PBIS New Team Member Training: Establishing a Foundation for Collaboration and Operation Presenters: PBIS District Team 2014 Day Two

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.

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.

*Agenda Review- Is there anything from Day one, that needs to be clarified? -question/answers shared Discipline Procedures Data Expectations Acknowledgement System

*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!

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

Review In your families, discuss one thing you learned last week that you have taken back to your school (or will take back to your school)

Top 6 PBIS Team Tasks Hold meetings -regularly, monthly or + Analysis behavior data –Big 5 Create/ provide behavior lessons/ Boosters –data driven Acknowledgement/incentive systems –plan and execute Effective communication with staff – coach too, provide updates and PD Ongoing problem solving - improvements to PBIS implementation by action planning based on FOI

Team Logistics (needed?) Roles Facilitator Recorder (Minutes) Data Specialist Time Keeper Communications Others Sub Committees Teaching Communications Acknowledgements Data

Staff Can start with the team! Highlight PBIS components in as many communal areas and activities! Ongoing

Procedures for Dealing with Discipline

*Creating a T-Chart Is meant to be an anchor chart for the school All staff work together to decide what is classroom and office managed Reviewed regularly throughout year and used by teachers when patterns arise Teachers and Administration use and uphold what they have defined as classroom and office managed Consequences and interventions for behaviors are utilized (different than punishments)

Why T-Charts?

Keep in Mind Any adjustments should be based on data and/or teacher input/observations Having/creating minor system to track minor behaviors is not recommended Referrals are considered data, are not “bad” data for a school to have

It’s 12:00! Your team notices that teachers are completing referrals and sending students out for over hearing them say a swear word to another student (has not happened before and is a classroom managed behavior). What might your team do about this?

Who was involved in creating your school’s T-Chart? When should a T-Chart be shared with the faculty? How often should the T-Chart be updated with faculty? What should the updates be based off of? Self-Reflection Time

Data Entry and Analysis Plan Established

Data Based Decisions

*Analyzing Data Data is reviewed – ODR and Suspension Data in Data Warehouse (DW)- Dashboard – Attendance Data – Staff member/ student observations – “Big 5 Data Worksheet” (online) Decisions made based on data Data discussions occur Monthly at meetings Shared with all staff members monthly

Directions: Data Warehouse (DW) Update????????? Apps page- Dashboard Select your school on the top Click on graph of Suspensions (or use navigation bar on left- School Leader Dashboard Can see graphs of all your data and run your Big 5 Reports See Data Warehouse Dashboard Help Guide

Big 5 Reports -BLAST Referrals by Behavior Referrals by Location Average Referrals per Day per Month Referrals by Student Referrals by Time Filters: Ethnicity, gender, grade level, SpEd, ELL, FRL Manual: /DW-PBIS.pdf /DW-PBIS.pdf

Data Time! You Data Specialist has pulled the following data from DW (see sheets). Look through the data and answer the questions as partners on each graph and prepare to share!

1) What does this graph tell you?

2)What does this graph tell you? Disrespect Theft Skip Harass Agg/Fight Disruption

Cafeteria Homeroom Playground Yellow Bus Classroom 3) What does this graph tell you?

4) What does this graph tell you?

5) What does this graph tell you?

Looking at data and discussing staff observations – What problem behaviors, locations, and times are trending in the building? Are there any patterns? – Are there procedures or structures changes that need to be made? – What is the adult role in the problems? – What behavior lessons do the students show us they need? – How can our acknowledgement system be geared toward these problems?

Culturally Responsive Activity Through using filters, your team has determined the following data around various demographics: What percentage of students within a given demographic receive a referral/ suspension? Is your Tier 1 meeting all students? What conversations should you have at your PBIS Team Meeting?

It’s 3:00! How could we begin to address these statements? 1) Your school has about 40% Hispanic males. There were 18 total referrals last month, 16 of them were received by Hispanic Boys. 1) Your school has about 55% males. 72% of your males have received a referral. 1) There were 25 referrals for disrespect last month, 22 of them were from Special Education Students. 2) 11:30 was the highest time for referrals in the school, with the majority of the referrals coming from African American females.

Problem Solving Complete the Data Analysis Sheet for the following problem statement: Data and observation indicates that the 4 th/ 5 th grade lunch hour is receiving more referrals in the playground and after surveying staff members the primary cause students are not engaged in any ‘recess’ activity. Prevention Teaching Recognition Extinction Consequences Geese, prepare to share out!

Does your team use data to make decisions? Is someone on your team an expert user of Data Warehouse? Do you use filters and analyze data within the data How often does your PBIS team analyze discipline data and action plan? How is data shared with the faculty? Self - Reflection Time

5 minute Break

Expectations and Rules Developed

Expectation Posters for Adults

Do!

Don’t…

Do!

Don’t…

Do!

Expectations and Rules Expectations Rules

*PBIS Basics Must be explicit and referenced often with students (slide 39) Area-specific rules are defined within those school- wide expectations (slide 41) – Rules positively stated – Posters are student-friendly and eye-catching Used to teach the expectations in a setting (slide 43) When students struggling with the expectations, use the posters as a reminder tool (slide 43) 3-5 School-Wide Expectations (slide 44) – Apply to both students and staff Expectations and Rules reviewed with staff members regularly and updated/ refined as needed (Slide 44)

Reflect: Do you have posters in all locations that are location specific? (Including classrooms) Are posters easy to read and eye-catching? Are rules stated positively and student friendly? Do staff members use posters as a teaching tool on a regular basis? How can you update any posters or rules that need updating and get staff more involved in using expectations and posters as a teaching tool? Self- Reflection Time

Acknowledgement System Established

It’s 6:00! Rewards/ Acknowledgements In real, adult life… Good Driver? Hold a job (and do it well)? Brush and floss your teeth daily? Do well in school? Am a good friend?

*Acknowledgement Guidelines Every day is a fresh, new day for every student Acknowledge frequently in the beginning Acknowledge contingent on desired behavior Always tie directly back to school-wide expectation upon delivery Survey students asking what kind of incentives they would like Refrain from threatening the loss of acknowledgement as a strategy for motivating desired behaviors Refrain from taking earned items or activities away from a student Students should be eligible to earn acknowledgement throughout the day contingent upon appropriate behavior Vary acknowledgements to keep interest of all students ** Don’t let acknowledgement system dominate PBIS, team meetings, and staff’s belief of what PBIS actually is.**

High Frequency Acknowledgement High frequency/Immediate/Predictable – Individual Recognition – Given out frequently – Used during ‘high energy’ times Student can always receive verbal acknowledgement Students receive a tangible acknowledge for specific behaviors (based on data) – Ticket system, Caught You Being Good, etc Acknowledgements to all students at some point – Track a list of students and mark who has received a positive postcard or phone call home – Address as a staff those students without a mark

Medium Frequency Acknowledgement Medium frequency/Intermittent/Unexpected – Group Recognition – Given out every once in a while – Used to maintain a taught behavior Given out during ‘not-as-high energy’ times of the year This could be a class acknowledgment, school- wide or individual

Low Frequency Acknowledgement Low Frequency/Long Term Celebrations – School recognition -ALL kids, all adults. – Take place every semester or so – Used to celebrate/acknowledge school-wide accomplishments Set whole school challenges (fewer than 25 suspensions this semester). All students go if /when this is achieved by the school.

Ways Acknowledgments can be Used Caught You Being Good posted on bulletin board, read on announcements, sent home Tickets entered into a raffle Tickets saved for events or “store” Class/ grade level challenges Others? Free/ Low Cost Ideas (resource online)

Staff Acknowledgement Acknowledge staff who participate in Tier 1 – Pull student tickets, teacher who distributed also recognized – Teacher of the Month/ Week in staff lounge or at staff meeting – Track positives in staff lounge – List of free staff acknowledgements online

Verbal Acknowledgements Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high Best Practice is 5:1 “Thank you for being respectful and sitting quietly in class.” “Great job being safe and walking in the halls.” “I noticed that you are taking ownership of your learning” Practice as a staff

Game of Ball! There is a new teachers at your school, what is an elevator speech about how the acknowledgement system works at your school? What are some efficient ways to run an acknowledgement system school wide? Prepare to share out.

Reflect: Do you have an Acknowledgement Matrix? How is this is impacting student behavior? What is working and what isn’t working? Does your school emphasize verbal acknowledgements? Self- Reflection Time

*Review Day 2 Discipline Procedures Data Expectations Acknowledgement System

Resources Please visit our RtI/ PBIS Site: Services/Intervention---PBIS.htm Services/Intervention---PBIS.htm MPS PBIS YouTube Channel – MPS PBIS Pinterest Page – Monthly Newsletter (available on RtI Website) Contact your RtI/PBIS Coach

See You Soon!

Time Cards Signed and Dated Employee ID# Print Name School Name/ Site ID

Title of Presentation MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives

Title of Slide

Title of Presentation MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen R. Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, CPA, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives