1. 1 School-Wide Positive Behavioral Interventions & Supports (PBIS) 2012 Team Training Workshop Day 3

2. PBIS Training Matrix ClassroomBreakLunch Be Respectful Cell phones silent Computer only used for team work Listen to team members’ ideas Cell phones on Respond to emails Return on time Throw trash away Network Be an Active Participant Share work Ask questions Contribute Ideas Network Move around Stretch Drink water Sit with other teams Share successful experiences Laugh Be Responsible Complete activities Remain on task Stay focused during training Add unfinished items to Action Plan Smile Share solutions Return on time Relax Recharge Regroup

3. Day 3 - Acknowledgement System

4. Agenda PBIS Critical Elements Day 1PBIS School Team & Administrative Support Data Entry & Analysis School-Wide Expectations & Rules Day 2Lesson Plans for Teaching Behavior Acknowledgement System Classroom PBIS Day 3Effective Discipline Faculty Commitment Evaluation Implementation Planning 4

5. Developing Effective Discipline Procedures

6. Dr. John D. Barge, State Superintendent of Schools

7. Benchmarks of Quality: Effective Discipline (Kincaid, Childs & George, 2005,2010) Critical ElementImplementation Goal Develop Effective Discipline Procedures 1.Discipline process is described in narrative format or depicted in graphic format Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents 2. Discipline process includes documentation procedures. 3.Discipline referral form includes information useful in decision making Information on the referral form includes ALL of the required fields: Student’s name, date, time of incident, grade level, referring staff, location of incident, race, problem behavior, possible motivation. Others involved and administrative decision 4.Problem behaviors are defined. Written documentation exists that include clear definitions of all behaviors listed 5.Major and minor behaviors are clearly differentiated Most staff are clear about which behaviors are staff managed and which are sent to the office. (i.e. appropriate use of office referrals) Those behaviors are clearly defined, differentiated and documented. 6.Suggested array of appropriate responses to major (office managed) problem behaviors. There is evidence that ALL administrative staff are aware of and use an array of predetermined, appropriate responses to major behavior problems. 7

8. PBIS Guiding Principles (George, 2010) 1.Inappropriate behaviors can be changed. 2.Effective environments can be created to change behavior. 3.Changing environments requires changing adult behavior. 4.Adult behavior must change in a consistent and systematic manner. 5.Support systems are essential for both students and adults. 5/28/20168

9. Context Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

10. Activity 12: Defining Disrespect (p. 28 in Activities Section) Part 1: Individually, write your definition of Disrespect Part 2: Work as a team to develop one definition to share with group

11. Developing Appropriate Definitions of Problem Behavior

12. Appropriate Definitions of Problem Behaviors Clear set of definitions for all categories All staff agree and are trained on mutually exclusive and operationally defined behaviors

13. Office vs. Teacher-Managed Behavior A clear distinction must exist between the two!

14. Office vs. Teacher-Managed Office-Managed – Must be handled by the administration – May include fights, property damage, drugs, weapons, etc. Teacher-Managed – Handled by the teacher – May include tardiness, lack of materials, gum chewing, etc. – Consequences delivered in the classroom

15. Activity 13 : Categorizing Behaviors (p. 29-37 in Activities Section) Review SWIS Definitions (p. 29-35 In Activities Section) As a team, categorize behaviors as office- managed, teacher-managed, or crisis incidents For those behaviors that fall under more than one category, clearly define the differences

16. Break 16

17. Guidelines for Consequences Hierarchy (array) Developmentally appropriate Preplanned and posted Taught and regularly reviewed Delivered consistently and in a timely manner Tied to the expectations

18. Current Consequences Replacement Behavior Alternative Outcomes Consequences/Reinforcers Students are tardy to class, receive an ODR. The teacher repeats the ‘Bell’ work directions. Students spend time talking to their friends and still get directions for completing their assignment. Getting to class on time. Students arriving on time to class will be given a bonus question to complete for extra credit points. The teacher will only give the directions for ‘Bell’ work once. Greeting friends concisely & getting to class on time Students arriving to class on time will earn 2 extra points to cash in at the end of the week for 10 minutes of uninterrupted free time with friends. Students overheard ending conversations quickly receive a Tiger Paw

19. 5/28/201619 They have not been aligned with: School-wide expectations Clearly defined rules A system for teaching expectations and rules A system for rewarding appropriate behaviors Not related to the function of the behavior Why aren’t Traditional Consequences Effective?

20. 5/28/201620 Develop a system for notifying: staff involved with the discipline of a particular student parents to avoid inconsistencies students of their responsibilities with regard to consequences if the intervention will not be administered immediately AVOID long delays between the notification of misbehavior and the implementation of a disciplinary action When Developing Consequences…

21. Consequences for Problem Behavior Mini-courses or skill modules Restitution (financial and in-kind) Parent involvement/supervision Counseling Community Service 5/28/201621

22. Activity 14: Strategies Worksheet (pp. 42 – 48 in Activities Section) Review SAMPLE Administrative Consequences and Classroom Strategies Worksheet As a team, identify most frequent behavior problems and develop possible administrative consequences and classroom strategies. 5/28/201622

23. Developing a Coherent Office Discipline Referral Process

24. Discipline Referral Process Defined and agreed upon with all staff: Office-Managed discipline incidents Teacher-Managed discipline incidents Emergency or crisis incidents

26. Spalding Co. High School

27. Student Incident Report: SIR

29. Activity 15 : Referral Process (p. 49-52 in Activities Section) 5/28/201629 Imagine you are a new teacher or administrator at a school and were given a flow chart defining the discipline process at your school. 1. Which of these flow charts makes the most sense and would lead to consistent practices? Why? 2. Take what you have learned through your discussion and examination of these flow charts and design a flow chart for your school.

30. Developing Your Action Plan (p. 1 in Action Planning Section) Discipline process completed Documentation procedures completed Plan faculty/staff training on process, documentation, and differences between major and minor offenses 30

31. 11:30 – 12:45

32. Faculty Commitment and Participation

33. Benchmarks of Quality: Faculty/Staff Commitment (Kincaid, Childs & George, 2005,2010) Critical ElementImplementation Goal Faculty/Staff commitment 1.Faculty are aware of behavior problems across campus (regular data sharing). Data regarding school-wide behavior is shared with faculty monthly 2.Faculty involved in establishing and reviewing goals. Most faculty participate in establishing PBIS goals on at least an annual basis. Goals embedded in School Improvement Plan. 3.Faculty feedback obtained throughout year Faculty given opportunities to provide feedback, to offer suggestions, and to make choices in every step of the PBIS process (via staff surveys, voting process, suggestion box, etc.) Nothing is implemented without the majority of faculty approval. 33

34. Faculty Buy-In Share data – let them know what they’re doing is having results! Ask for and use their suggestions for revisions, additions, etc. Self-assessment annually 34

35. Video on Faculty Buy-In 35

36. Developing Your Action Plan (p. 1 in Action Planning Section) Plan for sharing data with faculty and staff Plan for obtaining input from faculty/staff on an ongoing basis 36

37. 5/28/201637 Evaluation

38. Benchmarks of Quality: Evaluation (Kincaid, Childs & George, 2005,2010) Critical ElementImplementation Goal Evaluation 1.Students and staff are surveyed about PBIS. 2. Students and staff can identify expectations and rules. 3.Staff use referral process (including which behaviors are office managed versus teacher managed) and forms appropriately. 4.Staff use reward system appropriately. 5.Outcomes (behavior problems, attendance, morale) are documented and used to evaluate PBIS Plan. 38

39. Evaluation Tools At-A-Glance Self-Assessment Survey Examines the current status and need for improvement of four behavior support systems: (1) school-wide discipline systems, (2) non- classroom management systems, (3) classroom management systems and (4) individual student systems. WHO: All building faculty and staff WHEN: At the beginning and end of the first school year HOW: www.PBISsurveys.orgwww.PBISsurveys.org TIME: 20-30 minutes School Walk-Through Measures PBIS implementation WHO: PBIS Coaches/District Coordinators WHEN: Twice per year per school HOW: paper TIME: 90 minutes Team Implementation Checklist 3(TIC 3.0) Guides the development, implementation, monitoring, and revision process for building a positive school culture. WHO: The school PBIS team. WHEN: 1 to 3 times per year during specific time frames HOW: www.PBISsurveys.orgwww.PBISsurveys.org TIME: 10 minutes Benchmarks of Quality, Revised (BoQ Rev) Measures the quality and fidelity of implementation of PBIS. Fifty-three benchmarks and 10 critical elements are measured to identify strengths as well as opportunities for change and growth. WHO: The PBIS Team WHEN: Annually each spring HOW: www.PBISsurveys.orgwww.PBISsurveys.org

40. Developing Your Action Plan (p. 1 in Action Planning Section) Plan for using and/or creating surveys for faculty/staff, parents, students How will we ensure that referral process is being followed How will we ensure acknowledgement system is consistently and appropriately implemented 40

41. 41

42. 5/28/201642 Implementation Planning

43. Benchmarks of Quality: Implementation Planning (Kincaid, Childs & George, 2005,2010) Critical ElementImplementation Goal Implementation Planning 1.A curriculum to teach the components of the discipline system to all staff is developed and used. 2.Plans for training staff how to teach expectations/rules/rewards are developed, scheduled, and delivered. 3.A plan for teaching students expectations/rules/rewards is developed and scheduled. 4. Booster sessions for students and staff are planned, scheduled and delivered. 5. A schedule for recognition/rewards is planned. 6. Plans for orienting incoming staff and students are developed and implemented. 7. Plans for involving families/community are developed and implemented. 43

44. What do we do now? Step 1 – Address all elements of PBIS (Action Plan) Step 2 – Assemble all activities and products (Product Book) Step 3 – Plan, develop materials, and train staff, students and parents on PBIS Step 4 – Plan and develop calendar of all PBIS activities for the year (Implementation Schedule)

45. Step 1: Review Action Plan PBIS Team, Administrative Support Expectations & Rules Lesson Plans for Teaching Behavior Acknowledgement Program Effective Discipline Classroom PBIS Systems Data Entry & Analysis Faculty Commitment Implementation Planning Evaluation

46. Step 2: Create Book of Products Action Plan Description of SW PBIS Mission Statement, PBIS Team Members Referral Process (flow chart) Referral forms (ODR & Classroom Tracking) Definitions of Problem Behaviors Expectations & Rules Lesson Plans Suggestions for Effective Consequences Description of Reward System

47. Step 3: Training Overview of SW PBIS & obtain consensus Referral process, definitions of behavior Referral forms, using data to make decisions Expectations, Rules, Teaching Behavior Reward System, Effective Interventions

48. Training the Staff When should training occur? Who should attend? How long should it last? Who should conduct the training?

49. Faculty/Staff Orientation & Training Overview of SW PBIS & obtain buy-in (1 hour) Referral process, definitions of behavior, referral forms, using data to make decisions (2- 3 hours) Expectations, Rules, Lesson Plans (1-2 hours) Acknowledgement System, Effective Discipline (1-2 hours)

50. Student Trainings Intro to Expectations Intro to Rules Intro to Reward System

51. Parent Trainings What and how to communicate to families? The “big picture” – purpose of school-wide plan Expectations – how they can be demonstrated in non- school settings Reinforcement & consequences Plan for on-going updates of behavior data How they can get involved in the school-wide plan

52. Step 4: Implementation Schedule Develop a year long schedule/calendar for: Teacher trainings Student trainings Reward events Booster training sessions PBIS monthly team meetings Data sharing with staff Parent trainings

53. Activity 16 : Developing the Implementation Plan (pp. 53-61 in Activities Section) Work as a team to develop roll out and Implementation Plan for PBIS at your school

54. Developing Your Action Plan (p. 1 in Action Planning Section) 54

55. Supports for PBIS District Coordinator(s) – District Coaches Meetings? GaDOE PBIS Specialist – District Visits and Walk-Throughs – September & January Regional Coaches Meetings – Monthly Webinars – GaDOE Webpage – Coaches Calendar International APBS Conference – Atlanta, March 2012 5/28/201655

56. Questions/Comments Ginny O’Connell goconnell@doe.k12.ga.usgoconnell@doe.k12.ga.us Paula Freer pfreer@doe.k12.ga.uspfreer@doe.k12.ga.us Mimi Gudenrath mgudenrath@doe.k12.ga.usmgudenrath@doe.k12.ga.us Jean Ramirez jramirez@doe.k12.ga.usjramirez@doe.k12.ga.us Jasolyn Henderson jhenderson@doe.k12.ga.usjhenderson@doe.k12.ga.us Justin Hill juhill@doe.k12.ga.usjuhill@doe.k12.ga.us Have A Safe Trip Home!! 5/28/201656