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
education.state.mn.us
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
education.state.mn.us
Social Media
facebook.com/pbisMN
twitter.com/pbisMN
education.state.mn.us
A LITTLE HISTORY . . .
pbisMN.org 5
education.state.mn.us
Historical Responses
Get Tough
pbisMN.org 6
education.state.mn.us
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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education.state.mn.us
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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education.state.mn.us
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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education.state.mn.us
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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education.state.mn.us
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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education.state.mn.us
SW-PBIS across Districts
District participation in
Cohort training
Cohorts 1- 12(2005-2018)
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education.state.mn.us
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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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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education.state.mn.us
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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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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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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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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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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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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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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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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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
Represent self and school
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.
Represent self and school
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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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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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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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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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
Lunch and Cooperative
Game Time
Lunch and Cooperative
Game Time
Lunch and Cooperative
Game Time
Lunch and Cooperative
Game Time
Lunch and
Cooperative Game
Time
12:40-1:25
Skill building hour/
Restorative Circle
Skill building hour/
Restorative Circle
Skill building hour/
Restorative Circle
Skill building hour/
Restorative Circle
Skill building hour/
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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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/Continuum of Consequences/
Utilizing behavioral support staff
Data/Continuum of Consequences/
Utilizing behavioral support staff
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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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
pbisMN.org 41
lionsgate.academy
Tier 1: Prevention
pbisMN.org 42
lionsgate.academy
Hallway Expectations
pbisMN.org 43
lionsgate.academy
Lunchroom Expectations
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lionsgate.academy
Classroom Expectations
pbisMN.org 45
lionsgate.academy
Regulation Station Expectations
pbisMN.org 46
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”
pbisMN.org 48
lionsgate.academy
Social Emotional Learning
SEL Competence DomainsSelf-AwarenessSelf-ManagementSocial AwarenessRelationship SkillsResponsible Decision-Making
pbisMN.org 49
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
pbisMN.org 53
lionsgate.academy
Positive Acknowledgement
pbisMN.org 54
education.state.mn.us
RESPONDING TO BEHAVIORAL VIOLATIONS
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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
% with 0-1 referrals
0%
20%
40%
60%
80%
100%
2015
Stu
de
nt
% o
f re
ferr
als
School Year
Major Referrals
% with 6+ referrals
% with 2-5 referrals
% with 0-1 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)
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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)
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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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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]
PBIS Management - Regional ContactsEric [email protected]
Maci [email protected]
Garrett [email protected]
PBIS Evaluation ContactWilder [email protected]
Find other MN PBIS contacts on our website: www.pbismn.org/contactus.html
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South Regional ContactsSouth Regional Implementation Project
Bob BraunSRIP [email protected] 537-2252
PBIS Management - Regional ContactsEric [email protected]
Aaron [email protected]
PBIS Evaluation ContactWilder [email protected]
Find other MN PBIS contacts on our website: www.pbismn.org/contactus.html
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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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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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