1. Positive Behavior Intervention Support (PBIS) VCUSD August 16, 2012

2. Vallejo City Unified School District Mission, Vision, Values and Goals Vision Our Vision is for our diverse learners to be empowered, prepared and equipped with academic and life skills needed to be productive citizens, who can positively contribute to society. Mission Because safety is critical for each campus; we will enforce high adult visibility and respond to student matters in a timely matter.

3. Vallejo City Unified School District Mission, Vision, Values and Goals Value Educational Effectiveness Goals School Climate and Culture Achievement gap eliminated Dropout rate significantly decreased Reduce referrals, suspensions and expulsions

4. What is our data telling us? Why is looking at it important?

5. Referral Data

6. Data Reflection Example Where do you see movement toward the District and site goals? The total number of referrals has decreased for all students and our largest subgoups. Where is improvement needed? Over 35,000 referrals Disproportionality Write a statement that identifies one of the problem areas that you see? African American students are suspended at a rate that is twice their representation in the total student population

7. Data Reflection Activity

17. Data Reflection Where do you see movement toward the District and site goals? Where is improvement needed? Write a statement that identifies one of the problem areas that you see?

18. Data Reflection Write a statement that identifies one of the problem areas that you see? Referrals and suspensions are not decreasing at our school Referrals and suspensions are decreasing at our school but we are not meeting our targets We are meeting our targets for students overall but our African American students are still over represented for referrals and suspensions at roughly twice the enrollment There is still variance in data among sites. When our system is working well there will be little variability among sites.

19. Strategic Action Positive Behavior Intervention and Support fully implemented at all schools

20. Three-tiered Model of Behavioral and Academic Support Systems Best Behavior (Sprague & Golly, 2004) jeffs@uoregon.edu20 1-5% 5-10% 80-90% Targeted and Indicated Interventions Individual Students Frequent assessments Individualized supports Evidence-based practices Targeted and Indicated Interventions Few Students Functional Assessment-based Individualized supports Evidence-based practices Selected Interventions Some students (at-risk) Group and individual supports Default strategies Frequent Assessments Evidence-based practices Selected Interventions Some students (at-risk) Group and individual supports Default strategies Frequent Assessments Evidence-based practices Universal Interventions All students, all subjects Preventive Frequent Assessments Evidence-based practices Universal Interventions All settings, all students Prevention focus Frequent Assessments Evidence-based practices Behavioral Support SystemsAcademic Support Systems

21. Vallejo City Unified School District Progressive Discipline Plan Key idea PROGRESSIVE

22. Action 1: Setting School Wide Behavior Expectations How does it look? Behavior expectations have been defined for all classrooms and common areas Specific student behavior expectations will be posted in all classrooms and common areas

23. Common Area Be Safe Be RespectfulBe Responsible All common areas  Walk facing forward.  Keep hands, feet and objects to self.  Get adult help for accidents and spills.  Use all equipment and materials appropriately.  Use kind words and actions.  Wait for your turn.  Clean up after self.  Follow adult directions.  Follow school rules.  Remind others to follow school rules.  Take proper care of all personal belongings and school equipment.  Be honest Cafeteria  Keep all food to self.  Sit with feet on floor, bottom on bench and facing table.  Allow anyone to sit next to you.  Use quiet voices.  Raise hand and wait to be excused.  Get all utensils, mild, etc., when first going through the line. Playground/Recess  Walk to and from the playground.  Stay within boundaries.  Be aware of activities/games around you.  No play fighting.  What is on the ground stays on the ground.  Play fairly.  Include everyone.  Use hall/bathroom pass for leaving the area. Elementary School Rules and Behavioral Expectations

24. Action 2: Teaching Behavior Expectations How does it look? Lesson plans for all student behavior expectations A 2012-2013 schedule has been developed and will be implemented for the teaching and reteaching of all behaviors

26. Behavior Expectations Lesson Schedule Week 1 (Sept 5)Basic Behavior Expectations, Classroom, Playground, Bus, Library, Zero Tolerance, and Substitute Teacher Week 2 (Sept 11)Repeat of Week 1 Week 3 (Sept 18)Repeat of Weeks 1 & 2 Week 4 (Sept 25)All Common Areas Week 5 (Oct 2)Cafeteria Week 6 (Oct 9)No lessons due because of 3-day week Week 7 (Oct 16)Playground Week 8 (Oct 23)Passing Areas Week 9 (Oct 30)Bathrooms Week 10 (Nov 6)No lessons due because of 3-day week Week 11 (Nov 13)Arrival and Dismissal Week 12 (Nov 20)No Lesson Due to

27. Action 3: Using Positive Behavior Reinforcement How does it look? A school wide positive behavior reinforcement system has been developed The --- School system includes…. Site administrators will have the following responsibilities: … Teachers will have the following responsibilities: …

28. Action 4: Office Referral Procedures How does it look? The _____ School Office referral form will be in use for all referrals The following procedures should be used when referring students to the office: … If these procedures are not followed these actions will occur: ….

30. Action 5: Systematic Supervision of Common Areas How does it look? Training for systematic supervision Our plan for 2012-2013 includes: – A focus on the “7 Features of Active Supervision” – Specific direction of locations of adults for supervision

32. Supervision Planning Activity Draw a map of your school’s playground (or other common area if applicable) Identify problem areas on that map Draw out planned and purposeful movement patterns Outline the reinforcement and correction strategies to be used Discuss how you will train and support supervisors Systematic Supervision of Common Areas 32

33. Video Systematic Supervision Middle School Module 3- Being Positive 6:40 minutes

34. Being Positive Teacher Actions Build relationships with S Reinforce and model positive behavior 4 to 1 Rule Actively look for positive behavior Impact on Students Appreciate it when teachers refer to them by name Are impacted by positive and negative teacher attitude in the classroom Feel more cared about when teachers are positive Notice the shift in school culture

35. Action 6: Classroom Management System How does it look? Teaching and reteaching of classroom rules – “If students are not doing what you want, teach them!” Use of positive reinforcement – “Pay attention to the behavior you want!”

36. Video Managing Middle School Classrooms- Behavior Expectations Module 2: Identify 2:42 minutes

37. www.irised.com Systematic Supervision for HS, MS, or ES and “Play by the Rules” ES student tape… Systematic Supervision of Common Areas 37

38. It is critical not to view Best Behavior as a set of “tricks” but rather as an integrated, sustainable system of supports for students, yourself, and your colleagues. - Jeffrey Sprague, 2005