Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports Metro and S3 Professional Development Session TSC Room 203

2. Agenda • PBIS Overview • Committee Structures • Teaching • Communications • Break • Acknowledgements • Data • Task List

3. Expectations • Participants will be able to gain knowledge and the capacity to apply structures and practices to support the sustainability and fidelity of PBIS. • Participants will understand the framework of PBIS. • At the end of this session, participants will be able to apply the information given directly to the SW-implementation of PBIS.

4. PBIS Now More Than Ever • Quality • PBIS actually works - 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.

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

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

7. 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

8. 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.

9. Review of the Framework

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

11. 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. • 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.

12. 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?

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

14. Committee • 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

15. 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 • Have sample lessons in PBIS Binder

16. Some Best Practices

17. Behavioral Lessons • Support the behavioral expectation • Data-driven • What does data tell you? • Big Five or qualitative data • Should occur minimum once a week • Tracking/ monitoring teaching is occuring

18. Behavioral Expectation Signage • Comes from Matrix • Specific to area • Size appropriate • Eye-catching (engaging) • Remove/ update when needed • Used on a consistent basis to teach behaviors

19. Classroom Signage • Created by teachers/ departments • Classroom / subject specific • Difference between a gym and science lab • Include classroom transitions • Whole Group, Small Group, Lab Work • Size appropriate • Used on a consistent basis to teach behaviors

20. Classroom Matrix Example

21. T-Chart • Schools need a discipline plan in place • Is NOT your discipline policy, is just a tool that defines office vs. classroom managed behaviors • Should be constantly reviewed • A working document • Must be understood by all staff members and administration

22. T-Chart

23. Binder • Behavioral matrix (examples of signage) • Focus Calendar • Monthly Behavior Focus • Teaching Schedule • Behavioral Lessons • T-Chart • Action Plan

24. Working Session • Design next month’s Focus Calendar • Develop some behavior lessons • Share with members of other schools • Create behavior lesson developing a classroom matrix • Develop a behavior lesson evaluation tool • Which staff members at your school might you approach about joining teaching committee?

25. 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

26. Examples

30. Binder • Examples of all publications • Pictures of bulletin boards, etc • Action Plan

31. Working Session/ Break • Gather information for newsletter • Create daily announcements for next week • How might you keep staff up to date with PBIS activities? • How might you recognize/ promote PBIS in your building? • Which staff members would you approach about joining communication committee?

32. 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

33. Acknowledgments • Examples: • Acknowledge with a ticket • Raffle tickets • Student saves ticket for PBIS store • Stamping system • Verbal acknowledgements • Posting acknowledgements • Real examples from schools

34. 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

35. Binder • Acknowledgement Matrix • Summary of acknowledgement system • Samples of coupon/ ticket/ token • Pictures of celebrations and events • Action Plan

36. Working Session • Plan frequent, intermittent, and long range acknowledgements for staff and students • Organize calendar of specific incentives • What community businesses can you contact to support acknowledgements? • What do you have in your school to utilize as acknowledgements? • Plan your next celebration • What staff members might you be able to approach about joining acknowledgement committee?

37. 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

38. Pulling data • Saving data • Sorting data • Analyzing data • What is data telling us? • Behavior lessons? • Acknowledgements?

39. 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

40. Examples • Look at 3 data pieces • What are problem behaviors? • What are problem locations? • What are problem times? • How would you use this data with each of the committees? • What would teaching do as a result? • Acknowledgement?

41. Binder • Big 5 Data • Informal Surveys • SIG Tab (instead of SIP tab) • Action Plan

42. 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

43. Remember PBIS is no longer an option, it is a required expectation. All staff should be held accountable for PBIS, just like they are for academics.

44. Next Steps • Safety Survey • Administrative Overview coming soon • Use your resources (coaches, supervisor, newsletter, website, each other) • Exit Evaluation