PBIS Day 5. TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a learner, Talking during...
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- Slide 1
- PBIS Day 5
- Slide 2
- TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a
learner, Talking during allotted times?) Prepared? SELF Cell Phones
(inaudible): Converse in lobbies and breaks Work as a team: room
for every voice, reinforce participation OTHERS Recycle Maintain
neat working area ENVIRONMENT
- Slide 3
- Agenda DAY 5 Review of Function Step 7: Develop continuum for
discouraging behavior PM: Coaches Meeting DAY 6 Behavior Quiz Step
8: Data-based Procedures for Monitoring Lunch Crisis/Emergency
Planning, Involving Families & Communities Planning for next
year, Master Implementation Plan, Team Time
- Slide 4
- ASSUMPTIONS Behavior is learned (function). Behavior is lawful
(function). Behavior is escalated through successive interactions
(practice). Behavior can be changed through instructional
approach.
- Slide 5
- Functions Functions
- Slide 6
- Reinforcement Reinforcement: a consequence of a behavior
functions to increase the likelihood of future occurrences of that
behavior
- Slide 7
- Activity Take a few minutes and write down 2 or 3 things that
you enjoy doing and list what you find reinforcing (get/obtain or
Escape/avoid) about each activity. E.g. John likes poking fun at
Sarah because she gives him the reaction hes looking for his
behavior is reinforced by his reaction
- Slide 8
- How might Johns behavior change if? If, when John poked fun at
Sarah, she completely ignore him, he might be less likely to
continue to poke fun at him.
- Slide 9
- Step 7: Develop Continuum for Discouraging Behavior Violations
of Expectations
- Slide 10
- Punishment Punishment: a consequence of a behavior functions to
decrease the likelihood of future occurrences of that behavior
- Slide 11
- Punishment Examples Getting a speeding ticket leads to being
less likely to speed in the future. Receiving public praise leads
to being less likely to complete work in the future. Receiving a
detention leads to being less likely to arrive at school late.
- Slide 12
- Activity: Procedures for Discouraging Behavior Violations
Review and Use Consequences Handout (Major vs. Minor Behaviors) to
begin continuum of procedures for discouraging behavior violations.
Use wkbk pgs. 67-70 for guidelines/considerations
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- STEP 7 Develop Continuum of Procedures for Discouraging
Behavior Rule Violations
- Slide 18
- Establish a continuum of strategies to respond to inappropriate
behavior in the classroom. Error CorrectionsDifferential
ReinforcementPlanned IgnoringResponse CostTime Out from
reinforcement
- Slide 19
- Quick Error Corrections Error corrections should be contingent:
occur immediately after the undesired behavior specific: tell
learner exactly what they are doing incorrectly and tell or ask
what they should do differently in the future brief: after
redirecting back to appropriate behavior, move on
- Slide 20
- Quick Error Corrections An Example Signal an error has occurred
Refer to rules "We respect others in this room and that means not
using put downs" Ask for an alternative appropriate response "How
can you show respect and still get your point across?" Provide an
opportunity to practice the skill and provide verbal feedback
"That's much better, thank you for showing respect towards
others"
- Slide 21
- Planned Ignoring Definition: Ignore behavior of interest
(appropriate if a behavior is maintained by adult attention)
Example: Taylor talks out in class and his teacher currently
responds to him approximately 60% in the time (either + or -). The
teacher decides to ignore all talk outs and instead only call on
him when his hand is raised.
- Slide 22
- Contact US or Visit the SERC Library The SERC library
(www.ctserc.org/library) offers more than 10,000 resources,
including: Books Instructional materials Tests Journals Online
databases DVDs, videos, CD-ROMs Professional development materials
for staff SERC 201522
- Slide 23
- PBIS Day 6
- Slide 24
- TRAINING EXPECTATIONS SELF-ASSESS(PARTICIPATING? Engaged as a
learner, Talking during allotted times?) Prepared? SELF Cell Phones
(inaudible): Converse in lobbies and breaks Work as a team: room
for every voice, reinforce participation OTHERS Recycle Maintain
neat working area ENVIRONMENT
- Slide 25
- Year 1 Goals: Have a schedule for rolling-out SW-PBIS including
lesson plans and assignments for teaching of school-wide
expectations to students Confirm a minimum 80% staff buy-in and
support for PBIS Complete Steps 1 8 in chapter 2 of the School-wide
PBIS Workbook and have an action plan that addresses the status of
each step. Using the Behavior Practices Self-Audit and Working
Smarter Matrix to begin the process of eliminating, modifying, or
combining practices, activities, and workgroups to establish a
clear continuum of evidence-based practices and interventions
Training Year 1 School-wide Behavior Leadership Team Day 1:
School-wide Systems Overview Behavior Purpose Statement Day 2:
School-wide Information System (SWIS) Overview School-wide
Expectations Day 3: School-wide & Classroom Matrix Behavioral
Lesson Plans Day 4: Function of Behavior System of Reinforcement
Continuum of Consequences Day 5: Using the Data Team Process to
Make Decisions Day 6: Crisis Plan Preparation for Roll-Out
Connecticuts School-wide PBIS Training Series: Annual Content and
Goals Day 5 Continuum of Consequences Day 5 Continuum of
Consequences Day 6 Using the Data Team Process to Make Decisions
Crisis Plan Preparation for Roll- Out Day 6 Using the Data Team
Process to Make Decisions Crisis Plan Preparation for Roll-
Out
- Slide 26
- Agenda
- Slide 27
- Training prompts PBIS Workbook Handouts Evaluation Action
Plan!
- Slide 28
- SW-PBIS Quiz SW-PBIS Quiz 1. Assign one or two team members to
answer each quiz item. 2. Take no more than 5 minutes to develop
your response. 3. Take no more than 3 minutes per question to share
your answer with your team and make updates as appropriate. 4. Be
prepared to share each of your responses with the full group.
- Slide 29
- Getting Started with SWPBIS 1. Establish leadership team 2.
Develop behavior purpose statement 3. Identify positive school-wide
behavioral expectations 4. Develop procedures for teaching
school-wide behavioral expectations 5. Develop procedures for
teaching classroom-wide behavioral expectations 6. Develop
continuum of procedures for encouraging use of expectations 7.
Develop continuum for discouraging behavior violations of
expectations 8. Develop data-based procedures for monitoring
implementation
- Slide 30
- STEP 8 Develop Procedures for Data- Based Decision-Making &
Monitoring 1. General data collection procedures a.Data collection
procedures that are integrated into typical routines (e.g., office
discipline referrals, attendance rolls, behavior incident reports).
b.Data collection procedures regularly checked for accuracy of use
c.Data collection limited to information that answers important
student, classroom, and school questions d.Structures and routines
for staff members to receive weekly/monthly data reports about the
status of school-wide discipline e.Decision rules for guiding data
analysis and actions f.Schedule for daily, weekly, monthly,
quarterly feedback to students and staff g.Data system managed by
2-3 staff members h.No more than 1% of time each day for managing
data system. i.Efficient, timely, and graphic displays of data 2.
Office discipline referral procedures a.Agreed upon definitions of
violations of behavior expectations organized in a continuum of
increasing intensity (see Step 7). b.A form for documenting
noteworthy behavior incidents (e.g., office discipline referral
form, behavior incident report) c.School-wide procedures for
processing or responding to violations of behavior expectations.
d.Efficient and user-friendly procedures for inputting and storing
information e.Efficient and user-friendly procedures for
summarizing and analyzing information. f.Efficient and
user-friendly procedures for producing visual displays of the data.
g.Procedures for presenting data to staff on routine basis.
h.Procedures for making decisions and developing actions based on
the data.
- Slide 31
- Lets collect some data As a table, collect data on: The
combined total of your shoe sizes The total number of pets you own
The total number of years as educators
- Slide 32
- Slide 33
- The Data Team Process 1. Collect and chart data (Treasure Hunt)
2. Analyze strengths and obstacles; Prioritize 3. Establish SMART
goals 4. Select strategies 5. Determine results indicators 6.
Monitor and evaluate Results
- Slide 34
- Step 1A: Collect and Organize Data Mine the data by organizing
it in order to gain insights about students behavior and
trends.
- Slide 35
- Step 1B: Triangulate Data Points Location Time Problem Behavior
Cafeteria 11:30 1:00 Out of bounds
- Slide 36
- Step 2A: Analyze Strengths and Obstacles Why? To identify
causes for celebration and to identify areas of concern
Considerations Strengths Needs Behavior Rationale
- Slide 37
- ABCs of Behavior A B C
- Slide 38
- Step 2 A contd: Possible Causes?
- Slide 39
- Step 2B: Quality Prioritization Why? To take immediate action
on the most urgent needs Quality prioritization requires a thorough
understanding of: Student population Antecedents affecting student
behavior Quality of program implementation
- Slide 40
- Step 3: Establish SMART Goals Step 3: Establish SMART Goals
Why? To identify our most critical goals for student behavior based
on the challenges that were identified through the inquiry process
Specific, measurable, achievable, relevant, timely
- Slide 41
- Step 4: Select Specific Strategies Why? Adult actions will
impact student behavior. Strategies are: Action-oriented
Measurable/accountable Specific Research-based Consider the
integrated elements of PBS
- Slide 42
- Step 4: Selecting Specific Strategies Antecedent Changes What
can we change in the environment to avoid triggering behavior?
Explicit Instruction How can we teach the desired behavior?
Consequence Changes How can we reinforce desired behaviors?
- Slide 43
- Step 5: Determine Results Indicators Why? To monitor the degree
of implementation and evaluate the effectiveness of the
strategies
- Slide 44
- Results Indicators Considerations Serve as an interim
measurement Used to determine effective implementation of a
strategy Used to determine if strategy is having the desired impact
on student behavior Help to determine midcourse corrections If we
are ____, then we will see______... If___is effective, then we will
see_____...
- Slide 45
- Step 6: Monitor and Evaluate Results Why? To engage in a
continuous improvement cycle that: Identifies midcourse corrections
where needed Adjusts strategies to assure fidelity of
implementation
- Slide 46
- Data Team Meetings: Suggested time allotment
Baseline/Goal-Setting Data Team Meetings/Steps Approx.% of time
Example: 45 minute meeting 1.Collect and chart data (Treasure Hunt)
25%10 min. 2. Analyze strengths and obstacles; Prioritize 30%12
min. 3. Establish SMART goals5%5 min. 4. Select strategies30%13
min. 5. Determine results indicators10%5 min. Mid-cycle or Interim
Data Team Meetings/Step Approx.% of time Example: 45 minute meeting
6. Monitor and Evaluate Results100%45 min.
- Slide 47
- STEP 8 Develop Procedures for Data- Based Decision-Making &
Monitoring 1. General data collection procedures a.Data collection
procedures that are integrated into typical routines (e.g., office
discipline referrals, attendance rolls, behavior incident reports).
b.Data collection procedures regularly checked for accuracy of use
c.Data collection limited to information that answers important
student, classroom, and school questions d.Structures and routines
for staff members to receive weekly/monthly data reports about the
status of school-wide discipline e.Decision rules for guiding data
analysis and actions f.Schedule for daily, weekly, monthly,
quarterly feedback to students and staff g.Data system managed by
2-3 staff members h.No more than 1% of time each day for managing
data system. i.Efficient, timely, and graphic displays of data 2.
Office discipline referral procedures a.Agreed upon definitions of
violations of behavior expectations organized in a continuum of
increasing intensity (see Step 7). b.A form for documenting
noteworthy behavior incidents (e.g., office discipline referral
form, behavior incident report) c.School-wide procedures for
processing or responding to violations of behavior expectations.
d.Efficient and user-friendly procedures for inputting and storing
information e.Efficient and user-friendly procedures for
summarizing and analyzing information. f.Efficient and
user-friendly procedures for producing visual displays of the data.
g.Procedures for presenting data to staff on routine basis.
h.Procedures for making decisions and developing actions based on
the data. p. 73
- Slide 48
- Data-based Decision Making & Office Discipline Referrals
Review Step 8 Guidelines in Getting Started Workbook (p.73)
Consider and complete Appendix M
- Slide 49
- Crisis/Emergency Prevention and Response What do we do when
crises/emergencies occur? Review and Complete Appendix I
- Slide 50
- Involving Families and Community
- Slide 51
- Planning for Beginning and End of the School Year Complete
Appendix O (p.128-136) and focus on planning for beginning of next
year!
- Slide 52
- Master Implementation Plan
- Slide 53
- Teaching School-wide Procedures to Staff
- Slide 54
- EffectiveEfficientRelevant Durable Ensure Systems, Practices,
& Data are
- Slide 55
- Action Planning Recommendations Review Self-assessment survey
& TIC- prioritize missing itemsComplete Monitoring PlanComplete
Crisis Plan QuestionnaireComplete Involving Families/Communities
WorksheetFinalize Primary Prevention Tier Steps 1-8 Complete
Conclusion/Preparation for school year handout---focus on Beginning
of the year Plan Fall Roll-Out; Complete Master Implementation
PlanReview and continue to update Action Plan
- Slide 56
- District-RegionSchool SWPBS Leadership Team SWPBS Tier 1T1
SystemsT1 Practices Specialized Behavior Support Team Group-based
Tier 2T2 SystemsT2 PracticesIndividual Tier 3T3 SystemsT3 Practices
Year 2 Goals: Evidence-based strategies for management in SW-PBIS
settings. Evaluate what is in place. Systems: Procedures for
student nomination/screening, implementation, orientation, progress
review, etc Practices: Procedures for Check-in/Check-out Training
Team Recommendations: Administrator Specialist with behavioral
expertise(s) SWPBS leadership team representative(s) Looking
Ahead
- Slide 57
- Contact US or Visit the SERC Library The SERC library
(www.ctserc.org/library) offers more than 10,000 resources,
including: Books Instructional materials Tests Journals Online
databases DVDs, videos, CD-ROMs Professional development materials
for staff SERC 201557