Positive Behavior Support in Schools APHS - 2011-2012

1. Positive Behavior Support in SchoolsAPHS - 2011-2012

2. PBSiS Model Goals Overall Reduction of behavior and discipline problems school-wide Inclusion of all students Develop a positive school climate Improve administrators and staff level practices for addressing behavior and conduct issues

3. PBSiS Long Term Goals Integrate a school-wide positive social behavior Develop and implement a system that identifies and intervenes in conduct/behavior problems early Include all students in designing and implementing supportive interventions

4. Member Requirements Attend monthly planning meeting Attend sub committee meetings when appropriate Attend off-site required PBSiS State Training sessions Review current attendance and discipline data Help develop more positive rules and effective consequences Work as a team APHS PBSiS Members: Gavin McGrath, Michele Saunders, Lauren Golden, Christine Demarisco, Frederic Cheriscat, Alisha DeLorenzo, and Dorothy Ellison

5. PBSiS Sponsored by NJDOE • Office of Special Education Programs In collaboration with: • Elizabeth M. Boggs Center on Developmental Disabilities • UMDNJ-Robert Wood Johnson Medical School Data Driven and Best Practices • Develop a Three-tiered Approach

6. Development of a Three Tiered Approach • Develop capacity to: • Include students with disabilities with challenging behavior with appropriate supports and services • Use proactive practices to foster a positive school climate • Use Data-based decision making • Work as a community to develop and implement interventions • Foster family involvement (work with our Title One representative and our PTO President)

7. Development of a Three Tiered Approach • Tier 1: Universal Interventions: create positive, respectful, and responsive learning environments for all students, by developing consistency across staff and settings regarding: • Stated expectations for student behavior • Staff response to unwanted behaviors • Staff responses to desired behaviors • Staff response to discipline infractions

8. Development of a Three Tiered Approach • Tier 2: Secondary Interventions: intervene early with students, who are beginning to display patterns of chronic behavior problems to prevent the need for more restrictive responses (alternative school placements) Preferred Options include: • Check-in systems • Social skill training • Mentoring • Instructional accommodations

9. Development of a Three Tiered Approach Tier 3: Individualized Interventions for Students with Intensive Needs: Ensure that students with disabilities are successful, intensive individualized behavior support plans may be needed. Plans are based on a behavior assessment and are developed with an emphasize on: Prevention Instruction Reinforcement Quick diffusion of problem behavior

10. PBSiS: Creating an environment that builds relationships… Encourage positive relationships between students and teachers Encourage positive interactions between students Display caring Create forums for students to be heard Provide lots of social praise Have clear expectations and routines Provide help, support, and intervention!!!

11. PBSiS Year One Conduct a needs assessment, collect data for benchmark results, survey staff, students, and parents Define and teach behavioral expectations, conduct walkthroughs that access consistent behavioral expectations Clarify office conduct/discipline referral procedures, review discipline office process and data, use data to guide further decision making and assist with proactive planning

12. APHS PBSiS Orientation Meeting 10/14/11 Agenda: • Review of the Grant • Develop our Goals • Review required Professional Development Workshop Dates • Prepare to meet William Davis, our NJDOE Designee, from UMDNJ • October 19, 2011, 11:00 am

13. PBSiS at APHS Build on last year’s increased test scores, decreased suspensions, and increased attendance…Meeting AYP Bi-monthly Class Meetings, consistency in presenting school-wide high expectations Tiered classes based on test data, reinforcement and enrichment options, increasing rigor Share attendance and behavior data alongside academic data to show their relevance Weekly Effort, Attitude, and Academic Recognition Awards

14. PBSiS at APHS continued Goals • Uniformly rewording classroom procedures to reflect positive behavior expectations • Promoting our Student Council and Leadership for Diversity • Researching Peer Leadership and Character Counts • Increasing our Mentoring Program • Create a “Senior Buddy” system

15. APHS PBSiS Thanks for coming and see you on the 19th at 11:00 am!!!

16. APHS PBSiS Second Meeting: October 19, 2011 • Welcome William Davis • Background • Role • Questions and Answers • Roles of Co-Coaches • Specific workshop dates • Getting Staff Buy In • Classroom visits First Steps: • Complete trip requests • Name a Co-Chair

17. Notes from our meeting with Bill Davis Decided on Co-Coaches: (Spread the workshops out) • Gavin McGrath • Christine Demarisco • Dot Ellison • Lauren Golden Recruit additional members: widen our search, reflect our community, and include support staff Reviewed the year’s goals: • Attend training workshops • Survey students, teachers, staff, and parents • Design positive rewards

18. APHS PBSiS Attendance

19. 2011-2012 Required Training Sessions

20. PBSiS 11/3 11 First Coaches Workshop Coaches training session covered: Background about the initiative and the programs goals (www.pbis.org) Responsibilities of the Coaches and Universal Team Members Testimonials and Presentations from schools currently using PBSiS Preview of the following workshops

21. PBSiS Six Main Concepts Self Assessment -Teacher/Staff, Parent, and Student Survey-Shared results Defined behavior expectations -provide models for students to follow School-wide recognition system -reward positive student and faculty behaviors Instructional Kick Off Event- Grand demonstration of our new positive focus-ongoing follow up activities Office conduct referral system -develop effective flow charts that outline improved procedures Data based decisions -share the data with all the stakeholders and develop more effective strategies

22. Function-Based Problem Solving at the Secondary Intervention Tier Early Intervention of need General education screening process Determination of function and behavior patterns Selection and implementation of function-based interventions Progress monitoring (more on this to follow)

23. Function-Based Problem Solving at the Intensive and Individualized Intervention Tier Early Identification of need Functional Behavior Assessment Determination of Function and Behavior Patterns Selection and Implementation of Interventions and IEP program planning Progress Monitoring (more on this to follow)

24. Understanding Behavior Patterns

25. Function-Based Problem Solving (FBPS) • All behavior has a function (payoff) • Understanding the function is the KEY to selecting the right interventions • Neutralize Setting Events • Modify Antecedent Triggers • Teach a replacement Behavior • Change How we respond

26. Post Universal Team Workshop 11/15/11 • Team Tasks:Due 1/10/12