1. Positive Behavioral Interventions and Support: School-wide Implementation

2. Module 1: Introduction Module 2: Moving the Team and Process Forward Module 3: Guidelines for Success Module 4: Data-driven Decision-making Module 5: School-wide Rules and Expectations Module 6: Teaching Expectations and Guidelines for Success Module 7: Effective Monitoring and Supervision Module 8: School-wide Reinforcement Systems Module 9: Team Action Planning Campus Leadership Team Training Modules

3. Module 1 Introduction: School-wide PBIS

4. Puzzling Evidence “Successful School”

5. Successful School Examples

6. Remember a Teacher

7. Connecting with Children

8. Where Have We Been? 77 th Legislative Session Senate Bill 1196 Commissioner’s Rule §89.1053 TAC §89.1053 Texas Statewide Behavior Network Texas Behavior Support Initiative Texas Behavior Network Texas PBIS School-wide Project

9. Texas Behavior Support School- wide Project Provides Knowledge and skills regarding positive behavior supports for all students, including those with disabilities School-wide, classroom and individual systems of support Data collection tools to help facilitate data-driven decision-making

10. Many Schools are Faced with Lack of student motivation Lack of engagement during instructional time Excessive discipline referrals Misbehavior in common areas Lack of respect Fights and assaults Truancy and poor attendance Gang activity and tagging Ineffective transitions between classes

11. Often Results in School failures Poor academic outcomes Drop-out/lack of involvement in the school Involvement in Juvenile Justice System Disciplinary alternative school placements Reactive punishment Administrative time focused on crisis management Loss of ADA funds Suspensions (discretionary & mandatory)

12. Positive Behavioral Interventions and Support (PBIS) Involves –Active leadership from administrators –High expectations for student achievement –Data-driven decision-making –Team approach to design interventions and solve chronic problems It is not –New –A specific or “canned curriculum –Limited to any particular group of students Randy Sprick, Ph.D., “Safe and Civil Schools”

13. What is PBIS? Systemic approach based on an extensive body of evidence-based practices Prevention, rather than punishment-based Focus on teaching academic, social and behavioral expectations Emphasis on culturally appropriate practices

14. Building Safe, Civil And Productive Schools PBIS

15. Three-Tiered Model of Supports Universal/School-wide Selected/Classroom Targeted/ Individual Students (All Students) School-wide Systems of Support 75-80% of Students (At-Risk Students) Classroom/Small Group Strategies 15-25% of Students (High-Risk Students) Individual Intervention 5-10% of Students

16. Red Flags that initiate systems- support for individual students System Resources available to assist staff in designing support plans for individual students Behavior Support Effective Instruction Universal strategies at the school-wide and classroom levels designed to support ALL students Individual Support Plans Randy Sprick, Ph.D., “Safe and Civil Schools”

17. School Climate = School Safety Climate is the behavior of the staff Every building has it’s own personality Adults set the tone Schools should feel “invitational”

18. “Safety First”

19. Emotional Safety: Meeting Basic Human Needs Survival Recognition Acknowledgement Attention Belonging Competence Nurturing Purpose Stimulation/Change

20. Important themes Structure and organize all settings for success Clarify expectations for student behavior and teach expectations directly to students Interact positively with students Correct misbehavior calmly, consistently and immediately Randy Sprick, Ph.D., “Safe and Civil Schools”

21. Prevailing Myths Randy Sprick, Ph.D., “Safe and Civil Schools” Behavior can be controlled through punishment Role-bound authority is the bottom line “But discipline use to work- didn’t it?” If getting tough doesn’t work, get tougher.

22. What Does School-wide PBIS Look Like? School climate is invitational, instructional, and proactive School-wide behavior expectations are in place and used consistently Behavior expectations are taught and reinforced on regular basis Active supervision is observable An effective system for gathering and analyzing data is in place to –Facilitate effective decision-making –Assist in setting priorities –Provide feedback to the staff on campus

23. I don’t just GO here; I BELONG here.

24. If there is a significant level of misbehavior in school-wide activities and/or common areas, you may want to consider the following

25. Are expectations clear? Are expectations taught and re-taught as needed? Is the area/activity structured for success? Is supervision and monitoring − adequate? − consistent? − rational/non-emotional?

26. Consistent School-wide Expectations Include Goal Behavioral expectations Range of possible consequences Encouragement procedures Supervision responsibilities Teaching responsibilities

27. If You Want Responsible Behavior “Teach”“Model” “Coach” “Reinforce”

28. School-based data and sound research

29. Data Samples

30. The Art of Supervision Instruction Interacting Positively Professional Proactively Intervening VisibilityScanningCirculating

31. Identify PBIS as a staff development “priority” Align school-wide PBIS with your Campus Improvement Plan(CIP) and other initiatives Include observations as part of your data Review discipline data Summarize strengths Develop implementation plan Keys to Establishing School-wide PBIS

32. Often Results in School failures Poor academic outcomes Drop-out/Lack of involvement in the school Involvement in Juvenile Justice System Disciplinary alternative school placements Reactive punishment Administrative time focused on crisis management Loss of ADA funds Suspensions (discretionary & mandatory)

33. Module 1: Team Assignment #1 Common Areas Hallways Cafeteria Arrival Dismissal Parking Lot Restrooms Playground Bus Commons Area Assemblies Staff Decision Vote a 1, 2 or 3 to prioritize –1= Area that I want to see improvement –2=2 nd area I would like to see improved –3=3 rd area I would like to see improved Go with the majority but also consider your data Report out which of the areas (no more than 3) you will be working on

34. “Before” Provided with permission, Randy Sprick, Safe and Civil Schools

35. “After” Provided with permission, Randy Sprick, Safe and Civil Schools