Positive Behavioral Interventions and Supports USD 2 Team Training

Today’s Goals Team Update Look at some data Develop PBIS content fluency Create School Wide plans to teach expectations to youth Develop a School Wide Continuum of Positive Behavior Supports Develop a School Wide Continuum of discouraging inappropriate behavior

Data What do people who work in alternative setting say about PBIS? What does the data tell us about PBIS?

Exemplar Illinois Youth Center 380 boys Medium-maximum security Correctional model

What can PBIS do? IYC-Harrisburg results

Who are we Incarcerating? Youth in Juvenile Corrections 2/3-3/4 of incarcerated youth have these characteristics that relate to behavior: –Special education classification –Mental disorders –Drug and alcohol abuse –History of abuse, neglect, and witnessing violence J. Gagnon, 2008

PBIS and School to Prison Pipeline Reform PBIS is promoted by advocacy groups, specifically to address school-to-prison pipeline reform –Southern Poverty Law Center –Appleseed –American Civil Liberties Union –Public Counsel Law Center

Ron Jackson (Texas) High-security facility serves youth who have been found to have engaged in delinquent conduct and were committed to the agency's care by a juvenile court. The facility currently houses the gateway program for all girls entering the Texas Youth Commission. In most cases, girls will remain at the Ron Jackson complex to receive specialized treatment specifically designed for female offenders.

Discipline Data Discipline /Incidents Discipline /Incidents 5646 CCF-225Decrease 28.2%

STEP 6 – DEVELOP CONTINUUM OF PROCEDURES FOR ENCOURAGING SW EXPECTATIONS

Acknowledging SW Expectations: Rationale To learn, humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment –Planned/unplanned –Desirable/undesirable W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” –Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

Why Develop a School-Wide Reward System?  Increases the likelihood that desired behaviors will be repeated  Focuses staff and student attention on desired behaviors  Fosters a positive school climate  Reduces the need for engaging in time consuming disciplinary measures

Acknowledge & Recognize

Predictable work environments are places where employees: Know what is expected Have materials & equipment to do job correctly Receive recognition each week for good work Have supervisor who cares & pays attention Receive encouragement to contribute & improve Can identify person at work who is “best friend” Feels mission of organization makes them feel like their jobs are important See people around them committed to doing good job Feel like they are learning new things Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)

Rewarding Staff  Keeping staff motivated is just as important to the PBS process as motivating students  Utilize community resources and local businesses  Incentives for staff that have worked at other schools include: After School Ice Cream Social Leave 5min. Early pass Special Parking Spots Recognition at faculty meetings

Reward System Guidelines  Keep it simple  Provide staff with opportunities to recognize students in common areas who are not in their classes  Include information and encouraging messages on daily announcements  Rewards should target 85-95% of students  Brainstorm Staff rewards too!

C ONTACT I NFORMATION Cynthia Zingler Education Specialist CREC