1. PBS TEAM TRAINING BRIDGEPORT PUBLIC SCHOOLS 2007-2008 www.pbis.org

2. CELEBRATIONS Principals Coaches Co-coaches Team members

3. DISTRICT TEAM Susan Smith Michelle Ellis Violet Reyes Melissa Perrotta Jacqueline Roscoe Carmen Hatton

4. AGENDA A.M. Celebrations (2- minute team reports) Universal recap: Evaluating implementation (George) Data for action plan (Michelle/Violet) Classroom vs. office referrals Team time P.M. Evidence based practices in classroom management Team time

5. SWPBS is about….

6. Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

7. SWPBS Logic Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990)

8. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics: 4 PBS Elements

9. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

10. RtI

11. Classroom SWPBS Subsystems Non-classroom Family Student School-wide

12. 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide

13. Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom

14. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult- student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom

15. Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Individual Student

16. Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Family

17. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

18. ~80% of Students ~15% ~5% CONTINUUM of SWPBS Tertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention Teach SW Expectations Audit 1.Identify existing efforts by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

19. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

20. 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

21. 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

22. Rule Violation Guidelines Build continuum with decision rules (RtI) Link to positive teaching/prevention procedures Ensure more positive interactions than negative Engage in regular data review

23. LevelDefinition Behavior Examples ProceduresInvolvement Major Illegals Law violating behavior requiring municipal response Dangerous weapons Substance possession, truancy, vandalism, stealing, 1.Immediately report event to administrator 2.Follow district/state policies and procedures 3.Document event Student, parent, law enforcement, school & district administrators, school staff MajorsSerious rule-violating behavior that disrupts teaching & learning, puts student or others at risk of harm, & requires administrative active Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property, “Third” minor in 24 hours. 1.Signal that school rule-violating behavior observed 2.Restate desired/appropriate behavior 3.Direct/escort student to office/administrator 4.Document event with office discipline referral form 5.Enter data into system Student, staff person, parent, school administrator Minors of Note Rule violating risk behavior which requires on-going monitoring Disruptions, tardies, dress code violations, teasing, 1.Signal social behavior error has been made 2.Restate/reteach appropriate behavior 3.Provide positive reinforcer for next display of appropriate behavior 4.Document event with office discipline referral form 5.Enter data into system Student, staff person, homeroom teacher MinorsRule violating behavior which does not require on-going monitoring, but needs to be retaught Minor disruptions, off task,1.Signal social behavior error has been made 2.Restate/reteach appropriate behavior 3.Provide positive reinforcer for next display of appropriate behavior Student, staff member

24. CLASS ROOM VS. OFFICE MANAGED REFERRALS

28. Complete office referral and send to the office Is this the 4 th time for this student after 3 separate classroom interventions? Re-teach and follow classroom discipline Procedures with appropriate interventions* Is this a minor rule violation (requiring classroom interventions?) Debrief and re-teach expectation Rule violation occurs again Review classroom discipline procedure with student, practicing it consistently Focus on positive behaviors. Give ROCKS coupons Rule violation occurs Inform student of rule violation and re-teach ROCKS expectation, including Class Social Contract RULE VIOLATIONS PROCEDURES FOR CLASSROOM * Classroom interventions should include an increasing level of intervention such as time out, non-participation in reward activities, change of student’s seat, note sent home or phone call to parent/guardian, conference with parent and student, classroom detention, peer mediation, refer to counselor, refer to SAT, etc. No Yes No

29. Middle School Teacher Managed Behavior –Excessive talking –Attendance tardy inform parents –Off task (Disruptive) –Gum/Food/Candy –Drinks –Missing Homework –Not prepared for class –Name calling –Dishonesty –PDA –Running in Hall –Passing notes –Backtalk directed at Adults –Cheating/Plagiarism –Writing on school property Office Managed Behavior –Attendance Tardy –Insubordination –Fighting –Vandalism –Verbal/Physical Intimidation –Weapons –Gang Representation –Cutting class/school –Theft –Drug Violations –Directed Profanity –Harassment (including sexual) –Controlled Substances –Threats –Security threat/breach –Lewd notes –Repeated Backtalk (3) –Repeated PDA –Dress Code –Cutting Teacher Detention

30. High School Teacher Managed Behavior –Excessive talking –Attendance tardy inform parents –Off task –Drinks/Food/Gum (with clear expectation for your class) –Missing Homework –Not prepared for class –Inappropriate Language –Lying –Dishonesty –Dress code violating –PDA –Hallway Disruption –Passing notes –Cheating/Plagiarism Office Managed Behavior –Fighting –Attendance Tardy –Insubordination –Vandalism –Verbal/Physical Intimidation –Weapons –Gang Representation –Cutting class/school/teacher detention –Theft –Drug Violations –Directed Profanity –Arson –Harassment –Lewd notes –Controlled Substances –Threats –Repeated/Severe Offenses –Security threat/breach