1. District Positive Behavior Support
Brittnee Atnip, Christi Bayer
Meaghan Hennings, Shannon Kersenbrock, Jen Gray,
NCSD
SESC

2. Agenda Introductions Top 10 things you should know about behavior
PBIS Overview
RTI Overview
Tiered interventions
Tier 3 Processes/Interventionist Roles

3. Behavior Interventionist
Shannon Kersenbrock Christi Bayer
Summit Willard
Pineview Verda James
University Park Manor Heights
Lincoln Sagewood
Midwest Southridge
Woods

4. Behavior Interventionist
Brittnee Atnip Jen Gray
Grant Mills
Oregon Trail Mountain View
Paradise Valley Park
Bar Nunn Poison Spider
Evansville Cottonwood
Crest Hill Ft. Caspar
Meaghan Hennings All Middle/High Schools
SSSL

6. 10 Things you should know about behavior
As collected by Laura A. Riffel, Ph.D
“The Behavior Doctor”

7. Ten things you should know…1
Behavior is learned and serves a specific purpose.
(Bandura)
Infants can begin ‘fake coughing’ as early as 6 months, because it is a sure fire way for mom to give you attention.

8. Ten things you should know…2
Behavior is related to the context within which it occurs.
(Bambara & Knoster)

9. Ten things you should know…3
For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate interventions for you to see a change in the behavior.
(Atchison)
This is a rule of thumb.

10. Ten things you should know…4
We can improve behavior by 80% just by pointing out what one person is doing correctly.
(Shores, Gunter, Jack)

11. Giving Positive Feedback
Focus on the student’s strengths
Avoid general praise
(such as “great job”)
Be specific
Use positive feedback to reinforce expected behavior
For example:
Jason, I noticed that you talked quietly to Joe today. Thanks!
Rules for rewarding.

12. Ten things you should know…5
We use positive behavior specific praise about 6.25% of the time
(Haydon, et al.)

13. Ten things you should know…6
When we want compliance in our students we should whisper in their right ear
(Live Science)

14. Ten things you should know…7
All behavior has a function and falls into two categories:
To Gain access to or
To Escape from
(Alberto & Troutman)

15. Functions of Behavior:
To Gain #8
To Escape #9
Attention
Peers
Adults
Access to preferred items
Access to environmental controls
Sensory Input
Work/Tasks/Chores
People
Adults
Peers
Pain
Emotional
Physical
Sensory Overload

16. Ten things you should know…10
Your reaction determines whether a behavior will occur again. We have to change our behavior
(Alberto & Troutman)

17. We Support NCSD in School-Wide Positive Behavior Support
School-wide Positive Behavior Support: is a set of strategies and systems to increase the capacity of schools to (a)reduce school disruption, and (b) Support students and staff in implementing PBIS and behavioral support strategies
PBS is a process and a framework where you decide what you need to do to make things different for you, your students, and your school.

18. “Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.” Rutter & Maughan, 2002
SW-PBS helps schools focus efforts on creating a positive environment in which student learning is optimized.

19. Positive expectations & routines taught & encouraged
Nonclassroom
Setting Systems
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement
SAY: All teachers and educational leaders know that what happens in the non-classroom settings (e.g., hallways, cafeterias, playgrounds, parking lots, etc.) can carryover into the classroom (and vice versa). In nonclassroom settings, academic instruction isn’t available to engage students and serve as a behavior management strategy.
Educational leaders must ensure that effective practices are in place in nonclassroom settings. The most important evidence-based practice is “active supervision.”
The “Active Supervision and Nonclassroom Setting Self-Assessment” in Appendix 6 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

20. Implementing SW-PBS: Build a Culture of Competence
Develop building level support
Define behavioral expectations
Teach behavioral expectations
Monitor and reward appropriate behavior
Provide corrective consequences for behavioral errors
Information-based problem solving
PBS involves the design of effective environments for all children.
PBS schools must establish a social culture in which all kids have:
Common language (re: social skills)
Common expectations
Common experience
PBS efforts begin by developing building level support:
Administrative support: administrator takes an active role in PBS efforts; is a member of the PBS leadership team for that building.
80% Staff Consensus - A YES vote means I agree to:
Provide input in determining what our school’s problems are and what our goals should be.
Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community.
Follow through with all school-wide decisions, regardless of my feelings for any particular decision.
Commit to positive behavior support systems for a full year - allowing performance toward our goals to determine future plans.

21. Response to Intervention
Used by all Natrona County Schools
A Tiered Systems with Levels of Intervention
Includes Universal Screening and Diagnostic Assessments
Includes Prescriptive Interventions
Regular Progress Monitoring to measure Learning Outcomes
Focuses on Academics and Behavior

22. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
With school-wide PBS, begin by building a foundation for positive behavior within the school.
Universal Interventions: those used in all settings; meet the needs of the majority of the students.
Targeted Interventions:
Individual Interventions
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

23. 17 Classroom Management Strategies
Relationship Strategies Procedural Strategies
1. 5 to 1 ratio of positive to 7. Organizing a productive classroom
negative interactions (Magic ratio) 8. Pre-correction
9. Teach, model, and reinforce social-
2. Smiling and being nice emotional skills
10. Transitions are managed well
3. Positive greetings at the door to 11. Independent seatwork is managed
pre-correct and establish a positive and used when needed
climate Teacher proximity and mobility
13. Class-wide motivation system
4. Communicating competently with 14. Goal setting, problem solving and students performance feedback
15. Visual schedule of classroom
5. Wise feedback activities
16. Effective cueing systems to release
6. Intermittent non-contingent and regain attention
reinforcement Providing numerous opportunities to
(individuals or whole group) respond

24. Tier 1 Classroom Interventions
Matrix
Teach, model, practice, reinforce expectations/procedures
Whole class social skill lessons
Brain breaks
Movement/Music
Preferential seating
Proximity control
Different modalities of delivering instruction
Visual schedule
Transition cues (chimes, music, timer, physical activity)
Environmental supports (earphones, types of seating, lighting)
Data Collection-Office/Refocus referrals, anecdotal records can be used to determine Tier 2 referral.
If data determines interventions are unsuccessful, classroom interventions are modified or a referral to building at-risk team is made.
Interventionist support: Assist in whole class social skill lessons and supporting classroom management systems

25. Tier 2 Individualized Interventions in the Classroom
Small group social skills/counseling
Increase supervision and monitoring of expected behavior
Check and Connect/Check in-Check out
Differentiation of classroom behavior system
Provide a designated spot for self-regulation (coach and practice coping skills)
Physical activities to redirect behavior (fidgets, figure 8, heavy work, frequent/scheduled breaks)
Differentiated seating
Basic reinforcement plans (sticker charts, punch cards)
Home/school notebooks
At-risk coordinator notified of classroom interventions
Data Collection-Point system, frequency counts, office/refocus referrals, suspension referrals, counseling referrals can be used to determine a Tier 3 referral.
If data determines interventions are unsuccessful, classroom interventions are modified or a referral to building at-risk team is made and team determines if a referral to Tier 3 is needed.
Interventionist support: Consultation on behavior plans/strategies, small group/individualized social skills and provide sensory tools/training.

26. Tier 3
NCSD Behavior Interventionists provide Tier 3 support for Behavior
Students will be progress monitored every week with a normed assessment
At-Risk team will monitor data every 8 weeks to determine next steps for the students
The Student’s Parents attend the Intervention Check Meeting
The School Psychologist attends the Intervention Check Meeting
The Student is identified as At-Risk

27. When an Interventionist is Involved…
Teacher/Team/Interventionist Collaboration
Data overview (look at what has been done or what is currently in place)
Observation(s) is scheduled
Interventionist will determine if current behavior plan can be modified or more intensive supports are needed
At-Risk team meets to discuss next steps:

28. Next Steps Data collection for functional behavioral assessment (FBA)
Crisis management/intervention plan
Measurement of fidelity on implementation of interventions
Create behavior plan based off the function of the behavior with plan to teach appropriate replacement behavior

29. Tier 4
If a Student does not Respond to Intervention in Tier 2 and 3, then a student can be referred for a special education assessment
A fidelity Check for Tier 3 would be provided
Data would be Reviewed from previous Tiers
Assessments are completed by the School Psychologist to determine Special Education Eligibility
If the Student does not qualify, the team can recommend the student return to Tier 3 or be considered for a 504 plan