» PBIS TEAM » STAFF COMMITMENT » EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE » DATA ENTRY AND ANALYSIS PLAN ESTABLISHED » GUIDELINES FOR SUCCESS AND EXPECTATION » REWARD/RECONGITION PROGRAM ESTABLISHED » LESSON PLANS FOR TEACHING GFS & EXPECTATIONS » IMPLEMENTATION PLAN » CRISIS PLAN » EVALUATION

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations) 2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! 3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET) 2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! 3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

» Surveys tell you how people “feel” about a building’s culture and climate » Surveys will often raise concerns that office referral data will not. » Look for patterns of responses by students and staff. » Compare survey data year to year ˃(Is school culture and climate improving?)

» One piece at a time… 1.Surveys---staff and student 2.Common area observations 3.Referrals 4.Other information

 the campus and building structure  the faculty and staff  the students  school-wide level behavior supports  The 5 PBS Principles:  Have you defined behavior expectations,  Have you taught behavior expectations,  How are you encouraging…,  How are you supervising…,  Are you correcting with  civility  productivity What are the STRENGTHS of…? What are the CONCERNS about?

Strengths/PositivesAreas of ConcernDifferences in Staff and Student Responses Referrals Surveys Common Area Observations/ Observations

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET) 2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! 3.Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!

T.C. Cherry Elementary – Office Referrals

Class of 2008

# 0f Students at Each Grade Level with Referral(s) 05-06

Detentions T.C. Cherry Elementary: After-School Detentions

National Association of State directors of Special Education “RtI is the practice of: (1)providing high-quality instruction/intervention matched to all students needs and (2) using learning rate over time and level of performance to (3)make important educational decisions to guide instruction.

1.Schoolwide Screening 2.Tiered Instructions/Intervention System 3. Progress Monitoring 4.Data-Based Decision Making 5.Fidelity of Implementation

» Wait to fail » Blame the student » Few procedures for what to do » Dwindling resources » Being held to higher standards & mandates » Many fall through the cracks » Not supporting success of all » ¼ of pediatric visits are for behavior

1.Universal Screening 2.Progress Monitoring 3.Intervention fidelity 4.Data-based decision-making 5.Evidence-based or scientifically validated interventions 6.Multiple tiers of behavior support

» Set Schoolwide behavior expectations » Teach expected behaviors and campus guidelines » Promote compliance of behavior expectations THEN...

» Lack of knowledge » Lack of resources » Perception that it’s okay for a portion of our student population to remain marginalized or unidentified

» office referrals, » attendance records, » tardiness, » schoolwide observations, » surveys of staff, students, parents » other discipline data If you are... What are you using as a screening tool

Systematic Screening for Behavioral Disorders (SSBD)

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School-wide system interventions if: More than 35% of students in school received one or more ODR, OR There are more than 2.5 office referrals per student Classroom system if: More than 50% of referrals come from classroom, OR More than 40% of referrals come from less than 10% of all classrooms

Targeted Group if: More than 10-15% receive more than 10 office referrals Individual system if: less than 10 students receive more than 10 referrals, OR A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

» Create a “risk list” » Prioritize the list » Determine the number of students to serve – What should be considered?

Consider: » is evidence of effectiveness » how much does intervention cost » how big an effect can be expected » can it be replicated by when not conducted by researchers » can teachers integrate into their daily routine

˃Unconditional positive regard ˃4:1 ratio ˃Human needs fostered (fun, freedom, empowerment, & belonging ˃Individual and group reinforcement ˃On-going rule & procedure teaching ˃Differentiated instruction and accommodations

» Structuring for Success » Teaching Responsible Behavior » Lesson Plans for Students » Training for Staff » Launch » Effective Supervision

Creates consistency among staff and contributes to “buy-in”

» Daily report cards » Mentoring programs » Check-in/Check out systems » Self-monitoring systems » Behavior contracting » Social Skills instruction

1.Structure 2.Teach 3.Observe 4.Interact 5.Correct

Mild MisbehaviorsModerate MisbehaviorsSevere Misbehaviors Talking out Off Task No Materials No Homework Delay in following directions Dress Code Violation Non-compliance Disrespect Defiance Verbal Aggression Mild Physical Aggression Class Disruption Repeat Offenses Strong and Repetitive Defiance Physical Aggression Severe Verbal Aggression Severe/Repetitive Class Disruption (i.e. Temper Tantrum) Proximity Change Seating/Location Verbal Reprimand Signal/Gesture/Look Record Misbehavior Model/Practice Expectation TEACHING AND PRACTICE OF EXPECTED BEHAVIOR Discussion with Student Planned Feedback Reference Behavior Monitor/Feedback Sheet Social Skill Correction Procedure Pre-correction Humor Planned Ignoring Parental Contact Previous responses plus: Positive Practice Conference with Teacher (paired with Behavior Improvement Form) Timeout Time Owed Loss of Privileges, points, etc. (Response Cost) Restitution TEACHING AND PRACTICE OF EXPECTED BEHAVIOR Emotional Reaction (only 2x a year) Previous responses, plus: Reference Level System Individualized Behavior Intervention Plan TEACHING AND PRACTICE OF EXPECTED BEHAVIORS Parental Involvement De-Escalation Interagency Support Detention Suspension Office Referral BEHAVIORBEHAVIOR RESPONSERESPONSE

Book of recipes, plans for behavior Tier 2 & Tier 3 Interventions Different factors = different interventions

Ants in the Pants Helpers Group – (Active students) Attendance and Tardy Group Blue Cards– (graduated steps asking students to make a change) Bus Riders School Free Birds Group – (Escape function intervention) “A” Status Celebrates Every Step– (New achievement celebrated) Check and Connect Good Behavior Game Homework Completion Group Life Transitions Group – Crisis Support Lunch Bunch Playground Playgroups Recess Club TALKS Mentoring Program – (Adult relationship support) The EAGLE Team – (Multiple office discipline referrals)

» What they need » What are the elements that need to be included on their?

» Functional based behavior planning process » Family Therapy » Multi-systemic wrap around services » Cognitive behavioral therapy

What is it? A reliable and valid method for measuring student progress and evaluate the effectiveness of intervention. Progress monitoring requires frequent and repeated collection of data in order to make informative decisions.

» Systematic Direct Observation (someone other than the teacher) » Behavioral Observation of Students in School » Direct Behavior Rating » Effective Behavior Instrument Support » Office Discipline Referral

» Electronic Daily Behavior Report Card © e‐DBRC©: Individual Progress Monitoring » Review 360 Software » CBM

» Percentage of intervention steps implemented » Intervention manual » Rating of intervention implementation » Permanent products of intervention » Task analysis of intervention » School Fidelity Self-Assessment.doc School Fidelity Self-Assessment.doc

August – September Prep teachers – training, re-teaching, etc. Review schoolwide rules Send notices home PBIS in place

October Schoolwide Screener (week 6) Review Risk List (10 minute meeting) October – November Meet with or Notify Parents of students on risk list Conduct assessment to identify problem type Consider coordinating reading/behavior screening notification

November – December » Use targeted intervention » Resource mapped intervention January – February / March – May » Use targeted intervention » Use resource mapped intervention » Consider specialized services based on diagnosis, assessment, structured background, intervention, direct observation, and FBA

Determine the problem Talk with student Talk with parents Who will be involved Select the format Categorizing the problem Permission Before Using...

25 minute Intervention Planning Mild to Moderate INTERVENTIONS In-Depth Intervention Moderate to Severe or Complex issues 25 minutes expansion

Clarifies responsibilities Check for understanding of the plan Offers support when needed Provides follow-up during and after intervention

Mini presentations Posters and Fliers Memos Testimonials