One School’s Journey: PBIS & BFMS/TGC Dr. Bernice Cobbs - BFMS Campus Principal - 6th-8th Mr. Justin Altice - Special Education Coordinator - 6th Grade Mrs. Dana Kelley - Administrator - 6th Grade Mrs. Leanne Worley - Administrator - 8th Grade

Agenda: Who’s In The Room? Review the Three Critical Questions The Need for PBIS Brief discussion of School Wide Systematic Approaches The Matrix Development Story Consistency and Common Language Reinforcement of Positive Behaviors Where are we on our PBIS journey? Who’s In The Room?

The Participants will Understand Why we started this journey? How we started this journey? Where we are in this journey? How do schools recognize and overcome barriers?

Positive Behavior Interventions & Systems Does: Does not… Data reflects academic and behavioral needs

WHY? Lack of common language school wide Varied practices school wide (teacher to teacher & administrator to administrator) Clear data connections to number of referrals and academic achievement (students with 3+ referrals were most likely to be below the expected achievement rates in Math and English) These indicators and connections clearly illustrated the need for a systematic approach to establish a conducive school wide climate for students and staff

HOW? Committee was formed to explore our options to address the needs Division was tasked by VDOE to begin PBIS implementation and BFMS was selected as one of the piloting schools (FCHS & BMES were also part of the pilot) Using VDOE’s Framework “Effective School Wide Discipline in Virginia” (https://ttaconline.org/Resource/JWHaEa5BS74Y9cPOqeK_aQ/Resource- positive-behavioral-interventions-and-supports-pbis-of-virginia-formerly- effective-school-wide) and working with VTSS/PBIS systems coach at Radford University we began the 3 year process of implementing our own PBIS system NOTE: this is a process not a program and the framework is designed to support organic development of a PBIS system for each individual school

HOW? (continued) ~PBIS team was formed - consisted of all stakeholders in the school including administrators, teachers, school counselors, school social workers, school psychologists, school nurse, secretary and paraprofessionals - everyone on the team was trained by TTAC ~Teacher survey was administered to gather their perceptions regarding the greatest and most frequent behavioral challenges ~Other data points were analyzed (and are ongoing): academic achievement, referrals, student & staff attendance ~Data points helped us to target “hot spots” (hallways, bathrooms, cafeteria) in the school where undesired behaviors occurs as well as the frequent behaviors which were most likely impact academic performance (disrespect, insubordination, class disruption)

School-wide Systematic Approaches Why do you think a school- wide approach is more effective than single efforts?

School-wide Systematic Approaches Providing Professional Development with fidelity and frequency (staff) Time built in schedule for teaching and reteaching of expectations (Staff/Student) Monitoring and Adjusting the framework (Next Steps) Analyzing various data points (i.e., office referrals) to determine school needs

HOW? (continued) Summer 2016 we met with committee again - established 5 focus areas based on data which determined “hot spots” to establish an expectations matrix for our school: Arrival & Dismissal Hallway & Transitions Bathroom Cafeteria Classroom Might be good to show some examples of data here

How? (continued) The Matrix Development Story - Teacher input/surveys and office referral data (frequency of behaviors/intensity) Staff Development - staff given skelton matrix, referral data, and asked to determine areas of focus Results from staff feedback reviewed and used to determine areas of expectations for the matrix During faculty meeting(s), matrix was given to staff again for additional feedback Committee reviewed and revised results from staff’s feedback Final draft of matrix sent to staff for additional comments or feedback As we discuss we can show examples of the process - The process helped us to identify the difference between the perceived versus the real (reality). For example, we thought that had more problems with transition - the data showed that more behavior arose din the classroom. The real problem was teaching the Tier 1 core behavior.

HOW? Consistency & Common Language Using matrix, lesson plans and resources were developed for each expected behavior and placed in Google folder for teacher access Consistency and Common Language - Professional development was held to present lesson plans and expectations for teaching the lessons to the students

How? Consistency & Common Language EAGLE SWAG (Safety First, Work Together Respectfully, Accept Responsibility, Guide Me) HALLWAY & TRANSITIONS Date: October 17, 2016 Anticipatory Set: Using the Google Presentation, students will view the introductory video. Discussion questions: What are the expectations of students when walking down the hallway and during transitions? Have you ever had friends NOT follow the proper examples given in the introduction video? How were your friends not being safe? Discuss the Hallway & Transitions Matrix. Activity: The students will be placed into groups to role play a scenario. They need to identify the problem and correctly model the appropriate behavior. Give them about 5 minutes to prepare before presenting. Closure: Exit Pass: What is expected of students in the hallway and during transitions? Show participate the Google folder with lesson plans

Reinforcement of Positive Behaviors Adult presence added to identified hotspots

Reinforcement of Positive Behaviors Reinforcement of Positive Behaviors - Poster size Positive Behavior Matrix posted near hotspots (i.e., bathrooms, cafeteria, hallways, morning arrival) Monitoring and Adjusting - Committee gathered feedback from staff Frequency and Intensity of Behaviors - Indicators and Systems of Support Three or more office referrals and low academic achievement RTI Team Parent Meeting/Team Meeting Letters home In-school Mentors Referral to School Social Workers Referral to School Counselors

Where are we on our journey? PBIS Team met to distinguish minor from major behaviors Share common terms and definitions Gave minor/major behaviors worksheet Provided office referral data Expectation was for each pair to analyze given data and develop a list Listed were shared to determine similarities and differences Minor behaviors seemed to hold the attention of the group than major behaviors WHY? f) Why do you think Did anything jump out at you?

A Question for Consideration... During the PBIS journey, (a) data analysis, (b) a Positive Behavior Matrix, (c) Staff Development, (e) Timeline Implementation, (f) A Major/Minor Flow Chart, (g) Staff Development, and (h) Full Implementation are vital to school-wide consistences, common language, reduction in office referrals, and increase in student achievement What might be some barriers and/or challenges to implementing the PBIS journey with fidelity? -not a canned program -designed to fit needs of school -proactive - data driven -problem- solving process -faculty/staff turnover - monitoring/adjusting