communities of one project universal team training 101 working smarter: establishing positive school...

Communities of One Project

Universal Team Training 101Working Smarter:

Establishing Positive School Environments by developing School-wide Systems of Support

Joseph D. Otter LMSW – SPSE Consultant

Acknowledgements• OSEP Center on Positive Behavioral

Interventions & Supports Technical Assistance Center at University of Oregon

• Illinois EBD/PBIS Network

• NYS-PBIS Initiative

• National Network of Partnership Schools

Today’s Agenda• Welcome/Sharing• Teaching Behavior• Video• School, Family & Community Partnerships • Activity• Lunch• Reinforcement/Acknowledgment System• School, Family & Community Partnerships• Staff Buy-In• Data-Based Decision-Making Examples• Team Implementation Checklist• Next Steps

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Sign attendance sheets Return from Lunch/Breaks on time. Complete evaluation form upon close in PM Complete and return required TICs and Action Plan

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate” Receive and make phone calls in areas outside of training room Wait for communications with team members until team and break

times or write notes Keep sharing time brief/concise so all may share

BE PREPARED Bring designated materials and supplies to trainings Make plans to stay until scheduled training dismissal Smile while enjoying activities

Essential Beliefs

• ALL children are capable of learning

• ALL children are capable of positive behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Primary Involvement/Support:Including families on PBIS team and activities

Targeted Involvement/Support:Specialized assistance for families At-Risk or with Students with At-Risk Behavior

CONTINUUM OF PBIS & Family Involvement & Support

GOAL: To inform families of SW expectations, create greater opportunities to volunteer and offer general support with academic & behavioral issues.

GOAL: To assist and support families with behavioral strategies and work cooperatively to reduce academic deficiencies and behavior problems BEFORE they escalate

GOAL: To aide and support the entire family in identifying and receiving the individualized assistance they need.

Intensive Involvement/Support:Specialized, IndividualizedSystems for families at High-Risk or with Students with High-Risk Behavior

THE KEYS TO SUCCESSFULSCHOOL-FAMILY-COMMUNITY PARTNERSHIPS

EPSTEIN’S SIX TYPES OF INVOLVEMENT

PARENTINGCOMMUNICATINGVOLUNTEERINGLEARNING AT HOMEDECISION MAKINGCOLLABORATINGWITH COMMUNITY

Type 1

Type 2

Type 6

Type 5

Type 4

Type 3

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PBIS: Successes and Reporting Out

Teaching Behavior

Teaching ExpectationsELEMENTARY STUDENTS

Key research finding:“Children below 4th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more an instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)

Teaching Expectations

Secondary Students

Key Research Findings:“With older students, researchers have noted that

the best results are obtained through vigilantly reminding students about the rules and procedures

and monitoring their compliance with them” (Cotton, 1990, p.8).

In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing

feedback also assisted in teaching classroom expectations.

How staff interact with students

EVERY TIME AN ADULT INTERACTS WITH ANY STUDENT,

IT IS AN INSTRUCTIONAL MOMENT.

• Teach behavioral skills, just like we teach academic skills.

• Model and practice behavioral skills, just like academic skills.

• Reinforce behavioral skills, just like academic skills.

• Precorrect to ensure expected behavioral skills, just like academic skills.

Systems - How things are done

• Procedures for non classroom settings (lunchroom, bus, bathroom, transition, hallway).

• Procedures for reinforcing expected behavior.

• Procedures for how to teach behavioral expectations.

• Procedures for preparing staff for how to implement.

WHAT ARE COOL TOOLS?

Cool Tools structure how staff teach the expected behaviors from the school-wide behavioral matrix.

COOL TOOLS USE:• A research-based procedure for teaching the behaviors.

• examples and non-examples from classroom and non-classroom settings.

• modeling and role-playing to teach new skills and provide students with practice opportunities.

• feedback and reinforcement to ensure students display the expected/taught behaviors.

Research-Based Procedure to Ensure Effective Instruction

1. Set the Stage• Rationale for lesson

2. Model• Explain when to use and when not to use• Show through multiple and varied examples• Have students point out correct behavior

and behavioral errors

Research-Based Procedure to Ensure Effective Instruction (Con’t)

3. Lead• Provide supervised guided practice

(when possible)4. Assess• Find out if they can do it• Find out what errors are being made • Reteach directly• Provide additional supervised guided

practice

Designing a Cool Tool

STEP ONE: Select the skill to be taught Skills are taken directly from the behavioral matrix Select skills based on the trends in your data

STEP TWO: Write the lesson plan1. Name the skill

RESPECT: Say My Name, Please2. State the purpose(s) of the lesson

“These are the important reasons at our school and in life to use people’s names:....”

3. Develop 3 teaching examples4. Develop 3 kid activities5. Develop 3 follow-up/reinforcement activities


Step Three: Teach the skill/expectation

Introduction Phase Explain the purpose of the lesson. Identify the specific behavior to be taught.

“This morning we are going to continue our lesson on Respecting Others. Today we are going to concentrate on asking others to use

our name.”

Tell Phase Talk about why the behavior is important. Encourage student input and participation.


Step Three: Teach the skill/expectation (Con’t)

Show Phase (Teaching Examples from the Lesson Plan) State the difference between the expected behavior

and the problem behavior.

Call the person by name VS calling the person a name

Model expected behavior. Be sure to include all major steps in the sequence.



Do Phase (Kid Activities from the Lesson Plan)

Take all students to the actual setting where you want to see the behavior displayed in the future.

Have some students role-play the skill while other students provide feedback and praise.

Teachers provide feedback and praise.



Debriefing Phase Discuss and reinforce the following concepts:

-- What students learned about the expected behavior and when to use the new skill.

-- Ways the new skill will be more effective.

Reinforce (compliment) directly and specifically students who participated in the discussion and practiced the skill.

Designing A Cool Tool


Follow-up Phase (Follow up Activities from the Lesson Plan)

Implement high frequency of reinforcement Reward students for complimenting each other

when they display the expected behavior.Increase meaningfulness of rewards tied to the

specific skill just taught.

Cool Tool of the Week

Purpose of the Lesson / Why it’s important:1. 2.

Teaching examples:1.2.3.

Kid Activities / Role Plays:1.2.3.

Follow-up / Reinforcement activities:1.2.3.

School-wide expectation: ResponsibilityName of the skill: Coming to School Prepared

Cool Tool of the Week

Purpose of the Lesson / Why it’s important:1. Being prepared helps you to be ready to learn and is

considerate of the teacher’s time.2.Teaching examples:1. You get to school and before the bell rings you look in your locker to get the books, and supplies you know you’ll need for morning work.2.Kid Activities / Role Plays:1. Ask a student or two to show how to enter the room with necessary supplies.2. Have everyone take an inventory of their supplies and list needed items.

Follow-up / Reinforcement activities:1. Compliment directly and specifically those who have materials.2. Before dismissal, ask a student to repeat at least two “tricks” for remembering homework.

School-wide expectation: ResponsibilityName of the skill: Coming to School Prepared

Sample Routines

A. Elementary: Exiting the classroom to another activity such as P.E. or Art

• Put materials away, clear desk and push chairs in

• On signal move quietly to doorway• Line up facing the door and keep one space

between each person• Keep hands and feet to self• Listen to the teacher and wait for signal to depart

Sample RoutinesB. Secondary: Conducting Quizzes and Tests• Put all materials in desk not needed for quiz• Listen carefully to directions (no talking)• Raise your hand if you have a question• Stay in your seat• Complete the quiz without talking • Follow directions for completing test (pass

papers forward or give them to person collecting)

• Begin the designated activity following the quiz

Sample Routines

C. Specialist: Beginning Physical Education• Students line up at the gym door• On signal they enter the gym• Students move directly to line on gym floor

(basketball court line)• Maintain a space, more than one arm’s length• Face the teacher• On signal begin to jog in place

Teach staff how to use Cool Tools

1) Set & define clear expectations – Let staff know your expectations of them (their

role, what they may be asked to do, etc)– Make sure your teams objectives are clear so

staff have clear expectations of your team

2) Teach expectations to staff– If want staff to teach behaviors/hand out

reinforcers etc., team should model for staff teach how & hand out materials to use, etc

Teach staff how to use Cool Tools (continued)

3) For effective teaching, should allow staff to practice new behaviors (make it fun, use small work groups, individually, etc)

4) PBIS should reinforce staff for any support staff offers to PBIS:– Group or individual reinforcers– Social reinforcers (thank you)– Tangible (gift certificates, candy, parking, etc)

Procedures for teaching expected behaviors

• Use data

• Cool Tools

• Kick-off activities

• Booster activities

• Individual can re-teach anytime

• Activities for staff buy-in– Staff kick-off– Staff boosters– Staff reinforcers

“Best practices” for Teaching Behavior

• Teach behavior in the context and setting it will be used

• Use negative examples (performed by adults)

• Use positive examples (when students are practicing, teaching, etc.)

• Provide opportunities to practice• Regularly remind and precorrect

Teaching Behaviors… Diversify it!

• Have a variety of teachers for behavior: administration, faculty, staff, students

• Reach a variety of learning styles: videos, skits, role play, hands on practice

• Keep it fun, make it fun, have fun!

School, Family & Community Partnerships with

Teaching Behavior

PBIS Home-School Cool Tools

Help families and community partner with school staff in teaching additional skills and behavior

Opportunity to provide School, Family and Community Partnerships Activities: Type 1 Parenting Type 6 Collaborating with the Community

Team Implementation Checklist Goal C3:

Families are informed and kept apprised of school-wide behavioral expectations

• Families are aware of and can hold their children to the same expectations

• Demonstrates communication and collaboration between School, Family and Community

Using School, Family & Community Partnerships to accomplish TIC goals

• Who: PBIS Team

• Task: Inform families of expectations, matrix and other relevant materials via multiple avenues of contact

• When: Beginning of the year and throughout the year thereafter

Expectations and Matrix

• Who: PBIS Team

• Task: Expectations and Matrix have their own sections in annual back to school mailing and are also featured in the Student/Family Handbook and Code of Conduct

• When: August prior to the opening of school


• Who: PBIS coach and parent representatives

• Task: Staff booth at open house and other events that has handouts, introductory video, and other information for family and community

• When: Dates of events


• Who: School/District internet personnel

• Task: Moving/scrolling banner with expectations on website & other postings

• When: Accomplished by start of school year

Team Time – Teaching Behavior

• Discuss plans to complete behavioral expectations and matrix

• Discuss writing & piloting one cool tool with staff as a bridge to piloting one with kids

The Flattery Game! • You have one post-it-note for each teammate

• You will be given 10 minutes to think of positive traits for each one of your team members

• After 10 minutes is up, everyone gets up and puts the positive traits on their teammates backs – no peeking to see who put what compliment on you!

• Be specific with how the positive traits help the team, and no one-word positive traits (i.e. “nice” is not acceptable) REFRAIN FROM COMMENTS ON APPEARANCE/PHYSICAL ATTRIBUTES

• Compliments will be reviewed once everyone is done posting them on each other

Reinforcing/Acknowledging Behavior

Purpose of Reinforcement/Acknowledgement

• Help teach new behavior

• Encourage/establish infrequent and non-fluent behavior

• Strengthen replacement behaviors that compete with habitual undesirable behavior

• Improve relationships between adults and kids by increasing feedback

Variables of reinforcement

Types of reinforcement: Tangible Privilege Social Recognition

Rate of reinforcement:High frequency/Predictable (Tickets)Unexpected/Intermittent (Raffles/Drawings)Long Term Celebrations (Trips)

High Frequency/Predictable Reinforcements

Example: Tickets/Gotchas, Positive Referrals, Phone calls home, etc.

• Great for providing immediate reinforcement (or soon thereafter) for expected behavior

• Tangibility & choice give them value

• Provide good opportunity for understanding what behavior was desirable and recognized

Intermittent Reinforcements

Example: Raffles, Special Announcements, Boosters, etc.

• Less predictable

• Continues to offer choices to students

• The reinforcement is in the opportunity

Long Term Reinforcements

Example: Regularly scheduled no-referral events

• Are in part to make sure we recognize the students who are always doing the right thing

• Helps to teach students delayed gratification and goal setting (enduring performance)

• Important that this is not the only part of a reinforcement plan

Acknowledge Expected Behavior

Tangible rewards/acknowledgementsHigh 5s, Caught Being Good, CIA (Caught you In the Act), Huskie Paw

Privilege

Extra gym or computer time, wear hats, etc.

Social recognitionBrag boards with Polaroid's, Newsletters, Good-News

Phone calls to parents

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup)

1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are

important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

& educators, students, family members, etc.

Guidelines for Use of Rewards/Acknowledgements

Across the school year, with high frequency reinforcement move from highly frequent to less frequentpredictable to unpredictabletangible to social

And be sure tovary reinforcementsinclude students in process

Link the Components of the Reinforcement Plan

• Reinforcement must be tied to school-wide expectations (the skills taught through “Cool Tools”) and students should be reinforced for following matrix

• Reinforcement should tie into school mascot, culture, etc.

Scheduling Implementation of the School-Wide Reinforcement Plan

• Unexpected/Intermittent Reinforcers

- can be special announcements linked to an

expectation, or skill or aspect of matrix

- special announcements and increased reinforcement based on referral data

- increased worth of reinforcers given out by substitute teachers

Scheduling Implementation of the School-Wide Reinforcement Plan

• Long Term Celebrations

- weekly

- monthly

- quarterly

- home/school connections

Don’t forget to reinforce the adults!

• Administrators and PBIS Team should provide reinforcements for staff

• Provide opportunities for adults in the home, school & community to acknowledge each other

Team Implementation Checklist Goal A13:

Systems in place to acknowledge/reward school-wide expectations

• Providing reinforcement to increase demonstration of behavioral expectations

• Gain input and contributions from staff, kids, families and communities

Using School, Family & Community Partnerships to accomplish TIC goals

• Who: Reinforcement sub-committee

• Task: Gain input from faculty, staff, families and kids regarding the reinforcement systems

• When: Prior to implementation, during development, and at end of school year for feedback

Reinforcement System


• Task: Construct and conduct survey (either ranking, multiple choice, open-ended, etc.) and distribute to staff, faculty, families and kids

• When: Prior to implementationStaff & faculty – building wide meetingStudents – 3rd period on set dateFamilies – online, sent home, open house



• Task: Multiple choice survey with comment section for staff, faculty, families and kids

• When: Upon completion of initial piloting of the reinforcement system

Staff & faculty – building wide meetingStudents – 5th period on set dateFamilies – End of the year event


• Who: PBIS Team

• Task: Information night prior to the start of implementation in which local businesses are invited:

• Present “community coupon” idea• Outline recognition plan for partners• Seek sign-on to initial pilot program

• When: August prior to the opening of school

PBIS School-Wide Reinforcement Matrix TYPE WHAT WHEN WHERE WHO

High Frequency

“GOTCHAS”

Unpredictable/

Intermittent

“BOOSTERS”

Celebrations

Team Time – Reinforcement Systems

• Do you have any current reinforcement practices?

• What types and rates do you have or want to start with?

• Discuss how to survey various stakeholders for input

Staff Buy-In

Increasing Staff Buy-In

Are you planning for how to do this:– Sharing about PBIS monthly (at a minimum)– Is PBIS visible and the language of the

school?– Reporting your data monthly (general &

specific)– Regularly soliciting feedback from all staff– Put it in print!– Are you using PBIS (positive reinforcement)

with staff?

Increasing Staff Buy-In Cont’d

Are you doing this:– Is your team representative of your staff?– Does your team have people with influence?– Opening up your PBIS staff meetings to the

entire school community– Putting someone who is on the fence or

opposed to PBIS on the team (Only use after team is strongly established)

– Show successful data from other schools

Addressing questions, concerns and criticisms

• Always respect/validate the concern (this does not mean that you agree)

• It is best to use data and logic to address questions, concerns and criticisms instead of arguments based on emotions

• If you cannot handle a question when put on the spot that is okay, but get back to them


A common concern:

“Reinforcement does not build intrinsic motivation.”

For a good portion of our students, school and academics are areas of failure, hence school and receiving an education is not in and of itself rewarding.

Students need to taste and experience success and have that experience reinforced/acknowledged to build upon.

As a student has more successes, intrinsic motivation builds when positive experiences (self esteem, sense of accomplishment) are associated with doing the right thing.


A common concern:

“The real world does not reinforce/acknowledge positive behavior.”

Your auto insurance is cheaper if you are a good, safe driver.

Many organizations/companies relax the dress code when employees demonstrate they can follow the rules (Dress Down Friday).

Tax credits for philanthropy.


A common concern:

“We do not have time to teach & reinforce behavior, we need to be focusing on academics.”

Preventive steps now will save you time in the long run.

An orderly school is more conducive to learning.

Research demonstrates a correlation between successfully managing behavior and improved academics and a lack of academic performance when behavior is not sufficiently managed.

Time Lost to Discipline(Barrett and Swindell-2002)

Referrals 5 minutes 20 minutes 10 minutes

In-School Suspension

5 minutes 6 hours 20 minutes

Out of School Suspension

5 minutes 6 hours 45 minutes

Teacher Student Administrator

School-wide Behavior Systems in Place

School-wide Behavior Systems NOT in place

Literacy Interventions in Place

Improved Literacy

NO Literacy Improvement

Literacy Interventions NOT in Place



Shepp KellemBaltimore

Reading (literacy) + Behavior Support needed for effective gains in academic standards.Logic (How does behavior support help?)

Behavior support improves minutes in instructionBehavior support makes instructional minutes more effective

Behavior support creates a climate that is more calm and conducive to learning.


A common concern:

“I don’t see the need to involve the support staff.”

Support staff (monitors, aides) often face less structured settings and have a less favorable ratio of staff to students than the classroom.

Demonstrates that ALL staff can hold kids accountable to and are aware of the behavioral expectations.

It is necessary to effectively manage ALL settings.


A common concern:

“We are not ready for family/community involvement.”

If you have a team, you are ready.

For families to truly feel like a part of the process, they need to be included from the beginning.

To fulfill SAVE and No Child Left Behind legislation, family involvement needs to be from the beginning.


A common concern:

“It is not appropriate for family members to be on teams because of confidentiality concerns.”

Student names need not be shared (use ID#s, etc.).

All team members can sign a confidentiality statement or agreement.

Many other jobs and responsibilities in the community require an understanding of and abiding to confidentiality (doctors office, customer service, faith-

based organizations, mental health agencies, etc.).


A common concern:

“It’s not my job to teach appropriate behavior, or it’s not our role as a school to teach appropriate behavior.”

Schools increasingly have accepted the responsibility to educate the whole child and have a role in promoting citizenship.

Home is not always able to teach the behavior kids need to be successful at school.

If the school community all has a hand in teaching and reinforcing behavior, it shows kids we all can hold them accountable for their behavior.

Data based decision making

Examples of data analysis

• Cafeteria: Middle School

• Lunch and Recess: Elementary School

Next Steps

End of school year• Team

Implementation Checklist

• Action Plan development

• Outreach to stakeholders

Fall 2009• Begin regular review

and use of data• Continue to execute

Action Plan and steps of implementation

• Rollout/Piloting

SPSE Consultant

Joseph D. Otter LMSW

Capital Region BOCES

Suite 102

900 Watervliet Shaker Road

Albany, NY 12205

Phone: (518) 464-3974

Fax: (518) 464-3975

Email: [email protected]

communities of one project universal team training 101 working smarter: establishing positive school...

Documents

teaching behavior slide

highrisk behavior slide

staff behavior

behavior problems

support families

community type

continuum of school

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