Positive Behavioral Interventions and Supports

Positive Behavioral Interventions and Supports District PD February 17th, 2012

Agenda • PBIS Results • PBIS Overview • Involvement of All • Task List / Next Steps

PBIS Now More Than Ever • Quality • PBIS actually works – last year, the percent of suspensions due to Learning Environment Violations decreased from 61% to 46% when compared to the previous school year. • Equity • PBIS builds equity among all groups (racial, gender, SES, and disability) • Schools cannot just be successful for some students • Efficiency • The district recovered the following number of days from the previous school year: • 293 teacher days lost to writing referrals for suspensions • 2,472 administrator days lost to issuing suspensions • 2,827 student days lost to the process of being suspended and 37,487 days lost serving suspensions for a total of 40,317 student days.

PBIS • What do you KNOW? • What do you WANT to LEARN? • How will you measure success at your building?

PBIS is like……… A Warm Cup of Coffee from Starbucks Bottle of Glue A rollercoaster Going to the gym

A Framework • PBIS is Framework for everything we do • Should be “Business as Usual” • It’s just a part of everything you do • Culture of the building • Supports success of all student • Must be practiced and worked on over time • Must be exposed and experienced consistently over time

How Does PBIS Help Schools? • PBIS provides supports and interventions to students • PBIS helps schools shift from a reactive approach to a proactive approach • PBIS helps to redesign learning and teaching environments.

Review of the Framework

Components of PBIS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

PBIS at a Glance • Set the expectations (no less 3, no more than 5) and posts throughout the school in all settings. • Define the expectations for specific settings. • Teach and model the expectations (Cool Tools/ Behavior Expectations). • Practice the expectations. • Set the consequences (negative and positive) - T-chart (Office Managed/Classroom Managed) • Establish an acknowledgement system. • Use data to monitor throughout the year (Big 5 Reports) • Provide interventions and supports for students that need additional help.

Does your school look like a PBIS school? • Are your Rules and Expectations posted? • Has your staff taught the school rules and expectations to students? • Does your school have their acknowledgement system in place? • Does your staff understand the T-Chart? • Is your PBIS binder up-to-date? • Who is responsible for the PBIS binder? • Is your school using data to make decisions? • Does the staff review the PBIS process and data at every staff meeting?

Is PBIS necessary? Shouldn’t students already know how to behave? - or - Why are we rewarding students to behave correctly?

Schools are not filtering students for the world, we must reach and help ALL students.

What behaviors does she want?

A world without PBIS…… • Your principal is giving you your formal observation and doesn’t notice all the good things, only points out everything you did wrong without explaining or helping you correct these problems. • You make dinner for your spouse every night and he/she never compliments you, only yells at you when you burn dinner or make something they don’t like.

This is the way many schools and districts have handled their discipline • Only addresses behaviors when they are negative or not the behavior we were looking for (sharpening a pencil during a test) • No explanation of the behaviors we would like to see • Not acknowledging students behaving positively

A world with PBIS • Your principal lets you know what his/her EXPECTATIONS are for the classroomand compliments the great things (s)he sees and works with you to improve areas you need help with • Your spouse tells you what they like to eat and compliments you every time you make dinner and occasionally treats you to a movie out for being such a great spouse

We are acknowledged as adults • Frequent buyer card at Subway • Membership card at Pick ‘n Save • Saving money on our car insurance • Smiles from friends, family, and co-workers

Is a national program with national results • Are using the Illinois framework • Part of Corrective Action with DPI • All schools must participate with fidelity • Everyone responds to a positive environment • Everyone wants to be successful and part of a larger whole

We all need to work together for this to work and to help all students. How can you get involved?

Tier 1 Team • Representative of entire staff • Teachers (Required) • Facilitated by a teacher with teachers on team • Committee Structure • Divide the work, no one person does too much • May not have to attend meetings, just complete your role

Committees • For the work to be sustainable and have more fidelity with all staff • Committees are needed • PBIS Tier 1 Committees: • Teaching • Communication • Acknowledgements • Data

Committees • Allows for more staff to become involved • Committees meet to do their specific work • Work can be done outside of Universal Meeting • Allows staff to use their strengths to help PBIS • Takes all the work off of one individual • Makes what we are doing sustainable

Teaching Committee • Designs behavioral lessons • Organize calendar of behavior lessons • Seeks new and innovative ways to create diversified lessons • Ensures behavioral expectation signage is posted in all areas, including classrooms • Update T-chart with staff regularly • Update PBIS Binder

Is the Teaching Committee Right for You? • Youtube video: http://www.youtube.com/watch?v=6WUEVEpYw40 • Do you enjoy making lesson plans? • Are you an engaging teacher? • Are you creative? • Do you have an artistic touch? • Do you have strong classroom management?

Communication Committee • Alert staff and students to upcoming and current events throughout campus • Alert parents and community to PBIS events and needs • Update school website with PBIS information • Create newsletters, flyers, and student paper • Create PBIS bulletin board, electronic message board, and PBIS videos • Utilize school TLC site • Make daily announcements regarding PBIS • Place artifacts in PBIS Binder

Is the Communications Committee Right for You? • Youtube video: • http://www.youtube.com/watch?v=2K_iCoYBZ2Y • Do you have an artistic touch? • Are you good at public speaking? • Are you creative? • Do you have strong computer skills?

Acknowledgement Committee • Create frequent, intermittent, and long range acknowledgements for staff and students • Organize calendar of specific incentives for frequent, intermittent, and long range • Contact community businesses and partners for fundraising support to assist PBIS • Create celebrations • Place acknowledgement matrix in PBIS Binder

Is the Acknowledgement Committee Right for You? • Youtube video: http://www.youtube.com/watch?v=QqL_5ZYd2kc • Do you always use positive language? • Are you creative? • Do you have community connections? • Do you enjoy putting together celebrations? • Do you enjoy acknowledging others?

Purposes of Acknowledgments • Reinforce the teaching of new behaviors • Focus on one specific behavior • Encourages the behaviors we want to increase • Strengthen positive behaviors that can compete with problem behavior • Provides a prompt for adults to recognize positive or expected behavior • Life acknowledges us as adults

Data Committee • Pull Big Five Data weekly and analyze and share at staff meetings and PBIS meetings • Conduct periodic surveys as needed to gauge systems effectiveness • Place copies of Big Five in PBIS Binder

Pulling data • Video on MPS Media Site • Analyzing data • What is data telling us? • Behavior lessons? • Acknowledgements?

Other sources of data • Direct Observation • Focus on behaviors before data gets there • Behaviors not having data • Informal Survey • Teacher • Students • Other staff in building • Attendance

Is the Data Committee Right for You? • Do you like data? • Are you good at interpreting data? • Do you like math and statistics? • Do you use Data Warehouse frequently? • Do you have strong computer skills?

Where can you help PBIS Tier 1? • What are your strengths? • Which committee can you help with? • How can you make PBIS present on a daily basis in your school?

Tier 1 Task List • Look through list • Check off everything your school has completed • Rank those items you have not accomplished in order of importance for your school to complete

Tier 2 • Tier 2 Team Expectations • Organize and execute Tier 2 interventions • Monitoring progress and success of Tier 2 interventions and students on interventions • Create supporting documents for Tier 2 • Daily Progress Reports • CICO letters and procedures • SAIG group documents • Function as CICO Coordinator • Get Data on EXCEED

Identifying students • Tier 2 Students Identified by TIER 1 Universal Team • Current data • 2 referrals in a month (K4-Grade 5) • 3 referrals in a month (Grade 6- Grade 12) • 2 suspensions • Teacher, Parent, Student Referral • Others (Minor forms, PBIS referrals, etc) • Screening • Will this work for student • If not, another intervention must be used Approximately 10%- 15% of total students • Throughout year, not at any single point

CICO • Students meet with Mentor in morning (1 minute) • Go over goals for day, ensure student is prepared for a successful day • Students carry a DPR card with them all day • Classroom teacher positively checks in with student throughout day (less than a minute) • Student checks out with Mentor at end of day (1 minute) • Goes over points for the day, discusses day • Student takes copy of DPR home • Longfellow/ Curtin video

Daily Progress Report Middle School DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

Daily Progress Report Elementary DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

Daily Progress Report Early Childhood DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

Behind the Scenes • Mentor checks in and out with students • Conversations with students, collection of DPR cards • PBIS team reviews data monthly • Students who meet universal screener are discussed • Entered in CICO or another intervention (students cannot be ignored an intervention) • Team goes through any parent, teacher, or student referrals for students into Tier 2 • Team enters progress monitoring data in EXCEED • Team reviews data of Tier 2 students • Students stay on, advanced to higher levels of interventions, removed from Tier 2

Your Role in the Classroom • Less involved than Tier 1 • Student will not be missing instructional time • Check-in with student throughout day • Not interrupting instruction • Have POSITIVE interaction/ conversation with student • What are they doing well, what can they improve • Remind student to check in with you

Roles Needed for Tier 2 Team • Data Coordinator • Put data in Exceed, monitors Exceed data • CICO Coordinator(s) • Students Check In and Check Out with this staff member • SAIG Facilitator • Meets with students weekly in a SAIG and works on a specific behavior • Communications • Communicates to staff progress of Tier 2 • Creates Tier 2 documents (DPR, letter home,etc)

Next Steps • All MPS schools are implementing Tier 2 • Create a Tier 2 team • Create a CICO structure • Create DPR forms, letters home, etc • Tier 1 team identifies students for Tier 2 • Begin pilot of CICO • Begin more intense interventions for students who don’t respond to CICO

Positive Behavioral Interventions and Supports