay.”

    • Given that prompt, let’s start Phase One and begin predicting what the results might be…

    Phase One: Activating & Engaging

    Surfacing experiences and expectations

    **This phase happens without the data.**

    • What are some predictions we are making?

    • With what assumptions are we entering?

    • What are some questions we are asking?

    • What are some possibilities for learning that this experience presents to us?

      **First, do some private thinking and writing, then share with your group members.

      **Remember to chart the assumption concurrently with the prediction.**

    7 minutes- GO!

    Teasing Out Assumptions—Take a Deeper Look

    • What is the thinking behind this assumption?

    • What are some inferences that can be made from it?

    • What might be some alternative interpretations?

    • To what degree is this assumption generalizable or context specific?

    • If ___________were true, would this assumption still hold?

    Time for Data Stations!

    Phase Two:Exploring and Discovering

    • Take a few minutes to orient to the data before starting.

    • Consider a sequence for discussion and select a starting point—some sort of order.

    • Apply structures/protocols to balance participation (e.g. roles, round-robins).

    • Chart observations in language that is concise and specific.

    • Keep a separate chart for questions/comments that are “outside the phase”.

    Phase Two: Exploring and Discovering

    • Analyzing the Data

      • What important points seem to “pop-out”?

      • What are some patterns, categories or trends that are emerging?

      • What seems to be surprising or unexpected?

      • What are some things we have not yet explored about this data?

    Observations:From Rough to Refined

    Rough Observations

    Refined Observations

    Students are having trouble with inference.

    The kids are being horrible out there on the playground! We’ve got to talk to the supervisors!

    There are 23 percent of the 7th grade students who are proficient or above in inference, and 63 percent who are below basic or far below basic.

    There were 35 office discipline referrals for disruptive or defiant behavior on the playground last week.

    Helpful Hints

    • Stay in the state of Conscious Curiosity.

      Avoid Rushing to “because”

      2. “Just the facts, ma’am.”

      No Explaining…just observations

      3. Depersonalize the Data

      Avoid using personal pronouns

    7 minutes- GO!

    Chart Raid

    • You will have ONE minute to “raid” your colleagues’ charts.

    • During your “raid”, look for new insights, “ahas”, similarities, differences, etc.

    • When you return to your own chart, feel free to add any new information you gained during your reconnaissance mission.

    Do this with your staff back at your school site.

    Tell the story now…

    Phase Three: Organizing and Integrating

    • Generating Theory

    • Avoid the temptation to come to quick decisions.

    • Seek multiple interpretations.

      • What inferences/explanations/conclusions might we draw? (causation—at least 3 story lines)

      • What additional data sources might we explore, confirm, clarify and/or verify our explanations? (confirmation)

      • What are some solutions we might explore as a result of our conclusions? (action)

      • Identify additional data sources to confirm and clarify emerging causal theories.

        What data will we need to collect to guide implementation? (calibration)

    7 minutes- GO!

    The power of Data Driven Dialogue

    • A steady focus on data driven dialogue will help a school to evolve on a continuum of development, which places student needs at the core of its decisions and actions.

    In Conclusion

    We have not succeeded in answering all of your problems. The answers we have found only serve to raise a whole set of new questions. In some ways we feel we are as confused as ever, but we believe we are confused on a higher level and about more important things.

    --OMNI Magazine


    • If you had followed the Data-driven Dialogue strategy when you looked at your SAS results earlier, how might your action plan/decisions look different?

    • Which steps of your Action Plan might be worth further consideration?

    • Revise/Refine Action Plans…

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