New Facilitators Conference Calls
Please call in a few minutes before the scheduled time. It is very distracting when people keep signing on after the meeting has started.
Conference Call Number: Dial in number is 415-762-9988 Meeting ID# 702-377-2518.
http://adobeconx.tiu11.org/behaveweb/
Host: Julia Slater / X Y / Host: Gia Ostroff Welsh / X Y / Sue ZeidersAmy Cook / Y / Barbara Albert / X / Beth Fazio / Y
Stephanie Palmer / Elizabeth Good / X / Lisa Gragg / X
Laura Heckart / Y / Anna Russo / X
Michele Mahoney / X / Bobbie McLean / X
Kimberly Hughes / Y / Judy Witmer
Leslie Holzworth / Y / Barbara Stephens / Y
Brenda Templin
Michele Mahoney / Allison Haberman
Tiffany Manning / X / Meghan von der Embse
Jaclyn Maier / X / Diane Deane / Y
Jodi Miscannon / Y
Kathy Morgan / Shelbie Eshleman / Y
April Quimby / X / Dina B.
Shannon Terry
IF: Leanne Lorenzo / X / IF: / IF:
IF: / IF: / IF:
SLT: DeVoka Gordon / X / SLT: Katie Bodnar / SLT: Mary Montgomery
SLT: Aimee Newswanger / X Y
IF=Independent Facilitator, SLT=State Leadership Team Member (Eastern Region) (Central Region) (Western Region)
X=present during Friday call, Y= present during Monday call
Dates : December, 11, 2015 and December 14,2015
Expected Participants / Topics for discussion: Developing, Teaching, and Acknowledging Program-wide Expectation / Notes from Discussion /All provisional facilitators.
Interested independent facilitators.
Interested state leadership team members. / Welcome and Introductions
· How did you share expectations from your Core Leadership Team with staff and families in your program (or how are you planning to do this)?
· How did you ensure buy-in with staff and families (or what are your thoughts about how you will do this)
· Looking at the TACSEI Make & Take, what was applicable for your program to connect expectations and rules?
· In your Behavior Matrix, how have you (or how might you) intentionally identified ways for adults to demonstrate program-wide expectations?
· Describe some lesson plan formats and/or teaching strategies that you have used (or plan to use) to teach program-wide expectations to children. / Bobbie – shared their expectations are being kind, responsible and safe. Communicated via a letter at the beginning of the school year, and posted throughout the classroom. Teachers and home visitors discuss the expectations with the families. New to the network, 5 years ago were in a collaborative with IU, independently continued to work on PBIS on their own. In August had their first core leadership meeting so still moving forward over all.
Jaclyn – just created PW Expectations with center based. Just built a new playground and used the PW expectations to teach how to play on the new playground – hearing the kids coach each other in their PW Exp. (Be safe, responsible and respectful). They have also introduced the PW Exp. To families. Working on increasing family involvement in PBIS.
Lisa – We adopted our behavior matrix 7 years ago, but are looking at re-vamping them because they are no longer meeting program needs. Have had staff turnover, not seeing it being used as much as in the past. Initially taking school age and adapting it to EI, now looking to make it more child friendly, etc. 7 years ago it was a full day process with staff, but now feel it’s too much. So they concentrated on 11 different areas, and brought it down to 3 – respecting yourself, others and environment and then focused on 5 rules for each area. Aligned each rule with “Cool tools”, but again there was too much. The kids did not take ownership – it stayed within the adults. Reminder that there is much that is meaningful in school age and ECE and there is overlap, but remembering PW is unique to SW. We are now going to be including families in the development as well which last time their feedback/input was not included at the beginning, but it will be now.
Barb – Leadership Team developed a proposal for expectations. Looked at local school districts and Head Starts and what their expectations are (connected to 5 or 6 school districts). Parent representative pulled it together – pw Careful, Always Kind, Team Player, and Safe (CATS). Have sent matrixes to staff and encouraged them to fill in their rules – in-service day coming up to build upon their matrixes. Parent had a graphic designer create a playing card with the Wild Cat sharing the expectations. Holding off on publishing until staff have an opportunity to truly respond to the expectations.
Leanne/Alison H. – Working with a new child care and some EI sites. With new child care site recommended teachers bring their rules and put them on flip chart paper and group them by similarity and then use that data to finalize PW Expectations.
Note article, “Be Kind, Be Safe and Be Responsible” on the www.PAPBS.org under “Program Wide Resources” on the website. Breaks down program wide expectations and how to use them and embed them into your programming.
Monday: How is development of expectations going? If already developed how are you sharing them?
Barb – 3 Expectations, Be safe, Be responsible, Be kind. Last year it was “Be a team player” instead of be responsible and the principal at the school level has Be responsible and they are collaborating in PBIS. They wrote families a letter and meet with the teachers about expectations.
Diane – At faculty meeting, brainstormed possible expectations, the core team took the faculty discussion and developed the expectations mentioned the most – be safe, be kind and be your best. Compared these with mission statement and vision and are creating a PBIS information bulletin board with all of this information.
Beth – Center is part of the Northeastern grant, and took the expectations of the schools in their district so children have the same expectations throughout – their expectations are be safe, be responsible and be respectful. Took those expectations and created matrixes with staff to create the rules under each expectation. Took staff feedback to include nap time and updated. Once the matrix was created we took the toddler and preschool and identified which rules were the same and made school wide books using pictures of the students across the ages fulfilling the expectations.
Jodi – met with staff and developed a matrix for their expectations (Be safe, respectful and responsible). Working on parent involvement, specifically the parent board, to do more than just handing them the information but making them an active part. Used new playground to develop matrixes for both staff and children and used it as a way to show staff how to use these.
The goal is to make these expectations functional!
Amy – right now, recently completed the TPOT and using that we found we need to be intentional in our expectations. The TPOT showed they would be generic with the expectations without the explanation and vice versa. Also linking the observable behavior to the expectation. Working on increasing parent visibility – working with a local author who is going to be reading a book. Using a character of the book – a dog – to encourage families to “feed the dog” of things they see their children doing that are safe, respectful and responsible. Stressing to families that we expect children to learn how to be, rather than already be.
Shelbie – They have not gotten to finalizing the 3 PW Expectations, still meeting and discussing what expectations they would like to use. Using the development of new rooms to begin discussing these expectations.
Link: http://challengingbehavior.fmhi.usf.edu/communities/make_n_take/make_n_take_home.html The Title is: “Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines Workshop” Go to www.challengingbehavior.org Click on “Browse Resources”, Click on “Make and Take”
One center they used the make and take materials in parent teacher conferences to share what they are doing in the classroom and provide ideas of how to use the materials in their home.
How can we make this bridge from the expectations to the rules? How have you woven adult behavior into the matrix?
Anna – In the infant room, teachers used the guidance piece of this to inform their matrix and with the families. They used the expectations to orient the families to the overall expectations of the infant room. Afterward – each classroom created their own matrix for their own room that everyone was expected to follow and reinforce. During each transition meeting they would use the matrix to welcome families into their room. Then there was a hallway matrix for staff and families and one for the kitchen. We tried to make sure we included every part of the center so that each matrix was included in each transition. Teachers held each other accountable to the matrix – that was a cross over point as a director. You could literally see the buy in via the expectations. Gia noted the links between what is done in infant/toddler classrooms to what is used in some EI classrooms. The infant rooms had an icon for each expectation (A heart, a hand and a star), and when the family saw the teachers do one of the expectations, Anna would read them at staff meetings.
One example had an acknowledgement board for children who were following the expectations, and then realized they wanted to do the same for the adults. So they posted one for teachers who were “caught” following the expectations. Recently took it a step further and included one for families, therapists, behavioral health system, etc. This emphasized wanting to see those entering the building following the expectations.
Behavior is as much about the adults as it is about the children.
Shelbie – Changes impacting gross motor activities so that one adult can only be with a smaller group of children. Using this as a step toward reframing the expectations to be used in this new room.
Barb – Focused a lot on the adults last year, this year working on both children and adults. Most classrooms are self-contained Special Ed classrooms. Some rooms have low functioning children – one teacher was questioning how to approach talking about these expectations with their children. Barb worked with her to re-focus how the adults are the key parts of the expectations. Will be using TPOT starting Friday to help focus coaching on teaching the expectations. When adults feel they have a good handle on the expectations, it flows more easily into the children.
Amy – one classroom found a red flag of chaotic transitions – identified increasing use of expectations during these times and the teacher is reporting seeing a positive outcome in their transitions. Teacher reports it feeling “less robotic” and more natural. Also this same teacher is taking the lead in finding staff being safe, respectful and responsible.
Beth – Use paper bees on the classroom beehive, they set home a paper bee to share with families. They are doing some of these with their staff also. Bees are color coded to match the expectation and each month there will be a drawing for each month. One staff name will be pulled each month to receive a prize.
Jaclyn created lesson plan templates for teachers and recently at an institute received some good videos and examples of lesson plans. Example using role modeling of running vs. walking and where it is allowed and had a visual board with the pictures to prompt/remind.
Lisa – created “Cool tools” for each expectation/rules for staff to use. For example, “Walking feet” – goal was for children to identify what walking looks like and what it looks like for children to walk, used pictures/photographs of school environments. Early Social Behavior – had pictures in the classroom, used music to practice walking and running and when, etc. Note when we are exploring other skills we work to make sure assistive tech is in place, but when it comes to behavior we tend to overlook how to use assistive tech and instruct specifically.
Barb – An Autistic support teacher made a lesson plan using a smart board, created a matching game around being safe. They also created a song about being safe and put it into a video. She is currently working on being responsible. Did the TPOT on another teacher and had a bulletin of the students being safe and the children had to discuss what it looked like to be safe, responsible and kind. Another teacher has a bulletin board with the expectations and the teacher finds the students following the expectations and puts a sticker on their dolphin. Each classroom is individualizing how they are teaching the expectations.
Jodi – Jaclyn developed a lesson plan of the expectations for the new playground and rolled it out to the staff prior to allowing the children onto the playground. They took out one class at a time and Jaclyn physically demonstrated the expectations of being safe, etc.
Diane – Have not gotten to lesson plans just yet, at their playground there were some concerning games, provided the teachers a list of acceptable games on the playground instead of games that lead to unsafe behaviors. (Connects to module 1 designing supportive environments). Going to laminate that slide and hang it on the fence.
Beth – The core team came up with a PBIS focused center wide curriculum with influence from the PATHS program. Tailored the PATHS strategies in supporting their expectations/rules. Each day there are pre-created lesson plans targeting the expectations. The first 2 ½ months continually reviewed the rules of the entire building. The PBIS coaches/core team created the lesson plans. They are open in that there are several activities to choose from and aren’t necessarily scripted. Include props like puppets, etc. Provides rainy day options, also have PBIS kid of the week, etc.
Note: The PATHS curriculum is one that some centers use. They have lessons used to promote social emotional development.