Tier 1 New Team Training

(1)

Tier 1 New Team Training

Positive Behavioral

Interventions & Supports

TFI 1.10: Faculty Involvement

TFI 1.11: Student, Family, Community Involvement

Center for Social Behavior

(2)

TFI 1.10: Faculty Involvement

EXPECTATI

ON BEHAVIOR

Be

Responsi ble

 Make yourself comfortable

 Take care of your needs (water, food, restroom, etc.)

 Share your questions with the group

Be

Respectf ul

 Turn cell phones off or to “vibrate”

 Listen to others attentively by staying quiet while they are speaking

 Follow up, and complete assigned tasks

Be

Engaged

 Ask what you need to know to understand and contribute

 Contribute to the team by sharing relevant information and ideas

Learning Expectations

(3)

CORE CONTENT:

Definition, Rationale &

Examples

PRACTICE:

Activities for Fluency

SELF-ASSESSMENT:

Benchmarks of Quality

ACTION PLANNING:

Applying the core content to

Module Organization

(4)

TFI 1.10: Faculty Involvement TFI 1.11: Student/Family/Community Involvement

Professional Learning Roadmap

Team

1.1 Team Composition

1.2 Team Operating Procedures

Implementation

1.3 Behavioral Expectations 1.4 Teaching Expectations

1.5 Problem Behavior Definitions 1.6 Discipline Policies

1.7 Professional Development 1.8 Classroom Procedures

1.9 Feedback and

Acknowledgement 1.1

0 Faculty Involvement

1.1 Student/Family/Community

Evaluation

1.1

2 Discipline Data 1.1

3

Data-based Decision Making

1.1

4 Fidelity Data 1.1

5

Annual Evaluation

(5)

TFI 1.10 Outcomes

Purpose:

Prepare and plan for

facilitating implementation of Faculty Commitment

You should be able to:

 Share school-wide behavior data regularly with faculty

 Involve faculty in establishing PBIS goals on at least an annual basis

 Give faculty opportunities to provide feedback, to offer suggestions, and to make choices in every step of the PBIS process

(6)

TFI Critical Element

1.10 Faculty Involvement: Faculty are shown school-wide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least

every 12 months

NI/PI /FI

Priority

Hig

h Me

d Lo w

Benchmark of Quality

Faculty are aware of behavior problems

across campus through regular data sharing Faculty involved in establishing and reviewing

goals

Faculty feedback is obtained throughout the

year

Implement ation Driver

*Data informs decisions (e.g., student

surveys, climate surveys

Surveys are developed with dates to administer to staff, students and families

Outcomes

(7)

CORE CONTENT:

Examples

(8)

Open and honest communication is

established among stakeholders to

secure buy-in commitment to change

Definition

(9)

Faculty Involvement Involves at least 80% buy-in

Collectively, staff will:

 decide what your focus will be

 decide how you will monitor progress

 decide what your goals are

 evaluate your progress

 decide whether to keep going or

change course

(10)

 Implementation of PBIS involves all faculty and staff

 Problems occur when the system lacks the knowledge of how to initiate change or

when there is disagreement about how change should take place

Rationale

(11)

PRACTICE:

(12)

How will you engage staff in the implementation of PBIS?

(13)

How will you share your vision?

Looks like…

What will we see? Sounds like…

What will we hear?

How will this align with your School Improvement Plan, your

Mission & Vision Statements?

How will this align with your School Improvement Plan, your

Mission & Vision Statements?

(14)

How will you facilitate

professional learning for Rethinking Discipline?

How w

ill we

“Rethink”

Discipline?

(15)

Have you reviewed your data?

 Self-

Assessment Survey?

 Informal surveys?

 BOQ Self-

Assessment?

 Climate Surveys?

 Discipline Data?

Self-Assessment Survey (SAS)

(16)

 Share visuals with staff monthly

 What’s working?

 What needs more focus?

 Emphasize staff involvement

How will you showcase

results?

(17)

For^…

1. Sharing ongoing information

2. Presenting data

3. Obtaining feedback from stakeholders 4. Reviewing goals

and action plans

Create a Communication

System

(18)

Directions:

1. Starting with the facilitator, and moving clockwise, each person share out a

time/opportunity your school could share important school data/PBIS information.

 (Think about what structure you have in place now and “outside” the box thinking of what may be opportunities you haven’t explored yet)

2. Recorder, please be sure to document the team’s discussions.

3. Communicator, please prepare to share out after the activity.

Communication Systems

(19)

 Grade level/core/department meetings

 Vertical team meetings

 Staff/Faculty Meetings

 Google Docs, SharePoint, or other virtual sharing mechanisms

 Newsletters

 Professional development days

 Communities of Learners (shared learning)

Communication and Feedback Loops

(20)

SELF-ASSESSMENT TFI 1.10: Faculty Involvement

(21)

Fidelity & Outcome Check

 Faculty are aware of behavior problems across campus through regular data sharing

 Faculty involved in establishing and reviewing goals

 Faculty feedback is obtained throughout the year

 *Data informs decisions (e.g., student surveys, climate surveys

 Surveys are developed with dates to administer to staff, students and families

How prepared are you to use the self-assessment to create the action plan for this section?

If you are below a five, what do you need to be more prepared?

One to Five?

(22)

1.10 Faculty Involvement: Faculty are shown school-wide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least

every 12 months

NI/PI /FI

Priority

Hig

h Me

d Lo w

Faculty are aware of behavior problems

across campus through regular data sharing Faculty involved in establishing and reviewing

goals

Faculty feedback is obtained throughout the

year

*Data informs decisions (e.g., student

Outcomes

(23)

ACTION PLANNING:

Applying the core content to your school

(24)

WHAT NEEDS TO BE COMPLETED?

RESOUR CES NEEDED

?

WHO? WHEN?

A.

B.

C.

Complete Your Action Plan

(25)

CORE CONTENT:

Examples

TFI 1.11: Student/Family/Community Involvement

(26)

TFI 1.11 Outcomes

 Understand the link between SW-PBS and

creating community and cultural connections

 Receive and share suggestions on how to include families within the PBIS framework

 Learn strategies for defining and measuring family involvement (surveys)

 Develop your plan with action steps for creating positive school – family –

community partnerships

(27)

1.11 Student/Family/Community Involvement:

Stakeholders (students, families, and community members) provide input on universal foundations (e.g.,

expectations, consequences,

acknowledgements) at least every 12 months.

NI/PI /FI

Priority

Hig

h Me

d Lo w

Plans for involving families/communities are developed an implemented (from PD

benchmark)

*Data informs decisions (e.g., student

Outcomes

(28)

(29)

 Awareness, Involvement & Support

mapped to continuum of supports and defined locally

 Two way street - educators understand needs of families, families understand realities of the school day

 Goal = “Partnerships” that lead to outcomes for children and youth

A Working Definition of Family Involvement

(30)

80-90%

5-10%

1-5%

Tier 1: Universal Interventions

 Self Assessments: Family Engagement Checklist, Surveys

 Skill Building Series Guest Speaker (Topics Vary- Survey Families)

 Newsletter, Resource Library , “Shout Outs”

 Volunteer Opportunities (DOGS- Dads of Great Students)

 Teacher Conferences- Goal Setting, Family Vision, Strengths Discovery

 Family Fun Nights throughout the year

 School Handbook (Description, Teaching Matrix – promote common language between school and home)

Tier 2: Targeted Group Interventions

 Support Groups (Military Families, Newcomer Group)

 Skill Building Sessions (Academic and Behavior) Tier 3: Intensive, Individual Interventions

 Family Liaison-matched with family, needs matched with community resources

 Individual Skill Building Sessions

Applying the 3-Tiered Logic to Families

(31)

 PBIS family newsletter with cool tools for home.

 Provide tools to parents to help them to understand function of behavior

and behavior modification.

 Families of new students can be

presented a DVD upon enrollment in school

Tips/Materials for Families

(32)

 Encourage families to share information

with the school about culture, background, children's talents and needs

 Find out where to refer parents/guardians for family support programs that help with health, nutrition or other services

 Participate in neighborhood meetings to help families understand schools

and to help schools understand families

Based on a Best-Practice Model Created by Dr. Joyce Epstein and Adapted by Seattle Public Schools

Increase Mutual

Understanding

(33)

 As a class or school, have students,

families and staff provide service to the

community (possibilities include: recycling, art, music or drama performances for

seniors)

 Bring alumni back to participate in school programs for students

Based on a Best-Practice Model Created by Dr. Joyce Epstein and Adapted by Seattle Public Schools

Use Community Resources to Strengthen Programs

(34)

Getti ng up in the morni

ng

Gettin g to school

Clean- timeup

Time relaxto

Homew timeork

Mealti me

Gettin g ready

for bed

I am respectf

ul

I am respons

ible

I am safe

(35)

(36)

Parent Kick Off

 Letter to parents

 PBIS overview

 Explanation of school

expectations

 Explanation of

recognition system

 Home expectations poster to fill out

together

Home

Expectations

Respect yourself. Respect others.

Respect property. Be there; be ready.

(37)

PBIS & the Community

Local resources are crucial

1) Political Support

2) Business Investment 3) Media Coverage

4) Alumni

(38)

Reflect- Youth

(Share 2 things with neighbor)

 Who?

-Who are the youth in the community?

 What?

- What behaviors do you see?

 Where?

- Where do the youth in your community usually go?

 How?

-How do you think youth feel about being a part of your community?

(39)

Rewards,

Acknowledgements

(40)

 Respond to situations the same

 Are motivated by the same

things

 Look at

situations the same

Not all youth… or adults…

(41)

Where have you seen

PBIS in the community?

(examples)

Where do you see yourself

Where?

(42)

PBIS Community-wide

Expectation

s Teaching Reinforcem ent

School

Communit y

Home

Be Respectful Be

Responsible Be Safe

Saturday

Bike Rides Positive Citations

Tickets

Be Respectful Be

Responsible Be Safe Be Respectful

Be

Responsible Be Safe

School-wide celebrations Behavioral

Lesson Plans

(43)

posters

(44)

“It’s in everyone’s best interest that the schools are safe, responsible & respectful.”

“School are what make a town.”

Timothy E. Gillian Village Administrator

(45)

Community-wide Leadership team:

 Village hall

 Police Department

 Park District

 Community Center

 Parents

 Library

 Schools/District

Community-wide PBIS Implementation Who is involved?

(46)

 Monthly Community-wide Leadership Team mtgs.

 Monthly Community-wide Coaches meetings

 Annual assessment of implementation

 Family/Community Forum/s

 On-going training (new summer staff at pool/park etc.)

 Picnic and other community events

Community-wide Process

(47)

(48)

Business Investment

 Celebration night at a local restaurant for all students who received 35 gotchas in a month. Students bring in gotcha tickets and family receives one free entree

 Teacher supply store, discount store, and book store discounts or gift certificates for educator motivation prizes for giving out the most gotcha tickets

(49)

PRACTICE:

(50)

80-90%

5-10%

1-5%

Tier 1: Universal Interventions

 Self Assessments: Family Engagement Checklist, Surveys

 Skill Building Series Guest Speaker (Topics Vary- Survey Families)

 Newsletter, Resource Library , “Shout Outs”

 Volunteer Opportunities (DOGS- Dads of Great Students)

 Teacher Conferences- Goal Setting, Family Vision, Strengths Discovery

 Family Fun Nights throughout the year

 School Handbook (Description, Teaching Matrix – promote common language between school and home)

Tier 2: Targeted Group Interventions

 Support Groups (Military Families, Newcomer Group)

 Skill Building Sessions (Academic and Behavior) Tier 3: Intensive, Individual Interventions

 Family Liaison-matched with family, needs matched with community resources

 Individual Skill Building Sessions

Applying the 3-Tiered Logic to Families

Your T urn

(51)

SELF-ASSESSMENT

(52)

1. 11 Fidelity & Outcome Check

 Plans for involving families/communities are developed an implemented (from PD

benchmark)

 *Data informs decisions (e.g., student surveys, climate surveys

 Surveys are developed with dates to

administer to staff, students and families

How prepared are you to use the self-assessment to create the action plan for this section?

If you are below a five, what do you need to be more prepared?

One to Five?

(53)

1.11 Student/Family/Community Involvement:

Stakeholders (students, families, and community members) provide input on universal foundations (e.g.,

expectations, consequences,

acknowledgements) at least every 12 months.

NI/PI /FI

Priority

Hig

h Me

d Lo w

Plans for involving families/communities are developed an implemented (from PD

benchmark)

*Data informs decisions (e.g., student

Outcomes

(54)

ACTION PLANNING:

Applying the core content to your school

(55)

WHAT NEEDS TO BE COMPLETED?

RESOUR CES NEEDED

?

WHO? WHEN?

A.

B.

C.