Tier I: School-wide PBIS & Center Based Programs

1. Tier I: School-wide PBIS & Center Based Programs

2. Who are the Ed Tech All STARs? • School-wide Expectations: STAR • All STAR Acknowledgement Systems • Green, Yellow, Red • Data Based Decision Making • More PBIS Agenda

3. Lapeer County ISD: Ed. Tech. all stars

4. 73 students ranging in age from 3 to 26 years old • 6 Classrooms • Districts we service: Almont, Dryden, Imlay City, Lapeer, and North Branch • Disabilities of our students: • Moderate Cognitive Impairments • Autism • Severe Cognitive Impairments • Severe Multiple Impairments (which include Visual Impairments, Physical Impairments, Hearing Impairments and Medically Fragile) Who do we service?

5. ROCK • STRIVE • SHINE • BRIGHT • COSMIC • WISH What are we about?

6. Employability Skills: • Following a schedule • Making a choice • Maintaining behavior • Completing a job/task • Filling out personal application sheets • Computer skills • Doing a variety of jobs within the building and out in our community What do we do? Functional Academics: • telling time • calendar skills • reading/identifying my name • matching pictures to words Daily Living Skills • Communication skills • Walking • Eating • Personal hygiene • Cleaning skills • Cooking skills • Laundry

7. The special education programs at the Lapeer County Education and Technology Center are dedicated to working with students to increase independence and socialization in order to become participating citizens in our society. We believe in promoting safety, effort and respect with each student and across the school setting. To help accomplish this goal, we will be using a school-wide approach to addressing behavior using the framework of Positive Behavior Interventions and Supports. School Wide PBIS at Ed Tech

8. School-Wide Expectations

9. Safety • Respect • Effort Core Values at Ed. Tech

10. Safety First Try Your Best Awesome Attitude Respectful Always Being an All-STAR promotes safety, effort and respect with each student and across the school setting.

12. Color-Coded System Colors help to limit confusion, helps students who may not be able to match pictures, words, or follow verbal directions easily

13. September 7th • January 18th • April 12th ROCK students practice being an All STAR in the hall SHINE students learn about Bus Expectations Teaching days

14. We use Dropbox to share all school-wide PBIS materials, information and lesson plans. • Some teaching strategies may include, but are not limited to: • Role plays • Real life examples • Direct feedback • Any creative way you can think of! PBIS Lesson Plans

15. Sample Lesson Plan

16. systems for positive acknowledgment and reinforcement

17. Appropriately acknowledging and rewarding the positive behavior of students is among the most effective ways to decrease problematic behavior and is essential to strengthening the repeated display of positive behavior in the school setting. Information included in this section of the manual offers general guidelines for acknowledging and rewarding positive behavior and provides an overview of Ed. Tech’s All STAR reward system. • Reinforcing positive behavior is most effective when acknowledgement and reward is: Meaningful, Immediate, Frequent, Systemic Principles for Rewarding Positive Behavior

18. STAR Bucks • Shooting STAR of the Day • Trimester Awards • STARs of the Week • All STAR Wall of Fame • All STARs of the Month • STAR Staff of the Month All STAR Acknowledgement Systems

19. STAR Bucks & Shooting STAR of the Day

20. Trimester Awards Congratulations to our 1st Trimester Winners: The WISH Classroom!!

21. STARs of the Week & All STAR Wall of Fame

22. September: Spirit Assembly • October: Cookie Decorating • November: Ice cream social • December: Mutch’s Tree Farm • January: • February: Chinese New Year All STARs of the Month

23. STAR Staff of the Month

24. predictable consequence systems for behavior infractions

25. Immediately and directly addressing problem behavior is essential to positive behavior changes. When giving effective warnings and consequences for problematic behavior, the following things should be considered: • Meaningful: Students must have a clear understanding of why (i.e. for what specific behavior/expectation) they are receiving a specific warning or consequence • Immediate: Warning and consequences that immediately follow a problematic behavior are most effective • Consistent: Warning and consequences that are consistently delivered in response to problematic behavior are most effective • Systemic: Having a well-defined system for delivering warnings/consequences in response to problem behavior promotes consistency within large group (i.e. classrooms) Principles for Responding to Problematic Behavior

26. Each classroom will display a visual behavior tracking system that includes each individual student in the classroom. The system may be modified to meet the needs of students and to meet teacher preference. Each classroom system must meet the following requirements. Staff may add to the system however they see fit. Green, Yellow, Red

27. Green: If the student continues to make good choices and follows the All STAR behavioral expectations, his/her name or picture will stay on green/happy face/Yes. Green represents the appropriate behavior, and all students begin their day in this color. • Yellow: If the student makes a poor choice or is not following the All STAR behavioral expectations, his/her name or picture will be moved to yellow and the student should be reminded of the appropriate behavioral expectations. The “move” may be staff or student initiated as appropriate. • Red: If the student makes a second poor choice or is not following the All STAR behavioral expectations, his/her name will be moved to red and should have a conference with staff to discuss further decisions.

28. If a student is in yellow or red at any part of the school day, he/she should be allowed to work their way back into the yellow and then into the green. This may be accomplished in various ways to accommodate individual students (i.e. demonstrating All STAR expectations, compliance task, participation, etc.) • If a student has ended the day in yellow or red, it should not carry over to the next school day. Each day begins with a positive indicator. • Note that within each classroom’s system, individualized plans may be implemented for students with a Tier II or Tier III behavior support plan.

29. Data-based decision making

30. Why?? • To monitor effectiveness of PBIS systems • To identify students in need of additional support How?? • Pre/Post Self-Assessments • Positive Indicator: STAR Bucks & STARs of the Month • Incidents of Seclusion & Restraint • Behavior Incident Forms Data based decision making

31. Used to track incidents of threatening or dangerous behavior which may require additional (tier II & tier III) behavioral interventions • NOTE: BIF does not apply to students with a Tier II or Tier III plan – data should continue to be collected as outlined in his/her plan. • Review procedures and questions regularly at staff meetings Behavior Incident Forms

32. More PBIS AT Ed tech!

33. Spaghetti Dinner & Open House • T-Shirt Sales • Donations • Fundraising efforts and donations Money used to fund: • T-shirts for staff and students • Posters & visuals • Acknowledgement systems • Monthly Celebrations Fundraising

34. Transportation is part of the school day • Behavioral expectations for the bus are defined as they are for any other school setting • Goals are safety first • Direct relationship between good behavior and bus safety • Structure is essential • Load and unload in an orderly fashion • Avoid congestion • Active supervision when possible (visual scanning) • Greet and chat with students • Where we’re headed • Bus Bucks • STAR Rider of the day • Teaching Day on the bus • Green, Yellow, Red on the bus PBIS on the Bus

35. PBIS Question, Comment, Suggestion Box in Lounge • Materials in Lounge • Mentor assignment – monthly check ins • Monthly activities for staff What else?

36. Thank you for your time!