1. One School’s Journey: PBIS & BFMS/TGC
Dr. Bernice Cobbs - BFMS Campus Principal - 6th-8th
Mr. Justin Altice - Special Education Coordinator - 6th Grade
Mrs. Dana Kelley - Administrator - 6th Grade
Mrs. Leanne Worley - Administrator - 8th Grade

2. Agenda: Who’s In The Room? Review the Three Critical Questions
The Need for PBIS
Brief discussion of School Wide Systematic Approaches
The Matrix Development Story
Consistency and Common Language
Reinforcement of Positive Behaviors
Where are we on our PBIS journey?
Who’s In
The
Room?

3. The Participants will Understand
Why we started this journey?
How we started this journey?
Where we are in this journey?
How do schools recognize and overcome barriers?

4. Positive Behavior Interventions & Systems
Does:
Does not…
Data reflects academic and behavioral needs

5. WHY? Lack of common language school wide
Varied practices school wide (teacher to teacher & administrator to administrator)
Clear data connections to number of referrals and academic achievement (students with 3+ referrals were most likely to be below the expected achievement rates in Math and English)
These indicators and connections clearly illustrated the need for a systematic approach to establish a conducive school wide climate for students and staff

6. HOW? Committee was formed to explore our options to address the needs
Division was tasked by VDOE to begin PBIS implementation and BFMS was selected as one of the piloting schools (FCHS & BMES were also part of the pilot)
Using VDOE’s Framework “Effective School Wide Discipline in Virginia” ( positive-behavioral-interventions-and-supports-pbis-of-virginia-formerly- effective-school-wide) and working with VTSS/PBIS systems coach at Radford University we began the 3 year process of implementing our own PBIS system
NOTE: this is a process not a program and the framework is designed to support organic development of a PBIS system for each individual school

7. HOW? (continued)
~PBIS team was formed - consisted of all stakeholders in the school including administrators, teachers, school counselors, school social workers, school psychologists, school nurse, secretary and paraprofessionals - everyone on the team was trained by TTAC
~Teacher survey was administered to gather their perceptions regarding the greatest and most frequent behavioral challenges
~Other data points were analyzed (and are ongoing): academic achievement, referrals, student & staff attendance
~Data points helped us to target “hot spots” (hallways, bathrooms, cafeteria) in the school where undesired behaviors occurs as well as the frequent behaviors which were most likely impact academic performance (disrespect, insubordination, class disruption)

8. School-wide Systematic Approaches
Why do you think a school- wide approach is more effective than single efforts?

9. School-wide Systematic Approaches
Providing Professional Development with fidelity and frequency (staff)
Time built in schedule for teaching and reteaching of expectations (Staff/Student)
Monitoring and Adjusting the framework (Next Steps)
Analyzing various data points (i.e., office referrals) to determine school needs

10. HOW? (continued)
Summer 2016 we met with committee again - established 5 focus areas based on data which determined “hot spots” to establish an expectations matrix for our school:
Arrival & Dismissal
Hallway & Transitions
Bathroom
Cafeteria
Classroom
Might be good to show some examples of data here

11. How? (continued) The Matrix Development Story -
Teacher input/surveys and office referral data (frequency of behaviors/intensity)
Staff Development - staff given skelton matrix, referral data, and asked to determine areas of focus
Results from staff feedback reviewed and used to determine areas of expectations for the matrix
During faculty meeting(s), matrix was given to staff again for additional feedback
Committee reviewed and revised results from staff’s feedback
Final draft of matrix sent to staff for additional comments or feedback
As we discuss we can show examples of the process -
The process helped us to identify the difference between the perceived versus the real (reality). For example, we thought that had more problems with transition - the data showed that more behavior arose din the classroom. The real problem was teaching the Tier 1 core behavior.

12. HOW? Consistency & Common Language
Using matrix, lesson plans and resources were developed for each expected behavior and placed in Google folder for teacher access
Consistency and Common Language - Professional development was held to present lesson plans and expectations for teaching the lessons to the students

13. How? Consistency & Common Language
EAGLE SWAG
(Safety First, Work Together Respectfully, Accept Responsibility, Guide Me)
HALLWAY & TRANSITIONS
Date: October 17, 2016
Anticipatory Set:
Using the Google Presentation, students will view the introductory video.
Discussion questions:
What are the expectations of students when walking down the hallway and during transitions?
Have you ever had friends NOT follow the proper examples given in the introduction video? How were your friends not being safe?
Discuss the Hallway & Transitions Matrix.
Activity:
The students will be placed into groups to role play a scenario. They need to identify the problem and correctly model the appropriate behavior. Give them about 5 minutes to prepare before presenting.
Closure:
Exit Pass:
What is expected of students in the hallway and during transitions?
Show participate the Google folder with lesson plans

14. Reinforcement of Positive Behaviors
Adult presence added to identified hotspots

15. Reinforcement of Positive Behaviors
Reinforcement of Positive Behaviors - Poster size Positive Behavior Matrix posted near hotspots (i.e., bathrooms, cafeteria, hallways, morning arrival)
Monitoring and Adjusting - Committee gathered feedback from staff
Frequency and Intensity of Behaviors - Indicators and Systems of Support
Three or more office referrals and low academic achievement
RTI Team
Parent Meeting/Team Meeting
Letters home
In-school Mentors
Referral to School Social Workers
Referral to School Counselors

16. Where are we on our journey?
PBIS Team met to distinguish minor from major behaviors
Share common terms and definitions
Gave minor/major behaviors worksheet
Provided office referral data
Expectation was for each pair to analyze given data and develop a list
Listed were shared to determine similarities and differences
Minor behaviors seemed to hold the attention of the group than major behaviors
WHY?
f) Why do you think
Did anything jump out at you?

17. A Question for Consideration...
During the PBIS journey, (a) data analysis, (b) a Positive Behavior Matrix, (c) Staff Development, (e) Timeline Implementation, (f) A Major/Minor Flow Chart, (g) Staff Development, and (h) Full Implementation are vital to school-wide consistences, common language, reduction in office referrals, and increase in student achievement
What might be some barriers and/or challenges to implementing the PBIS journey with fidelity?
-not a canned program -designed to fit needs of school -proactive - data driven problem- solving process -faculty/staff turnover monitoring/adjusting