wenatchee presentation-wovideo · 6/9/2016 4 discipline administrator time student time staff time...

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The Wenatchee School District is committed and designed to provide a comprehensive instructional program from kindergarten through the completion of high school. Student learning is accomplished through a quality educational system by dedicated, caring staff working in partnership with students, parents, and the community.

Our mission is to:

• Personally know and encourage students as individual learners and recognize their academic, citizenship and co‐curricular accomplishments;

• Assist students to learn and apply essential skills and values to be contributing community citizens with a global perspective;

• Challenge students to continually stretch and grow while working with family and community as active partners.

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means first closing the “Academic Engaged Time Gap”…

Lower stress

Fewer students internalizing problems

Academic performance

• Teachers• Increased Academic Engaged Time (3

more hours of instruction per week on average)

• Significantly less job-related stress, happier, greater job satisfaction, improved self-efficacy and mental health.

• Students with EBD• Went from 30% to 85% on task over 2

years of classroom PBIS.• Significant reductions in student

internalizing and externalizing problems.

• All students• Improved academic performance

(large effect size on reading)• See school as safe, healthy, and

positive

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DisciplineAdministrator Time

Student Time Staff Time

Office Disciplinary Referral

10 minutes 20 minutes 5 minutes

Detention 20 minutes 6 hours 5 minutes

Suspension 45 minutes 6 hours 5 minutes

10. Cultural difference between teacher-student 9. History of failed initiatives 8. Competing initiatives that drain resources 7. High proportion of inexperienced, short term teachers

6. Disconnect between school and district administration

5. Administrative turnover4. Continuous change in district leadership and priorities

3. High bureaucratic complexity 2. Inadequately prepared teaching force1. Teacher turnover

Whole School PBSJeffrey Sprague, Ph.D. ([email protected])20

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Why Is Implementation Important?

Innovation Activities (5D, PBIS,MTSS)

Implemen‐tation Science

Student Outcomes

Implementation Support

Letting It Happen

Helping It Happen

Making It Happen

Benefits to Students

Effective Implementation

(Greenhalgh et al., 2005)

Copyright © Dean L. Fixsen and Karen A. Blase, 2008

Letting it happen

Recipients are accountable

Helping it happen

Recipients are accountable

Making it happen

Implementation Teams are accountable: THEY DO THE WORK (Heart of Scaling)

Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004

Capacity Building

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Implementation Research

Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care.

….the study of influences on healthcare professional and organisational behaviour

~Eccles and Mittman, 2006


Implementation ScienceImplementation science is the scientific study of variables and conditions that impact changes at practice, organization, and systems levels; changes that are required to promote the systematic uptake, sustainability and effective use of evidence-based programs and practices in typical service and social settings.

~Blase and Fixsen, 2010National Implementation Research Network


Impl. Team NO Impl. Team

Effective

Effective use of Implementation Science & Practice

IMPLEMENTATION

INT

ER

VE

NT

ION

80%, 3 Yrs 14%, 17 Yrs

Balas & Boren, 2000Fixsen, Blase, Timbers, & Wolf, 2001

Implementation Science

Letting it Happen Helping it Happen

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Shewhart (1924); Deming & Juran (1948); Six‐Sigma (1990)

• Plan – Decide what to do

• Do – Do it (be sure)

• Study – Look at the results

• Act – Make adjustments

• Cycle – Do over and over again until the intended benefits are realized

PDSA Cycles: Trial & Learning

Training ComponentsPercentage of Teachers Demonstrating

the Following After Training

KnowledgeNew Skills in Training

Use in the Classroom

Theory and Discussion (A) 10% 5% 0%

A + Demonstration in Training (B) 30% 20% 0%

A + B + Practice and Feedback in Training (C) 60% 60% 5%

A + B + C + Coaching in Classroom95% 95% 95%

(Joyce & Showers, 2002)

Implementation Science:

Starts with the WHY

WHY

Outcomes—stakeholders

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ACEs

Why?

Adverse Childhood Experiences1. Personal

1. Emotional abuse

2. Physical abuse

3. Sexual abuse

4. Emotional neglect

5. Physical neglect

2. Family1. Witnessing domestic violence

2. Alcohol or substance abuse in the home

3. Mentally ill or suicidal household members

4. Parental marital discord

5. Incarcerated household member

ACEs in WASHINGTON SCHOOLS – SOPHOMORES AND SENIORS(2010)

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Defining Trauma

Plus Equals

Extreme threat/terror/horror Lack of control/perceived lack of control

Christopher Wilson, Psy.D.

Defining Trauma

VERY REAL CHANGES IN THE BRAIN AT THE TIME

OF THE INCIDENT AND AFTER THE INCIDENT


Defining Trauma

”IT’S JUST THE BRAIN DOING WHAT THE BRAIN DOES” Christopher Wilson, Psy.D.

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Brain basics

You have a brain‐map in your fist!

Brain basics

Pre‐frontal cortex = your middle nails

Pre‐frontal cortext plays a role in: • Top‐down attention: you consciously chose!

• Integration of data: consolidation of memory/narrative

• Logical decision making


Brain basics

Limbic System = area around your thumb

Limbic System plays a role in: • Threat network

• Memory encoding

• Emotions


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Circuits = Neural Networks

“THE NEURONS THAT FIRE TOGETHER WIRE TOGETHER”

“ THE MORE OFTEN/MORE INTENSE = DEEPER NETWORK”

“REPETITION OVER TIME….LEADS TO TRAUMA”


Future Ready Skills Complex Thinker

Quality Producer

Self‐Directed Learner

Responsible Decision Maker

Effective Communicator

Collaborative Teammate

Community Contributor

Conscientious Worker

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PBIS

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How can there be different interpretations of one photo?

Context is everything.It is the instrument through which we comprehend everything. It drives our behavior and our results. To change

your context you have to first understand what your context is.

The Starting Point: Tacoma Whole Child Initiative

Creating the culture you envision Good Behaviors Student Centered -Outcome: Develop Schoolwide Behavior

Matrix

Catching Kids Living It Outcome: Plan for rewarding student

behavioral success

Build student self-regulation and prevent coercive interactions Outcome: Plan for responding to challenging

behavior in and outside of classrooms

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Good Behavior

Guidelines• Guidelines = Cultural Norms

– What are the cultural norms we strive for?

– How well do these norms embody those of the community?

– Can these norms be stronger and more palatable to kids than norms of competing cultures (e.g., gangs)?

• Expectations = Specific behaviors that demonstrate these values (e.g., Rules)

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Common Pitfalls –Establishing Expectations

• Lack of Clear Definition & Understanding

• “Values” Which Are Hard to Define (ie. Responsible, Respectful, Kind, Honest).

• Lack Buy-In From ALL Stakeholders

• Cultural Mismatch

• Not Agreed Upon By All Staff

Why Develop a System forTeaching Behavior?

• Behaviors are prerequisites for academics• Procedures and routines create structure• 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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Behavioral Errors

• More often occur because: Students do not have appropriate skills- “Skill

Deficits”

Students do not know when to use skills

Students have not been taught specific

classroom procedures and routines

Skills are not taught in context

CATCHING KIDS BEING GOOD

Many schools use a ticket system• Tied into school

expectations

• Specific feedback on student’s behavior

• Provides visible acknowledge of appropriate behavior for student

• Helps to remind staff to provide acknowledgements

Jose R. L.M.

Kalamazoo Central High School

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Ratio of InteractionsPlan to interact at least three times more often with each

student when he or she is behaving appropriately than when he or she is misbehaving (5:1 ratio)

• Students who are starved for attention

• Positive or negative interactions

• Dr. Wes Becker’s “Criticism Trap”

Clear Communication

Case 2: Students are working independently on awriting project. Ben is out of his seat disturbingtwo other students.

Teacher: "Ben, what do you need to do?"

Ben: "Sharpen my pencil."

Teacher: "You don't have a pencil."

Ben: "I was going to borrow one from him."

Teacher: "What is the rule about leaving your seat?"

Ben: "I have to put my hand up."

Teacher: "Well, go back to your seat and put up your hand."

Coercion Theory (Patterson, 1982; 1995)

ProblemBehavior

Threat of Consequence

Calm

SurrenderThreat of Consequence

Non-Compliance

DefianceChild

Parent, Teacher, or Therapist

Children become aware that if they continue to misbehave or respond to the parent’s coercive behavior with severe disruptive behavior they can shape parental (or teacher & therapists) behavior for their own benefit.

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Data-Based Decision Making

“BIG 5” DATA

• “The implementation of the common hand signal “Give me five” used consistently, has helped to focus students’ attention to a speaker. Also the use of “Voice levels” allows staff to set the expectations for noise level when giving directions for an activity. In general, students do seem to respond to these expectations. Also the implementation of weekly themes (Respect, understanding, etc.) helps focus student character development and the themes can be woven into classroom instruction. In addition, just making positive statements in response to individual student progress as I walk around my classroom has increased student performance. I notice that this can really help pick up the pace for other students.” Teacher, Truman Middle School

What are Tacoma teachers/staff stating about year one implementation?

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What are Tacoma teachers/staff stating about year one implementation?

Connections

What is School‐wide PBS?• School‐wide PBS is:

– A framework, establishing the social culture and behavioral supports needed for schools to be effective learning environments for EVERYstudents.

– This also correlates to the Marzano Framework (1.2: Celebrating Success, 1.3: Understanding Students’ Interests and Backgrounds, 1.4: Demonstrating Value and Respect,2.1: Interacting with New Knowledge, 3.2: Planning and Preparing for the Needs of All Students, 4.2: Use of Available Resources and Technology, 5.1 Organizing the Physical Layout of the Classroom, 5.5 Acknowledging Adherence to Rules and Procedures, 6.2: Using Multiple Data Elements, 7.1: Promoting Positive Interactions about Students and Parents, 8.2: Promoting Positive Interactions with Colleagues.)

• Evidence‐based features of SW‐PBS– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– Collection and use of data for decision‐making– Continuum of intensive, individual interventions. – Administrative leadership – Team‐based implementation

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A Comparison of Approaches to

Academic and Social Problems

We Assume:• Student learned it wrong• Student was (inadvertently)

taught it the wrong wayNext We:• Diagnose the problem• Identify the misrule/ reteach• Adjust presentation. Focus on

the rule. Provide feedback. Provide practice and review

Finally We Assume:• Student has been taught skill • Will perform correctly in future

We Assume:• Student refuses to cooperate• Student knows what is right and has

been told oftenNext We:• Provide a “punishment”• Withdraw student from normal

social context• Maintain student removal from

normal contextFinally We Assume:• Student has “learned” lesson and

will behave in future• Colvin, 1988

Teaching Expectations

• Teach at the start of the year and review when needed

• Define and offer a rationale for each expectation

• Describe what the behavior looks like

• Actively involve students in discriminating between non-examples and examples of the expectations

• Have students role play the expected behaviors

• Re-teach the expectations often

• Reinforce desired behaviorSource: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Creative Ideas: “Putting it into Practice”

• Provide lesson format for teachers to teach behavior

• Expand lesson plan ideas throughout the year

• Provide students with a script (actions and words)

• Teach behaviors in settings where behaviors occur

• Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…)

• Recognize staff for creative activities

• Video students role-playing to teach expectations and rules and show during morning show –– High School Example

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Why implement SWPBS?

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

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@uwstrongschool @tacomaschools@gregoryjbenner @jenniferkubista@kelceyschmitz @Garciaj9Josh

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wenatchee presentation-wovideo · 6/9/2016 4 discipline administrator time student time staff time...

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