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North East Education Center

North East Education Center. Positive Behavior Intervention Supports Kristi Bonter Lisa Cobb. OVERVIEW OF THE PROGRAM. 31 Students 9/12 local districts in Muskegon County…some schools very rural, some city Eastern Service Unit:

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North East Education Center

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  1. North East Education Center Positive Behavior Intervention Supports Kristi Bonter Lisa Cobb

  2. OVERVIEW OF THE PROGRAM • 31 Students • 9/12 local districts in Muskegon County…some schools very rural, some city • Eastern Service Unit: • 1 Director, 2 Special Education Supervisors • North Service Unit: • 1 Director, 3 Special Education Supervisors • 13 Staff Members: • 1 Principal, 1 Social Worker, 1 Secretary, 4 Teachers, 6 Paraprofessionals

  3. MISSION STATEMENT The mission of the NEEC is to promote optimism, trust, forgiveness, and character development through setting the clear expectations of Respect, Responsibility, having a Good Attitude and being Safe in a therapeutic environment; ultimately increasing academic achievement.

  4. NORTH EAST EDUCATION CENTERFoundational Beliefs • All students have the right to be treated with dignity and respect.   • All students can benefit from research driven educational practices. • Functional Behavior Assessments • Behavior Intervention Plans • Behavioral interventions focus on the application of positive behavioral supports. • Staff interventions teach rather than punish. • Behavioral interventions seek to develop alternative and functional skills. • Students have the right to be taught in least restrictive environments. • LASTING change comes from positive behavior supports not punitive consequences. • Students start on a clean slate hour by hour, sometimes minute by minute. • Staff do not take things personally or hold grudges.

  5. IT IS A TEAM EFFORT • Collaboration among working professionals who are involved in the student’s life: • Parents • Home District • Administration, Teaching Staff, Support Staff, Transportation • Providing School Building • Administration, Teaching Staff, Support Staff, Cafeteria • Community Mental Health • Family Court • Department of Human Services • Child Protective Services

  6. CHECK IN/CHECK OUT • Daily Morning Staff Meeting • Student Arrival • All staff greet • Check in materials and check in emotionally! • Pull aside kids with red flags • Support staff monitor arrival until each student has arrived

  7. UNIVERSAL SUPPORTS Tertiary: Seclusion, Restraint, Police calls, Probation, Juvenile Court Secondary: In school suspension, out of school suspension, SSW individual and group therapy. Community supports (CMH, Catholic Charities, Webster House, Health Department, Child Abuse Council, DHS etc.), Parenting Class. Primary: SSW Group therapy, Functional Behavior Assessments, Behavior Intervention Plans, Level System, LSCI, PBIS, Sit-Out, Time-Out, Friday Fun, Store Points, Teacher Caught-Being-Good, Daily/Weekly Parent communication.

  8. KEY PROGRAM INITIATIVES • Life Space Crisis Intervention • Therapeutic Crisis Intervention

  9. LIFE SPACE CRISIS INTERVENTION(LSCI) • LSCI is a therapeutic skill which enables us to make the best out of a stressful student incident. • LSCI is the skill of identifying what type of student we are working with and what triggers, works well with or doesn’t work well with this type of student. • LSCI is the skill of processing with a student the events, thoughts, and/or feelings that are upsetting them at that moment. • LSCI is a concept anchored in the development of a supporting, caring relationship between the student and the staff. The “problems” that kids cause are not the cause of their problems.

  10. THE CONFLICT CYCLE

  11. THE INFAMOUS POWER STRUGGLE!! • Students get reinforced for paying attention to negative behavior • WE get reinforced because behaviors stop • Student craves attention and acts out again • Average 15:1 negative to positive - Goal 5:1 positive to negative - our goal 20 random per hour • Gentle reminders are negative: " You need to get back to work!"

  12. THREE POSSIBLE OUTCOMES DURING A CRISIS • Staff/student relationship is improved. • Staff/student relationship is damaged. • Staff/student relationship is unchanged.

  13. THERAPEUTIC CRISIS INTERVENTION • Developed by Cornell University in the early 1980s. • TCI is a research-based, crisis prevention and intervention model. • The purpose of the TCI system is to provide a crisis prevention and intervention model that will assist in: —Preventing crises from occurring —De-escalating potential crises —Effectively managing acute crises —Reducing potential and actual injury to children and staff —Learning constructive ways to handle stressful situations —Developing a learning circle within the organization

  14. LEVEL SYSTEM • Observation- Level 5 • Earn privileges as they move up • Gauge for Locals for transition back to home district • Clearly defined and posted school-wide • Looking at revising or eliminating • Weighing pros and cons

  15. WHAT HAPPENED NEXT?? • 2009: Approached by MAISD Director of Special Education to apply for MiBSLi grant • 2010: Grant completed and received • Staff bought in and were relieved that we would be not only collecting, but USING data! • 2011: First year of MiBLSi • Currently in our third (last year) of the MiBSLi grant…

  16. SOLID FOUNDATION = SUCCESSFUL IMPLIMENTATION OF PBIS

  17. PUTTING IT ALL TOGETHER Responsibility Respect Safety Good Attitude

  18. NORTH EAST EDUCATION CENTER BEHAVIOR REPORT STUDENT______________ STAFF____________ DATE_________ TIME IN:________    OUT:_________ LOCATION: Classroom     Playground     Office       Hallway      Cafeteria Bathroom     Gym     Library    HUB     Group     Bus   Field Trip   Other___________ PROBLEM BEHAVIOR (CIRCLE & LABEL BY SEVERITY, EX ON BACK) MINOR:  Innapprop. Language       Physical Contact        Disrespect       Disruption  Dress Code     Technology Violation       Property Misuse     Tardy    Refuse to work Describe:________________________________________________________________ MAJOR: Inapprop Language    Physical Aggression    Defiance   Refuse to work    Disruption   Bully/Harass    Inapprop Display of Affection      Tech. Violation    Truancy Theft/Forgery     Dress Code Violation     Lying/Cheating    Tobacco    Drugs     Combustibles         Out of Area     Vandalism/Property Damage    Bomb Threat   Arson   Weapons     OTHER _____________     Describe:_______________________________ _______________________________________________________________________ POSIBLE MOTIVATION:  Peer Attention     Adult Attention     Obtain Items       Avoid Tasks   Avoid Peers   Avoid Adults    Power & Control       Unknown _______________ OTHERS INVOLVED:  None   Peers   Parapro   Teacher   Substitute   Other Staff      Unknown   Other____________________________________________________ ADMINISTRATIVE DECISION: Conference with Student     Loss of Privilege       HUB   Police   Parent Contact     After-School Detention     Isolated Instruction             In-School Suspension    Out-of-School Suspension    OTHER______________________ Physical Management?     YES    NO      __________________________________ Small Room Seclusion?      YES   NO   TIME______________________________     Door Closed by Staff?     YES    NO     TIME______________________________    PLEASE MARK ON FRONT OF SHEET FOR RECORDING PURPOSES Police                             Assault                           Suspension                     Bullying

  19. PRACTICE • Three times per year: • First week of school • Week after Christmas Break • After Spring Break

  20. Caught Being Good Respect Good Attitude Responsibility Safety Student: Staff: Date:

  21. Student Drawing: Classroom: Snacks Privileges Schoolwide: Lunch $5 Gift Card Candy Bar Staff Drawing: Lunch $5 Gift Card Candy Bar WEEKLY INCENTIVES

  22. MONTHLY and TRIMESTER INCENTIVE • Last staff meeting of the month, staff vote on a student and staff of the month • Based on who each person feels is making a great effort • Not based on point sheets or documentation • Trimester is based on greatest number of Caught Being Good tickets • Larger prizes – Craigs Cruisers, shopping, Michigan Adventure

  23. 4 PBIS ELEMENTS

  24. These four elements are guided by six important principles: • 1. Develop a continuum of scientifically based behavior and academic interventions and supports • LSCI,Read Naturally, Fountas and Pinnell, Reader’s Workshop, CHAMPs • 2. Use data to make decisions and solve problems • Daily Point sheets, HUB logs, SWIS, AIMSweb, SRSS, Self Assessment Survey • 3. Arrange the environment to prevent the development and occurrence of problem behavior • PBIS, posted school and classroom expectations throughout building, daily schedule posted, Matrix Lesson plans/role play • 4. Teach and encourage pro-social skills and behaviors • PBIS, LSCI, The Work, SSW group and individual, Role Play • 5. Implement evidence-based behavioral practices with fidelity and accountability CPI/TCI training, LSCI, PBIS, MiBLSi, Mindfulness • 6. Screen universally and monitor student performance & progress continuously AIMSweb, SWIS, MEAP, MI-Access, MME, Report Cards, Progress on goals and objectives, daily point sheets

  25. NEEC and Wesley School • Professional Quality of Life Scale (PROQOL) Where is our stress coming from? Initially, we thought it MUST be work related… We found out differently! And so came to be, the introduction to SELF-AWARENESS and MINDFULNESS

  26. What more can we do?

  27. OUR LATEST VENTURE

  28. MINDFULNESS Paying attention in a particular way On purpose In the present moment Without judgment • Jon Kabat-Zinn • Founder: Mindfulness-Based Stress Reduction (MBSR) • University of Massachusetts Medical Center

  29. BENEFITS of MINDFULNESS • Decrease: • Test anxiety • Depression • Conduct Disorder • Anger Problems Increase: • Attention and concentration • Social-emotional awareness • Body-awareness and coordination • Interpersonal skills • Emotional regulation • Memory, planning and organization

  30. RESOURCES:The Shadow Effectby Deepak Chopra, Debbie Ford, Marianne WilliamsonThe Angry Smile: The Psychology of Passive-Aggressive Behavior in Families, Schools and Workplacesby Nicholas James Long, Jody E. Long, Signe WhitsonLost at Schoolby Dr. Ross GreeneThe Explosive Childby Dr. Ross GreeneLife Space Crisis Intervention: Talking With Students in Conflictby Nicholas James Long, Mary M. Wood, Frank A. FecserPositive Peer Culture (Modern Applications of Social Work)by Larry K. Brendto, Harry H. Vorrath

  31. Thank you for your time! If you would like further information about our program contact us at:Lisa Cobb lcobb@ravennaschoools.orgKristi Bonterkbonter@ravennaschools.org

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