1. School-wide Positive Behavioral Interventions and Supports in Washoe County School District

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3. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Horner, 1998)

4. Outcomes for Today Overview of SW-PBIS Overview Critical elements How you can participate Questions 4

5. Fundamental IV: Multi-Tiered System of Supports The MTSS process aligns with PLCs and school leadership team functions. The ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are ruled out as “causal” factors before attributions to learners requiring interventions are made. Local and district level measures are used to monitor student responsiveness to core instructional practice and response to intervention as necessary. Multiple sources of data are used to monitor student progress and to determine the effectiveness of instruction and interventions. Functioning PLCs and MTSS teams meet on a regular basis to review student outcomes and determine needed supports. Documentation of student interventions and outcomes are maintained in the MTSS tab of IC. A special education referral is only considered after interventions at all tiers have been implemented with fidelity and student outcomes are insufficient. (MTSS is the evaluation strategy for determining specific learning disability.) 5

6. Activator: Just Like Me! The facilitator will name an experience, interest, or characteristic. If it is true for you, stand up and say “just like me.” 6

7. Positive Behavioral Interventions & Supports (PBIS: Behavior) Response to Intervention (RtI: Academic) Multi-Tiered System of Supports What’s in a name?

8. Tier 1: Universal Interventions All settings, all students Preventive, proactive Tier 1: Universal Interventions All settings, all students Preventive, proactive Tier 2: Supplemental Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Supplemental Interventions Some students (at-risk) High efficiency Rapid response Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration

9. Changing the triangle: Think of the lava as children moving across the continuum Another way to look at the MTSS process. As students get “hot” they move up the lamp. As they cool down, they go back down again into the universal level. This is true for both academic and behavioral supports. Intensive Supplemental Services Primary/Universal Multi-Tiered System of Supports

10. What is School-Wide Positive Behavioral Interventions & Supports? The application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures.

11. Why PBIS? Schools typically respond to problem behavior through Reactive/Consequence Strategies Office referral, detention, suspensions, etc. Consequences will not teach the “right way” Consequences may actually reinforce the behavior of concern These strategies do not prevent or decrease problem behavior

12. Levels of PBIS Adapted from Levels and Descriptions of Behavior Support (George, Harrower, & Knoster, 2003) School-wide/Universal – intended for all students and staff in all settings across campus (Tier 1) Classroom –school-wide expectations for student behavior coupled with pre-planned strategies for classrooms setting (Tier 1) Target Group –addresses behavioral issues of groups of students with similar problem behavior or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) (Tier 2) Individual Student –school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students (Tier3)

13. Features School-wide Positive Behavioral Interventions & Supports Prevention Define/teach positive social expectations Acknowledge positive behavior Consistent consequences of problem behavior Data collection to inform interventions

14. At the foundation of SW-PBIS, schools need to establish Common language Common experience Common vision and expectations in order to create a positive social culture. This needs to be done with faculty, staff, students, and families.

15. How Do Schools Accomplish This? 15

16. Schools implement critical elements of SW-PBIS: 1. Positive expectations & routines identified, taught, posted and encouraged using a common language 2. Active supervision by all staff, using a common language to teach and re-teach expectations

17. Expectations at Lemmon Valley ES

18. Examples… Elementary Level  To The Right To The Right  Stayin' in Line Stayin' in Line  The Hallway Rules The Hallway Rules  Go, Flush, Wash, Leave Go, Flush, Wash, Leave  Bathroom Dance Bathroom Dance Secondary Level  Bringin' Testing Back Bringin' Testing Back  Bus Expectations Bus Expectations  Cheating Cheating

19. Critical elements of SW-PBIS cont: 3. Pre-corrections and reminders using common language and referring to posted expectations 4. Positive reinforcement using common language and expectations 5. Ratio of 5 positive interactions to 1 negative interaction in adult-student engagement.

20. Critical elements of SW- PBIS Cont.: 6. Targeted social skills & self-management instruction offered to students who may need additional support (Tier 2). 7. Individualized instruction and supports in social skills & self-management instruction offered to students who may need additional support (e.g., Positive Behavioral Support Plan. Tier 3).

21. Critical elements of SW-PBIS: 8. Provide corrective consequences for behavior errors. 9. Monitor and reward appropriate behavior. 10. Use data (office discipline referrals) to assess impact of SW-PBIS.

22. More Information: For more information on the Critical Elements of SW-PBIS, read Chapter 2, pages 10-18 of Laura A. Riffel’s yellow book. 22

23. Time Cost of a Discipline Referral (45 minutes per incident) 1000 Referrals/yr2000 Referrals/yr Administrator Time 500 Hours1000 Hours Teacher Time250 Hours500 Hours Student Time750 Hours1500 Hours Totals1500 Hours3000 Hours

24. Strategies That Work Proximity Eye contact/shake of head Conferencing – Be quick, be quiet, be gone – “I need you to…. Thank you for….” Ignore undesirable behavior and reinforce… – When undesirable behavior is reduced – When desirable behavior is increased (See Chapter 6 in Positive Behavior Support at the Secondary “Target Group” Level by Riffel & Mitchiner) 24

25. How to Select & Plan Interventions Turn to Chapter 12 in Positive Behavior Support at the Secondary “Target Group” Level. Read the section that corresponds to your students’ level: – Preschool (page 139) – Elementary (page 131) – Middle School (page 135) – High School (page 136) – Alternative School (page 138) – All levels (page 141) – For other intervention plans, go to www.pbisworld.comwww.pbisworld.com 25

26. How do schools use DATA to make a difference? Input data into Infinite Campus (IC) Create easy to read and interpret (graphs) Discipline data reviewed monthly to quickly identify where, when or who may need extra support (locations, times, students, etc.) Help to identify what is working well Celebrate success Know if our interventions are working

32. Your Role Understand and use the common language and expectations – e.g., “HOWL” or “GROWL” Use the Expectations to guide praise and re-teaching individually and for small groups Go to pbisworld.com for ideas Ask how to support the data collection process Ask to be involved! Your support is valuable!