School-Wide Positive Behavioral Interventions and Supports

State Personnel Development Grant (Grant No. H323AO50005)

Define

Discipline- Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement.

Education- Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual.

Objectives

• List the goals of REACH MS • Link SWPBIS to Mississippi’s RtI recommendations • Describe how SWPBIS differs from traditional discipline • Identify the Critical Elements of SWPBIS

3 REACH MS PBIS Initiative…

Realizing Excellence for ALL Children in Mississippi (REACH MS) is Mississippi’s State Personnel Development Grant which focuses primarily on supporting school-wide and district-wide implementation of Positive Behavioral Intervention and Support (PBIS) at the elementary, middle, and high school levels. Awarded to The Mississippi Department of Education in 2005, the grant is operated by the University of Southern Mississippi’s Department of Curriculum, Instruction and Special Education. 4 The Purpose of REACH MS is to…

• Provide high quality professional development opportunities meeting the needs of educators, related service providers, families and children of our state.

• Increase the engagement of stakeholders within and beyond the Mississippi Department of Education to support a more unified, sustainable structure of professional development processes, products, and opportunities for both pre-service and in-service educators.

• Engage and support local education agencies, institutes of higher learning, families, and other stakeholders to increase Mississippi's capacity to meet state goals relevant to PBIS through program improvement. 5 What is Response to Intervention?

• Mississippi’s model for RtI is a comprehensive, problem solving and multi-tiered intervention strategy to enable early identification and intervention for ALL students who may be at academic or behavioral risk.

MDE Response to Intervention Best Practices Handbook (2010) Mississippi Department of Education Response to Intervention • Tier 1 ▫ Quality Instruction which describes the school-wide efforts and practices that are available to all students; including: ▫ Essential Elements  4) universal screening of behavior  8) classroom and behavior management  9) system of behavioral support (school & district level)

MDE Response to Intervention Best Practices Handbook (2010)

Mississippi Department of Education Tier 1 Essential Element 4 • Universal Screening of Behavior ▫ In order to meet expectations, schools must:  1) Conduct screening of all students K-12  2) Use the same measure  3) 3 to 4 times per year  4) At approximate equal intervals (i.e., fall, winter, spring)  5) Implement with integrity

MDE Response to Intervention Best Practices Handbook (2010) Benchmarks of Quality Indicators

• Provide picture of areas of need • Lists over 50 benchmarks of quality School-Wide PBIS processes that address critical elements • Completed by school teams at the end of each semester to assess how they score on a 100 point scale with regard to developing and implementing School-Wide PBIS • Different schools will have different profiles • So, it is okay to not have all the elements in place • As long as we are focused on improving!

If we want it to change, we must measure it! 9 Center for Positive Benchmarks of Quality Behavior Interventions Educational and Community Supports, University of Oregon and Supports

Mississippi School-wide Benchmarks of Quality

)

- ( Critical Elements Benchmarks of Quality (+)

TEAM MEMBER RATING FORM Needs

Not In Place Place In Not In Place Place In (++) Form taken from the ’s Positive Behavior Support Project Improvement Directions: Place a check in the box that most accurately describes your progress on each benchmark. Check One Reward/ Recognition Program Established 5. A system of rewards has elements that are implemented consistently across

campus

- 5. A variety of methods are used to reward students

Critical Elements Benchmarks of Quality )

(+) 5. Rewards are linked to expectations

Needs Needs Improvement Improvement

In Place Place In (++) 28. Rewards are varied to maintain student interest Not In In Not Place (

PBS Team 1. Team has broad representation 29. System includes opportunities for naturally occurring 1. Team has administrative support reinforcement

1. Team has regular meetings (at least monthly) 30. Ratios of reinforcement to corrections are high

31. Students are involved in identifying/developing incentives 1. Team has established a clear mission/purpose

32. The system includes incentives for staff/faculty Faculty Commitment 5. Faculty are aware of behavior problems across campus (regular data sharing) Lesson Plans for Teaching Expectations/ Rules 33. A behavioral curriculum includes concept and skill level instruction 5. Faculty involved in establishing and reviewing goals 34. Lessons include examples and non-examples 5. Faculty feedback obtained throughout year 35. Lessons use a variety of teaching strategies Effective Procedures for Dealing with Discipline 5. Discipline process described in narrative format or 36. Lessons are embedded into subject area curriculum depicted in graphic format 37. Faculty/staff and students are involved in development and 5. Process includes documentation procedures delivery of lesson plans

5. Discipline referral form includes information useful in 38. Strategies to reinforce the lessons with families/community are developed and implemented decision making

5. Behaviors defined Implementation Plan 39. Develop, schedule, and deliver plans to teach staff the discipline and data system 5. Major/minor behaviors are clearly identified/understood 40. Develop, schedule, and deliver plans to teach staff the lesson 5. Suggested array of appropriate responses to minor plans for students (non office-managed) problem behaviors

41. Schedule/plans for teaching students 5. Suggested array of appropriate responses to major expectations/rules/rewards are developed (office-managed) problem behaviors 42. Booster sessions for students and staff are scheduled, planned, and delivered Data Entry & Analysis Plan Established 5. Data system to collect and analyze ODR data 43. Schedule for rewards/incentives for the year is planned 5. Additional data collected (attendance, grades, faculty attendance, surveys) 44. Plans for orienting incoming staff and students are developed and implemented 5. Data entered weekly (minimum) 45. Plans for involving families/community are developed and implemented 5. Data analyzed monthly (minimum)

5. Data shared with team and faculty monthly Crisis Plan 46. Faculty/staff are taught how to respond to crisis situations (minimum) 47. Responding to crisis situations is rehearsed Expectations & Rules Developed 5. 3-5 positively stated school-wide expectations posted 48. Procedures for crisis situations are readily accessible around school

Evaluation 49. Students and staff are surveyed about PBS 5. Expectations apply to both students and staff 50. Students and staff know expectations and rules

5. Rules developed and posted for specific settings 51. Staff use discipline system/documentation appropriately (where problems are prevalent) 52. Staff use reward system appropriately 5. Rules are linked to expectations 53. Outcomes (behavior problems, attendance, morale) are 5. Staff feedback/involvement in expectations/rule documented and used to evaluate PBS plans development

School Name: District: Date:

Person Completing Survey: Position : (i.e. Principal, Guidance Counselor) Center for Positive Benchmarks of Quality Behavior Interventions Action Planning Form and Supports

Directions: Place a check in the box that most accurately describes your progress on each benchmark.

Benchmarks of Quality In Need Not Critical Place Impr. in Elements place

Considerations…

Our Needs

Action Plan: Implementation

Steps Who When Comp. Positive Behavior Intervention and Support

• Is a collaborative, data-based approach to developing effective interventions

• Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

• Aims to build emotionally safe environments in which positive behavior is more likely to occur

12 Positive Social Competence & Behavior Academic Achievement Intervention and OUTCOMES Support Supporting Supporting Staff Behavior Decision Making

PRACTICES

Center for Positive Behavior Interventions and Supports (2002) Supporting Student Behavior Blended Initiatives

Academic Systems Behavioral Systems

Intensive, Intensive, 1-5% 1- 5% Individual Interventions Individual Interventions Specific students Specific students 5-10% Targeted Group Targeted Group 5-10% Interventions Interventions Targeted students Targeted students

Universal Interventions 80-90% 80-90% Universal Interventions All students All students

Dr. George Sugai, Co-Director Center on PBS Levels of PBIS Adapted from Levels and Descriptions of Behavior Support (George, Harrower, & Knoster, 2003)

• School-Wide – Procedures and processes intended for all students, staff, in specific settings and across campus Tier 1 • Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms • Target Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) Tier 2 • Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students Tier 3

15 Overall Features of School-Wide SWPBIS (Dr George Sugai, 2001)

• Create a continuum of behavior supports from a systems perspective • Focus on behavior of adults in school as a unit • Establish behavioral competence • Utilize effective, efficient, and relevant data-based decision-making systems • Give priority to academic success • Invest in research-validated practices • Arrange environment for “working smarter”

16 Overall Features… (continued)

• Total staff commitment to managing behavior • Clearly defined and communicated expectations and rules • Consequences and clearly stated procedures for reinforcing appropriate behavior and for teaching appropriate replacement behaviors • An instructional component for teaching students self-control, expected behaviors, and social skills strategies • A support plan to address the needs of students with chronic, challenging behaviors

Traditional Discipline vs. SWPBIS

• Traditional Discipline: • Positive Behavior Support: • Focus: Student’s problem • Focus: Systems perspective to behavior address identified needs • Goal: Stop undesirable • Goal: Academic and social success behavior (replacement skills) • Method: Primarily uses • Method: Alters environments, utilizes teaching and instruction, punishment (reactive) employs reinforcement procedures, and data management tracking system (proactive)

18 Outcomes of School-Wide PBIS

• Buying back instructional time:

19 • Office Discipline Referrals (ODR’S) on an average takes 30 minutes of instruction time.

Example: 524 Office Discipline Referrals 524 x .5 = 262 Hours or 33 days of missed instruction! 2 years after beginning SWPBIS:

Reduced # of ODRs to 291

Saved 146 hours 0r

18 days of instructional time! Outcomes of School-Wide PBIS

• Creating an environment that is conducive to learning

• All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners

22 Watch video…

• Before we watch the video, each team should identify a recorder for the next two days

• Recorder is responsible for documenting all necessary information and to ensure that all participants receive a copy

• Benchmarks of Quality is a team rating scale to determine the level of SWPBIS implementation

23 Center for Positive Benchmarks of Quality Behavior Interventions Educational and Community Supports, University of Oregon and Supports

Mississippi School-wide Benchmarks of Quality

)

- ( Critical Elements Benchmarks of Quality (+)

TEAM MEMBER RATING FORM Needs

campus

- 5. A variety of methods are used to reward students

Critical Elements Benchmarks of Quality )

(+) 5. Rewards are linked to expectations

Needs Needs Improvement Improvement

In Place Place In (++) 28. Rewards are varied to maintain student interest Not In In Not Place (

PBS Team 1. Team has broad representation 29. System includes opportunities for naturally occurring 1. Team has administrative support reinforcement

1. Team has regular meetings (at least monthly) 30. Ratios of reinforcement to corrections are high

31. Students are involved in identifying/developing incentives 1. Team has established a clear mission/purpose

5. Discipline referral form includes information useful in 38. Strategies to reinforce the lessons with families/community are developed and implemented decision making

Evaluation 49. Students and staff are surveyed about PBS 5. Expectations apply to both students and staff 50. Students and staff know expectations and rules

School Name: District: Date:

Person Completing Survey: Position : (i.e. Principal, Guidance Counselor) Center for Positive Benchmarks of Quality Behavior Interventions Action Planning Form and Supports

Directions: Place a check in the box that most accurately describes your progress on each benchmark.

Benchmarks of Quality In Need Not Critical Place Impr. in Elements place

Considerations…

Our Needs

Action Plan: Implementation Steps Who When Comp. SWPBIS Critical Elements

• Long-Term Change (Data) • ABC’s of Behavior, Interventions and Consequences • Identifying School -wide Expectations • Specific Rules for Specific Settings • Developing a System for Teaching Appropriate Behavior • Developing a Reinforcement System • Office Discipline Referral Process • Establishing a SWPBIS Team • Building Faculty, Staff and Family Involvement

Using Data for Long-Term Change Objectives

• Link SWPBIS to Mississippi’s RtI recommendations • Use data to prioritize areas of need on action plan, continuously problem solve and evaluate progress • Inform stakeholders and motivate staff • Determine which students may need Tier 2 & 3 supports and services

Mississippi Department of Education Tier 1 Essential Element 4

• Universal Screening of Behavior ▫ In order to meet expectations, schools must:  1) Conduct screening of all students K-12  2) Use the same measure  3) 3 to 4 times per year  4) At approximate equal intervals (i.e., fall, winter, spring)  5) Implement with integrity

MDE Response to Intervention Best Practices Handbook (2010) Reasons to Collect Data

• Decisions made with accurate data are more likely to be: (a) implemented (b) effective • Professional accountability • To Inform Stakeholders • To Motivate Staff

30 Data System

▫ Electronic information system for:  gathering  entering  summarizing  reporting

Evaluating Your Current Data System

• Does your current system allow you to retrieve Office Discipline Referral (ODR) information regarding: ▫ Office Discipline Referrals by Month ▫ Office Discipline Referrals by Location ▫ Office Discipline Referrals by Time of Day ▫ Office Discipline Referrals by Problem Behavior ▫ Office Discipline Referrals per Student

“The Big Five”

Average Daily Referrals by Month

SWIS.org Average ODRs per Day per Month

• Without SWIS, How do we find this?

▫ Calculate the total number of ODRs for the month and divide by the number of days in school for the month

▫ If you had 165 ODRs for the month of January and were in school for 15 days, what would your average ODR per day per month be?

Referrals by Location

SWIS.org

Referrals by Time of Day

SWIS.org

Referrals by Problem Behavior

SWIS.org

Referrals per Student

0 SWIS.org

Additional School Level Data

• Suspension Rate • Expulsion Rate • Drop-out Rate • Retention Rate • Attendance • MCT 2/ SATP scores • Report Cards

41 Additional School Level Data

• Staff Satisfaction Surveys ▫ May be developed by the district to assess how well staff are implementing the system and it should be administered at the end of each year, at a minimum • School Climate Survey ▫ Schools generally use surveys of staff, students, and parents to assess the overall climate of the school ▫ Existing surveys may be adapted to add a few questions to determine the satisfaction or awareness of the School-Wide PBIS process

42 Evaluate Staff and Stakeholder Surveys ***FREE*** www.surveymonkey.com

• 5-10 questions, allow for feedback ▫ Do you think PBIS is working? ▫ Is our school more positive than before PBIS? ▫ Is respect still a problem at our school? ▫ What challenges did you face implementing PBIS? ▫ How did PBIS make your life easier? ▫ What could we do to make our PBIS better?

How are You Using Data?

• Are you sharing data with • Recommended that data faculty monthly? are entered daily, but at • Is the data meaningful? least weekly! • Is it in graphical form?

• Are you reviewing data at all PBIS team meetings? • Are you making data based decisions? • Are you using ODR’s as one data source for Universal Screening?

How to Communicate with Stakeholders • Newsletters • Websites • E-mail • Phone trees • PTO or Family Nights • Newspaper, Radio, & Television • Memos • Faculty Meetings

45 To Evaluate Progress

• Product Books • SET • Office Discipline Referrals • School Statistics • Surveys • Benchmarks of Quality Indicators • Academic Statistics

46 Product Books

• Description of PBS • Expectations & Rules • Motto • Teaching Activities • Team Members - • Description of Reinforcement Roles/Responsibilities System • Agenda, minutes, sign-in sheets • Effective Interventions & Consequences • Referral Process • Data • Definition of Problem Behaviors • Action Plan • ODR Form

47 Benchmarks of Quality Indicators

• Provide a picture of areas of need • Lists over 50 benchmarks of quality School-Wide PBS (programs that address critical elements) • Completed by school teams at the end of each semester to assess how they score on a 100 point scale with regard to developing and implementing School-Wide PBS • Different schools will have different profiles • So, it is okay to not have all the elements in place • As long as we are focused on improving!

If we want it to change, we must measure it! 48

School-Wide Evaluation Tool (SET) • To determine the extent to which schools are implementing PBS • To determine if training and technical assistant efforts result in change when implementing PBS • To determine if use of school-wide PBS procedures is related to valued change in the safety, social culture, and violent behaviors in schools ▫ Principal interview of 28 research questions in 7 featured areas ▫ 10 staff interviews and 15 student interviews on school- wide tour ▫ Review the product book ▫ 80% must be achieved to become a model-site 49

Action Plan! PBIS Critical Element Using Data for Long – Term Change

• Complete Benchmarks of Quality (15 – 19) and the Action Plan form

• With your team, evaluate your school’s data system, can you identify the “Big Five” for your school

• If you can not retrieve the “Big Five” from your current system, what action(s) must occur to address this area of need?

• How will you use data to continuously action plan?

• How and when will you share the information with all stakeholders at least monthly? 50 SWPBIS Critical Elements

• Long-Term Change (Data) • ABCs of Behavior, Interventions and Consequences • Identifying School -wide Expectations • Specific Rules for Specific Settings • Developing a System for Teaching Appropriate Behavior • Developing a Reinforcement System • Office Discipline Referral Process • Establishing a SWPBIS Team • Building Faculty, Staff and Family Involvement

51 Critical Element ABC’s of Behavior, Interventions and Consequences

“Children are like wet cement. Whatever falls on them makes an impression.” - Hiam Ginott Objectives

• Identify the basic principles of behavior • Describe the components of the behavior cycle • List behavior management techniques • Identify the five interventions • Demonstrate the Life Space Interview • Develop a Continuum of Consequences 53 Behavior is…

• Anything we SAY or DO

• It is HOW WE REACT to our environment

• Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION

• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

54 Principles of Learning

Antecedents Behavior Consequences

Trigger What is Positive Internal the Reinforcement or function? or External Negative Reinforcement

55 Antecedents

• Time of Day • Physical Setting • People • Activity • Request to move from one activity to another (desirable to undesirable) Functions of Behavior To obtain something desirable and to avoid or escape something undesirable GET

ATTENTION TANGIBLE SENSORY (objects & activities)

GET AWAY Consequence Principles Reinforcement

• Behavior is strengthened or maintained by reinforcement

▫ Behaviors maintained by obtaining desirable things is positive reinforcement ▫ Behaviors maintained by escaping or avoiding undesirable things are examples of negative reinforcement

Consequence Principles Punishment (Extinction)

• Behavior is weakened by withholding consequences (usually social) that have maintained it

▫ Example: Rylee constantly fidgets and taps her pencil to get the teacher’s attention. Instead of scolding her, the teacher gives positive attention to another student sitting quietly.

59 Consequences Principles

• Avoid long delays between the notification of misbehavior and the implementation of the consequence • Example: Detention scheduled one week later

• Consequences must consistently and immediately follow the behaviors they are meant to control  Example: Jacob holds up his break card while sitting at his desk. Within 5 seconds, Jacob’s teacher gives him permission to take a break.

• Notify staff, students, and family members that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive

• Avoid revoking previously earned rewards 60 Consequences

Some Problems Related to Traditional Consequences:

• Inconsistent administration of consequences • Exclusionary practices that encourage further misbehavior through escape • Disproportionate amounts of staff time and attention to inappropriate behaviors • Miscommunication among staff, administration, students, and parents • Over reliance on punishment of problem behaviors

61 Consequences

• Generate a hypothesis regarding the function of the behavior then respond with appropriate consequence to strengthen or weaken behavior • Consequences need to be: ▫ Scaffolded ▫ Predictive ▫ Effective and research-based

62 Continuum of Consequences

• To align the consequences for addressing rule violation in a hierarchy from least to most severe…

- Re-teach rule/expectation - Saturday School - Individualize instruction - In-school suspension - Loss of privilege - Out-of-school suspension - Parent contact - Expulsion - Time in office - Time out/detention

Developing a Communication System

• Develop a system for notifying: ▫ staff ▫ family ▫ students

64 Responses to Student Behavior

• Behavior Management Techniques - are used to interfere with the inappropriate behavior prior to interventions and consequences • Intervention- used to replace an undesirable behavior • Consequence - a structured and consistent response that provides objectivity towards the undesirable behavior

65 Behavior Cycle

Trigger

Response Student Feelings

Behavior

Therapeutic Crisis Intervention (TCI)

Behavior Management Techniques

These techniques are listed from the least intrusive to the most intrusive:

•Managing the Environment •Prompting •Caring Gesture (Hypodermic Affection) •Hurdle Help •Redirection •Proximity •Planned Ignoring and Positive Attention •Directive Statements •Time Away

Therapeutic Crisis Intervention (TCI)

Behavior Management Techniques Listed from the least intrusive to the most intrusive

• Managing the Environment – focuses on the environment to determine how it can help prevent classroom behaviors for each individual child

• Prompting – is signaling to the student to either begin a desired behavior or to stop an inappropriate action. Prompts may be verbal or nonverbal

• Caring Gesture or Hypodermic Affection – consists of expressing warms feelings of liking and caring for a young person, such as, “I care about what happens to you”

• Hurdle Help – is used to give the student a little help through the first few steps of a task or over a stumbling block. This technique is best used when the student’s frustration comes from a problem solving block and not from

some other serious problem Therapeutic Crisis Intervention

BMT – continued…

• Redirection – is a method of diverting and redirecting a young person or an entire group’s energy and attention to a substitute activity

• Proximity – is the use of nearness. Often the mere fact of having an adult close by will be calming to a young person

• Planned Ignoring and Positive Attention – are two specific techniques that work very well in addressing the needs of attention seeking behaviors

• Directive Statements – tell the young person in specific terms what is expected of them

• Time Away – requiring a student to go to a quiet area to calm down is often a good strategy when the young person is upset and being stimulated by others

Therapeutic Crisis Intervention

Behavior Cycle

Trigger

Response Student Feelings

Behavior

Therapeutic Crisis Intervention (TCI) Feelings

• Frustration, anger, sadness, resignation, rejection

71 Behaviors

Feelings Needs 72 Behavior Cycle

Trigger

Response Student Feelings

Behavior

Therapeutic Crisis Intervention (TCI) Behavior

• Non-compliance, refusal, physical aggression, verbal aggression, shutting down

74 Behavior Cycle

Trigger

Response Student Feelings

Behavior

Therapeutic Crisis Intervention (TCI) Response

• Confrontational stance, aggressive voice, etc. • “You are going to do it… ▫ because I told you to!” ▫ “because I said so!” ▫ “You need to…”

76 Ways your Message is Conveyed

77 Source: Ten3 Global Internet polls Response

Questions to ask yourself before you respond...

1. What am I feeling right now? 2. What does the person need, feel or want? 3. How is the environment affecting the person? 4. How do I best respond?

78 Therapeutic Crisis Intervention (TCI) “Active Listening” involves an awareness of:

• Words • Tone of voice • Body language

79 80 Behavior which indicates you’re not listening?

• Looking away • Doing two things at once • Showing looks of disapproval • Fidgeting • Slouching • Responding with disdain, sarcasm, or defensiveness Active Listening (4 Steps)

1. Listen

2. Question

3. Reflect-Paraphrase

4. Understanding 82 Remember… the objective of all of this is to increase understanding of the other’s point of view, not necessarily to agree with it or support it.

83 Active Listening Activity • Get into pairs; you will take turns being the speaker and the listener • Your task in each role is: • Speaker – Identify a situation/issue that you have/had strong thoughts and feelings about, and are comfortable sharing here today (pick a manageable issue) • Listener – Seek to understand what is powerful in the situation for the speaker as a human being, and . communicate your understanding to the speaker • You will spend time in both roles 84 Remember…

Listen more, talk less Ask the person to tell a story Follow up on what the person says Ask for concrete details Ask questions when you do Thoughtful silence is okay not understand  Share experiences on Ask to hear more about a occasion subject Ask open-ended Avoid leading questions questions Follow up, don’t interrupt

85 Stress Model

Outburst Phase

Interventions Escalation Phase Violence Behavior Life Space Management Interview Techniques Aggression

Triggering Recovery Phase Phase ENCOUNTER— ENGAGE OR ENRAGE Agitation

Pre-Crisis State Therapeutic Crisis Intervention

Interventions

Structuring Listening

•Structuring •Listening

INTERVENTION •Directing APPROACHES Directing Teaching •Relating

•Teaching Relating

87 Intervention Approaches • How do I best respond?

▫ Structuring - maintaining the structure of the school, i.e. using school rules and expectations ▫ Directing - consists of giving rewards and punishments or carrot and stick learning ▫ Listening - taking a non-judgmental, supportive role focusing on the internal conflict and feelings the young person is feeling ▫ Teaching - using real-life experiences in situations in everyday life ▫ Relating - using your relationship with the young person to achieve the desired behavior Therapeutic Crisis Intervention

Stress Model

Outburst Phase

Interventions Escalation Phase Violence Behavior Life Space Management Interview Techniques Aggression Triggering Recovery Phase Phase ENCOUNTER— ENGAGE OR ENRAGE Agitation

Pre-Crisis State Therapeutic Crisis Intervention

Goals of Life Space Interview

1. Return young person to normal functioning 2. Clarify events 3. Repair and restore the relationship 4. Teach new coping skills 5. Reintegrate young person back into routine

“If you connect a feeling to a student’s behavior, if the student accepts it, the student is less likely to act out this feeling in destructive behavior.”

Therapeutic Crisis Intervention

I ESCAPE - A format for teaching the new behavior… • I- isolate • E- explore the young person’s point of view • S- summarize the feelings and content • C- connect behavior to feelings • A- alternative behavior discussed • P- practice new behavior • E- enter the young person back into the routine

91 Therapeutic Crisis Intervention (TCI)

Stress Model

Outburst Phase

Interventions Escalation Phase Violence Behavior Life Space Management Interview Techniques Aggression

Triggering Recovery Phase Phase ENCOUNTER— ENGAGE OR ENRAGE Agitation

Pre-Crisis State Therapeutic Crisis Intervention

Action Plan! PBIS Critical Element ABC’s of Behavior, Interventions and Consequences

• Complete the Action Plan form

• At least 80% of faculty, staff, and administration have been trained in behavior management techniques and interventions

• Create a continuum of consequences for both minor and major disciplinary infractions, and add it to your Referral Process

• All can benefit whether the training is new or review for staff 93 SWPBIS Critical Elements

• Long-Term Change (Data) • ABC’s of Behavior, Interventions and Consequences • Identifying School-Wide Expectations • Specific Rules for Specific Settings • Developing a System for Teaching Appropriate Behavior • Developing a Reinforcement System • Office Discipline Referral Process • Establishing a SWPBIS Team • Building Faculty, Staff and Family Involvement

Critical Element Identifying School-Wide Expectations

Newton County Schools Objectives

• Generate expectations in alignment with MS’s RtI recommendations • Create school motto • Identify your top 3-5 school-wide expectations • Define your expectations in easily understood language

96 Mississippi’s RtI

• The School PBIS Team should review the data and develop a plan to target the specific needs of the school or district. The following components should be included and individualized based on the specific needs of the school.

▫ … 3-5 positively stated expectations (e.g., Be Respectful, Be Responsible, Be Safe) that are location specific. A matrix can be developed to specify appropriate behaviors for each location (e.g., playground, hallway)

MDE Response to Intervention (2010) Motto

• Positively stated • 2-3 sentences in length • Supportive of academic achievement • Contextually/culturally appropriate (e.g., age, level, language) • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

(Horner & Sugai, 2008) Sample Motto Alcorn Central High School ACHS Believes that good Effort, a positive Attitude and Respect for yourself and others will bring Success (BEARS)

Alcorn Central Middle School ACMS Believes that Every student can Act with Responsibility and Succeed in life.

Three Rivers Elementary School Every Student, Every Day, Every Classroom, Learning, Growing, Succeeding

Why are Expectations Important?

• The anticipation of something we think will occur (Merriam-Webster Dictionary)

• Harry Wong believes that the results of positive expectations are such: ▫ The odds are greater that what you want to happen will happen because you will be expending energy to see that this will be so. ▫ If you expect to be successful, you are constantly alert and aware of opportunities to help you be successful.

Harry Wong School-Wide Expectations

• Linked to social culture of school (e.g., community, mascot) • Considerate of social skills and rules that already exists • 3-5 in number • 1-3 words per expectation • Positively stated • Supportive of academic achievement • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Mutually exclusive (minimal overlap) • Contextually/culturally appropriate (e.g., age, level, language) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters) (Horner & Sugai, 2008)

What to consider...

• What qualities do you want to see from your students? • Is there data to suggest a need for your expectations? • How do you develop a sense of community around these expectations? When Identifying Expectations…

• Utilize existing data summaries: - Academic - Discipline • Identify common goals: - Mission Statement - School Improvement Plan - Other School-based Programs (e.g. Fish, Character Counts, Responsive Classroom, etc.)

103 School Community Ownership

• To create school community ownership, design a process to gather input and information from all stake-holders ▫ Faculty and student surveys ▫ Faculty meeting forums ▫ Student government association input ▫ Family organization input

104 Earl Travillion Attendance Center North Forrest High School .

Newton County Middle School Alcorn Central High School Alcorn Central Elementary School Newton County High School South Pontotoc Elementary Action Plan! PBIS Critical Element Identifying School – wide Expectations

• Complete Benchmarks of Quality (20 – 24) and complete the Action Plan form • Complete Matrix (Expectations & Rules)

109 SWPBIS Critical Elements

110 Critical Element Specific Rules for Specific Settings

“The number one problem in the classroom is not discipline, it is the lack of procedures and routines.” - Harry Wong Objectives

• Differentiate between rules and expectations • State why rules and routines are important • Define and develop rules for specific settings in your school

112

Mississippi’s RtI

MDE Response to Intervention (2010) Rules for Specific Settings

• Definition: Specific skills you want exhibited and the procedures you want followed in each setting. Rules must align with expectations.

115 Classroom Procedures/Routines

• Rules aren’t enough to create the structure to establish new norms of positive behavior • Routines/Procedures are designed by listing all of the activities and transitions that occur throughout the day and completing a task analysis for each • Should align with Expectations

Newcomer Examples of Activities

• Lining up • Turning in assignments • Class discussions • Sharpening pencils • Getting a drink • Entering the classroom • Leaving the classroom • Managing classroom equipment • Going to the restroom • Upkeep of student desks • Cooperative group work • Centers work

Newcomer Classroom Rules

• If you are going school-wide, classroom rules should be addressed in order for PBIS to fully support all students ▫ Often the classroom gets the least attention and has the greatest inconsistencies • If you are a classroom teacher, classroom rules are vital to establishing structure ▫ How well the students know and follow classroom rules is correlated with appropriate behavior

Newcomer Should the rules be the same in every classroom?

• Not necessarily - SWPBIS allows for individual school choice • Consider faculty opinion, culture, student mobility, etc., when establishing rules • Each teacher develops their own classroom rules based on school expectations ▫ Agreed upon classroom rules school-wide ▫ A subset of classroom rules to be added at teacher discretion

119 Benefits of Identifying Rules

• Increases uniform instruction across multiple programs and settings within the school • Enhances communication among staff members, parents, and students • Creates unity and consistency within the school • Promotes proactive measures • Ensures legal, ethical, and professional accountability

120 Who participates in the establishment of the rules?

• the faculty • the students • families • the SWPBS core team • a combination of the above

121 Remember…

• Rules should be: ▫ Observable ▫ Measurable ▫ Reasonable ▫ Enforceable

• Refinements to the rules will occur!

• Remember SWPBIS is not a program…it is an ongoing, ever-changing process! 122 Como Elementary School Joyner Elementary School Newton County High and Middle Schools Alcorn Central High School 126 Dixie Attendance Center Simon Says… Action Plan! PBIS Critical Element Specific Rules for Specific Settings

• Complete Benchmarks of Quality (20 -24) and Action Plan form • For each setting and school-wide expectation, select no more than 5 rules • Avoid an excessive number of rules in a setting • Should be positively stated • Remember to post the rules and expectations in all settings 128 SWPBIS Critical Elements

129 Critical Element Developing a System for Teaching Appropriate Behavior

“Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for the rest of his life.”

- Chinese Proverb Objectives

• Identify why and how to teach rules and expectations • Identify how to embed expectations in the curriculum • Develop creative activities for teaching school-wide expectations and rules

131 “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we punish!

“Why can’t we finish the last sentence as automatically as we do the others?”

John Herner (NASDE President) Counterpoint 1998 132

Once you have developed school-wide rules, it is not enough to just post the words on the walls…

YOU MUST TEACH THEM!

133 134

Do all of your students enter your classroom on Day 1 and know how to behave appropriately?

YES NO

We can no longer assume that students know the rules/ expectations and appropriate ways to behave! 135

Do all of your students learn the rules and procedures of your classroom on the 1st day?

YES NO

We can no longer assume that all students will learn appropriate behaviors quickly and effectively without consistent modeling or practice! 136

Do all of your students learn in the same way?

YES NO

We MUST assume that students will require different curricula, differentiated instruction, and different learning modalities to learn appropriate behaviors! 137

Will your students learn if they are not taught in an effective manner?

YES NO

We MUST assume that we need to teach appropriate behaviors/expectations and rules as effectively as we teach academic skills! Why Develop a System for Teaching Behavior?

• Behaviors are prerequisites for academics • Procedures and routines create structure • Repetition and rehearsal are the keys to learning new skills: ▫ For a child to learn something new, it needs to be repeated an average of 8 times ▫ For a child to un-learn an old behavior and replace with a new behavior, the new behavior must be repeated an average 28 times (Harry Wong)

138 Why Develop a System for Teaching Behavior?

• Behavior problems occur more often because:

• Students do not have appropriate skills - “skill deficits” • Students do not know when to use skills • Students have not been taught specific classroom procedures and routines • Students are not taught skills in context • Students have not learned how to communicate their needs

139 How do we Introduce the Expectations and Rules to Faculty?

• Themed kick-offs ▫ Luaus ▫ Round-Ups ▫ Breakfast for staff ▫ Play a game ▫ Perform a song, dance or create a skit

How do we Introduce the Expectations and Rules to

Faculty? • Rotation Stations

142

How do we Introduce Expectations and Rules to Students?

• Pep Rallies • Video/Newscasts • Student PBS spokespeople • Other planned activities How do we Introduce Expectations and Rules to Students?

• Rotation Stations

How do we Introduce Expectations to Family Members?

• Open houses • Family Nights • Sports events • Student performances • Newsletters • Videos • Websites The Key Elements for Developing SWPBIS Activities

• What is the desired outcome of the activity? • What is the activity going to be? (e.g., rotation station, video, classroom instruction, assembly, etc.) • Where is the activity going to happen? • When is the activity going to happen? • Who is responsible for planning and implementing? • What is the plan for rewarding appropriate behavior?

All activities should correlate with the expectations and rules, and be supported by the data needs

145 How do we Practice/Review the Expectations & Rules?

• Embedded into daily classroom activities and lesson plans (drill work, extra credit, quizzes, etc.) • Booster trainings • Morning or afternoon announcements • Setting everyday classroom procedures to include rule and expectation review • Catching students “doing it right” (reinforcement system) • Hall monitors, cafeteria monitors, playground monitors, etc., to review rules • Competitions or games • Check with data to review areas of need 146 http://vimeo.com/27061900 147

http://vimeo.com/27061900 148

When choosing a school play, choose one with a theme centered around one of the school expectations or write your own play

Have the students compose a song/rap with the expectation

Have students come up with a campaign for promoting expectations to the entire student body

149 150

Have students research different cultures to find out how they define “respectful”

Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved

Critical to Success

• School-wide activity or event needs to be a high priority, not given a few minutes within some other activity • Administration needs to support and allocate time within the school day • Develop a plan for teaching new faculty and new students

151 Action Plan! PBIS Critical Element Developing a System for Teaching Appropriate Behavior

• Complete Benchmarks of Quality (33-45) and Action Plan form • Develop an activities matrix for teaching expectations & rules to: • Faculty • Students • Family • Other Stakeholders

152 SWPBIS Critical Elements

153

Critical Element: Developing a School-Wide Reinforcement System Objectives

• Understand why it is important to develop a school-wide reinforcement system • Identify the guidelines for developing a school-wide reinforcement system • Develop a school-wide reinforcement system

155

Why Develop a School-Wide Reinforcement System?

• Increases the likelihood that desired behaviors will be repeated • Focuses staff and student attention on desired behaviors • Fosters a positive school climate • Increases instructional time

156 Reinforcement System Guidelines

• Keep it simple • Everyone needs to have access to reinforcement • Provide opportunities to recognize recipients in common areas • Include reminders and encouraging messages on daily announcements • Reinforcements should appeal to 85-95% of recipients

157 Guidelines

• Reinforce frequently in the beginning • Reinforcement contingent on desired behavior • Refrain from threatening the loss of reinforcements as a strategy for motivating desired behaviors • Refrain from taking earned items or activities away • Recipients should be eligible to earn reinforcements throughout the day

158 159

Challenges Solutions

• Remaining focused on the positive • Keep ratios of reinforcement to correction high (4:1)

• Providing meaningful reinforcements • Involve all stakeholders to provide input regarding meaningful reinforcers

• Maintaining consistency with all staff • Provide reinforcement system trainings to ALL STAFF annually and plan for booster trainings as needed • Cumbersome and time-consuming • Create a user-friendly reinforcement system reinforcement systems

How to Provide a Reinforcement System for Students?

• Staff is trained to immediately: ▫ recognize the behavior exhibited and the expectation observed ▫ give positive verbal/social acknowledgement ▫ give out token for access to reinforcement system

160 Tips …

• Traditional rewards (i.e. stickers, cookies…) don’t always work, particularly when:

▫ The reward is not preferred by the student ▫ The reward is not linked to the behavior ▫ It is more rewarding to do inappropriate behavior

161 Give the student choices:

• Offer 3 choices for the reinforcement and allow the student to pick the one he or she likes best

• This option will ensure the reinforcement is preferred and give the student a sense of ownership PAW PRIZES

Cougar Paws can be cashed in at the end the month for the following prizes/privileges to be used on PBS Prize Day.

5 PAWS 15 PAWS Wear a Cap All Day 10 PAWS

or Bring Item for Show and Tell Homework Pass Bring a Toy to School or (1 day for all subjects) or (no electronics) Wear Pajamas to School or Make GRRR Announcement Get a Temporary Tattoo

25 PAWS 20 PAWS Ice Cream or Popcorn Party Large Prize Drawing and Pick from Treasure Box 50 PAWS (Drawing will be held at the end of each 9 weeks) Eat Lunch with the Principal

75 PAWS 100 PAWS

Assistant Rotation Teacher Assistant Principal for the Day for the Day

Utilize community resources and local businesses

How do we find out what students are interested in?

• Survey • Student government association • Class discussions • Voting • Observation

165 Types of Reinforcements

• Escape • Social • Tangible • Activity - Edibles • Sensory - Materials - Tokens

166 What Have Other Schools Found To Be Effective?

Weekly Monthly End of Grading Period

• Tardy Parties • Tardy Parties • Big Prize Token Cash- • Attendance Parties • Attendance Parties in, zero Office Disciple • Good Behavior Parties • Good Behavior Parties Referrals, Perfect • “Caught being good” • Student of the Month Attendance Certificates • Classroom • Raffles for big prizes • Class spotlights Competitions • Classroom • Good Behavior Count • Dances/Social Events Competitions Downs • Field Trips • Token Cash-in • Token Cash-in Opportunities Opportunities

167

It’s like MasterCard…accepted everywhere! Other Effective Strategies

• Positive parent telephone call, note, or e-mail with students present • Coupons (purchased with established numbers of tokens) for the following: ▫ Extra P.E. ▫ Extra art ▫ Extra music ▫ No homework coupon (use with caution) ▫ Free entrance into a sporting event/dance ▫ Early release pass ▫ Free dress day

(See List of Celebration Ideas) 171

CRIMSON PRIDE PROGRAM

Red Level Blue Level Green Level Orange Level

CRITERIA CRITERIA CRITERIA CRITERIA

1 or Fewer Tardiness/Term 4 or Fewer Tardiness/Term 8 or Fewer Tardiness/Term 12 or Fewer Tardiness/Term 0 Unexcused Absences 0 Unexcused Absences 0 Unexcused Absences 2 Referrals/No Suspensions 0 Referrals/Suspensions 0 Referrals/Suspensions 1 Referral/No Suspensions

REWARDS REWARDS REWARDS REWARDS Free Admission to Home Events Extracurricular Privilege Extracurricular Privilege Extracurricular Privilege

Pass Privilege Pass Privilege Pass Privilege Pass Privilege

OCL Once Per Quarter - Must OCL Once Per Quarter - Must OCL Once Per Quarter - Must Be On Level Both Terms of Be On Level Both Terms of Be On Level Both Terms of QTR QTR QTR (11/5, 1/21, 3/25) (11/5, 1/21, 3/25) (11/5, 1/21, 3/25)

Each Crimson Sticker Earns 1 Two Blue Stickers Earns 1 Exam Exemption Per Exam Exemption Per Semester Semester Extended Lunch/Foods Lab Access

Considerations for Using a Token System • Token System: ▫ Refers to a reinforcement system that works in the same manner as money, where a “token” can be redeemed for “things” or “experiences.” • If tangible tokens are used: ▫ Ensure an adequate supply ▫ Take steps to prohibit counterfeiting ▫ Develop a system for “spending” tokens ▫ Establish an efficient system of record keeping Considerations for Using a Token System

• Use tokens that students can “cash in” for back-up reinforcers ▫ Example: Earn a ticket to participate in the bicycle drawing • Designate a percentage of the tokens to be used to reinforce students who are not on a teacher’s roll

174

To Provide a Reinforcement System for Staff?

• Staff and administrators should be provided with the opportunity to recognize the positive contributions of ALL staff members • Recognition should be made publicly

175 Reinforcing Staff

Weekly Monthly End of Grading Period

• Free duty day pass • Special parking spots • Raffles for big prizes • Recognition at staff • Recognition at staff (i.e. gift certificates for meetings meetings massages, restaurants, • Brag Letters • Staff member of the gas) • GOOSE cards (Get month (voted on by out of school early) students) • Vacation day • Lunch off campus • Raffles • Teacher Appreciation • No Duty Day • After School Social Luncheon • Casual Friday • Room Service

176 (See List of Celebrations)

Reinforcement System Self-Check

• Clearly defined criteria for earning reinforcements • Meaningful reinforcers • Contingent access to reinforcements • Supportive of and aligned with areas of need varied to maintain student interest • Supportive of behavioral and academic success • Plan for encouraging and monitoring use of reinforcement system • Opportunities for naturally occurring reinforcement in multiple settings are promoted • Include all staff in reinforcement system • The system is simple to use 178

Points to Remember…

• This is only one element of PBIS • Start small to achieve initial success • Remember this is a process, it should change over time

179

Action Plan! PBIS Critical Element Developing a School-Wide Reinforcement System

• Complete Benchmarks of Quality (25-32) and Action Plan form • Reinforcement System is established (what, when how)  For students  For faculty and staff

180 SWPBIS Critical Elements

181 Critical Element Office Discipline Referral Process

“The student is not an interruption of our work, the student is the purpose of our work.”

-William W. Purkey

Objectives

• Discuss effectiveness and meaningfulness of current discipline referral process

• Identify whether teachers are following the current plan for completing referrals

• Clarify classroom vs. office managed behaviors

• Develop form for minor incidents and make modifications to major incident referral form

183 Discipline Referral Process

• To ensure that a school has a predictable Discipline Referral Process, a data-based decision-making system must be established. This process must be defined, taught, and agreed upon with all staff and must include definitions for:  major discipline incidents  minor discipline incidents  emergency or crisis incidents  a continuum of discipline procedures (flowchart)

184 Definition Guidelines

Minor – Discipline incident that can be handled by the teacher and does not warrant a discipline referral to the office

Major – Discipline incident of such severity that administrative intervention is warranted

Crisis – Incidents that require immediate response from administration, crisis team, entire staff, and/or community support

185 Examples of Behaviors by Severity

Minor Major Crisis • Fighting • Fighting • Fighting • Talking back • Cursing (severe) • Arson/Flammables • Chewing gum • Bullying • Weapons • Running in hall • Disrespect • Drugs • Disrespect • Intruder • Horseplay • Bomb threat

186 Guidelines for Behavioral Definitions

• Consistent definitions allow: • much more accurate and reliable data collection • consistent delivery of consequences and interventions

• The addition of minor problem behaviors will assist in the summary of minor infractions

The list of problem behaviors should be exhaustive (all problem behaviors covered) and mutually exclusive (none of the definitions overlap)

187

Inconsistencies Within Policies

The following examples were within the same Student Code of Conduct Handbook:

• Pushing and shoving are not considered fighting, but once a punch is thrown, a “fight” has occurred.

• Since pushing and shoving lead to fighting and are violations of school policy, the student will be subject to suspension or expulsion.

• Provoking a Fight (either physically or verbally) – shall be disciplined as though actually fighting – short term suspension.

• Fighting – The exchange of blows between two or more students with the intent of harming one another. 188 Tolerance, Values and Definitions

• What one teacher may consider disrespectful may not be disrespectful to another teacher. For that reason, problem behaviors must be operationally defined.

• Once behaviors are defined, all faculty, staff, administration, students, and families will need to be trained on the definitions.

189 Defining Problem Behaviors

• On your own, define:

- Disrespect

• Come to a consensus within your group

190

Developing Definitions of Problem Behaviors

• The critical feature is that all staff agree; compromise is necessary.

We can agree to disagree, but we also must agree to live with the decision that is best for ALL.

191 192

Connecting School Crisis Response Plans to PBIS Plan  Crisis plans should ideally be integrated into the school’s overall safety procedures and into the school’s PBS plan

 Rehearsal of the plan during non-crisis times is imperative

 Crisis Response Plans should include:  How to address community and state or local authorities involvement  How to address family involvement  Re-unification plans  Plan for addressing the media  Consultation from a grief or crisis counselor

The Office Discipline Referral Process

Contains definitions of:  major discipline incidents, minor discipline incidents, crisis incidents, a continuum of discipline procedures  Can be summarized in a narrative or graphic form  Is presented to all staff for approval  Is trained to all staff

No Is the Yes Incident Major?

1st Offense Verbal Feedback & Re-teach Write Referral Clarify Consequences Attach all applicable minor incident forms. Send student with referral

nd to Room 145 2 Offense (same behavior) Behavior Complete Tracking Form Ceases Intervention & Consequence Administration will follow-up Reinforce with course of action rd and/or consequences 3 Offense (same behavior) Appropriate Complete Tracking Form Behavior Intervention & Consequence Contact Parent 1. Parent contacted (1 day) 2. Teacher provided administrative action (1 day) th 4 Offense (within 3 weeks) 3. Incident recorded in Follow Referral Procedure data management system (2 days)

Office Discipline Referral (ODR) Forms  In utilizing the referral form, you must make sure to answer the following questions: - Who - Why - What - When - Where  Clarity on the referral form takes the guess work out of the data entry person’s job  Data will be more reliable and accurate as judgment calls are minimized Enhancements to the Office Discipline Referral Form

 Staff-managed (minor) and office-managed (major) referral forms  Inclusion of additional elements  Function  Triggers/Antecedents  Other Action Plan! PBIS Critical Element Office Discipline Referral Process

• Complete Benchmarks of Quality (8 - 14 & 46 - 48) and Action Plan form • Define – minors, majors and crisis behaviors • Disseminate school crisis plan to all stakeholders • Create discipline ladder flowchart • Revise Office Discipline Referral to include all required components

197

SWPBIS Critical Elements

198

Critical Element Establishing a SWPBIS Team

Objectives

• Identify the characteristics of an effective team • Identify critical team roles and responsibilities • Identify components of an effective team meeting • Provide monthly reports of discipline data • Gain participation of family representatives • Document SWPBIS as one of the top three school improvement goals of the School Improvement Plan

200 Leadership Lessons from Dancing Guy…

Or…..

The LONE NUT Theory!

Imagine…

• Think of a time you have been on a high performing team (sports team, church team, work team, community team, etc.)

• What were the characteristics that made it a high performing team?

High Performing Teams

• Collaboration • Communication • Respect • Trust • Commitment • Claiming of Responsibility • Follow Through • Constructive Feedback • Good Leadership

204 Working Together

20 5 206

Teaming Allows You To…

• Look at old issues from a NEW perspective • Explore the validity of “first impressions” • Stimulate creativity • Think outside-the-box • Without this many schools cannot sustain long-term change

When Establishing a Team

• School personnel should • SWPBIS Core Team: have: ▫ administration ▫ technological skills ▫ general education teachers ▫ artistic abilities ▫ special education teachers ▫ data access ▫ guidance representatives ▫ social leadership ▫ enrichment teachers ▫ behavioral expertise ▫ bus drivers ▫ school support workers ▫ authority to make ▫ students decisions ▫ family members

School-based PBIS Team Meets Frequently

• During initial planning, teams may need to meet more often • Team should meet at least once a month to: • Analyze and disaggregate discipline related data • Evaluate progress • Problem-solve areas as identified by data review • New activities are implemented according to information and trends seen in the discipline data and from feedback from staff • Accuracy and effectiveness of PBIS process is monitored

Team Meetings

• What from the BOQ still needs improvement or needs to be put in place? • What was successful last month and what do you want to continue to do? • What does your ODR data suggest as ways to pre- correct problems for the next month? • What information can you use from the surveys to be more inclusive of other’s ideas and improve? • What are your next steps? Center for Positive Benchmarks of Quality Behavior Interventions Educational and Community Supports, University of Oregon and Supports

Mississippi School-wide Benchmarks of Quality

)

- ( Critical Elements Benchmarks of Quality (+)

TEAM MEMBER RATING FORM Needs

campus

- 5. A variety of methods are used to reward students

Critical Elements Benchmarks of Quality )

(+) 5. Rewards are linked to expectations

Needs Needs Improvement Improvement

In Place Place In (++) 28. Rewards are varied to maintain student interest Not In In Not Place (

PBS Team 1. Team has broad representation 29. System includes opportunities for naturally occurring 1. Team has administrative support reinforcement

1. Team has regular meetings (at least monthly) 30. Ratios of reinforcement to corrections are high

31. Students are involved in identifying/developing incentives 1. Team has established a clear mission/purpose

5. Discipline referral form includes information useful in 38. Strategies to reinforce the lessons with families/community are developed and implemented decision making

Evaluation 49. Students and staff are surveyed about PBS 5. Expectations apply to both students and staff 50. Students and staff know expectations and rules

School Name: District: Date:

Person Completing Survey: Position : (i.e. Principal, Guidance Counselor) Center for Positive Benchmarks of Quality Behavior Interventions Action Planning Form and Supports

Directions: Place a check in the box that most accurately describes your progress on each benchmark.

Benchmarks of Quality In Need Not Critical Place Impr. in Elements place

Considerations…

Our Needs

Action Plan: Implementation Steps Who When Comp. How to Write a Goal

• Has to be measurable, meaningful & attainable • Behavior, Conditions, Criteria ▫ Ex. During the 2011- 2012 school year, Sunny Grove Middle School will increase the percentage of students with only 0-1 ODRs to 85%. Goals

• School Improvement Goals • Suggestions ▫ Reduce the number of ODRs (which in turn increases the amount of instructional time) ▫ Increase the number/percent of students with 0-1 ODRs ▫ Increase the amount of staff satisfied/respected/positive Team Roles and Responsibilities

• Team leader - facilitates meeting • Data Specialist- trained in by reviewing purpose and keeping entering and accessing data from the team focused on the task the discipline data management • Recorder - transcribes the team’s system responses on flip chart paper, • Behavior Specialist- competent transparency, or team with behavioral principles and agenda/minutes form assists in analyzing data • Timekeeper- monitors the amount of time available and keeps the team aware of time limits by prompting (i.e., “10 minutes left”)

Responsibilities of the SWPBIS Team

• Develop a school-wide plan • Hold regular team meetings which addresses all of the Critical Elements of SWPBIS • Make data-based decisions and share information with • Document PBIS as one of the stakeholders at least monthly top 3 improvement goals of the school in the School • Monitor and evaluate all Improvement Plan planned objectives and activities • Obtain staff and family participation and input

Team Leader Role & Responsibilities

• School-based person who has been trained in the SWPBIS process • Establishes meeting times that are conducive to the schedules of all team members • Sets the agenda, conducts the meeting & maintains action plan focus • Delegates responsibilities as needed 216 Administration’s Roles & Responsibilities

• ALL administrators are encouraged to participate in the process • Assimilate PBIS into existing school efforts • Plays an active role in the PBIS change process and communicates this commitment • Familiar with school’s current data and reporting system • Identifies how to free staff for

participation on the PBIS team Principal commitment is necessary for the change process to move forward successfully

District’s Roles & Responsibilities

• Serve as a liaison between PBIS team and related committees, i.e. Drop-out Prevention, TST, etc.

• Secure funding to support PBIS initiatives

• Schedule trainings and district level meetings

• Monitor and evaluate activities/system

• Attend initial school-wide trainings for new teams

• Attend and possibly co-train PBIS initiative for on-going teams 218 219 Working Smarter, Not Harder!

1. Investigate current programs in place…

Character Data Dropout Progress SWPBIS Education Collection TST RtI Family Prevention Monitoring Program MSIS

How do they all fit with PBIS? Action Plan! PBIS Critical Element Establishing a School – wide Team

• Complete Benchmarks of Quality (1-4) and Action Plan form

• Part 1 a) Consider team goal or purpose b) Consider team meeting time/location c) Complete team roster with members and roles

• Part 2 List all the committees and initiative based on your list what committees can you: (a) eliminate? (b) combine? (c) provide more support? (d) how can we infuse PBIS into our committees? 220

SWPBIS Critical Elements

221 Critical Element: Building Faculty, Staff and Family Involvement through Communication and Motivation

Objectives

• Identify strategies to enhance communication with and motivation of faculty, staff and family members • Develop a plan to get faculty, staff and family involvement

223 Commitment is Essential

• Faculty, staff and family members are critical stakeholders • 80% buy-in must be secured • 3-5 year process • Leads to successful development and implementation of school-wide activities

224 225

Points to Ponder…

Challenges Solutions

• Reasons for making changes are  Those involved in the school must not perceived as compelling share a common dissatisfaction enough with the processes and outcomes • Staff feel a lack of ownership in of the current system the process • Frequent communication opens • Insufficient modeling from dialogue for problem-solving leadership across campus • Staff lack a clear vision of how • Administrators need to make this the changes will impact them systems change a priority in the personally school • Insufficient systems of support • Consistent and meaningful reinforcers to all staff

Use the Existing Database

• Where behaviors are occurring (i.e., setting)

• What types of behaviors are occurring

• What types of consequence was delivered to discipline students

• When problems behaviors occur most frequently

• How many discipline referrals, suspensions, and/or expulsions occurred last school year

• How many faculty are absent daily

• Other (loss of instruction time, student absences, etc.)

226 How to Use the Data to Get and Maintain Faculty, Staff and Family Involvement

• Share visuals (graphs) with , staff and family members on a regular basis • The visuals are a powerful tool: ▫ To let stakeholders know the extra work they are doing is paying off ▫ To show specific areas that may need a more intense focus • Emphasize the “Team” process 227 Paradigm Shift

• Shifting the focus from my kids and your kids to our kids • Critical conversations • Actions of creating school-wide processes • Modeling of inclusive speech

228 Conduct Surveys

• Surveys are an efficient way to: ▫ Obtain feedback ▫ Create involvement without holding more meetings ▫ Generate new ideas ▫ Build a sense of ownership

229

Professional Development • Overview of SWPBIS • Behavior Management Training • Impact of student behavior on academic achievement • How to use… ▫ ODRs ▫ Consequence matrix (major/minor) ▫ Rules & Expectations ▫ Interventions & Consequences ▫ Reinforcement System

230 Priority of PBS

• Part of everyday conversation • Time is allotted in students’ schedule for activities • Resources are provided • Time is provided for team meetings • Time is provided for professional development activities

231 232 What Other Schools Have Found to Be Effective

Theme oriented introduction: Luau, Fiesta, Movie theme, etc.

What Other Schools Have Found to Be Effective

Song & Dance Routines What Other Schools Have Found to Be Effective

Rotation Stations What Other Schools Have Found to Be Effective

Team Building What Other Schools Have Found to Be Effective

Celebrating What Other Schools Have Found to Be Effective

• Retreat – day before official pre-planning • After the overview participants sign on chart paper labeled Yes/No/Need More Information • Show sections of the school-wide video • Grade level or content focus meetings (rather than entire faculty)

237 FISH! A Team Building Philosophy

•Play •Be There •Make Their Day •Choose your Attitude

www.charthouse.com 238 Action Plan! PBIS Critical Element Building Faculty, Staff and Family Involvement

• Complete Benchmarks of Quality ( 5 – 7 & 49 – 53) and Action Plan Form • Develop communication strategies for: • Sharing information with faculty, staff and family members • Involving faculty, staff and family members ideas into the plan

239 Contact Information Selina Merrell [email protected]

Patty Gautier [email protected]

Sydney Wise [email protected]

REACH MS www.usm.edu/reachms

REACH MS 601-266-4693 240