1. Think thrice – measure success! What is happening in CCS to help children learn and succeed.

2. Current Initiatives

3. PBS - Positive Behavior Support

4. SWPBS (School Wide Positive Behavior Support)

5. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

6. SCHOOL-WIDE 1. Leadership team 2. Behavior purpose statement 3. Set of positive expectations & behaviors 4. Procedures for teaching SW & classroom- wide expected behavior 5. Continuum of procedures for encouraging expected behavior 6. Continuum of procedures for discouraging rule violations 7. Re-teach/Repeat 8. Procedures for on-going data-based monitoring & evaluation

7. SCHOOL-WIDE 1. Leadership team 2. Behavior purpose statement 3. Set of positive expectations & behaviors 4. Procedures for teaching SW & classroom-wide expected behavior 5. Continuum of procedures for encouraging expected behavior 6. Continuum of procedures for discouraging rule violations 7. Re-teach/Repeat 8. Procedures for on-going data-based monitoring & evaluation EVIDENCE-BASED INTERVENTION PRACTICES CLASSROOM 1. All school-wide 2. Maximum structure & predictability in routines & environment 3. Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4. Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5. Continuum of strategies to acknowledge displays of appropriate behavior. 6. Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1. Behavioral competence at school & district levels 2. Function-based behavior support planning 3. Team- & data-based decision making 4. Comprehensive person-centered planning & wraparound processes 5. Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NON-CLASSROOM 1. Positive expectations & routines taught & encouraged 2. Active supervision by all staff (Scan, move, interact) 3. Pre-corrections & reminders 4. Positive reinforcement FAMILY ENGAGEMENT 1. Continuum of positive behavior support for all families 2. Frequent, regular positive contacts, communications, & acknowledgements 3. Formal & active participation & involvement as equal partner 4. Access to system of integrated school & community resources

8. Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice ________ Eat your own food __________ Stay in your seat _________ Stay to right _________ Arrive on time to speaker __________ Respect Environment & Property Recycle paper _________ Return trays __________ Keep feet on floor __________ Put trash in cans _________ Take litter with you __________ Respect Yourself Do your best __________ Wash your hands __________ Be at stop on time __________ Use your words __________ Listen to speaker __________ Respect Learning Have materials ready __________ Eat balanced diet __________ Go directly from bus to class __________ Go directly to class __________ Discuss topic in class w/ others __________

9. Walkways Be Responsible Plan ahead Walk directly to destination Be Respectful Walk quietly when classes are in session Be Cooperative Keep movement flowing Share equipment and play space Be Safe Walk at all times

10. Be Responsible Take care of equipment/facilities Plan appropriate times for drinks/restroom visits Be Respectful Be a good sport Be Cooperative Follow rules/ procedures Be Safe Avoid rough, dangerous play Use equipment properly Playground / Recess / P.E.

11. Expectations & behavioral skills are taught & recognized in natural context.

12. “GOLDEN PLUNGER” Involve custodian Procedure – Custodian selects one classroom/ hallway each week that is clean & orderly – Sticks gold-painted plunger with banner on wall “1 FREE PERIOD” Contributing to a safe, caring, effective school environment Procedures – Given by Principal – Principal takes over class for one hour – Used at any time “G.O.O.S.E.” “Get Out Of School Early” – Or “arrive late” Procedures – Kids/staff nominate – Kids/staff reward, then pick “DINGER” Reminding staff to have positive interaction Procedures –Ring timer on regular, intermittent schedule –Engage in quick positive interaction How are staff recognized/acknowledged for their efforts in your school?

14. Key-to-Success Project

15. Elementary School Suspension Rate

16. Elementary School

17. RTP - Responsible Thinking Process

18. The intent of this school discipline process is to teach students who are acting as a disturbance within the school environment, how to search within themselves, decide how they want to behave, then learn to think of ways of achieving their goals without violating the rights of another.

19. A discipline process, to be effective, must treat students the same way as those having difficulty in an academic subject: in a non-punitive, non- controlling atmosphere with understanding, respect, and patience. This is the Responsible Thinking Process (RTP).

20. STUDENT RESPONSIBILITIES

21. Respect self, others and property.

22. Respect self, others and property. Bring required materials to class and be ready to work when class begins.

23. Respect self, others and property. Bring required materials to class and be ready to work when class begins. Follow directions the first time given.

24. Keep hands, feet, and objects to yourself.

25. Keep hands, feet, and objects to yourself. Show common courtesy.

26. RESPONSIBLE THINKING PROCESS How does it work?

27. When a disruption occurs - teachers will ask these questions:

28. What are you doing?

29. What are you doing? What are the rules?

30. What are you doing? What are the rules? What happens when you break the rules?

31. What are you doing? What are the rules? What happens when you break the rules? Is this what you want to happen?

32. What are you doing? What are the rules? What happens when you break the rules? Is this what you want to happen? Where do you want to be?

33. What are you doing? What are the rules? What happens when you break the rules? Is this what you want to happen? Where do you want to be? What will happen if you disrupt again?

34. If a student chooses to disrupt, he/she will be sent to the Responsibility Room.

35. They do not return to that class until they have a plan, and have had a conference with the classroom teacher.

37. RESPONSIBILITY ROOM RULES

38. The student is required to contact their parent/guardian. RESPONSIBILITY ROOM RULES

39. RESPONSIBILITY ROOM RULES The student is required to contact their parent/guardian. The student must sit at their desk and remain quiet.

40. The student is required to contact their parent/guardian. The student must sit at their desk and remain quiet. The student must raise their hand if they need help.

41. The student may do school work.

42. The student may read.

43. The student may do school work. The student may read. The student may sit and think.

44. The student may do school work. The student may read. The student may sit and think. The student must write a plan before they return to class.

45. The student may be allowed to return to class once they have written an acceptable plan, conferenced with the classroom teacher, and are displaying appropriate behavior.

46. MiBLSi – Michigan's Integrated Behavior and Learning Support Initiative

47. What is MiBLSi?

48. MiBLSi stands for Michigan’s Integrated Behavior and Learning Support Initiative.

49. Funded by the Michigan Department of Education (MDE), this project is designed to help schools develop school wide support systems in reading and behavior.

50. Integrated Functions Across All Tiers of Support Team approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Reading Support

51. MiBLSi is a Response to Intervention (RtI) model that takes approximately three years to fully implement.

52. Schools that participate in the MiBLSi grant have a series of trainings designed to help them implement reading and behavior systems.

53. The training sequence is heavy in the first year and tapers off in the second and third years.

54. Schools typically send a leadership team of five to seven people to the trainings.

55. Principal attendance and participation is essential!

56. The leadership team is responsible for delivering the information received back to their building staff.

57. MiBLSi as Response to Intervention (RtI):

58. MiBLSi is a successful implementation of a Response to Intervention (RtI) model.

59. According to the RtI Action Network, RtI is a multi-tiered approach to help struggling learners.

60. Multi-Tiered Support Universal Prevention Core Instruction, all students, preventive, proactive Targeted Intervention Supplemental, some students, reduce risk Intensive Intervention Individualized, functional assessment, highly specific All Students in School

61. Students’ progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.

62. There are several key features of an RtI model:

63. Universal screening

64. Universal screening Data-based decision making and problem solving

65. Universal screening Data-based decision making and problem solving Continuous progress monitoring

66. Universal screening Data-based decision making and problem solving Continuous progress monitoring Focus on successful student outcomes

67. Universal screening Data-based decision making and problem solving Continuous progress monitoring Focus on successful student outcomes Continuum of evidence-based interventions

68. A core curriculum is provided for all students.

69. A core curriculum is provided for all students. A modification of this core is arranged for students who are identified as nonresponsive.

70. A core curriculum is provided for all students. A modification of this core is arranged for students who are identified as nonresponsive. A specialized and intensive curriculum for students with intensive needs.

71. Why focus on reading and behavior?

72. Schools that have been using the MiBLSi process are finding that as disruptive behavior decreases, reading scores increase, as schools are free to address instructional needs.

73. MiBLSi also helps schools use student data to intervene early with students that are struggling in reading and/or with behavior issues.

74. Where in CCS? Lincoln Elementary School Legg Middle School Max Larsen Elementary School Lakeland Elementary School

75. Summary - Similarities Successful Students! Behavior Support for the classroom teacher. Redirect and Re- teach for the student in all areas of the students’ day. Dependable outcomes for students, families, and staff based on a school wide plan.

76. Summary - Differences Successful Students! Support for students and all staff. Parent communication component. Behaviors and interventions based on data and evidence - based interventions. Teaches students how to think of actions and consequences. Parent communication component Conference with teacher before re-entry into classroom.

77. Resources http://www.responsiblethinking.com/ http://miblsi.cenmi.org/MiBLSiModel.aspx http://www.michigan.gov/documents/mde/SchoolwidePBS_ 264634_7.pdf http://www.michigan.gov/documents/mde/SchoolwidePBS_ 264634_7.pdf http://main.think- usa.org/middle_school/pdfs/mshandbook.pdf http://main.think- usa.org/middle_school/pdfs/mshandbook.pdf http://www.pbis.org/ http://www.pbis.org/presentations/chicago_forum_10.aspx / A1_SWPBS_getting_started_1_hr_oct_14_2010.ppt http://www.pbis.org/presentations/chicago_forum_10.aspx / A1_SWPBS_getting_started_1_hr_oct_14_2010.ppt https://www.msu.edu/user/wilkjuli/rtpshow.ppt