Autumn Chapman and Brad Albee WINSHIP PBIS Presented by Autumn Chapman and Brad Albee Eureka City Schools 1/15/2015

Our Agenda Time Activity 1 min Welcome and Introductions Expectations Norms 15 min Introduction to the PBIS Framework 30 min Matrix of Standards: the Guidelines for Success All the Time Everywhere Expectations Group work and consensus building 5 min Total System Overview Winship Handbook 60 min   System of Discouraging Undesired Behavior New Behavior Tracking Form Definitions Closure Time Activity 1 min Welcome and Introductions Expectations Norms 15 min Introduction to the PBIS Framework 30 min Matrix of Standards: the Guidelines for Success All the Time Everywhere Expectations Group work and consensus building 45 min 5 min System of Discouraging Undesired Behavior New Behavior Tracking Form Definitions. -Closure Our Agenda

Lets Agree to some norms Everyone has a voice and will get a chance to speak uninterrupted for a minute during each pass through the circle. Cells phones on silent please. We are all adults; take care of your needs. Please hold questions until the time is right to ask; then please ask!! Lets Agree to some norms

What are your Expectations? You came here for a reason. Please share your expectations for the day. What are your Expectations?

A Philosophical Framework PBIS The Big Picture! A Philosophical Framework

What is PBIS? PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students (Sugai et al., 2000)

What is PBIS? PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students (Sugai et al., 2000) As a “framework,” the emphasis is on a process or approach, rather than a curriculum, intervention, or practice. Putting systems in place that empower adults and students to work with behavior so that they can focus more on academics and preparing for life. BEST END RESULTS

What does PBIS do? PBIS enables schools to design systemic behavior support systems which will allow students to focus on instruction and be more successful.  When districts and schools use PBIS techniques and strategies, they develop skills and knowledge to build systemic, accurate, and sustainable behavior support for all students. 

GOALS of PBIS? Support and maintain safe schools (physically and emotionally) And Increase Instructional Opportunities Leading to Academically Skilled, Socially Competent & Emotionally Intelligent Students

some big BELIEFS of PBIS? All children can learn and are always learning! Children are learning all the time. If you work around children, you are a teacher.   School is responsible for preparing students for life. Schools should teach important life lessons. School expectations must be explicit, and taught to all children. The only way to change student behavior is to change adult behavior. We create the environments in which behaviors arise. Things aren’t always as they appear! Human perception is often flawed. It is important to use data.

WHO’S RESPONSIBLE FOR THIS? “It takes a village to raise a child.” African Proverb We are all responsible to teach academics and corrective behaviors to all of our students. Every adult in a school is a teacher to all students. They are always learning! Somewhat similar to the Disney “Castmembers” Model

PBIS: is a MULTI-TIERED BEHAVIOR SUPPORT SYSTEM OUR STUDENTS Three Things to See Here: (1) Level of Need/Risk, (2) Level of Support/Intervention, (3) Level of Outcome – behavior Order of Intervention: Start with the Universal Interventions/School-Wide Support Systems

5 CRITICAL COMPONENTS of PBIS Clear Expectations As defined in the rules matrix Explicitly Taught Each area in the matrix is accompanied by a lesson plan. A schedule for teaching and re-teaching behaviors is used. A system for encouraging appropriate behavior Reward or recognition system, including a Reinforcement Menu for encouraging positive and appropriate behaviors. A system for discouraging inappropriate behavior A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors. A data collection system Answering two important questions. Are we… 1) Doing what we said we would do? 2) Achieving the student outcomes we said we would achieve? The data collection system analyzes data gathered from the school’s Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

5 CRITICAL COMPONENTS of PBIS Clear Expectations As defined in the rules matrix Explicitly Taught Each area in the matrix is accompanied by a lesson plan. A schedule for teaching and re-teaching behaviors is used. A system for encouraging appropriate behavior Reward or recognition system, including a Reinforcement Menu for encouraging positive and appropriate behaviors. A system for discouraging inappropriate behavior A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors. A data collection system Answering two important questions. Are we… 1) Doing what we said we would do? 2) Achieving the student outcomes we said we would achieve? The data collection system analyzes data gathered from the school’s Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

Clear Expectations: Matrix of Standards: Guidelines for Success Activity: 1. Count up to 7. Like numbers get into groups. 2. Answer the prompt: 3. Put your list of behaviors on chart paper. 4. Share with group 5. Continue looking at expectations: Groups 1-2 Look at Safe Groups 3-4 Look at Respectful Groups 5-6-7 Look at Responsible What are your expectations of student behavior all the time and everywhere at Winship?

Compare with your handbook Compare what your group did with what is in your handbook, Page 4. How close are your common expectations and do you have any recommendations? Share.

Matrix of Standards: Success Guidelines Same Process, Different Place(s) 3. Now, in the same groups you will be given a common place and you will write out your behavior expectations for that area. What does a Winship student look like when they are being SAFE, RESPECTFUL, and RESPONSIBLE? ** We will collect all posters and Rebecca will make a Google Doc so that more input can be entered and your PBIS team can edit your matrix.

5 CRITICAL COMPONENTS of PBIS Clear Expectations As defined in the rules matrix Explicitly Taught Each area in the matrix is accompanied by a lesson plan. A schedule for teaching and re-teaching behaviors is used. A system for encouraging appropriate behavior Reward or recognition system, including a Reinforcement Menu for encouraging positive and appropriate behaviors. A system for discouraging inappropriate behavior A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors. A data collection system Answering two important questions. Are we… 1) Doing what we said we would do? 2) Achieving the student outcomes we said we would achieve? The data collection system analyzes data gathered from the school’s Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

System for Discouraging Undesired Behavior The Behavior Tracking Form 1. Brief introduction to new BTF 2. Discussion on Majors/ Minors

System for Discouraging Undesired Behavior New Group Activity 1. Identify Roles: Leader, recorder, and a reporter. 2. Using the behavior section of the BTF, discuss, record, and be prepared to share out what in your opinion makes a behavior an office referral vs. a classroom incident.

Major vs. Minor Behaviors Group Activity Using the SWIS definition document and the behavior tracking form, go over the list of behaviors and identify whether they are major or minor, and when a minor becomes a major. (Pay attention to Harassment/Bullying) Debrief/ Report Out Let’s Vote (80% rule)

Tracking Form Specifics Peruse the definitions of possible motivations from the Behavior Tracking Form. Compare them to SWIS document, page 6. Clarify with neighbors. Share out questions. Others involved- Do not write down other names. Make a new BTF for the other student(s) if necessary. Required Actions- Minor/major, logging into Powerschool. What do you put in the notes section?

Closure * Please fill out the survey. Thanks for the incredible work you have done today. We look forward to working with you in the future.