Desert Mountain SELPA

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WELCOME PBIS DMS Coaches Forum 1

• Desert Mountain SELPA

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• PBIS Art Gallery

• Statement of Behavioral Purpose Masterpiece
  Creation
• Please use the construction paper provided to
  document your newly created statement.
• When you are pleased with your masterpiece,
  please hang it in our Art Gallery for a future
  Gallery Walk.
• Have fun!

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• Outcomes

• Explore implementation steps
• Define the roles and responsibilities
• of a coach
• Understand the facilitation process
• Practice cognitive coaching
• Identifying Next Steps

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• Agenda

• Grounding
• Norms of Collaboration
• Roles and Responsibility of a Coach
• Positive Behavior Expectations
• School-wide Teaching Matrix
• PBIS School-Team Implementation Checklist
• Action Planning and Conversation

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Name that Norm

• The Seven Norms of Collaboration
• 1. Pausing
• 2. Paraphrasing
• 3.Probing for specificity
• 4. Putting ideas on the table
• 5. Paying attention to self and others
• 6. Presuming positive intentions
• 7. Pursuing the balance between advocacy and
  inquiry

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Focus Question 1 Who are we?

• Lets define the role of a PBIS coach
• first with a NON-example!

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It's the little details that are vital. Little
things make big things happen. -John Wooden

• COACHING

Think about coaches from a Personal
Perspective They could be . coaches that
youve had as an athlete . coaches who have
coached your favorite college or professional
football team . a literacy, math or cognitive
coach that you have worked with at your school
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It's the little details that are vital. Little
things make big things happen. -John Wooden

• COACHING

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It's the little details that are vital. Little
things make big things happen. -John Wooden

• COACHING

• Sowhat in the world is my job as a
• PBIS Coach?
• The Role of a PBIS Internal Coach
• Defined Refined
• Line Item Veto Activity
• Read
• Highlight Line Item Veto

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• LEARN BY DOING

• Twitter News Feed

• My role as a PBIS Coach is to
• Write a tweet (140 characters or less) about
  what you believe your role to be
• Retweet your ideas with your team partner or
  administrator.A retweet is when you share the
  tweet of one user with all of your Twitter
  followers.
• Update your status Summarize your tweet into
  just a TWO WORD summary. Boil down the most
  important features of your beliefs about the role
  of a PBIS coach.

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Say Something

• It's the little details that are vital. Little
  things make big things happen. -John Wooden

BIRTHDAY PARTNERS
Who at your table shares the closest
birthday date to you? Sit close and celebrate!
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COACHING The Key To Translating Research into
Practice Lies in Continuous, Job-Embedded
Learning with Ongoing Support
Focus Question 2 Why do we do this?

• Say Something
• Information Processing Exploring and
  Discovering
• Read the coaching article in your handbook
  silently and stop at designated stopping points.
  When each partner is ready, stop and say
  something. The something might be a question, a
  brief summary, a key point, an interesting idea,
  or a personal connection. Read from the
  perspective of a PBIS coach.
• Garmston and Wellman,
• The Adaptive School A Sourcebook for Developing
  Collaborative Groups

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Joyce Showers, 2002
10 5 0
30 20 0
60 60 5
95 95 95
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Assumptions Knowing the content and doing the
content is the same thing. Practice does not
make perfect. Perfect practice makes perfect.

• What is DELIBERATE PRACTICE?
• Practicing a skill with clear and frequent
  feedback
• Requires setting clear and achievable goals
• Builds in resiliency with tasks increasing in
  effort and persistence
• All of the above

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• Influencer delivers a powerful new science of
  influence that draws from the skills of hundreds
  of successful change agents combined with more
  than five decades of the best social science
  research. The book delivers a coherent and
  portable model for changing behaviorsa model
  that anyone can learn and apply.
• The key to successful influence lies in three
  powerful principles
• Identify a handful of high-leverage behaviors
  that lead to rapid and profound change.
• Use personal and vicarious experience to change
  thoughts and actions.
• Marshall multiple sources of influence to make
  change inevitable.

http//www.vitalsmarts.com/influencer_book.aspx
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BREAK
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Name that Norm

• The Seven Norms of Collaboration
• 1. Pausing
• 2. Paraphrasing
• 3.Probing for specificity
• 4. Putting ideas on the table
• 5. Paying attention to self and others
• 6. Presuming positive intentions
• 7. Pursuing the balance between advocacy and
  inquiry

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STEP 3

• STEP THREE
• DEVELOPING
• SCHOOL-WIDE POSITIVE BEHAVIORAL EXPECTATIONS

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A Closer Look at Behavioral Expectations

• ?What are your classroom rules?
• Turn to your elbow partner and share.
• ?What are your school-wide rules?
• Turn to your elbow partner and share.

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Identifying Positive School-wide Expectations
What Are They?
Specific , positively stated expected behaviors
that are desired by all faculty and students.
Positive, School-wide Expectations are aligned
with schools mission statement.
Expectations that are taught to all faculty,
students, families and community members in all
settings.
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RULES AND REGULATIONS             General Rules
      All pupils are answerable to the school
authorities for their behavior inside and outside
the school.           Irregular attendance,
obscenity in word or action, in subordination to
teachers of any kind, cheating or serious
misconduct even outside the school, any habit or
behavior objectionable to the good tone of the
school are sufficient reason to dismiss the
pupil.                 Any damage done in class
or in the premises will have to be made good. The
decision of the management in this regard will be
final.                 No student will be excused
from physical exercises without a doctor's
certificate.                 It is strictly
compulsory for every student to come to school in
the school uniform only.                 The
result of the tests will be entered in the marks
card. Parent should sign them regularly and
follow the progress of their children. The school
authority and the teachers will not be
responsible if the reports and the remarks sent
by the teachers are not signed by the parents.  
                    A pupil failing for 2 years
in succession will be advised to leave the
school.                 Parents are not allowed
to meet the teachers in their respective class
rooms during school hours. They are requested to
make all their complaints direct to the concerned
head Mistress and not to the Class teachers.    
                  Parents / visitors are advised
not to disturb the Principal / Secretary / Head
Mistress at their residence.                 All
letters must be addressed to the Principal.      
          Any form of jewellery, ornaments,
make-up etc., is strictly forbidden. Loss of any
of these is not the responsibility of the school
authorities.                Boys must have short
hair cuts. Girls with long hair must wear two
plaits with tie ups.                 Children not
obeying the regular rules of the school will be
dealt strictly.                 No child
suffering from a contagious or infectious disease
will be permitted to attend the school. Parent
are requested to hold back these children at home
till their period of quarantine is over and will
have to produce a doctor's certificate.          
            Whenever there is a communal festival
and if it happens to be a working day for the
school, no child shall be absent without prior
permission.                 Those who return to
school after absenting without permission will
not enter the class without permission from the
Principal.                 Pupils who are absent
from examination for any reason other than
sickness shall be considered as having failed.  
              Minimum required percentage of
attendance is 90, failing which the student will
not be allowed to write the exams for the
concerned class.                 Students must
report back on the re-opening day after the
holidays failing which a fine of Rs. 25 per day
of absence will be collected.                
names of students with prolonged absence without
intimation will be struck off the rolls.        
        School fees should be paid before the
10th of every month, failing which a fine of Rs.
10 will be levied. Names of students with long
arrears of fees will be struck off the rolls.
Expectations Vs. Rules

• Expectations are ..
• Broadly stated
• Limited to 3-5
• Aligned to schools mission statement
• Stated in positive terms
• 1-3 words per expectation

• Rules are
• Specifically stated
• Large in number
• Situation or location-specific
• Stated in negative terms
• Expanded ideas

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• Identifying Positive School-wide Expectations

Example ? or Nonexample ?
EXAMPLE
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Identifying Positive School-wide Expectations
Example ? or Nonexample ?
NON EXAMPLE
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• Identifying Positive School-wide Expectations

Example ? or Nonexample ?
EXAMPLE
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• Identifying Positive School-wide Expectations

Example ? or Nonexample ?
NONEXAMPLE
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Identifying Positive School-wide Expectations

Holmes/Watson Dectective Agency
The Case of the School-wide Positive Behavior
Expectations 10 Minute Investigation
For each behavior scene, the detective duo
will use the clue sheet to decide if there is
enough evidence to make a brilliant deduction
and identify the school which has developed
Positive School-wide Behavior Expectations.
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Identifying Positive School-wide Expectations
PBIS Mind Map Using the criteria/guidelines
of what expected behaviors ARE, begin to explore
and write on your mind map what specific
positively stated expected behaviors might fit
your school.
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Identifying Positive School-wide Expectations

• Mind Map Considerations
• School Mascot
• Mascot Tool or Action
• Initials or Acronyms
• Existing Site Programs
• School Slogan
• School Mission Statement

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• LEARN BY DOING

• Behavioral Expectation Corrective Feedback
• Each team report out your 3-5 behavioral
  expectations
• The CalTAC team will lead you through a
  corrective feedback process
• Strengths
• Considerations for improvement
• Triple Track Agenda
• Modeling strategy for your staff and students

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Step 3 Positive Behavior Expectations

• Guidelines
• Broadly Stated
• Limited to 3 to 5
• Aligned with mission statement
• Stated in positive terms
• 1 3 words per expectations

• Corrective Feedback
• Immediate
• Relevant
• Clear and Specific
• Focus on Effort
• Focus on Improvement

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Action Planning

• Team Implementation
• Checklist

• IImplementation Step 3
• School-wide Positive Behavioral Expectations

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Lunch Break
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Welcome Back

• Please continue Action Planning for Step 3 until
  1pm

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STEP 3

• STEP FOUR
• DEVELOP PROCEDURES FOR
• TEACHING SCHOOL-WIDE POSITIVE BEHAVIORAL
  EXPECTATIONS

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• LEARN BY DOING

• Once you have developed your school-wide
  expectations, it is not enough to just post the
  words on the walls of the classroom
• YOU MUST TEACH THEM!
• Step 4 Develop Procedures for Teaching
• School-wide Behavior Expectations

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Intentional Teaching is better than Instinct
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RATIONALE

• BEHAVIORAL ERRORS .
• More often occur because
• Students do not have appropriate skills or Skill
  Deficits
• Students do not know when to use skill

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RATIONALE

• BEHAVIORAL ERRORS .
• More often occur because
• Skills are not taught in context
• Students have not been taught specific classroom
  procedures and routines

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RATIONALE

If a child doesnt know how to read, we teach.
If a child doesnt know how to swim, we teach.
If a child doesnt know how to multiply, we
teach.
If a child doesnt know how to drive, we teach.
however
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RATIONALE
If a child doesnt know how to behave, we

punish?
teach?
Why cant we finish the last sentence as
automatically as we do the others? Herner, 1998
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RATIONALE

• Why Develop A System For Teaching Behavior?
• Behaviors are prerequisites for academics
• Procedures and routines create structure

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RATIONALE

• Why Develop A System For Teaching Behavior?
• Repetition is key to learning new skills
• For a child to learn something new, it needs to
  be repeated on average of 8 times
• For a child to unlearn an old behavior and
  replace with a new behavior, the new behavior
  must be repeated on average 28 times (Harry Wong)

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Repetition is key to learning new skills
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RATIONALE

• We can no longer assume
• Students know the expectations/rules and
  appropriate ways to behave
• Students will learn appropriate behaviors quickly
  and effectively without consistent practice and
  modeling

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RATIONALE

• We must assume
• Students will require different curricula,
  instructional modalities, etc to learn
  appropriate behavior
• We need to teach expectations/rules and
  appropriate behaviors as effectively as we teach
  academic skills

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• LEARN BY DOING

• How Do We Teach Them? .
• use your School-wide and Classroom Teaching
  Matrix
• Introductory Events/Implementation Day
• Teaching school the school-wide expectations
• On-going Direct Instruction
• Specially designed lessons

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• LEARN BY DOING

• How Do We Teach Them? .
• use your School-wide and Classroom Teaching
  Matrix
• Embedded in Other Curriculum
• Advisement, T.A., Homeroom, academics, etc.
• Booster Trainings

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• LEARN BY DOING

• How Do We Teach Them? .
• use your School-wide and Classroom Teaching
  Matrix
• Keeping it Out There
• Visual Displays posters, agenda covers
• Daily announcements
• Mascot visitations

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School-wide Teaching Matrix
What is it ?
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2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

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LEARN BY DOING

•  
• Using your newly gained knowledge, be a detective
  and find those expected behaviors in the matrix
  that are stated correctly, and those in need of
  improvement.

The Case of the PBIS TEACHING MATRIX
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LEARN BY DOING

•  
• Next, wordsmith the errors to make the matrix
  match the key elements of
• a PBIS model.

The Case of the PBIS TEACHING MATRIX
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• BREAK

• While on your break, have a Water Cooler
  Conversation
• What is the best story you have ever heard in
  the teachers lounge regarding student behavior
  errors?

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• Now that youre
• experts
• Lets use your Water
• Cooler Conversations
• to teach the process
• of creating your
• School-Wide Matrix!

LEARN TO DO
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LEARN TO DO

• School-wide Matrices 101
• Step-by-Step
• Use your data for decision making.
• Identify the desired behaviors.
• Identify the misbehaviors.
• Use the blank matrix.
• Positively state what youd like to see.
• Heres what you did and Heres what Id like
  you to do.

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LEARN TO DO

• Matrices 101contd.
• Keeping in mind our guiding questions
• What do we want kids to learn?
• How will we know when theyre doing it?
• What will we do when they dont
• Write each Location on a separate chart.
• Identify the desired behaviors for each
  location.
• Table groups, by email, PLCs, departments, etc.
• Positively state what youd like to see.
• Have your PBIS Team compile all of the
  information.
• Present it back to your staff as a First Draft
  document.

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Name that Norm

• The Seven Norms of Collaboration
• 1. Pausing
• 2. Paraphrasing
• 3.Probing for specificity
• 4. Putting ideas on the table
• 5. Paying attention to self and others
• 6. Presuming positive intentions
• 7. Pursuing the balance between advocacy and
  inquiry

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Action Planning

• Team Implementation
• Checklist

• IImplementation Step 4
• Procedures for Teaching School-wide Behavioral
  Expectations

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Team Implementation Checklist (TIC)

• Deliberate Practice
• 1. At your table, complete an individual hard
  copy survey based on your school site or make it
  up!
• 2. Complete questions 1 8.
• (With your team, you will complete questions 1
  -22)
• Consensus
• 3. Facilitator guides sharing process for each
  statement.
• 4. Team members state STATUS answer and state
  why.
• 5. Recorder makes tick marks on Team Copy
• 6. After first round, facilitator asks if anyone
  would like to adjust answer.
• 7. Recorder counts the tick marks and the winner
  is.
• 8. Data Analyzer submits a single consensus Team
  Checklist

• www.ebssurveys.org
• The PBS Team submits a single consensus Team
  Checklist once per period (monthly or quarterly),
  not individual checklists.
• When completing a section, please answer all
  questions in it.

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Planning Conversation

• It's the little details that are vital. Little
  things make big things happen. -John Wooden

BIRTHDAY PARTNERS

Ask the questions and paraphrase
Choose one Action Step
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PLANNING Conversation
Planning Question 1 Clarifying Goals What is
a next step you are planning? Planning
Question 2 Specify Success Indicators How will
you know you are successful? Planning Question
3 Anticipate Approaches What might be some of
the strategies youve considered? Planning
Question 4 Establish Personal Learning
Focus What is most important for you to pay
attention to in yourself?
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Net Promoter Next Steps

• Team Implementation Checklist

• 1-10 and why
• Suggested Next Steps
• Self-Assessment Survey by 12/11/09
• TIC Completed
• Follow up with Triangle activity, Working Smarter
  not Harder activity and Work Style Activity with
  your staff.
• Plan and complete PD for steps 3 4
• Finalize team meeting dates and roles and
  responsibilities

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Thank-You

• CalTAC Contact Information
• Website http//pbis.ocde.us
• National Website pbis.org
• Surveys on Line ptupy_at_ocde.us
• Coaches Forums mwilliams_at_ocde.us
• Team Trainings cclouse_at_ocde.us
• Leadership Trainings bkelley_at_ocde.us