Making It RealImplementing PBIS at all three tiersRTI-Prevention & Response Sharon Lampros Principal of Somersworth high school; email@example.com Devin McNelly Teacher at Somersworth High School; firstname.lastname@example.org Pam Martin Teacher at Somersworth High School; email@example.com Ed Olson Teacher at Somersworth High School; firstname.lastname@example.org Kathy Francoeur UNH Institute on Disability; Kathryn.Francoeur@unh.edu Former Intervention coordinator at Somersworth High School
Day’s Agenda • 9:00-9:20 Introduction • 9:20-10:00 Big Ideas of PBIS and RTI • 10:00-11:00 Building a community for staff and students • 11:00-12:00 Building relationships in which students know they are valued • 12:00-1:00 Lunch • 1:00-2:00 Team Time • 2:00-3:00 Building personalized learning experiences • 3:00-3:30 Action plan next steps
PBIS-NH and APEX • Summer 2002 • The Bureau of Special Education Services at the NH Department of Education awards a contract to create the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) with the express purpose of implementing positive behavioral support in K-12 schools • The Bureau of Special Education Services (BSES) at the NH DOE is awarded APEX dropout prevention grant (funded by the US Department of Education, Office of Elementary and Secondary Education) to address dropout prevention in 2 NH High Schools. • October 2005 • Second dropout prevention grant (APEX II) awarded to the NH DOE, BSES, to replicate model in 10 NH High Schools with high dropout rates
APEX II GOALS • Implement School-wide Positive Behavioral Interventions and Supports (SW-PBIS) in participating high schools, • Provide leadership in the school-wide systems change process and support the dedication of staff time to participate in project activities, • Develop a systematic transition process for the transition from the 8th to 9th grade for at-risk students, • Develop individualized school-to-career services for the most at-risk students using the RENEW model (Malloy & Cormier, 2004), and, • Develop and implement a high school student leadership initiative to focus on school climate issues.
APEX II Model To address school-based systems/climate issues: Positive Behavioral Interventions and Supports (PBIS) (Bohanon, et. al., 2004; Sugai & Horner, 1999) Student Leadership Development To address issues for students most at-risk: Rehabilitation for Empowerment, Natural supports, Education and Work (RENEW) (Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998; Bullis & Cheney, 1999) 8th to 9th grade transition system and practices
APEX II Organization NH DOE Youth Vision Committee APEX II MANAGEMENT TEAM DOE, APEX, NH-CEBIS Alliance for Community Supports (Intensive TA and Training) UNH Institute On Disability (PBS TA and Training) 10 APEX II high schools and sending middle schools
APEX II Model Continuum of SupportsMalloy, Agorastou, & Drake, 2009 (Adapted from Muscott & Mann, 2007) School-wide and General Education Classroom Systems for Preventative Instructional and Behavior Management Practices Systematic Universal Screening- Promote Student and Parent Involvement AND Universal Academic Expectations: -Typical Diploma Track or Options -Universal Academic Supports -College and other post HS Planning and Supports Attendance Policies Function-Based Support Planning: 1) Targeted Group and Individual Behavior Support (Functional Assessment and Intervention Planning) 2) Check and Connect, AND -Academic supports such as tutoring, guided study halls, credit recovery, individualized course planning, Work-based learning; PROGRESS MONITORING School-based Intensive Supports Coordinator Intensive Behavior Support Plans and Crisis Intervention Linkages to Wrap-NH Facilitation School-based Intensive Supports, RENEW Individualized Planning Individualized Graduation and Support Planning PROGRESS MONITORING Employment, Work-based Learning, Alternative Learning Linkages to Community-based and Transition Services
Thanks to Our Colleagues! • Hank Bohanon, Ph.D., Assistant Professor of Special Education, Loyola University of Chicago • Howard S. Muscott, Ed.D., Director, and Eric Mann, LCSW, NH New Hampshire Center for Effective Behavior Interventions and Supports • William Preble, Ed.D., Associate Professor of Special Education, New England College • Joanne Malloy, MSW UNH Institute on Disability • Maria Agorastou, MSW UNH Institute on Disability • Jonathan Drake, MSW, UNH Alliance for Community Supports
Big Ideas of PBIS & RTI Audience will: • Understand the basics of implementing PBIS– Tier 1 • Quick Overview of Tier 2 & Tier 3 Interventions for Us • Understand how PBIS relates to RTI
Effective Academic and Behavioral Supports OUTCOMES Supporting Decision Making Supporting Adults/Staff Supporting Students and Families
What is PBIS? PBIS is a sustainable, proactive process that improves social, behavioral, and academic outcomes through positive, preventive evidence-based strategies, collegial and collaborative teaming, and data-based decision-making. • Muscott & Mann, 2003
Essential Beliefs for RTI3-Tiered Support • It is never too late to support change • Academics & behavior are interconnected and social behavior should be taught • Student mental health is supported by implementing evidence-based practices w/ fidelity • Noticing concerns early may preempt development of more intensive concerns • Youth engagement and voice • Family engagement and voice
A good objective What is the recommended ratio of teacher student positive – negative interactions? 5 – 1 Positive interaction – Negative interaction
Words that make you smile! 5 Star Work! Good Leadership! It's A Masterpiece! Sweet! Wonderful! You're A Shining Star! A Job Well Done! Good Try! It's Everything I Hoped For! Take A Bow! Worthy Of An Oscar! You're A Winner! A+ Work! Great Answer! Keep It Up! Terrific! Wow! You're Amazing! All right Great Dedication! Keep On Trying! Thank You For Caring! Yes! You're An Angel! Source: http://www.sd40.bc.ca/kelvin/compliments.htm
Establishing a new initiative: Transitioning into culture Low effort, low understanding
Establish Ground Rules Non-negotiable Consensus rule Quorum Mission Statement Expectations
Somersworth Universal Team Mission: The purpose of the SHS Universal Team is to utilize data to guide and support the implementation of Positive Behavior Interventions and Supports. Behavioral Matrix Ground Rules: Quorum is 6 members
Levels of Agreement BEFORE BEGINNING --Identify decision rule! • I enthusiastically agree! • Yes, I agree • I have minor reservations, and generally agree. I will active support the decision of the group. • I have major reservations and would like more dialogue before moving on. • I will actively work against this idea. I do not think it is in our best interest to move forward.
Building a community for staff and students Audience Will: Understand stakeholder buy-in Administrative Staff Student Parent
Universal Team:Beginning Stages of Implementation Became a PBIS school Fall 2006 • Representative team • Ground rules and Member Roles • Team process • Team checklists • Data present at all meetings • Communication with Staff and Community • Action Plan / Decision Log
Roll Out on Disrespect February 2008 • 1. Identify the targeted behavior • Be Respectful in the Classroom • 2. Identified growth/performance goal • Reduce respect referrals by 25% • 3. Share with the classroom why the behavior buy-in is important “We need to recognize that everybody, including you, has worth and brings value to the classroom.” Nick Guadagnoli • 4.Identify and teach learning strategy (Skits) • To teachers • Teacher to students • 5. Implement Recognition and Reward Program • Praise • Gotch ya Raffle
Roll-out time! Think of the following while watching the skits 1. Did the skit demonstrate respect or disrespect? 2. If the skit demonstrates respect, what did it look/sound like? 3. If the skit demonstrates disrespect, what did it look/sound like?
Further Discussion Are there further examples of what respect looks like and sounds like in the classroom? Record suggestions on the T-chart.
Reinforcement and Recognition: Give verbal praise for respectful behavior First two weeks handed out “caught you card” Students entered into a drawing Drawing everyday for pick out of the prize box "PAWS"ITIVE CARD You attended all 3 days of NECAP testing! NOW YOU GET A COOKIE! Cookie redeemable with this card during all lunches on Tuesday 10/12. (keep your eyes open for more “paws”itive opportunities through out the year)
When a student is not demonstrating a classroom expectation re-direct the student, ask them to state or demonstrate the expected behavior, watch the student and give immediate feedback
Have students elect a “respect student of the week” and post these in your classroom. Please email student of the week names to email@example.com each Friday by 2:30pm. Each “respect student of the week” will be put into a bowl and one student will be drawn out and recognized as the high school respect student week.All high school “respect student of the week” will be given the opportunity for “lunch with Mr. Flanagan” at the end of the quarter.
Eliminating the hat rule Welcome Back! Be Ready Be on time Major minor definitions Respect Team visible Consistency Tier 2 interventions Announcements How to fill out an ODR? Function of behavior Attendance Administration Failure notifications Parent conference extravaganza Working on—Bell to bell learning Dress Code Celebrating our successes Teaching Rol l-outs Be Respectful, Be Responsible, Be Cooperative and Be Safe
Evaluating school-wide teaching plans Roll-out planning matrix Evaluating school-wide recognition plans Recognition planning matrix Example of latest plan-Bell to Bell Writing a roll-out
Responding to Problem behavior: Consequences or corrections for minor rule violations The carrot vs. The stick • We know that punishment is only effective when coupled with positive approaches • We understand that some people see punishment as the answer to all problem behavior (more punishment/bigger hammer), while others understand that punishment in the absence of a caring, positive climate invariably alienates many students • We believe that positive relationships with students increases the likelihood that punishments, when used, will be effective
Responding to Problem behavior: Consequences or Corrections for minor rule violations • Teach Expectations • Behavior Matrix • Minor & Minor Definition • System for reporting minors • Behavior flow chart • Minor behavior Tracking chart
Positive Cultures happen when… Students move through our school they will find: the rules are the same, the cuesare the same and the consequences are the same We have all felt the repercussions of this not being the practice in our schools
Universal Team VisionDeveloping a “Community of Caring” Community of caring Care about yourself Care about others Care about your learning Care about your success Care about your community RQQP Respectfully, Quietly, Quickly and Privately Staff mind set ”What can we do to help you be successful?” 44
Building your own Roll-out • Identify an area that needs improvement • Identify the expectation to be taught • Further define the expectation • Identify clear rationale for the behavior • Identify how the behavior will be taught
Building your own Roll-out Behavior that needs improvement:________________________________ Expectation (from matrix) to be taught:_____________________________ Definition of the expectation:_____________________________________ ___________________________________________________________
Each team: Brainstorm one for each of the following (Free is good!) Individual recognition Small group recognition Whole school recognition Teacher recognition Report back Recognition brainstorm
Secondary Level Prevention: Evolution of Targeted Team • Identified a team that already focused on at- risk students (Student Intervention Team) • Consensus to re-structure the team (membership and procedures)- Winter 2006 • Training: received formal training and weekly technical support • Began using SWIS data to ID students • Began using Functional Behavioral Assessment