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Tier One Follow-Up Training

Tier One Follow-Up Training. Lea Ann Combs Jamie Wolfe District SW-PBIS Facilitators. Today’s Agenda. Updates on Tier 1 Elements Development of Data System Define Response Strategies Team Implementation Checklist PBIS Safety Survey. Tier One Follow-Up.

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Tier One Follow-Up Training

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  1. Tier One Follow-Up Training Lea Ann Combs Jamie Wolfe District SW-PBIS Facilitators

  2. Today’s Agenda • Updates on Tier 1 Elements • Development of Data System • Define Response Strategies • Team Implementation Checklist • PBIS Safety Survey

  3. Tier One Follow-Up • Tier One Elements: Expanding Tier One Implementation (October) • Review,Data systems, Data-Based Decisions, Response Strategies, Team meetings • Tier One Elements: Expanding Tier One Implementation (January) • Teaching Expectations, Non-Classroom Supports, Classroom Management, Recognition Systems, Data-Based Decisions, Team Planning • Sustaining Tier One Efforts and Planning for Tier Two (April) • Targeted-groups, Long-term Action Planning, Preparing for Tier Two

  4. Elements of School-wide PBS Establish a team interest and commitment Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Modify discipline referral process/forms Establish a data-based decision-making system Refine response strategies Monitor, evaluate, and modify

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

  6. SW-PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  7. School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

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

  9. Classroom Management Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

  10. Individual Student System • 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

  11. Research to Practice Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  12. Major Message Schools Teams Go At Their Own Pace!

  13. Example of Implementation Over Time for SW-PBIS

  14. Tomahawk’s School-Wide Voice Volume Expectation Chart

  15. Noise Level: 0 Voices OFF T.J.’s Way

  16. Teaching Expectations at Tomahawk Student Videos

  17. Teaching School-wide Expectations “Opening Day” • Teach directly in context (“Expectation Stations”) • See/model • Practice • Acknowledge • 2 day intensive by all staff/students • Regular weekly/monthly review • Plan to implement throughout the year • Use data to determine appropriate schedule

  18. Expectation Stations: Behavioral skills are taught & recognized in natural context

  19. Expectation Stations at Comanche

  20. Rising Star Assemblies A Guide to Help Everyone Enjoy The Show!

  21. How To Enter The Gym • Hallway Voice Level=0 • Enter with your class on the correct side of the gym • Fill in the entire row- if your class has extra room in your row, the next class will finish filling in the row for you • Voice Level while waiting for the assembly=1

  22. Where Does My Class Sit?

  23. What Does Entering The Gym Look and Sound Like? • Looks Like: • Sitting flat on your seat, not on your feet • No turning around to talk to friends • Keep hands, feet, and objects to yourself • Giving teachers, principals, and guests attention right away when we are ready to start

  24. What Does Entering The Gym Look and Sound Like? • Sounds Like: • ASSEMBLY VOICE LEVEL= 0 • Clapping at the end of the song or skit when the performers are clearly finished • Remember, they might just be taking a little pause and have more to go, so wait until they stand up or bow!

  25. How to Exit An Assembly • Look to your teacher for dismissal • Kindergarten exits first, followed by 1st, 2nd, 3rd, 4th, 5th, and then 6th grades. • Stay seated until your grade level exits. Voice Level= 1 • Hallway Voice Level while leaving an assembly=0

  26. REMEMBER: SHINE ON! • BE SAFE • BE RESPECTFUL • BE RESPONSIBLE

  27. Characteristics of Effective Praise • Good praise follows the “if-then” rule. • Make sure students are doing exactly what you want them to be doing. • Praise them within 1 or 2 seconds after the behavior occurs. • If it is an on-going behavior, praise during the behavior.

  28. Characteristics of Effective Praise • Good praise often includes student’s names. • Good praise is descriptive. • Simply describe what the student is doing at the time - focusing on actions. • Good praise is convincing. • Good praise is varied. • Good praise in non-disruptive.

  29. Rising Star’s Acknowledgement

  30. School-wide Acknowledgement Winners Celebrate at the Starlight Café

  31. Merriam ParkFrequent, Specific Praise Prompt 6 TO 1

  32. Roesland’s Specific Feedback Staff Training State expectation State specific behavior Provide rationale

  33. Staff Training 6-1Feedback

  34. Create Time for Faculty Participation: Update Action Plan • Determine if your faculty needs training on providing frequent, specific praise • Provide faculty with self-assessment results (office referral data, Self-Assessment, School Safety results) • Allow time for faculty to participate in decision-making • Create a plan for kick-off & booster sessions • Schedule times to address topics: • Defining/redefining problem behaviors, • Confirming majors and minors

  35. Major Message The more faculty make decisions about school-wide PBIS implementation the more likely you will be successful!

  36. Teams often are asked to describe why a school is implementing SW-PBIS (This is something you might say to a co-worker, a new administrator, or a new team member)

  37. Logic for School-wide PBIS • Schools face a set of difficult challenges today • Multiple expectations (Academic accomplishment, Social competence, Safety) • Students arrive at school with widely differing understandings of what is socially acceptable. • Traditional “get tough” and “zero tolerance” approaches are insufficient. • Individual student interventions • Effective, but can’t meet need • School-wide discipline systems • Establish a social culture within which both social and academic success is more likely

  38. The Challenge • More than 50% of all crime in the United States is committed by 5-7% of youth between the ages of 10-20 • APA Commission on Youth Violence, 1993 • Each school day 100,000 students in the United States bring weapons to school • Walker, 1994

  39. The Challenge • Lack of discipline is viewed as one of the most serious challenges facing public schools • National Education Goals Report (1995) • Teachers report that “uncivil” behavior is increasing and is a threat to effective learning • Skiba and Peterson, (2000) • There is a link between general level of disruptive behavior and more extreme acts of violence • Skiba and Peterson, (2000)

  40. The Challenge • Exclusion and punishment are the most common responses to conduct disorders in schools. • Lane & Murakami, (1987) • Rose, (1988) • Nieto, (1999) • Sprick, Borgmeier, & Nolet, (2002) • Exclusion and punishment are ineffective at producing long-term reduction in problem behavior • Costenbader & Markson (1998)

  41. The Challenge • “Exposure to exclusionary discipline has been shown, not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” • Skiba, Peterson and Williams, 1997 • Ekstrom, Goertz, Pollack, & Rock, 1986 • Wehlage & Rutter, 1986 • Sprick, Borgmeier, Nolet, (2002)

  42. The Challenge • Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. • Mayer, 1995 • Mayer & Sulzar-Azaroff, 1991 • Skiba & Peterson, 1999

  43. Research Findings • Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are: • Talking therapies • Psychotherapy • Punishment • Gottfredson, 1997 • Lipsey, 1991; 1992 • Tolan & Guerra, 1994 • Elliott, Hamburg, Williams, 1998

  44. Moving Away From Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope(systems)

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