Learning Intention

2. PBIS New Team Member Training:Establishing a Foundation for Collaboration and OperationPresenters: PBIS District Team2014Day Three

3. Learning Intention We are learning about: • Universal Systems of PBIS, our role in our school's PBIS framework, and understand our school’s current fidelity with implementing PBIS.

4. Success Criteria I know I am successful when: • I have a clear understanding of my role as a trained PBIS team member in my school’s implementation of the PBIS framework • I understand and can implement PBIS best practices around my school and can successfully hold a PBIS Tier 1 Team Meeting.

5. *Facilitator Notes: Agenda Day 3 Review --------- Behavioral Lesson Plans Implementation Plan Classrooms Evaluation -------- Summary

6. *Facilitator Notes: Expectations • Be Respectful • Listen to others • Allow others to speak • Take phone calls out of room • Be Responsible • Contribute to discussions • Take notes as needed (use your Action Plan) • Be Safe • Take care of yourself • Walk

7. *Facilitator Notes: Attention Signal • I say: You Say: “Listen” “Up” “Waterfall” “Shhh” “Hocus Pocus” “Everybody Focus” “All Set” “You Bet” “Ready to Rock?” “Ready to Roll” “Ba da ba ba ba” “I’m Lovin’ it!

8. Group/Partner Work • Working in Families • Duck, Goose • Power Dating at 12:00, 3:00, and 6:00

9. Power of Words • The most powerful and longest lasting acknowledgement is our positive words • All students should receive 5-1 positive to corrective feedback from every adult • The Power of our Words: • http://youtu.be/Hzgzim5m7oU

10. Review In your families, take turns and share out your 30 second elevator speech on your school’s high-frequency acknowledgement system (tickets and a raffle, names read on announcements, etc).

11. *Facilitator Notes: Day 2 Review • Discipline Procedures • Is your T-Chart reviewed and followed by all staff members? • Do teachers have classroom management strategies? • Data • BLAST! Behavior, Location, Average, Student, Time • Is data pulled and analyzed at all meetings? • What are your data sources? Filters? • What conclusions are drawn from data? • Expectations • Are all school rules positively stated and within the expectations on eye-catching posters in all areas? • Do staff members use posters as a teaching tool? • Acknowledgement System • How are students acknowledged for positive behaviors? (frequent, medium, and long-term) • Staff acknowledgement? • Is your system sustainable or does it take up all of your time?

12. Day 2 Review • Discipline Procedures -T-chart • Data -BLAST!

13. Day 2 Review • Expectations • -posting and teaching • Acknowledgement System • -students associate positive reinforcement with what is expected

14. Team Meetings Review Problem Solving Preparing and Planning Logistics behavior and attendance acknowledgments behavior lesson and booster implementation communication/engage-ment of students, staff, and parents T-charts, signage, etc. • How can we adjust our systems to address data (student needs)? • How can we reach more students, staff, and parents? • What information needs to be relayed to students, staff, and parents?

15. Section 7 Behavioral Lessons

17. *Facilitator Notes: Behavior Lessons • Taught weekly, 10-15 minutes • Everyone participates • Whole school stops what they are doing and does at same time • Teachers can fit the lesson into their schedule • Topics based on data - Big 5 or staff observations • Monthly calendar created in advance • Created in advance and provided to teachers - online or created from scratch • Use a variety of teaching strategies • Examples/ non-examples, scenarios, discussions, videos, stories, etc (youtube examples) • Can be embedded within the curriculum • When reading a story, stop and discuss the behaviors of the characters as safe, respectful, responsible • Free writing assignment on what you did this summer, underline any example of being safe, respectful, responsible

18. Teaching Behaviors • When a student can’t read…….. We teach them • When a student can’t do math….. We teach them • When a student can’t behave……. We suspend them • When a student can’t behave….. We teach them

19. It’s 12:00! • How could behavior lessons be formally incorporated into the school day? • How can the team ensure these behavior lessons are being implemented?

20. Responding to Data with Behavior Lessons Your team looks at data and sees that disrespect in the classroom is on the rise. • What conversations around teaching should occur at your PBIS team meeting? • What lessons could you teach?

21. Keep in Mind Involvement of ALL! • Faculty, staff and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings • Team creates ways to reinforce lessons with families and the community • After-school programs to teach expectations, newsletters with tips for meeting expectations at home, a booth at Open House, PBIS activities for at home, etc

22. Self-Reflection Time • Does your school teach behavioral lessons weekly? • Are lesson topics based on data? • Do you have a calendar of lessons? • Are you embedding behavioral lessons within academic curriculum? • Where can you go to get lessons or lesson ideas? • Do you regularly involve staff, students, and families in behavior lessons?

23. Section 8 Implementation Plan

25. *Facilitator Notes: Kick Offs Staff Kick-Off • All staff trained in PBIS aspects at school • T-Chart, Expectations, Behavior Lessons, etc • New staff • Are all aspects of your PBIS written down to give to new staff members? Can new staff members be orientated in some manner? • Substitute information • Subs provided a folder with expectations, explanation of acknowledgement system, etc Students Kick-Off • Students taught expectations, acknowledgement system, etc at beginning of year • Whole school, grade level, groups • Allow for students to practice in real settings • Staff show excitement, involve students • New students taught expectations, etc • How are new students shown school-specific aspects of your PBIS framework Parent Kick-Off • Regular communication home around PBIS • Data updates • Monthly focus • PBIS at Home • Etc… • Newsletters, phone calls, stand at Open House

26. *Facilitator Notes: PBIS Calendar of Events /Boosters Boosters –revisiting a particular behavioral expectation • Monthly focus/ theme or an event • After natural breaks in the calendar (spring break, winter break) • Remind students of expectations, allow for students to practice, build excitement • When the data indicates there is a need • Last year referrals increased in March, data shows referrals in the cafeteria are on the rise • Hold a boosters around a specific behavior PBIS Calendar of Events • Monthly focus/ theme • Weekly behavioral lessons • Details of Acknowledgements (frequent, medium, and long term) • Student Kick-Off and Boosters • New students made aware of PBIS • Staff Kick-Off and Boosters • New staff and substitutes made aware of PBIS • Involvement of families and community

27. *Facilitator Notes: PBIS Everywhere • PBIS languages and practices should be used throughout the building with everything you do • PBIS on the announcements • PBIS bulletin board • PBIS included in newsletters, at Parent Conferences and Open House • Positive language used at all times with everyone

28. Implementation To Start • Kick-Offs • Staff Kick-Off • Students Kick-Off • Parent Kick-Off • PBIS Calendar of Events Throughout the year • Boosters • PBIS EVERYWHERE!

30. Planning Time! Create a calendar • Monthly focus is respectful language • What and when will you have behavioral lessons? • How will behavior and attendance acknowledgement system be focused? • Will you have a special acknowledgment challenge or raffle, or incentive, etc.? • Will you have a booster? • Anything being sent home? • What are items that should go on a calendar every month? Every semester/ year?

31. It’s 3:00! • What can your PBIS team create to ensure all new students and adults that enter your building are brought up to speed about the specifics of PBIS at your school?

32. Self - Reflection Time • Do you have a PBIS calendar? • Do you have time at staff meetings? • Do you have boosters for staff and students? • Are all your decisions based on data? • How are you involving families? • What is working and not working for creating a year round plan and continually updating staff and students on your implementation of PBIS?

33. Section 9 Classroom Systems

34. Why is this a waste of time?

35. *Facilitator Notes: Classroom Matrix • Rules/ Procedures specific to classroom falling under the School-Wide Expectations • Broken down by transitions/ areas of the room • For specific grade level/ subject matter • Created by teachers • Used to pre-correct and re-direct • Created with students, for students • Each column on a separate flip chart • Each column on a separate Power Point slide • Shared with parents • Created as an art project and posted throughout room

36. Example

37. Classroom Matrix is… • Individual to the classroom • Created with student input • Used by students and teachers • Large print, positively stated, and in student friendly language • Take place of any other ‘list of rules’ posters

38. Staying Student Focused • How can creating a classroom matrix be a student lead activity? • How might you print this or make this larger for your classroom?

39. Examples

41. *Facilitator Notes: Other PBIS Classroom Best Practices • Basic Procedures • How do we sharpen pencils, enter classroom, etc • Attention signal • Pre-Correction • Verbal acknowledgement of all positive behaviors • Thank you for being responsible and bringing your materials to class. • In addition classrooms can have a tangible acknowledgement system (marbles, etc) • Active supervision of all students • Re-direction strategies for students who do not meet the expectations • Proximity control, moving seat, behavior contract, eye contact, one on one conversation, etc

42. Other PBIS Classroom Best Practices • Basic Procedures • Pre-Correction • Verbal/Tangible Acknowledgements in the Classroom • Active Supervision • Re-Direction

43. *Facilitator Notes: Classroom Building Relationships Activities • Meet and greet at the door • Student Survey of interests • Anagram Nametags • Acknowledging students with their name wherever you see them (hallways, etc) • Weekly questions about you • Weekly ice breaker questions • Displaying student work • Personal notes on assignments • Birthday chart Staff PD • Tip of the week in a staff email, posted in staff lounge • Time taken at weekly staff or grade level/ department meeting • Film teachers and show video • School-wide focus on one best practice at a time • Other?

44. Game of Ball! • What are other ways teachers can build positive relationships with students? Prepare to share out.

46. It’s 6:00! Staff Training What are ways we can find time for all staff members to learn about and practice PBIS classroom best practices?

47. Self- Reflection Time • Do the classrooms in your school have a Classroom matrix? • How do teachers get a chance to learn about/ practice behavior management techniques? • How can your school work together to get a classroom matrix and other behavior management best practices into every classroom?

48. Section 10 Evaluation

49. Fidelity of Implementation (FOI)

50. *PBIS Tier 1 Fidelity of Implementation Implementation Surveys • Self-Assessment Survey (SAS) • On-line survey taken by the entire staff once a year to evaluate the Fidelity of Implementation • Benchmarks of Quality (BOQ) • Who: PBIS tier 1 team members (1 survey is submitted for the team) • Covers all elements of Tier 1 over the course of the year -Ten sections • Attendance Systems and Procedures (ASP) • Who: School social Worker, administration, attendance secretary, PBIS tier 1 team members (1 survey is submitted for the team) • Survey is taken annually by staff members who work around attendance systems in the school. Teams submit one survey online. • Purpose • To assist team in seeing areas of strength and areas in need of improvement • See progress over the course of the year and multiple years • Create an action plan with all elements not scoring at highest score