Teaching SW Expectations for Trainers & Coaches

1. Teaching SW Expectations for Trainers & Coaches Lori Poston ACTION for Kids, Arkansas George Sugai OSEP Center on PBIS University of Connecticut October 30, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. www.pbis.org

3. PURPOSE Review SWPBS trainers and coaches role in promoting teaching SW expectations for EVERYONE in school. George: Overview & Basics Lori: Examples & Guidelines All: Questions & Examples

4. REVIEW OF BIG IDEAS

5. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

7. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

8. VIOLENCE PREVENTION • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

9. SWPBS Practices School-wide Classroom Family Non-classroom Student

10. School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

11. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

12. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

13. Individual Student • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

14. Character Education • Easy to change moral knowledge..... ...difficult to change moral conduct • To change moral conduct... • Adults must model moral behavior • Students must experience academic success • Students must be taught social skills for success

15. Teaching Academics & Behaviors

16. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

17. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

18. EXAMPLES & GUIDELINES

19. Teaching School-Wide Expectations: What Trainers & Coaches Should Know Lori Poston, LCSW PBIS Coordinator

20. Schools Participating with AFK • 4 Counties • 11 Districts • 31 Buildings • 4 Cohorts in 3 years • TRAINING PARTNERSHIP WITH ILLINOIS PBIS NETWORK

21. Teaching Examples Fox Meadow Elementary School, Nettleton Public Schools • Red Ribbon Week – developed cool tools specific to themes related to Red Ribbon Awareness: • Being Aware of your Goals • Standing up for what is Right • Serving Others • Having Pride – Investing in your Team

22. Cool Tool of the WeekStanding Up for What You Know is Right Purpose of the Lesson? Why is it important? To teach students the importance of standing up for the right thing regardless of what their peers do. To teach students when to ask for help from an adult. Teaching Examples: Mrs. Sandefur’s second grade class sauntered into Dr. Coleman’s music class. Dr. Coleman noticed that all of the students were leaving a huge gap by Jae. When Dr. Coleman asked what was going on, one of the students whispered that Jae smelled bad. Kyle walked into the class and immediately sat by Jae. After class, Dr. Coleman gave Kyle a good time ticket for being respectful to Jae. Kyle divulged to Dr. Coleman that Jae doesn’t have running water at home and that the other students in the class have been making fun of him for smelling bad. Kyle also said that some of his friends said they wouldn’t play with him at recess if he was going to be friends with Jae. Kyle said that his mom always told him to treat others the way he wanted to be treated. Jerry and Mason were taking a container to the office. Jerry noticed that there weren’t any adults in the hall and told Mason that they could run until they came to the foyer. Mason said that even though they might not get caught, running in the hall is the wrong thing to do. Jerry said that if Mason didn’t run with him that he wasn’t going to be his friend. Kid Activities/Role Plays Ask students if someone has ever told them that they don’t want to be friends and have them list examples. Brainstorm situations when peers might try to influence their decisions (might could talk about drugs at appropriate age level for your class) Share times that it was hard for you to go against what your peers were doing. Vocabulary Development Dr. (the difference between a medical doctor and an educational doctorate), gap, sauntered (walked), container, foyer, divulged

23. PBIS…. Take One! Visual & Performing Arts Magnet School, Jonesboro Public Schools • Allowed Grade Level productions of Video Cool Tools, which were broadcast on Closed Circuit TV throughout the building • Kick Off Event – skit based on Wizard of Oz, with the 3 school-wide expectations being tied to themes of the movie • Song written by a grandparent volunteer that incorporated the school and the expectations

24. R-E-S-P-E-C-T Jonesboro Kindergarten Center, Jonesboro Public Schools • Based on their SWIS data, a cool tool focused on Respect was deemed necessary • PBIS team, acting as news anchors, interviewed “Hurricane Helpers” about what respect means and what it looks like • Video broadcast school-wide to all students

25. Student Mentor Nettleton Intermediate Center, Nettleton Public Schools • Student graduated from Check & Connect • Was partnered as a “cheerleader” with a student beginning the Check & Connect process • Encouraged doing the right thing, turning card in, achieving goals • When new student succeeded and was rewarded, so was their cheerleader!

26. How do we know they get it? How can I respect myself and others? ____________________________________________________ ____________________________________________________ ____________________________________________________ How can I respect the environment? ____________________________________________________ ____________________________________________________ ____________________________________________________ How can I respect the learning? ____________________________________________________ ____________________________________________________ ____________________________________________________

27. RESPECT: Learn it, Earn it, Return it! **Tell what each part of our respect motto means: Learn it: _______________________________________________________________________________________________________________________________________ Earn it: _______________________________________________________________________________________________________________________________________ Return it: _______________________________________________________________________________________________________________________________________

28. Supporting Coaches • Coaches meetings every 4-6 weeks (2 hour lunch meeting) – agenda items included planning for upcoming training, identification of needs, sharing strengths and ideas, asking for feedback – these are now being held in each county, to make it easier for them to attend • “PBIS Fair” – coaches led their teams in developing booth to display accomplishments, invited all PBIS and Non-PBIS schools in area to attend

29. Supporting Teams • Attend one team meeting early in year – model appropriate use of data for decision-making, provide on-site support to new teams and coaches • Attend team meeting after SET is conducted to process outcomes, offer positive and constructive feedback • Sponsor coach or other team representative to attend PBIS Forum or APBS Conference (one from each new team each year)

30. Important Lessons Learned • Reward Teachers for Teaching the Lessons and Rewarding Students! • Model teaching Cool Tools in Staff Meetings/Staff Development • Find ways that Coaches/Teams can network and share ideas • ALWAYS ALWAYS ALWAYS show the impact of teaching with DATA!!!