Team Workshop for Preparation Phase SWPBS Teams: Starting Your Journey Kansas City Public Schools 20

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Team Workshop for Preparation Phase SW-PBS Teams
Starting Your Journey Kansas City Public
Schools2009 Summer Academy
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Center for PBS College of Education University of
Missouri
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Our Norms

• Be Respectful
• Keep side conversations to a minimum
• Follow the Attention Signal
• Be Responsible
• Be in your chair when sessions start
• Turn your cell phone off or to vibrate
• Be a Learner
• Use your work time wisely

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Our Agenda

• Monday
• Overview of Schoolwide Positive Behavior Support
• Common Purpose and Approach to Discipline
• Yesterday
• Administrative Leadership
• Team Process
• Introduction to a Clear Set of Positive
  Expectations
• Today
• Clear Set of Positive Expectations
• Data Monitoring and Decision Making

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The MO SW-PBS Seven Essential Components
Pg 26

• Administrator support, participation and
  leadership
• Common purpose and approach to discipline
• Clear set of positive expectations (for all
  students staff)
• Procedures for teaching expected behaviors
• Continuum of procedures for encouraging
  expectations
• Continuum of procedures for discouraging
  inappropriate behavior
• Procedures for ongoing monitoring and evaluating
  effectiveness of the PBS system

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Attention Signal

• I will raise my hand and say Attention Here
  Please
• Finish your sentence and quiet your voice.
• Raise your hand.

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Chapter 4Clear Set of SW-PBS Behavior
Expectations are Defined

• Simply put, if the staff expect students to
  achieved and behave appropriately, they will.

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Why A Clear Set of Positive SchoolWide Behavior
Expectations?
Pg 75

• Provides Consistency in Language
• Provides Consistency in What To Teach
• Provides Consistency in What to Recognize
• Provides Consistency in What to Correct
• The Cornerstone for Everything Else You Will Do
  Related to SW-PBS!

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Clear Set of Behavior Expectations Schoolwide
Expectations Matrix

• A Comprehensive List of Expectations
• Agreed Upon Expectations of All Students All
  Staff
• Based on Data and Behavioral Concerns
• Becomes Your Schools Social Skills Curriculum
  (Similar to Grade Level Expectations and Course
  Level Expectations)
• Format for Consistent Language to Use with
  Students

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Elementary Teaching Matrix
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What Does a SW Expectations Matrix Include?
Pg 76

• 3-5 Broad Expectations
• List of 2-3 Specific Behaviors/Skills for Each
  School Setting
• Positively Stated
• Measureable and Observable
• Understandable
• Always Applicable

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Measureable and Observable

• Can You See A Student Do or Hear A Student Say?
• Keep Hands and Feet to Self
• Be Honest
• Use Respectful Language
• Be On Time
• Raise Hand for Help

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Things to Consider When Developing Your Matrix

• All Settings What Behaviors Would Be Expected
  in ALL Places in the School?
• Classroom
• Develop now OR
• Work with each teacher to develop their own TIED
  TO SCHOOL EXPECTATIONS (Safe, Respectful,
  Learner)

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Things to Consider When Developing Your Matrix

• Nonclassroom Settings
• Where do Behavioral Concerns Take Place?
• Lots of Students, Few Supervisors
• Where Do Behaviors Start and Come Into the
  Classroom and Take Away from Instruction?
• Example Matrices in Appendix 4A, 4B, 4C, and 4D

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Activity Matrix of Schoolwide Expectations
Behaviors
Pg 79

• Use Template in Appendix 4E
• Identify and List 3-5 Expectations in the Boxes
  Down the Left Side
• Across the Top, List Settings. (All Settings
  Classroom Are Provided)
• Complete the Matrix by Writing 1-2 Behaviors for
  Each

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Get Input and Feedback About Your DRAFT Matrix
Pg 80

• To Increase Buy-In and Commitment to
• SW-PBS
• Discuss with Vertical/Grade Level/Department
  Teams
• Give a Copy to ALL Support Staff
• During Class, Discuss and Get Ideas from Students
• Ask for Parent Feedback
• Back to School Night
• School Newsletter
• Parent Conferences

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Complete Your Action Plan for Section 3 Only
(Clear Set of Expectations)
Pg 81

• Review Data
• Complete IIEI
• Review or Complete SAS (Appendix 2A)
• Analyze the Problem Reality Gap
• Develop a Plan
• Brainstorm
• Decide and Write Action Plan (Appendix 1B)

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Monitoring and Decision MakingChapter 8

• Nanci W. Johnson Ph.D.
• Web and Data Consultant
• Missouri SW-PBS

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Steps to ConsiderMonitoring and Decision Making
Pg 91 99

• MO SW-PBS Encouraged Data Collection for
  Preparation Teams
• Team Implementation Checklist (TIC)
• School Safety Survey (SSS)
• Self-Assessment survey (SAS)
• School Data Profile (SDP)
• Office Disciplinary Referral (ODR) Data
  Collection and Analysis

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Big Ideas

• Data Collection Processes
• What to Collect
• Who, What and When to Enter, Generate Reports and
  Review
• Problem Solving Process Consistently Implemented
  Utilizing School Data
• Communicating Results and Schoolwide Plans to ALL
  stakeholders

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Big Ideas

• Data Collection Processes
• What to Collect
• Who, What and When to Enter, Generate Reports and
  Review
• Problem Solving Process Consistently Implemented
  Utilizing School Data
• Communicating Results and Schoolwide Plans to ALL
  stakeholders

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Criteria for Efficient and Effective Monitoring
and Decision Making Systems
Pg 93

• Collect Only Necessary Information
• Routinely Check Procedures for Accuracy
• Managed by 2-3 Trained Staff
• Establish Implement Problem Solving Process
  and Data Decision Rules
• Produce and Share Graphic Displays of Data
• Establish Regular and Frequent Feedback

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Office Discipline Referrals and The BIG 5!

• Examine office discipline referral (ODR) rates
  and patterns
• Major Problem events (aka Office Managed)
• Minor Problem events (aka Classroom Managed)
• Ask the BIG 5 questions
• How often are problem behavior events occurring?
• What types of problem behaviors?
• Where are they happening?
• When are the problems occurring?
• Who is contributing?

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Wonderful High SchoolPer Day Per Month
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Using the Per DayPer Month Generator
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So Whats the Problem?

• For the Month of May-
• Primarily Disrespect
• In the Classroom
• At 1200 and the top of each hour
• Involving 10 of students more than once and 10
  one time.

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Replacement Behavior

• ALWAYS choose the replacement behavior from the
  schoolwide Matrix
• There might be more than one behavior that
  applies
• Choose the behavior that will
• Be the easiest to support, teach and encourage
• Have the biggest positive impact schoolwide

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High School Teaching Matrix
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Big Ideas

• Data Collection Processes
• What to Collect
• Who, What and When to Enter, Generate Reports and
  Review
• Problem Solving Process Consistently Implemented
  Utilizing School Data
• Communicating Results and Schoolwide Plans to ALL
  stakeholders

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CONCLUSION
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Accomplishments By Summer 2010

• Ongoing and Regularly Discussion with Staff
• SW-PBS Purpose Statement
• Matrix
• Lessons and Plan to Teach Matrix Skills in
  2010-2011
• Schoolwide Recognition System

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Accomplishments By Summer 2010

• Office Discipline Referral Form Revised
• Teach All Staff How To Use The Office Referral
  Form
• Collect and Review ODRs Monthly (Big 5
  Report)Baseline Year
• Discussions and Decisions About Teacher Handled
  and Office Managed

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Fall 2010

• Disseminate Purpose Statement in School
  Publications
• Disseminate Matrix in School Publications
• Create Signs for School
• Provide Staff Development at Beginning of School
  Year
• Teach Skills Identified on Matrix

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Fall 2010

• Recognize Students
• Collect Minor and Major Referrals
• Create Big 5 Reports and Analyze Monthly

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If You Need Assistance

• Additional Information will Be Provided to Your
  SW-PBS Coach in Meetings with Regional PBS
  Consultant, Starting in Fall 09.
• Call Your Regional Consultants for Assistance As
  Needed

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Resources

• Appendices Available on
• Missouri SW-PBS Website
• http//pbismissouri.org
• Click Missouri SW-PBS 2009 Summer Institute!

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Thanks for Your Attention and Team Work!Good
Luck on Your Journey!