Promoting Positive Environments for Student Success

1. Introduction to Positive Behavior Interventions & Supports PBIS

2. CONTACT Gary Coppolino And Michelle Levy Administrative Coordinator for Behavior Regional Special Education Technical Assistance Support Center Eastern Suffolk BOCES (631) 218-4197 gcoppoli@esboces.org mlevy@esboces.org

4. All Humans thrive within Positive environmentsHow are students experiencing their environment? Negative • Critical • Attention to negative • Reactive, punitive • Rejecting students • Unstructured • “Can’t you do better?” • “You’re not doing it right!” • “Do this or else!” Positive • Compassionate • Proactive, supportive • Structured, organized • Encouraging • Empathetic • “You’re doing great!” • “You’re a great kid!”

5. Positive Relationships Are a MUST!! • Strong adult-student relationships are necessary to help students optimize their learning and behavior • Increased cooperation and compliance • Lower rates of problem behavior

6. Ingredients to Promoting Student Social, Emotional & Academic Success • Create a positive, structured, predictable and safe environment for all students • Establish & maintain positive relationships so all students feel a sense of belonging and connection to school • Rigorous, effective instruction to teach students academic, social, emotional and behavioral skills that enable school and life success • Promote student ownership to cultivate a sense of purpose, positive mindset and motivation • Make sure all student receive the supports they need to be successful (equity based framework)

7. Establishing a Positive Social CultureCulture = beliefs, customs, and behaviors of a group Common Language Effective Practice All Benefit Common Experience Common Vision/Values 7

8. Putting it simply … School-wide Positive Behavior Support is a process for teaching expected social and behavioral skills so the focus can be on teaching and learning in a positive, preventative school environment.

9. Intensive 6+ ODRs Full Functional Behavioral Assessment (FBA) Wrap-around services Targeted 2-5 ODRs Simple FBA Group systems for efficient and flexible intervention programming Continuous progress monitoring Data-based teams School-wide Consistent expectations taught to everyone Prevention via social skills instruction Office Discipline Referrals (ODRs) Intensive Alterable variables Individualized intervention plan Progress monitoring Student Study Team support Targeted Flexible, instructional grouping aligned with specific skill and need for support Progress monitoring Data-based teams School-wide Universal screening Evidence-based core curricula Effective instructional strategies Academic Support Behavior Support

10. Public Health Model: PREVENTIONEx: Diabetes Tier 3 Daily insulin injection Tier 2 medication Tier 1 Diet & exercise Progress monitor with glucose meter Integrity issues – No donuts

11. Core Features of a Response to Intervention (RtI) Approach Investment in prevention Universal Screening Early intervention for students not at “benchmark” Multi-tiered, prevention-based intervention approach Progress monitoring Use of problem-solving process at all 3-tiers Active use of data for decision-making at all 3-tiers Research-based practices expected at all 3-tiers Individualized interventions commensurate with assessed level of need

12. PBIS Emphasizes Prevention andInstruction at Each Tier • Universal Tier • GOAL: To increase the number of pro-social behavioral interactions and increase instruction time • Secondary Tier • GOAL: To determine function and increase capacity to meet student/adult behavioral support needs. • Tertiary Tier • GOAL: To provide supports that will reduce the intensity and severity of behavioral needs.

13. PBIS Theory All behaviors occur within an environmental context All investigations begin by examining the scope of the problem (school wide, group or individual) Intentionally structured for success-proactive Systemically teaches appropriate behaviors Builds capacity for all staff to acknowledge & correct behaviors Intentionally builds positive, flexible, environments based on data The objective is self management

14. Transitions in hallway Locker bays Tardies to school Tardies to class Inappropriate language Physical/verbal aggression Physical contact Lack of motivation/ engagement Common School Concerns • Arriving and leaving • lunch room • Lunch room noise • Gum chewing • Hat wearing • Inappropriate dress • Zero tolerance • behaviors • Attendance • Electronics

15. How Do Schools Typically Respondto Problem Behavior? • Reactive/Consequence Strategies • Office referral, detention, suspensions, etc. • Restrictive and segregated settings • Individual counseling and therapy • Packaged programs * Consequences will not teach the “right way” * Consequences may actually reinforce the behavior of concern

16. How do we respond to problem behavior? • “Joseph, I’m taking your book away because you obviously aren’t ready to learn. That’ll teach you a lesson.” • “Juan, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.” • “You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.” • “Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”

17. What will PBIS look like in yourschool? •Datawill be used to help track progress and identify areas to target for intervention •Discipline referralProcesses & Procedures will be Consistent throughout the school • The school will develop and use school-wide Expectations & Rulesin settings across campus to • Teachstudents appropriate behavior • A Reward Systemwill be used to encourage and model appropriate behavior and • Effective Consequenceswill be developed and used to discourage inappropriate behavior.

18. Primary Outcomes Collateral Outcomes Decrease in • office referrals • suspensions & detentions • disruptive classroom behavior Increase in • academic performance • on-task behavior • parent, student & staff satisfaction • staff retention Staff-related expenditures • Time devoted to instruction or preparation • Additional staff • Staff absences / Substitute teachers Student-related expenditures • Referrals to Special Education • Non-public school or Out-of-District placements Damage to school property

19. Paradigm Shifts We’re Seeing… Aggressive disrespect to an appreciation of manners, respect and excellence. “Us against them” to shared, thoughtful collaborative relationships between students and staff. Emphasis on teaching to an emphasis on learning. “Do what I say” to “understand why it is important for you to do this.” “It’s someone else’s fault” to assumption of responsibility. M. Levy

20. Turn and Talk • What do discipline practices currently look like at your school? • How are they similar and/or different as compared to the features described thus far? • How would an outsider describe your school’s disciplinary practices?

21. Big Ideas for Effective Behavior Support 1.SYSTEMS (Support Staff Behavior) How things are done Data-based decision making Team based problem solving Long term sustainability 2. DATA (Support Student Behavior) How decisions are made On-going data collection and use (ODRs, suspensions, attendance) 3. RESEARCH VALIDATED PRACTICES (Support Decision Making) How staff interact with students Direct instruction of social skills Functional behavioral assessment On going reinforcement of expected behaviors SYSTEMS DATA PRACTICES Social Competence Academic Achievement

22. OUTCOMES DATA SYSTEMS PRACTICES Supporting Decision Making DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review

23. OUTCOMES PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable DATA SYSTEMS PRACTICES Supporting Student Behavior

24. SYSTEMS • Efficient • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives OUTCOMES DATA SYSTEMS PRACTICES Supporting Staff Behavior

25. Where do we start? With Universal… “If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, but starting with the roof- without a proper foundation, no structure can stand.” (DuFour, DuFour, & Eaker, 2010)

26. Critical Features PBIS Team Faculty Commitment Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Established Expectations and Rules Developed Reward/Recognition Program Established Lesson Plans for Teaching expectations/ rules Implementation Plan Classroom Systems Evaluation

27. Questions to Consider Where Are We Now? Where Do We Want to Be? Mission How Will We Get There? When Will We Know We’ve Arrived?

28. Do We Need PBIS? • Is there an active school-wide behavior management program in place? If so, is it working? • Is there a high rate of positive feedback to our students? • Are consequences based on school rules and are they delivered consistently across campus? • Does our school have a high rate of office discipline referrals? Is there room for improvement? • Do staff anticipate problems and intervene early? • Is behavior taking away from your teaching time?

29. The Tiered Fidelity Inventorya.k.a.TFI

30. Critical Elements • Team Process • Expectations/Rules/Matrix/Routines • Lesson Plans/Cool Tools • Reinforcement/Acknowledgement • Discipline Referral Process • Data/Evaluation

31. If they can do it…….

33. Lost at Sea

34. PBIS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams

35. Team Process • Communicates common vision for school wide supports • Works collaboratively to establish building capacity to support all students • Commits resources to establish procedures for support • Develops methods for evaluating progress towards measureable outcomes • Action planning based on data

36. Team Composition Administrator Grade/Department Representation Specialized Support Special Educator, Counselor, School Psychologist, ESL, Social Worker, etc. Support Staff Office, Supervisory, Custodial, Bus, Security, etc. Parent Community Mental Health, Business Student Page 34

37. PBIS Team Functions •Assess the current behavior management practices • Examine patterns of behavior • Obtain staff commitment • Develop a school-wide plan with accompanying handbook • Obtain parental participation and input • Oversee, monitor, and evaluate all planned objectives and activities developed by team

38. Identify Team Member Roles Team Leader/Facilitator Recorder/Secretary Timekeeper/Task Master Data Manager Behavior Expert Communication Coordinator Archivist PBIS Coach- school-based (“positive nag”)

39. Administrators at Successful PBIS Schools 39

40. Administration’s Rolesand Responsibilities Administrators should play an active role in the school-wide PBIS change process. actively communicate their commitment to the process. be familiar with school’s current data and reporting system. ALL administrators are encouraged to participate in the process. If a principal is not committed to the change process, it is unwise to move forward in the process. P.38-39

41. Administrator agrees to actively support and participate in PBIS activities. Administrator agrees to: • attend meetings 90% of the time • provide funding for PBIS activities • allocate time on staff agenda for PBIS updates • actively promote PBIS as priority, and • integrate PBIS with other initiatives/improvement activities

42. Family Involvement and PBIS Family Involvement at all 3 levels of implementation Family Involvement is essential for planning school-wide policy and procedure Family Involvement is essential for helping individual students experiencing behavioral and academic challenges

43. Roles of the coach Coach Facilitate Coaching Roles Communicate Content Knowledge • Team meetings • Activities at training events • Implementation • Share advanced content with team • Share information at faculty meetings • Local PBIS expert • Positive “nag” • Link to resources (e.g., www.pbis.org)

46. Mission Statement P. 50-51 A statement that presents the values that the organization thinks are important and announces to the world why the organization exists.

47. Examples of Mission Statements 1. At Pinehurst HS, students and staff will: Place highest value on academic, social, and personal success; Strive for proactive and safe learning & teaching environments; Foster partnerships with students, families, and communities, and Emphasize what works. 2. We, the staff and students at Cougar ES, commit ourselves to working together to provide a positive, safe, and predictable school environment that encourages learning, cooperation, and respect.

48. Communication System Morning announcements Monthly newspaper articles Daily email bulletin to staff Orientations for each class One grade level meeting per month: SEL/PBIS/Behavior Teams report at staff meeting PTA newsletter monthly Centralized registration for all students Family nights Participate in coaches meetings Bulletin board in main hallway District website

49. What does a team meeting look like?

50. Critical Elements Team Process Expectations/Rules/Matrix/Routines Lesson Plans/Cool Tools Reinforcement/Acknowledgement Discipline Referral Process Data/Evaluation 50