2019 PBIS Yearbook

1. For full functionality, must be viewed in SlideShow mode 2019 PBIS Yearbook Celebrating the Student Outcomes & Staff Practices achieved across the Lower Hudson region Click Here to Go to Next Page

2. Thank you all for a memorable year full of incredible work! If you haven’t already shared your thoughts on RSE-TASC trainings and their impact on your practices, please do so here: Lower Hudson RSE-TASC End-of-Year Survey Click Here to Go to Next Page

3. Clink on the Section you want to go to: This year’s RSE-TASC Trainings Ask the ‘TASC Blogs Schools’ PBIS Achievements & Student Outcomes 2018-19 Superlatives Messages from the Team Main Menu Click Here to Go Back to the Front Cover

4. PNW BOCES 200 BOCES Dr. Yorktown Heights, NY Rockland BOCES 65 Parrot Rd. West Nyack, NY SW BOCES 450 Mamaroneck Ave. Harrison, NY RSE-TASC 2018-19 Trainings Click Here to Go to Next Page

5. Michael Jr. “Know your Why” on YouTube “When you know your WHY, your WHAT has more impact” PBIS Kickoff 2018 • ACTION PLANNING: • Student Outcome Goal - What do you want to see your students achieve this year? • Systems & Practices - What do you want to see your adults to do this year? (must relate to your desired Student Outcome) https://www.youtube.com/watch?v=1ytFB8TrkTo Click Here to Go to Next Page

6. Click Here to Go Back to Main Menu This Year’s Boosters Data Entry and Analysis Items #13-16- from the BOQ - Evaluation Plan Items #49-53- from the BOQ - Effective Procedures for Dealing with Discipline Items #7-12- from the BOQ - Click Here to Go to Next Page

7. Ask the ‘TASC Click Here to Go Back to Main Menu A PBIS advice column from the RSE-TASC trainers Ask the ‘TASC #10: Tier 1 and 3 seem clear. What would Tier 2 look like? In classroom vs. outside of classroom? Small group? Who is responsible? Teachers? Social Workers? School Psychologist? Ask the ‘TASC #13: How do teams actually find time to sit down and plan? Ask the ‘TASC #11: How do we assist a child with behavior challenges whose parents do not want intervention? Ask the ‘TASC #14: How do you get a ticket system to run productively in the cafeteria? Ask the ‘TASC blog topics Ask the ‘TASC #12: What are the most common pitfalls to avoid to keep PBIS effective? In districts where PBIS fades are there any common reasons why? Ask the ‘TASC #15: Does PBIS replace our current social-emotional lessons and behavior plans? Click Here to Go to Next Page https://rsetasc.pnwboces.org/what-works/proactive-positive-behavioral-supports

8. James A. Farley Elementary School The Hallen School Park Avenue School Ives School Click Here to Go Back to Main Menu 2019 Student Outcomes Click photo to jump to a school New Rochelle Schools Matthew Paterson Elementary School Garrison School SAIL at Ferncliff

9. Click Here to Go Back • Student Outcome: • Staff Practice: Parent Testimonial- “I have a son in 5th grade who was lucky enough to participate in the Skillstreaming group with Ms. Luongo this year. He has received group counseling services since kindergarten. Although each year of services has been helpful for him in different ways, (and we are eternally grateful to the wonderful counselors in the past), this year has been helpful in a whole new way for him. My son struggles with social skills and, as a parent, I was not sure how to help him. This program was perfect because it provided concrete steps to follow for the building blocks of social skills that he lacks. Things like making eye contact when you speak to someone, waiting your turn to talk, actively listening and nodding to show it, how to start and maintain a conversation, how to join a group, how to approach a new friend, etc. are all basic social skills that this program mapped out for him step by step. He greatly enjoyed practicing the skills in his group session. The best part for me as a parent was that the steps were all sent home to practice as homework. This helped me to see exactly what he was working on and to be able to use the same language when trying to reinforce the skills at home. Now when I see him struggling, I can remind him of the steps and he has a frame of reference to work from. We've still got a long way to go, but we have a clearer plan now. I hope that our district continues to use this program and that my son will be able to participate in it again next year.” James A. Farley Elementary, North Rockland School Counselor usedSkillstreamingcurriculum to teach a targeted skills group, instead of her usual social skills group.

10. Student Outcome Goal: By the end of 2018-2019, students achieve/maintain a 4-5 in meeting schoolwide expectations as measured by the Students Achieving Expectations Tool (SAET). Baseline was 3.4 Overall according to SAET from fall 2018. Data: As of March 2019, Overall ratings on the SAET averaged 3.06. This goal was not achieved, however, specific practices were implemented by staff which will support continued improvements in student behaviors and teaching of our SMILE expectations. SAIL at Ferncliff Click Here to Go to Next Page

11. Our classroom PBIS data revealed: many students were displaying aggressive behaviors towards staff whendemands were placed or during academic IEP 1:1 work with a function of escape/avoidance. We then brainstormed together and created the EDI Lesson Plan to teach our students how to more appropriately request for a break from that work. SAIL at Ferncliff Click Here to Go to Next Page

12. Click Here to Go Back Staff Practices: Created and taught EDI Lesson Plans to teach specific behavior skills, such as: “How to use a break card to request a break when needed” Lesson Plans included: Attention Grabber/Signal Lesson Goal Lesson Importance Activate Prior Knowledge Model – I DO Provide Guided Practice – WE DO Provide Independent Practice – YOU DO Review the Skill/Content Review the Objective/Goal Prompt to Re-teach Reminders for Teachers Engagement Norms Suggested Resources SAIL at Ferncliff The Opening The Body The Closing Teacher Supports

13. Student Outcome Goal: Students will show a decrease in disruptive behavior and running in the hallways as evidenced by a 15% decrease in staff perception as done via survey. Baseline as of September 2018 was 48% of staff identify disruptive behavior as the most problematic behavior and 21% of staff identify running in the hallways as the most problematic behavior. 49% of staff identified the cafeteria and the hallway as where most problematic behaviors occur. Garrison School,Garrison • Staff Practice Goal: By 01/01/19 , we will have established and implemented setting specific expectations and put the 4:1ratio into practice as evidenced by surveying the students on their understanding of expectations by setting and an observation of the 4:1 ratio by staff across various settings. Click Here to Go to Next Page

14. Click Here to Go Back • Staff Actions: Develop school-wide behavior management/discipline referral system for data collection Establish clear behavior acknowledgement system Create & post setting specific behavior expectation posters school-wide Develop lesson plans to teach the behavior expectations across grade levels Develop & finalize PBIS Handbook Formulate PBIS Kickoff event (1/22/19) Develop training/PD topics and schedule for faculty & staff Schedule monthly PBIS team meetings Garrison School,Garrison NOTE from PBIS COACH: “As I sit here typing this, my principal and supervisor of buildings and grounds are putting up PBIS signage throughout the building. Our outside sign is displaying the 3 B's. Every staff member has a PBIS Rewards account and have already begun recognizing each other for dedication, teamwork, and leadership. Students are stopping in the hallway to read the posted expectations. T-shirts, prominently feature our three expectations, are being sorted and handed out to staff to wear on Tuesday. Our student acknowledgement committee chairwoman is rehearsing the PBIS song she wrote that she is ready to perform. We're here. We made it. Tuesday, it all begins.”

15. Student Survey Results: • 197students completed • 82% received a Panda Power ticket in the last month • 86% can identify all the 4 Be’s • 92% can identify 3 of the 4 expectations • Examples of Student Responses: • Me and my friends saw someone on the buddy bench and cheered them up. • I cleaned up the soap on the mirror in the bathroom. • I helped my friend clean up his snack when he spilled it. • I was responsible and safe when walking back from reading in the hall. • Helped the monitors clean up outside. • I walked in the hallway. I had eyes and ears on my teacher. • I earned a panda power ticket because I helped a monitor locate a pocket book. • Helping another student by being kind on his first day at our school. Mathew Paterson,Carmel https://streamable.com/p8g0k Click Here to Go to Next Page

16. Click Here to Go Back Panda Power Tickets = Total positive acknowledgments for March and April (short month) – 1112tickets! Mathew Paterson,Carmel New Systems & Practices • Video and slide show • Posters – expectations and 4:1 • Morning announcements • Panda Power poster/signatures & tickets • Student/staff survey • School-wide reflection • Exemplars • Assembly • End of year celebration • Matrix • Parent Brochure • Weekly raffles

17. Student Outcome Goal: By the end of 2018-2019 school year, students will demonstrate a decrease of disrespectful behavior, as evidenced by a 10% decrease in minor referrals for disrespect from 17-18. June Analysis: Though the student outcome goal was not achieved for the 2018-2019 school year, there has been a noticeable decrease in the average number of referrals given daily since September 2018. We did notice an increase during March (full month with no breaks) and April (Spring Break) but when we provided PBIS Boosters and a Targeted Behavior themed contest, there was a decrease in the average number of referrals given during the months of May and June. Overall, we noticed a 29.2% decrease in referrals given during the 2018-2019 school year as compared to the 2017-2018 school year. The Hallen School,New Rochelle Click Here to Go to Next Page

18. School Store- SOAR & Shop • Tier 1 Data & Testimonials: • Students at The Hallen School have met school-wide behavior expectations (SOAR) with greater consistency and have demonstrated less problematic behaviors throughout the school dayas evidenced by a 29.2% decrease in office referrals. • The Boosters and Contest helped with addressing problem behaviors and reminding students of the school-wide expectations. Since the interventions were implement, there was a decrease in daily average of referrals in May. • “I think PBIS teaches students important lessons about saving/spending and delayed gratification” • -April Sutherland, Special Education Teacher • “Posters of S.O.A.R. guidelines and expectations are found in the classroom, in the hallways, in dismissal rooms, in the café, and outside the bathrooms. These posters serve as an excellent reminder of expected behaviors for my students, not only in the classroom, but within the school as well…Since the implementation of PBIS Rewards and the school store, there has been an increase of positive and expected behaviors from the students in my classroom. PBIS and PBIS Rewards is a great way to promote positive behaviors and increase social and emotional development.” • - Erin Bracken, Special Education Teacher The Hallen School,New Rochelle Hallen VIP Student Lounge Click Here to Go to Next Page

19. Tier 1 Practices: School-wide behaviormatrix- Details the school-wide behavior expectations of being Safe, Organized, Accountable, and Respectful and used across the school. Individual Acknowledgements - Students can earn up to four points per period, or thirty-two points per day for SOAR behaviors. They use their points to shop in the school store and gain access to the school game lounge. Schoolwide Incentives - Students also earn school-wide events by reaching a school-wide goal. For example, when students reached a school-wide goal of 250,000, they earned a movie day in the auditorium. Staff Acknowledgements - Through PBIS Rewards, staff members can also earn points for completing various tasks (i.e. Helping a colleague, Participating in a team meeting, Completing a task by deadline). Staff members can also use their points to redeem prizes in the school store. Booster Teaching Activities - Conducted in gym with assistance of the P.E. staff, these provided students with a fun way to re-learn the school-wide expectations. Activities were modified based on grade level and abilities. Each expectation had at least one activity that the students could complete during the Booster days. School-wide Respect Contest - Helped address the problem behavior of disrespect. Students were asked to work in small groups or with their classmates to complete a project that demonstrates respect. The Hallen School,New Rochelle RESPECT Contest Entries Click Here to Go to Next Page

20. Click Here to Go Back Examples of Student CICO Data: • Tier 2 Data & Testimonials: • Check-In/Check-Out(CICO) - Pilot Program provides extra support to at-risk students. A student identification rubric was created, which looked at: SWIS Referrals, Suspensions, SRSS Data, PBIS Expectations Tool, Attendance, Grades, and Counselor/Tier 2 Ratings. Based on the rubric, four students were selected to participate. The program ran for 8 weeks and students checked in with a facilitator in the morning and in the afternoon, as well as teachers throughout the day. The CICO Coordinator met with facilitators and classroom teachers throughout the pilot to discuss the program and concerns. At the end of 8 weeks, three students were able to graduate from the CICO pilot and one student discontinued the program early, as it was determined not to be beneficial for him to continue. The following were the results of the 8 weeks: • Student A: 53% (Discontinued Early) • Student B: 79% • Student C: 91% • Student D: 94% The Hallen School,New Rochelle Staff & Student Testimonials: “It was good. [Teachers] seeing how my day was [and] I liked the extra points.” – C.B., 6th grade “CICO…helped my student work towards his true potential. At the beginning of the year, [he] hardly ever completed homework or classwork. He also exhibited behaviors that created disruptions on a daily basis. Having this opportunity for extra positive attention and reinforcement motivated my student to turn in his homework regularly and to complete his classroom assignments with minimal disruptive behaviors. Due to these changes, his peers now accept him as a member of the group during lunch time.” -Allison Ippoliti, Special Education Teacher “ I enjoyed earning a prize. I am very motivated by earning things. I also liked checking in with my teachers, I think it helped me.” - X.H., 9th grade

21. Click Here to Go Back OUTCOMES: The student outcomes that we aimed to achieve for PBIS were: Safely and quickly transition from class to class Move quietly in transitional areas Data collected to monitor this process showed that there was a decrease in transitional areas as identified by the decrease in PBIS forms. PRACTICES: The PBIS team was able to reinforce  the goal with multiple methods such as a kickoff assembly that started the year themed superheros this reminded them to S.O.A.R. ( safe, organized, accountable and respectful) in all areas, additional reminders were done by placing posters in the hallways, cafeteria, and bathrooms reiterating expectations.   In addition, we had weekly announcements to recognize the S.O.A.R.ing students of the week. There was a bulletin board year round that weekly added student pictures and their Soaring tickets to the board.  We focused on educating staff gradually and repeatedly by presenting the matrix and goals for the year. There were modeled examples on how to practice positive engagement while correcting undesired behaviors. RESULTS: The students and teachers have had a positive impact in utilizing skills that were taught. Teachers are more comfortable in using techniques that involve rephrasing corrections. There was a series of Social Emotional classes that provided videos to practice in their classrooms. Through out the year teachers and students used a mixed method of skills to reinforce the PBIS goals.  Park Avenue SchoolPort Chester

22. Ives SchoolLincoln Hall Click Here to Go to Next Page

23. “Enclosed in each binder are [the] student’s individual schedule, dividers for each subject for homework and assignments, home visit lists, calendars, point charts, and other important events on campus. We will also include an Achievements Section for all certificates and acknowledgments. The students can also keep such things as their books, notebooks, and Linky Buck$ …” CHANGED PRACTICE: PBIS BINDERS Click photos to read about the Binder System “So far, the students are getting used to the binder system and have generally done very well with it. We have had many students become ‘STATUS JUMPERS’ rising up through the PBIS ranks. 14 students made Platinum the first week of school. This system helps to build responsibility and accountability. These are important skills that each student will develop and help them as they return to their home communities and beyond. “ Ives SchoolLincoln Hall “…the binders [also] include self-monitoring check lists. ..They are proven to help students succeed in school. Ours include various emoji's (smiley face , so-so face , and sad face ). Each student circles the emoji corresponding to their performance for that particular class. They rate themselves and also write down how many points they think they earned that period by following the HALL’s Ways. At the end of each class, the teacher writes down how many points the student actually earned. This helps the students and the teachers in REAL TIME track their performance.” Click Here to Go to Next Page

24. Click Here to Go Back DATA & TESTIMONIES: Platinum 160-144 Jeremiah 160 Zayvion 157 Joseph 152 Darius 152 Keyvon 152 Raymond 147 Marvin 145 Jose 144 Gold 143-128 Christopher 140 Martez 140 Ralph 139 Zayquan 137 Cedrick 137 Doren 131 Oursavion 130 Angel 129 Daviel 129 Week ending 5/31/19 Silver 127-112 Aidan 125 Joshmar 125 Honorable Mention 111-96 Jahcir 109 Jaquah 107 Jordan 107 Jihad 106 Quentin 101 Week ending 5/31/19 Ives SchoolLincoln Hall Zayquan: “I like it.  At first I didn’t like that the teachers had to sign it, but now I like it because it helps me make platinum.”  

25. Click Here to Go Back Trinity Elementary School – Office Discipline Referrals (ODRs) during the first two months of the school year decreased by over 50% when compared to the same period the previous year (from 190 to 89). Isaac Young Middle School – Increased in the percentage of students with 0 discipline referrals: From 77% of students to 89%. New Rochelle Schools

26. stay cool! R B Most Popular: Best Dressed: “PBIS Specific Feedback” https://www.youtube.com/watch?v=tsRKDBlb600 “Tier 1 Data Collection At-A-Glance” 2018-19 Superlatives C M HOT STUFF Click Here to Go to Next Page

27. ^ Most Likely to Succeed: “Check-In / Check-Out: Providing a Daily Support System for Students” https://www.youtube.com/watch?v=MyPUY38blZQ Friendliest: “Data Collection Tool for Excel or Google Sheets” Free ODR Tracking System from Missouri PBIS https://pbismissouri.org/tier-1-data-tools/ ‘ Have a GR8 summer! 2018-19 Superlatives % A BFFs Click Here to Go to Next Page

28. Click Here to Go Back to Main Menu Z 2 soon + 2 be 4 gotten Class Clown: Class Couple: “PBIS Action Plan + PBIS Coaching Plan” “First Follower: Leadership Lessons from Dancing Guy” https://www.youtube.com/watch?v=fW8amMCVAJQ Y 2018-19 Superlatives 4 ever J Click Here to Go to Next Page

29. I’m so proud of the schools for not only absorbing so much knowledge about effective practices, but also sharing and teaching others about them. I can’t tell you how many times I overheard someone this year teaching another team member or another school about something that worked for their • This year, I was incredibly proud of the thoughtful work so many of your teams planned out at monthly TIGs and implemented when you were ready, not because the calendar dictated it! I will always remember the March TIG at SW BOCES when 75% of schools were working on Behavior Lesson Plans (!!) & the Evaluation Plan Booster (Day 1) when I jumped, lunged, and squatted before our Excel Master’s Course! Have a wonderful summer & we will see you in the fall for PBIS Kickoff 2019! • All the best! • -Dale Sara Fienup 914-248-3843 sfienup@pnwboces.org Dale Langley 914-607-6762 dlangley@pnwboces.org Erin Leskovic 914-607-6770 eleskovic@pnwboces.org John McCabe 914-248-3823 jmccabe@pnwboces.org students. It seems we’ve all built a community together and I can’t wait to see what next year has in store for us. - Sara Contact Info & Notes This year I was blown away by the power of the PBIS team! It was remarkable to see how PBIS teams came together and dedicated time and energy to accomplish ambitious implementation goals and improve student outcomes! During TIGs and on school visits, I witnessed PBIS teams operating on an individual member strength-based model, analyzing data, strategically planning, providing effective PD and coaching. Great work! Keep your teams healthy and happy with meaningful and important goals and implementation will soar! - John I continue to be amazed at the hard work and dedication of the schools in our region. Although I missed a good portion of the year due to my maternity leave, I was blown away by the persistence of preschools in the region to maintain and grow their PBIS programs. I am looking forward to a really productive year next year! -Erin Click Here to Go to Next Page

30. Click Here to Go Back to Main Menu See you in September!