Positive Behavior Intervention and Supports (PBIS) Tier 1 Day 5 Training

Agenda for Today Celebrate progress made!  Finish up discipline PBIS Kickoff Planning

Team Activity --Review of Day 4 Tasks Review Tier 1 Action Plan and prioritize items yet to be completed. Inform staff of Day 4 PBIS information: Importance of data for effective decision making Appropriate interventions for problem behavior SISWEB PBIS Tab Importance of clean data and consistency Office Discipline Referral Form and Process

Defining the Process and Documentation of Behavior

Defining the Discipline Process. Questions we will be answering today: What forms to complete? When? For which behaviors? Is there a minor referral? Or only major? Suspension/ Detention? What is the follow-up? What happens to the discipline referral form? With student? With parent? With referring staff?

Office Referral Form Essential Components Are we collecting the right information? Who? Where? When? What? Why? With whom? Details Response?

Essential Fields to Include on Referral Forms for easy data entry into SISWEB Student Name & Grade Referring Staff Date & Time Minor or Major Behavior Problem Behavior Location of Incident Perceived Motivation Others Involved Comments Action Taken

Motivation Perceived Motivation Definitions Avoid Adult Student engages in problem behavior(s) to get away from adult(s). Avoid Peers Student engages in problem behavior(s) to get away from/escape peer(s). Avoid Tasks/Activities Student engages in problem behaviors(s) to get away/escape from tasks and/or activities. Obtain Adult Attention Student engages in problem behavior(s) to gain attention of adult(s). Obtain Peer Attention Student engages in problem behavior(s) to gain attention of peer(s). Obtain Items/Activities Student engages in problem behavior(s) to gain items and/or activities. Other Possible motivation for referral is not listed above. Staff using this area will specify the possible motivation for this student’s problem behavior. Unknown Student engages in problem behavior(s) for unclear reasons. Handout 16

Reviewing your existing Discipline Referral form Are you getting the most information from your referral forms? Could you update your referral form to provide you with more useful data? Would you gain more information if you put in place a minor referral process, in addition to major referrals?

Guidance: Creating/ Refining your Office Referral Form A list of EGUSD Referral Form Definitions is provided Minor Problem Behaviors (defined) Major Problem Behaviors (defined) Locations (defined) Perceived Motivations (defined)

Office Referral Form Sample Worksheet 17

Team Time Review your current Office Referral Form and revise, if necessary, to include the essential elements Review the EGUSD Referral Form Definitions and make sure to include the most frequently documented behaviors on your form. Review PBIS Tab Event Entry required fields and align form. Discuss how you will train your staff on the referral form.

Revisiting Discipline

Changing the Social Culture: A shift is needed in our responses GOAL of PBIS: A unified staff that responds consistently, predictably & effectively to student problem behavior Create a peer culture that encourages positive behavior

Responding to Problem Behavior We will still use negative consequences in schools… Why? Must… Effective for many students Pair use of negative consequences But only in ways that maintain the dignity, safety & respect of the student With instruction of the desired behavior

Discipline: Derived from disciple, meaning “to teach” Logical Consequences: Actions taken by the parent or person in authority that are related to the behavior. (Trash left in cafeteria = Student cleans cafeteria area) Natural Consequences: Action that occurs as a result of an initial action. (If you put your finger in an electric socket = You will get a shock)

Discipline Assumption: Focus on the remediation & instruction of alternative, desired behavior Problem behavior should be seen as an instructional opportunity for social behavior Delivering negative consequences for problem behavior necessary but insufficient

A thought to ponder… “So often, children are punished for being human. Children are not allowed to have grumpy moods, bad days, disrespectful tones, or bad attitudes, yet we as adults have them all the time. None of us are perfect, and we must stop holding our children to a higher standard of perfection than we can attain ourselves.” What are your thoughts? Agree? Disagree? Comments?

Developing a Continuum of School Responses

Majors Minors

Responses to Problem Behavior Develop alternatives to punishment & exclusion (detention/suspension/expulsion) Good to focus on re-teaching of expectations Kids go to “Rule School” Peer Conflict Mediation On Campus Intervention Class

Promote Corrective Responses to Misbehavior Reteach expected behavior Overcorrection Practice appropriate behavior 2-3 times Logical & natural equitable consequences Missed instructional time made up at lunch or after school Lose related privileges infraction (like practicing or reviewing a lesson) recess, Restitution, Lose related privileges

Developing a Progression of Consequences Example: Minor Behaviors 1st offense: Warning 2nd offense: Re-teaching 3rd offense: Minor Referral & Action Repeated Minors: When does it become a Major? Major Behaviors Office Referral & Action How will we follow up with staff?

Students with Recurring Problem Behavior When negative consequences are not effective… we need a new approach How many days of detention, suspension, missed classes before we realize this is not a successful intervention for changing behavior? Often student problem behavior is helping students to get exactly what they want: Avoid difficult tasks Obtain attention from peers or adult

Use data to drive intervention decisions... Students with recurring behavior who do not seem to be responding to traditional consequences Students x ID #

Team Time Examine the current use of consequences for problem behavior. What changes can you make to minimize loss of instructional time AND increase instructional responses to problem behavior? How can you support students if recurring use of standard consequences are not changing behavior?

Putting it all together: PBIS Kick-Off

Preparing for Implementation Plan Ahead Be Ready for PBIS Kick-Off (First 2 weeks) Obtain & Organize materials Rules Posters, Acknowledgment tickets, handbook Have “PBIS Kick Off” schedule ready to go Schedule Summer meeting to finalize plans for the Kick-off, if needed

Kick-off Assembly Make it FUN & memorable for students & staff Introducing School rules & Programs Should be more than 1 day/ 1 assembly, make part of every day for the first 2-3 weeks Develop a Schedule for Teaching Expectations Teach expectations & routines across settings Use videos, skits, discussion

Training Staff for Implementation Plan Ahead Schedule time during Pre-service week to train staff on PBIS implementation Teach a Behavioral Lesson to staff, so they can understand what it will look like Make the lesson fun and engage staff (still working on buy-in & creating a buzz) Model lesson as if you’re teaching it to students OR teach Safe/Responsible & Respectful w/ counter/sink in staff lunchroom Also use the lesson to help them understand what student lessons will look like

Brainstorm for Parent Involvement & Introduction to PBIS Send home information PBIS in Parent/student handbook Add PBIS information (i.e behavior matrix, acknowledgment tickets, PBIS rally schedule to your school website and/or social media Integrate PBIS into “Back to School” night Teach parents a PBIS lesson & hand out tickets for good behavior, hold a drawing Invite parents to help staff the ‘rewards store’ or table for weekly drawings

Team Time When will you have the PBIS “Kick-Off”? What will be the format? How will the expectations be introduced and taught? Will you have an assembly/rally? How will parents be informed?

Tiered Fidelity Inventory (TFI)

Purpose of the School-wide PBIS Tiered Fidelity Inventory The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. Tier I (Universal PBIS) Whole School Universal Prevention Tier II (Targeted PBIS) Secondary, Small Group Prevention Tier III (Intensive PBIS) Tertiary, Individual Support Prevention

SWPBIS Tiered Fidelity Inventory is a Self-Assessment Primary purpose is to help school teams improve Primary audience for the results is the team, faculty, families and administrators of the school. Effective use requires multiple administrations (progress monitoring).

Team Work Time Look over the Tiered Fidelity Inventory and evaluate the baseline levels for your school. (See TFI Handout) Read each questions and then vote as a team on the score of 0,1 or 2. Data sources are what we would ‘see’ as evidence of the element in place. We will only be collecting Data for Tier 1 today. The total score is out of 30. You may score low today, which is ok. Do not be discouraged! Your scores will improve over time. It is a process. 

Overview of Tier I PBIS Training Series PBIS Overview Teaming Foster Buy-In Develop School-wide Expectations Teaching Behavioral Expectations & Routines Develop Lesson Plans Tiered Fidelity Inventory Acknowledgement Systems Family Involvement Consistent Consequence Systems Data Systems (SISWeb) PBIS Kickoff Plan Team Initiated Problem Solving (TIPS)

We made it! Thanks for a productive day! Questions? Comments? Evaluations—Please fill out and leave on your table. 

What’s ahead? PBIS Year 2

Priorities for Next Year Team Initiated Problem Solving Training Successful Implementation/Maintenance of School-Wide PBIS system Planning for Tier II Systems for supporting students Intervention Team and Meeting format Development of Tier II Interventions: Check In Check Out, Social Skills Groups, Homework Club, Recess Club and others Implementation, Monitoring & Evaluating Tier II Interventions