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Woodruff Career & Technical CenterSeptember 11, 2014MS/HS 7:30-10:30
Primary & K/8 12:30-3:30
PBIS Coaches’ Meeting
EXPECTATION
TRAINING SITE
BE RESPONSIB
LE
Make yourself comfortable & take care of your needs
Focus on the relevant topic
Ask questions
BE RESPECTFU
L
Turn cell phones to “off” or “vibrate”
Contribute to discussions/SHARE
Minimize “side bar” conversations
State Recognition 2013-2014
Gold
• Schools that reach 80% on two or more tiers of the SW-PBIS Tiered Fidelity Inventory
Silver
• Schools that reach 80% fidelity on any tier of the SW-PBIS Tiered Fidelity Inventory
Bronze
• Schools who self-assess and action plan around their implementation of PBIS using the SW-PBIS Tiered Fidelity Inventory
State Recognition 2013-2014
Bronze
Calvin CoolidgeRolling Acres
RooseveltTrewynValeskaWCTC
Silver
Charter OakDay Treatment
HarrisonHinesKellar
LincolnLindberghMark BillsNorthmoorPeoria HighRichwoods
SterlingVon SteubenWashington
Woodrow Wilson
Gold
FranklinGlen OakJamieson
Thomas JeffersonWhittier
AWESOME WORK TEAM!!!
SHARING… CHOOSE ONE
How did your school “Kick-Off” over the past few weeks?
How are behavioral expectations being taught at your school? How often? By whom? How were the lessons chosen? Where did you find the lessons and/or how are the lessons being created?
What are some low cost or free celebrations that you have done at your school?
Turn and Talk
Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators
Practices Curricula, instruction, interventions, and strategies that are evidence-based
Data Information that is used to identify status, need for change, and effects of interventions
Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBIS
Important Info… Professional Development Calendar/
Registration
Post Expectations FULL MATRIX IN EVERY CLASSROOM/HALLS/OFFICE LOCATION SPECIFIC MATRICES IN EVERY LOCATION
RtI/MTSS (Multi Tiered System of Support)
PBIS vs. School Specific Name
Visible & actively used at every meeting
Dynamic (ever changing & progressing)
Continuous
Multi-tiered Action Plan (MAP)
Integration of culturally responsive practice within the evidence-based school-wide PBIS framework.
Azziz, R. (2013)
What is Culturally Responsive?
The ability to learn from and relate respectfully with people of your own culture as well as those from other cultures.
NCCRESt (2008)
Turn and Talk (90 seconds)
Based on the 2 definitions and the visual, what should Culturally Responsive look like in schools?
How many descriptive words can you and your partner list?
Institutional (administrative policies and values…
educative, informative, equitable, emancipatory, accessible, tools-
based, evidence based, collaborative)
Personal (Cognitive & emotional processes teachers
engage in to become culturally responsive…self reflection,
exploration, beliefs)
Instructional (Components of instruction…materials,
strategies, activities)
3 Dimensions of Cultural Responsiveness
“Culture of Inquiry” Collaborative environment Learning Opportunities Values, beliefs and norms Leadership styles
Institutional Practices that Improve Culturally Responsive Systems
Engage in reflective thinking and writing
Explore personal and family histories
Acknowledge membership in different groups
Learn about the history and experiences of diverse groups
Visit students’ families and communitites
Visit or read about successful teaches in diverse settings
Develop an appreciation of diversity
Participate in reforming the institution
Activities to Develop the Personal Dimension
Gay, 2002; Villegas & Luca, 2002
Acknowledge students’ differences as well as their commonalities Validate students’ cultural identity in classroom practices and
instructional materials Educate students about the diversity of the world around them Promote equity and mutual respect among students Assess students’ ability and achievement validly Foster a positive interrelationship among students, their families, the
community, and school Motivate students to become active participants in their learning Encourage students to think critically Challenge students to strive for excellence as defined by their
potential Assist students in becoming socially and politically conscious
Activities for Culturally Responsive Instruction
Turn and Talk (90 seconds)
Based on what you now know about the 3 dimensions of CR, how many words can you and your partner add to your list that describes what CR looks like in schools?
National Center for Culturally Responsive Educational Systems www.nccrest.org
US Dept. of Ed. – Guiding Principles: A resource Guide for Improving School Climate and Discipline http://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf
Montgomery County Public Schools, Maryland (2010) - A Resource for Equitable Classroom Practiceshttp://www.montgomeryschoolsmd.org/departments/development/resources/ecp/ECP%20-%2008-13-10.pdf
RtI Webpage on www.psd150.org
CR-PBIS Resources
The Internal Coach
Facilitates• Meeting preparations
• Establishment of clear meeting outcomes
• Meeting processes
»Norms
»Protocol
»Roles & responsibilities
• Facilitator to create the agenda, lead the meeting
• Data analyst to bring pertinent data to team meetings organized for problem solving
• Time-keeper to keep team on task
• Minute taker to take and distribute minutes; archive material; update MAP
• Communicator to share information on activities and data with families and communities
Team Member Roles
Team Responsibilities Organization
Multi-tiered Action Plan (MAP) Agenda/Minutes
Data-driven work At least monthly Projected Talk about the data, not individual students
Calendar-driven work Meeting dates Teaching/celebration dates
Communication
Send meeting dates to Michelle
September 17 th
Complete now at www.pbisapps.org
QUICK CHECKTeam Implementation Checklist (TIC)
• Completed 2x/year…November & April
• Focuses action planning
• Identifies readiness for training
• Identifies needed areas of support
Replaced the PoI last year
Tiered Fidelity Inventory
www.pbisapps.org
Team Checklist (TIC)
Self Assessment Survey (SAS)
Tiered Fidelity Inventory
Password Needed…see card
PBIS Assessments
“Big 5” GraphsBy location
By time
By offense
By grade level
Average major referrals per day/per month
Using Data for Problem Solving & Action Planning
“Big 5”
Used by team every month
Determines Cool Tool needs
Determines whether issues are:
School-wide
Grade level
Other groups/locations/times
Individual students
PBIS Focus Summary of data
Average referrals per day/per monthDiscipline data trendsTiered Fidelity Inventory (TFI)Self-Assessment Survey (SAS)Benchmarks for Advanced Tiers (BAT)School-wide Evaluation Tool (SET)Tier 2/3 Tracking Tool
Goals Focus Areas
PBIS Focus Activity
1. Review your school’s 2014-2015 PBIS Focus document
2. Ask yourself these questions:
How effectively is your Tier 1/Universal System at
preventing inappropriate behavior?
How do you know?
What does this mean for your school?
3. Add 1-2 short term goals to the MAP
PBIS-at-a-Glance
Outlines monthly PBIS activities for the yearDataSystemsPracticesCommunication
Guides team workUsed by teams during PBIS Team Planning
Days in May
PBIS-at-a-Glance
Find a partner
Review the Year-at-a Glance for the months of September/October
Consider these questions:1. What planning needs to be done to ensure that the items on the checklist can be completed? 2. How will you support your team in planning/work? 3. What support do you or your staff need?