PBIS: Together for ALL - LCSC · education.state.mn.us Learning Objectives •Understand the...

education.state.mn.us

PBIS: Together for ALLin Non-traditional Settings

Charting the Cs: 8th Annual ConferenceWe’re Better Together: Assuring Access to FAPE for ALL

Alexandria, MNApril 25, 2016

pbisMN.org


Learning Objectives• Understand the benefits of developing a small

number of shared school-wide expectations in order to support students with most significant needs.

• See how explicitly teaching shared, positive behavior expectations that fit both your school culture & individual needs, helps you develop systems to prevent & respond to problem behavior.

• Look at how schools use fidelity of planned implementation to help develop action items that address school-wide concerns.

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pbisMN.org

http://www.pbismn.org/GSapplication.html


Social Media

facebook.com/pbisMN

twitter.com/pbisMN

https://www.facebook.com/pbisMN/

https://twitter.com/pbisMN


A LITTLE HISTORY . . .

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Historical Responses

Get Tough

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Challenges of “Getting Tough”

• Weakens child adult-relationship

• Weakens academic and social behavior

• Creates environments of control

• Triggers and reinforces antisocial behavior

• Shifts accountability away from child

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Challenges of “Train & Hope”

“Training by itself does not result in positive implementation…or intervention outcomes”

(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp.. 40-41)

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http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf


Schoolwide-PBIS Logic!

Successful individual student behavior support is linked to host environmentsor school climates that are effective, efficient, relevant, & durable for all students.

(Zins & Ponti, 1990)

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Growth of Minnesota PBIS Schools

0

100

200

300

400

500

600

05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17

First Year

Second Year

Sustaining

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By the Numbers………….# of Districts/Charters in MN PBIS to date = 203

# Schools in MN PBIS to date = 583

% of MN schools PBIS = 29%

# Students impacted by SW-PBIS = 250,613

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SW-PBIS across Districts

District participation in

Cohort training

Cohorts 1- 12(2005-2018)

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Highlighting PBIS Implementation at:

Lionsgate AcademyCharter District 4183

Crystal, MNhttp://lionsgate.academy

West Education CenterIntermediate School District 287

Minnetonka, MNhttp://district287.org

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http://lionsgate.academy/

http://district287.org/

lionsgate.academy

CI3T Framework

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lionsgate.academy

LGA Alternative Setting:

“Inverted Pyramid”

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district287.org

West Education Center Background

• Intermediate School District 287 o Specialized district accommodating 13 west

metro schools • 5 specialized programs:o W-Alt o Safe/ InVest/ West High (specialized setting 4

programs)o West Academy

• 83 % of students at WEC are classified as special education

• 67% of students are on Free and Reduced Lunch

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lionsgate.academy

About Lionsgate Academy

Public charter school located in Crystal, MN serving students in grades 7-12• Moving to Minnetonka facility 2016-2017 school year

Setting IV Facility in North Saint Paul• Lynx Program (7-12 grade)• Achieving Independence & Maturity (AIM) Transitions Program (18-21 y.o.)

Inclusively designed to meet the unique needs of students on the autism spectrum during their transition years• General Education Program• Extra-Curricular Activities• Transitions Department• Support Services

“The mission of Lionsgate Academy is to foster self determination by providing a transition-focused, personalized learning program for all students, specializing in

educating students with autism spectrum disorders.”

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TEAM-FORMATION, DEFINING PURPOSE, IMPLEMENTATION

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district287.org

PBIS at West Education Center

• Cohort 6 (Bren Road Alternative Learning Center)• PBIS Team

• Small Teamo Consists of 9 memberso Representation from each programo Meet once a month

• Set Action Plan• Focus on policy and fidelity

• Large Teamo Consists of 20 memberso Representation from each programo Meets twice a month

• Data Analysis • Fidelity and Implementation

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district287.org

Team Roles and Responsibility

• Facilitator/Coach • Task Manager/ Lead • Data Analysis• Data Team• Recorder • Program Liaison• Community/Promotion• Archivist/ Buy-in Coordinator• Team Building

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district287.org

WEC Mission

• As a safe, respectful, consistent community, our purpose is to inspire lifelong learning by striving to reach our greatest potential through exploring positive options, there by investing in our future.

• Shared Agreemento Respecto Communicationo Trust

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district287.org

Shared Agreements

Trust Agreement• WEC staff will model and practice trust by knowing we are all

professionals with different but equally valid ways of approaching our work with students. We will respect and support the work of others in the moment. We will seek to understand afterwards.

Respect Agreement• Staff at WEC will demonstrate respect toward each other by listening to

each other’s idea valuing life experiences and focusing on the positives and strengths, regardless of position, education or background

Communication Agreement• WEC staff will model and practice positive communication by listening

more and assuming less, respectfully identifying problems, and giving and receiving constructive feedback directly in an open and objective manner.

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district287.org

Action Planning

• Using data from the Self-Assessment Survey (SAS) and Benchmarks of Quality (BoQ)

• Needs from SASo Formal strategies for teaching families about student behavior

expectationso Booster trainings for students o Problem behaviors receive consistent consequenceso School includes formal opportunities for families to receive

training on behavioral support/positive parenting strategies.

• Needs from BoQo Sharing data with facultyo Data shared monthly

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https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-Surveys.aspx#sas

https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-Surveys.aspx#boq

district287.org

2015-2016 Action Plan

• Sustainabilityo Create a staff matrix o 2 professional development trainings

• Education and Communicationo Increase parent outreacho Teach and review the behavior responses

• Data Analyses o Looking at top five behaviors/locations per program

weekly

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district287.org

Staff Reinforcement/Buy-in

• The SWPBS team should design a staff reinforcement system that recognizes staff for the efforts involved in implementing SWPBS. (Simon, Sugai, Negron, 2008)

• West Education Center Staff Reinforcemento Workshop week overview of PBISo Weekly program Kudoso Twice a year professional development

• Positive Acknowledgment• Reviewing our intervention systems

o Monthly building wide recognition• Kudos drawing• Staff of the month

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lionsgate.academy

LGA’s SW-PBIS Journey

Third Year of Implementation• 2013-2015 Metro Cohort 9A• Now a Sustaining School

Why are we implementing SW-PBIS?• SW-PBIS is a framework used to teach behavioral

expectations and provide feedback consistently throughout the school environment.

• The goal of implementing SW-PBIS is to shape a safe and positive school culture that can be an effective teaching and learning environment for all students and staff.

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lionsgate.academy

Team Implementation Checklist (TIC)

0%

20%

40%

60%

80%

100%

8/4/2014 11/6/2014 2/23/2014 5/29/2015 12/11/2015

Pe

rce

nt

Imp

lem

en

ted

Team Implementation Checklist - Total ScoreLionsgate Academy

8/8/2014 - 12/11/2015

Date Completed Total Percentage

8/4/2014 77%

11/6/2014 84%

2/23/2014 84%

5/29/2015 95%

12/11/2015 70%

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lionsgate.academy

Team Implementation Checklist (TIC) continue

Commitment Team Assessment Expectations Classroom Information Support

8/4/2014 75% 66% 83% 83% 25% 100% 83%

11/6/2014 100% 100% 83% 75% 50% 100% 83%

2/23/2015 75% 83% 83% 83% 75% 100% 83%

5/29/2015 100% 100% 100% 91% 75% 100% 100%

12/11/2015 100% 50% 66% 66% 50% 66% 100%

0%

20%

40%

60%

80%

100%

Pe

rce

nt

Imp

lem

en

ted

Team Implementation Checklist Subscale 3.1Lionsgate Academy

8/4/2014 - 12/11/2015

8/4/2014 11/6/2014 2/23/2015 5/29/2015 12/11/2015

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lionsgate.academy

Self-Assessment Survey (SAS)

Year 1(2013-2014)

0%

20%

40%

60%

80%

100%

10/31/2013 5/30/2014

Pe

rce

nt

SAS School-wide System SubscaleLionsgate Academy

10/31/2013 - 5/30/2014

Expectations Defined Expectations Taught Reward System Violations System

Monitoring Management District Support Implementation Average

Date Completed

Expectations Defined

Expectations Taught

Reward System

Violations System

Monitoring ManagementDistrict Support

Implementation Average

10/31/2013 88% 76% 51% 67% 84% 74% 78% 73%

5/30/2014 97% 86% 65% 64% 83% 76% 82% 75%

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lionsgate.academy

Self-Assessment Survey (SAS) Year 2

Year 2(2014-2015)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5/29/2015

Pe

rce

nt

SAS School-wide System SubscaleLionsgate Academy

5/29/2015

Expectations Defined Expectations Taught Reward System

Violations System Monitoring Management

District Support Implementation Average

Date Completed

Expectations Defined

Expectations Taught

Reward System

Violations System

Monitoring ManagementDistrict Support

Implementation Average

5/29/2015 98% 80% 84% 67% 71% 78% 76% 75%

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lionsgate.academy

School-Wide Evaluation Tool (SET)

Year 1(2013-2014)

75%

80%

0%

100% 100%

81.25%

100%

76.61%

0%

25%

50%

75%

100%

ExpectationsDefined

ExpectationsTaught

Reward System Violations System Monitoring Management District Support ImplementationAverage

Pe

rce

nt

Imp

lem

en

ted

Feature Scores and Implementation Average

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lionsgate.academy

School-Wide Evaluation Tool (SET)Year 2

Year 2(2014-2015)

75%

100% 100% 100% 100% 100.00% 100%96.43%

0%

25%

50%

75%

100%

ExpectationsDefined

ExpectationsTaught

Reward System Violations System Monitoring Management District Support ImplementationAverage

Pe

rce

nt

Feature Scores and Implementation Average

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lionsgate.academy

Tiered Fidelity Inventory (TFI)

0%

20%

40%

60%

80%

100%

Teams Implementation Evaluation Teams Interventions Evaluation Teams Resources Support Plan Evaluation

Tier 1 Tier 2 Tier 3

Pe

rce

nta

ge Im

ple

me

nte

d

School-Wide PBIS (SWPBIS) Tiered Fidelity InventoryLionsgate Academy

3/25/2016

Date Completed Teams Implementation Evaluation Teams Interventions Evaluation Teams Resources Support Plan Evaluation

3/25/2016 50% 78% 88% 88% 90% 25% 0% 0% 0% 0%

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DEFINING, TEACHING, & REINFORCING EXPECTATIONS

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district287.org

WEC ExpectationsWEC Teaching Matrix

Blank Blank

ClassroomsStudent

EntranceHallway Cafeteria Bathroom

Building

Activities

Community

ActivitiesBus

Beh

avio

ral E

xpec

tati

on

s

Pride

Reach Your Potential

-Follow Directions

-Actively participate in class

-Clean up after yourself

Be ready for school

- Dress for success by

following the dress code

policy

- Arrive on time ready to

learn

Exhibit citizenship

- Be polite

- Clean up after yourself

- Display and honor works of

creativity and achievement

- Dress for success by

following the dress code

policy

Make healthy choices

Use organic

recycle bins

appropriately

Eat healthy, balanced meals

(Breakfast and Lunch)

Maintain a healthy

environment

Keep it clean

Practice good hygiene (wash

hands with soap and water).

Participate fully

Demonstrate

good

sportsmanship

Represent yourself and your

program positively

Represent self and school

positively

Follow WEC

Dress Code

Policy

Speak with

polite and

appropriate

volume, tone

and words for

the

environment

Be a good role model

Demonstrate school

appropriate behavior on the

bus

-Continue to use school

appropriate behavior on the

bus

-Clean up after yourself

-Stay seated (use seatbelt if

provided)

Beh

avio

ral E

xpec

tati

on

s

Respect

Honor your and others right

to learn

Listen to other

people’s ideas

and opinions

- Maintain personal space

-Student appropriate

conversation and language

Be ready for school

Follow

directions

Be patient and

prepared

Be school

ready

Display good manners

Positive and

appropriate

conversations

Speak with

polite volume,

tone and

words

Maintain personal space

Respect one’s self and

others

Honor others

space and

personal

belongings

Use

appropriate

public table

manners

Have positive, school

appropriate conversations

Honor others

Honor Others

right to use a

clean and

private space

Respectfully

request to use

the restroom

Keep it clean,

damage/graffit

i free

Honor the WEC community

Be welcoming

to guests

Take care of

school

property

Speak with

polite and

appropriate

volume, tone

and words


positively

Maintain

personal

boundaries

Be polite

Represent

yourself and

your school

appropriately

Respect any

environment

you are in

Respect people and

property

-Maintain appropriate

volume, tone and words

-Respect the bus staff

-Respect the space you are

in

-Maintain appropriate

personal boundaries

Beh

avio

ral E

xpec

tati

on

s

Responsibility

Take ownership of learning

Communicate

your needs

Complete

assignments

Meet or

exceed posted

classroom

expectations

PED

-Use technology for

educational purposes

-Follow classroom/program

expectations for technology

use.

-Respect other's privacy

Be ready for school

Express your

needs

Follow student

entrance

protocol

PED

-Student will turn in their

personal electronic

device(s) (PED) when or

if prompted by staff.

Focus on your destination

Stay with

class and/or

staff or be

where you

need to be

-Take responsibility for your

actions

-Be on time to class

PED

-No unapproved technology

in the hallways. (Program

specific)

Be socially conscientious

Clean up after

yourself

Manage time

wisely

Stay in

assigned

areas

(cafeteria/gym

)

Follow

program

schedule

Wait your turn

PED

-Safe and appropriate use of

technology in the lunchroom

-Respect others privacy.

Honor others right to a

clean public space

Report

problems

Use facilities

as intended

PED

-No technology in the

bathrooms.

Honor the WEC community

Follow

expectations

of the area or

activity

Positively and

appropriately

express your

needs

PED

-Safe and appropriate use of

technology in the incentive

center.

-Safe and appropriate use if

allowed.

-Respect other's privacy.


positively

Be where you

are supposed

to be

Participate

fully

Practice good

citizenship

PED

-If allowed, safe and

appropriate use of

technology in the community

-Respect other's privacy.

Maintain a safe bus

environment

- Role model for all students

on the bus

-Keep track of your

belongings

-Be on time for bus

-Follow bus expectations

PED

-Use headphones and

respect other's privacy and

space

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district287.org

Why Teach Expectations

• Teachers who lack both instincts and training are likely to panic when faced with students who misbehave and are very likely to try to “control” the students, thus getting drawn into power struggles. (Sprink and Danielson)

• Managing student behavior and improving student motivation involves knowing what to do, when to do it, and how to do it. (Sprink and Danielson)

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district287.org

Managing the environmentusing the expectations

• Teachers indicate that they consider classroom management to be the most challenging aspect of their job and one in which they receive the least amount of training. (Reinke, 2012)

• Within the context of SW-PBIS, classrooms develop rules that are aligned with the school-wide expectations (Reinke, 2012)o Structure the school and classroom for successo Teach the behavior expectations to the student o Actively Superviseo Interact Positively with studentso Provide corrective feedback (Sprink and Danielson)

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district287.org

Teaching the Expectations

• Student Orientation Programo PBIS Overview

• Matrix• Continuum of Intervention and Supports

o SEL Overviewo MAP testingo Meet and greet

• Weekly Bulldog Lessons

• Common themes discussed weekly in program staff meetings

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district287.org

Orientation Schedule

Blank Monday Tuesday Wednesday Thursday Friday PAWS

8:30-8:45 Welcome/Bussing Welcome/Bussing Welcome/Bussing Welcome/Bussing Welcome/Bussing Welcome/Bussing

8:45-9:00

Morning Meeting

Breakfast

Morning Meeting

Breakfast

Morning Meeting

Breakfast

Morning Meeting

Breakfast

Morning Meeting

Breakfast

Breakfast-

EA/Licensed Staff

9:00-9:30

Check-in Community

Circle/ Journaling

Check-in Community

Circle/ Journaling

Check-in Community

Circle/ Journaling

Check-in Community

Circle/ Journaling

Check-in Community

Circle/ Journaling

Morning Meeting-EA

Licensed staff-Agenda,

expectations, Etc.

9:32-10:17 Academics Academics Academics Academics Academics

Academics-Licensed

Staff

10:19-11:04 The Bulldog Way I The Bulldog Way II The Bulldog Way III The Bulldog Way IV The Bulldog Way V PBIS Booster Lesson

11:06-11:51

Counselors/ credit

reviews/ credit hours Work Experience Counselors Resource Officers

Specialist (Eric Carlson,

Dave Williams, Christin

Sohns)

Restorative

Justice/Letter writing

11:53-12:38

Lunch and Cooperative

Game Time


Game Time


Game Time


Game Time


Game Time

Lunch and

Cooperative Game

Time

12:40-1:25

Skill building hour/

Restorative Circle


Restorative Circle


Restorative Circle


Restorative Circle


Restorative Circle Restorative Circle

1:30-2:12 Academic Academic Academic Academic Academic Academics

2:00-3:00

Movement/ Service

Learning/ Community

Building

Movement/ Service

Learning/ Community

Building

Movement/ Service

Learning/ Community

Building

Movement/ Service

Learning/ Community

Building

Movement/ Service

Learning/ Community

Building

Movement/ Service

Learning/ Community

Building

3:00-3:15 Check-out Check-out Check-out Check-out Check-out

Check-out (Licensed

staff)

3:15-3:30 Bussing Bussing Bussing Bussing Bussing Bussing

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https://docs.google.com/document/d/1ihV48r8_N_2OLHwUHaesoTBB9mGt7YQrwoLhrr8Nlmc/edit

http://tuesday/



http://friday/

https://drive.google.com/folderview?id=0B5l2EWpPFlidaEEtX3FSa3M1Wjg&usp=sharing

https://docs.google.com/document/d/1-Eo4mJ46owdjKYWXZqzJXjCFiQ44qUwSjL9mnaXIGhY/edit

https://docs.google.com/document/d/1HTAqO3J1iCDIZl_uBD_fP6jGvR8ipLG8MZgTLyw45lY/edit

district287.org

PBIS Curriculum Schedule

blank Dates 9/1 and 9/4 9/8 and 9/11 9/15 and 9/18 9/22 and 9/25 9/29 and 10/2 10/6 and 10/09 10/13 and 10/16 10/20 and 10/23 10/27 and 10/30 11/3 and 11/6 11/10 and 11/13 11/17 and 11/20 11/24 and 11/27 12/1 and 12/4

blank Work Shop Week blank blank 9/24/15 Late Start blank blank MEA week blank blank blank blank blank Thanksgiving break blank

Science

Science Lesson Plan

Linksblank Intro to biology

Scientific methods, lab

practices

Measurements and conversions

Atoms and elements

Acids and bases, water

organic and inorganic molecules

enzymes and ATPcell structure and

theorysubcellular structures cell cycle and division

cell transport and respiration

cell cycle cell division

AV http://bit.ly/1L7pEt0 blank blank blank blank blank blank blank blank blank blank blank blank blank blank

PBIS Theme of the Week

Pride, Respect,

ResponsibilityWork Shop Week

First Week PBIS Overview

PBIS Matrix Bingo

Buildog Way Crossword/Wordsear

ch

Student Handbook Bingo

PBIS Jeapordy Cafeteria Pride Classroom PrideBuilding Activities

PrideCommunity Pride

Cafeteria Responsibility

Classroom Responsibility

Building Activities Responsibility

Community Activities

Responsibility

PBIS Monthly Students

Pride, Respect,

ResponsibilityPBIS Overview PBIS Overview PBIS Overview PBIS Overview PBIS Overview Pride Lesson Pride Lesson Pride Lesson Pride Lesson Responsibility Lesson Responsibility Lesson Responsibility Lesson Responsibility Lesson Respect

PBIS Monthly Staff Meetings

Pride, Respect,

ResponsibilityActive Supervision

Active Supervision

Active Supervision

Active SupervisionActive

SupervisionData/

RedirectingData/

RedirectingData/

RedirectingData/

Redirecting

Data/Continuum of Consequences/

Utilizing behavioral support staff







Data/Positive Praise

PBIS Weekly Staff Meetings

Pride, Respect,

ResponsibilityData

Collection/Active

Active Supervision

Hallway

Active Supervision Classroom

Active Supervision Bathroom

Active Supervision

Building

4-8:1 positive/Review of

data

Review CPI De-esclationContinuum

Relationship RepairWait time and

Respecting requestReview Bottomlines Review teacher/EA

Review Social Worker/Behavior

Review Police Detectives/

Administration

4-8:1 Are we doing it?

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http://bit.ly/1L7pEt0

district287.org

Reinforcement

• W-alt• Bulldog Bucks• Weekly Drawings

• Subway certificates• Dawg house certificates• Applebee's certificates

• Setting 4 studentso Class Dojoo Students personal banking account

• Accounts can be used to make personal purchases

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lionsgate.academy

Tier 1: Prevention

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lionsgate.academy

Hallway Expectations

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lionsgate.academy

Lunchroom Expectations

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lionsgate.academy

Classroom Expectations

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lionsgate.academy

Regulation Station Expectations

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lionsgate.academy

Transportation Expectations

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lionsgate.academy

Behavior Skills Training (Buck, 2014)

Instruction (explain the behavior)Modeling (demonstrate the behavior)Rehearsal (practice the behavior)Feedback (praise or correct the behavior)

“Telling does not equal teaching”

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lionsgate.academy

Social Emotional Learning

SEL Competence DomainsSelf-AwarenessSelf-ManagementSocial AwarenessRelationship SkillsResponsible Decision-Making

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lionsgate.academy

SEL in Schools

“Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.” (Durlak et al., 2011)

“A meta-analysis of 62 studies found that, “compared to controls, students participating in service learning programs demonstrated significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills and academic performance”. (Celio et al., 2011)

CASEL’s 2014 State Scan of SEL Standards49 states have free-standing preschool standardsIllinois, Kansas, and Pennsylvania have adopted K-12 standards

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lionsgate.academy

Systems Neuroscience Perspective

Executive

Functioning

Emotional

Regulation

Social Emotional Competence

Theory of Mind

pbisMN.org 51

lionsgate.academy

SW-PBIS & SEL

blank Extrinsic Extrinsic Intrinsic

blankPreventing

Behavior

Problems

Correcting

Behavior

Problems

Developing Self-

Discipline

SW-PBIS X X blank

SEL X blank X

(Bear, G., 2010)

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lionsgate.academy

LGA SW-SEL Vision

Through school-wide tiered implementation of social-emotional programming (SW-SEL), Lionsgate Academy will address an intrinsic need in our student population that is vital for success in school, community and work.• All staff will be trained and have access to a variety of

evidence-based interventions in different domains of SEL

• All students will receive evidence-based programming regardless of disability status or service minutes

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lionsgate.academy

Positive Acknowledgement

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RESPONDING TO BEHAVIORAL VIOLATIONS

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district287.org

Response to Violations in anAlternative Setting

• School policy regarding behavior should describe the proactive approach of the PBIS system in addition to the typical consequences found in a school or district discipline policy. (McKevitt)

• The science of human behavior has taught us that students are not “born with bad behavior,” and that they do not learn better ways of behaving when presented punitive consequences for their problem behaviors (Alberto & Troutman, 2001; Sulzer-Azaroff & Mayer, 1994; Walker et al., 1996)

• Instead of consequences PBIS teaches us to use a positive corrective response to inappropriate behavior.

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Response to Violations in anAlternative Setting (continue)

• When youth who display high-risk behaviors are educated together in an alternative education setting, a common misconception is that all youth require tier 3 supports, and the other tiers are irrelevant.

• Instead, experts suggest that all three tiers are necessary, and the critical elements of PBIS (i.e., outcomes, data, systems, and practices) within each tier should be adapted and intensified based on the responsiveness of the youth’s behavior. (Simonsen, 2013)

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Tiered Triangle

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Continuum of Interventions & Supports

West Education Center Continuum of Interventions and Supports

Blank Rule Violating

Level

Definition Behavior Examples Procedures Involvement Response to Behavior(menu of options specific to programs)

Classroom

ManagedMinors

Level 0

Rule violating behavior which does not require on-going monitoring and lagging skills need to to be retaught.

-Refusal to follow reasonable request (insubordination)-Inappropriate tone/comments/language (including gang talk/signs)-Not directed sexual talk and gestures-Dress code violations- Non-permitted electronic devices (program specific)

1. Signal social behavior error has been made2. Re-state/re-teach desired behavior3. Provide positive reinforcement for display of appropriate behavior4. Document behavior

Student, Program Staff Provide the pre-correction Provide a re-direction Actively teach/re-teach the desired behavior

On Pod

Support

Level 1

Rule violating risk behavior which requires on-going monitoring and need for re-teaching of skills.

-Directed swearing-Leaving class without permission-Play fighting-Disrupts classroom environment-Encouraging peers to exhibit negative behaviors-Work refusal

1. Signal social behavior error has been made2. Re-state/re-teach desired behavior

3. Provide positive reinforcement for display of appropriate behavior

4. Document behavior

Student, Program Staff, Social Worker

Taking a walk with a staff member Self directed time in a breakout space (utilized primarily for those students who

have a ‘break’ as needed built into their BIP) Contact parent/guardian (document communication) Alter environment by changing the staff dynamic After processing, student to “repair” situation Opportunity Bank

Behavior

SpecialistsMajors

Level 2a

Serious rule violating behavior that disrupts teaching and learning, puts student or others at risk of harm and requires behavior support and need for re-teaching of skills.

-Physical or verbal threats-Solutions refusal-Refusal to leave the area when directed-Continued directed swearing-Property destruction (something a student can fix)-Classroom elopement-Continuous disruption of classroom environment

1. Call Behavior Specialists channel2. Debrief with staff on-site

a. behavior of concernb. determine what

interventions have been tried.

c. Restate desired/appropriate behavior

3. Direct/escort student to desired area4. Decide if program leads and social workers

need be involved5. Document behavior

Student, Program Staff, Behavioral Specialist

Spend the remainder of the class period in a breakout space (based on the needs of the student, the situation, and the parameters of program)

Processing time (based on the needs of the student, the situation, and the parameters of program)

Removal of community privileges (cafeteria, break room, YMCA) Completion of a problem solving form (provided) Mediation Contact parent/guardian (document communication) Reparation using restorative practices Reparation utilizing restorative circle and/or

restitution.practice Referral to Community Agency Referral l to 360/ALSUP Team/ PAWS

Social

Workers and

Program

LeadLevel

2b

Uncooperative students who are deemed to be a potential risk to themselves or others or escalation of Level 2a behaviors

-Threatening behavior / Self harm-Potential for aggression, acting out, escalating behaviors-Harassment of student or teacher (including sexual harassment)-Under the influence● Fill out form● Report to social worker and program lead-Bullying -Alcohol/Drug Possession-Truancy/Leaving school grounds without permission-Mental Health concern

1. Call Social Worker and/or Program Lead2. Debrief with staff on-site

a. behavior of concernb. determine what

interventions have been tried.

c. Restate desired/appropriate behavior

3. Direct/escort student to desired area4. Document behavior

Staff making call, administration (as needed), Social Worker, Program Lead, behavior support, nurse

Spend the remainder of the class period in a breakout space Processing time Removal of community privileges (cafeteria, break room, YMCA) Completion of a problem solving form (provided) Mediation Contact parent/guardian (document communication) Reparation utilizing restorative circle and/or restitution. Referral to Community Agency Referral to l to 360 /ALSUP team/PAWS

Administrative

Support

Level 2C

Serious behaviors that may be a violation of the law or may be nearing ‘imminent harm’

-increased threatening behavior -- threats of bodily harm, terroristic threats-Intruder in the Building (this would be a level 3 and would invoke crisis procedures)-weapons violations-spitting in staff’s face-screaming in staff’s ear

1. Call for Administrative Support (or designee if an administrator is not in the building).2. Administrator makes decision regarding need for law enforcement3. Follow district/state policies and procedure4. Document behavior

Student, Social Worker, Parent/Guardian, School & District Administrators, Program Lead, Behavioral Specialist

Administrative Request for Officer Intervention if needed Possibility of ending a student’s day Re-Entry / IEP team Meeting to review the FBA and BIP Contact parent/guardian (document communication) Independent work away from program for the day Suspension Reparation utilizing Restorative Practices Referral to Community Agency Referral to the 360 Team will debrief with staff involve and discuss potential

additional stressors that may be contributing. Consideration for wrap around services that may not be in place. Consideration of PAWS intervention.

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Collaborative Problem Solving

• Ross Greene• Focuses on student skill deficit the may lead to

students challenging behavioro Provides staff skills to hear students’ concerns

• At the individual level, CPS can improve relationship between school staff, students and parents (Greene, 2011)

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UNIVERSAL SCREENING & SW-PBIS

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Data System

• District defined major and minor behaviors• Program Google forms• Google Spreadsheet provides for real time access

to student behavioro Analyzed on individual student level, program and

building level

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Operationally Defined Levels of Behavior

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The “Big 5” Data

Office Discipline Referrals (ODRs):

• Average per day/per month

• By Location

• By Behavior

• By Time of Day

• By Frequency per Student

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Office Discipline Referrals

0%

20%

40%

60%

80%

100%

2014

Stu

de

nt

% o

f re

ferr

als

School Year

Major Referrals

% with 6+ referrals

% with 2-5 referrals


0%

20%

40%

60%

80%

100%

2015

Stu

de

nt

% o

f re

ferr

als

School Year

Major Referrals

% with 6+ referrals



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Avg. Referrals Per Month/By Grade

2015-2016 School Year

blank Grade 07 Grade 08 Grade 09 Grade 10 Grade 11 Grade 12

September 1.65 1.15 0.75 0.45 0.35 0.26

October 1.06 0.72 0.56 0.44 0.22 0.39

November 0.25 0.35 0.65 0.12 0.18 0.43

December 0.59 0.47 0.41 0.35 0.24 0.41

January 0.35 0.84 0.7 0.06 0.11 0.67

February 0.42 1.05 0.49 0.42 0.47 0.37

March 0.15 0.75 0.46 0.45 0.3 0.35

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BEYOND TIER 1

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Tier 2 Interventions

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• Check In/Check Outo The premise of CICO is to provide students with more

frequent and structured access to positive consequences contingent on the demonstration of appropriate behavior. (Maggin, 2015)• Tier 1 at WEC

• Level Systemo Program intervention o Students move up and down in the levels based on daily

positive percentages• Level 1 30-65%• Level 2 66-85%• Level 3 86-95%• Level 4 96-100%

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Tier 2

“Tier 2 interventions provide schools with a cost-effective option for supporting students who are at risk but do not require intensive supports.” (Carter et al., 2012)

• Standardized, yet flexible= efficient• Targeting functions/risk factors= effective• Limited research base= creative

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Tier 2 Behavioral Interventions

Interventions: (Mitchell et al., 2011, Hoyle et al, 2011, Yong & Cheney, 2013)

Check-In/Check-Out (CICO)• Promising tier II intervention with many research

studies to provide support (BEP/CICO/DBRC)• Empirical validation for addressing attention seeking

behavior (Maggin et al, 2015)

Skills Groups• Targeted Programs (academic, mentoring, social-

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CICO Variations

Daily Behavior Report Card (attention seeking)• Internalizing (Hunter et al., 2014)

Breaks Are Better (avoidance)• Task Avoidance (Turtura et al., 2014)

Check and Connect (school connectedness)

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Check, Connect, & Expect

Combination of CICO and Check & Connect

Increased adult attention and behavioral feedback with monitoring of school connectedness risk factors

Consistent with integrated MTSS frameworks

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Level Systems

Predetermined contingencies (Behavioral Contract)

Increased student accountability, student maintains control

Responsive to changes in behavior• Additional contingent resources necessary

Can be used along with CICO/C&E/C,C&E

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Tier 3

Individualized Programming/Intervention

Functional Behavior Assessment (FBA)• Function-based interventions are more effective

than non-function based intervention (Ingram et al, 2005)

Behavior Intervention Plan (BIP)

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Closing Thoughts

• Our most at-risk students need the most predictable, positive environments to succeed.

• Practices that generate fidelity and outcome data, sustain implementation.

• Teams that use data make more direct connections to better student outcomes.

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SHAMELESS PLUG . . .

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Applying for Cohort Training• Cohort application guides you through Exploration

activities to form a team and get data system in place.

• Teams get the pre-requisites in place to be ready for PBIS Installation, including commitment to data collection and analysis.

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2014-2015 MN Exemplar Schools• Pine Island Elementary

– Pine Island Public Schools (255)

• Pine Island Middle School– Pine Island Public Schools (255)

• North Elementary– Princeton Public Schools (477)

• Princeton Middle School– Princeton Public Schools (477)

• Twin Oaks Middle School – Prior Lake-Savage Area Schools (ISD 719)

• Sonnesyn Elementary School – Robbinsdale Area Schools (281)

• Jackson Elementary– St. Paul Public Schools (625)

• Farnsworth Aerospace Lower PreK-4

– St. Paul School Public Schools (625)

• Four Seasons A+ Elem. School– St. Paul School Public Schools (625)

• Galtier Community School– St. Paul School Public Schools (625)

• Oak Hill Community School– St. Cloud Area School District (742)

• Apollo High School– St. Cloud Area Schools (742)

• Talahi Community– St. Cloud Area Schools (742)

• Westwood Elementary School– St. Cloud Area Schools (742)

• Phalen Lake Hmong Studies Magnet

– St. Paul Public Schools (625)

• Saint Paul Music Academy– St. Paul Public Schools (625)

• Waterville-Elysian-Morristown J.H. – Waterville-Elysian-Morristown (2143)

• Matoska International Elementary– White Bear Lake Area Schools (624)

Press Release: 36 Schools Recognized for Excellence in Behavioral Prevention EffortspbisMN.org 78

http://education.state.mn.us/MDE/Welcome/News/PressRel/060390


2014-2015 MN Exemplar Schools (page 2)

• Woodson Kindergarten Center – Austin Public Schools (492)

• Washburn Elementary– Bloomington Public Schools (271)

• Indian Mounds Elementary School– Bloomington Public Schools (271)

• Nicollet Junior High School– Burnsville, Eagan, Savage District (191)

• Sioux Trail Elementary– Burnsville, Eagan, Savage District (191)

• King Elementary School– Deer River Public School District (317)

• Lincoln Park Middle School– Duluth Public Schools (709)

• Chanhassen High School– Eastern Carver County Schools (112)

• Chaska Middle School West– Eastern Carver County Schools (112)

• West Education Center– Intermediate District 287 (287)

• Lindbergh Elementary School– Little Falls Community Schools (482)

• Marshall Middle School– Marshall Public Schools (413)

• Morrison County Learning Center– Mid-State Education District (6979)

• Bel Air Elementary School– Mounds View Public Schools (612)

• Edward Neill Elementary School– Mounds View Public Schools (621)

• Sunnyside Elementary– Mounds View Public Schools (621)

• Turtle Lake Elementary School– Mounds View Public Schools (621)

• Valentine Hills Elementary School– Mounds View Public Schools (621)

Press Release: 36 Schools Recognized for Excellence in Behavioral Prevention EffortspbisMN.org 79

http://education.state.mn.us/MDE/Welcome/News/PressRel/060390


MN SW-PBIS

Regional Implementation Projects

• Team-based training

• 9 training days over two years

• Distributed, team-based implementation of PBIS

• Intended to build capacity, skills, competency and beliefs to sustain implementation beyond initial training in a school

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North Regional ContactsNorth Regional Implementation Project

Erin EngnessNRIP [email protected]

Karie BellingNRIP Conference [email protected]

320-309-9735 cell

PBIS Management - Regional ContactsEric [email protected]

Mary [email protected]

Ellen [email protected]

PBIS Evaluation ContactWilder [email protected]

Find other MN PBIS contacts on our website: www.pbismn.org/contactus.html

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mailto:[email protected]






http://www.pbismn.org/contactus.html


Metro Regional ContactsMetro Regional Implementation Project

Ingrid AasanRegional Implementation Project [email protected]

Deborah SaxhaugRegional Implementation Project [email protected]

Emily RobbCoach [email protected]

Megan GruisData & Evaluation [email protected]


Maci [email protected]

Garrett [email protected]



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South Regional ContactsSouth Regional Implementation Project

Bob BraunSRIP [email protected] 537-2252


Aaron [email protected]



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Contact UsEric Ringgenberg [email protected] Kent [email protected]

Ingrid Aasan [email protected]

Maci Spica [email protected]

Garrett Petrie [email protected]

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References

Fixsen, Dean L.; Blase, Karen A.; Duda, Michelle A.; Naoom, Sandra F.; Van Dyke, Melissa. (2010) Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future. Weisz, John R. (Ed); Kazdin, Alan E. (Ed), (2010). Evidence-based psychotherapies for children and adolescents (2nd ed.). , (pp. 435-450). New York, NY, US: Guilford Press, xx, 602 pp.

Zins, Joseph E. & Ponti, Charlene R. (1990) Strategies to Facilitate the Implementation, Organization, and Operation of System-Wide Consultation Programs. Journal of Educational and Psychological Consultation Volume 1, Issue 3, September 1990, pages 205-218.

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http://www.tandfonline.com/toc/hepc20/current

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References (page 2)

• Greene, R. W. (2011). Collaborative Problem Solving can Transform School Discipline. Phi Delta Kappan, 93(2), 25-29.

• Maggin, D. M., Zurheide, J., Pickett, K. C., & Baillie, S. J. (2015). A Systematic Evidence Review of the Check-In/Check-Out Program for Reducing Student Challenging Behaviors. Journal of Positive Behavior Interventions, 17(4), 197-208.

• McKevitt, B. C., & Braaksma, A. D. (n.d.). Best Practices in Developing a Positive Behavior Support System at the School Level. Best Practice in School Psychology, 3(44), 735-748.

• Reinke, W. M., Herman, K. C., & Stormont, M. (2012). Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50.

• Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide Positive Behavior Supports. TEACHING Exceptional Children, 40(6), 32-40.

• Sprink, R., & Danielson, K. (n.d.). Managing student behavior. Retrieved March 31, 2016, from https://web.archive.org/web/20150302102643/http://www.nassp.org/Content.aspx?topic=Managing_Student_Behavior

• Simonsen, B., & Sugai, G. (2013). PBIS in Alternative Education Settings: Positive Support for Youth with High-Risk Behavior. Education and Treatment of Children, 36(3), 3-14.

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Sources

Bear, G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. The Guilford Press:New York.Bradshaw, C., Buckley, J., & Ialongo, N. (2008). School-based service utilization among urban children with early onset educational and mental health problems: The squeaky wheel phenomenon. School Psychology Quarterly, 23(2), 169-186.Buck, H. (2014). The efficacy of behavior skills training: A literature review. OpenSIUC, 1-40.Burke, M. et al. (2012). Universal screening for behavioral risk in elementary schools using swpbs expectations. Journal of Emotional and Behavioral Disorders, 20(1), 38-54.Burke, M. et al. (2014). Using swpbs expectations as a screening tool to predict behavioral risk in middle school. Journal of Positive Behavior Interventions, 16(1), 5-17.Carter, D., et al. (2012). Systematic implementation of a tier 2 behavior intervention. Intervention in school and clinic, 48(4), 223-231.Celio, C., Durlak, J. & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164-181.Durlak, J. et al. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.Durlak, J. et al. (2015). Handbook of social and emotional learning: Research and practice. Guilford Press:New York.Dusenbury, L. et al. (2014). State standards to advance social and emotional learning: Findings from casel’s state scan of social and emotional learning standards, preschool through high school, 2014. Collaborative for Academic, Social, and Emotional Learning, 1-4.Glover, T. & Albers, C. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135.Hoyle, C., Marshall, K., & Yell, M. (2011). Positive behavior supports: Tier 2 interventions in middle school. Preventing School Failure, 53(3), 164-170.Hunter, K., Chenier, J., & Gresham, F. (2014). Evaluation of check in/check out for students with internalizing behavior problems. Journal of Emotional and Behavioral Disorders, 22(3) 135-148.

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Sources (page 2)

Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of fbafunction-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224-236.Kreslins, A., Robertson, A., & Melville, C. (2015). The effectiveness of psychosocial interventions for anxiety in children and adolescents with autism spectrum disorder: a systematic review and meta-analysis. Child and Adolescent Psychiatry and Mental Health, 9(22), 1-12.Lane, K., Kalberg, J., & Menzies, H. (2009). Developing schoolwide programs to prevent and manage behavior problems: A step-by-step approach. The Guilford Press:New York.Maggin, D., et al. (2015). A systematic evidence review of the check-in/check-out program for reducing student challenging behavior. Journal of Positive Behavior Interventions, 1-12.Marchant, M., et al. (2009). Schoolwide screening and programs of positive behavior support: Informing universal interventions. Preventing School Failure, 53(3), 131-143.McIntosh, K., et al. (2009). Concurrent validity of office discipline referrals and cut points used in schoolwide positive behavior support. Behavioral Disorders, 34(2), 100-113.Mitchell, B., Stormont, M., & Gage, N. (2011). Tier two interventions implemented within the context of a tiered prevention framework. Behavioral Disorders, 36(4), 241-261.Turtura, J., Anderson, C., & Boyd, J. (2014). Addressing task avoidance in middle school students: Academic behavior check-in/check-out. Journal of Positive Behavior Interventions, 16(3), 159-167.Yong, M., & Cheney, D. (2013). Essential features of tier 2 social-behavioral interventions. Psychology in the schools, 50(8), 844-861.

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