Positive Behavioral Interventions & Supports (PBIS)€¦ · 08/03/2016 · – Secondary...

Revised 8/18/15

Positive Outcomes Charter School

Positive Behavioral Interventions & Supports (PBIS)

Manual

2015-2016

Revised 8/25/15 2

Table of Contents

Table of Contents .................................................................................................................. 2

An Introduction to School-wide Positive Behavioral Interventions and Supports (SWPBIS) ..... 4 SWPBIS at POCS .............................................................................................................................4 Historical Context for PBIS ..............................................................................................................5 Brief Overview of SWPBIS ..............................................................................................................5

Behavioral Expectations & Rules ............................................................................................ 8 POCS’s School-wide Expectations ...................................................................................................8 Setting Specific Expectations: Teaching Matrix ................................................................................8 POCS School Wide PBIS Teaching Matrix .........................................................................................9

Mascot ................................................................................................................................ 11

Posters ................................................................................................................................ 11

Teaching Behavioral Expectations & Rules ........................................................................... 19 Basics of Teaching Behavioral Expectations & Rules ...................................................................... 19 Process for Teaching Behavioral Expectations & Rules .................................................................. 19 Multiple Levels of Teaching .......................................................................................................... 19 Schedule for Teaching Behavior Lesson Plans ................................................................................ 20 Lesson Plan Integrity Checklist ...................................................................................................... 20

Acknowledgment System for Encouraging Expected Behavior .............................................. 22 Basics of Acknowledgments ......................................................................................................... 22 Acknowledgment Committee ....................................................................................................... 22 POCS School-Wide Recognition Matrix ......................................................................................... 23 Procedures for Acknowledging Students with Pack Bucks:............................................................. 24 Uses of Pack Bucks: ...................................................................................................................... 25

Minor and Major Problem Behavior Definitions ................................................................... 26

Hierarchy of Corrective Consequences ................................................................................. 35 Corrective consequences for behavior are effective when: ............................................................ 35 Examples of Basic Behavior Management Strategies ..................................................................... 35 Steps for Delivering an Effective Redirection: ................................................................................ 37 Steps for Delivering an Effective Warning: .................................................................................... 38 Behavior Management Flow Chart ............................................................................................... 40 POCS Discipline Referral ............................................................................................................... 42

Data-Based Decision-Making ............................................................................................... 44 Monitoring Implementation: ........................................................................................................ 44 Monitoring Effectiveness: ............................................................................................................ 44 Asking the Big 5 Questions: .......................................................................................................... 44 Data Analysis Step-by-Step ........................................................................................................... 44 Performance on Goals from 2012-2013 School Year .............................. Error! Bookmark not defined. Goals for 2013-2014 School Year .................................................................................................. 46

Tier II Interventions and Supports ........................................................................................ 47

Revised 8/25/15 3

Key Features of Tier II Interventions and Supports: ....................................................................... 47 Initial Line of Inquiry (ILI): ............................................................................................................ 48 Check-In/Check-Out (CICO): ......................................................................................................... 52

Group Contingencies ........................................................................................................... 54 What is a Group Contingency? ...................................................................................................... 54 Why use group contingencies? ..................................................................................................... 54 Types of Group Contingencies: ..................................................................................................... 54 Important Considerations When Implementing a Group Contingency: ........................................... 54

Revised 8/25/15 4

An Introduction to School-wide Positive Behavioral Interventions and Supports (SWPBIS)

SWPBIS at POCS In September, 2011, the Positive Outcomes Charter School (POCS) committed to a system of SWPBIS to be developed, in collaboration with the Devereux Center for Effective Schools (CES). A SWPBIS Leadership Team (PBIS Team) was assembled in December of 2011 to begin developing the SWPBIS components uniquely for POCS. POCS’ PBIS Team met several times a month throughout the 2011-2012 school year and through the summer of 2012 in order to prepare for a PBIS “roll-out” during the 2012-2013 school year. The PBIS Team has accomplished an extraordinary amount of work in the past eight months (see the implementation timeline on page 4) The POCS PBIS will continue to meet on the first and third Wednesday throughout the 2015-2016 school year to review our implementation and continue improvement.

Revised 8/18/15

Historical Context for PBIS School-wide Positive Behavioral Interventions and Supports (SWPBIS) was designed for school settings in order to:

• Maximize academic engagement & achievement • Minimize rates of rule violating behaviors • Encourage acts of respectful & responsible behaviors • Organize school practices to be more efficient, effective, and relevant • Facilitate data-based decision-making • Improve supports to students who demonstrate at risk and high risk behaviors

SWPBIS draws on the basic principles of applied behavior analysis and the use of data-based decision making to teach and encourage valued behaviors in all students. When implemented in schools with a high degree of fidelity, SWPBIS leads to decreases in disciplinary infractions, including office discipline referrals and in/out-of-school suspensions, increases in academic engaged time, and a greater proportion of students meeting state reading standards. For more information visit the OSEP Technical Assistance Center on PBIS at http://www.pbis.org Brief Overview of SWPBIS SWPBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. SWPBIS is about:

• Improving organizational culture • Decreasing reactive management style • Improving supports for students with emotional and behavioral disorders • Integrating academic and behavior initiatives • Maximizing academic achievement

http://www.pbis.org/

Revised 8/25/15 6

There are several key features of SWPBIS, including:

• Readiness for Implementation • Commitment & Teaming • Communication & Marketing to Internal & External Stakeholders • Expectations & Teaching Matrix • Behavior Lesson Plans, Posters, & Mascot for Teaching Expectations & Rules • Acknowledgment System • Hierarchy of Corrective Consequences • Data-based decision making • Roll-out

SWPBIS strives to provide staff and students with a common vision, language, and experience. The goal of SWPBIS is to effectively address the behavioral needs of all students by organizing services within a Three-tiered framework (see graphic on page 7).

• Universal Support (For All) – Primary prevention for students whose behavior responds to the universal system (approximately 80% of students)

• Targeted-Group Support – Secondary prevention for students whose behavior puts them at risk (approximately 10 to 15% of students)

• Indicated Individual Support – Tertiary prevention for students whose behavior remains chronic/intense (approximately 5% of students)

This three-tiered system is aimed at increasing appropriate behavior and decreasing problem behavior through:

a) Teaching, modeling, and reviewing expectations

b) Acknowledging students when they demonstrate the expected behavior and other appropriate behavior

c) Providing clear and consistent consequences to students when they demonstrate problem behavior

Revised 8/25/15 7

SWPBIS emphasizes prevention and teaching. Interventions teach children and adolescents broad values which reach beyond the walls of the school. These programs also teach children and adolescents specific behavioral expectations for frequently encountered environments and prepare them to function successfully in the community.

Revised 8/25/15 8

Behavioral Expectations & Rules

School-wide expectations and rules are positively stated guidelines used to define appropriate and pro-social behaviors expected of all students across all settings. The purpose of defining behavioral expectations and rules is to:

• Clarify, for students and staff, how individuals should behave in all areas of the POCS campus

• Provide a tool for staff members to use in teaching appropriate behaviors to students POCS’s School-wide Expectations School-wide expectations apply to the school as a whole and should generalize across all areas of the campus. POCS’ school-wide expectations are:

• Be There, Be Ready

• Be Responsible

• Be Respectful

• Be Your Best Setting Specific Expectations: Teaching Matrix Whereas school-wide expectations provide guidelines for students’ behavior across all settings, there is a need to have different and more specific guidelines for each setting on the campus. The Teaching Matrix was developed to specifically define the desired expected behaviors of: (1) being there, being ready, (2) being responsible, (3) being respectful, and (4) being your best for different settings and activities that students encounter throughout the day. The Teaching Matrix for each setting is posted in that setting and used to systematically teach and reinforce the expectations and setting-specific rules to all students. Daily review of the posted expectations and rules will help students distinguish between positive and negative behaviors. The POCS Teaching Matrix for all settings can be viewed on the next two pages.

Revised 8/25/15 9

POCS School Wide PBIS Teaching Matrix CLASSROOM HALLWAY RESTROOM LUNCH COMMON AREA

BE THERE, BE READY

• Dress appropriately

• Be in class on time • Have class

materials ready • Stay on task

• Collect needed items from locker

• Keep moving with a purpose

• Use with purpose • Get in and out

quickly

• Bring food and drinks

• Be at lunch on time

• Pick lunch quickly and quietly

• Remain in assigned area

• Enter and Exit Quietly

• Sit in appropriate chairs

• Stay engaged

BE RESPONSIBLE

• Follow directions • Track all deadlines • Ask for help if you

don’t understand • Take ownership of

your learning

• Walk at all times • Keep hallway clear

of items • Pick up trash and

throw away

• Flush Toilets • Wash hands with

soap and water • Throw trash away

• Straighten up your area

• Pick up trash and throw away

• Follow directions • Be a quiet listener

while others are speaking

BE RESPECTFUL

• Use positive/supportive language

• Listen when others are talking

• Respect others’ space and belongings

• Use positive/supportive language

• Maintain personal space

• Keep school property neat

• Respect others’ privacy

• Keep walls graffiti free

• Use all supplies and equipment as intended

• Maintain personal space

• Respect others’ food and belongings

• Keep hands to yourself

• Keep area clean • Applaud

appropriately

BE YOUR BEST

• Be prepared to learn

• Attempt all assignments

• Participate in activities

• Use inside tone of voice

• Keep conversations appropriate

• Report problems to staff

• Use inside tone of voice


• Talk to people at your table only

• Raise hand to ask questions

• Be polite

Revised 8/25/15 10

POCS POWERHOUSE PARKING LOT FIELD TRIP TRANSPORTATON OUTSIDE ACTIVITIES

BE THERE, BE READY

• Dress appropriately

• Know your fitness plan

• Use time wisely • Remain in

assigned area

• Be alert, don’t get hurt

• Enter building upon arrival

• Remain in assigned areas

• Be on time • Dress

appropriately • Bring needed

materials

• Be on time • Remain in

designated areas

• Remain in assigned areas

• Go outside only when permitted

BE RESPONSIBLE

• Follow directions • Follow safety

protocols • Scan in and out of

center • Care for

equipment

• Follow posted signs

• Observe your surroundings

• Pick up trash and throw away

• Be attentive • Follow all

directions • Keep track of

personal items • Remain with the

group

• Follow directions • Follow posted

rules • Keep track of

personal items

• Enter the building when directed

• Clean up equipment

• Return all trash to trash cans

BE RESPECTFUL

• Use positive and supportive language

• Allow others to use equipment

• Take turns on equipment

• Drive slowly and safely

• Park in assigned areas

• Follow all posted rules

• Show appreciation • Use manners

• Follow driver’s directions

• Follow all safety procedures

• Use positive and supportive language

• Invite others to participate

• Ask to be included

BE YOUR BEST

• Report concerns to center manager


• Model appropriate behavior for others

• Leave school promptly

• Represent your school well

• Model appropriate behavior for others

• Ask relevant questions

• Remain seated • Participate • Show good

sportsmanship • Wipe feet when

entering building quietly

Revised 8/25/15 11

Mascot POCS has identified the Wolf as the school Mascot. The mascot is used to build school spirit and to teach and reinforce expectation and rules.

Posters The teaching matrix for each setting is explicitly posted in the actual location and is systematically taught to all students. The posters serve as a prompt for students and staff as to the expectations for the settings. The POCS Posters can be viewed on pages 12 through 18. Look for them throughout the school building. Remember to use the posters to teach/review the expectations with students daily.

Revised 8/25/15 12

Revised 8/25/15 13

Revised 8/25/15 14

Revised 8/25/15 15

Revised 8/25/15 16

Revised 8/25/15 17

Revised 8/25/15 18

Revised 8/25/15 19

Teaching Behavioral Expectations & Rules Basics of Teaching Behavioral Expectations & Rules

• Teach behavioral expectations/rules directly

• Process for teaching social behaviors & academic skills is fundamentally the same

• Emphasis is on teaching functional & pro-social replacement behaviors

• Teach setting-specific rules in the actual setting

• Include multiple levels of teaching Process for Teaching Behavioral Expectations & Rules The most efficient and effective method for establishing appropriate behavior is to systematically and directly teach specific behaviors for each expectation. Students will be taught the behavioral expectations and rules using lesson plans and discussion sheets for specific settings. A member of the PBIS Team will present the lesson plans to each advisory. It is expected that each advisor and assigned paraprofessional will also be present and participate in the lesson plan. The lesson plans are not the end of teaching appropriate behaviors. Faculty and staff will be expected to continue the growth and development of each area as part of their daily instruction. Our student’s development behaviorally will never end. We must continue to reinforce what we expect and what that looks like. The lesson plans are just the beginning. As always, if you have any questions about how this works or what this looks like, please contact a member of your PBIS Team.

Multiple Levels of Teaching

• Full instruction o Quarterly o All students o All settings o All staff

• Booster sessions o Data driven o Certain groups of students o Specific settings o Specific expectation within the setting

• Embedded in Curriculum o Academic or social skills lessons

Revised 8/25/15 20

o Daily pre-corrections, praise, effective redirections, & effective warnings • Orientation for new staff & students

o Shadowing other staff o Peer mentors o Passport

Schedule for Teaching Behavior Lesson Plans The PBIS Team will determine when the lesson plans for each setting will be taught.

Lesson Plan Setting Date Time Staff Responsible for Teaching

Staff Conducting Integrity Check

Classroom 9/2/15 Advisory Advisors PBIS Team Hallway 9/9/15 Advisory Advisors PBIS Team Parking Lot 9/16/15 Advisory Advisors PBIS Team Outside Common Area 9/23/15 Advisory Advisors PBIS Team Restrooms 9/30/15 Advisory Advisors PBIS Team Lunch 10/7/15 Advisory Advisors PBIS Team POCS PowerHouse 10/14/15 Advisory Advisors PBIS Team Common Area 10/21/15 Advisory Advisors PBIS Team POCS Field Trips 10/28/15 Advisory Advisors PBIS Team Transportation 11/4/15 Advisory Advisors PBIS Team Lesson Plan Integrity Checklist The school director, principal, and/or PBIS coach will be responsible for supporting staff in teaching the lesson plan. The director, principal, and/or PBIS coach will observe the lesson using the lesson plan integrity checklist and provide feedback to staff on their performance.

Revised 8/25/15 21

PBIS Teaching the Expectations How Did We Do?

Expectation: _________________________ Specific Setting:-_____________________ Teacher:_________________________________ Introduction of Skill YES NO 1 Introduces General Expectation 2 Reviews POCS Expectations 3 Reviews expectations using poster

Student Understanding

4 Students used pairs to discuss “Why should we have consistent rules and expectations in the XXXXXXXXX?”

5 Teacher distributed the handout

6 Teacher and students discussed examples and non-examples

Demonstration/Role Plan of Expectations

7 Teacher took group to XXXXXXXXX to review poster 8 Teacher demonstrated expected behavior 9 Group practiced the expectations that are listed on Poster

Review

10 Students returned to class to ask any questions 11 Teacher again reviewed expectations

12 Teacher distributed Pack Bucks during lesson and role play

TOTAL

% STEPS IMPLEMENTED 90% Goal Met? Yes__ No___ Feedback for Teacher: ______________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ PBIS Coach completing observation: ________________________________________

Revised 8/25/15 22

Acknowledgment System for Encouraging Expected Behavior Once taught, it is essential to encourage students to follow the expectations every day. The best way to get students to continue to engage in appropriate behavior, after the lesson, is by creating a school-wide acknowledgment system. The purpose of a school-wide acknowledgment system is to provide all POCS staff with the means to acknowledge those students who are displaying positive behaviors. By pairing the acknowledgment (i.e., praise) with the delivery of an earned reward, students are more likely to engage in those recognized, desired behaviors more often. To be effective and gain student buy-in, all POCS staff must participate in acknowledging students for following the school-wide expectations.

Basics of Acknowledgments

• School-wide – for every student, across school settings, and all staff are involved

• Layers of reinforcement: o Immediate/High Frequency – praise & pack bucks o Intermittent/Infrequent – based on data o Long-Term School-wide Celebrations – set goal

• Not delivering rewards to students, delivering recognition/acknowledgment of

appropriate behavior

• Reinforce the teaching of new behaviors

• Encourage the behaviors we want to occur again the future

• Harness the influence of the students who are showing expected behaviors to encourage the students who are not

• Strengthen positive behaviors that can compete with problem behavior

• Prompt for adults to recognize expected behavior

• Recognition for staff’s participation in PBIS and dedication to POCS Acknowledgment Committee The POCS PBIS Acknowledgement Committee will meet throughout the school year. This team is responsible for guiding all the acknowledgments at POCS (i.e., incentives for students and staff). The Acknowledgment Committee ensures the school store remains stocked with desirable items and activities. (See School-wide Acknowledgment Matrix on page 23).

Revised 8/25/15 23

POCS School-Wide Recognition Matrix

Type of Award Achievement Criteria Where/When Frequency/ # of Awards

Individual Student Pack Bucks

Following PBIS expectations

All school settings, all staff

Daily; Staff will receive 25-50 Pack Bucks to distribute for the week

Individual Student Academy PBIS Store

Receiving Pack Bucks for following PBIS expectations

Each academy; PBIS store every week

Store open 1/x week

Individual Student Academy Lottery


Each academy; Every week after Pack Bucks are spent in academy store

Lottery occurs 1/x week

Individual Student Admission to Events


Locations/times to vary

Once a month?

School-wide School-wide Pack Buck fundraisers

Criteria: TBD

Locations/times to vary

1/x per nine-weeks

Staff PBIS Prizes, Recognitions

Distributing Pack Bucks to students with teacher’s name written on each Pack Buck

Pulled in academy lottery; reward announced at staff meeting

Sept-Oct: weekly Nov-Dec: 1/x per 2 weeks Jan: weekly Feb-June: 1/x month

Revised 8/25/15 24

Procedures for Acknowledging Students with Pack Bucks:

• All staff will be given 25 a week to hand out to students

• Staff will write their names on the Pack Bucks upon receiving them and have them ready to hand out to students in their classroom

• Students will earn Pack Bucks for demonstrating the school-wide PBIS expectations o Being Responsible o Being Respectful o Being Your Best o Being There and Being Ready

• The Pack Bucks will be paired with praise, as praise has been shown to dramatically

increase appropriate behavior and reduce inappropriate behaviors (even with high school students).

o Example: “John, I appreciate your getting my class on time today.” o Example: “Thank you Sam for picking up that piece of trash in the hall.”

• Pack Bucks earned for following the behavioral expectation will be given to the students

individually by the staff physically handing them one Pack Buck

• Once earned, Pack Bucks are NEVER taken away from the students.

Revised 8/25/15 25

Uses of Pack Bucks:

• Pack Bucks will be used to purchase items in each academy’s PBIS store each week

• Pack Bucks spent in the store at a ratio of 1 Pack Bucks = approximately 10 cents of actual value. Therefore, an item in the PBIS store costing $2.00 at Wal-Mart would cost 20 Pack Bucks for the student to purchase.

• Pack Bucks will be used to purchase admission to special events or activities at POCS as they occur

• Pack Bucks will be entered into school-wide collection for a celebration each nine weeks

• Pack Bucks drawn from each academy’s lottery will be used to select staff for prizes

Revised 8/25/15 26

Minor and Major Problem Behavior Definitions POCS has agreed upon the following list of minor and major problem behaviors.

Minor Problem Behavior Major Problem Behavior Record minor problem behavior if behavior continues after delivering two effective redirections • Disruption • Noncompliance

o Sleeping o Refusal to Follow Directions o Work Refusal

• Inappropriate Language • Property Misuse/Throwing • Open Display of Affection • Horseplay • Class Cuts/Area Violation/Tardy • Possession of Tobacco or Related Materials • Dress Code Violations • Lying • Use of Electronic Devices

• Smoking of Tobacco • AWOL • Safety Threat • Physical Aggression/Offensive

Touching/Fighting toward Student • Physical Aggression/Offensive

Touching/Fighting toward Staff • Theft • Bullying • Inappropriate Contact/Sexual Misconduct • Weapons • Alcohol/Drugs • Verbal Aggression toward Student • Verbal Aggression toward Staff • Obscenity toward Staff • Property Damage/Vandalism • Forgery • Bus Violation • Extortion • Gambling • Reckless Driving • Missing Detention • Assault/Battery to Student/Staff • Disparaging Actions • Serious Criminal Offensives

POCS’s Minor and Major problem behavior definitions are defined on the following pages.

Revised 8/25/15 27

eSchool Code MINOR - Teacher addresses in class Examples Definition Possible

Interventions

o Disruption of the Education Process S0091 Disruption

• Sustained loud talk • Yelling • Screaming • Humming • Whistling • Noise with materials (tapping

pencil)

Student engages in low-intensity, but inappropriate disruption after being prompted to stop. Student engages in behavior that causes an interruption in a class/activity or out-of-seat behavior (more than 30 seconds).

Ignore & praise around

Nonverbal cue or signal (eye contact, facial expression, tap on desk, point to expectations poster, place index finger to lips to indicate quiet)

Proximity (move around the classroom, stand next to student who is misbehaving, sit between two students who are misbehaving)

Waiting (stop instruction, stand quietly & wait until all students are quiet)

Offer assistance with assignment

Redirection to expected behavior/activity

Re-teach appropriate behavior and expectations

(continued on p. 28)

o Defiance of School Authority S0081

o Insubordination S0082 Noncompliance • Sleeping • Refuses to follow directions • Work Refusal

Student engages in brief or low-intensity failure to respond to adult requests.

o Abusive/Inappropriate Language S0301

o Use of Profanity S0011 Inappropriate

Language

• Name calling to student • Talking back to staff • Cursing to student • Cursing (not directed at

anyone) • Inappropriate gestures

Student engages in low-intensity instance of inappropriate language. This includes profane language that is written, spoken, gestured or material that is offensive, obscene or vulgar.

Property Misuse/ Throwing

• Throwing a pencil • Throwing a book off of a desk • Pushing over a chair • Clearing shelves • Student writes on desk with

pen or pencil that can be washed off

• Misuse of technology

Student engages in misuse of property, does not cause significant damage to object or materials (e.g., non- direction throwing of small object). Note. Throwing objects at a person with intent to harm is considered physical aggression

Open Display of Affection

• Kissing • Inappropriate display of

physical intimacy

Displaying physically or verbally intimate behavior that is inappropriate for school.

Revised 8/25/15 28

eSchool Code MINOR - Teacher addresses in class Examples Definition Possible

Interventions o Inappropriate Behavior

S0101 o Inappropriate Behavior:

Safety Violation S0102 o Inappropriate Behavior:

Careless & Reckless Behavior S0107

Horseplay

• Roughhousing Student engages in physical contact with a moderate degree of force, that does not cause injury.

(see p. 27) Provide choices

of task, materials, or activities

Pack buck not earned

Personal conference with student in hallway (when appropriate, show student their data)

Engage student in verbal or written problem-solving

Verbal warning Seat change Remove

distracting materials (e.g., paper airplane, toy, paperclip)

Assign incomplete work for homework

Participation points not earned

Lunch detention Call home Restore

environment Request

assistance from Mr. Cooke or other staff

o Skipping Class S0041 o Leaving Assigned Area

without permission S0052 o Tardiness: Late to School

S0031 o Tardiness: Late to Class

S0032

Class Cuts/Area Violation/Tardy

• Leave the class without permission

• Walks off the designated floor without permission.

• Loitering in the hallway

Missing up to 10 minutes of class without cause. Being in an area without legitimate purpose. / Being in an area prohibited to the student, at the time.

o Tobacco Possession and/or Use D1401

Possession of

Tobacco or Related Materials

• Carrying a pack of cigarettes • Using matches/lighter on

school grounds

Possession or display of tobacco and tobacco related materials by students in buildings and on school grounds at any time.

o Dress Code Violation S0291

Dress Code Violations

• Wearing non-approved clothing (see handbook)

To continue to wear inappropriate attire that falls outside of the approved student dress code.

o Falsification- Verbal S0321 o Academic Cheating S0141

Lying

• Giving false testimony as to where the student was at a given time

Intentional distortion of the facts, once discovered

o Unauthorized Use of Electronic Devices S0311

o Unauthorized Use of Cell Phone S0312

o Unauthorized Use of Pager S0313

o Unauthorized Use of Laser Pointers S0314

o Acceptable Use Policy/Misuse of Technology S0181

Use of Electronic Devices

• Cell phones • MP3 player • Mini DVD player • Portable gaming systems

Electronic devices that are turned on and/or in sight during times students are in all classes and hallways. Note: Electronic devices may only be used during lunch, before first bell of the day and after last bell of the day.

Revised 8/25/15 29

eSchool Code MAJOR -

Addressed by Office

Examples Definition Possible Interventions

o Tobacco Possession and/or Use D1401

Smoking of

Tobacco • Smoking Cigarettes Student is using tobacco or imitations Referral to Office

Parental involvement

Police involvement

Possible suspension determined by administration

Expulsion Detention Removal from

class/activity Financial

compensation

o Code of Conduct Violation: Off School Property S0332

o Leaving School Grounds without permission S0051

o Unex. Absence/Truancy S0021

o Unex. Absence: Failure to Sign In S0022

o Unex. Absence: Failure to Sign Out S0023

o Tardiness: Late to School S0031

o Tardiness: Late to Class S0032

AWOL

• Student leaves building • Skipping school

Student is off school property, without the knowledge and consent of parents or guardians, or the Director. Missing more than 10 minutes of class without cause/permission.

o Fire Alarm Incident S0151 o Reckless Burning S0152 Safety Threat

• Student draws a representation of a bomb exploding in the school

• Pulling the fire alarm • Discharging a fire

extinguisher

Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion; student pulls a fire alarm without the presence of a fire or other emergency.

o Stealing S0111 o Felony Theft ($1,000+)

D0601 Theft

• Stealing money out of a purse/wallet

• Taking merchandise from school store and cafeteria

Student is observed in possession of, having passed on, or being responsible for removing someone else’s property

Revised 8/25/15 30

MAJOR -

Addressed by Office


o Fighting D1101 o Offensive Touching Student

Victim D0801

Physical Aggression/

Offensive Touching/ Fighting

toward Student

• Hitting, punching • Hitting students with an

object • Kicking • Hair pulling • Scratching • Throwing objects at

another student with the intent to harm

Student engages in serious unsafe behavior where injury might occur that is aggressive and directed toward another student

Referral to Office Parental

involvement Police

involvement Possible

suspension determined by administration



compensation

o Offensive Touching Employee Victim D0802

Physical Aggression/

Offensive Touching

toward Staff

• Hitting, punching, kicking • Hitting staff with an object • Hair pulling • Throwing objects at staff

with the intent to harm

Student engages in serious unsafe behavior where injury might occur that is aggressive and directed toward a staff member

o Bullying D0701 Bullying

• Pattern of threats • Pattern of intimidation

Targeting another person with repeated direct or indirect negative actions over a period of time, which is harmful to the target either emotionally or physically negative action occurs when a person knowingly inflicts, or attempts to inflict, physical or emotional injury or discomfort upon another person.

o Unsafe Item S0131 o Too Many to List Weapons

• Guns • Knives • Brass knuckles

Possession of a weapon or dangerous instrument, or a toy that looks like a weapon or dangerous instrument.

Revised 8/25/15 31

MAJOR -

Addressed by Office


o Sexual Harassment D1001 Inappropriate

Contact/Sexual Misconduct

• Prolonged bodily rubbing • Grabbing private areas • Intentional sexual act with

self or others • Student accesses

pornographic/violent material on school computer

• Sexually explicit gestures, pictures, or written notes that are witnessed

Intentionally touching another person, either with part of the body or with any instrument, thereby causing offense or alarm to the other person. In cases involving students offensively touching school personnel, a HB 322 report will be filed and referral made to the Delaware State Police for investigation with the possibility of charges being filed.


involvement Police





compensation

o Inhalants D1201 o Drug Paraphernalia D1301 o Alcohol Possession and/or

Use D0501 o Drug Use/Influence D0502

Alcohol/Drugs • Drinking • Pills

Use, possession or consumption of alcohol, drugs, or look alike substances on school property or while involved in any school activity.

o Terroristic Threatening Student Victim D0901


Verbal Aggression toward Student

• Threats of violence • Physical posturing • Provoking a fight

with students

High intensity verbal or nonverbal behavior, the intent of which is to cause alarm or threaten another student

o Terroristic Threatening Employee Victim D0902


Verbal Aggression toward Staff

• Threats of violence • Physical posturing • Provoking a fight with staff

High intensity verbal or nonverbal behavior, the intent of which is to cause alarm or threaten a staff member


o Use of Profanity S0011

Obscenity toward Staff

• Cursing toward or at a staff member

• Talking about a staff member’s mother

To use bold, rude, disparaging remarks to a staff member.

Revised 8/25/15 32

MAJOR -

Addressed by Office


o Criminal Mischief (Vandalism) D0301

Property Damage/ Vandalism

• Breaking windows • Student carves a

message into surface of school property

• Student punches a hole in the wall

• Breaks leg off chair or desk

• Student writes on a wall with paint and/or permanent marker

. Student deliberately impairs the usefulness of property, repair required (work order)


involvement Police





compensation

o Falsification- Verbal S0321 o Falsification- Written S0322 o Academic Cheating S0141

Forgery

• Writing parent’s signature on permission slip

• Writing teacher’s signature on any document

• Verbally giving a false name

To make something false for the purpose of deception or fraud or to alter something for the purpose of deception.

o Bus Violations S0171 Bus Violation • Disrupting transportation

process Any behavior in violation of Bus Policy listed in handbook.

o Terroristic Threatening Student Victim D0901

Extortion

• Student threatens another student to tell him what someone else said about him

Obtaining or attempting to obtain money, goods or information from another by force or threat of force.

o Gambling - School Violation S0241 Gambling

• Dice • Cards • Betting on school sports

Participation in games of chance for money or other things of value on school property or at school sponsored events.

Revised 8/25/15 33

MAJOR -

Addressed by Office


o Unsafe Driving: School Violation Code S0121

o Unsafe Driving: Parking Violation S0122

Reckless Driving • Speeding • Disrespect for pedestrians

Driving any vehicle on school property or while under the jurisdiction of school authority in an unsafe manner.


involvement Police





compensation

o Failure To Report After-School Detention S0221

o Failure To Report For Disciplinary Action S0231

Missing Detention • Student no-shows during

detention • Student refuses to go to

detention

Student is not physically present in detention when they have been instructed to do so - without any permission to do so.

o Assault 2nd C0106 o Assault 1st C0107 o Offensive Touching Student

Victim D0801 o Offensive Touching

Employee Victim D0802 o Fighting D1101

Assault/Battery to Student/Staff

• Student using a knife, gun, brass knuckles during a fight

• High intensity assault

Assault with a weapon or dangerous instrument. Expulsion will be considered on a first violation. An unlawful physical attack resulting in injury to another.

o Assault 2nd C0106 o Assault 1st C0107 o Offensive Touching Student

Victim D0801 o Offensive Touching

Employee Victim D0802 o Fighting D1101

Assault/Battery to Student/Staff

• Student using a knife, gun, brass knuckles during a fight

• High intensity assault

Assault with a weapon or dangerous instrument. Expulsion will be considered on a first violation. An unlawful physical attack resulting in injury to another.


o Use of Profanity S0011 o Terroristic Threatening

Student Victim D0901 o Terroristic Threatening

Employee Victim D0902

Disparaging Actions

• Speaking a racial slur • Joking aimed at certain

groups of individuals • Writing comments that

disrespect others’ sexual orientation

Low intensity actions or remarks, spoken or written, that target the dignity or self-esteem of individuals or groups on the basis of their race, color, creed, sex, national origin, marital status, physical or mental disability, political or religious beliefs, family, sexual orientation, social or cultural background.

Revised 8/25/15 34

MAJOR - Addressed by Office Examples Definition Possible Interventions

See Eschool list when offenses occur.

Serious Criminal Offensives

• Felony offenses • Arson • Robbery • Burglary • Kidnapping • Sexual exploitation of

children • Rape • Riot • Breaking and Entering

Criminal behavior that is of a serious violation of the school policy. Expulsion will be considered on a first violation.


involvement Police





compensation

Revised 8/25/15 35

Hierarchy of Corrective Consequences Despite the many opportunities for teachers to reinforce appropriate behavior and the many acknowledgments to which students have access, the staff must always be prepared to address problem behavior. The most efficient way for staff to address problem behavior is to anticipate and plan for the behavior, stay calm, implement the intervention strategies and evaluate the impact at a later time. When dealing with problem behavior at the class-wide level (i.e., when not implementing an individualized behavior support plan), it is recommended that the staff prepare by constructing and planning a hierarchy of response interventions. Corrective consequences for behavior are effective when:

1. They are immediate: Consequences are most meaningful when they occur as soon as possible to when the behavior takes place.

2. They are brief: The consequence does not last a long time. The consequence should allow

the student to return to class/program as soon as possible.

3. They are consistently applied: Consequences should be administered the same way across staff, students, and locations.

Specific consequences for engaging in minor and major problem behaviors at POCS have been defined in the hierarchy of corrective consequences flow chart on page 40. Examples of Basic Behavior Management Strategies 1. Ignore the Behavior and Praise Around

The first strategy that many teachers often forget about is to use their attention to manage the behavior.

Quite often, the problem behavior serves an “attention” function and can be managed most efficiently when the teacher ignores the behavior and uses behavior-specific praise with other students who are behaving appropriately and following directions.

To effectively ignore a problem behavior, focus your complete attention to another student(s).

o This means no eye contact, physical contact, or verbal contact with the target student.

o For example, Jamie is dancing around the room instead of following your direction to stand in line at the door.

o By praising Jen and Sam for standing in line, the teacher demonstrates that the only way to get attention is to engage in the appropriate behavior.

Similarly, awarding Pack Bucks to other students combined with behavior specific praise will alert the student to the appropriate social skill to use given the current situation.

Revised 8/25/15 36

2. Using Effective Redirections and Effective Warnings. When the teacher/paraprofessional observes that a student is in violation of one of

the Expected Behaviors (e.g., student is not demonstrating responsibility by ignoring the teacher’s directions to work independently on assignment), the teacher/paraprofessional should deliver 1 effective redirection (e.g., “Jason, stop calling out. Raise your hand to speak.”).

A redirection is used when we want the student to stop an inappropriate behavior and engage in an appropriate behavior.

If the student does NOT comply with the redirection within 5 seconds (or other appropriate amount of time determined by teacher/paraprofessional) the teacher/professional then delivers 1 effective warning (e.g., “Jason, stop calling out. Raise your hand to speak. If you do not stop calling out you will not earn your participation points for this period).

A warning includes the redirection and a statement indicating that a consequence is imminent if there is noncompliance with the redirection.

The steps for delivering an effective redirection can be found on page 37. The steps for delivering an effective warning can be found on page 38.

Revised 8/25/15 37

Steps for Delivering an Effective Redirection: 1. Teacher/Paraprofessional is in close proximity of student(s) receiving redirection (within 5

to 10 feet) • E.g., Teacher/Paraprofessional is standing in front of the class, near front row of

desks. • E.g., Teacher/Paraprofessional stands next to individual student’s desk to give

redirection. 2. Teacher/Paraprofessional gets the attention of student(s).

• E.g., Teacher/Paraprofessional says “attention” and 9/10 students look at him/her. • E.g., Teacher/Paraprofessional turns out light and students become quiet and turn to

look at teacher. • E.g., Teacher/Paraprofessional walks near individual student and says student’s name

and student looks at him/her. 3. Teacher/Paraprofessional directs student(s) to stop the inappropriate behavior.

• E.g., Teacher/Paraprofessional says “Stop running in the hall.” • E.g., Teacher/Paraprofessional says “Do not talk when others are talking.”

4. Teacher/Paraprofessional makes a statement directing the students to start doing what needs

to be done. • E.g., Teacher/Paraprofessional says “Work silently.” • E.g., Teacher/Paraprofessional says “Walk in the hall.” • E.g., Teacher/Paraprofessional points to cafeteria PBIS poster respectful area which

states “Clean up your area after eating.” 5. Teacher/Paraprofessional allows 5 seconds for student(s) to comply with redirection,

without issuing additional redirections, requests, prompts or warnings. • E.g., Teacher/Paraprofessional waits quietly for at least five seconds.

6. If student(s) comply with redirection, teacher praises for compliance immediately.

• E.g., Teacher/Paraprofessional says “Great job working quietly!” • E.g., Teacher/Paraprofessional says “Thank you for walking in the hall”

OR If student(s) do not comply with redirection, teacher provides warning.

• E.g., Teacher/Paraprofessional delivers an effective warning and says “Stop doodling. You should be reading chapter 5 with the class. If you do not read with the class, you will have to make up your work for during lunch detention.”

Revised 8/25/15 38

Steps for Delivering an Effective Warning:

1. Teacher/Paraprofessional is in close proximity of student(s) receiving redirection (within 5 to 10 feet)

• E.g., Teacher/Paraprofessional is standing in front of the class, near front row of desks.

• E.g., Teacher/Paraprofessional stands next to individual student’s desk to give redirection.

2. Teacher/Paraprofessional gets the attention of student(s).

• E.g., Teacher/Paraprofessional says “attention” and 9/10 students look at him/her. • E.g., Teacher/Paraprofessional turns out light and students become quiet and turn to

look at teacher. • E.g., Teacher/Paraprofessional walks near individual student and says student’s name

and student looks at him/her. 3. Teacher/Paraprofessional directs student(s) to stop the inappropriate behavior.

• E.g., Teacher/Paraprofessional says “Stop running in the hall.” • E.g., Teacher/Paraprofessional says “Do not talk when others are talking.”

4. Teacher/Paraprofessional makes a statement directing the students to start doing what needs

to be done. • E.g., Teacher/Paraprofessional says “Work silently.” • E.g., Teacher/Paraprofessional says “Walk in the hall.” • E.g., Teacher/Paraprofessional points to cafeteria PBIS poster respectful area which

states “Clean up your area after eating.”

5. Teacher/Paraprofessional states consequence if direction is not followed. • E.g., Teacher/Paraprofessional says “If you do not walk in the hall you will have to

go back to the classroom and try walking in the hall again.” • E.g., Teacher/Paraprofessional delivers an effective warning and says “Stop doodling.

You should be reading chapter 5 with the class. If you do not read with the class, you will have to make up your work for during lunch detention.”

6. Teacher/Paraprofessional allows 5 seconds for student(s) to comply with warning, without issuing additional requests, redirections, or warnings.

• E.g., Teacher/Paraprofessional waits quietly for at least five seconds.

7. If student(s) comply with warning, teacher praises for compliance immediately. • E.g., Teacher/Paraprofessional says “Thank you for walking in the hall.” • E.g., Teacher/Paraprofessional says “Great job being your best and participating in

activities!”

Revised 8/25/15 39

OR If students do not comply with warning, Teacher/Paraprofessional follows through with consequence. (This may occur at the end of period or later in school day depending on the consequence)

• E.g., Teacher/Paraprofessional says “You were not being safe in the hall by running; we will have to go back to the classroom and practice walking in the hall.”

• E.g., Teacher/Paraprofessional says “You did not stop doodling and did not reading chapter 5 with the class after I asked you to do so. You will have to make up your work during lunch detention.”

3. Problem-Solving

Prior to instituting the problem-solving procedure, all students must be informed of the procedure.

o The problem-solving procedure can be practiced during Advisory using novel situations (see Staff Problem-Solving Sheet A Classroom Version on page 41).

When major problem behavior occurs complete the POCS Administrative Discipline Report on page 42.

The administrator will problem-solve the incident using the Staff Problem-Solving Sheet B Individual Student Version on page 43.

o Problem-solving may be conducted verbally or written. o Students will be required to make-up any work missed during participation in

problem-solving.

4. Initial Line of Inquiry If a student has a repeated pattern of minor or major problem behavior, use the Initial

Line of Inquiry worksheet to devise a plan to address the problem behavior. See Initial Line of Inquiry worksheet on pages 47 through 51.

5. Group Contingency

If a group of students/entire class engages in a repeated pattern of minor or major problem behavior, develop a group contingency.

See Group Contingency worksheet on pages 54 through 57. For additional behavior management strategies, see resources provided.

• “Some positive response to student misbehavior” • “Problem-Solving Skills Training” PowerPoint • “Devereux Initial Line of Inquiry” PowerPoint • “Intervention Planning – Potential Interventions” • “Strategies for De-escalating Challenging Behaviors” PowerPoint

Revised 8/25/15 40

Behavior Management Flow Chart

Revised 8/25/15 41

Revised 8/25/15 42

POCS Discipline Referral

Revised 8/25/15 43

Revised 8/25/15 44

Data-Based Decision-Making Data-based decision-making is a key part of the PBIS system. POCS has outlined procedures for monitoring implementation and evaluating effectiveness of the system on an on-going basis. Monitoring Implementation:

• School-wide Evaluation Tool (SET) • PBS Implementation Checklist (PIC) • Procedural Integrity Checklists

o Lesson Plans o CICO Daily Progress Report feedback o Classroom Management Strategies

• PBIS Self-Assessment Survey (SAS)

Monitoring Effectiveness:

• School Safety Survey (SSS) • Attendance • Frequency of minor & major problem behaviors • Frequency of in- and out-of-school suspensions • Percentage of students at each tier • Response to Tier II and III interventions and supports

Asking the Big 5 Questions:

1. How often are major or minor offenses occurring? Do we have a problem? 2. What types of problem behaviors? 3. Where are they happening? 4. When are the problems behaviors occurring? 5. Who is contributing (are a small number of students generating most of the referrals)?

Data Analysis Step-by-Step The team will examine the data to determine if there is a problem. If yes, the team will develop an action plan to address the problem in a systematic manner. 1. Do we have a problem? (Examine average major offenses per day per month across

years graph) ─ Is there a downward trend from last year? Last month? If yes, celebrate effectiveness

of current plan. ─ If no (i.e., increasing trend), refine the description of the problem by looking at the

remaining graphs.

2. Create a problem statement based on the graphs.

Revised 8/25/15 45

─ What are the problem behaviors? (examine total major offenses by behavior graph) ─ Where are they occurring? When are they occurring? (examine total major offenses

by period graph) ─ Who is involved? (examine total major offenses by student graph) ─ Hypothesize why

• Example 1: “I think the increase occurrence of fighting on the playground during 2nd period is due to a lack of supervision by the basketball court.”

• Example 2:“We think the high number of referrals for failure to follow classroom rules is due to inconsistent implementation of the SW-PBIS system.”

3. Problem-solve: What can we do to address this?

─ Make environmental changes (e.g., modify supervision, change student routine) ─ Teach expected behavior (e.g., schedule booster lessons for students; booster training

for staff) ─ Recognize expected behavior (e.g., boost acknowledgment system – tickets, bonus

points for target behaviors)

4. How can we monitor if this solution is effective?

5. Have minute taker add any decisions (e.g., environmental changes, teach expected behavior, recognize expected behavior, etc.) to action plan

Revised 8/25/15 46

Goals for 2015-2016 School Year

1. Implementation Goal: Increase Score on the School-wide Evaluation Tool (SET). A standard criteria for documenting an intact universal system is receiving SET Mean score of 80% and a score of 80% on the Behavioral Expectations Taught. In November of 2011, POCS received an overall SET Mean score of 46% and a score of 30% on the Behavioral Expectations Taught. In February of 2013, POCS was reevaluated and received an overall SET mean score of 96% and a score of 90% on the Behavioral Expectations Taught. In April of 2014, POCS was reevaluated and received an overall SET mean score of 91% and a score of 80% on the Behavioral Expectations Taught. In May of 2015, POCS was reevaluated and received an overall SET mean score of 92% and a score of 80% on the Behavioral Expectations Taught. For the 2015-2016 school year, POCS will maintain an minimum of SET Mean score of 80% and a score of 80% on the Behavioral Expectations Taught.

2. Effectiveness Goals: • Goal #1 – Reduce total school wide referrals by 3%, with a stretch goal of reducing

school wide referrals by 5%. • Goal #2 – Show no increase in ISS/OSS days versus 2014-2015 • Goal #3 – Total percentage of students suspended of our total population will be

below the state average.

Revised 8/25/15 47

Tier II Interventions and Supports Tier II interventions and supports are designed to meet the needs of 15-20% of the school population. Tier II supports are often referred to as targeted-group supports. Students who have two to five office discipline referrals are considered at risk of developing chronic problem behavior. These students will require additional supports aimed at reducing problem behavior before it becomes worse over time. The additional supports will focus on teaching and reinforcing pro-social behaviors. Key Features of Tier II Interventions and Supports:

• Consistent with school-wide PBIS expectations • Flexible – continuously available & easy to access • Efficient – minimal time & cost • Similar implementation across students • Multiple staff are able to implement the intervention with minimal training • Data are used to match student with intervention & monitor progress on the intervention

Revised 8/25/15 48

Initial Line of Inquiry (ILI):

• Simple functional behavioral assessment (FBA) process

• Promotes “function-based” thinking

• Incorporates team-based problem-solving

• Leads to a statement of behavioral function o Hypothesis statement o Summary statement

• Links information to individualized supports

o Preventing o Teaching o Responding

Setting Events (slow triggers) for Target Problem Behavior

Antecedents (fast triggers) for Target Problem Behavior

Target Problem Behavior

Maintaining Consequences for


Function of Target Problem Behavior

• Increase the likelihood that behavior will occur

• Set the stage for problem behavior

• e.g., lack of sleep; hot, crowded, noisy environment; fight with parents before going to school

• Usually present just before the problem behavior

• “Evokes” the problem behavior

• e.g., direction to complete worksheet; teasing by peers; presence of a particular peer

• Operationally defined

• Must prioritize if more than one

• May occur as part of a chain of behaviors; intervene earlier in the chain

• Consider response class – set of different behaviors with similar function

• Behavior is affected by consequences

• Event that follows the target behavior likely maintaining consequence

• Unplanned, naturally occurring events; e.g., peer comment or smile; staff attention

• Planned or program consequences; office discipline referral

• 2 basic functions 1. Obtain/Get

something – stimulation/sensory; social – attention adult/peer; tangible/ activity

2. Escape/Avoid something – stimulation/sensory; social – attention adult/peer; tangible/ activity

During PLCs use the flowchart and ILI form to develop Tier II interventions and supports •

for students at-risk for chronic problem behavior

There will be training on the ILI process. As part of the training, resources will be •provided to assist with intervention development.

Note: Devereux’s Initial Line of Inquiry process was Adapted from: Lohrmann-O’Rourke, S., Knoster, T., & Llewellyn, G. (1999). Screening for understanding: An Initial Line of Inquiry for School-Based Settings. Journal of Positive Behavior Interventions, 1(1), 35-42. Article is available on DropBox.

Revised 8/25/15 49

DEVEREUX INITIAL LINE OF INQUIRY (D-ILI)

Revised 8/25/15 50

Student: Date: Team:

STRENGTHS • • • • ASSESSING FUNCTION OF TARGET PROBLEM BEHAVIOR

Step 2: Identify Setting

Events (slow triggers) for Target Problem Behavior

Step 3: Identify Antecedents

(fast triggers) for Target Problem

Behavior

Step 1: Define Target Problem

Behavior

Step 4: Identify Maintaining Consequences for


Step 5: Identify Function of


Behavior Definition: Frequency/Intensity:

Unplanned/Natural: Planned/Program:

TESTABLE HYPOTHESIS OR SUMMARY STATEMENT

Given these circumstances…

When this occurs… Student does… In order to…

INTERVENTION PLANNING

Setting Event Strategies

Antecedent Strategies Behavior Teaching Strategies Consequence Strategies

Strategies designed to prevent slow triggers by eliminating a problem event or neutralizing impact of problem event

Strategies designed to prevent fast triggers by removing a problem event ; blocking or neutralizing impact of a problem event; modifying a problem event – interspersing difficult/unpleasant event with easy/pleasant ones; adding events that promote desired behavior (e.g., choice)

Strategies for modifying/eliminating problem behavior by addressing function through teaching alternative/ replacement skills that serve exact function of the target problem behavior (must be more effective, efficient, & as easy as problem behavior); coping/tolerance skills that help person manage emotions& behavior during difficult situations; general skills (e.g. social, communication, organizational skills) that prevent need for problem behavior

Strategies designed for responding to pro-social behavior by delivering consequences aimed at increasing//reinforcing Alternative/Desired Pro-Social Behaviors – consider quality, schedule, timing, & magnitude of reinforcement. Strategies designed for responding to problem behavior by decreasing/ preventing reinforcement of problem behavior – consider PBIS hierarchy of corrective consequences, de-escalation, & crisis response

Functionally Equivalent, Alternative Behavior: Desired Pro-Social Behavior:

INTERVENTION IMPLEMENTATION PLAN Logistics Setting Event Antecedent Behavior Teaching Consequence

Revised 8/25/15 51

Strategies Strategies Strategies Strategies Start Date

When Where

How Often By Whom

INTERVENTION PROGRESS MONITORING

Baseline Data Goal Review Date

Progress Monitoring Data Decision

e.g., 10 occurrences of Physical Aggression in March, mostly blocks 11-14

e.g., ≤ 5 occurrences of Physical Aggression in April

e.g., 4/17/13 e.g., 4/1 to 4/17 3 occurrences of Physical Aggression

e.g., Continue Modify Discontinue

Continue Modify Discontinue






Revised 8/25/15 52

Check-In/Check-Out (CICO):

• Targeted-Group Support o Standard operating & reporting procedures o Known by all staff & students o Intervention is continuously available during school day across the year

• Team approach to data-based decision making

o Who gets linked with CICO o Monitoring implementation o Progress monitoring effectiveness

• Good candidates for CICO:

o Students with problem behavior throughout the day, in majority of settings o Students with mild acting-out behaviors (out of seat, taking out, off task) o Students with problem behaviors maintained by obtaining adult attention (i.e.,

enjoy adult attention) o Students with problem behaviors NOT maintained by escaping academic

work/tasks

• Daily Progress Report (DPR)

• Family component

Revised 8/25/15 53

There will be training on the CICO process. As part of the training, resources will •be provided to assist with implementation of CICO, including feedback scripts.

Revised 8/25/15 54

Group Contingencies What is a Group Contingency?

• Group contingencies prove to be an additional powerful incentive for students to maintain appropriate behavior.

• Group contingencies will be implemented as needed based on data. • A reward is delivered based on the behavior of 1 member of the group, part of the group,

or everyone in the group Why use group contingencies?

• Efficient & practical • Rapid decreases in inappropriate behaviors & increase appropriate behaviors • Makes use of peer influence

Types of Group Contingencies: Independent Dependent Interdependent Based on whose behavior? Own/Each Student’s 1 or some students All students Who gets rewarded? Individual student All students All students Examples: Math game time only

for students who completed ≥ 90% of classwork

Math game time for entire class if the student whose name is drawn from a hat has completed ≥ 90% of classwork

Math game time if everyone completed ≥ 90% of classwork

Important Considerations When Implementing a Group Contingency:

• Clearly identify the problem behavior and the behavior to be increased o Students must know what behavior is targeted for change

• Must have a goal/criterion that students are working towards

o Students must know your desired level of behavior o Beneficial to post progress to the goal (simple bar graph on classroom door will

work!)

• Involve students in selecting the reward(s) that can be earned (think free and easy!) o Do a brief survey of your students to solicit their ideas for a reward o Can add some “mystery” by writing the reward on a slip of paper in a sealed

envelope, or in a grab bag, to maintain student motivation across a week o “Hype”: You must be excited about the reward so students will be too!

Revised 8/25/15 55

Revised 8/25/15 56

Revised 8/25/15 57

Positive Behavioral Interventions & Supports (PBIS)€¦ · 08/03/2016 · – Secondary...

Documents

Transcript of Positive Behavioral Interventions & Supports (PBIS)€¦ · 08/03/2016 · – Secondary...