Sustainability through Coaching,
Collaboration and Commitment
August 16, 2011
Susan Barrett
Implementer Partner, Center on PBIS
Director, PBIS Regional TTAC
Sheppard Pratt Health System
sbarrett@pbismaryland.org
School-wide PBIS
Save the Date
October 27-28, 2011
This two-day forum for state, district and regional
Leadership Teams has been designed to help increase
the effectiveness of School-wide PBIS Implementation.
Sessions have been developed for all levels of
implementation and have been organized into 8
specialized strands, including:








PBIS Foundations
Enhanced Implementation
Building Training & Coaching Capacity
Evaluation & Policy
High Schools
Tier 2/Tier 3 Supports
Integrated Systems
Disproportionality, Bully Prevention, and
other special topics
For more information, visit www.pbis.org.
Sponsored by the OSEP Center on Positive Behavioral Interventions &
Supports with support from the Illinois PBIS Network.
Implementing Innovation for a Lasting Effect
2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont, Illinois
3
Number of Schools Implementing SWPBIS since 2000
18000
15,955
16000
14000
12000
10000
8000
6000
4000
2000
0
00
01
02
03
04
05
06
07
08
09
2010
2011
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
Utah*
Texas
1200
Tennessee
South Dakota
South Carolina*
Rhode Island
Pennsylvania
Oregon*
Oklahoma
Ohio
North Dakota*
North Carolina*
New York
New Mexico
New Jersey*
New Hampshire
Nevada
Nebraska
Montana*
Missouri*
Mississippi
Minnesota
Michigan
Massachusetts
Maryland*
Maine
Louisiana*
Kentucky
Kansas*
Iowa*
Indiana
Illinois
Idaho
Hawaii
Georgia
Florida*
Delaware
Connecticut
Colorado*
California
Arkansas
Arizona
Alaska
Alabama
Count of School Implementing SWPBIS by State
August, 2011
1600
1400
Wisconsin
1000
800
600
400
200
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
Utah*
Texas
Tennessee
South Dakota
South Carolina*
0.6
Rhode Island
Pennsylvania
Oregon*
Oklahoma
Ohio
North Dakota*
North Carolina*
New York
New Mexico
New Jersey*
New Hampshire
Nevada
Nebraska
Montana*
Missouri*
Mississippi
Minnesota
Michigan
Massachusetts
Maryland*
Maine
Louisiana*
Kentucky
Kansas*
Iowa*
Indiana
Illinois
Idaho
Hawaii
Georgia
Florida*
Delaware
Connecticut
Colorado*
California
Arkansas
Arizona
Alaska
Alabama
Proportion of School Implementing SWPBIS by State
August, 2011
0.8
0.7
Wisconsin
0.5
0.4
0.3
0.2
0.1
Goals for Today
Big Ideas
Top 10 Practices for Sustainability through
Coaching, Collaboration and Commitment
7
Big Ideas
• Implementation is not a single event
• A mission-oriented process involving multiple
decisions, actions, and correctionsContinuous Improvement/Regeneration
• Uses stages to make the process of change
doable
• Anchored to tiered framework
• Always connected to strategic plan
Leaders…
How do we ensure that all students have access to
effective practices that are implemented with fidelity
and sustained over time?
**2 key components for School Improvement:
1. Professional Development –
Focus on skill development of individual educators
2. Organization Capacity-Learn and be adaptive
Focus on strong collaborative work cultures
PBIS Cascade
Building Capacity and Sustainability
State Leadership Team
State Implementation Team
Local Implementation Team
District Coach Coordinators
Coaches
Team Leaders
Systems Planning Teams
Problem Solving Teams, Department/ Grade Level Teams,
Staff, Student, Family/Community
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
Skill
Implementation
Classroom
Application
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
System Change
“For every increment of performance I demand
from you, I have an equal responsibility to
provide you with the capacity to meet that
expectation”
(R. Elmore, 2002)
System Change
Top 10 Lessons Learned
14
10. Get honest about issues or
concerns in your building
– Administrator is key!! Establish a kind of
“haven”- place that individuals can get feel
safe about reporting concerns, supported by
school community and empowered to be a
part of the decision making process“Community of Practice”
–
–
Tools: Self Assessment, Fidelity Checks, ODRs, climate
surveys, satisfaction surveys
Provide data summaries within a week of return – decide
best approach to deliver feedback
15
Transparency with data
Protected time to work with faculty
Protected team planning time
Shared participation
Honor
agreements
for meeting
Each person has
equal voice
17
Worry #1
• Do we live in a
punishing work
environment ?
• How do we create
systems that support
staff?
18
Need to Know
• “Cultural fit”, “Policy Fit”
• Building on “What works”
• Focus on the Staff
19
Predictable work environments are places
where employees:
•
•
•
•
•
•
•
Know what is expected
Have materials & equipment to do job correctly
Receive recognition each week for good work
Have supervisor who cares & pays attention
Receive encouragement to contribute & improve
Can identify person at work who is “best friend”
Feels mission of organization makes them feel like their jobs are
important
• See people around them committed to doing good job
• Feel like they are learning new things
• Have opportunity to do the job well
(Buckingham & Coffman 2002, Gallup)
20
Many Begin, Many Leave
Adelman and Taylor
Preparing All Education Personnel to Address Barriers to
Learning and Teaching (2008)
Predictions of shortages of 2 million educators
over the next decade…
Data in the U.S. indicate about
15% of new teachers leave in the first year,
30% within three years and
40-50% within the first five years.
(Smith and Ingersoll, 2003)
21
On school reform…
Kauffman states “…attempts to reform
education will make little difference until
reformers understand that schools must exist
as much for teachers as for student. Put
another way, schools will be successful in
nurturing the intellectual, social, and moral
development of children only to the extent
that they also nurture such development of
teachers.” (1993, p. 7).
22
Do Principals Make a Difference?
• All staff rate principals leadership with respect
to managing behavior as important
• Statistically significant differences between
SWPBS and non-SWPBS schools on staffs
perceptions of:
– Principals involvement related to behavior
management
– Overall effectiveness of behavior supports
– Job satisfaction
24
9. Performance Feedback is King
• Across Tiers- Indian Head
• Classroom Level
25
Indian Head Elementary
Charles County
SET
The Systems-wide Evaluation Tool (SET) is
designed to assess and evaluate the critical
features of school-wide PBIS across each
academic school year.
Indian Head received Exemplar Status
SET Score 85%
Score
Indian Head ES
100
100
100
90
88
83
80
100
75
70
60
50
50
40
30
20
10
0
Expectations
Defined
Behavioral
Expectations
Taught
On-Going
System for
Reward System Responding to
Behavioral
Violations
2004-05
Monitioring and
Decision Making
Leadership
District-Level
Support
Sustaining
100% 100%
100% 100%
100% 100%
100%
95%
95%
100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Preparation
Initiation
Implementation
Maintenance
*Minimal Critical Elements
Fall
100%
100%
100%
95%
100%
Spring
100%
100%
100%
95%
100%
Fall
Spring
CICO Team
•
•
•
•
•
Identification and Training of Team
Identified 2 CICO Coordinators
Staff trained August
BEP initiated with 25 students
BEP-Fidelity of Implementation Measure 88%
Total Referrals by Year
September-November
250
202
69% decrease
200
150
100
63
50
0
2004-05
2005-06
Average Referrals
September- November
• 2004-05 SY = 3.5 referrals/day
• 2005-06 SY = 1 referral/day
Referrals by Location
Referrals by Student
2004-05
Referrals by Student
2005-06
69% decrease
Referrals by Problem Behavior
75% Decrease
In Number of
Physical
Contacts
89% decrease
in number of
incidents of
Bullying and
Harassment
Out of School Suspensions
September- November
45
41
40
86%
decrease
35
30
25
20
15
10
5
5
0
2004-05
2005-06
Cost Benefit
• Referrals decreased by 139
• If administrators spent 15 minutes processing
each referral then administrators recovered
285 minutes.
• If students miss 45 minutes of instructional
time for each referral, then 6,255 minutes of
instruction have been regained.
Cost Benefit
• If administrators spend 3 hours to process
each suspension, then administrators have
recovered 18 days of time.
• If students miss 6 hours for each suspension,
students have recovered 36 days of
instruction!!!!
Performance Feedback in the Classroom:
Building Systems to Support Best Practices
in the Classroom
• How will staff get skills?
• How will staff get feedback ?
• Develop Training Calendar of PD-orientation,
annual staff development days, staff meetings
• Develop Access for Teacher Support- Request for
Assistance
• Communication to Staff Support “Team”
• Can District/Admin deliver Time and Resources?
Develop system to present best practice and
encourage teacher engagement and
implementation
– Weekly skill and/or feature mini-lessons
– Time for grade level collaboration related to the
lesson
– Time and resources for after school work sessions
(voluntary)
– Created timelines for implementation of each feature
– Periodic self-assessment for progress monitoring and
fidelity check (Buddy system and ecove)
– Planned booster session
University of Missouri
Lori Newcomer, Ph.D.
School Training Plan
Tier/Topic
5:1 Feedback
Ratio
Evidence/Data
Take baseline
Direct
Observation
Data-
Roadblocks
Securing Buy in
Time to visit
classrooms
Strategies and
Resources
Record and take
data later OR
Floating Sub
Principal Take Class
Double up classes
Next Steps
Action
Survey Staff for
strategies and
report to team
Who?
Joe
When?
By 10.2.11
8. Know the purpose of an Office Referral
and make sure others do as well
A. Establish A Coherent Process for Discipline
– Behavior definitions
– Minor vs. Major
– Written procedures for staff
– Flow chart showing process
– Office referral form ( includes possible motivation)
• Other tracking forms
– Time during staff meetings to get agreement, learn
about process and follow through all year!!
51
Observe Problem Behavior
Warning/Conference with Student
No
Use Classroom
Consequence
Complete Minor
Incident Report
Does student
have 3 MIR slips
for the same
behavior in the
same quarter
Write the
student a
REFERRAL to
the main office
Is behavior
office
managed?
Yes
Classroom
Managed
Office
Managed
•Preparedness
•Calling Out
•Classroom Disruption
•Refusal to Follow a
Reasonable Request
(Insubordination)
•Failure to Serve a
Detention
•Put Downs
•Refusing to Work
•Inappropriate
Tone/Attitude
•Electronic Devices
•Inappropriate
Comments
•Food or Drink
•Weapons
•Fighting or Aggressive
Physical Contact
•Chronic Minor
Infractions
•Aggressive Language
•Threats
•Harassment of Student
or Teacher
•Truancy/Cut Class
•Smoking
•Vandalism
•Alcohol
•Drugs
•Gambling
•Dress Code
•Cheating
•Not w/ Class During
Emergency
•Leaving School
Grounds
•Foul Language at
Student/Staff
Write referral to
office
Administrator
determines
consequence
Administrator
follows through
on consequence
Administrator
provides teacher
feedback
SIDE BAR on Minor Incident Reports
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)
7. Develop marketing plan
Develop marketing plan to renew commitmenthow will you keep it novel new and a priority
in school and community? Continue to make
it a priority- admin crucial- needs to
continue to be a top school improvement
goal- always with the design that as it
becomes standard practice it will be easier
each yearWhy It’s Prudent
54
West Potomac HS
PBS Data: 2003-2008
52% decrease in office referrals
74% decrease in suspensions/expulsions
Comparison of SET Implementation and Office Referral Reduction
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1E
2E
3E
4E
5E
6E
7E
8E
9M
10M
11M
Group Cost Benefit
Office Referral Reduction
Across 12 PBIS Schools =5,606
If students miss 45 minutes of instruction for each Office
Referral, 5,606 X 45=
252,270 minutes
4204.50 hours or
700 days
of instructional time recovered!!!!!
Cost-Benefit Analysis
COST/BENEFIT ANALYSIS WORKSHEET
3000
Enter info below
2640
2500
2000
School name
Robert
Moton
Elementary
School
1000
1420
1220
1500
660
355
305
500
6
Average # of
minutes student is
out of class due to
referral
Average #
of
Average # of
minutes staff need
to process referral
Time
Regained
This Year
61
6
5
22
4
3
3
2
1
1
1
5
0
This
Year
Number of referrals
April 2006
132
Last
Year
Number of referrals
November 2005
Last Year
0
60
What does a reduction of 850 office referrals and 25
suspensions mean?
Kennedy Middle School
 Savings in
Administrative time
 Savings in Student
Instructional time
 ODR = 15 min
 Suspension = 45 min
 ODR = 45 min
 Suspension = 216 min
 13,875 minutes
 231 hours
 43,650 minutes
 728 hours
 29, 8-hour days
 121 6-hour school
days
6. Stick to the “Gold Standard”
Coach Role
Rapid redirection from miss-applications
• Practice Profiles
• Implementation Snapshots
62
Practice Profiles
• Each critical component is a heading
• Each level of implementation becomes a
dimension on the rubric associated with
that critical component.
Critical
Component
(nonnegotiable)
Define how does this
Critical Component
contributes to the
Outcome?
Ideal “Gold
Standard” of the
Critical Component
Acceptable Variation
of the Critical
Component
Unacceptable
Variation of
the Critical
Component
Adapted from work of the
Heartland Area Education Agency 11, Iowa
63
Implementation Snapshots
• Used in Training, Roll Out
• Supporting Fidelity of Implementation
– Clearly defined roles for:
•
•
•
•
•
District Coordinator
Coach
Administrator
Team
Student, Family, Community
64
5. Multi Tiered Framework is
innovation neutral
• Lessons learned are applicable to any
innovation
• Language is neutral
• Training morphed into activity based
– Resource Mapping
– Gap Analysis
– ETAG Example- AA County
65
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Blueprint
State/District
Workbook
Local School/District Implementation
Demonstrations
Content
Behavioral
Expertise
TIER I: Core, Universal
GOAL: 100% of students achieve
at high levels
Tier I: Implementing well researched
programs and practices demonstrated to
produce good outcomes for the majority of
students.
Tier I: Effective if at least 80% are meeting
benchmarks with access to Core/Universal
Instruction.
Tier I: Begins with clear goals:
1.What exactly do we expect all students to
learn ?
2.How will we know if and when they’ve
learned it?
3.How you we respond when some
students don’t learn?
4.How will we respond when some
students have already learned?
Questions 1 and 2 help us ensure a
guaranteed and viable core curriculum
67
67
TIER II: Supplemental, Targeted
Tier II
For approx. 20% of students
Core
+
Supplemental
…to achieve benchmarks
Tier II Effective if at least 70-80% of
students improve performance (i.e., gap is
closing towards benchmark and/or
progress monitoring standards).
1.Where are the students performing
now?
2.Where do we want them to be?
3.How long do we have to get them
there?
4.How much do they have to grow per
year/monthly to get there?
5.What resources will move them at that
rate?
68
68
TIER III:
Intensive, Individualized
Tier III
For Approx 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1.Where is the students performing
now?
2.Where do we want him to be?
3.How long do we have to get him
there?
4.What supports has he received?
5.What resources will move him at
that rate?
Tier III Effective if there is progress (i.e.,
gap closing) towards benchmark and/or
progress monitoring goals.
69
69
4. Learn from Early Warning Response
70
Screening & Feedback
• Essential to developing effective systems
– Effective systems allow for high fidelity of
implementation
• Often overlooked
Screening: Early Warning Systems
• Research is clear that ninth grade is a “make or break” year.
More students fail ninth grade than any other grade in high
school, and a disproportionate number of students who are
held back in ninth grade subsequently drop out (Herlihy,
2007).
• The most powerful predictors of whether a student will
complete high school include course performance and
attendance during the first year of high school (Allensworth &
Easton, 2005; 2007).
• Therefore, systematic collection of student attendance and
course performance data can be used to develop an effective
early warning system that can also be tailored to local
contexts.
http://betterhighschools.org/ews.asp#EWS1
Early Warning Indicators
On-Track
On-Track Indicators
At-Risk for
Off Track
Off-Track
Highly OffTrack
Extremely
Off-Track
Course
Performance in
Core Subjects
GPA
Credits
FCAT/
Concordance
Scores
Meeting all
graduation
requirements
Cs or better in
all areas
2.5 or more
Meeting credit
graduation
requirement for
grad plan year
Lacking 1
graduation
requirement
2.0 to 2.49
Behind
1 Credits
Lacking 2
graduation
requirements
Failing 1-3
classes
Less than 2.0
Lacking 2 or
more graduation
requirements
Currently failing
3 or more
classes
Meeting no
graduation
requirements
2-3 Years
Behind
Less than or
equal to 1.5
Behind 3 credits Not passed both
sections of 10th
grade FCAT or
retakes
No concordant
scores
Behind 4 or
Not passed 10th
more credits
grade FCAT or
retakes
No concordant
scores
Less than or
equal to 1.0
Not meeting
cohort
graduation plan
Level 3 or
Above or
concordant
scores within
the same school
year
Level 2 on
FCAT
Not passed 10th
grade FCAT or
retakes
No concordant
scores
Attendance
Office
Discipline
Referrals
4% or less
absences per
quarter or
semester
3 or less Level
I and/or minor
referrals
5% or more
absences per
quarter or
semester
4 or less Level
I and/or minor
referrals
Level II ODRs
per semester
5 or more
Level I and/or
Level II ODRs
per semester
10% absences
per quarter or
semester
15% or more
absences per
quarter or
semester
20% or more
absences per
quarter or
semester
5 or more
Level II ODRs
for fighting/
profanity/
disruption per
semester
Established
pattern of
severe
behavior
Level II & III
ODRs
Additional
Factors
Disengagement
No extra curricular
involvement
Substance Abuse
High Mobility
Mental health
issues
Free/Reduced
lunch
Foster/group home
Transient/Homeles
s
Parent
unemployment
Student
employment
Changes in
behavior/
appearance
More recent
traumatic event
Missed guidance
appointments
No show for
yearbook picture
Critical Features for Implementing
Advanced Tiers of Support:
• Establish decision rules for access to the intervention
• Explore data and “look” for students in need
**Refrain from grouping students with similar life
circumstance (divorce/bully etc)
– Group based on demonstrated need- response to the life
circumstance and the coping skills required
• Interventions are linked directly to the SW expectations
and/or academic goals
• Interventions are always available to students
• Monitor progress of student- (outcome with data in
and data out)
• Staff are trained, receive ongoing support, and are
provided feedback.
Activity: Student List
Name
Grade Level GPA last
year
Behavior
Referrals
Core
Grades
Attendance Credits
Jana
Blake
Toby
Carlos
Yvonne
Lin
Maria
Doug
Tyrone
Sam
Paul
Tia
9
11
10
10
9
11
12
9
9
10
9
9
4 ref
0
16 ref 1 S
22 S 3 S
2 ref
0
16 ref 2 S
2 ref
10 ref
13 ref
1 ref
0
1D1F
3F
2D 1 F
4F
2D1F
1F
4D1F
1F
2D
2D 1 F
1D
2C
82%
88%
84%
62%
86%
90%
74%
81%
89%
87%
86%
60%
2.2
1.3
2.8
.7
2.7
2.3
1.9
3.1
2.9
2.4
3.4
3.7
On Track
-3
-2
-4
-1
-2
-4
On Track
On Track
-2
On Track
On Track
Who gets access to an intervention that integrates academic/behavioral support ?
Choose 6 students.
Activity: Student List
•
•
•
•
•
•
Do you have rules for access?
Do you need to lower the threshold?
Are there other sources of data available?
Can you get access to a data dash board?
What else should we know about the students?
Do any staff in building have relationship with the
student?
• What are some possible political implications of
choosing the students you chose?
• Leads to the integration
• Reflect on the team dynamics
3. Rethink Technical Assistance
• Moving from a case by case expert model to building
expertise in the school
• Focus of all TA is on teaching the school team to solve
problems or address challenges for themselves
• Shift from providing answers to asking questions
• Shift from developing plans to prompting plan
development
• Shift from being viewed as the expert to being viewed
as a facilitator
• Will not replace need for specialist, re-focus all to
building capacity
Building Coaching Capacity
Occurs at
ALL
Levels
State
Regional
District
Building
Classroom
Staff
Student
Family
Systems
Conditions that support skill development
for staff
•Policy and Procedures alignment
•Budget Re-allocation
•Recruitment and Selection of Coaches
•Supervision of Coaching within Organization
•Training Curriculum and Scope and Sequence
•Access to certification
•Facilitative Administrator Supports
Practices/Skills
The technical skill set required to achieve fidelity
•Problem Solving (Team, Classroom, Staff, Student)
•Team Building/Collaboration
•Delivering Feedback
•Behavioral Consultation
Data
Information required to guide skill development process
•Action Plan with short/long term measurable goals
•Self Assessment
•Process Measures/Fidelity Checks
•Performance Feedback Measure
•Progress Monitoring Tools
•Evaluation Tools
•Student Outcomes
•Data used for continuous regeneration (PEP/PIP)
78
Development of the Team/Staff
T4 – High Competence, High Commitment – Fluent and
experienced with innovation, and comfortable with their
own ability to do it well. May even be more skilled than
the coach .
T3 – High Competence, Variable Commitment – Experienced
and capable, but may lack the confidence to go it alone, or
the motivation to do it well / quickly.
T2 – Some Competence, Low Commitment – May have some
relevant skills, but won’t be able to do the job without
help. The task or the situation may be new to them.
T1 – Low Competence, High Commitment – Generally lacking
the specific skills required for the job in hand, but has the
confidence and / or motivation to tackle it.
79
Adjusting along the way
(adapted from Situational Leadership
Blanchard and Hersey)
Team needs to adjust to situation (teams skill set, knowledge and commitment to change)
C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and
supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is
largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and
supervision to get them started.
C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and
suggestions from the team. communication is much more two-way. For people who have some
competence but can lack commitment. They need direction and supervision because they are still
relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in
decision-making to restore their commitment.
C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as
task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is
with the team. For people who have competence, but lack confidence or motivation. They do not need
much direction because of their skills, but support is necessary to bolster their confidence and motivation.
C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but
control is with the team. The team decides when and how the coach will be involved. For people who have
both competence and commitment-they are able and willing to work on a project by themselves with little
supervision or support.
80
2. Use CICO as the “Organizer”
Allows teams to practice the
systems features in advanced tiers
Outcomes:
•Intervention
•Screening Tool
•Data Collection
•Teacher Support
•Formal Documentation
Student Recommended for CICO
CICO is Implemented
•CICO Coordinator
CICO Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
•RFA
•Decision Rules established
•Parent recommendation
•Administrator recommendation
Regular teacher
feedback
Bi-weekly coordination
Meeting to assess student
progress
Afternoon
check-out
Revise
program
home
Exit
program
Working Smarter! Now consider this….
Outcome:
How is the practice linked to overall outcome outlined in your
school improvement plan? Selection of Core curriculum
Systems/Process:
Teaming Structure – What are your current Service Delivery Teams (i.e.
Leadership Team, Student Services Team, Problem Solving Team)
What are roles and responsibilities of each team?
Communication: How do your academic and behavior teams communicate
with each other ? Provide summaries to entire staff?
RFA process How do teachers and support staff access these supports?
Request for Assistance? How long does it take to get supports in place?
Coaching and Staff Support: What are the structures that support skill
development for staff? Structures that support follow along activities?
What are the structures that support fidelity, on going teacher support and
performance feedback? (Coaching)
Data:
Decision Rules about how students get access? What tools to measure fidelity
and progress monitoring tools used to measure effectiveness-How do you
know the practice makes the impact?
Daily Progress Report consistent with SW Expectations
CICO Record
Name: ____________________________
2 = great 1 = OK 0= hard time
Date: ______________
Safe
Responsible
Respectful
Check In
2
1
0
2
1
0
2
1
0
Before
Recess
2
1
0
2
1
0
2
1
0
Before
Lunch
2
1
0
2
1
0
2
1
0
After Recess
2
1
0
2
1
0
2
1
0
Check Out
2
1
0
2
1
0
2
1
0
Today’s goal
Comments:
Today’s total points
Sample: Daily Progress Report
for GROUP Intervention
1 st block
EXPECTATIONS
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when
upset
Be Responsible
Ask for breaks
Self-monitor with DPR
2
1
2 nd block
T
3 rd block
4 th block
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
t
Total Points
Teacher Initials
PBIS Illinois Network
Adapted from Grant Middle School STAR CLUB
Sample: Daily Progress Report
Behavior Intervention Plan
T = Try again
1 = Good
2 = Excellent!
Be Safe
Be Respectful
Be Responsible
* Rip recycled paper
* Only tap pencils (not
pens)
* Use “voice level #1”
while teacher is speaking
(whisper)
* Say “I need help getting
started” when having
difficulty
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points = _____ Points Possible = __36___
Date: ________________
Today ______________%
1. Embrace the “SWITCH”
“Before”
– 5 absences- scary note home
– 7 absences- Resource Officer Visit
“After” –Prevention/Relationship
• LOWER Threshold
– 2 absences- “Secret Mentor” ( 2 BY 10)
• 2 minutes for 10 days – PREVENTION
– What amount of info would you get?
– How could you use it to alter environment or change
staff behavior?
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Re- Frame “At Risk”
• Are our kids well prepared?
• Are they excelling?
• On track to succeed…college and career
ready?...in global economy?
• Are we fostering excellence (climate of safety,
engagement… relationships/mentoring)
– Don’t assume staff know how to mentor kids…
– Every student should be connected with an adult in
the building (secret mentor- expectation is all staff
participate)
Student Leadership Skills Training
Level 1- Student starts CICO- goal establishedLeadership Skill Training 101 (basic Social Skills- data
determines which skill to focus on)
Level 2-Student Mentor Group- fade to 2/day “co leads” morning and afternoon time with staff)
Leadership Skill Training 200
Level 3- Student Ambassador Group- responsible for
providing school tours to visitors, serves as actor in
video library for SW lesson plans (takes social skills
100,200 classes and stars in skits)
Making the Switch in High School
N.E.S.T. Time
During school year 2010-2011, “NEST Time” was implemented instead of the previous 4 lunch
periods.
NEST is a one hour lunch period for all students and staff. Students choose where and when
they will eat lunch. Teachers have a duty for one half of NEST time and have a duty-free
lunch for the other half.
Students can go to a quiet room and do their homework. They can get extra tutoring to
improve their GPA. They can practice for HSAs , have their hair and nails done in
the cosmetology salon, they can join one of the 86 clubs – there’s something for
everyone, from Comic Book Club to Gardening to Yard Games to Sports Reporting!
Students check in with teachers and are tracked with the “NEST Tracker” so that teachers,
guidance and administrators can track where students are choosing to spend their
time. This data is compared to assessment scores to identify students who need extra
help but may not be taking advantage of tutoring sessions.
NEST stands for :
• N – Nourishment (Food! Lunch!)
•
E – Extracurriculars and clubs
•
S – Socialization while Studying
•
T – Tutoring
92
And finally…Leadership Lessons from
Dancing Guy