What Is Multi-Tiered System of Support (MTSS)?

Nuiqsut Trapper School

PBIS Handbook 2015-2016

DRAFT #1 (4/3/16)

Prepared for Nuiqsut Trapper School by Lindsey Moore Adapted from the NSBSD PBIS Handbook created by Lori Roth TABLE OF CONTENTS

Introduction to Multi-Tiered Systems of Support (MTSS)  What is School-wide Positive Behavior Interventions & Supports Multi-Tiered System of Support (SW-PBIS) 3  SW-PBIS in North Slope Borough School District (NSBSD)

Section 1 Understanding the “ 8 Steps of Tier 1 Implementation” Step 1: PBIS Leadership Team 6 Step 2: Behavior Purpose Statement 8 Step 3: Developing a school-wide matrix  Behavior Expectations  Non-structured locations 8  Behavior Definitions

Step 4: Teaching School-wide Positive Behavior Expectations 10 Step 5: Procedures for teaching classroom wide behavior expectations 13 Step 6: Encouraging Positive Expected Behaviors 16 Step 7: Discouraging Rule Violations 19 Step 8: Data-Based Decision Making and On-going Monitoring 20 Section 2 Paraprofessionals and the “8 Steps” of Tier 1 PBIS 23 Appendices Appendix 1………….. Nuiqsut Trapper School Lesson Plans 27 Appendix 2…………...100 Free or Inexpensive Rewards for Students 48 Appendix 3…………... PBIS Website Resource List 53

2 What is Multi-Tiered System of Support (MTSS)? (Adapted from http://www.pbis.org)

School-wide Positive Behavior Interventions & Supports (SW-PBIS) is a multi-tiered systematic approach for dealing with student behaviors. SW-PBIS is an evidence-based MTSS being implemented in over 10,000 schools. This multi-tiered SW-PBIS system is a general education initiative that is based on a data based decision-making and the principles of Applied Behavior Analysis (A-B-A). SW-PBIS is NOT a canned curriculum, intervention, or practice. It is an evidence-based positive approach to discipline, individualized for each school, contains a continuum of interventions, and is based on teaching students appropriate social emotional skills.

MTSS systems includes three tiers: primary (Tier 1 school-wide), secondary (Tier 2 classroom/small group), and tertiary (Tier 3 individual) designed to teach, improve, and sustain student’s pro-social emotional skills (personal, health, social, family, work, recreation) thru environmental interventions. This is accomplished by:  Creating a consistent and predictable environment for staff, students, and family.  Establishing a common focus and common language among school staff, family, community, and students.  Removing the attention from the targeted less desired behaviors and increasing the attention and motivation for the desired behaviors. (This attention will increase the likelihood the desired behaviors will be learned, utilized, and sustained over time.)  Increase the quality and amount instructional time for all students by increasing appropriate social-emotional behaviors that promote academic success within the present academic calendar.  Special education students will have access and have the same expectations as general education students. The delivery of lessons, rewards, and timelines may be individualized as appropriate to meet the student’s needs. It is important to note that special education services are outside of the multi-tiered system of support.

The emphasis on MTSS for school-wide systems has advanced in recent years and includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to promote academic achievement. Instead of using the piecemeal approach of individual behavioral management plans and interventions, a multi-tiered continuum of positive behavior supports is implemented in structured (classroom) and non- structured settings (hallways, buses, restrooms, and possibly community settings). Its school-wide systematic approach is designed to promote positive, proactive, and preventative school climates thru the development of predictable, sustainable and consistent interventions.

Consistency and positive climates are created thru structured on-going staff development and external supports. Supports are focused on creating a functional link between evidence-based practices and the development of building-specific multi-tiered interventions. In addition to

3 Professional Development, school systems that are focused on creating and sustaining the SW- PBIS initiative believe in and follow the following core SW-PBIS principles:

1) We can effectively teach appropriate behavior to all children. 2) Intervene early. 3) Use of a multi-tiered model of service delivery. 4) Use research-based, scientifically validated interventions to the extent available. 5) Monitor student progress to determine interventions. 6) Use assessment for three purposes:  Screening of data comparison per day per month for total office discipline referrals.  Diagnostic determination of data by time of day, problem behavior, location, student identification.  Progress monitoring to determine if the behavioral interventions are producing the desired effects.

Historically, school-wide discipline has focused mainly on reacting to specific student misbehavior thru punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social emotional behavior is an important step in a student's educational experience. Teaching Positive Behavioral Expectations and consistently rewarding students, for following them, is a much more positive approach than waiting for misbehavior to occur and then punish. The purpose of SW-PBIS is to establish a climate in which appropriate behavior and academic achievement is the norm not the exception.

4 The school-wide MTSS process emphasizes the creation of systems that support the adoption and sustainable implementation of evidence-based practices that fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in SW-PBIS focus on: 1) Outcomes, 2) Data, 3) Practices, and 4) Systems development. The diagram below illustrates how these key elements are linked together to build a sustainable system:

 Social Competence & Academic Achievement (Outcomes): academic and behavior targets/goals that are supported and emphasized by students, families, and educators. (What is important to each particular learning community?)  Practices: interventions and strategies that are evidence based. (How will you teach to reach the goals?)  Data: information that is used to identify status, need for change, and effectiveness of interventions. (What data will you use to support your success or barriers?)  Systems: supports that are needed to enable the accurate and consistent implementation of the practices of a SW-PBIS multi-tiered system.

With the implementation of an MTSS such as SW-PBIS, an on-going commitment is made by staff and administration to implement Tier 1 with fidelity throughout time as part of the on- going school climate intervention. Reaching fidelity of implementation of Tier 1 is directly related to the success or failure of Tier 2 and Tier 3 interventions. Staff and administration should consider the “8 Steps” of Tier 1 as the “foundation” for screening, early identification, and early intervention for students in need of Tier 2 and Tier 3 supports. More importantly, student’s knowledge of, and ability to understand and follow the Tier 1 matrix expectations/rules is a necessity for a successful Tier 2 and Tier 3 supports. In other words, the “8 Steps” of Tier 1 must be consistent, positive, and implemented with fidelity throughout the life of your multi-tiered SW-PBIS system. If not, there may be an over, or under, identification of student’s in need of more intensive interventions and data based decision- making will be ineffective.

SW-PBIS in North Slope Borough School District

The NSBSD Strategic Plan includes Action Items to support the objective to improve school climate. Those objectives are:

1) Increase the number of SW-PBIS programs in the District. 2) Provide staff development for SW-PBIS programs currently in place.

5 The implementation of SW-PBIS has grown yearly to include 6 sites during the 2015-2016 school year—Ipalook Elementary School, Eben Hopson Middle School, Tikigaq School, Meade River School, Kali School, and Nuiqsut Trapper School.

Data supports that by teaching and encouraging positive student behavior (i.e., positive behavior support), we reduce the likelihood of common but constant student disruption that result in distractions to learning resulting in a lack of student achievement and increase behavioral Issues.

Section 1 Understanding the “8 Steps” for Tier 1

The following sections will explain the evidence-based “8 Steps” to creating a SW-PBIS multi- tiered system and what that looks like in NSBSD, and more specifically, Nuiqsut Trapper School. This section will focus on the development of Tier 1.

Step #1 of the 8 Steps of Tier 1 Framework Development: Establish a School-wide PBIS Leadership Team For an effective SW-PBIS implementation a successful Leadership Team needs to be established and functional from the beginning of the school year. In order for the Team to function efficiently, research supports having 5-7 members maximum. The following roles are recommended for a successful Team:  Facilitator, Data Analysis, Minute Taker, Timekeeper, Administrator, Grade Level Representative, Cultural Representative  The following roles may be considered after successful Team development: Behavioral Health Representative, parent, community member, and others as appropriate. SW-PBIS Tier 1 Leadership Team Responsibilities include:

1) Develop, facilitate, document, and evaluate the fidelity of Tier 1 SW-PBIS “8 Steps” of Implementation (see page 3) through data based decision-making. 2) Promote grade/building level team development and communication across staff to maintain a “common focus and language.” 3) Create school-wide action plans through data based decision-making. 4) Ensure cultural appropriateness and involvement. 5) Actively involve and communicate with SW-PBIS external support. 6) Review school-wide data for potential referrals to school counselor or Teacher Assistance Team. 7) Coordinate the development, storage, and updating of Tier 1 school-wide PBIS lessons.

6 8) Provide training and support to staff with the consistent implementation of the NSBSD school-wide violation system (Discipline Grid) 9) Promote communication to increase efficiency and consistency through:  PBIS updates at staff meetings.  Sharing of Office discipline referral data at building level quarterly meetings. 10) Coordinate and prepare a 1-2 year SW-PBIS implementation plan. 11) Sustain Tier 1 SW-PBIS implementation with fidelity (as measured by PBISassessment). 12) Schedule SW-PBIS building-level Assessments for fidelity of implementation. 13) Schedule/attend monthly PBIS Tier 1 Leadership Team meetings. 14) Assure school-wide representation of Team members. Nuiqsut Trapper School SW-PBIS Leadership Team Members: 2015-2016 Debbe Lancaster, Bob Brown, Madrigal Brown, Craig King, Arth Brown, and Mike Vorce Other Roles:  Administration: All building administrators are encouraged to participate in the SW-PBIS process by actively collaborating in the development, implementation, and monitoring of the school-based systems. Administrators actively model their commitment to the process and Leadership Team by providing meeting time, determining funding sources, assist to align SW-PBIS interventions with school policy, support staff, provide updates to the Board and superintendent. The Administrator should be familiar with school’s current data and data reporting system and be willing to support interventions in non-structured areas of the school. If a building administrator is not committed to SW-PBIS and the process of positive change, it is unwise to move forward with the Tier 1 development process.

 External Coach: An external SW-PBIS coach is an itinerant ad-hoc member who has extensive knowledge of SW-PBIS and plays an active role in the implementation, sustainability, and validity of SW-PBIS through on-site and distance support. The external coach provides real-time support and feedback to the Leadership Team, Leadership Teacher, Administration, and school staff. The coach fulfills the role of an external planner, organizer, facilitator, prompter, researcher, and cheerleader while guiding the school towards fidelity of implementation of the three tiers of implementation. The external SW- PBIS coach is a direct link to administration, staff, students, technical assistance personnel, community agencies, families, and School Board, when appropriate.

 SW-PBIS Lead: An on-site staff member with a basic knowledge and belief in the SW-PBIS principles and philosophy. This person has time in their daily/weekly schedule to follow- up on interventions, develop a framework of interventions for the “8 Steps of Tier 1”, provides support to students and staff, monitors data collection, reviews data for data based decision-making, and facilitates the Leadership Team meetings. The Lead Teacher is

7 a primary resource for the school staff as they move towards fidelity of implementation of Tier 1. The Lead Teacher works closely with the external coach to maintain the evidence- based features of SW-PBIS while developing/supporting sustainable systems. When at criteria for Tier 1, the Lead Teacher assists with the development and “builds a bridge” for Tier 2 and Tier 3 implementation. The SW-PBIS Lead Teacher is a direct link to administration, staff, students, and community, external supports.

Data based decision-making for Nuiqsut Trapper School SW-PBIS occurs during PBIS Leadership Team meetings.

Step #2 of 8 Steps of Tier 1 Framework Development: Develop a Behavior Purpose Statement (on a school-wide matrix) The Behavior Purpose statement is a social emotion statement written by staff describing what they would like students to achieve throughout their educational career. This statement is designed to guide the selection of the behavior expectations and the school-wide matrix.

Nuiqsut Trapper School Behavior Purpose Statement: At Trapper School, we have the awesome power to accomplish and learn anything with humor, compassion, respect, responsibility, and cooperation in a safe environment. Think positive, speak positive, act positive, and live positive! Step #3 of 8 of Tier 1 Framework Development: Establish a Set of Positive Behavior Expectations and Behaviors (on a school-wide matrix)

As part of the “building-level” development of the SW-PBIS multi-tiered system each school will develop a school-wide matrix for non-structured locations in the school where difficult student situations may, or are, occurring. The matrix is a breakdown of skills to be taught in order for students to achieve the goal of the Behavior Purpose Statement. Matrix development is activity-driven and comprised of 3 distinct, yet directly related, sections. The school-wide matrix serves the following purpose:  Provide consistency in language across environments (home, school, community) and staff.  Provide consistency to school staff regarding what appropriate behaviors will be taught to students thru SW-PBIS lessons.  Provide consistency regarding specific behaviors to recognize/reinforce thru the SW- PBIS reward system.  Provide consistency in what specific replacement behaviors to teach/correct when inappropriate behaviors are used.  Can be implemented and reinforced across environments (home, school, community).

8  Provide a consistent basis for the development of classroom matrices. Part 1 of 3: Behavior Expectations Staff will select school-wide over-arching Behavior Expectations (school-wide rules) for staff to model and teach. These Behavior Expectations should:  Link Behavior Expectations to the social culture of school (e.g., community, school model, culture).  Be considerate of social skills, rules and culture that already exist.  Be no less than 3 but no more than 5.  Utilize no more than 1-3 words per Behavior Expectation.  Be positively stated.  Clearly tell students what they should do and teachers what to teach.  Be supportive of academic achievement.  Be comprehensive in scope (school-wide – ALL students, staff, and settings).  Be mutually exclusive (do not overlap in meaning).  Be contextually/culturally appropriate (e.g., age, level, language, culture).  Be developed and agreed upon by >80% of faculty and staff.

Part 2 of 3: Non-structured locations

Areas identified by staff as having increased or consistent student behavior problems. Areas such as: hallways, cafeteria, playground, parking lot, entrance, locker room, auditorium, etc. (Classrooms are considered a structured area of the school and will have their own matrix based on the school-wide behavior expectations).

Part 3 of 3: Behavior definitions

Behavior definitions are what you would like the student to do in each of the targeted non- structured locations for each behavior definition. There should be no more than 3-5 definitions for each expectation and each definition should be 3-5 words in length. Each definition should be operationally defined (observable) and clearly seen by all. Nuiqsut Trapper School Behavior Expectations, Non-Structured Locations, and Behavior Definitions Matrix Development: Behavior Expectations School-wide over-arching Behavior Expectations (school-wide rules) for staff to model and teach developed by Nuiqsut Trapper School staff at initial implementation of PBIS (2015-2016 School Year). 9 Kindness Integrity Quality Matrix Development: Non-structured locations Areas identified by staff as having an increase or consistent student behavior problems. Areas such as: hallways, cafeteria, playground, parking lot, entrance, locker room, auditorium, etc. (Classrooms are considered a structured area of the school and will have their own matrix based on the school-wide behavior expectations).

Nuiqsut Trapper School Non-structured Locations: Gym, Cafeteria, Bathroom/Locker Room, Library, Hallways, Pool, School Travel, Bus, and Assemblies

Matrix Development: Behavior definitions Behavior definitions are what you would like the student to do in each of the targeted non- structured locations for each behavior definition. There should be no more than 3-5 definitions for each expectation. Each definition should be identifiable and clearly seen by all. See matrix for specific behavior definitions for each behavior expectation/non-structured environment. These should be visibly posted around the school and in the classrooms.

10 Nuiqsut Trapper School School-wide Matrix 2015-2016

At Trapper School, we have the awesome power to accomplish and learn anything with humor, compassion, respect, responsibility, and cooperation in a safe environment. Think positive, speak positive, act positive, and live positive! Gym Cafeteria Bathroom/ Library Hallways/ Pool School Bus Assemblies Qitiqvik Niááivik Locker Room Maqpiáaaqaávik Commons/ Puuvraávik Travel Maqquviat Porches Kindness Use kind Be polite to Respect the Be a good listener Keep a Be kind to Respect Use kind Use active words our cafeteria privacy of respectable each other and chaperones words listening workers others Allow others to volume the lifeguards and other Take turns learn students Respect Respect Use good Use kind words Respect others’ others’ Share manners Help others others’ Be open to personal personal personal space new people space space Respect others’ Respect Be open to new and ways of personal space others’ ideas thinking Be respectful personal of the space Respect others’ presenter personal space Integrity Follow the Use a quiet Flush the toilet Push in chairs Take care of Follow the Follow the Stay in your Participate rules voice your trash pool rules rules seat and Wash your Walk with a encourage Be honest Stay in your hands purpose Use kind Take care of Be tolerant of Use inside others seat words and respect all others voices Respect Use the closest equipment Stay seated equipment and Follow bathroom Respect school in your property directions property assigned Return section Walk with a promptly Follow posted purpose hours Walk to your Respect the seat locker space of Walk with a others purpose Quality Give your best Throw away Keep bathroom Take care of our Close lockers Be responsible Try your best Be Stay until the effort trash clean books respectfully for your things responsible end Respect school for your Take pride in Put your Respect the Return books so property things your school dishes facilities others can share where they them too Clean up after Pick up trash Be responsible belong Be responsible yourself left on the for your for your Take care of the bus personal Line up personal furniture and belongings quietly and belongings materials we share nicely Everyone Throw away participates Clean up trash your area

The school-wide matrix is the cornerstone of the SW-PBIS implementation. The implementation of the “8 steps” is an on-going process that will be reviewed and refined through data based decision-making by the SW-PBIS Leadership Team.

Step #4 of 8 Steps of Tier 1 Framework Development: Procedures for Teaching School-wide Expected Behaviors (Teaching Expectations & Behavior Definitions)

Each school will create an evidence-based social skill curriculum based on their SW-PBIS matrix. Writing of the “curriculum” will begin as part of the two-day initial training. The lessons are written based on the following criteria:  Lessons are based on matrix and identified school settings and expected behaviors (e.g., common areas, hallways, cafeteria, bus).  Follow structure of lessons based on template across staff.  Specify 2-3 positive observable real life behavior examples for each expectation and each setting/context. (Ex. I saw Sam walking in the hall).  Teach social behavior like academic skills through evidence-based structured lessons.  Involve staff, students, and families in development of lessons, when appropriate.

11  Contextually/culturally appropriate (e.g., age, level, language)  Schedule for initial instruction in natural and typical settings.  Include PBIS social/emotional lesson planning in academic scheduling.  Schedule instruction for regular review, practice, and follow-up instruction based on observation of behaviors in natural contexts and settings.  Feedback (corrections and positive acknowledgements, and reward system implementation) for students using appropriate defined behaviors in natural contexts and settings.  Schedule lessons for teaching behavior expectations across schools/building for consistency in the home and building.  Include in school publications, web site, etc. Other things to consider:  Develop procedures for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations.  Develop processes for teaching substitutes, new faculty, staff, students, etc.  Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)  Develop a schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching  Create an electronic vehicle to store and disseminate SW-PBIS completed lesson plans. (Electronic storage and access will be determined and shared with staff.) Scheduling Tier 1 SW-PBIS Lessons:

At Nuiqsut Trapper School, the PBIS Leadership Team schedules building-wide lessons based on data based decision-making at their monthly meetings. 1. A PBIS Leadership Team Representative will send out e-mail with an attached lesson plan for the area of focus for the week to all staff. Based on data, new lessons will be developed and introduced to staff and students, as needed. 2. Follow-up lesson reviews/refreshers will be scheduled based on Office Discipline Referral data or building-wide observations.

Writing of SW-PBIS lesson plans

The implementation of SW-PBIS is a building-wide commitment and responsibility. All staff plays an active role in the development of, writing, and teaching of the Tier 1 SW-PBIS lessons. In some cases, a generic lesson plan will be written and provided to all grade level teams. The grade level teams will adapt the lesson to make it age

12 appropriate. There are thousands of SW-PBIS lesson plans, videos, activities example available on the Internet. There are some wonderful examples that can be utilized as is or adapted to meet the individual school and cultural needs.

Evidence-based format for teaching SW-PBIS Lessons 1) Tell: tell the students what you are about to teach. 2) Show: show an example of the desired and undesired behavior. 3) Practice: have the students practice the lesson in the natural environment. 4) Feedback: provide feedback to students what needs to be worked on and especially what they did well. Have them practice the desired behavior. 5) Re-teach: Re-teach and model the expected behavior. 6) Reinforce: Provide positive feedback by labeling what they did that was correct. Provide tangible reward, if appropriate. Some types of Instructional Formats for Tier 1 SW-PBIS lessons  Videos  Dancing/singing  Role plays  Lecture  Build Positive Behavior Expectations into academic instruction throughout the day! NSBSD SW-PBIS Lesson Plan Template

13 Lesson Plan to Address Behavior

Step 1: Identify the desired behavior and describe if in observable, measurable terms.

Step 2: List a rationale for teaching the behavior (Why is it important?)

Step 3: Identify examples and non-examples of the desired behavior (What would the behavior look/sound like? What would the behavior not look/sound like?) Examples Non-examples 1. 2. Step 4: Practice/Role Play Activities Model expected behavior (I do): Teacher(s) model or read following scenarios. The teacher discusses why second scenario is an example of respectful behavior.)

Lead students through behavior (We do): Teacher(s) present following scenario. Students will discuss why second scenario is an example of respectful behavior.

Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, respectful behavior for their scenario. Teacher and other students will provide feedback to peer groups.

Step 5: Provide opportunities for practice

· Weekly scenarios · Publicly recognizing students who display respectful behavior · Teacher regularly models respectful behavior

Nuiqsut Trapper School Lesson Plans can be found in the appendix.

Step #5 of 8 Steps of Tier 1 Framework Development: Procedures for teaching classroom-wide expected behaviors

Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement. Having clearly defined rules and expectations provides a guideline for students to self- Adapted from: Langland, S., Lewis-Palmer, T., & Sugai, G. (1998) regulateT/TAC W itheirlliam & own Mary behavior workshop and meet certain standards. The development of a classroom matrix allows the skills being learned in the non-structured areas to generalize into the classroom. The development of classroom matrices allows the teacher to identify problem areas in the classroom and teach appropriate behaviors for students to implement. (See school-wide matrix for matrix development and teaching of the classroom matrix identified behaviors).

Classroom matrix should be consistent with the school-wide matrix in that it is: observable, measurable, positively stated, understandable by students & staff, and always applicable.

Classroom rules should be:  Developed with students the first week of school.  Clearly tell students what you want them to do. Not open ended statements or contain the word “no”.

14  Be positively stated.  Be displayed in the classroom in an area that can easily be seen with limited visual stimuli.  Be reviewed, taught, practiced, and modeled daily by staff.  Be verbally and tangibly reinforced daily.  Be easily monitored and clearly understood by staff for consistent implementation and follow-up.

Effective teachers have:  Clearly defined classroom-wide positive rules/expectations that are taught and encouraged.  Classroom routines that are taught and encouraged.  A ratio of 6-8 positive to 1 negative adult interaction.  On-going active supervision and proximity.  The ability to provide students objective and positive redirection for minor, infrequent behaviors without escalating the situation.  The ability to observed students and provide pre-correction for chronic errors.  Effective multi-tiered academic instruction (RtI).

Schedule for Teaching Classroom Rules from the Classroom Matrix

First Quarter  Teach rules for all areas of school, including individual classrooms, during first week of school  After first week, review rules 2 or 3 times / week Second Quarter  Review rules once per week Remainder of the Year  Review rules periodically as needed *Classroom should also have a separate reward system in place to provide positive verbal and tangible feedback to students.

The following are some sample classroom matrices from Nuiqsut Trapper School staff:

15 16 17 Resource of sample classroom strategies—The chart was taken from www.pbis.org.

Summary of Classroom Strategies A– B– C Antecedent Behavior Consequence

· Establish clear classroom expectations. · Increase predictability through clear procedures and routines.

· Teach and review expected g n behaviors and routines. i n r

· Use pre-corrects to prompt a · Provide high rates of specific e l students about expectations positive feedback. h t i

Actively supervise–moving, · w . Use a full continuum of positive · t scanning, and interacting. n n o consequences. i e t

· Provide a high number of e l m Re-teach expected behaviors and p opportunities to respond to e · g

m routines as needed a

academic material. o g c

n Correct social behavioral errors k Use a brisk pace of instruction. e ·

· s t swiftly using instructional a n Intersperse brief and easy tasks t

· e responses (re-direct, re-teach, d among difficult ones. d n u

t provide choice, student a

s · Use behavior momentum to conference). e

increase compliance. s

a · Use a full continuum of negative e

· Provide opportunities for choice. r consequences. c n

· Provide alternative modes of task I

completion or additional time as needed. · Present material that is appropriately matched to student instructional level.

Step #6 of 8 Steps of Tier 1 Framework Development: Continuum of procedures for encouraging expected behaviors (I.e. Encourage Expected Behaviors)

Individual or small group positive feedback Schools should teach, support, and encourage students to be “self-managers”. Student should not “depend” on rewards to behave well. Rewards are effective when:  Student is identified by name. MO SW-PBS Team Workbook 2012-2013  Verbally tied to specific behaviors.  Delivered consistently across staff and students.  Delivered immediately or soon after the behavior is observed.  Age appropriate (more valued and sincere to student).  Delivered frequently. 18  Gradually faded away.  Reward BEHAVIORS not the person.  Not good reward language: “You are selected as student of the week, congratulations?  Good reward language: “You were working hard, on-task and quiet during independent seat work…that is respectful of others trying to get their work done… nice job.” Verbal Praise  Not clearly defined verbal praise: “ You guys get a pizza party for less referrals”.  Clearly defined verbal praise: “As a class you can participate in a pizza party because there were 25 less Office Discipline Referrals this week. That means you were respectful, responsible, and cooperative. Great job!”

School-wide Recognition Systems for Tier 1 Multi-Tiered Systems of Support 1) Rewards are more public in presentation than Tier 2 & 3 Systems. 2) More distant in time from demonstration of behavior to presentation of reward. 3) Criteria definition  Clearly define who is eligible, what students will need to do, how often and when reward will be delivered, how many students receive award.  Clearly tell students where they are now and what the expected outcome is to receive reward.  Should be implemented consistently across staff, students, and time.  Strict criteria are needed for more public awards (student of month).  Looser criteria for awards distributed at higher rate (recess tickets). 4) Presentation of reward  Location and form in which award is presented (School assembly, classroom, privately). 5) Dissemination of information  Bulletin boards, newsletters, parent letters, web site, hallway.

Nuiqsut Trapper School-wide Reward System

KIQ Tickets

In addition to verbal praise…..KIQ Ticket Process

Who can award a ticket?  Any Nuiqsut Trapper School staff member or substitute can recognize a student with a ticket.

When do I award a ticket to a student?  Students are awarded a ticket for meeting the behavioral expectations (KINDNESS, INTEGRITY, QUALITY) as outlined on the classroom or non-structured area matrix (i.e. a student might be awarded a ticket for kindness in the gym by using kind words). Each

19 week the PBIS Leadership Team will designate an area of focus for the week and the majority of your tickets given should be in that area to reinforce the week’s lesson. Set a goal to give out at least 10 tickets per week and make sure the student knows exactly what behavior they exhibited to earn the ticket (i.e. saying thank you for being kind by sharing in the gym as you hand them the ticket, etc.).

 The goal with PBIS is to have positive interactions with students six times for every one negative interaction/correction. These positive interactions do not have to be tickets or another tangible item, but could be as simple as verbal praise recognizing the student for meeting expectations or improving.

What happens with the tickets?  Tickets awarded to students are given to the principal for an additional verbal recognition. Administration or a PBIS Leadership Team member draws a ticket each Friday. Students whose tickets are drawn are then awarded a prize. Suggestions for prizes are given by the student body to promote buy-in. Some examples of items that could be won in the drawing include, but are not limited to, gift certificates to the store, snacks, etc.

 Students who earn enough tickets and meet other behavioral/attendance standards are then invited to KIQ parties as scheduled.

 Data is collected from the tickets to help in evidence-based intervention planning, so it is important to fill them out completely.

How do I fill out a ticket?

Reward System Data Analysis  Tickets will be counted and graphed by a staff member. Excel data will be shared with external coach prior to the scheduled PBIS Leadership Team and added to ODR data reporting for data analysis.

Step #7 of 8 Steps of Tier 1 Framework Development: Continuum of Procedures for Discouraging Rule Violations (i.e. NSBSD Discipline Grid)

20 With Board support, the North Slope Borough School District Discipline Grid’s final revision was adopted in August of 2011. This system is an adaptation of the School-wide Information System (SWIS) created and housed at the University of Oregon (see www.pbisapps.org). The violation system (Discipline Grid) was designed to provide students and staff clearly defined behavior definitions to promote consistency across students and staff. The NSBSD violation system is based on Level 1, Level 2, and Level 3 and Level 4.

Types of unwanted behaviors  Level 1- classroom managed behaviors (mild-moderate)  Level 2-moderate (disapproved behaviors which do not substantially disrupt learning and/or endanger others)  Level 3-Serious (behaviors that threaten to substantially disrupt learning. Indicate disregard for the safe environment of the school, and/or endanger others)  Level 4-Severe (behaviors that substantially disrupt learning, indicate disregard for the safe environment of the school, violate the law, and/or endanger others)

The NSBSD Discipline Grid is available on-line at http://www.nsbsd.org/Page/698 to see the Elementary and Secondary Behavior Discipline Grid. The NSBSD Office Discipline Referral Form is available at http://www.nsbsd.org/cms/lib01/AK01001879/Centricity/shared/assessment/OfficeDisci plineReferral9_29_15.pdf.

Sample Building-wide Office Discipline Referral Process

1. Staff determines whether infraction is major or minor. If a Level 2 reoccurring behavior, Level 3, or Level 4, staff completes the Office Discipline Referral Form. If Level 1 or infrequent Level 2, staff deals with it through classroom management system. 2. Send student to office with Office Discipline Referral Form or send down form shortly after. 3. He student or designee gives the Office Discipline Referral Form to the designated office staff. 4. Office staff will forward the form and direct the student to appropriate administrator. 5. The Administrator will address the referral with the child and determine consequence as per the NSBSD Discipline Grid located on the NSBSD website and Student Handbook. 6. Administration will document the consequence on the referral form. 7. If consequence implemented at a later date, a process should be put in place for follow- thru and documentation (i.e. detention served). 8. Administration will follow up with staff on the student’s consequence (via email, conversation, or copy of referral form with consequence section filled out). 9. The Office discipline Referral Form (ODR) will then go back to the designated data entry staff person for entry into PowerSchool. All ODR data must be entered into PowerSchool prior to the SW-PBIS Leadership Team meetings for data analysis and reporting, accurate data-based decision-making, and intervention planning.

21 Step # 8 of 8: Procedures and on-going data based decision-making and on-going monitoring.

Data based decision-making is an on going process of analyzing and evaluating information (data) to learn about and make decisions pertaining to interventions. Data will be used to make decisions regarding professional development, systems change, and/or student interventions through a process called data based decision-making. Data is embedded within the daily routine of the school system and is used to review the effectiveness of systems, practices, interventions, and tools. Data based decision-making can be done on various schedules depending on the level of need and availability:  Individual data/classroom data: may be daily, weekly, monthly, depending on what you need to know and how often.  School-wide data: may be reviewed every other week at first. Then monthly or even quarterly.  District-wide data: may be reviewed monthly at first, but usually quarterly.  Statewide data: usually collected yearly unless otherwise requested.

Data based Decision-Making Requirements for data based decision-making based on ODR’s: 1) Know what you want the data to tell you! 2) Use standardized data collection tools.  All data has to measure the same thing. 3) Base data collection on operationally defined definitions  The NSBSD Discipline Grid has operationally defined definitions to promote consistency across staff for identifying student problem behaviors. 4) Professional development training is provided for the use of data collection tools to promote consistency across staff.  NSBSD provides violation system training to all staff. The NSBSD Discipline Grid can be found at: http://www.nsbsd.org/Page/698. The NSBSD Office Discipline Referral Form can be found at http://www.nsbsd.org/cms/lib01/AK01001879/Centricity/shared/assessment/Offic eDisciplineReferral9_29_15.pdf. 5) Develop an efficient and structured way to gather and store data  NSBSD utilized the PowerSchool for the collection and retrieval of student behavior data. 6) Develop an efficient and confidential way for data entry and storing the data.  PowerSchool is password protected and requires administrative level access to view student behavior entries. Office Discipline Referral data is entered into PowerSchool by trained office staff. 7) Efficient and user friendly way to generate data reports.  PowerSchool provides access to generate a spreadsheet that can be graphs for data analysis. 8) Provide Professional Development time to review, analyze, and discuss data.

22  NSBSD provides administration and Leadership Team members the data to review and analyze prior to or during PBIS Leadership Team meetings. 9) Ensure there is objective and nonjudgmental data analysis…… Don’t read into the data!  NSBSD utilizes the external coach to assist the Leadership Team through data based decision-making to ensure objectivity and that interventions are directly related to data.

Steps for data based decision-making: 1) Know what goal you are trying to achieve. 2) Gather information around the data (location, others involved, time of day, etc.). 3) Clearly define the problem based on the data analysis. 4) Collaboratively discuss options to resolve the problem (no more than 3-5 options). 5) Clearly define one option that will most likely solve the problem or make things better. 6) Develop an implementation plan around the chosen option with the following.  Timeframe for the intervention.  Formulate a plan with effectiveness and consistency in mind.  Determine a method to evaluate the effectiveness of school-wide interventions.  Use data to evaluate effectiveness of plan. o If getting desired results, continue plan. o If no change or getting worse, review data and revise action plan.

PowerSchool is utilized by NSBSD for student data entry and retrieval.

Types of Student Data as recommended by www.pbis.org (“Big 5” data reports)  Date/time of incident  Staff involved (teacher, recess aid, etc.)  Location of incident  Name  Behavior Type

Review of data helps to determine if there is a problem, the nature of the problem, and possible interventions. Data helps determine the areas and/or systems that do or do not have a problem. Data helps to determine the most efficient and effective way to use school resources. 1) Always start with what you want to learn or what questions you want to answer. 2) Select data to answer the question. 3) Collect data that can be collected with consistency and reliability. 4) Collect data that is not too cumbersome on staff (more likely to do it). Helpful hints for collecting data:  Know what data is already being collected.  Make data easy to collect and not too time consuming.  Train staff to collect, understand and use data.  Have a schedule to collect and review data.

23  Use more than one type of data collection and more than one source from where the data comes from.

School Wide Assessment/Surveys The following assessments are recommended for determining the fidelity of the implementation of PBIS. The assessments can be located at www.pbisassessment.org for online access through your local or state PBIS assessment coordinator.

Definition of:  Assessment: The evaluation or estimation of the nature, quality, or ability of someone or something: "the assessment of educational needs."  Survey: A general view, examination, or description of someone or something. To examine or look at carefully.

NSBSD participates in the following annual surveys/assessments. The goal is to have at least 80% of the staff participate in the surveys to have reliable data for PBIS implementation planning.

1. The School-wide Assessment Survey (SAS) is an on-line evidence-based survey that measures the perspective of staff on how things are going in the school. The PBIS coach or local coordinator sets up the SAS.

2. The School Wide Evaluation Tool (SET) is an evidence-based tool designed as a research tool to measure the critical features (8 steps) of PBIS through verbal interview with administration, a small number of students, and building staff by the SET evaluator. The SET measures the fidelity of implementation of the Tier 1 interventions based on the verbal responses. Goal is to achieve and maintain 80% consistency of implementation for Tier 1 and being implementation of Tier 2 interventions.

NSBSD completes the SET annually in the spring.

3. Team Implementation Checklist (TIC) is a monitoring tool for Leadership Teams implementing PBIS. Completed by the Leadership Team to self-evaluate their effectiveness in order to establish Team and school-wide implementation plans. Goal is at least 80%.

4. Benchmark of Quality (BoQ) is an annual assessment to be completed by the Leadership Team or coaches in the spring of each year. May be utilized after two years of successfully reaching 80% on the SET.

In summary…data is good, but tells you nothing if you don’t know what you are collecting or how it is used within a system of data based decision-making:  Collect data  Summarize data  Analyze data  Make decisions 24  Make action plans  Implement interventions  Collect data  Sustain or revise interventions.

The following is a table of sample decision-rules for data-based decision-making taken from www.pbis.org.

Section 2 Paraprofessionals and SW-PBIS

Your district has decided to implement an evidence-based program in your school to teach students appropriate social-emotional skills to use as an alternative to unwanted behaviors. The initiative is called Positive Behavior Interventions & Supports. It is three-tiered building- wide initiative with the goal of establishing a “common focus” among staff and students. All staff in the building (cafeteria staff, paraprofessionals, bus drivers, teachers, office staff) support, reinforces, and teaches students through this initiative. You play a major role in implementing.

Most often asked questions from paraprofessionals!  “What is it?” (PBIS): A: PBIS is a “framework” your school will follow to create an initiative specific to your districts needs.  Framework? HUH? A: There are “8 Steps” your district will follow.  Is this special education? A: No, this is an initiative put together by all staff and taught buy all staff. It is a general education initiative.

25  “Why are we teaching this? They already know this stuff!” A: We teach these skills even though students know them. In some cases, students do not use the appropriate skills or follow the rules consistently. Teaching these skills also prevents problems from occurring or becoming more severe.  “Why are we doing this?” A: So students become responsible adults and learn to make good decisions. Plus, we are teaching students to use appropriate skills and learn to ignore others who may be experiencing problems.  “What is my role?” A: Your role is to support the students in learning, using, and internalizing the appropriate social/emotional behaviors taught by staff.

Types of unwanted behaviors: (as defined by your school district and research)

1. Major behaviors: major behavior problem result in Office Discipline Referral (ODR) and a trip to the principal’s office. Consequences for a major behavior problem are outlined in the NSBSD Discipline Grid. 2. Minor behaviors: you or the teachers usually handle minor behavior problems. They only result in an Office Discipline Referral if they happen three or more times.  Refer to NSBSD Discipline Grid for more information

Evidence-based teaching model supported by paraprofessionals

TEACHING= Tell + Show + Practice + Feedback + Re-teach + Reinforce  KEY: Tie it back to the 3 behavioral expectations and the matrix

Teaching appropriate behaviors in non-structured areas. 1. Most likely the classroom teacher will lead the lesson, but you may be asked to assist. 2. Be in the classroom to hear the lesson first hand. 3. Review/reinforce the social emotional skills taught in the lesson in natural settings. 4. Re-teach and reinforce the social emotional skills across settings and the school day. 5. Use words from the matrix to label the behaviors you want students to do.

Your role in re-teaching appropriate target behaviors: 1. Scheduled booster sessions. 2. Teach before special activities or activities known to create problems. 3. Teach/support in natural environments. 4. Review/remind students of behavior definitions and expected behaviors. 5. When there is unexpected behavior in the school. a. Ex. How does this look? Role-play and questions you can use 6. Model the expected behaviors

26 In the elementary level SW-PBIS school, the paraprofessional can assist with the following activities:  Assist the team in teaching and modeling the 3-5 behavioral expectations in large group and individual settings.  Reiterate the Behavior Expectations to students who use other behavior choices.  Write up office discipline referrals for repeat offenders (if approved by school district).  Assist with data entry of office discipline referral data (if approved by school district)  Pass out recognition slips (gotchas) to students who exhibit excellent examples of the 3-5 behavioral expectations.  Assist with posters, matrices, and murals depicting the 3-5 behavioral expectations.  Label appropriate behaviors verbally. In the secondary level of PBIS, the paraprofessional can assist with the following activities:  Monitor check-in and checkout progress for students in the targeted group range (if implementing Tier 2).  Participate in informal reminders and education opportunities in non-structured areas (based on matrix).  Assist with generalizing skills by informally teaching and reinforcing in non-identified areas.  Assist with social group education opportunities.  Develop relationships with small groups

27 Paraprofessional PBIS School based Quick Tips Sheet

Contacts for help PBIS External Coach: PBIS Leadership Teacher: Leadership Team Member: Leadership Team Member: Leadership Team Member What is School-wide Positive Behavior Interventions & Supports (SW-PBIS)

What are the Matrix & Think of the matrix as the school rules of what you want to see students Behavior Purpose doing. It is a visual reminder to promote and encourage the expected Statement behaviors in a positive way. The matrix is the backbone of the initiative and the basis of all you do. Look for the matrix on the walls. It was created by your school staff to meet your individual needs: 1) Behavior Purpose Statement:

2) Behavior Expectations:

3) Non-structured locations:

4) Behavior Definitions:

How to you re-teach expectations

Reward system For grades (?): (fill in name of program and description) Verbal rewards labeling the behavior are good across all ages (ex. Thank you for walking nicely in the hall).

Discipline System/ Office What are Level 1 infractions: Discipline Referrals What are Level 2 infractions:

What are Level 3 infractions:

What are Level 4 infractions:

Who fills out the ODR Forms?

Other Important How can you “walk the walk of PBIS”? Information Who supports the PBIS initiative?

28 Appendix # 1 Nuiqsut Trapper Lesson Plans

Check with your PBIS Teacher Leaders to see if any lesson plans have been updated.

School-wide expectations addressed in lesson (taken from matrix) Kindness, Integrity, Quality

Behavior definitions addressed in lesson (taken from matrix) Use kind words Take turns Share Respect others’ personal space Follow the rules Be honest Respect equipment & property Give your best effort Take pride in your school Be responsible for your personal belongings Everyone participates

PBIS Evidence-based social/emotional lesson delivery structure TEACHING=Tell+ Show+ Practice+ Feedback+ Re-teach

TELL: Provide a narrative of how you will introduce lesson tying to SW-PBS (matrix & behavior statement).

Discussion of current problems students are seeing Use posters to introduce expectations

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Climbing in the basketball cart  Getting/putting away  Jumping off the bleachers equipment properly Role play examples and non-examples  Hurting each other  Walking on the bleachers  Not listening to the person in (non-example students then show  Listening to person in charge examples or teachers do the non-  Defiance charge examples)  Invading others’ play space  Asking others to join in  Throwing balls at kids  Participation  Cussing/Swearing/Bad Language  Conversation about play space  Using appropriate language

29 PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors.

Role-play

FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques Pull aside to review expectations 1) Verbal praise for specific action Time-out 2) High five 3) KIQ Tix RE-TEACH:

Continued practice, targeted lessons

Activities to check for understanding Activities to expand concept development/ cultural relevance

Materials needed:

How will skills be maintained/sustained

How will home and community be included

30 CAFETERIA

Behavior definitions addressed in lesson (taken from matrix) Be polite to our cafeteria workers Use good manners Respect others’ personal space Walk Use a quiet voice Stay in your seat Follow directions Throw away trash Put your dishes where they belong Line up quietly and nicely Clean up your area

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Rudeness/Insults  Quiet voice  Defiance  Compliments Everyone practices what to say and  Running  Sharing  Out of seat complementing  Seated  Touching/shoving Practicing role-play with snacks  Leaving out  Taking tray up  Throwing food  Throwing away trash  Cutting in line  Walking  Standing in line nicely PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors.

Practice the routine with snacks Pictures of expected actions

FEEDBACK: Correct/pre-correct students implementing expected behaviors.

31 (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques Reminder, moving to end of the lunch line 4) Verbal praise for specific action 5) High five 6) KIQ Tix RE-TEACH:

Practice again

Activities to check for understanding Activities to expand concept development/ cultural relevance Ask students about procedures Dinner where the students put on the dinner

Materials needed:

Students to role play Cafeteria trays How will skills be maintained/sustained

Daily practice

Cafeteria Expectations Objectives Students will demonstrate behavioral expectations for the cafeteria. Students will verbalize cafeteria expectations. Standards Procedure 1. As an optional anticipatory set, students can watch “Can you teach my alligator manners (the restaurant version)?” on YouTube or find a YouTube video about rude customers in restaurants. Teachers should pre-screen all videos. The teacher will tell the students their goal for the lesson (“Today you are going to show me how you demonstrate kindness, integrity, and quality in the cafeteria.”) If the anticipatory set is used, the teacher can springboard into the lesson by asking students where, in the school, they can practice the skills they’ll need to be successful restaurant customers. 2. The teacher will ask students to verbally give examples of appropriate cafeteria behavior. As students generate their list

32 verbally, the teacher will record their ideas on chart paper or another public place. The teacher can also offer some suggestions or non-examples to generate discussion. For example, the teacher should be sure students are informed of the expectation to thank the cook(s) for the meal and the expectation to clean up their messes. 3. Progressing one by one through the list, the teacher will ask students to model examples of each appropriate behavior listed. The teacher will praise and draw attention to specific behaviors. 4. The teacher will ask students to think about the wrong way to behave in the cafeteria. The teacher will ask students to model inappropriate cafeteria behaviors, progressing through the list. As students model inappropriate behaviors, ask other students to point out what the model is doing wrong. 5. AS SOON AS students finish modeling inappropriate behaviors, the teacher should say something like, “We know you can do that the right way. Show everyone the right way to do it now.” The student should then model appropriate behavior again and the teacher should point out the appropriate behavior (“Good job! You checked all around to make sure you picked up all your trash.”). 6. Visit the cafeteria with students (could be a separate lesson). Bring snacks. Have students practice standing patiently in line, taking turns while getting their food, saying thank you when being handed food, interacting politely at the table, and cleaning up their messes. Assessment Students will be given KIQ tickets every time they appropriately act out the expected behaviors. Informal observation will allow teachers to see which students may need more individualized instruction.

BATHROOM/LOCKER ROOM

Behavior definitions addressed in lesson (taken from matrix) Respect the privacy of others Use kind words Flush the toilet Wash hands Use the closest bathroom and return promptly Respect the locker space of others Keep bathroom clean Respect the facilities

33 Be responsible for your personal belongings

Walk through display bathrooms of good and bad examples Discussion of current problems students are seeing Use posters to introduce expectations

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Trash all over  A clean bathroom  Potty/Poo all over the toilets  Washed hands Teachers create good and bad example  Sink just running  Flushed toilet  Peeking in the stalls bathrooms  Sink turned off  Not washing hands  Walking across the building for a  Going to the closest bathroom bathroom

PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors.

Role-play and discussion of examples

FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques 7) Verbal praise for specific action Pull aside to review expectations 8) High five Time-out 9) KIQ Tix

RE-TEACH:

Review of lesson, reminders

34 Materials needed:

35 LIBRARY

School-wide expectations addressed in lesson (taken from matrix) Kindness

Behavior definitions addressed in lesson (taken from matrix) Be a good listener Allow others to learn Help others Be open to new ideas

Read a book

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Grabbing/yelling  Trying new books  Defiance/ignoring teacher  Whispering Can you teach my alligator manners?  Making fun of other cultures  Sharing  Hating a book without reading it  Listening

Role-play, write their own picture book

FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques 10)Verbal praise for specific action Loss of privilege, reminder, time out 11)High five 12)KIQ Tix RE-TEACH:

More practice

36 Activities to check for understanding Activities to expand concept development/ cultural relevance

Materials needed:

37 HALLWAYS/COMMONS/PORCHES

Behavior definitions addressed in lesson (taken from matrix)  Keep a respectable volume  Respect others’ personal space  Take care of your trash  Use kind words  Respect school property  Follow posted hours  Walk with a purpose  Close lockers respectfully

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Yelling, shouting  Inside voices  Bumping into people, crowding  Staying to the right in the Role-play examples and non-examples  Littering hallway  Swearing (non-example students then show  Cleaning up your mess  Graffiti examples or teachers do the non-  Hanging out after hours  Polite language examples) unsupervised  Being where you are  Loitering supposed to be and  Slamming lockers getting their promptly  Closing lockers quietly PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors.

Role-play “What’s wrong with this picture?” – viewing examples and non-examples Pictures of expected behaviors

38 FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques 13)Verbal praise for specific action Pull aside to review expectations 14)High five Time-out 15)KIQ Tix

RE-TEACH:

Continued practice Targeted lessons

Materials needed:

Walking in the Hallway Objectives Students will demonstrate appropriate hallway behavior. Students will verbalize hallway expectstions. Procedure 1. The teacher will tell the students their goal for the lesson (“Today you are going to walk in the hall, using a very quiet voice when you have to talk, and keeping your hands to yourself.”)

2. The teacher will ask students to give verbal examples of appropriate hallway behavior. As students generate their list verbally, the teacher will record their ideas on chart paper or another public place. The teacher can also offer some suggestions.

3. Progressing one by one through the list, the teacher will ask students to model examples of each appropriate behavior listed. The teacher will praise and draw attention to specific behaviors.

39 4. The teacher will ask students to think about the wrong way to walk in the hall. The teacher will ask students to model inappropriate hallway behaviors, progressing through the list. As students model inappropriate behaviors, ask other students to point out what the model is doing wrong.

5. AS SOON AS students finish modeling inappropriate behaviors, the teacher should say something like, “We know you can do that the right way. Show everyone the right way to do it now.” The student should then model appropriate behavior again and the teacher should point out the appropriate behavior (“Good job! You are keeping your hands at your sides this time. That is the perfect way to walk in the hallway.”) Assessment You can visually assess the students and formally assess them by taking them into the hall for practice.

Maybe a good prize for walking perfectly three times would be a few minutes in the gym? I could say to my students, for example, “I want to say what you remember about walking in the hall. We’re going to practice walking in the hall by going around the loop, past the cafeteria, past the office, and past all the elementary classes. We’ll do this until you do it perfectly three times in a row. As soon as you do it perfectly three times in a row, we’ll go to the gym and have an extra recess for ten minutes. If you talk, we’ll have to start over and miss gym time. If you touch each other or part of the school, we’ll have to start over and miss gym time. I want to go to the gym quickly, so I want to walk perfectly in the hall three times right away.”

40 POOL

Behavior definitions addressed in lesson (taken from matrix)  Be kind to each other and the lifeguards  Follow the pool rules  Take care of and respect all equipment  Be responsible for your things

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  “Talking back” to the lifeguards  Kind words  Saying mean things about other  Following the pool rules Role-play examples and non-examples swimmers or the lifeguards  Walking  Tantrums (non-example students then show  Using equipment  Graffiti examples or teachers do the non-  Messes appropriately examples)  Not following pool rules  Picking up your trash,  Playing incorrectly with towel, etc. equipment

Role-play in the pool area “What’s wrong with this picture?” – viewing examples and non-examples Pictures of expected behaviors

RE-TEACH:

Materials needed:

42 SCHOOL TRAVEL

Behavior definitions addressed in lesson (taken from matrix)  Respect chaperones and other students  Be open to new people and new ways of thinking  Follow the rules  Be tolerant of others  Try your best  Respect school property  Clean up after yourself

Discussion of current problems students are seeing and why this Use posters to introduce expectations

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  “Talking back” to the  Kind words chaperones  Following the trip rules Role-play examples and non-examples  Saying mean things about other  Problem solving people (non-example students then show  Trying your hardest  Tantrums examples or teachers do the non-  Giving up  Picking up your stuff examples)  Graffiti  Leaving things clean  Messes  Listening to chaperone  Not following the and others travel/chaperone rules

Role-play Pictures of expected behaviors Mock trip

RE-TEACH:

Materials needed:

44 BUS

Behavior definitions addressed in lesson (taken from matrix)  Use kind words  Respect others’ personal space  Stay in your seat  Use inside voices  Be responsible for your things  Pick up trash left on the bus

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Swearing  Compliments  Bullying  Polite words (please, Role-play examples and non-examples  Teasing thank you, etc.)  Crowding (non-example students then show  Hands and feet to self  Kicking, hitting examples or teachers do the non-  Yelling, screaming  Staying seated examples)  Standing while the bus is moving  Quiet conversation/inside  Moving around while the bus is voices going  Keeping your belongings  Leaving your stuff on the bus with you and taking them  Making a mess off the bus when you leave  Clean up trash PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors.

Role-play Pictures of expected behaviors Mock bus ride

RE-TEACH:

Materials needed:

46 ASSEMBLIES

Behavior definitions addressed in lesson (taken from matrix)  Use active listening  Respect others’ personal space  Be respectful of the presenter  Participate and encourage others  Stay seated in your assigned section  Walk to your seat  Stay until the end

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Carrying on other conversations  Listening quietly while the presentation is  Keeping to one’s own Role-play examples and non-examples happening space  Moving while the presentation is (non-example students then show happening when not directed to  Clapping when examples or teachers do the non-  Crowding, shoving appropriate examples)  Not listening to presenter  Participate when asked  Making rude comments about/to  Being positive presenter  Sitting in the appropriate  Not participating spot  Sitting in an inappropriate  Walking section  Running  Staying until the end  Leaving early PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors. Role-play Pictures of expected behaviors Mock assembly Video creation

RE-TEACH:

Materials needed:

48 Appendix # 2 100 Free or Inexpensive Rewards for Students

Elementary Level Reinforcement 1. Assist the custodian 2. Assist with morning announcements over the PA system 3. Be a helper in another classroom 4. Be featured on a photo recognition board 5. Be recognized during announcements 6. Be the first one in the lunch line 7. Be the leader of a class game 8. Be the line leader or the caboose 9. Be the scout (Person who goes ahead of class to tell the special teacher they are on the way) 10. Be the teacher's helper for the day 11. Borrow the principal’s chair for the day 12. Buzz cut a design in an agreeable male’s head 13. Choose a book for the teacher to read aloud to the class 14. Choose any class job for the week 15. Choose music for the class to hear 16. Choose the game during physical education 17. Choose which homework problem the teacher will give the answer to for a freebie 18. Cut the principal’s tie off and have your picture featured on a bulletin board with the neck part of the tie as the frame. Keep the tip for a souvenir. 19. Dance to favorite music in the classroom 20. Design a class/school bulletin board 21. Design and make a bulletin board 22. Do half of an assignment 23. Draw on the chalkboard 24. Draw on a small white board at desk 25. Draw pictures on the chalkboard while the teacher reads to the class (illustrating the story being read) 26. Duct tape the principal to the wall during lunch or an assembly 27. Earn a free pass to a school event or game 28. Earn a gift certificate to the school store or book fair 29. Earn a pass to the zoo, aquarium, or museum 30. Earn a trophy, plaque, ribbon or certificate 31. Earn an item such as a Frisbee, hula hoop, jump rope, paddleball or sidewalk chalk, which promote physical activity 32. Earn extra computer time 33. Earn extra credit 34. Earn free tutoring time from the teacher (spelling secrets, math secrets, writing secrets) 35. Earn play money to be used for privileges

49 36. Earn points for good behavior to “buy” unique rewards (e.g. Autographed items with special meaning or lunch with the teacher) 37. Earn the privilege of emailing a parent at work telling of accomplishments 38. Eat lunch outdoors with the class 39. Eat lunch with a teacher or principal 40. Eat lunch with an invited adult (grandparent, aunt, uncle) 41. Eat with a friend in the classroom (with the teacher) 42. Enjoy a positive visit with the principal 43. Enjoy class outdoors for the whole class 44. Enter a drawing for donated prizes among students who meet certain grade standards 44. Get “free choice” time at the end of the day 44. Get a “no homework” pass 44. Get a drink from the cold water fountain (There is always one fountain that is better) 44. Get a flash cards set printed from a computer 44. Get a video store or movie theatre coupon 44. Get extra art time 44. Go on a walking field trip (earn privilege for whole class) 44. Go to the library to select a book to read 44. Have a drawing lesson 44. Have a free serving of milk 44. Have a teacher read a special book to the entire class 44. Have an extra recess 44. Have teacher share a special skill (e.g. Sing) 44. Have the teacher make a positive phone call home 44. Help in a lower level class 44. Keep a stuffed animal at desk 44. Learn how to do something special on the computer- like graphics or adding sound 44. Learn how to draw something that looks hard, but with help is easy 44. Listen to music while working 44. Listen with a headset to a book on audiotape 44. Make deliveries to the office 44. Name put on scrolling marquee with a specific message “Emily Jones says smile and eat your veggies.” 44. Operate the remote for a PowerPoint lesson 44. Pick a game at recess that everyone plays including the teacher 44. Play a computer game 44. Play a favorite game or puzzle 44. Read a book to the class 44. Read morning announcements 44. Read outdoors 44. Read to a younger class 44. Receive a “mystery pack” (gift-wrapped items such as a notepad, folder, puzzle, sports cards, etc.) 44. Receive a 5-minute chat break at the end of the class or at the end of the day 44. Receive a note of recognition from the teacher or principal 44. Receive a plant, seeds and a pot for growing 50 44. Receive art supplies, coloring books, glitter, bookmarks, rulers, stencils, stamps, pens, pencils, erasers and other school supplies 44. Receive verbal praise 44. Select a paper back book to take home to read from the teacher’s personal library 44. Sit at the teacher's desk for the day or a set amount of time 44. Sit next to the teacher during story time 44. Sit with a friend at lunch, assembly, etc. 44. Take a free homework pass 44. Take a trip to the treasure box (non-food items such as water bottles, stickers, key chains, temporary tattoos, yo-yo’s, bubbles, spider rings, charms and pencil toppers) 44. Take care of the class animal 44. Take class animal home for school vacation time 44. Take home a class game for a night 44. Teach the class a favorite game 91. Teach the class a math lesson 91. Use colored chalk 91. Use the teacher's chair 91. Walk with a teacher during lunch 91. Watch a video instead of recess 91. Work as the Principal apprentice for 20 minutes 91. Work in the lunchroom 91. Write with a marker for the day 91. Write with a special pen for the day 91. Write with a special pencil for the day

60 Free or Inexpensive Rewards for Individual Students

Secondary Level 1. Adult volunteers to write a job recommendation for the student 2. All school party on the weekend with different venues for all interests: (students with zero ODR’s get to come) Have parents sponsor and chaperone: 1. Dance area 2. Basketball area 3. Game board area 4. Conversation pit 5. Graffiti wall (piece of sheetrock painted white with sharpies of various colors) 6. Karaoke area 7. Computer animation area 2. Assisting Coach for any sport 3. Assisting PTO to develop ways to reward teachers who go out of their way to help students 4. Chance to go to grade school and teach students about a topic of interest 5. Choosing to do a PowerPoint for the class on a particular subject of interest 6. Choosing what assignment the class does for homework 7. Designing theme for school dance, ice cream social, game night 8. Dress as the school mascot during a game 51 9. Earning the chance to be the water/towel person at a sporting event 10. Earning the chance to do stagecraft for any school performance (lights, stage design, props) 11. Earning the chance to scoreboard assist at a game 12. Eating lunch with a preferred adult 13. Free entrance to a dance 14. Free entrance to a football, basketball, etc. game 15. Free library pass to research a topic of interest 16. Getting a postcard in the mail telling parents what teachers admire most about their child 17. Getting to apprentice at one of the business partners with the school (grocery store, bank, etc.) on the weekend. 18. Getting to buzz cut a design in the principal’s hair (custodian’s hair) 19. Getting to cut the principal’s tie off (use loop to frame student’s face on a bulletin board of fame) 20. Getting to duct tape the principal to the wall 21. Getting to scoop food at the cafeteria for a lunch period (social opportunity) 22. Getting to shoot a video about the school’s expectations to show on CC TV 23. Hall pass to leave class 5 minutes early and go by the coldest water fountain 24. Help from an adult of choice on a class they are struggling with (Free tutoring) 25. Homework free night 26. Learning how to do something of interest on the computer (animation, graphics, CAD) 27. Learning how to play chess 28. Learning how to play sports even if they didn’t make the team 29. Learning how to run the light board or sound booth for a school performance 30. Let student make a bulletin board in the front hall highlighting an event of choice 31. Make the morning announcements 32. Office aid for a period 33. Opportunity to be part of a brainstorming adult team at the school 34. Opportunity to eat lunch outdoors at a special table 36. Opportunity to eat lunch with a parent or grandparent at a special table 36. Opportunity to introduce the players over the PA during a home game 36. Opportunity to shadow business owner for a day- credit for writing about the experience 36. Opportunity to shadow the principal for an hour or the day 36. Opportunity to take care of lab animals in Science class 36. Opportunity to wear jeans instead of school uniform for a day 36. Principal grills hotdogs for students who have 0 tardies in the month & this student helps 36. Privilege of leaving book in class overnight instead of having to lug to locker 36. Privilege of seeing embarrassing photo of adult that no one else sees (Senior Portrait) 36. Reserved seating at a school play for student and five friends 36. Send home a postcard about positive things the student has done this week 36. Serve as a student ambassador if visitors come to the school 36. Serving as a “page” for a local politician for the day 36. Serving as a door greeter for a parent night at school with a badge of honor to wear 52 36. Singing karaoke during lunch (approved songs) 36. Sit at score table in basketball game 36. Sit in score box at a football game 36. Sitting in the teacher’s chair for the period 36. Special parking preference for a day 36. Special recognition at any school event- Guest DJ one song at dance etc. 36. Special seating at lunch table with friends 36. Student gets to pick which problem the teacher will make a freebie answer on homework 36. Student plans spirit week activity for one of the days (hat day, sunglasses etc.) 36. Teacher aid for special needs classroom 36. Teaching special needs student how to play a game

35 Free or Inexpensive Rewards for Adults in the Building 1. Adult gets to pick what the topic for a faculty meeting is going to be 2. Adult gets to rent the principal’s chair for the day 3. At Family Math Night all the adults are highlighted in a video montage 4. Bulletin board highlighting staff of the day showing treasures provided by their family (surprise) If you have about 90 staff members one every other day would work 5. Dim the lights in the staff lounge and get a volunteer masseuse to come provide 5 minute neck rubs during planning periods- Play restful music 6. Donut day- These donuts are in honor of Peggy’s contribution to the PTO 7. During morning announcements highlight something that an adult in the building did and tell why 8. Duty free lunch period 9. Find a beauty school and get someone to volunteer to come in and do 5 minute manicures 10. Flowers on the desk from someone’s garden (with permission) 11. Get a donation of a shopping cart to keep at the school for adults bringing in huge loads of supplies 12. Golden plunger award from custodian for classroom that was the cleanest 13. Golden spatula award from cafeteria staff for most polite class of the week 14. GOOSE- Get Out Of School Early- No staying for the 30 after 15. Have the principal make up a rap song about being cool in school and perform it on the CCTV for the school- Staff of the Day get to be background dancers 16. Limo ride to school and home for staff of the day- This sounds weird but funeral parlors will sometimes provide this service for free if they aren’t using the cars that day- Don’t Tell rule applies 17. Mini-fridge for a week in the adults’ office area filled with his or her favorite drink 18. Once a month host an ice cream social with a “sister”- “brother” school. Alternate schools each month and let teacher’s tour getting ideas from each other on lesson plans, bulletin boards, etc. I Spy something great I’d like to duplicate 19. Permission to leave the building at lunch time for lunch off campus 20. Plan a big faculty meeting or in-service at someone’s house – with a pool and a grill instead of sitting on the little dot seats in the cafeteria 21. Principal and staff member trade jobs for a day 53 22. Postcard sent home detailing something admired in the adult 23. Preferred parking space 24. Principal institutes a pineapple upside down day- Everyone comes in and is assigned a different job for half a day- Everyone has to have their job description or lesson plans written down step by step 25. Principal kidnaps a class after PE or recess and take them somewhere else. Send a messenger to the teacher telling him or her to put their feet up for 20 minutes. Teach a lesson to the class on something of interest to you- American History- Art etc. 26. Principal leaves love notes on adults’ desks – not the 6:00 news kind- the kudos kind 27. Principal takes over morning or afternoon duty for an adult in the building 28. Principal writes lesson plans for teacher for one period 29. PTO designs 4 strokes for every poke lanyard for all adults in the building 30. PTO takes turns baking a casserole once a week for an adult “gotcha” receiver 31. Scrape ice off windshield of Staff of the Day’s car 32. Sneak into the school over the weekend and write a note on each classroom white board telling them to “Have a Great Week” 33. Special table outdoors for teachers to enjoy sunshine during lunch 34. Surprise an adult in the building by letting two or three students wash their car- be careful on this one though- There are also services that come on sight and wash cars for a fee- possibly PTO could sponsor 35. Valet parking for a day

Appendix # 3 PBIS Website Resource List

NSBSD PBIS website: http://www.nsbsd.org/Page/4177 PBIS.org website: http://www.pbis.org Alaska EED PBIS website: https://education.alaska.gov/tls/swpbs/ Alaska EED elearning course on PBIS: https://education.alaska.gov/elearning/pbis.html Cool Tools (lesson plan ideas): http://www.wisconsinpbisnetwork.org/cool-tools.html NW PBIS Network http://pbisnetwork.org/

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