Positive Behavior Interventions and Supports (PBIS) School Team Training

1. Positive Behavior Interventions and Supports (PBIS)School Team Training

2. Training Objectives Training Participants: • will gain knowledge of basic PBIS principals and structures. • will understand the role of the PBIS in EUSD’s Integrated System of Student Supports . • will be able to identify the steps necessary for implementing PBIS at your schools. • Will take the first steps in developing a plan for the implementation of PBIS at your school site.

3. CARE Youth Project • Community-wide initiative • Best practice models • Response to Intervention/CSAT/PBIS • TurnAroundSchools • Sustainable systems and services to support student personal and academic

4. CARE Youth Project • Multi-funded • Safe Schools/Healthy Students (2009 - 2013) • NCPEI – North County Prevention and Early Intervention (2009-2016) • USC Military Connected Schools (2010-2014) • Additional Community and School Funding

5. RTI MODEL Tier III Targeted (High-Risk Students) Intensive Supports (3 – 5%) Academic Behavior Selected (At-Risk Students) Group and Individualized Supports (5 – 10%) Tier II Tier I Universal (All Students) Preventative School-wide System of Supports (80 – 90%)

6. RTI MODEL Tier III Targeted (High-Risk Students) Intensive Supports (3 – 5%) Selected (At-Risk Students) Group and Individualized Supports (5 – 10%) Tier II CSAT Tier I Universal (All Students) Preventative School-wide System of Supports (80 – 90%)

7. School-wide PBIS Tier III Targeted (High-Risk Students) Intensive Supports (3 – 5%) Behavior Selected (At-Risk Students) Group and Individualized Supports (5 – 10%) Tier II Tier I Universal (All Students) Preventative School-wide System of Supports (80 – 90%)

8. TurnAround Schools Six Exceptional Systems • Culture of Universal Achievement • Collaboration • Standards Allignment • Assessment • Data Management • Interventions**

9. TurnAround Schools Team Activity • Read the excerpt from TurnAround Schools, Chapter 8: Data Driven Interventions, Both Academic and Social • List five main components an exceptional system of behavior interventions.

10. Integrated System of Student Supports

11. SAFETY Tier III • Suspension Guidelines • District Behavior Contract • Administrator Trainings FAA/BSP Expulsion NCDS Suspension Tier II Individualized Corrective Actions Classroom Individualized Behavior Plans Bullying Intervention Groups • Student Success Plans • CSAT Interventions • Behavior Reflection Form • Staff Trainings • Policy Development • Curriculum Development Tier I School-wide PBIS Comprehensive Bullying Prevention Outreach and Education

12. What is PBIS? “School-wide Positive Behavioral Interventions and Supports is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on the prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing behavior concerns.” (Michigan Department of Education, 2010)

13. What is PBIS? School-wide PBIS is… The intentional structuring of the learning environment to equip students for behavior success.

14. Why PBIS? • PBIS addresses behavior concerns with simple strategies that are actually possible to implement. • PBIS is not a program, but a framework. District and schools can modify framework to meet individual site needs. • PBIS assists in setting the tone for a positive school culture. • PBIS provides skills to ALL students. • PBIS reduced behavioral incidents. • PBIS increases students time in class.

15. Why PBIS? Research shows… PBIS WORKS!

16. Why PBIS? School Culture: “ The belief, attitudes, and behaviors that characterize a school in terms of: • how people treat and feel about each other; • the extent in which people feel included and appreciated; • the rituals and traditions that reflect congeniality and collaboration.” (G. Phillips, 1993)

17. Why PBIS? CARE Youth Project – School Culture/Climate Data

18. Why PBIS? Your School Culture Discussion: 1. How do students (staff) treat each other? • What rituals or activities do your students and staff participate in that promotes a sense of connection to each other, the school or the community? • What is your staff’s belief about discipline and responses to students behavior?

19. Six Key PBIS Components • 3 – 5 behavioral expectations that are positively stated • ongoing direct instruction of behavior expectations • ongoing reinforcement of positive behaviors • predictable and consistent consequences • data informed decision making related to PBIS implementation • environmental changes or re-teaching in response to PBIS data

20. PBIS: Steps to Implementation 1. ensure administrator and staff commitment 2. create the PBIS Team 3. establish comprehensive data system • identify clear and consistent behavior expectations and develop a plan for teaching the expected behaviors 5. design system for reinforcing positive behaviors 6. design consequence system for negative behaviors 7. engage in data-based decision making

21. 1. Administrator and Staff Commitment Requires district-level commitment of support • BOARD GOAL # 1 - Provide systemic student supports that promote high student expectations and achievement for all students. • established PBIS and CSAT implementation within Principals Expectations • committed to use SS/HS and USC Building Capacity Grant funding for PBIS programs over next two years.

22. 1. Administrator and Staff Commitment Requires site administrator support • many EUSD School Sites have started PBIS Programs independently or have requested assistance in starting a PBIS program • PBIS is imbedded within the TurnAround Schools Model Principals: ARE YOU WILLING TO MAKE POSITIVE STUDENT BEHAVIOR ONE OF YOUR SITE FOCUS AREAS FOR THE NEXT THREE YEARS??

23. 1. Administrator and Staff Commitment Requires SCHOOL SITE STAFF SUPPORT! A. Staff agree that addressing behavior proactively is a priority • Staff agree that positive behavior in the classroom leads to increased opportunity for teaching, learning, and student success. • Staff agree that teaching, reinforcing, and modeling appropriate behaviors is a priority. D. Staff commit to their support of PBIS annually.

24. 1. Administrator and Staff Commitment Staff Commitment and School Culture : 1. How do students (staff) treat each other? • What rituals or activities do your students and staff participate in that promotes a sense of connection to each other, the school or the community? • What is your staff’s belief about discipline and responses to students behavior? STAFF: WILL YOUR STAFF BE WILLING TO REDEFINE YOUR SCHOOL and CLASSROOM CULTURE?

25. 2. PBIS Team • Composition of PBIS Team: • classroom teachers • administrator (s) • support team staff (counselor, social worker) • parent representative* (optional) • at least one individual with special training in PBIS • at least one staff with technology skills STAFF WHO ARE WILLING TO BE PBIS CHAMPIONS!

26. 2. PBIS Team • Tasks of the PBIS Team include: • coordinating all components of PBIS at the school site. • assisting in the creation of materials to support PBIS implementation. • staff information • expectation/rules • reward system and activities • data collection system • participating in regular meetings reviewing data and making decisions about PBIS implementation.

27. 3. Comprehensive Data System • creation of a site Office Disciplinary Referral (ODR) • training of all staff in how and WHEN to utilize ODR • clear protocol for collecting and responding to ODR • regular input of information from ODR into PowerSchool • regular review of data from PowerSchool

28. 4. Clear Behavioral Expectations • identify 3 – 5 school behavior rules • develop a one-page behavior matrix 3. develop a plan for teaching the school rules 4. create lesson plans and materials

29. 4. Clear Behavioral Expectations • identify 3 – 5 school behavior rules

30. 4. Clear Behavioral Expectations Felicita Elementary Pioneer Elementary Los Penasquitos Elementary Dundalk Elementary

31. 4. Clear Behavioral Expectations 2. develop a one-page behavior matrix

32. 4. Clear Behavioral Expectations

33. 4. Clear Behavioral Expectations 3. develop a plan for teaching the school rules

34. 4. Clear Behavioral Expectations 4. create lesson plans and materials

35. 4. Clear Behavior Expectations Watertown Unified School District, Lincoln Elem.- Hallway Watertown Unified School District, Lincoln Elem. - Bathroom

36. 4. Clear Behavior Expectations Classroom Lesson #1 Classroom Lesson #2 Classroom Lesson #3

37. 5. Reinforcement of Positive Behaviors • The most EFFECTIVE reinforcement to use with students is teacher PRAISE (verbal and non verbal). FOUR TO ONE RATIO • tangible acknowledgements (coupon, certificate, award) • lottery or redeemable systems • activity reinforcement (once a month event for those who do not receive an ODR , connected to coupons) IMPLEMENTED THE SAME IN ALL SCHOOL LOCATIONS AND BY ALL SCHOOL STAFF.

38. 6. Consequences for Negative Behaviors The school site consequence plan is: • clear • simple • consistent • predictable • sequential (with flexibility) IMPLEMENTED THE SAME IN ALL SCHOOL LOCATIONS AND BY ALL SCHOOL STAFF.

39. 6. Consequences for Negative Behaviors Sample questions for creating a consequence plan: • What negative behaviors will we not accept at our school? • What negative behaviors will teachers deal with in the classroom? (minor offenses) • What negative behaviors will lead to an Office Disciplinary Referral? (major offenses)

40. 6. Consequences for Negative Behaviors Example of teacher response sequence (minor offenses): • warning • time out or alternative activity • privilege loss (stay in 5 minutes at recess to complete a behavior reflection form) • parent contact • ODR

41. 6. Consequences for Negative Behaviors Example of Administrator Response Sequence (major offenses): • lunch time intervention • before of after school group/service • detention • community service • restitution • ALC • suspension

42. 7. Data-based Decision Making • utilize common ODR • input data into PowerSchool • review data from PowerSchool Reports on a monthly basis • identify patterns of incidents by location, time, grade levels • consider ways to address clusters of incidents (if incidents are taking place at lunch, consider working with NTD staff on increasing active supervision; • identify potential students for Tier II and Tier III supports

43. 7. Data-based Decision Making EUSD Sample Data Report

44. 7. Data-based Decision Making

45. Putting the Pyramid Together TIER II PBIS Behavior Strategies TIER III PBIS Behavior Strategies

46. RTI Tier III Targeted (High-Risk Students) Intensive Supports (3 – 5%) CSAT Process Selected (At-Risk Students) Group and Individualized Supports (5 – 10%) Tier II Tier I Universal (All Students) Preventative School-wide System of Supports (80 – 90%)

47. School Site Menu of Services NCDS Referral Behavior Contract Vista Hill FAA/BSP SARB SES Tutoring Tier III Elizabeth Hospice CYP Support Specialists Student Study Teams McKinney-Vento Program Anytime School SART Team Classroom BSP Student Success Contract Social Work Intern Program Tier II Palomar Family Counseling After School Programs Attendance Policy Season for Nonviolence ELAC/DLAC Red Ribbon Week Tier I Parent University Positive Behavioral Supports Safe Walk Program Classroom Management Trainings PRIDE Assemblies

48. WHAT IS THE CSAT PROCESS? A systematic process for identifying students in need of additional interventions, and for linking students with the supports available to reduce the barriers to learning and increase their school success.

49. Tier 1 School - Wide Supports and Prevention Programs Student Concern Identification by: Administrators, Teachers, Grade Level Team, Support Staff, Parents, Student, Agency Staff Behavior Incident Parent Contact and Consultation Intervention Implementation Referral Not Initiated Complete CSAT CORE Team Referral CSAT CORE Team Review/Determination of Services Formal Assistance Teams GLIT/SST/BSP/504/SART Parent Conference Referral to Menu of Services Assessment As Necessary Monitoring and Evaluation

50. www.careyouth.org