1. DE-PBS School-wide Positive Behavior Support What are your burning questions about PBS? What would you like to know more about? February 19, 2016

2. Our Audience & Our Goals Audience – Primarily new team members to existing teams Some teams regrouping around SWPBS Goals- Provide an in-depth overview of SWPBS Framework Focus discussion around areas of identified need Address burning questions Call on audience experience to enhance discussion

3. Today’s Agenda TimeTopic 9:00 – 10:00 Welcome & Overview of DE-PBS 10:00– 10:30 Program Development & Evaluation 10:30-10:45Break 10:45 – 11:15 Program Development & Evaluation Status Tracker & Action Planning 11:15 – 11:45 Prevention: Implementing School-wide and Classroom Systems 11:45 – 1:00 Lunch 1:00 – 1:45 Prevention: Implementing School-wide and Classroom Systems Status Tracker & Action Planning 1:45 – 2:30 Correcting Problem Behaviors Status Tracker & Action Planning 2:30 – 3:15 Developing Self-Discipline Status Tracker & Action Planning 3:15Closing

4. Adapted from : Maryland PBIS Illinois PBIS Strategies for Developing Self-Discipline and Improving School Climate Workshop (G. Bear, 2012) Based on research of Rob Horner & George Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

5. The Delaware Positive Behavior Support Project is a collaboration with the DE Department of Education, the UD Center for Disabilities Studies, and Delaware Public Schools.

6. Introductions Please have one person per school share: the name of your school your district how many years your school has been implementing SWPBS Burning question about PBS

7.  Of youth with disabilities who drop out of school, the highest proportions are students with learning disabilities (32%) and students with emotional/behavioral disabilities (50%) (Wagner, et al, 1993; U.S. Department of Education, 2009.)  Among minorities, only about 52% of Hispanic students and 56% of African-American students will graduate in four years, compared with 78% of white students. The Facts: Why we need to do things differently

8. Perception Shift: High Suspension and Expulsion Rates Driven By Ineffective School Policies and Practices, not “Bad Kids” “Far from making our schools safer or improving student behavior, the steadily increasing use of suspension and expulsion puts students – especially students of color and other targeted groups – at an increased risk of academic disengagement, dropout and contact with juvenile justice” Russell J. Skiba, director of Discipline Disparities Research-to-Practice Collaborative “Far from making our schools safer or improving student behavior, the steadily increasing use of suspension and expulsion puts students – especially students of color and other targeted groups – at an increased risk of academic disengagement, dropout and contact with juvenile justice” Russell J. Skiba, director of Discipline Disparities Research-to-Practice Collaborative

9. Multi-Tiered Systems of Support (MTSS) = A way to address these needs

10. What is MTSS?

11. MTSS = “school-wide structure used to improve integration & implementation of behavioral practices, data-driven decision making systems, professional development opportunities, school leadership, supportive SEA & LEA policies, & evidence-based instructional practices” (Fed. Reg., Vol. 79, No. 88, p. 26235) Leadership Team Tiered Continuum of Evidence Based Practices Implementation Fidelity Data-driven Decision Making Universal Screening Continuous Progress Monitoring

12. MTSS simplified for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

13. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions FBS/BSP Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive Multi-Tiered Systems of Support (MTSS) for Student Success Behavioral Systems Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm, Illinois PBIS Network, Revised May 15, 2008.http://pbis.org/schoolwide.htm www.delawarepbs.org Academic Systems

14. Long-term Traumatic Events Family Set-backs Social Isolation Neighborhood Strife Disability Academic Struggles Staff Students Families

15. Call it what you want! PBS EBS School climate Discipline SEL

16. Long-term Traumatic Events Family Set-backs Social Isolation Neighborhood Strife Disability Academic Struggles Staff Students Families

17. Introduction to PBS  What is it?  Why do it?  How do we do it?

18. Positive Behavioral Intervention and Supports Adapted from “Using Positive Behavioral Interventions & Supports (PBIS) to Help Schools Become More Trauma-Sensitive” developed by Wisconsin Department of Public Instruction http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/mhtraumausingpbis.pdf serves as a structure and process… that organizes, implements, and evaluates multiple initiatives and strategies… related to social and behavioral improvement (e.g., character education, asset building/IM40, social skills instruction, bullying prevention, restorative justice practices)

19. At all levels, it is important to consider how your interventions are: Consistent Inclusive Culturally Relevant & Responsive Building Positive Relationships PBS (a MTSS) for Student Success Behavioral Systems www.delawarepbs.org

20. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individualized Behavior Intervention System Prevent, Teach, Reinforce System (PTR) Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Targeted PBS Small Group Social Emotional Learning Programs PEERS Character Climb 21 st Century Mentoring Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions School-Wide (SW) PBS SW Social Emotional Learning Programs  Responsive Classrooms  PATHS  Trauma-Informed Practices PBS (a MTSS) for Student Success Behavioral Systems 1 Research-Based System: Positive Behavior Supports (PBS) www.delawarepbs.org Academic Systems Response to Intervention (RTI)

21. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

22. Positive Behavior Support Adapted from George Sugai, 1996 © Terrance M. Scott, 2001 Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Individual Analyze Student Data Interviews, Questionnaires, etc. Observations and ABC Analysis Simple Student Interventions Group Interventions Complex Individualized Interventions Intervention Assessment

23. At the individual level: Tier 3 Team formed which include those who have knowledge of the student Systematic problem solving process is foundation Target behaviors identified and defined Antecedents (predictors) of problem behavior occurrence Consequences/responses of others following problem behavior Hypothesis generated by data Function-based understanding of behavior Multi-component intervention plan built and linked with hypothesis Progress monitoring plan established Fidelity measurement of intervention implementation developed and scheduled Follow-up meeting to make data-based decisions

24. At the small group level: Tier 2 Interventions are efficient Continuously available so students can receive support quickly (optimally-within 2-3 days) Minimal time commitment required from classroom teachers Required skill sets needed by teachers easily learned Aligned with school-wide expectations Emphasis on intervention designed to support multiple students simultaneously (e.g. Check-In/Check-Out, Social Skills Groups, etc.) Consistently implemented with most students, some flexibility Intervention selected matched to function of student behavior Adapted from Rose Iovannone, Brief PTR

25. Tier 1: The Big Picture and The Foundation of PBS

26. Delaware PBS Key Features P r e v e n t i n g b e h a v i o r p r o b l e m s P o s i t i v e a n d s a f e D e v e l o p i n g S e l f - d i s c i p l i n e C o r r e c t i n g m i s b e h a v i o r ALL students C o m p r e h e n s i v e a n d i n t e n s i v e e v i d e n c e - b a s e d i n t e r v e n t i o n s a n d s u p p o r t s P r o b l e m - s o l v i n g t e a m p r o c e s s S u s t a i n e d C o m m i t m e n t P a r t i c i p a t i o n a n d i m p l e m e n t a t i o n w i t h f i d e l i t y D y n a m i c a n d e v o l v i n g D a t a - b a s e d d e c i s i o n m a k i n g O n - g o i n g p r o f e s s i o n a l d e v e l o p m e n t a n d s u p p o r t

27. Number of Schools Implementing SWPBIS since 2000 20,384 20% of all Schools in US

28. Every Student Succeeds Act (ESSA) Accountability systems must include academic indicators as well as at least one indicator of school quality such as school climate, school safety, or student and family engagement. ESSA authorizes several funding streams to: implement multi-tiered systems of support (e.g. PBS) to address student learning, behavior, and mental health expand access to school mental and behavioral health services improve school safety and crisis response create trauma informed environments www.nasponline.org

29. Evidence-based features of SWPBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation Systems that support effective practices www.pbis.orgwww.pbis.org - Horner

30. Elementary PBS vs. Secondary PBS Staff working in departments # of staff, # of students District-wide policies Multiple administrators Varied expectations in regards to academic achievement and motivation More groundwork is needed Buy in from staff is lower (30% report that 76% of more of staff supported SWPBS implementation)

31. Why Use SW-PBS? Research has demonstrated: Reduction of problem behavior, discipline referrals, and suspensions Increase in math and reading scores Improvements in overall school climate (Lassen, Steele, & Sailor, 2006; Lewis et al., 2002; Luiselli, Putnam, and Sunderland, 2002; Todd et al., 1999)

32. What is so important about climate? “Beating the Odds” (BTO Study) examined what makes successful schools different from other schools based on whether or not a school is performing better than predicted given the characteristics of the students it serves data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. Voight, A., Austin, G., and Hanson, T. (2013). A climate for academic success: How school climate distinguishes schools that are beating the achievement odds (Report Summary). San Francisco: WestEd “The results of this study show that ‘Beating The Odds’ schools had substantially more positive levels of school climate than other schools.”

33. Working Smarter, Not Harder PBIS Enables Schools To… Establish a small number of priorities “do less, better” Consolidate/integrate whenever possible “only do it once” Specify what is wanted & how you’ll know when you get there “invest in a clear outcome and assess progress” Give priority to what works “research-based, evidence-based”

34. Helping to Build Student Resilience

35. Schools can be a protective factor for students who have experienced trauma and can help these students to become more resilient.

36. But both help to schools to develop MTSS that are: Consistent Inclusive Culturally Relevant & Responsive Building Positive Relationships PBS and Trauma-Informed Practices Compliment Each Other www.delawarepbs.org Trauma-informed practices bring these additional attributes to PBS schools:  the incorporation of mindfulness in schools  the promotion of resilience among all community members  mindfulness in avoiding re-traumatization of students.

37. Long-term Traumatic Events Family Set-backs Social Isolation Neighborhood Strife Disability Academic Struggles Staff Students Families

38. BIG IDEAS 3-5 YEARS for full implementation & to create a sustainable positive school culture Organizational FRAMEWORK Critical Key Features same across schools, but unique to the CULTURE & CONTEXT of the school Be sensitive and respectful of the existing school environment COACHING support for implementation

39. DE-PBS MTSS Framework Components Program Development & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources Developing SW and Classroom Systems to Prevent Problem Behavior Expectations and Teaching Positive Relationships Correcting Problem Behaviors Consistent and clear procedures Disciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-Discipline

40. Program Development & Evaluation Tab 1 - Workbook

41. Program Development & Evaluation Problem-Solving/Leadership Team Representation – administration & member participation Effective meeting Strategies Roles Data Data sources Data use Professional Development & Resources School Buy-in & commitment Overview provided to all staff Parent information Monitoring Resources – time, funding

42. Building a Strong & Effective MTSS Leadership Team Adopt a problem-solving team process for planning, development, and evaluation of evidence-based practices across all three levels of prevention and intervention Tier 1 - primary, Tier 2 - secondary, and Tier 3 - tertiary.

43. Are we as a team representative of our staff? Administration a must have! Consider: Grade levels Content areas: academic and related arts Regular and Special Education Related arts Specialists: Counseling/School Psychology Students Parents

44. Points to Ponder How do we remain representative? How do you keep your team fresh? Team atrophy/Team Leader rotation How do you engage others in the SW Team/SW Activities? Student involvement in SW PBS Team 2-way communication with parents/families

45. Student Involvement As early as elementary level, include older students in program implementation Secondary schools: utilize students on the team, or form a PBS Student Team Include students that represent all students (consider athletes, academics, student government, uninvolved, kids with referrals) Use students in teaching lessons, peer-mentoring around PBS, reinforcer ideas, etc.

46. Effective Meeting Strategies Monthly Meetings Pre-set Consistent Use roles Clear Agenda Reasonable Goal oriented Data included Meeting Notes Action Plan Attendance/Roles Decisions made Tasks & timelines Data monitoring

47. Program Development & Evaluation Problem-Solving/Leadership Team Representation – admin & member participation Meeting schedule Effective meetings Data Data sources Data use in decision making Professional Development & Resources School Buy-in & commitment & planning Overview provided to all staff Parent information Monitoring Resources – time, funding

48. DE-PBS Key Feature Schools value the importance of data-based decision making, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data.

49. Understanding & Using Data DATA Sources Analysis Action Planning

50. Points to Ponder Does your team have a designated person to access & pull data for use at team meetings? Reach out if this is an area of concern Is the team reviewing the Big 5 data summaries and sharing with staff? What additional data sources is your team using? How often are they used? DE School Climate Survey DE-PBS Assessment of Strengths & Needs Key Feature Evaluation (see binder) Others

51. Why use data? It takes the emotion out of our experiences Graphs help people see the big picture Sets baseline to measure improvement Identifies need Guides intervention planning Measures effectiveness of our systems and practices It reminds us to celebrate our accomplishments It’s fun!

52. Office Discipline Referral Data (ODR) The Big 5 Average Referral/Day/Month (DDRT) # of Referrals by Location # of Referrals by Behavior # of Referrals by Time of Day # of Referrals by Student (DDRT)

53. What do we do with all this data? Data Summaries reviewed monthly with team & used to make decisions Designate a data person Utilize a subgroup to review & present summary Share data with staff at least 3-4 times/year Staff Meetings Content/grade level team meetings PLC meetings Share highlights with parents & community School & district newsletters Community news

54. Improving Decision- Making Problem Solution From To Problem Solving Solution Information

55. Going from primary to precise Primary statements are vague and leave us with more questions than answers Precise statements include information about 5 “Wh” questions: – What is the problem? – Where is it happening? – When is the problem most likely to occur? – Who is engaging in the behavior?

56. What are the data you need to move from a Primary to a Precise statement? What problem behaviors are most common? ODR per Problem Behavior Where are problem behaviors most likely? ODR per Location When are problem behaviors most likely? ODR per time of day Who is engaged in problem behavior? ODR per student

57. From primary to precise: An example Primary statement: “ODRs during December were higher than any month.” Precise statement: – Minor disrespect and disruption are increasing and are most likely to occur during the last 15-minutes of classes when students are engaged in independent seat work. This pattern is most common in 7 th and 8 th grades, involving many students.

58. From primary to precise: Plan of action example Precise statement: – Minor disrespect and disruption are increasing and are most likely to occur during the last 15-minutes of classes when students are engaged in independent seat work. This pattern is most common in 7 th and 8 th grades; involving many students. Plan of Action During 7 th & 8 th grade advisory periods during the week of November 3-5, staff will review “Be Respectful” lessons. Examples discussed will reflect current scenario. Team member representatives from 7&8 th grade teams will discuss & brainstorm with their teams classroom management strategies to keep students engaged during the last 15 minutes of class at next PLC meeting on November 6 th.

59. From primary to precise: Developing a measurable goal In goals statement include the following: By WHEN – timeline goal WHAT will happen – Include MEASUREMENT HOW will you measure Teams will want to build fluency in developing precision statements and action plans with measurable goals.

60. From primary to precise: Developing a measurable goal example By December 18 (school-wide PBS team meeting), there will be a 5% decrease in minor disrespect and disruption behavior referrals for students in 7 th & 8 th grades as measured by ODR data.

62. + If many students are making same mistake, consider changing systems... not students + START by teaching, monitoring & recognizing success …before increasing PUNISHMENT

63. Multiple Data Sources Examining multiple data sources will provide you with most comprehensive picture Examples: Staff & Student Attendance Retention, Dropout, Graduation Data Supported through DE-PBS Project School Climate Surveys (staff, student, families) DE-PBS Key Feature Evaluation Delaware Assessment of Strengths and Needs for PBS (DASNPBS)

64. Points to Ponder What are some strategies for effective action planning? Designated time for schools to action plan (supported by administration/district) ½ day supports at end of year Summer PIP hours Use action planning templates to guide discussion DE-PBS KFE Action Plan or Status Tracker – reflects framework Use data to guide discussion & include measurable goals

65. Program Development & Evaluation Problem-Solving/Leadership Team Representation – admin & member participation Meeting schedule Effective meetings Data Data sources Data use Professional Development & Resources School Buy-in & commitment Overview provided to all staff Parent information Ongoing PD Monitoring Resources – time, funding

66. Policy & Implementation Commitment School Improvement Plan includes school-wide efforts to develop or improve positive behaviors among all students. Include measurable goals and objectives Consider use of School Climate Data & ODR Data The components of School-wide DE-PBS are implemented with all students (all grades, classrooms, with and without disabilities, etc.) Team attendance at professional development including the administration. Maintain that the team leader(s) and administration have received training. Administrative Buy-in & Commitment is KEY! Staff members & students need to buy-in! How?

67. Ideas for Buy-In Share data to lay the foundation Office Discipline Referral Summaries School Climate Data Results Attendance Data DE Strengths and Needs Assessment Start small -- target 1-2 areas in need of intervention that effects all staff Use culturally relevant terminology Share research Student involvement

68. Research Examples for Buy-In The interaction between problem behavior and academics reaches a critical mass in high school (Morrison et al., 2001, Nelson, Benner, Lane, & Smith, 2004). “50% of problem behaviors resulting in discipline referrals occur in non-classroom settings (ie. Hallway, cafeteria)” (Nelson, Smith, Colvin, 1995). “teachers were trained using precorrection, reinforcement (catch them being goods) for appropriate behaviors, and active supervision … resulted in a 42% reduction in problem behaviors” (Oswald et al., 2005).

69. Student Buy-In through Student Involvement As early as elementary level, include older students in program implementation Secondary schools: utilize students on the team, or form a PBS Student Team Include students that represent all students (consider athletes, academics, student government, uninvolved, kids with referrals) Use students in teaching lessons, peer-mentoring around PBS, reinforcer ideas, etc.

70. Providing Staff Overview: Resources Delaware PBS Project Delawarepbs.org Overview presentation template available here Technical Assistance Center on Positive Behavioral Interventions and Support http://www.pbis.org/

71. Ensuring Sustainability of SWPBS SUBSIST PBIS Sustainability Checklist: Overcoming Barriers To overcome shifting priorities, the team and school administrators review new initiatives and identify how PBIS can contribute to/be integrated with those initiatives To address general school turnover, the PBIS team is representative and communicates with groups across the school (e.g., administration, grade-level teachers, specialists, staff, students) To address “champion” turnover, the leadership and expertise for implementing PBIS is shared among a number of school personnel SUBSIST Checklist1 McIntosh, K., Doolittle, J.D., Vincent, C. G., Horner, R. H., & Ervin, R. A. (2013). SUBSIST PBIS Sustainability Checklist (Version 1.1). Eugene, OR: Educational and Community Supports, University of Oregon

72. Enablers of Sustainability

73. Points to Ponder When your school has started a new initiative (PBS related or not), what strategies have been successful for obtaining staff buy in? Student buy in? Beyond a PBS overview, does staff receive ongoing PD in a focus area of need within MTSS implementation?

74. Key Feature Status Tracker Review Program Development & Evaluation Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Prioritize focus areas Note activities to be completed, who will do them and when

75. Prevention: Developing Schoolwide & Classroom Systems Tab 2&3 – Workbook & Examples

76. DE-PBS MTSS Framework Components Program Development & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources Developing SW and Classroom Systems to Prevent Problem Behavior Expectations and Teaching Positive Relationships Correcting Problem Behaviors Consistent and clear procedures Disciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-Discipline

77. Key Features Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences. Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence- based practices, especially in preventive classroom management, clear school- wide expectations, and school-wide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.

78. Developing SW and Classroom Systems to Prevent Problem Behavior Expectations Expectation development Posting Active Teaching Kick off Lesson plans Positive Relationships Teacher-student Acknowledgement Student-student School/teacher - home

79. Your Expectations ought to Matter

80. School-wide Expectations Reminders Expectations are the umbrella for more specific rules: Identify 3 – 5 positively stated expectations Use data to determine expectations Choose positive actions and terms Keep them simple and easy to remember Remember to be age appropriate Promote self-discipline, positive social and academic outcomes

81. HallwayPlaygroundBathroomCafeteriaLibrary Specials (Art, Music, PE) Assembly /Field Trip Bus SCHOOL- WIDE EXPECTA TION 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. SCHOOL- WIDE EXPECTA TION 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. SCHOOL- WIDE EXPECTA TION 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. SCHOOL- WIDE EXPECTA TION 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3.

82. Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

83. School-wide Behavioral Matrix Reminder PURPOSES: Defines the Expected Behaviors for Specific Settings: hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies State definitions positively Use a few common words Show what the behavior “looks like” Creates the “Curriculum” that will guide the teaching of expected behaviors. Enhances communication among staff and between students and staff.

84. Teaching Expectations Using an Instructional Approach Define Observable, measurable Teach Identify, prior knowledge, model, structured practice, acknowledge Remind Pre-correct, prompt behaviors/rules prior to entering natural context Monitor Supervise, feedback/acknowledgement, data Evaluate Data, modifications needed, non-responders needing more support

85. Strategies to Support Student Expectation Knowledge Keeping expectations visible (letter head, magnets) Simplify expectations as needed Keep teaching fresh Curriculum integration/connections – ongoing teaching Classroom based matrix – Responsive Classroom –Morning Meeting Discussion Before/After school activities – Use of expectations

86. Using Videos to Engage and Teach Simple teaching video: http://www.hasd.org/schools/ges/pbis.cfm Secondary level video: http://www.youtube.com/watch?v=KXkZgS0toWk Cyberbullying video: http://vimeo.com/groups/pbisvideos/videos/78173708

87. Remember… “You are a primary model for appropriate behavior.” The IRIS Center http://iris.peabody.vanderbilt.edu

88. Points to Ponder Do our students know the school-wide expectations? Could they share what they are and what it looks like to follow expectations across school locations? What creative ideas have we used or want to use to actively teach expectations?

89. Developing SW and Classroom Systems to Prevent Problem Behavior Expectations Expectation development Posting Active Teaching Kick off Lesson plans Positive Relationships Teacher-student Acknowledgement Student-student School/teacher - home

90. Positive Relationships Supporting positive relationships is critically important in preventing behavior problems. teacher-student student-student school-family relations

91. Preventing Problem Behavior through Developing Positive Relationships Teacher-Student School/Teacher - Home Student- Student

92. Teacher-Student Relationships School-wide focus on caring and supportive adult- student relationships. Goals: Adults demonstrate warmth, respect, support, and caring toward all students (irrespective of gender, race, ethnicity, socioeconomic background, disabilities, previous history of behavior) Every student has a supportive relationship with at least one adult at school.

93. Why are teacher-student relationships important? Not only do students like teachers who are caring, respectful, and provide emotional support, but when those qualities are found students also show: greater school completion, academic engagement, and academic achievement greater peer acceptance increased motivation to act responsibly and prosocially less oppositional and antisocial behaviors, including bullying better subjective well-being

94. How can staff and student relationships be supported? Supporting everyday relationship building: Finding/asking about student interests/extracurricular activities Students providing 1-minute reports on areas of their interest (i.e. sports, drama) Attending extracurricular events Highlighting student talents (i.e. bulletin board with newspaper articles) Staff acknowledge student success and EFFORT

95. Purpose of Reinforcers/Acknowledgements Recognizing desired behavior is a strategy to prevent behavior problems. Teach new behavior Strengthen replacement behaviors that compete with habitual undesirable behavior Create frequent positive interactions between staff and students

96. Strategic Use of Praise and Rewards – Part 1 Use strategically to support teaching of a school- wide expectations Focus on the message, not the reward Highlight the student’s specific achievement and efforts demonstrated For example, students are routinely recognized for demonstrating the SW expectations through the associated actions defined through the teaching matrix “You really showed how to be cooperative in science lab today by working together to create the model.” “Thanks to everyone for being so responsible and caring by bringing in canned goods for the PBS food drive.”

97. Strategic Use of Praise and Rewards – Part 2 Use strategically to reinforce social and emotional learning competencies and effort that underlie prosocial behavior. Routinely recognize students with praise and rewards for demonstrating empathy, caring, responsibility, respect, and effort/hard work Highlight the future value or usefulness of the behavior “That’s terrific that you were able to control your anger when teased by Jerome. That’s an important skill that will help you keep friends (and avoid being sent to the office ”). “Great! You must have stopped and thought about how your behavior might affect others.”

98. Reality check please… Positive Approaches to Behaviors provide real, meaningful results for Schools, teachers and students: Increased academic engagement Decreased disruptive behavior Increased intrinsic motivation Increase peer social acceptance (Rodgriguez & Sprick handout) You Got It!

99. School-wide Acknowledgement Plans High Frequency Acknowledgements Student and Staff-Based Reinforcers Activities for Staff and Student Relationship Building Positive Contacts Home Unexpected/Intermittent Acknowledgements Long Term Celebrations Staff Reinforcement

100. Points to Ponder How are staff, yourself included, acknowledged for your efforts to support students’ positive behavior? For example, positive notes or verbal feedback? How often? From whom?

101. Preventing Problem Behavior through Developing Positive Relationships Teacher-Student School/Teacher - Home Student- Student DE- PBS

102. Student-Student Relationships Students with positive peer relationships experience greater: academic initiative and achievement liking of school school completion self-esteem They experience less: school avoidance depression delinquent and aggressive behaviors bullying

103. Why are student-student relationships important? Students with positive peer relationships experience greater: academic initiative and achievement liking of school school completion self-esteem They experience less: school avoidance depression delinquent and aggressive behaviors bullying School Climate Workshop, 5/12/14

104. How can student relationships be supported? Curriculum lessons that directly teach social, emotional, and behavioral competencies, especially those related to student- student relations. Opportunities to help students learn and practice skills e.g. Morning Meetings, Peer-assisted and cooperative learning, Extracurricular activities Increased awareness and recognition of acts reflecting positive student-student relations e.g., posters, school or class newsletters, morning announcements, etc. Give recognitions for acts of caring, kindness, friendship, and respect at the individual, class, and school levels.

105. Help ensure that every student has at least one mutual friendship (and caring adult)! This is difficult, but these might help: Seating with similar others (for those lacking friends) Additional groupings of those with shared interests Highlighting shared interests, talents, strengths, etc (Star of the Week, newsletters, etc.).

106. Relationships and Bullying Prevention A positive school climate that includes supportive teacher-student and student-student relationships (and family relationships) also helps buffer bullying victims from negative outcomes related to their being bullied (Swearer, Collings, Fluke, & Stawhun, 2012) Thus, relationships are very important not only in preventing bullying, but also in responding to bullying.

107. “Bullying is a relationship problem that requires a relationship solution.” National Center on Safe Supportive Learning Environments, Training Toolkit for Creating a Supportive Classroom Climate

108. Preventing Problem Behavior through Developing Positive Relationships Teacher-Student School/Teacher - Home Student- Student

109. School/Teacher - Home Relationship Building School-wide focus on developing strong home-school collaboration and communication. Goals: Establish positive and collaborative relationships with parents. Establish parents’ roles in developing the school discipline/PBS program; solicit feedback is regularly. Establish clear, positive, bi-directional and regular communication with parents. Inform parents routinely about the schoolwide discipline/PBS program, classroom activities, and their children’s positive behaviors.

110. Why are school/teacher - home relationships important? Advantages of working with parents (guardians, other adults serving parental role): Students’ attitudes, self-esteem, and behavior are greatly influenced home-school relationship Parental involvement is often necessary to truly change a student’s behavior Efforts to increase student’s engagement lead to improved achievement Parents gain greater understanding of how school works Increased involvement with students’ learning at home Unquestionably, parents can be valuable resources

111. How can school/teacher - home relationships be supported? Parents as team members; two-way communication with parent(s) on routine basis School-wide PBS information shared to support understanding Brochure, open house presentation, newsletter, website Promoting positive contacts home as part of acknowledgement system Positive Behavioral Referrals, p hone calls regarding positive behavior, positive post cards

112. Measures Used for Relationship Building Delaware Assessment of Strengths and Needs School Climate Survey Teacher-Student Relations Student-Student Relations Respect for Diversity Teacher-Home Communications Staff Relations

113. Key Feature Status Tracker Review Prevention: Implementing SW & CR Systems Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Prioritize focus areas Note activities to be completed, who will do them and when

114. Correcting Problem Behaviors Tab 4 & 5 – Workbook & Examples

115. DE-PBS MTSS Framework Components Program Development & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources Developing SW and Classroom Systems to Prevent Problem Behavior Expectations and Teaching Positive Relationships Correcting Problem Behaviors Consistent and clear procedures Disciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-Discipline

116. “When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal” Bob Algozzine

117. DE-PBS School-wide Framework System for Correcting Problem Behaviors Referral system ODR form is clear – defines specific behavior problem, location, time (WHY – think about big 5) Data entered in school system w/in 24 hours – ideal goal Consistent and clear procedures Major vs. minor Defining behaviors Disciplinary encounters used as learning opportunities to teach problem solving strategies Staff response (minor) Administrative response (major)

118. Strategies to Support Consistency Clearly defined major vs. minor behaviors Clearly/operationally defined response process for minor and major behaviors Staff feedback loop Communication through: PLC discussions (cross grade-level discussions – what works?) Full staff presentation Flow chart in classrooms Handbooks Administrator & Staff monitoring and conversations (preventative & corrective)

119. General Procedure for Dealing with Problem Behaviors Observe problem behavior Find a place to talk with student(s) Is the behavior major? Ensure safety Problem Solve Determine consequence Write referral & Escort student to office Problem solve Follow procedure documented Etc. Determine consequence Follow documented procedure Etc. NoYes Adapted from procedure 2.0 A. Todd U of Oregon

120. Recommendation to eradicate disparities in school discipline Problem-solving approach to discipline Understanding the context Why the student is engaging in behavior and understanding the teachers response Providing opportunity for reflection and restoration Providing additional interventions or services for students with complex support needs Russell J. Skiba, director of Discipline Disparities Research-to- Practice Collaborative

121. Disciplinary encounters: 2-part problem solving process Part 1 focuses how the student might think & act differently. How they can monitor their behavior. Student centered: Guided by problem solving & skill building with student. Part 2 focuses on what the teacher or school should do, beyond punishment, to prevent the problem behavior from recurring and to foster self-discipline, perseverance, and resilience. Teacher (or school) centered: Guided by changes in the student’s environment.

122. Problem Solving with Students Goal is to help students: Determine possible solutions to solve the problem Evaluate the options and select the best one Develop a plan to follow through with the solution How can they self-monitor to ensure they are following the plan? How can they continue following this plan over time? Consider obstacles that may develop How can they be resilient and bounce back from obstacles? Are there skills they are lacking that need to be taught in order to solve the problem?

123. Example Problem Solving Questions What is the problem in this situation? How do you know that there is a problem? What should you do? What is the right thing to do? What did you do the last time there was a problem like this one? What do you do when what you want to do is not the same as what you ought to do? Do you need a plan to do what you decided to do? If so, what might it look like? How will you keep track of this plan and how you’re following it? What obstacles might get in the way of your doing what you ought to do and intend to do? What might you do to avoid or overcome these obstacles?

124. Points to Ponder How are opportunities for reflection and problem-solving systematically incorporated in disciplinary practices? How do you consider the context for the problem behavior in disciplinary decisions? Inconsistency is not the same as thoughtfully contextualizing discipline practices

125. Key Feature Status Tracker Review Correcting Problem Behavior Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Prioritize focus areas Note activities to be completed, who will do them and when

126. Developing Self- Discipline Tab 6&7 – Workbook & Examples

127. DE-PBS MTSS Framework Components Program Development & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources Developing SW and Classroom Systems to Prevent Problem Behavior Expectations and Teaching Positive Relationships Correcting Problem Behaviors Consistent and clear procedures Disciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-Discipline

128. Self-Discipline is more than learning concrete behaviors “…teachers often think of school demands in fairly simple and concrete terms: paying attention in class, making comments in a discussion, talking with friends in the cafeteria, filling in answers on a worksheet. But demands like these actually represent a considerable range of behavior that students must learn to negotiate proficiently. To perform well in school, students must be able to[:] moderate and shape their behavior to fit changing circumstances, to judge the effects of what they do… determine the proper times and places to display their actions… persevere in their behavior, weigh alternative ends, track progress toward desired outcomes and draw incentive from both the immediate and the long term results of their performance.” (Dennis Knapczyk, 2004, formatting and emphasis added)

129. PBS Key Feature Schools recognize the importance of developing self- discipline, implementing evidence based programs in character education and social and emotional learning, and/or infuse lessons throughout the curriculum that teach social-emotional competencies.

130. DE’s approach to SWPBS Although similar to the SWPBS approach found in many other states, Delaware’s approach (DE-PBS) places much greater emphasis on integrating common features of SWPBS with those of the Social and Emotional Learning approach (SEL; see www.CASEL.org). In integrating these two popular approaches, the primary goal of DE-PBS is to create safe and caring learning environments that promote the social-emotional and academic development of all children.

131. Approach Components of Comprehensive School Discipline Traditional SWPBS SEL Developing the social and emotional competencies of self-discipline WeaknessStrength Preventing behavior problemsStrength (more so for immediate environment) Strength (more lasting effects) Correcting behavior problems (short- term goal) StrengthWeakness Addressing Tier 2 and 3 NeedsStrengthWeakness Bullying and Self-Discipline DE-PBS Inservice, 12 14 2012

132. What does the research say regarding integrating the two approaches? In the areas of school discipline, classroom management, and childrearing, the best approach is that of Authoritative Discipline (combination of structure and support), which blends strategies of SEL and SWPBIS Best for achieving compliance Best for promoting self-discipline and resilience Best for effective prevention and correction Best for school climate Best for preventing bullying

133. Self-Discipline is the ability to take responsibility and ownership for one’s behavior. (Dennis Knapczyk, 2004) Consists of 5 key Social and Emotional Learning skills: Self-management skills Social awareness and empathy Social connectedness and relationship skills Responsible decision making Positive sense of self http://www.casel.org / The CASEL Model

134. Often used interchangeably with: Autonomy Self-determination Responsibility Self-regulation Self-control Self-awareness is a foundational piece: This allows students to recognize their values, standards, beliefs, and attitudes and that recognition can impact their SEL skills and their academic behaviors http://www.casel.org / The CASEL Model Self-Discipline is used to remind educators that there is more to school discipline than the use of discipline. LONG-TERM goal!

135. Student Social Emotional Competence Scale Student Survey Teacher/Staff Survey Home Survey Responsible Decision- making/Responsibility Understanding how others Think and Feel/Social Awareness Self-management of Emotions and Behavior Relationship Skills Delaware School Climate Survey

136. Student Social Emotional Competence Item Examples Responsible Decision-making/Responsibility “I feel responsible for how I act.” Understanding how others think and feel/Social Awareness “I think about how others feel.” Self-management of emotions and behavior “I can control how I behave.” Relationship skills “I am good at solving conflicts with others.”

137. It’s not just what you see (observed behaviors), but about how children: How children behave in your absence is more important than how they behave in your presence or when punishment and rewards are not highly salient. ThinkFeelAct

138. Points to Ponder What are staff (teachers, support staff, administrators) doing to develop self- discipline and promote social-emotional learning skills? How can the SWPBS Team support staff and better integrate Self-Discipline into the SWPBS Framework?

139. Incorporating Self-Discipline in Your SW PBS Framework Relationship building Strategic Use of Praise and Rewards Problem-solving w/in Corrective Procedures School-wide policies and activities Student decision making Social and Emotional Curriculum

140. School-wide Policies & Activities Mission Statement & SW behavioral expectations include the goal of developing self-discipline (character education, social & emotional learning, caring, or social responsibility) Self-discipline is emphasized in behavioral expectations and rules. At the SW and classroom levels, the importance of self-discipline is highlighted, such as the importance of regulating and accepting responsibility for one’s actions, respecting others, helping others, and exerting one’s best effort.

141. Student Involvement in Decision Making The school principal meets regularly with students to discuss current school-wide issues and involves them in decisions about the welfare of the school. Student council/government, SWPBS student group, other groups representing the student body Teachers across grade levels create opportunities for students to be active decision makers Involve students in reviewing school data, generating solutions, and monitoring outcomes.

142. Social and Emotional Curriculum Specific SEL lessons are regularly provided to all students (e.g., Second Step, www.casel.org lessons)www.casel.org Are staff aware of what is taught in these lessons? If not, how can they be included? How can these lessons be tied into daily classroom activities? Social Emotional Lessons are infused throughout the school curriculum to promote the development of: thoughts, feelings, and behaviors associated with responsible behavior. These lessons encourage students to be resilient and teach how to problem-solve and persevere when obstacles arise.

143. Key Feature Status Tracker Review Developing Self-Discipline Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Prioritize focus areas Note activities to be completed, who will do them and when

144. Thank you! WWW.DELAWAREPBS.ORG