Positive Behavioral Intervention Support (PBIS) Training

Positive Behavioral Intervention Support (PBIS) TrainingLa Paloma CentralSchool Year 2010-2011C:3 Grant Office of the Pima County School Superintendent/ L. Russell 1Our Goals:Bring the ASCA (American School Counselors Association) Model to the schoolLower Behavior Referrals Raise Attendance RatesRaise Family & Community InvolvementKeep and disseminate data

C:3 Grant Office of the Pima County School Superintendent/ L. Russell Placing School Counselors in Elementary Charter Schools C-3: Counselors in charter schools with community involvement.Funds: Funded by the U. S. Department of Education, Washington, DC.Time frame: April 2009-June 2012Counselors: Four counselors added at four charter schools and one team leader.Training: Weekly professional development.Delivered: Through the Pima County Superintendents of Schools Office, Tucson, AZ

C-3 Grant:C:3 Grant Office of the Pima County School Superintendent/ L. Russell PBIS

C:3 Grant Office of the Pima County School Superintendent/ L. Russell What is PBIS?

How do we implement it at our school?Todays TrainingC:3 Grant Office of the Pima County School Superintendent/ L. Russell Creating the Culture

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 6School-wide systems approach that establishes:

Social culture at school

Individual behavioral supports for students

A decrease in problem behaviors

An increase in academic performance

An increase in safety

What is it? C:3 Grant Office of the Pima County School Superintendent/ L. Russell 7Collaborative

Data Driven

Educative

Reinforcement BasedOther Key Components

C:3 Grant Office of the Pima County School Superintendent/ L. Russell Lisa Collaborative Our school helps to design the PBIS plan for our school. It is not a top down approach.Data Driven Our PBIS plan will be based on data. We will look at things like the number of referrals, specific students behaviors, which students are being rewarded, how the staff and parent community view our programEducative We are teaching the student what behaviors we expect at school rather than giving lots of consequences for unwanted behaviorsReinforcement Based We are rewarding students for acting appropriately8Positive:focus on what we want students to do

Behaviorial: focus on specific behavioral expectations

Intervention:Focus on teaching students expected behaviors and discovering their needs

Supports:focus on expectations and rewarding youth for what we want them to doWhat does it stand for?

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 1. Develop a Motto and a Behavior Matrix

2. Develop a Progression of Discipline

3. Use data to make decisions and solve problems 4. Arrange the environment

5. Teach desired behaviors

6. Implement behavioral practices with fidelity

7. Monitor student performance

How do we do it?

C:3 Grant Office of the Pima County School Superintendent/ L. Russell Lisa - This is an outline for what we will teach you today. Motto The 4 behaviors we expect students to memorize and repeat each morning with the loud speaker. It matches the matrix!Behavior Matrix A list of expected behaviors that we would like to see in different locations around the school.A continuum The the three levels of interventions we use when a student does not follow a ruleData The staff will be keeping track of things like the number of referrals or the number of times a student receives rewardsTeaching desired behaviors Teachers will be instructing students how to behave in all areas of the school.Implementing behavioral practices Everyone in the school will be using the same rules and procedures for disciplineMonitoring student performance how students are rewarded for their behaivor10At La Paloma we are Respectful and Trustworthy. We Care about each other. We take Responsibility.

Character Counts!

C:3 Grant Office of the Pima County School Superintendent/ L. Russell Karen These are the 4 character traits that represent La Paloma. We want students to memorize them and say them each morning with the loudspeaker. You will notice they match the Behavior Matrix.11Based on school-wide surveySchool-wideDisplayed on campusTaught by teachers/staffUsed in all classrooms

Behavior MatrixC:3 Grant Office of the Pima County School Superintendent/ L. Russell 12The Progression of DisciplineACADEMIC SYSTEMSBEHAVIORAL SYSTEMSINTENSE, INDIVIDUAL INTERVENTIONSIndividual studentsAssessment basedIntense, durable proceduresINTENSE, INDIVIDUAL INTERVENTIONS Individual studentsAssessment basedHigh intensity proceduresTARGETED, GROUP INTERVENTIONSAt-risk studentsHigh effeciencyRapid responseUNIVERSAL INTERVENTIONSAll settingsAll studentsPreventiveProactive 80 - 90% 5 - 10% 1 - 5%UNIVERSAL INTERVENTIONSAll subjectsAll studentsPreventiveProactiveTARGETED, GROUP INTERVENTIONSAt-risk studentsHigh effeciencyRapid responseC:3 Grant Office of the Pima County School Superintendent/ L. Russell 13Level One

Behaviors that are a onetime incident or a minor infraction that does not hurt or violate the right of others.Progression of DisciplineC:3 Grant Office of the Pima County School Superintendent/ L. Russell 14Level Two

Behaviors that are multiple offenses. Some elements of harm or threats present. As the danger of threat or harm increases, then this would increase the need to refer to the office.Progression of DisciplineC:3 Grant Office of the Pima County School Superintendent/ L. Russell 15Level Three

Behaviors that are dangerous to self or othersProgression of DisciplineC:3 Grant Office of the Pima County School Superintendent/ L. Russell 16Describe a behavior from one of the three levels without stating the level out loud

Have your partner tell you what level(s) of behavior they think it is. Level 1, 2, or 3.With a partner

C:3 Grant Office of the Pima County School Superintendent/ L. Russell Teaching Desired Behaviors

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 18Teachers take students to the areas designated on the Behavior Matrix and teach (model) the expected behaviors.

Other staff members will also be available at locations to teach/reinforce expected behaviors.Location DemonstrationsC:3 Grant Office of the Pima County School Superintendent/ L. Russell 19Teaching Desired Behaviors

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 20Character Counts Tickets

Given out by all staff

State the behavior observed

Reward System

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 21Level OneStudent receives ticket and puts in classroom jarLevel TwoTeacher draws one ticket on FridayStudent receives pencil and certificateStudents name is calledLevel ThreeOnce a week, teacher records number of tickets per studentOne student per month is chosen to receive popcorn movie day rewardNames/Pictures posted in front office/LinkReward Levels

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 22Level 1 and 2 InterventionStudent is sent to buddy teacherStudent fills out Think Time sheetBuddy teacher checksStudent returns to classForm goes home to parent

Think Time

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 23Fill out completely

Must accompany student

Explain previous intervention

Some exceptions are understoodReferral Form

C:3 Grant Office of the Pima County School Superintendent/ L. Russell 24 Question/AnswerCheck it outwww.pbis.orgC:3 Grant Office of the Pima County School Superintendent/ L. Russell 25Dr. Judy Bowers, C3 Grant Project Directorjudybowers@cox.netAngela Robinson, C:3 Grant Project Leaderarobinson@pimaregional support.org520-724-8395Candice Alvarez C:3 Grant Southgate Academy Candice.alvarez217@gmail.comLisa Russell C:3 Grant La Paloma Centrallrussell 8122@gmail.comKathleen Phillips C:3 Grant La Paloma Lakesidekathleenphillips66@gmail.com

A Three year Federal Grant funded by the U. S. Department of Education, Washington, DC

Contact InformationC:3 Grant Office of the Pima County School Superintendent/ L. Russell 26La Paloma Central BEHAVIOR MATRIX, 2010-2011Classroom, Computer Lab & LibraryBathroomCafeteriaPlayground and Outside AreasBefore and After SchoolAssemblies and Field Trips

Be Respectful*Listen and follow adult directions*Use correct voice level

*Raise hand and wait your turn

*Respect school property*Clean up after yourself*Use quiet voice level

*Respect privacy

*Respect school property

*Listen and follow adult directions*Use inside voice level

*Use good manners*Listen and follow adult directions

*Keep hands, feet and objects to yourself

*Respect school Property*Get permission and use equipment correctly

*Listen and follow adult directions*Safe hands, feet, and objects

*Respect classroom property

*Listen and follow adult directions*Be a good listener

*Honor personal space

Be Responsible*Be prepared*Be on time

*Participate, try your best

*Stay on task

*Dress Code*Return directly to class*Wait your turn

*Keep bathroom clean

*Dress Code

*All food stays in the eating area

*Eat half your meal

*Clean up after yourself

*Always walk

*Dress Code*Report problems to adults

*Stay in designated areas

*Play contact-free activities

*Dress Code*Come prepared

*Be on time

*Check in with staff

*Dress Code*Stay with your group

*Keep hands and feet to yourself

*Dress Code

Be Caring/Safe*Use kind words and actions*Be helpful

*Keep hands and feet to yourself*Be kind and helpful with words & actions

*Flush toilet & wash hands with soap and water

*Report all problems to adults

*Be kind and helpful with words & actions*Keep your hands and feet to yourself

*Wait your turn*WALK on cement areas

*Take turns/Include everyone*Clean up *Be kind and helpful with words and actions*Always WALK

*Be kind with words and actions

*Be helpful

*Keep hands and feet to yourself

*Be kind with words and actions

*Stay seated

*Use appropriate applause