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Learning Environment for August 30, 2016

This learning environment training session focuses on team collaboration, detention programs, and implementing positive behavior interventions in schools. Participants will learn about effective strategies for classroom management, data-based decision making, and sustaining efforts. The session also emphasizes the importance of active engagement in the learning community and respectful communication. Join us to create a stress-free zone for professional growth!

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Learning Environment for August 30, 2016

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  1. Learning Environment for August 30, 2016 Sit in Teams with Program Admin/Leadership • Detention Programs & Steve • Whatcom Discovery & Anita • Skagit Discovery & Jeff • NRLC & Peter • Snohomish Discovery & Lara

  2. Group NORMS for Professional LearningFully engage in Learning Community • Silence cell phones and use technology responsibly • Support your colleagues by listening when they speak • Minimize side conversations • Disagree respectfully • Move  • Tell us if you see a typo so we can fix it No stress zone P.S. These are also our commitments to you !!

  3. Year One: Cooperative Programs – SP&S • Getting Started (Day 1) • Overview; Team Roles, Problem Solving & Checklist; School-Wide Implementation Basics; (and Specific Settings ??) • Expanding Implementation (Day 2) • Data-Based Decision Making; Classroom Systems; Managing Escalation cycle; and Secondary Systems • Sustaining Efforts (Day 3) • Individual Supports; Data Decisions; and Sustainability

  4. Overview of Positive BehavioralInterventions & InstructionalSupports Day 1, Section 1 August 30, 2016

  5. Traditional Approach to Service Delivery Special Education Amount of resources needed to solve problem General Education Sea of ineligibility Intensity of problem

  6. What seems to be the problem? • A principal/program administrator found that: • over 45% of behavioral incident reports were coming from the Bus Loading Zone. • 45 violations have been reported in past month by security staff & neighbors. • 75% of significant behavior incidents (resulting in ERP) were generated by 33% of classrooms in building.

  7. Time and Resource... Practice, System & Data An intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 or students have received at least one office discipline referral. • 5,100 referrals = • 51,000 min @ 10 min. = • 850 hours = • 141 days @ 6 hours --- nearly 1 FTE

  8. Ineffective Responses to Problem Behavior • REACT to Problem Behavior • Reactive vs. Proactive Response (Practices) • “Get Tough” • Progressive Discipline • Sustained Beliefs (Data) • “Train and Hope” (Systems) • WAIT for New Problem • Expect, but HOPE for Implementation • Select & ADD Practice • Hire EXPERT to Train Practice

  9. Taking Stock… (Reflect, Critique, & Share) • What Model(s) are followed in your school? • What examples of “Get Tough” practices do I see in our program? • What is innovative train & hope models /approaches to behavior have you experienced? • What effects / side-effects have you observed, are the data based?

  10. MTSS: MORE than behavior management

  11. School-Wide Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Staff Behavior Supporting Decision-Making SYSTEMS DATA PRACTICES Supporting Student Behavior

  12. MTSS: School- & Classroom-Wide Systems • Identify common purpose & practices • Define clear expectations for positive behaviors • Implement procedures for teaching expected behavior • Differentiate support continuum for encouraging expected • Differentiate support continuum for discouraging inappropriate • Implement on-going monitoring and evaluation

  13. Taking Stock… (Reflect & Celebrate) • Identify two positive practices you see in your program? • What are the goals of those approaches? • What effect or incidental benefit have you observed from those practices?

  14. MTSS System Features

  15. School-Wide Systems for Student Success:A Response to Intervention (RTI/PBIS) Model • Tier 3/Tertiary Interventions……………………..1.5% • Individual students • Assessment-based • High intensity • 1.5%.........................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2/Secondary Interventions................5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • 5-15%................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions…80-90% • All students • Preventive, proactive • 80-90%...Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems

  16. RTI Continuum of Support for ALL • Intensive • Targeted Math Science Spanish • Universal Label behavior… NOT people Reading Soc skills Soc Studies Basketball

  17. THREE Major Components • Practices - Students • School Wide • Specific Settings • Small Group • Individual • Family Involvement • System- Staff • Scan, move, interact, teach, reinforce • Support and training • Data • Team Process • Collect, analyze and Plan SYSTEMS DATA PRACTICES

  18. PBIS – Foundational Pillars School environment is predictable common language common vision (understanding of expectations common experience (everyone knows) School environment is positive 4. Regular recognition for positive behavior School environment is safe 5. Violent and disruptive behavior is not tolerated School environment is consistent Adults use and promote common expectations Four Pillars & Six Essential Elements

  19. Taking Stock… (Reflect, Critique, & Share) • What aspects of MTSS / PBIS does your school follow? • What examples of PBIS do you observe in our program? • What is the goal of this approaches to behavior? • What effects and side-effects have you observed?

  20. Active Administrative Participation • Actively participates as a member of the leadership team • Establishes PBIS initiative as one of the top three improvement plan priorities • Commits to and invests in a 2-3 year implementation effort

  21. Emphasize System Level, Data-Based Evaluation • Conduct self-assessment and action planning • Evaluate self-improvement continuously • Identify strengths and needs • Plan and implement strategic dissemination

  22. Grass Roots: Building Understanding and Momentum The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features. ~Gilbert, 1978; Horner, 2003 The organization has a mission, purpose, or goal that is embraced by the majority of members of the organization and serves as the basis for decision making and action planning. Common Vision The organization establishes a means of describing its vision, actions, and operations so that communications are informative, efficient, effective, and relevant to members of the organization. Common Language The organization is defined by a set of actions, routines, procedures, or operations that is universally practiced and experienced by all members of the organization and that also includes a data feedback system to link activities to outcomes. Common Experience

  23. What do traditional schools Get? • Reduction in Office Referrals • Reduction in Suspensions • Reduction in Drop Outs • Increase in Academic Gains • Increase in Staff Satisfaction • Increase in Student Satisfaction • Return on Investment is High Student Achievement Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  24. Elementary School Suspension Rate

  25. Elementary School Pass Rate for Reading at Third Grade

  26. Team Reflection • Thinking about your building – • What generates the majority of incidents: WHERE ? WHO ? WHEN ? • Is this a PRACTICE, SYSTEM or SETTING issue? • (Hint: The driver is found in the ROOT cause.)

  27. Implementation Challenges • Multiple, overlapping, and competing initiatives • Under emphasis on data-based decision-making • Low rates of regular positive acknowledgements and celebrations • Failure to build competence for accurate and sustained implementation • Reluctance to eliminate practices and systems that are not effective, efficient, and relevant

  28. Implementation Levels State District School Classroom Student

  29. Generic Model vs. Co-Op Implementation • School-wide PBIS Team • Leadership Team represents school, meets regularly, etc. • Coach • Technical assistance • Links school to state • State Leadership Team • Guides planning Coordinates training • Regional teams/structure • Building-wide MTSS Team • Membership • Coach - ???? • Technical assistance • Supports Implementation • Co-Op Leadership • Coordinate w Coaches/NWESD • Guides training planning • Regional Leadership ??

  30. Group Work – Activity Time • Identify Team Roles (initial functions) • Complete the Getting Started packet

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