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 lcobb@ravennaschoools.org

Kristi BonterKristi Bonter

kbonter@ravennaschools.org