Teaching SW Expectations for Trainers & Coaches

Teaching SW Expectations for Trainers

& CoachesLori Poston

ACTION for Kids, Arkansas

George SugaiOSEP Center on PBIS

University of ConnecticutOctober 30, 2008

www.pbis.org www.cber.org [email protected]

www.pbis.org

PURPOSE

Review SWPBS trainers and

coaches role in promoting

teaching SW expectations for

EVERYONE in school.

George: Overview & BasicsLori: Examples & GuidelinesAll: Questions & Examples

REVIEW OFBIG IDEAS

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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

ALL

SOME

FEW

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

VIOLENCE PREVENTION

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & 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

Classroom

• 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

Individual Student

Character Education• Easy to change moral

knowledge..... ...difficult to change moral conduct

• To change moral conduct...– Adults must model moral behavior

– Students must experience academic success

– Students must be taught social skills for success

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning Meeting Eyes on speaker.Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do own work.Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

Transition Use inside voice.Keep hands to self.

Put/get materials first.Keep hands to self.

Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready. Have plan.Ask if unclear.

Teacher Directed Eyes on speaker.Keep hands to self.

Use materials as intended.

Have plan.Ask.

Independent Work Use inside voice.Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

EXAMPLES & GUIDELINES

Teaching School-Wide Expectations: What Trainers &

Coaches Should Know

Lori Poston, LCSWPBIS Coordinator

Schools Participating with AFK

• 4 Counties• 11 Districts• 31 Buildings• 4 Cohorts in 3 years

• TRAINING PARTNERSHIP WITH ILLINOIS PBIS NETWORK

Teaching Examples

Fox Meadow Elementary School, Nettleton Public Schools

• Red Ribbon Week – developed cool tools specific to themes related to Red Ribbon Awareness:– Being Aware of your Goals– Standing up for what is Right– Serving Others– Having Pride – Investing in your Team

Cool Tool of the WeekStanding Up for What You Know is Right

Purpose of the Lesson? Why is it important?To teach students the importance of standing up for the right thing regardless of what their peers do.To teach students when to ask for help from an adult.Teaching Examples:Mrs. Sandefur’s second grade class sauntered into Dr. Coleman’s music class. Dr. Coleman noticed that all of

the students were leaving a huge gap by Jae. When Dr. Coleman asked what was going on, one of the students whispered that Jae smelled bad. Kyle walked into the class and immediately sat by Jae. After class, Dr. Coleman gave Kyle a good time ticket for being respectful to Jae. Kyle divulged to Dr. Coleman that Jae doesn’t have running water at home and that the other students in the class have been making fun of him for smelling bad. Kyle also said that some of his friends said they wouldn’t play with him at recess if he was going to be friends with Jae. Kyle said that his mom always told him to treat others the way he wanted to be treated.

Jerry and Mason were taking a container to the office. Jerry noticed that there weren’t any adults in the hall and told Mason that they could run until they came to the foyer. Mason said that even though they might not get caught, running in the hall is the wrong thing to do. Jerry said that if Mason didn’t run with him that he wasn’t going to be his friend.

Kid Activities/Role PlaysAsk students if someone has ever told them that they don’t want to be friends and have them list examples.Brainstorm situations when peers might try to influence their decisions (might could talk about drugs at

appropriate age level for your class)Share times that it was hard for you to go against what your peers were doing. Vocabulary DevelopmentDr. (the difference between a medical doctor and an educational doctorate), gap, sauntered (walked),

container, foyer, divulged

PBIS…. Take One!

Visual & Performing Arts Magnet School, Jonesboro Public Schools– Allowed Grade Level productions of Video

Cool Tools, which were broadcast on Closed Circuit TV throughout the building

– Kick Off Event – skit based on Wizard of Oz, with the 3 school-wide expectations being tied to themes of the movie

– Song written by a grandparent volunteer that incorporated the school and the expectations

R-E-S-P-E-C-T

Jonesboro Kindergarten Center, Jonesboro Public Schools

• Based on their SWIS data, a cool tool focused on Respect was deemed necessary

• PBIS team, acting as news anchors, interviewed “Hurricane Helpers” about what respect means and what it looks like

• Video broadcast school-wide to all students

Student Mentor

Nettleton Intermediate Center, Nettleton Public Schools• Student graduated from Check & Connect• Was partnered as a “cheerleader” with a student

beginning the Check & Connect process• Encouraged doing the right thing, turning card

in, achieving goals• When new student succeeded and was

rewarded, so was their cheerleader!

How do we know they get it?

How can I respect myself and others?____________________________________________________________________________________________________________________________________________________________How can I respect the environment?____________________________________________________________________________________________________________________________________________________________How can I respect the learning?____________________________________________________________________________________________________________________________________________________________

RESPECT: Learn it, Earn it, Return it!

**Tell what each part of our respect motto means:Learn it:

_______________________________________________________________________________________________________________________________________

Earn it: _______________________________________________________________________________________________________________________________________

Return it: _______________________________________________________________________________________________________________________________________

Supporting Coaches

• Coaches meetings every 4-6 weeks (2 hour lunch meeting) – agenda items included planning for upcoming training, identification of needs, sharing strengths and ideas, asking for feedback – these are now being held in each county, to make it easier for them to attend

• “PBIS Fair” – coaches led their teams in developing booth to display accomplishments, invited all PBIS and Non-PBIS schools in area to attend

Supporting Teams• Attend one team meeting early in year – model

appropriate use of data for decision-making, provide on-site support to new teams and coaches

• Attend team meeting after SET is conducted to process outcomes, offer positive and constructive feedback

• Sponsor coach or other team representative to attend PBIS Forum or APBS Conference (one from each new team each year)

Important Lessons Learned

• Reward Teachers for Teaching the Lessons and Rewarding Students!

• Model teaching Cool Tools in Staff Meetings/Staff Development

• Find ways that Coaches/Teams can network and share ideas

• ALWAYS ALWAYS ALWAYS show the impact of teaching with DATA!!!