1

South-Doyle High School

Knoxville, Tn

Bill Baldwin, Asst. PrincipalMatt Lance, Behavior SpecialistChad Hensley, Master Teacher

Demographics

88 acre campus

1200+ student body

Rural Urban Suburban

> 60% of free/reduced lunch

Where we were (2014-15): Year Zero

Reactive / Exclusionary Practices

• Behavior management focused largely on exclusionary practices

• High rate of referrals leading to In-School and Out-of-School suspensions

• High rate of “frequent flyers” in ISS• High rate of teacher frustration • High rate of teacher-turnover

Class Average vs Class Attendance

Where we went (2015-16): Year One PBIS• PBiS committee developed• Matrix developed• Maxims introduced• Freshman Academy Incentive &

Intervention Program • Ticket in the Door incentives (daily,

weekly, monthly)• Teacher incentives• Scheduled & organized Grade Level

incentives/events.

• Restructured In-School Suspension (ISS) Process & Environment

• Re-locate the physical facility• Focus on student reflection, &

Restorative Practices - using traditional ISS setting to TEACH more appropriate behaviors and accountability

• Emphasis on “logical consequences” that make sense.

ISS Student Reflection Assignment

Reduction in ISS/OSS led to Increased classroom attendance by 804 + hours!

Class of 2019 (10th grade) Comparison -Did they retain it over the summer?

Fall 2016 Data SnapShot

Where we are going (2016-17): Year TwoUniversal Tier I PBIS implementation

• Use of Digital Discipline Log• Focus on Restorative Practices with

partnership with IIRP• Weekly, Ongoing PBIS Professional

Development for Classroom Teachers• Proactive intervention strategies for

classroom teachers to deal with “small problems” before they become big ones.

• Continued transitional meetings with students before and after OSS

• Partnership with Alternative School for ongoing restorative meetings

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An Urban School District’s Efforts in Reducing Exclusionary Practices

for Minor Behaviors

Scott Eckman APBS ConferenceMarch 2, 2017

Lincoln Public Schools5th year of implementation

60 buildings, 40,000 students

ContinuumOffice/ Recovery

Room

Buddy Room

Safe Seat

Regular Seat85 % of Elementary

50% of Middle

Estimated about 85% of staff used practice all of their teaching career

Background

Middle School

Elementary

362 hours

136 hours

The old practice...

Compliance Redirection

Exclusion still in

classroom

Exclusion to another

classroom

Exclusion out of all

classrooms

Additional Support ?

Why Change?

• Increase teacher capacity to get to the function of behavior.

• Increase time in classroom = increased student learning.

• Staff said, "It doesn't work."

• Staff using the protocol not the philosophy to deal with

students.

• Students who were already having difficulty, being forced

out of the room and/or punitively excluded.

The new practice...

Vulnerable Decision

Point

Neutralizing Routine

Responses Without

Exclusion

RestorativeChat

1 2 3

Additional Support?

Clear Response SystemRelationship and Tier 1 Tools

Restorative Chat

Additional Support ?

11 2 3

NowSoon24

Professional Development Timeline

• Review school wide data• Feedback sessions• Teach the new response system and Minor/Major flow chart• Connect to professional literature• Teacher feedback gathered in small groups with coach and

administrators• Administrator encouragement and frequent communication• Walkthrough and school wide data shared• Staff survey and Tier 1 team action planning

OSS down by 41%

ODR down by 36%

Minor incidents down by 33%

Time out of class down by 38%

DoubledPositiveSpecificPraise

N= 91N= 91

At this time, I feel confident in my ability to support students' minor behavior errors.

N= 91

N= 91 N= 91

Makes our job harder and easier...I am doing a lot of self- talk. It was easier to just pretend it fixed the problem by sending the student to the Safe Seat. I didn’t use the Buddy Room much. In the afternoons I recognize my fatigue and I know I got to dig a little deeper. It is empowering as a teacher. I had a student that was sleeping in class. I asked for level 2 support and I had a really good conversation with him in the hallway. Last year he would’ve gotten what he wanted and been sent out.

● I loved it! I totally used it (Buddy Room) as a crutch and it kept me from relating with students.

● I feel like the best part of our current practice is that I, as the teacher, have the

latitude to monitor and redirect student behaviors without being required to

"say this" or "send them here.”

● I’d rather conference with the student one on one when it comes to a behavior

instead of kicking them out of my class.

Thank You

Email: seckman1@lps.org,

Twitter: @PBIS_LPS

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Best Practices In Bullying Prevention: Is PBS Sufficient?

Mary Yoder Holsopple

Is bullying another bad behavior?

Bullying defined

Conflict defined

Conflict versus

• Equal power• One time / occasionally• Accidental / Not planned • No serious, lasting harm• Equal emotional reaction • Not seeking power• Often: remorse• May try to solve problem

Bullying

• Imbalance of power• Repeated over time• Intentional• Physical/emotional harm• Unequal emotional reaction• Seeking control/possession• No remorse-blames target• No effort to solve problem

Comparison

Vs.

Best Practices

1. Focus on the whole school social environment.2. Assess bullying at your school.3. Gather staff and parent support.4. Form a group to coordinate bullying prevention and

intervention activities.5. Provide training for ALL staff members and

volunteers.

Best practices continued

6. Establish and enforce school rules and policies regarding bullying.

7. Increase adult supervision in ‘hot spots’ for bullying.8. Intervene consistently and appropriately in bullying

incidents.9. Spend class time with youth discussing bullying and

related social/emotional learning topics.10. Continue Efforts Over Time…

I wonder…which of the best practices

• Is working well in your school or setting?

• Is most often ignored in your school/setting?

• Is missing in your current efforts?

Of the best practices

• Which do you see as most critical?

• Which do you see as most problematic for your school/setting to implement?

• Which can you implement tomorrow?

Questions?

Mary Yoder HolsoppleBullying Prevention CoordinatorElkhart Community Schools2720 California RoadElkhart, IN 46514

mholsopple@elkhart.k12.in.us

35

Braiding Initiatives to Strengthen School Climate Gail Angus, Ed.D. and Joelle Hood, M.Ed.

Start with the Adults

Teaching Practices That Strengthen SEL & School Climate

SEL Tied In

Circles Tied In

Mindfulness &

Circles Tied In

Mindfulness Tied In

Cultivating Campus Clim

ate

A-HA MOMENTS—VOICES FROM THE FIELD “Being a veteran teacher of 17 years, the

incorporation of SEL activities and beginning to use circles in my classes have dramatically

changed the relationship of the students toward each other and with me. They are seeing that as

a teacher I am here not only to teach them Spanish, but also that my job is to give them

opportunities to be good humans. Our campus has begun to focus on being kind and

incorporating it into our PBIS/ MTSS model campus wide. Seeing the outcome around

campus is inspiring.”--Lanette Cornford, Teacher

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Advancing Efforts Around Student Wellness: Braiding Initiatives 2017 APBS Conference

Tier III

Tier II

Tier I

1. School-Wide Plans2. Identify Students

ScreeningODR/LL

RequestsOther

Tier III

Tier II

Tier I

Foundations of Implementation

Braiding: Areas of Consideration

• External Supports• Initiatives• Teaming• Data• Academic/Behavioral

Convergence

InstructionProfessional Learning

EquitySocial Emotional Learning

Positive Behavior Interventions and SupportsCurriculum

Restorative PracticesTechnology

Career Technical Education

Foundational SEL Competencies

• Draw picture/visual• Connect to own life• Ask question• Rewrite, rephrase,

summarize• Interpretation• Connect to other text, books,

movies, etc.

Annotating Text SEL Competencies(Social and Self Awareness)

• Identifying internal thoughts and emotions

• Ability to take multiple perspectives

• Using social norms to interpret others’ actions

• Understanding how tones, word choice, and body language influence the way behavior is interpreted.

56

Building Bridges Between Tiers: Effectively Connecting Multi-Tiered System of Supports

Boys Town and Elsinore Elementary School

Purpose of the ProjectTo provide a common language to ALL providers (general education staff, special education staff, mental health personnel, and administration) to enhance communication between staff and students, staff and staff, and staff and families.

Social and Emotional Learning Core Competencies

Social and Emotional Learning• Social and emotional skills can be taught • SEL programs improve students’ social and emotional skills,

attitudes about self and others, connection to school, positive social behavior, and academic performance.

• SEL improves academic achievement 11-17%• The main reason educators don’t incorporate SEL is they don’t feel

adequately prepared or supported.

Boys Town Basic Philosophy

Behavior is learned & can be changed

Direct-care providers are the best treatment

agents

Students need prosocial,

replacement skills

Interventions must be specified &

trained

Supervision is key to program

success

Catch ‘em being good!

Goals of Teaching Social Skills in Schools

• Introduction of social competence concept•Teach assessment & identification of social skill deficits

•Provide an understanding of social skills teaching method

•Assist in creating a social skills action plan

Feedback from Educators in Elsinore Elementary School

• “This was the best training I’ve ever had. I will use several of these tools within my class.”

• “It has empowered me and I feel better able to teach these skills that will empower my students.”

• When asked, What information was of greatest value to you?

• “Proactive teaching- Actually all of it.” • Another teacher replied, “Systematic

approach to teach social skills.”• “So good!”

Educator Post Training Survey • I use these types of strategies with my preschoolers through out the

day and it seriously is like magic! They respond so well to this.

• The training really taught me to take the time to explain to the child and give reasons for everything. This strategy helps the child understand why they are being redirected at times and it helps them to really think about how a situation can be better if they are given another chance to make it right.

I went to this training and it was one of the best trainings that I have ever been to. I have implemented many of the strategies in my classroom such as effective praise, corrective teaching, and guided self correction. The section on the continuum of correction was helpful as well. I have used the components of effective praise in order to help two of my students that have significant skills deficits in the area of appropriate language and physical aggression in the classroom. This technique has helped reduce the negative behaviors. The reason I liked the Boys Town strategies is because they can be simplified for my preschool students and applied at their level of understanding. I went to the training early in this school year and I am so glad that I did because it has helped make this year very successful.

The Boys Town training has taught me so many things on how to deal with behavioral issues in the classroom this year; it has been great! The training was an absolute blessing to the classroom environment. I can say that in both my classes, there is a more positive atmosphere due to the fact that behavioral issues are under control and I credit the strategies that Corey taught me in the training for this

What have been the benefits of implementation? Fewer behavior referrals from the classroom and playground. When I do get referrals, I reflect with the child on the social skill they could’ve used to help in that particular situation. Overall, the student population seems more mellow and better able to handle the little bumps in the road that come up.

Benefits of Implementation

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0

10

20

30

40

50

60

70

2012/2013 2013/2014 2014/2015

EventsStudents Involved

What do you need to ensure the continued success of the program at your site?

Most of our staff was trained in the initial round, so we are needing a refresher course! Training for the support staff, campus supers, etc. would be awesome.

Recommendations for On-going Success

Supervision Administrator Support

Common Language

Raise Praise Rates

Boys Town Resources• Steph Jensen

Steph.jensen@boystown.org – 1-888-820-8005• Workshops

www.boystowntraining.org - 1-800-545-5771 • Boys Town Press

www.boystownpress.org - 1-800-282-6657

72

PBISEmoji's, Tactics &

Tools

Dr. Daniel G ulchak@ danielgulchak#APBS17 #PBISkoi-education.com

Ownership Feedbackempower DisseminateCollaborate Teach FidelityCommunicate SustainShare Success

Social Networks = Caring

78%

90%

2.5 Billion

Social media is here to stay

[https://www.dreamgrow.com Jan 24, 2017]

Most popular sites

1.8 Billion

1.0 Billion

.5 Billion

So What?

#PBIS

Em oji facilitate m ore effective

com m unication, they express em otion!

We’ve just rolled out #PBIS at our school.

🎉We’ve just rolled out #PBIS at our school ❤️

Too bad for you! #PBISchat

Way to go 🎉 #PBISchat

[Fake News]

Emoji’s

Social Media Savvy

Dr. Daniel G ulchak

@danielgulchak#APBS17 #PBIS

koi-education.com

People don’t care how much you

know,

until they know how much you

care

82

UTILIZING MENTAL HEALTH FIRST AID FOR YOUTH PRACTICES INTO TIER THREE

PROGRAMMINGDr. Kathryn Havercroft

Eastern Illinois University

WHAT IS YOUTH MENTAL HEALTH FIRST AID?

• Manualized Training Program • Works to improve mental health literacy of adults and

providing intervention strategies to adults who interact regularly with young people

• Two key features:• Increase Mental Health Literacy• Increase Ability of Individuals to Respond Appropriately

to Emotional Crisis(Aakre, Luckstead, Browning-McNee, 2016)

WHAT AREAS OF CONCERN ARE COVERED?

Overview of Adolescent Development and Mental Health Challenges in Youth•Depression•Anxiety•Eating Disorders•Psychosis•Substance Abuse•Attention Deficit and Disruptive Disorders•Suicidal Thoughts and Behaviors•Non• -Suicidal Self-InjuryYouth Mental Health First Aid USA Manual , • 2012

STRATEGIES

1) Educate trainees on the identification and treatment of common mental health challenges for young people

2) Teach trainees a protocol to assist a young person in emotional crisis (ALGEE):

Assess for risk of suicide or harmListen nonjudgmentallyGive reassurance and informationEncourage appropriate professional helpEncourage self help and other support strategies

(Aakre, Luckstead, Browning-McNee, 2016)

WHO SHOULD BE TRAINED?

• Counselors, Social Workers, School Psychologists• Administrators• Teachers – General Education and Special Education• Paraprofessionals• Support Staff – Administrative Assistants, Custodians, Bus Drivers, Cafeteria

Workers• Parents• Coaches, Extra-Curricular Supervisors• Community Members

HOW DOES THIS FIT INTO TIER THREE SUPPORTS?

• School Personnel can be trained to identify those students in emotional crisis

• Those trained personnel serve as a “First Responder” to identify need and support adolescents until mental health providers or other counseling supports can be identified

• Those individuals in your school working with students with significant behavioral needs should be trained in these strategies as they are most likely to be in contact with students needing additional intensive supports, often including supports for Mental Health needs

HOW CAN YOUR SCHOOL FIND TRAININGS?

https://www.mentalhealthfirstaid.org/cs/take• -a-course/course-types/youth/Look for local agencies providing trainings: Red Cross, Special •Education Cooperatives, Youth Non-Profit OrganizationsLook for a trainer in your area to come into your building/district •and provide professional development

“Attendance at a YMHFA course does improve both knowledge and likely actions, hopefully leading to earlier intervention for young people experiencing mental illness”

Dr. Claire Kelly, Coordinator, Youth Mental Health First Aid

REFERENCES

Aakre, J. M., Luckstead, A., & Browning-McNee, L. A. (2016). Evaluation of Youth Mental Health First Aid USA: A program to assist young people in

psychological distress. Psychological Services, 13(2), 121-126.

Kelly, Claire (2010). Youth Mental Health First Aid: A course for adults who live with, work with or care for adolescents. The Australian Journal on Psychosocial Rehabilitation, Spring, 6-9.

Maryland Department of Health and Mental Hygiene, Missouri Department of Mental Health (2012). Youth Mental Health First Aid USA for Adults Assisting Young People.

92

PBS: A Compelling Response to Abuse, Neglect, Trauma

or7 Minutes about Trauma and PBS

Molly Dellinger-Wray, MS EdPartnership for People with Disabilities

Virginia Commonwealth University

The SCOPEof the

PROBLEM

For children with disabilities, abuse occurs: •Almost twice as likely as their non disabled peers to

experience abuse/neglect (2004 US Dept. of Health & Human Services)

•Four times as likely to be victims of crime (Van Cleve & Davis, 2006)

•1.5 times more likely to be seriously harmed by the abuse (Sedlick et al., 2010)

•Children with behavioral health conditions who were maltreated before age 3 were 10 times more likely to be maltreated again (Jaudes& Mackey-Bilaver, 2008)

ABUSE of Children with Disabilities• Perpetrators gain access through disability services (Sobsey 1994)

• Higher number of care providers• Social skill deficits = lonliness (Fisher, Moskowitz & Hodapp, 2012)

• Skewed sense of boundaries,• Trained compliance (Tharinger, Horton, & Millea, 1990)

Other reasons for Trauma

Loss • – out of home placements (NCTSN, 2016)Violence in their environment • (Sullivan 2006) Chronic medical problems • (NCTSN, 2016)Focus on behavioral compliance • (Cruz, Prince-Williams, Andron, 1998)

Signs of power and control •Trained compliance •

What does Trauma look like?

• Someone who has difficulty calming down after being scared and may be aggressive

• Unable to be soothed , self regulate

(NTSN, 2016)

What does trauma look like? Internal symptoms• Cannot manage fears, anxiety,

aggression• Poor attention for learning and

problem solving• Impulse control and physical

responses to danger• Cannot adequately judge danger• Decreased motivation for learning• Preoccupation with traumatic

experience• Phobias, seemingly irrational fears

Operationalized Behaviors• Sleep problems • self stim behaviors• Self injurious behaviors• Cannot anticipate consequences

to behavior• Escape avoidance behaviors• Repetitive behaviors

Some Trauma Informed Responses or Resilience Strategies

PBS

Person Centered

Quality of Life

Antecedent

Gentle Teaching

PBS

Quality of LifeRelationships

Goal is for person to feel safe

Unconditional attention

Gentle Teaching

Karyn Harvey: Trauma Informed Behavioral Intervention

Choice & Control Social Stories

Social skills training

PBSTIBI

Child and Family Traumatic Stress Intervention

Focus on behavior, not eventTeach new skills to increase

communicationFamily/Team approach

PBS CFTS

Trust Based Relational InterventionPurvis, Cross, Damsereau, Parris (2013)

Empowering Visual schedules

Social storiesNutrition

Antecedent interventions

Wrap around support

TBRI

PBS

Positive Behavior Support What works?

• Focus on Quality of Life• Secure attachments

• All behavior is communication• Teaching new skills

• Comprehensive FBA that includes rich history• Social Stories • Emphasis on empowering through choice and control

• Emphasis on setting events and antecedents• Nurturing healing environments• Predictable schedules

• Considering emotional responses based upon MAPS and Person Centered strategies

What doesn’t work?

• Consequence based behavioral management

• SD paired with consequence

Contact information

mdwray@vcu.edu

109

Coaching in PBISKatie Bubak-Azevedo, Ed.D.

Director, Idaho Positive Behavior Networkkatiebubak@boisestate.edu

Coaching

“As educators, we read research indicating teacher quality is the most important factor in student achievement, so we simply select a good teacher who has the most knowledge (or more likely, the most seniority) from within the ranks of the staff, promote him or her, and bestow upon the teacher the title of “coach.” One minute a classroom teacher; the next, a “teacher educator.” We don’t have a clear idea what that title means or what the person in the role should be doing specifically, but we charge ahead, trusting (or often just hoping) that the person with the title will somehow discover the way.”

(Hall & Simeral, 2008)

Time to Ponder…

•What is a coach?•What is coaching?•What is a PBIS coach?

What is it?Lines between the role of a coach, a consult, and a collaborative

relationship must be clearly defined, as actions of the specialist are often mislabeled. In order to create an effective coaching system and utilize the appropriate skills, all stakeholders must have a clear understanding of not only what coaching is, but also what it is not.

Compare and ContrastConsult Collaborate Coach

Compare and ContrastConsult Collaborate Coach

• To give counsel.• This moves beyond

simple advice giving.• To offer counsel and to

provide the “why, what, and how.”

• To work together.• This means creating a

space for true, shared idea generation and reflection with attention to one’s own impulse control, so the colleague has room and an invitation to fully participate as an equal.

• A vehicle for transporting a valued colleague from one place to another.

• It is the colleague’s journey. The coach is a guide and support system.

(Lipton & Wellman, 1999)

Traditional Leadership Coaching Style of Leadership

Telling Asking and listeningFocus on problems Focus on solutionsFocus on staff as a whole Focus on individualsVoices opinions Is nonjudgmentalFocuses on work related issues Focuses on the whole personBottom-line oriented Mission orientedAuthoritative CollaborativeTask oriented People orientedDiscussion oriented Action and result orientedHaving power and control Sharing power and controlFocus on the past Focus on the future

120

Thank You