Implementing PBIS in a Public School Program for Students With Disabilities

1. Implementing PBIS in a Public School Program for Students With Disabilities Lauren Flanagan, Todd Smith, & Craig Whedon

2. We’re Having an Adoption! We’ve got a baby! • Name: PBIS • Place of Birth: Oregon, USA • Training for Adoptive Parents: June 3-5, 2013 • Date of Delivery to Adoptive Parents: August 5, 2013

3. Our Adoption Team

4. Some Important Characteristics of Our Adoptive Family • Strong relational connection among our team • A common belief that positive behavior can be learned / taught • Committed / Dedicated • Enthusiastic • Hard Working • Comfortable with collaboration • Supportive and positive

5. Family Preparation • Mainstay Academy’s PBIS Core Values • Safety, Respectfulness, and Responsibility • Mainstay Academy PBIS Mission: • It is our mission to work as a community to create a safe, positive and therapeutic school environment where students and staff members are taught and acknowledged for appropriate behavior. It is also our mission to facilitate positive behavior change, academic growth and emotional growth in our students and faculty.

6. The Implementation Plan : Baby PBIS’ Developmental Milestones • 1. PBIS Team • 2. Data Entry and Analysis • 3. Clear School-Wide Expectations and Rules • 4. Teaching Behaviors • 5. Recognition & Rewards System • 6. Effective Discipline Process • 7. Faculty Commitment • 8. Implementation / Action Plan • 9. Classroom Behavior Supports • 10. Evaluations and Assessments

7. The Extended Family presented our biggest challenge • Faculty and staff acceptance and commitment to PBIS • Our enthusiasm had to be contagious • Adoption had to be easy, fun and rewarding • Baby PBIS had to look like part of the family

8. An Adoption Celebration!

9. Adoption Celebration -Shower Games • PBIS Walk – “Walk This Way!” • PBIS Scramble • Umbrella Activity

10. The PBIS “Umbrella”

11. Behavior beyond PBIS • Flow chart • Definitions of Behaviors • Student Achievement Model • Mind Set Crisis Communication / four step counseling • Regular, Structured Treatment Team Meetings • Life Space Crisis Intervention • Check in and Check out • Functional Behavior Assessment • Positive Behavior Intervention Planning

12. Behavior Flow Chart • Does the behavior require out of classroom management? • If the answer is No… • Use classroom Management Tools • Teach Replacement Skill (SAM) • Manage Student Resistance (SAM) • Communicate Consequence/Practice Replacement Skill • Check for Understanding • Complete Form (Minor – Classroom Managed) • Document Behavior in LiveSchool and S.W.I.S.

13. Behavior Flow Chart • Does the behavior require out of classroom management? • If the answer is YES… • Radio for assistance (Behavior Interventionist, Social Worker, Administrator,) • Referring staff to complete Crisis Intervention Document (Major) and give to the above person • Assess the Situation (Supervision, first aid, relief of staff, etc. DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION?

14. Behavior Flow Chart • DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION? • If the answer is NO… • Continue to Manage Student Resistance (SAM, LSCI, Intensive Intervention) • Complete intervention steps • Identify behavior • Communicate consequence and practice through intensive feedback to student • Check for understanding • Practice apologies • Develop Behavior Contract – if needed • Coach apology • Return to class and complete documentation

15. Behavior Flow Chart • DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION? • YES(O.S.S., Juvenile Complaint, Crisis Mental Health) • Radio / Call for Administrator • Continue to Manage Student Resistance (SAM, LSCI, Intensive Intervention) • Complete intervention steps • Identify behavior • Communicate consequence and practice through intensive feedback to student • Check for understanding • Practice apologies • Develop Behavior Contract – if needed • Coach apology • Return to class and complete documentation

16. Data Entry & Analysis • Data collection • Referral forms entered into SWIS for both Minor and Major behaviors • We emphasize the importance of having “clean” data that tells the story of our students • Staff regularly review behavior definitions, and the correct process of office discipline referrals (Intensive Interventions) • Data analysis • The PBIS team meet 2 times a month to review data • The data is shared with our faculty and staff through SWIS Big 7 report

17. The story the data tells We use the School Wide Information System to input our data for students that have office discipline referrals. With this system, we can review data by time, location, problem behavior, grade level, day of week, student, and per day per month. After the data is reviewed by the PPBIS team, then interventions are put into place for problem areas, times, locations, etc.

18. The story the data tells

19. Expectations & Rules: Our Mainstay Matrix

20. Mainstay Moola

21. Rewards & Recognition forStudents • Mainstay Moola Store – Open Every Friday and run by student representatives • Student Drawings • Mp3 player drawn every 9 weeks, • Basketball • Order lunch out • Special Events , Recognitions, and Privileges • Friday Clap Out • Red Handed Awards • Ice Cream Social • Student vs. Staff Kick Ball Game • Special Field Trips

22. Rewards & Recognition forStudents • Student Drawings • Friday Clap Out

23. Rewards & Recognition forStudents • Staff vs. Student Kickball Game • Mainstay Moola Store

24. Rewards & Recognition for Staff • Our team members went out into the community over the summer to ask for donations for our staff rewards that included: • Gift Certificates to Local Restaurants • Movie Theater Tickets • Games • Braves Tickets • And More….

25. Rewards & Recognition for Staff • Staff Drawings • PBIS Staff Members of The Month

26. Expanding Lesson Planning beyond the team • Lesson Plan Challenge • Each Homeroom Class was given the task of taking an area on our Matrix and creating a lesson plan to show how to Be Safe, Respectful, and Responsible in that location. • The homerooms then presented the lesson to the student body and were judged based on a rubric that was given out prior to the challenge. • The winning homeroom was treated to a special lunch and a sign over the door until the next challenge was announced. • This promoted learning across the grade levels and further teaching of the expectations.

27. Evaluation: Baby PBIS’ Wellness Check-ups

28. Our New Baby!