Coaches Forum #1 2010-2011

1. Coaches Forum #1 2010-2011 September 22, 2010 Marie Williams mwilliams@ocde.us Erin Hughes ehughes@iusd.org www.pbis.org www.pbis.ocde.us

2. “So, what is that?” • You’re having a conversation with a random stranger while waiting for something to happen… like waiting at the deli counter, sitting in the waiting room at the doctor’s office, or riding in a slow elevator. • The other person says, “You look like you have a lot on your mind.” • You respond by saying, “Ya, I just recently went to a PBIS Team Training Day.” • And he or she says, “So, what is that?” • Respond to this question in ten words or less.

3. Outcomes • Define the PBIS coach • Explore Implementation Steps 1-3 • Explore facilitation strategy • Action plan next steps

4. Agenda • Grounding: Ten Word Summary • Implementation Step 1 PBIS Coach: Who, What, Why and How? • Implementation Step 2 Statement of Behavioral Purpose Art Gallery • Implementation Step 3 Facilitating and Consensus Building for School-wide Positive Behavioral Expectations • Preview Self Assessment Survey • Action Planning

5. Housekeeping Reminder • Save your nametag and bring to every training • Take care of yourself • Lunch- on your own • Restrooms • Parking Lot

6. Working Agreements • Raise arm signal: means finish sentence, not paragraph • Honor beginning and ending on-time • Refrain from side-bar conversations • Table technology (silence cell-phones)

7. Implementation Step 1 Establish Leadership Team Membership

8. PBIS Coach: So…what’s my JOB? Implementation Step 1: Establish Leadership Team Membership • PBIS External Coach-access • PBIS Internal Coach-on site • Facilitates the PBIS Team • Coordinates PBIS Activities

9. Line Item Veto Activity • Considering your CURRENT level of implementation… • Highlight attributes that define the role of a coach • Line Item Veto the roles and/or responsibilities that don’t apply now • Considering the bigger picture of what the role of a coach eventually will be… • Highlight in a different color the attributes that could/should define the role of a coach • Line Item Veto the roles and/or responsibilities that you believe will never apply to your school site

10. Twitter News Feed Individually write a “tweet” (140 characters or less) about what you believe the role of a coach to be… Retweet: your ideas with your team partner or administrator.A retweet is when you share the tweet of one user with all of your Twitter followers. Update your status:Summarize your tweet into just a TWO WORD summary.

11. Implementation Step 2 Develop Brief Statement of Purpose WB- p.25

12. Implementation Step 2: Develop Brief Statement of Purpose PBIS Art Gallery • Statement of Behavioral Purpose Gallery Artifact • Please use the construction paper provided to document the Statement of Behavioral Purpose your team created yesterday. (p. 27) • When you are pleased with your masterpiece, please hang it in our “Art Gallery.” • During the “Gallery Walk,” please jot down any ideas you don’t want to forget, and/or any questions that might arise. • Have fun!

13. Break See you in 15 min.

14. Implementation Step 3 Identify Positive School-wide Behavioral Expectations

15. A Closer Look at Behavioral ExpectationsImplementation Step 3: Identify Positive School-wide Behavioral Expectations • Think back to when you were a student in elementary, middle or high school. • What were some of the school rules that you remember? • Turn to your elbow partner and share. • How did students respond to them?

16. What are Positive Behavioral Expectations? Specific , positively stated expected behaviors that are desired by all faculty.students. Positive, School-wide Expectations are aligned with school’s mission statement. Expectations that are taught to all faculty, students, families and community members in all settings.

17. School Rules and Regulations: • All pupils are answerable to the school authorities for their behavior inside and outside of the school. • Irregular attendance, obscenity in word or action in subordination to teachers of any kind, cheating or serious misconduct even outside the school, any habit or behavior objectionable to the good tone of the school are sufficient reason to dismiss the pupil. • Any damage done in class or in the premise will have to be made good. The decision of the management in this regard will be final. • Children not obeying the regular rules of the school will be dealt with strictly. • Names of students with prolonged absences without intimation shall be struck off the rolls. • Only well-mannered children may attend school. EDUCATION IS A PRIVILEGE. What are Positive Behavior Expectations? • Examples • Broadly stated • Limited to 3-5 • Aligned to school’s mission statement • Stated in positive terms • 1-3 words per expectation • Non-examples: • Specifically stated • Large in number • Situation or location-specific • Stated in negative terms • Expanded ideas

18. Identifying Positive School-wide Expectations Example ? or Non-example ? EXAMPLE

19. Identifying Positive School-wide Expectations Example ? or Nonexample ? NON-EXAMPLE

20. Identifying Positive School-wide Expectations Holmes/Watson Detective Agency The Case of the School-wide Positive Behavior Expectations 10 Minute Investigation (p.31-32) For each “behavior” scene, the detective duo will use the clue sheet to decide if there is enough evidence to make a “brilliant deduction” and identify the school which has developed “Positive School-wide Behavior Expectations”.

21. Identifying Positive School-wide Expectations PBIS Mind Map •Using the criteria/guidelines of what expected behaviors ARE, begin to explore and write on your mind map (p. 33) what specific positively stated expected behaviors might fit your school.

22. Identifying Positive School-wide Expectations • Mind Map Considerations: • School Mascot • Mascot Tool or Action • Initials or Acronyms • Existing Site Programs • School Slogan • School Mission Statement

23. Step 3: Positive Behavior Expectations Guidelines • Broadly Stated • Limited to 3 to 5 • Aligned with mission statement • Stated in positive terms • 1 – 3 words per expectations Corrective Feedback • Immediate • Relevant • Clear and Specific • Focus on Effort • Focus on Improvement

24. Lunch Break Enjoy your dining out.  See you back at 12:15!

25. Welcome Back • Please begin Action Planning for Steps 2 & 3 on your Action Plan Worksheet • Things you might consider to include in your Action Plan: • Conducting Ldrshp Mtgs. Wksht- p. 19 • How you will share your rough drafts of the Statement of Behavioral Purpose • Planning for Professional Development—creating examples and non-examples of behavioral expectations • Etc.

26. Focusing Four • Let’s watch an example of this consensus building strategy for decision making. • Here’s Robert Garmston

27. Practicing the Process • Focus Question: What behaviors (social skills) are critical for student success, both at school and in life? • 4 Stages (5 min. per stage) • Brainstorming-all ideas accepted-stated in the positive • Clarification-author clarifies • Advocacy-brief in positive • Canvassing – 1/3+ smidgen • Combine/group ideas into 3-5 Behavioral Expectations

28. Focusing Four- Reflection • Thinking about implementation... • What will you stay mindful of as you consider how you might use The Focusing Four strategy at your school? • Considering the Focusing Four Strategy, go back to your Action Plan for Steps 2 & 3 and make any changes that make sense for your school site.

29. HCA Funding:Data Collection Requirements • Emily Roberts, MPH • Program Manager, Instructional Services Division • Evaluation, Assessment, and Data Center • 09-10 Data for Suspensions, Expulsions • Survey on-line • Monthly Data Collection Sheet • September Suspension/Expulsion data on 9/30 to us 10/01

30. PBS Surveys Preview • Let’s take a look at how to complete the TIC and Self-Assessment Survey online • pbssurveys.org

31. Next Steps: PBS Surveys • Remember: • pbssurveys.org • Complete the Self-Assessment Survey with your entire staff (think about how you will do that.) • Window closes October 22, 2010 • Input your completed Team Implementation Checklist information online by October 1 • If you need assistance, contact Pam Tupy @ ptupy.ocde.us or 714-966-4372

32. Closure • Address Parking Lot Questions • Future Dates: 8:30-2:30 pm • CF #2: 11/3/10 • CF #3: 2/9/11 • CF #4: 3/23/11 • CF #5: 5/25/11

33. 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

34. Thank-You! CalTAC Contact Information Website: http://pbis.ocde.us National Website: www.pbis.org PBIS Program Specialist: mwilliams@ocde.us PBIS Program Consultant: ehughes@iusd.org Surveys on Line: ptupy@ocde.us