Coaching
description
Transcript of Coaching
Coaching
South DakotaJanuary 24, 2008
Stephanie Martinez
Today’s Agenda
• Sharing• Where are you now?• Using your data• Behavior Strategies and Resources• Reinforcing Staff and Students• Involving Parent and Community• Next Steps
Sharing
• Take a few minutes to answer these questions and be prepared to share– What worked?– What barriers are you having?
• This is will be your opportunity to share with each other
Where are you now?
• Benchmarks of Quality (BOQ)– For each question honestly indicate if the
school’s status – Count up for each section how many you
have in each column– Identify the top 3 areas that have the most
“Not in Place” – Use this info & your knowledge of school
develop 3 goals and prioritize
Using Your Data
Average Referrals Per Day Per Month
• What patterns do you see?• What trends are apparent?• How do months compare across years?• What other info might you want?
School 1
Average Referrals Per Day Per Month
Referrals by Behavior
Referrals by Time
Referrals by Location
Referrals by Student
Step 1: Identify and Analyze
• Identify and analyze the problem
• Gather additional information
School 2
Average Referrals Per Day Per Month
Referrals by Behavior
Referrals by Time
Referrals by Location
Referrals by Student
Step 1: Identify and Analyze
• Identify and analyze the problem
• Gather additional information
School 3
Average Referrals Per Day Per Month
Referrals by Behavior
Referrals by Location
Step 1: Identify and Analyze
• Identify and analyze the problem
• Gather additional information
School 4
Average Referrals Per Day Per Month
Referrals by Behavior
Referrals by Location
Behavior Resources and Strategies
Data-based Decision Making:
Using Data within Classrooms
Using Data at the School Level
Problem Solving Steps
1). Identify and analyze the problem2). Develop the plan3). Implement the plan4). Evaluate the plan
Kinds of Data• Office discipline reports• Behavioral incidents• Attendance• Suspension/Detention• Observations• Self-assessments• Surveys, focus groups• Test scores• Rating scales• Teacher checklists• Etc.
Data are Necessary at All 4 Steps
Step 1: To identify the problem and develop the hypothesis
Step 2: To develop the plan
Step 3: To monitor the implementation of the plan
Step 4: To evaluate the success
Who Can Benefit from Classroom PBS?
• Individual teachers looking for strategies to improve their classrooms
• Teachers having difficulties blending SW-PBS within classroom practices
• Large numbers of ‘difficult kids’ in their classroom setting
Observable Indicators
• Classroom management plan not posted• Classroom plan in inconsistent with the SW
plan• Inconsistent delivery of rewards
Data-Based Classroom Indicators
• Address classroom systems if…– Majority of referrals come from classrooms
(e.g. more than 50% of referrals)– More than 40% of referrals come from less
than 10% of the classrooms– Not all teachers are writing referrals
Problem Solving
Classroom Sample
Targeted Group Interventions
For high- and at-risk students:
– These students represent less than 25% of school enrollment
– They account for over 50% of behavioral incidents
– They consume significant amounts of time and resources
~5%
~15%
~ 80% of Students
Step 1:Identify & Analyze the
ProblemWhat Data are Available?• Office Discipline Referral data
– by staff – by location – by classroom & behavior
• Minor Incident Reports• Teacher Nominations• Administrator Observation
Referrals by Location
Referrals by Staff
administrator
Teacher 1- Referrals by Behavior
Teacher 2 - Referrals by Behavior
Teacher 2 – Classroom Ref. by Time
Referrals by Motivation
Teacher 2 – Ref. by Admin. Decision
FPMS Observation
• Domain 2.0 Management of Student Conduct– Specify, clarify, practice rule– Movement, smoothness
• Domain 3.0 Instructional Organization – Review of summary– Lesson development
• Domain 5.0 Verbal & Nonverbal– Task attraction & teacher speech
Classroom Assessment Tool
• Scored highest on Ecological Factors• Highest need in Curriculum and Instruction
– Meaningful/relevant; length of tasks; pacing; checks for understanding; choices; feedback; and adaptations
• Some need in Behavior System– Rewards (eligibility; not taken away; praise)– Consequences (predetermined; delivery)
Identify Desired Behaviors
• Increase students’ engagement in tasks
Step 2: Develop the Plan
• With teacher, go to select tab in Guide• Curriculum & Instruction• Reward System• Consequence System
• Read the narrative of each section• Look through the examples/tools• Consider other available resources• Select “doable” strategies
Step 2: Develop the Plan• Intervention Plan Tool
• Complete Part 1 – Behavior System• Complete Part 2 – Addressing Specific
Components• See Sample• Consider Specific Action Plan
Step 3: Implement the Plan
•Implementation monitoring (is it really happening?)
•Establish plan for tracking individual and group performance• Daily tally of incidents and rating of task
engagement• ODRs for classroom• Schedule for monitoring
• Implementation• Outcomes
Step 4: Evaluate the Plan
•Did we meet the goal?•Examine data and modify intervention if needed
YES NO•Modify existing plan or•Develop a plan to maintain the intervention if it worked
•Develop a new plan•Consider referring back to problem-solving team if intervention isn’t working
Step 4: Evaluate the Plan
Evaluate the outcomes• Compare the number of referrals• Compare ratings of engagement• Student work products
Modify if necessary• What might be some possible modifications?
Classroom Support using the Classroom Consultation
Guide• Use data to identify classrooms in need• Complete the Classroom Assessment Tool• Collect other data (direct observations?)• Identify areas in need of support• Meet with teacher (acknowledge strengths and identify
needs)• Go to tab, read narrative section • Preview resources in Guide (and others)• Complete an Intervention Plan• Implement and modify as needed• Track data used to originally identify a need• http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20
Consultation%20Guide%20August%2007.pdf
Classroom-Level PBS
Classrooms and PBS
Behavior Systems
Environmental Factors
Curriculum and Instruction
Classroom Consultation Guide
• Topics– Assessment– Expectations and Rules– Reward Systems– Effective Consequences– Teaching a Behavior Curriculum– Monitoring and Evaluation
Resources
• Best Practice Classroom Management Checklist (see handouts)
• Georgia PBIShttp://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide%20August%2007.pdf
• Suggested Interventions by Function of
Behavior
ABC Activity
• Review 2 Samples• Small Group Activity
Reinforcing Staff and Student
Reinforcing Students
Remember to:• Keep it simple• Rewards contingent on meeting SW
expectations• Hierarchy of rewards• Variety of rewards (social, tangible,
activity, sensory)• Ask the students what they like
Reinforcing Students
• What has worked?• What did not work?• What are you struggling with?
Additional Ideas
• Sit on the floor, beanbag• Spin around in the teachers chair• Eat lunch outside• Tournaments (chess, checkers)• American Idol/So You Think You Can Dance• Positive Referrals• Scavenger Hunt• Group contingencies for lunch, playground• Old fashioned picnic games: egg toss, pillow case
race
Reinforcing Staff
Remember to:• Ask the staff what they like• Vary the rewards (tangible, social, activity,
sensory)• Say thank you for going above and beyond
Reinforcing Staff
• What has worked?• What did not work?• What are you struggling with?
Additional Ideas
• Send home in parent newsletter a form parents can use to recognize staff– Have administrator go into classroom and
acknowledge teacher in front of class– Have a special bulletin board
• Make teacher survivor kits• For brand new teacher put together a bag of
supplies to get them started• Make it “Rebecca’s Day”• We appreciate Jolene because:• T-Shirts
Gaining Parent and Community Involvement
Types of Parent Involvement
• Parenting• Communicating• Volunteering• Learning• Decision Making• Collaborating w/Community
(Joyce Epstein)
Ideas to Support Parenting
• Create a “PBS at Home” class for parents• Show parents how to extend expectations
into the home (see matrix)• Provide access to information on
community parent training and support• Host a support group for parents on
dealing with behavior
Supporting Communication
• Provide PBS table at back to school night• Share results of PBS assessments and surveys• Put PBS updates in school newsletter• Add a PBS page to school web page• Hold a new parent orientation• Develop a parent PBS brochure• Create a video to orient new parents to PBS
that they can view when registering
Supporting Volunteerism
• Encourage parents to assist in incentives– Run school store– Activities with students as reward– Parents w/special talents or connections
• Parents develop PBS bulletin board/posters• Parents assist in developing PBS
songs/videos
Supporting Learning at Home
• Teach families to establish routines, preventive strategies, and incentives for homework
• Have students explain and give examples to their families about how PBS works.
• Provide resources that parents can check out on behavior support
Supporting Decision Making
• Recruit family members for PBS team• Alternate meeting times to accommodate
family participation• Plan for child care during meetings (if they
have young children or if in the afternoon)• Involve parents in selection of incentives
and planning celebrations
Supporting Community Collaboration
• Encourage and recognize employers’ donations of parent time
• Invite community members to events• Make presentations to school board, local
commissions, organizations• Team with local colleges/universities for
volunteer hours• Set up displays in community libraries/blds.
Group Activity
• What has your team done to get parents and the community involved?
• Review the list of ideas for involving parents and the community
• Identify a few ideas that you might like to try
Next Steps
Facilitating the Problem Solving
Process
Step 4: Response to Intervention
Is it working?
Step 2: Problem Analysis
Why is it
occurring?
Step 3: Intervention Design
What are we going to do about it?
Step 1: Problem Identification
What is the problem?
http://floridarti.usf.edu/resources/tools/about_ps_rti/index.html
Booster Training Slides
Step 1: Identifying Goals,
Re-Focusing Your Team
Booster Training Agenda
• Review big picture – PBS philosophy, goals, change process
• Review state & district data• Evaluate progress & set goals
What do you want your SW effort to result in?
• Attendance• Climate• Behavior (measured through referrals)• Staff turnover• ESE referrals• Achievement (obtained through AET)• Something else?
Step 1: Identifying Your Goal
• Take 1 minute to brainstorm:
What do you want out of your SW PBS system?
• Appoint a recorder• In round-robin format, each team member states
their top goal – each person has 2 turns• Clarify goals, if needed; discuss ideas (5 min.)• Vote by private ballot; repeat discussion & voting
until top 3 goals are elected by team
Goal Statement
Make sure your goal is clearly defined, measurable, and positively stated
Please share with the group
Step 2
Evaluation,Gathering Information,Developing Hypotheses
What did SW-PBS do for your school this year?
• Where/How did it excel?– How do you know?– What can you show?
• Look at:– Benchmarks– Surveys– Outcome data, products
Share this information with your faculty
Where did PBS fall short this year?
• Look at:– Staff feedback**– SWIS data– Benchmarks
Share this information with your faculty
Developing Hypothesis
• What made your successes so successful?
• What contributed to your school’s areas of weakness?
• First Brainstorm, then identify which hypothesis have supporting data
Step 3
Make a Plan
Plan Your Attack
• Revisit the top 3 goals your team identified today
• Look at your successes and areas of weakness over the last year – which are relevant to your goal?
• Which hypotheses have the most data to support them?
• What can you do to address your areas of weakness that will help you reach your goal?
Planning for Next Year
• Create an action plan with specific objectives, names, and dates for completion (Action plan, Implementation Plan)
• Identify how you will monitor your implementation and evaluate your efforts
• Be prepared to share with the group
Step 4
Evaluation
On-Going Evaluation
• Check in to measure progress towards goals– Minimum: 1/semester– Maximum: Varies by goal
• Include results in your Product Book
Refreshers at the beginning of the year
• For Students:– Review expectations and rules for each
established setting– Review rewards and consequences
procedure
Refreshers at the beginning of the year
• For Staff:– Beginning of the Year
• Expectations and Rules• Definitions of Problem Behavior• Referral Form• Major vs Minor• Referral Process• Rewards• Consequences• Changes made based on Survey Results
– Mid Year• Topics based on data• Topics selected based on input from staff and administration
Refreshers at the beginning of the year
• Make sure all staff have resources from Year 1:– Poster of expectations and rules– Discipline Process Flowchart– Referral Forms and Minor Infractions Sheets– Lesson Plans
• New Staff– New teacher meetings– Mentor– PBS Manual or Video Tape
Final Thoughts
A Slow Process
• Developing a comprehensive system of support can take 3-5 years
• SW-PBS incorporates philosophical and behavioral changes on the part of your staff
• Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts
Resources: APBS Websitehttp://www.apbs.org/main.htm
• Standards of Practice– Fidelity, Comprehensive System of PBS– http://www.apbs.org/
whatsnew.html#standards_of_practice• Online Academy
– Individual & SW-PBS foundations & practices, FBA, interventions
– http://elearndesign.org/resources.html• PBS Practices
– 1-2 page fact sheets – background, foundations– http://www.apbs.org/PBSPractices.htm
Resources: APBS Websitehttp://www.apbs.org/main.htm
• Token economy help: Freebies– http://kipbs.org/freebies2003/
Resources: PBIS websitewww.PBIS.org
• Online Library• Univ. Oregon Training Manual
– Notes/Ideas on School-Wide implementation from Oregon
– http://pbismanual.uoecs.org/manual.htm
Florida’sPositive Behavior Support
ProjectStephanie Martinez
– Phone: (813) 974-6230/ Fax: (813) 974-6115
– Email: [email protected]
– Website: http://flpbs.fmhi.usf.edu