North East Education North East Education CenterCenter
Positive Behavior Intervention Positive Behavior Intervention SupportsSupports
Kristi BonterKristi Bonter Lisa CobbLisa Cobb
OVERVIEW OF THE PROGRAMOVERVIEW OF THE PROGRAM
31 Students31 Students 9/12 local districts in Muskegon County…some 9/12 local districts in Muskegon County…some
schools very rural, some cityschools very rural, some city Eastern Service Unit: Eastern Service Unit:
1 Director, 2 Special Education Supervisors1 Director, 2 Special Education Supervisors North Service Unit: North Service Unit:
1 Director, 3 Special Education Supervisors1 Director, 3 Special Education Supervisors 13 Staff Members: 13 Staff Members:
1 Principal, 1 Social Worker, 1 Secretary, 4 Teachers, 1 Principal, 1 Social Worker, 1 Secretary, 4 Teachers, 6 Paraprofessionals6 Paraprofessionals
MISSION STATEMENTMISSION STATEMENT
The mission of the NEEC is to promote optimism, trust, forgiveness, and character development through setting the clear expectations of Respect, Responsibility, having a Good Attitude and being Safe in a therapeutic environment; ultimately increasing academic achievement.
NORTH EAST EDUCATION CENTERFoundational Beliefs
All students have the right to be treated with dignity and respect.
All students can benefit from research driven educational practices. Functional Behavior Assessments Behavior Intervention Plans
Behavioral interventions focus on the application of positive behavioral supports.
Staff interventions teach rather than punish.
Behavioral interventions seek to develop alternative and functional skills.
Students have the right to be taught in least restrictive environments.
LASTING change comes from positive behavior supports not punitive consequences.
Students start on a clean slate hour by hour, sometimes minute by minute.
Staff do not take things personally or hold grudges.
IT IS A TEAM EFFORTIT IS A TEAM EFFORT
Collaboration among working professionals who Collaboration among working professionals who are involved in the studentare involved in the student’’s life:s life: ParentsParents Home DistrictHome District
• Administration, Teaching Staff, Support Staff, TransportationAdministration, Teaching Staff, Support Staff, Transportation Providing School BuildingProviding School Building
• Administration, Teaching Staff, Support Staff, CafeteriaAdministration, Teaching Staff, Support Staff, Cafeteria Community Mental HealthCommunity Mental Health Family CourtFamily Court Department of Human ServicesDepartment of Human Services Child Protective ServicesChild Protective Services
CHECK IN/CHECK OUTCHECK IN/CHECK OUT
Daily Morning Staff MeetingDaily Morning Staff Meeting Student ArrivalStudent Arrival
All staff greetAll staff greet Check in materials and check in emotionally!Check in materials and check in emotionally! Pull aside kids with red flagsPull aside kids with red flags
Support staff monitor arrival until each Support staff monitor arrival until each student has arrivedstudent has arrived
Tertiary: Seclusion, Restraint, Police calls, Probation, Juvenile Court
Secondary: In school suspension, out of school suspension, SSW individual and group therapy. Community supports (CMH, Catholic Charities, Webster House, Health Department, Child Abuse Council, DHS etc.), Parenting Class.
Primary: SSW Group therapy, Functional Behavior Assessments, Behavior Intervention Plans, Level System, LSCI, PBIS, Sit-Out, Time-Out, Friday Fun, Store Points, Teacher Caught-Being-Good, Daily/Weekly Parent communication.
UNIVERSAL SUPPORTS
KEY PROGRAM INITIATIVESKEY PROGRAM INITIATIVES
Life Space Crisis InterventionLife Space Crisis Intervention
Therapeutic Crisis InterventionTherapeutic Crisis Intervention
LIFE SPACE CRISIS INTERVENTION(LSCI)
• LSCI is a therapeutic skill which enables us to make the best out of a stressful student incident.
• LSCI is the skill of identifying what type of student we are working with and what triggers, works well with or doesn’t work well with this type of student.
• LSCI is the skill of processing with a student the events, thoughts,
and/or feelings that are upsetting them at that moment.
• LSCI is a concept anchored in the development of a supporting, caring relationship between the student and the staff.
The “problems” that kids cause are not the cause of their problems.
THE CONFLICT CYCLETHE CONFLICT CYCLE
THE INFAMOUS POWER THE INFAMOUS POWER STRUGGLE!!STRUGGLE!!
• Students get reinforced for paying attention to negative behavior
• WE get reinforced because behaviors stop
• Student craves attention and acts out again
• Average 15:1 negative to positive - Goal 5:1 positive to negative - our goal 20 random per hour
• Gentle reminders are negative: " You need to get back to work!"
THREE POSSIBLE OUTCOMES DURING A CRISIS
• Staff/student relationship is improved.
•Staff/student relationship is damaged.
•Staff/student relationship is unchanged.
THERAPEUTIC CRISIS INTERVENTION
Developed by Cornell University in the early 1980s.
TCI is a research-based, crisis prevention and intervention model.
The purpose of the TCI system is to provide a crisis prevention and intervention model that will assist in:
—Preventing crises from occurring —De-escalating potential crises —Effectively managing acute crises —Reducing potential and actual injury to children and staff —Learning constructive ways to handle stressful situations —Developing a learning circle within the organization
LEVEL SYSTEMLEVEL SYSTEM
Observation- Level 5Observation- Level 5 Earn privileges as they move upEarn privileges as they move up Gauge for Locals for transition back to home Gauge for Locals for transition back to home
districtdistrict Clearly defined and posted school-wideClearly defined and posted school-wide Looking at revising or eliminatingLooking at revising or eliminating
Weighing pros and consWeighing pros and cons
WHAT HAPPENED NEXT??WHAT HAPPENED NEXT??
2009: Approached by MAISD Director of 2009: Approached by MAISD Director of Special Education to apply for MiBSLi Special Education to apply for MiBSLi grantgrant
2010: Grant completed and received2010: Grant completed and received Staff bought in and were relieved that we Staff bought in and were relieved that we
would be not only collecting, but USING data!would be not only collecting, but USING data! 2011: First year of MiBLSi2011: First year of MiBLSi Currently in our third (last year) of the Currently in our third (last year) of the
MiBSLi grant…MiBSLi grant…
SOLID FOUNDATION
=
SUCCESSFUL IMPLIMENTATION OF
PBIS
Responsibility
SafetyGood Attitude
Respect
NORTH EAST EDUCATION CENTERBEHAVIOR REPORT
STUDENT______________ STAFF____________ DATE_________ TIME IN:________ OUT:_________
LOCATION: Classroom Playground Office Hallway CafeteriaBathroom Gym Library HUB Group Bus Field Trip Other___________
PROBLEM BEHAVIOR (CIRCLE & LABEL BY SEVERITY, EX ON BACK)MINOR: Innapprop. Language Physical Contact Disrespect Disruption Dress Code Technology Violation Property Misuse Tardy Refuse to workDescribe:________________________________________________________________MAJOR: Inapprop Language Physical Aggression Defiance Refuse to work Disruption Bully/Harass Inapprop Display of Affection Tech. Violation Truancy Theft/Forgery Dress Code Violation Lying/Cheating Tobacco Drugs Combustibles Out of Area Vandalism/Property Damage Bomb Threat Arson Weapons OTHER _____________ Describe:_______________________________
_______________________________________________________________________
POSIBLE MOTIVATION: Peer Attention Adult Attention Obtain Items Avoid Tasks Avoid Peers Avoid Adults Power & Control Unknown _______________
OTHERS INVOLVED: None Peers Parapro Teacher Substitute Other Staff Unknown Other____________________________________________________
ADMINISTRATIVE DECISION: Conference with Student Loss of Privilege HUB Police Parent Contact After-School Detention Isolated Instruction In-School Suspension Out-of-School Suspension OTHER______________________
Physical Management? YES NO __________________________________Small Room Seclusion? YES NO TIME______________________________ Door Closed by Staff? YES NO TIME______________________________ PLEASE MARK ON FRONT OF SHEET FOR RECORDING PURPOSESPolice Assault Suspension Bullying
PRACTICEPRACTICE
Three times per year:•First week of school•Week after Christmas Break•After Spring Break
Behavior Expectations MatrixBehavior Expectations MatrixLocationLocation Arrival/Arrival/
DepartDepartRest-Rest-RoomRoom
BusBus Lunch Lunch RoomRoom
HUBHUB Class/Class/InstructionInstruction
AreasAreas
Hall/Hall/OfficeOffice
Play-Play-GroundGround
GymGym Field Field Trips/Trips/
SpecialsSpecials
RespectRespect
*Hold door *Hold door for people for people behind youbehind you*Use inside *Use inside
voicevoice*Appropriat*Appropriate e
languagelanguage
*Knock *Knock on dooron door
*Use in a *Use in a timely timely mannermanner*Throw *Throw garbage garbage
awayaway
*Listen *Listen to driverto driver
*Let *Let driver driver handle handle
problemsproblems
*Use please/ *Use please/ thank you thank you
with with cafeteria cafeteria
staffstaff*Wait *Wait
quietly/ quietly/ patiently for patiently for
your turnyour turn
*Raise hand *Raise hand & wait & wait
quietly to quietly to processprocess*Use *Use
appropriate appropriate language language with staffwith staff
*Active *Active listening when listening when
others are others are talkingtalking
*Raise hand *Raise hand when when
appropriateappropriate*Respect others *Respect others
spacespace
*Hold door *Hold door for person for person behind youbehind you*Be quiet & *Be quiet & respectful to respectful to
everyoneeveryone*Be patient *Be patient
when when waitingwaiting
*Include others *Include others in your game/ in your game/
playplay*Communicate *Communicate
concerns concerns appropriately to appropriately to
peers/ staff peers/ staff *Give others *Give others
turns on turns on equipmentequipment
*Listen to *Listen to directionsdirections*Be considerate *Be considerate of others of others abilitiesabilities*Check on *Check on someone if they someone if they get hurtget hurt*Take care of *Take care of equipmentequipment
*Use an inside *Use an inside voice voice
*Use active *Use active listeninglistening
*Use *Use appropriate appropriate languagelanguage
ResponsibilitResponsibilityy
*Turn in *Turn in personal itemspersonal items
*Wait in *Wait in classroom classroom
until buses are until buses are calledcalled
*Ask staff *Ask staff to use to use
bathroombathroom*Return to *Return to class/ task class/ task promptlypromptly*Flush/ *Flush/ wash wash hands hands when when
finishedfinished
*Talk *Talk quietlyquietly*Let staff *Let staff know if know if there is a there is a problemproblem*Keep *Keep personal personal items in items in own areaown area
*Wait for *Wait for staff to staff to return return
to roomto room*Clean up *Clean up own areaown area
*At desk: *At desk: pockets on pockets on
chair/ feet on chair/ feet on floor/ knees floor/ knees under desk under desk (if at desk)(if at desk)
*Ignore *Ignore other other
studentsstudents
*Use an inside *Use an inside voicevoice
*Be on time*Be on time*Have *Have
appropriate appropriate materials readymaterials ready
*Elementary: *Elementary: Stay in line Stay in line
orderorder*Others: *Others:
Walk behind Walk behind peer in front peer in front
of youof you*Use inside *Use inside
voicevoice
*Walk to *Walk to playground in playground in line order until line order until you reach gateyou reach gate*Leave sticks/ *Leave sticks/
objects on objects on groundground
*Line up at *Line up at fence when fence when
called first timecalled first time*Throw snow *Throw snow
only in only in designated areasdesignated areas
*Return *Return equipment to equipment to its placeits place*Follow rules *Follow rules of gameof game*Do what*Do what’’ s s right even if no right even if no oneone’’s lookings looking
*Stay with the *Stay with the groupgroup
*Communicat*Communicate any concerns e any concerns appropriately appropriately
to staffto staff
GoodGoodAttitudeAttitude
*Wait *Wait patiently to patiently to
turn in/ turn in/ receive itemsreceive items
*Wait *Wait patiently patiently for your for your
turnturn*Use *Use
classroomclassrooms unless s unless
unavailablunavailablee
*Ignore *Ignore bothering bothering behaviorsbehaviors
*Keep *Keep comments comments
about menu about menu positivepositive
*Wait *Wait patiently to patiently to
processprocess*Only *Only
positive positive comments to comments to staff/ peersstaff/ peers
*Participate in *Participate in class class
discussionsdiscussions*Help others as *Help others as
appropriateappropriate
*Use please/ *Use please/ thank youthank you*Inside voice*Inside voice
*Wait patiently *Wait patiently for turn on for turn on equipmentequipment
*Be a good sport*Be a good sport*Encourage *Encourage classmatesclassmates
*Be a good *Be a good sportsport
*Share*Share*Have fun*Have fun
*Compliment *Compliment othersothers
*Be a role *Be a role modelmodel
*Participate*Participate*Be positive*Be positive
SafetySafety *Keep *Keep hands/feet/ hands/feet/
objects to selfobjects to self*Walk*Walk
*Walk to/ *Walk to/ from from quietlyquietly*Report *Report problems problems to staffto staff
*Remain *Remain seatedseated*Keep *Keep hands/ hands/ feet to feet to self in self in
own areaown area
**Walk Walk carefully carefully with foodwith food*Clean up *Clean up
spillsspills
*Keep *Keep hands/ feet/ hands/ feet/ objects to objects to
selfself*Leave *Leave
furniture in furniture in its placeits place
*Keep hands/ *Keep hands/ feet/ objects to feet/ objects to selfself*Sit in chair *Sit in chair appropriatelyappropriately*Keep *Keep materials in materials in appropriate appropriate areaarea
*Walk*Walk*Keep *Keep
hands/ feet/ hands/ feet/ objects to objects to
selfself
*Use hand rails *Use hand rails appropriatelyappropriately*Go *Go DOWN DOWN slides onlyslides only*Keep hands/ *Keep hands/ feet/ objects to feet/ objects to selfself
**Keep **Keep physical level physical level appropriateappropriate
*Use the *Use the equipment as equipment as
intendedintended
*Keep hands/ *Keep hands/ feet/ objects to feet/ objects to
selfself
Caught Being GoodCaught Being Good
Student:Student:Staff:Staff:Date:Date:
Student:Student:Staff:Staff:Date:Date:
Respect Good Attitude
Responsibility Safety
WEEKLY INCENTIVESWEEKLY INCENTIVES
Student Drawing:Student Drawing: Classroom:Classroom:
• SnacksSnacks• PrivilegesPrivileges
Schoolwide:Schoolwide:• LunchLunch• $5 Gift Card$5 Gift Card• Candy BarCandy Bar
Staff DrawingStaff Drawing:: LunchLunch $5 Gift Card$5 Gift Card Candy BarCandy Bar
MONTHLY and TRIMESTER MONTHLY and TRIMESTER INCENTIVEINCENTIVE
Last staff meeting of the month, staff vote on a Last staff meeting of the month, staff vote on a student and staff of the monthstudent and staff of the month
Based on who each person feels is making a Based on who each person feels is making a great effortgreat effort
Not based on point sheets or documentationNot based on point sheets or documentation Trimester is based on greatest number of Trimester is based on greatest number of
Caught Being Good ticketsCaught Being Good tickets Larger prizes – Craigs Cruisers, shopping, Michigan Larger prizes – Craigs Cruisers, shopping, Michigan
AdventureAdventure
4 PBIS ELEMENTS
These four elements are guided by six
important principles: 1. Develop a continuum of scientifically based behavior and academic interventions
and supports • LSCI,Read Naturally, Fountas and Pinnell, Reader’s Workshop, CHAMPs
2. Use data to make decisions and solve problems • Daily Point sheets, HUB logs, SWIS, AIMSweb, SRSS, Self Assessment Survey
3. Arrange the environment to prevent the development and occurrence of problem behavior
• PBIS, posted school and classroom expectations throughout building, daily schedule posted, Matrix Lesson plans/role play
4. Teach and encourage pro-social skills and behaviors • PBIS, LSCI, The Work, SSW group and individual, Role Play
5. Implement evidence-based behavioral practices with fidelity and accountability CPI/TCI training, LSCI, PBIS, MiBLSi, Mindfulness
6. Screen universally and monitor student performance & progress continuously AIMSweb, SWIS, MEAP, MI-Access, MME, Report Cards, Progress on goals and objectives, daily point sheets
NEEC and Wesley SchoolNEEC and Wesley SchoolProfessional Quality of Life Scale Professional Quality of Life Scale
(PROQOL)(PROQOL)
Where is our stress coming from?
Initially, we thought it MUST be work related…
We found out differently!
And so came to be, the introduction to
SELF-AWARENESS and MINDFULNESS
What more can we do?What more can we do?
OUR LATEST VENTURE
MINDFULNESSMINDFULNESS
Paying attention in a particular wayPaying attention in a particular way
On purposeOn purpose
In the present momentIn the present moment
Without judgmentWithout judgment
Jon Kabat-Zinn Jon Kabat-Zinn Founder: Mindfulness-Founder: Mindfulness-Based Stress Reduction Based Stress Reduction (MBSR)(MBSR)University of Massachusetts University of Massachusetts Medical CenterMedical Center
BENEFITS of MINDFULNESSDecrease:•Test anxiety•Depression •Conduct Disorder •Anger Problems
Increase: Attention and concentration Social-emotional awareness Body-awareness and
coordination Interpersonal skills Emotional regulation Memory, planning and
organization
RESOURCES:RESOURCES:
The Shadow EffectThe Shadow Effect by Deepak Chopra, Debbie Ford, Marianne Williamsonby Deepak Chopra, Debbie Ford, Marianne Williamson
The Angry Smile: The Psychology of Passive-Aggressive Behavior in The Angry Smile: The Psychology of Passive-Aggressive Behavior in Families, Schools and WorkplacesFamilies, Schools and Workplaces
by Nicholas James Long, Jody E. Long, Signe Whitsonby Nicholas James Long, Jody E. Long, Signe Whitson
Lost at SchoolLost at Schoolby Dr. Ross Greeneby Dr. Ross Greene
The Explosive ChildThe Explosive Childby Dr. Ross Greeneby Dr. Ross Greene
Life Space Crisis Intervention: Talking With Students in ConflictLife Space Crisis Intervention: Talking With Students in Conflictby Nicholas James Long, Mary M. Wood, Frank A. Fecserby Nicholas James Long, Mary M. Wood, Frank A. Fecser
Positive Peer Culture (Modern Applications of Social WorkPositive Peer Culture (Modern Applications of Social Work))by Larry K. Brendto, Harry H. Vorrathby Larry K. Brendto, Harry H. Vorrath
Thank you for your time! If you Thank you for your time! If you would like further information about would like further information about
our program contact us at:our program contact us at:
Lisa Cobb Lisa Cobb [email protected]
Kristi BonterKristi Bonter
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