1. Positive Behavior Intervention and Supports (PBIS) Tier 1 Day 4 Training

2.  Please sign in at the Registration Table in the back of the room.  Help yourself to refreshments.

4.  Site Binder: Worksheets and Handouts  http://sites.placercoe.k12.ca.us/pbis/ http://sites.placercoe.k12.ca.us/pbis/  Username: PBISPlacerPassword: PBIS123  PBIS Task Completion Year One (Worksheet 1)  PBIS Tier 1 Checklist Action Plan (Worksheet 1.1) Tools

5.  Dr. Rob Horner, University of Oregon  Dr. George Sugai, University of Connecticut  Dr. Chris Borgmeier, Portland State University  PBIS Technical Assistance Center  PCOE Support Team

6.  Celebrate progress made!  Provide SISWEB overview  Understand the importance of data  Develop or refine office discipline referral form  Revisit discipline  Develop consequence system

7. What have you accomplished so far?  Schedule time at staff meetings to discuss PBIS and share what you have accomplished so far  Continue designing signage and posters  Gather staff feedback on Family Involvement Ideas and new strategies  Present acknowledgement ticket idea and reinforcers to staff  Gather staff feedback on acknowledgement system Discuss progress and be ready to share. --Review of Day 3 Tasks

9. SISWEB Demo

10.  Affirm Administrative support  Data analyst/specialist on team  Office Discipline Referral form is aligned with SISWEB  Best practice—few people designated to enter data  If teachers are entering data, training is essential  Data should be current (daily/weekly)  Request SISWEB Reports access for data analyst/specialist

12. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Supporting Decision Making

13. YOU WANT: Informed decisions regarding PBIS YOU NEED: An effective data system which provides… data about individual students AND compiled school discipline data

14. Easy data summary & recall Capacity to easily ‘drill down’ the data to answer questions Easy data entry Graphic display for easier data analysis & decision making Capacity for school & individual student decision making Data Systems: Critical Elements

15. Using Data for Decision Making Data?! What data? Data?! What data? Are you NOT seeing what I’m NOT seeing? Are you NOT seeing what I’m NOT seeing? The “Best Data System in the World” won’t make a difference if no one is looking at the data!

16. The PBIS Team commits to review data at least monthly and uses the data to inform decision making to maximize resources and results

17. Are we doing what we said we would do? Fidelity Data: PBIS Assessments Is what we are doing making a difference for students? Student Data: School Data System

18. WhatWhoWhen School-wide Assessment Survey (SAS) School StaffFall Phases of Implementation (POI) Team members & Coach Mid-year Tiered Fidelity Inventory (TFI) PBIS Team & Coach Tier I Measure Bi-Annually (Fall & Spring) Formal Tiered Fidelity Inventory (TFI with walkthrough) PBIS Team External Coach Prior to moving to next Tier

19.  Discipline Referrals  Detention/Suspension/Expulsion  Attendance  Academic Achievement  Other?

20.  What data are we using for decision making?  Are we using our data effectively?  Are we getting the most out of the data we’re collecting?  How often is this data shared with the entire staff?  What are challenges/barriers to using data?

22. 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?

23. Who? When? Where? What? Why? With whom? Response? Details

24. 1.Student Name & Grade 2.Referring Staff 3.Date & Time 4.Minor or Major Behavior 5.Problem Behavior 6.Location of Incident 7.Perceived Motivation 8.Others Involved 9.Comments 10. Action Taken

25. Motivation Perceived MotivationDefinitions Avoid AdultStudent engages in problem behavior(s) to get away from adult(s). Avoid PeersStudent engages in problem behavior(s) to get away from/escape peer(s). Avoid Tasks/ActivitiesStudent engages in problem behaviors(s) to get away/escape from tasks and/or activities. Obtain Adult AttentionStudent engages in problem behavior(s) to gain attention of adult(s). Obtain Peer AttentionStudent engages in problem behavior(s) to gain attention of peer(s). Obtain Items/ActivitiesStudent engages in problem behavior(s) to gain items and/or activities. OtherPossible motivation for referral is not listed above. Staff using this area will specify the possible motivation for this student’s problem behavior. UnknownStudent engages in problem behavior(s) for unclear reasons. Handout 16

26.  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?

27.  A list of EGUSD Referral Form Definitions is provided  Minor Problem Behaviors (defined)  Major Problem Behaviors (defined)  Locations (defined)  Perceived Motivations (defined)

28. Worksheet 17

29.  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.

31. 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

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

33. Discipline: 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)

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

35. 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?

37. Minors Majors

38.  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

39. 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

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

41. 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: o Avoid difficult tasks o Obtain attention from peers or adult

42. Students with recurring behavior who do not seem to be responding to traditional consequences Students x ID #

43.  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?

44.  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 Tasks to be completed

45. Tier 1 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)

46.  Thanks for a productive day!  Questions?  Comments?  Evaluations—Please fill out and leave on your table.