1. PBIS Planning and Implementation in CT Juvenile Justice Settings Karen Mooney kmooney@crec.org Donna Morelli dmorelli@crec.org PBIS Trainers

2. CREC 111 Charter Oak Ave., Hartford, CT 06106 PURPOSE Provide overview of features, practices & systems of positive climate for EVERYONE

3. Today’s Goals Develop PBIS content fluency Facility Team Update Establish Facility-Wide Behavioral Expectations

4. 4 OUTCOMES SYSTEMS Supporting Staff Behavior & Implementation Fidelity DATA Supporting Decision Making PRACTICES Evidence-based, preventive. Supporting Youth Behavior Supporting Social Competence & Academic Achievement

5. CREC 111 Charter Oak Ave., Hartford, CT 06106 5 Science of behavior has taught us that people…. Are NOT born with “bad behaviors” Do NOT learn when presented with only aversive consequences …….. Do learn better ways of behaving by being taught directly & receiving positive feedback

6. Education Program Housing Units Other Programs Facility-wide Systems Positive Behavior Support Systems in Secure Facilities Individual Youth

7. CREC 111 Charter Oak Ave., Hartford, CT 06106 7 FW-PBIS is Framework for enhancing adoption & implementation of Continuum of evidence- based interventions to achieve Academically & behaviorally important outcomes for All youth and staff

8. Primary Prevention: 1 or 0 discipline reports per month Secondary Prevention: 2-5 discipline reports per month Tertiary Prevention: Multiple discipline reports per month ~80% of Youth ~15% ~5%

9. Review Resources Notebook Websites: www.pbis.org www.pbisworld.com Wikispace https://crec-pbis-support.wikispaces.com CREC 111 Charter Oak Ave., Hartford, CT 06106 9

10. www.pbis.org Juvenile Justice 10

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13. PBIS Team Update Team Agreements Mission Statement Team Meetings Discussion with other Staff Members

14. FW-PBIS Expectations Respect Safe Positive attitude and behavior Responsible Communicator

15. STEPS 4 & 5: DEVELOP PROCEDURES FOR DEVELOPING FACILITY-WIDE BEHAVIOR EXPECTATIONS workbook 62-64

16. Teaching Matrix Activity ClassroomLunchroom UnitTransitions Medical Respect Others Use inside voice ________ request things respectfully __________ Stay in your seat _________ Walk in a straight line to the right of hallway _________ request to see medical staff __________ Respect Environmen t & Property Mantian personal space _________ Eat your own food __________ Keep your room clean __________ Keep your hands and arms by your sides _________ Accept treatment __________ Respect Yourself Do your best __________ Wash your hands __________ Complete daily hygiene __________ No talking __________ Listen to medical staff __________ Respect Learning Ask for help when needed __________ Use proper table manners __________ Use your best listening skills __________ Listen to staff __________ Make requests appropriately __________

17. Teaching Academics & Behaviors DEFINE Simply MODEL PRACTICE In Setting MONITOR & ACKNOWLEDG E Continuously ADJUST for Efficiency

18. Developing consistency

19. Teaching Matrix SETTING On Unit Morning Routine Homework Meal Times In classRecreationBedtime Respect Ourselves Respect Others Respect Property Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

21. Typical Contexts/ Routines Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Work Completion Do own work. Turn in before lesson.Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Staff Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

22. Activity 1. Create FW matrix – Guidelines wkbk pg. 55 2. Create FW matrix – Guidelines wkbk pg. 63 p55-63

23. CREC 111 Charter Oak Ave., Hartford, CT 06106 23 BASICS Do less better Do what works Use data wisely Link to important outcomes Practice Model Err on being positive Attend to cultural context Focus on doing Include all

28. Strategies: Lessons Learned Start small/ Attain successes on which to build Maintain administrative support Link to mission, ongoing initiatives Incorporate a data collection and decision model Fit into existing overall treatment plan Sustaining much more difficult than initial implementation Changing youth behavior is the easy part !

29. Building support and momentum Let’s review content and think about: –Who –What –Where –When –How CREC 111 Charter Oak Ave., Hartford, CT 06106 29

30. Action Plan Team Meeting FW-PBIS Matrix Bring Data

31. References Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66. Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon. IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University. Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

32. Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65- 75. Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2), 135-176 Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.