Need a Common Framework to Install EBPs School Leadership School Team Effective interventions Implementation Data based problem solving Coaching You can change the tires- but don’t throw out the bike!!!

Teaching Matrix INCORPORATE BULLY PREVENTION / INTERVENTION All Settings HallsPlaygrounds If you see Disrespect Library/ Comput er Lab AssemblyBus R espectful Be on task. Give your best effort. Be prepared. Walk.Have a plan. Study, read, compute. Sit in one spot. Watch for your stop. A chieving & O rganized Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Share equipment. Include others. Whisper. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. R esponsible Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Push in chairs. Treat books carefully. Pick up. Treat chairs carefully. Wipe your feet. Expectations 1. Expectations 2. NATURAL CONTEXT (Locations) 3. Rules or Specific Behaviors WALK: Invite people who are being disrepected to to join you and move away. Invite those who are alone to join in. STOP: Interrupt & model respect, rather than watch or join in Stop: Interrupt, Say “that’s not ok.” Walk: Walk away Don’t be an audience Talk: REPORT to an adult

A CONTINUUM OF RESTORATIVE PRACTICES Intensive Intervention Return from suspension Administrative transfer or school crime diversion:  Victim offender meetings  Family/community group conferences  Restitution Early Intervention Alternatives to suspension:  Youth/peer court  Peer mediation  Conflict resolution training  Restitution Prevention & Skill Building Peace-keeping circles for:  Morning meetings  Social/emotional instruction  Staff meetings Prevention & Skill Building  Define and teach expectations  Establish consequence system  Collection and use of data Early Intervention  Check-in/ Check-out  Social Skills Curricula Intensive Intervention  Function-based support  Wraparound support A CONTINUUM OF SWPBIS PRACTICES ~80% of Students ~15% ~5%

SYSTEMS – Support Staff Behavior PRACTICES – Support Student Behavior DATA – Supports Decision Making Installing Equitable and Restorative Practice within the Framework of PBIS Step 1: What does the data say? (discipline patterns, climate surveys, fidelity checks) Where and what time are vulnerable decision points most like to occur? The most significant concern is defined as that is taking place most often in _____________ (problem location). This behavior occurs (frequency/quantify behavior), and is most likely to happen (time of day). Students from (group of students/grade level) are most frequently referred. This may be due to ___________. Step 4: How do we teach staff the necessary skills? (i.e neutralizing routines) How do we support staff to implement with fidelity? Professional Learning Communities used to support one another in development of practices. How do we use data to monitor progress toward our goal and inform each other? How do we improve ? Step 3: What will we do to support student behavior and provide necessary RP skills? Promote and Prevent First!! Promote inclusive culture and climate by: Develop caring connections (morning meetings) Teach expectations, rules and routines Develop acknowledgement system When behaviors occur: Teach how to be accountable Teach how to Repair Harm, Reengage and Reintegrate (i.e. Circles) Step 2: What is the SMART (specific, measureable, attainable, realistic, time-bound) goal? Decrease incidents of as measured by a decrease of ODRs for behavior by. Increase on-task student behavior measured by teacher observation.

Department of Public Instruction Trauma-Sensitive Schools Resources

Tier 3 – Intensive mental health supports designed to meet the unique needs of students who already display a concern or problem. Tier 2 – Targeted mental health supports provided for groups of students identified as at risk for a concern or problem. Tier 1 – Universal supports that all students receive. Promoting wellness & positive life skills can prevent or reduce mental health concerns or problems from developing. Which Tier? Depends on your Data