Presented by Bob McLaughlin boblaughs@yahoo

1. PBIS/Foundations: Creating Safe, Civil, and Productive SchoolsWelcome Riverview Gardens Schools!March 29 and 30, 2012 Presented by Bob McLaughlin boblaughs@yahoo.com

2. Activity: School Reflection • What works well in your school with respect to discipline and behavior? • Identify 2 or 3 strengths. • What are your biggest challenges with respect to discipline? • Identify 1 or 2 challenges. • Report Out.

3. CHAMP for The Session Conversation: Lots. With me/each other. Avoid side bars. Cell Phones. Attention Signal. Help: Raise hand. Ask during team time. Activity: -Foundations (PBIS) Overview -Team Effectiveness -Start on Time -Introduction: Improvement Cycle/Data -Guidelines for Success (if time) Movement: Breaks. Move as needed. Participation: Reflect/Talk/Ask/SLANT.

4. SLANT • Sit up • Listen actively • Act interested or Activate Learning • Note important information • Track the speaker

5. GOALS for Foundations • Safe, civil, and productive schools. • Highly Connected students to the School. NOTE: This increases achievement! • High levels of student achievement for all.

6. Understanding Who Your Students Are Today 3-5% Intensive 5-10% Targeted 85-90% Universal

7. Students…..Like a Cruise • Some are highly motivated and they are like crew members---anything to help and please. • Some not so motivated but not oppositional either----more like our passengers. • And some like Huck Finn. More like our ______________________.

8. Activity: Your Students • How would you describe your students? • % Crew Members? • % Passengers? • % “Hostages” or Huck Finns? • What are some of the unique characteristics of your students? • Our students are really good at____________. • Our students have trouble with_____________. • Report Out.

9. Historical Perspective: • Behavior and discipline always a problem and frustration for educators. • At-risk students are nothing new---Huck Finn. • Discipline consistently viewed as a key concern. • Behavior management has typically consisted of trying to “make” students behave. • This attitude leads to an over-dependence on reactive procedures.

10. History…………………cont. • Reactive procedures are not bad or wrong, simply ineffective in changing behavior and may lead to: • Unproductive Attitudes----MEET Ryan • “So what?” • “Whatever.” • “I don’t care.” • “Hey, knock yourself out.” • Escapist Behaviors • Active rebellion • Passive resistance • Exiting the system • Percentage of students who achieved a high school diploma • Take a look at the data………………….

11. What % Graduated in: 1900 ______ 1946 ______ 1998 ______ 2003 ______ 2005 ______ 2006 ______ *Reference: Manhattan Institute High School Graduation Rates*

12. What % Graduated in: 1900 6% 1946 ______ 1998 ______ 2003 ______ 2005 ______ 2006 _______ *Reference: Manhattan Institute High School Graduation Rates*

13. What % Graduated in: 1900 6% 1946 48% 1998 ______ 2003 ______ 2005 ______ 2006 _______ *Reference: Manhattan Institute High School Graduation Rates*

14. What % Graduated in: 1900 6% 1946 48% 1998 71%: 78/56/54 2003 ______ 2005 ______ 2006 ______ *Reference: Manhattan Institute High School Graduation Rates*

15. What % Graduated in: 1900 6% 1946 48% 1998 71%: 78/56/54 2003 70%: 78/55/53 2005 ______ 2006 ______ *Reference: Manhattan Institute High School Graduation Rates*

16. What % Graduated in: 1900 6% 1946 48% 1998 71%: 78/56/54 2003 70%: 78/55/53 2005 71%: 78/55/58 2006 _________ NOTE: 2005 and 2006: Diplomas Count, Education Week *References: Manhattan Institute and Education Week High School Graduation Rates*

17. What % Graduated in: 1900 6% 1946 48% 1998 71%: 78/56/54 2003 70%: 78/55/53 2005 71%: 78/55/58 2006 69%: 76/51/55 NOTE: 2005 and 2006: Diplomas Count, Education Week *References: Manhattan Institute and Education Week High School Graduation Rates*

18. Future Perspective • Safe School: no one is spending time or energy trying to protect themselves from emotional or physical harm. • Civil School: everyone is pleasant, polite, and respectful to everyone else—even during disagreements. • Productive School: all are motivated, engaged in meaningful learning tasks, and experiencing growth. All are learning!

19. Risks to Safety, Civility, and Productivity • Interactions between/among students: • Bullying, Isolation, Cliques • Harassment (all types--Cyber), lack of manners. • Disruptions to Learning process. • Interactions between adults and students. -Inconsistency, lack of respect, frustration. • Interactions between adults: are they providing a good model?

20. 6 Potential Roadblocks to Change • Common beliefs and attitudes that get in the way of schools implementing effective behavior management and discipline practices: • 1. An over-dependence on punishment. • Negative tone (ratios of interactions) • Lack of proactive and positive behavior support plans • Lack of training/coaching • 2. An over-dependence on role-bound authority.

21. Roadblocks………cont. • 3. An over-dependence on emotional intensity. • 4. A tendency to do it the way it has always been done. • 5. A tendency to blame others. • 6. Divisions among staff members. • NOTE: Recognizing the roadblocks can help to dismantle them.

22. Activity: The Roadblocks to Change • Reflect on the 6 Roadblocks. • Are they present to any significant degree in your school? Which ones? • Are there others that you experience in your school? • Report Out.

23. How To Begin: Four Backdrops • Academic Success and Engagement. • Relationship: Do not care what you know until they know you care? First two very much related. • Instructional View of Behavior. • Structure. All areas need organization, planning, consistency---STRUCTURE.

24. Another View: STOIC • Structure: classrooms and school for success---over plan and organize. • Teach: behavior—rules, expectations for activities and transitions, and procedures. • Observe and Monitor: behavior progress. • Interact: Attend more to positive. • Correct: Fluently---Be brief, calm, and consistent. Preplan corrections.

25. I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized. Haim Ginott

26. Activity: Management Beliefs • Reflect on the Backdrops, STOIC, and Haim Ginott Quote. • How are they demonstrated in your school? • Report Out.

27. Overview of Foundations (PBIS) • Foundationsis a comprehensive program for helping schools create the base for improving their behavior management and discipline practices. • The Foundationsapproachconsists of: • 1. A flexible process • 2. A set of beliefs • 3. Specific content applications(recommended policies and procedures).

28. The Process • Important features of the Foundations process: • Data-driven decision making, • Direction by a representative, site-based team, and • Entire staff actively involved in all improvement activities.

29. The Process…..cont. • Others Involved as needed: students, families, community members, and social agency reps. • Process is Ongoing in nature—built around an “improvement cycle” (The Foundations Improvement • Cycle).

30. Review Implement Prioritize Adopt Revise or Create Looks Like This: • The Foundations Improvement Cycle

31. Improvement Cycle Components • Review: discipline, climate data: surveys, observations, and office referrals. • Prioritize: needs based on data reviews and input from all. • Revise (or create): a needed strategy to address a priority need. • Adopt: strategy or new initiative. Buy in needed from all or as many as possible. • Implement: the strategy/plan. Monitor results. Keep going.

32. Foundations Basic Beliefs (13) • Underlie both the process and the content applications of the program. • Are reflected in the program’s recommended policies and procedures. • Include: • 1. School is important to student success in life. • 2. All in school should be treated with dignity and respect. • 3. Kids come first! • 4. All the adults in a school bear the ultimate responsibility for making the school safe, civil, and productive.

33. Beliefs………………cont. • 5. School climate is as positive or negative as the adults in the school. • 6. All students should perceive unconditional acceptance and high expectations from staff. • 7. All students should receive frequent positive feedback on academics and behavior. • 8. All school settings should be structured for student success. • 9. School personnel need to establish firm and clear limits for students. • 10. Expectations for student behavior in all school settings should be clear, consistent, equitable, and directly taught to students.

34. Beliefs…………………..cont. • 11. Student misbehavior should be corrected calmly, consistently, and immediately by any staff member who observes it. • 12. Addressing chronic student misbehavior is a collaborative responsibility involving the entire staff. And, • 13. Teachers should have flexibility when designing their own classroom management plans, but their plans should conform to the school effectiveness literature and classroom management research.

35. Activity: Foundations Beliefs • Review the 13 Beliefs. • Which ones are firmly established in your school’s culture? • Which ones may be more problematic or challenging? • Is there consistency between the talk and the walk? • Report Out.

36. Foundations Benefits All • Students become more responsible, motivated, and productive. More connected to school. Achievement increases. • Faculty and staff become more positive, proactive, and instructional. They see kids in a more positive light. Efficacy increases. Much more consistency among all. • Parents feel better about the school and participation increases. • Principals have more time to focus on critical issues and instruction.

37. Content: Three Levels • Content applications create multiple ways of helping students, and reduce possibility of any student “falling through the cracks.” 1. School-wide. Foundations Focus. 2. Classroom. 3. Individual students.

38. School-wide Content • 1. Vision • Develop “Guidelines” for Success (GFS) or School-wide Values/Expectations AND use those actively. • Define Staff Beliefs: protect climate and culture. • 2. Common Areas • Improve safety and civility in these areas. • Develop Comprehensive Policy for each. • 3. Safety and Discipline • Identify and address all safety related issues. • Clarify discipline procedures for misbehavior in the school (3 level system). • Address basic needs via Encouragement Procedures.

39. Classroom and Individual Content • Classroom not explicit in Foundations---can be generalized via CHAMPS. • Individual not explicit in Foundations—effective school-wide will help with individual applications and classrooms. • Individual Plans: Teacher’s Encyclopedia and Interventions. • Appendix 1: Resources to assist with all three levels of content application.

40. Research to Support Foundations • Research You Can Use to Improve Results by Kathleen Cotton, ASCD. • Classroom Management that Works---Research-Based Strategies for Every Teacher by Robert J. Marzano, Jana S. Marzano, and Debra J. Pickering, ASCD, 2003. • NOTE: For a Summary, contact me at boblaughs@yahoo.com

41. Session: Getting Started with Foundations Forming a Foundations Team (M1P3) Remember the Improvement Cycle

42. Review Implement Prioritize Adopt Revise or Create It is designed to be ongoing—and is built around an “improvement cycle.” • Foundations Improvement Cycle

43. Introduction • Directed by Team • Efficient • Sustained

44. Forming the Foundations Team • Composition • Goals • All staff represented by a specific team member • More reps as needed • Not too big and not too small • Staff membership recommendations: • One building-based administrator • Diverse group that wants to improve • Para if possible

45. Team Time: Membership • Do you have a representative team? • Discuss ad hoc membership for students, parents, others. Good idea? • Your Foundations Team: • Give each staff member on the team a list of the people he or she represents. • Make sure all staff know who represents them. • DISCUSS Who Represents Whom. KEY.

46. Enhancing Team Effectiveness • 1. Understand purposes of Foundations Team: • To keep the Improvement Cycle functioning • To be an inspiration for the rest of the staff • 2. Consider team name (not Discipline Committee). • Rationale • Cohesiveness, connect to staff, communicate a broad view

47. Enhancing Effectiveness • 3. Have a regular team meeting schedule: KEY! • Rationale • commitment required • more productive use of the team’s time

48. Enhancing Effectiveness • 4. Identify team roles and responsibilities • Rationale • More efficient meeting time • Use strengths of team members • Work together

49. Team Roles and Responsibilities • Sample roles and responsibilities • A. Chairperson • Manages agendas; keeps people/discussions on task during meetings. • Foundations Recommendation: Consider having co-chairs—the administrator and one of the staff representatives. • B. Recorder/Keeper of List • Keeps minutes; monitors tasks and timelines, keeps list of topics to be discussed • C. Data/Evaluation Coordinator • Manages data collection, data analysis, and data presentations to staff.

50. Roles and Responsibilities • D. Materials Manager • Maintains the Foundations Team Comprehensive Notebook, resources for team member use, materials to be copied. Keeps up with the Power Points---KEY!!!!! • E. Staff Liaison • Monitors team’s involvement of the staff in all five parts of the improvement process, and periodically, staff members’ perceptions of the team/process.