Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports District PD February 17th, 2012

2. Agenda • PBIS Results • PBIS Overview • Involvement of All • Task List / Next Steps

3. PBIS Now More Than Ever • Quality • PBIS actually works – last year, the percent of suspensions due to Learning Environment Violations decreased from 61% to 46% when compared to the previous school year. • Equity • PBIS builds equity among all groups (racial, gender, SES, and disability) • Schools cannot just be successful for some students • Efficiency • The district recovered the following number of days from the previous school year: • 293 teacher days lost to writing referrals for suspensions • 2,472 administrator days lost to issuing suspensions • 2,827 student days lost to the process of being suspended and 37,487 days lost serving suspensions for a total of 40,317 student days.

4. PBIS • What do you KNOW? • What do you WANT to LEARN? • How will you measure success at your building?

5. PBIS is like……… A Warm Cup of Coffee from Starbucks Bottle of Glue A rollercoaster Going to the gym

6. A Framework • PBIS is Framework for everything we do • Should be “Business as Usual” • It’s just a part of everything you do • Culture of the building • Supports success of all student • Must be practiced and worked on over time • Must be exposed and experienced consistently over time

7. How Does PBIS Help Schools? • PBIS provides supports and interventions to students • PBIS helps schools shift from a reactive approach to a proactive approach • PBIS helps to redesign learning and teaching environments.

8. Review of the Framework

9. Components of PBIS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. PBIS at a Glance • Set the expectations (no less 3, no more than 5) and posts throughout the school in all settings.  • Define the expectations for specific settings. • Teach and model the expectations (Cool Tools/ Behavior Expectations). • Practice the expectations. • Set the consequences (negative and positive) - T-chart (Office Managed/Classroom Managed) • Establish an acknowledgement system. • Use data to monitor throughout the year (Big 5 Reports) • Provide interventions and supports for students that need additional help.

11. Does your school look like a PBIS school? • Are your Rules and Expectations posted? • Has your staff taught the school rules and expectations to students? • Does your school have their acknowledgement system in place? • Does your staff understand the T-Chart? • Is your PBIS binder up-to-date? • Who is responsible for the PBIS binder? • Is your school using data to make decisions? • Does the staff review the PBIS process and data at every staff meeting?

12. Is PBIS necessary? Shouldn’t students already know how to behave? - or - Why are we rewarding students to behave correctly?

13. Schools are not filtering students for the world, we must reach and help ALL students.

14. What behaviors does she want?

15. A world without PBIS…… • Your principal is giving you your formal observation and doesn’t notice all the good things, only points out everything you did wrong without explaining or helping you correct these problems. • You make dinner for your spouse every night and he/she never compliments you, only yells at you when you burn dinner or make something they don’t like.

16. This is the way many schools and districts have handled their discipline • Only addresses behaviors when they are negative or not the behavior we were looking for (sharpening a pencil during a test) • No explanation of the behaviors we would like to see • Not acknowledging students behaving positively

17. A world with PBIS • Your principal lets you know what his/her EXPECTATIONS are for the classroomand compliments the great things (s)he sees and works with you to improve areas you need help with • Your spouse tells you what they like to eat and compliments you every time you make dinner and occasionally treats you to a movie out for being such a great spouse

18. We are acknowledged as adults • Frequent buyer card at Subway • Membership card at Pick ‘n Save • Saving money on our car insurance • Smiles from friends, family, and co-workers

19. Is a national program with national results • Are using the Illinois framework • Part of Corrective Action with DPI • All schools must participate with fidelity • Everyone responds to a positive environment • Everyone wants to be successful and part of a larger whole

20. We all need to work together for this to work and to help all students. How can you get involved?

21. Tier 1 Team • Representative of entire staff • Teachers (Required) • Facilitated by a teacher with teachers on team • Committee Structure • Divide the work, no one person does too much • May not have to attend meetings, just complete your role

22. Committees • For the work to be sustainable and have more fidelity with all staff • Committees are needed • PBIS Tier 1 Committees: • Teaching • Communication • Acknowledgements • Data

23. Committees • Allows for more staff to become involved • Committees meet to do their specific work • Work can be done outside of Universal Meeting • Allows staff to use their strengths to help PBIS • Takes all the work off of one individual • Makes what we are doing sustainable

24. Teaching Committee • Designs behavioral lessons • Organize calendar of behavior lessons • Seeks new and innovative ways to create diversified lessons • Ensures behavioral expectation signage is posted in all areas, including classrooms • Update T-chart with staff regularly • Update PBIS Binder

25. Is the Teaching Committee Right for You? • Youtube video: http://www.youtube.com/watch?v=6WUEVEpYw40 • Do you enjoy making lesson plans? • Are you an engaging teacher? • Are you creative? • Do you have an artistic touch? • Do you have strong classroom management?

26. Communication Committee • Alert staff and students to upcoming and current events throughout campus • Alert parents and community to PBIS events and needs • Update school website with PBIS information • Create newsletters, flyers, and student paper • Create PBIS bulletin board, electronic message board, and PBIS videos • Utilize school TLC site • Make daily announcements regarding PBIS • Place artifacts in PBIS Binder

27. Is the Communications Committee Right for You? • Youtube video: • http://www.youtube.com/watch?v=2K_iCoYBZ2Y • Do you have an artistic touch? • Are you good at public speaking? • Are you creative? • Do you have strong computer skills?

28. Acknowledgement Committee • Create frequent, intermittent, and long range acknowledgements for staff and students • Organize calendar of specific incentives for frequent, intermittent, and long range • Contact community businesses and partners for fundraising support to assist PBIS • Create celebrations • Place acknowledgement matrix in PBIS Binder

29. Is the Acknowledgement Committee Right for You? • Youtube video: http://www.youtube.com/watch?v=QqL_5ZYd2kc • Do you always use positive language? • Are you creative? • Do you have community connections? • Do you enjoy putting together celebrations? • Do you enjoy acknowledging others?

30. Purposes of Acknowledgments • Reinforce the teaching of new behaviors • Focus on one specific behavior • Encourages the behaviors we want to increase • Strengthen positive behaviors that can compete with problem behavior • Provides a prompt for adults to recognize positive or expected behavior • Life acknowledges us as adults

31. Data Committee • Pull Big Five Data weekly and analyze and share at staff meetings and PBIS meetings • Conduct periodic surveys as needed to gauge systems effectiveness • Place copies of Big Five in PBIS Binder

32. Pulling data • Video on MPS Media Site • Analyzing data • What is data telling us? • Behavior lessons? • Acknowledgements?

33. Other sources of data • Direct Observation • Focus on behaviors before data gets there • Behaviors not having data • Informal Survey • Teacher • Students • Other staff in building • Attendance

34. Is the Data Committee Right for You? • Do you like data? • Are you good at interpreting data? • Do you like math and statistics? • Do you use Data Warehouse frequently? • Do you have strong computer skills?

35. Where can you help PBIS Tier 1? • What are your strengths? • Which committee can you help with? • How can you make PBIS present on a daily basis in your school?

36. Tier 1 Task List • Look through list • Check off everything your school has completed • Rank those items you have not accomplished in order of importance for your school to complete

37. Tier 2 • Tier 2 Team Expectations • Organize and execute Tier 2 interventions • Monitoring progress and success of Tier 2 interventions and students on interventions • Create supporting documents for Tier 2 • Daily Progress Reports • CICO letters and procedures • SAIG group documents • Function as CICO Coordinator • Get Data on EXCEED

38. Identifying students • Tier 2 Students Identified by TIER 1 Universal Team • Current data • 2 referrals in a month (K4-Grade 5) • 3 referrals in a month (Grade 6- Grade 12) • 2 suspensions • Teacher, Parent, Student Referral • Others (Minor forms, PBIS referrals, etc) • Screening • Will this work for student • If not, another intervention must be used Approximately 10%- 15% of total students • Throughout year, not at any single point

39. CICO • Students meet with Mentor in morning (1 minute) • Go over goals for day, ensure student is prepared for a successful day • Students carry a DPR card with them all day • Classroom teacher positively checks in with student throughout day (less than a minute) • Student checks out with Mentor at end of day (1 minute) • Goes over points for the day, discusses day • Student takes copy of DPR home • Longfellow/ Curtin video

40. Daily Progress Report Middle School DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

41. Daily Progress Report Elementary DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

42. Daily Progress Report Early Childhood DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

43. Behind the Scenes • Mentor checks in and out with students • Conversations with students, collection of DPR cards • PBIS team reviews data monthly • Students who meet universal screener are discussed • Entered in CICO or another intervention (students cannot be ignored an intervention) • Team goes through any parent, teacher, or student referrals for students into Tier 2 • Team enters progress monitoring data in EXCEED • Team reviews data of Tier 2 students • Students stay on, advanced to higher levels of interventions, removed from Tier 2

44. Your Role in the Classroom • Less involved than Tier 1 • Student will not be missing instructional time • Check-in with student throughout day • Not interrupting instruction • Have POSITIVE interaction/ conversation with student • What are they doing well, what can they improve • Remind student to check in with you

45. Roles Needed for Tier 2 Team • Data Coordinator • Put data in Exceed, monitors Exceed data • CICO Coordinator(s) • Students Check In and Check Out with this staff member • SAIG Facilitator • Meets with students weekly in a SAIG and works on a specific behavior • Communications • Communicates to staff progress of Tier 2 • Creates Tier 2 documents (DPR, letter home,etc)

46. Next Steps • All MPS schools are implementing Tier 2 • Create a Tier 2 team • Create a CICO structure • Create DPR forms, letters home, etc • Tier 1 team identifies students for Tier 2 • Begin pilot of CICO • Begin more intense interventions for students who don’t respond to CICO