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Positive Behavioral Interventions & Supports�� Tier 1 Virtual New Team Training��Introductions, Overview, and Getting Started

PBIS

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THE MIDWEST PBIS NETWORK

ABOUT US: The Midwest PBIS Network is a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education to assist state boards of education in building their capacity for installation, fidelity, outcomes, and sustainability of Positive Behavior Interventions and Supports (PBIS).

WE MOVED! The Midwest PBIS Network is proud to now partner with and operate out of the West 40 ISC #2.

PBIS

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Using Zoom Features

We are making an assumption that there is fluency with Zoom.

If you need support with any features, please:

Send us a chat

See the hidden slides in this PPT.

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About Us

Trisha Shrode

Director of Research &

Evaluation

Midwest PBIS Network

Diane LaMaster

Technical Assistance Coord.

SWIS and PBIS Assessments

About You…

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Speaker & Video

Overview: Virtual Tier I Team Training

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Mute unless speaking

Turn on and off your video

Using Zoom Features

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Screen View Options

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Gallery view – see all participants

Exit Full Screen

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Participant Reactions

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From bottom of the screen
Click on Participants
At bottom of Participant List are reactions
“Raise Hand” to put your voice in the room

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Rename

Overview: Virtual Tier I Team Training

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To ensure we are able to provide you Illinois educator hours (PDHs and CEUs), make sure your name in Participant List shows first and last name

If you need to rename,

Open Participant List from Zoom Menu
Right click on your name and select Rename

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Virtual Tier 1 Training TFI 1.3 and 1.4

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PBIS

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Virtual Tier 1 Training TFI 1.3 and 1.4

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Save Zoom Chat Manually (to keep your breakout notes)

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You can save your in-meeting chat manually during the meeting. This will save it locally to your computer.

When in meeting, click on Chat.

At the bottom of the chat �window, Click on "…” and then �“Save Chat”.

This will save your chat to your �local recording location. The �default is your Documents �folder > Zoom > Folder with �meeting name, date and time.�

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Agenda – Virtual Tier 1 Training

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Time	Day 1	Day 2	Day 3	Day 4

11:30-12:45	Overview of PBIS and Tier 1	Establishing Behavioral Expectations	Feedback and Acknowledgement Systems	Stakeholder Involvement;� PD Planning
12:45-1:00	BREAK	BREAK	BREAK	BREAK
1:00-2:15	Teaming and Data	Teaching Expectations	Responding to Problem Behaviors	Fidelity and Action Planning
2:15-2:30	Wrap-Up	Wrap-Up	Wrap-Up	Wrap-Up

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Learning Expectations for Virtual Training

EXPECTATION	BEHAVIOR
Be Responsible
Be Respectful
Be Committed

Awesome expectations from the team at Sandburg Elementary, SPS186!

1

2

3

4

5

6

8

9

10

7

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Overview of PBIS

Purpose:

Understand the rationales and foundational concepts of multi-tiered behavior supports; Prepare for team training

You should be able to:

Understand the format and process of team training modules
Define PBIS
Understand Data, Systems, Practices as an MTSS framework
Understand how you will measure current fidelity of your behavior supports
Define Discipline through an educational frame
Begin Action Planning for Implementation

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Materials Walk to Get Organized�www.midwestpbis.org/materials/tier-i-team-training

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2

1

3

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Tier 1 PBIS New Team Training�Instructions as you get organized…

For each team: �

All: See where the PPTs and Resources are located
Note-taker: Make ONE version of the PBIS Tier 1 Workbook (click), and then share that with the rest of the team so you are all editing the same document.
Few: Assign a team member or two to create a full staff overview presentation for your PBIS plan:

Download the template to get started
Download each PPT module as they are presented to copy over key slides
Make your own PPTs as you go

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Go Here!

1. See Overview PPT

www.midwestpbis.org/materials/tier-i-team-training

2. See Workbook

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Create your own PBIS presentation as we go!

Assign a team member to gather the slides from each of the modules you want to use in your PPT presentation on PBIS to your staff.
Include the data from your school
Include implementation components developed by the team (teaching matrix, plan for acknowledgements, T-chart, etc.)

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Download the template to get started

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Does your team have a vision that compels new ways of thinking and acting?

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If you could create the school of your dreams, what would it look like and sound like with a positive, proactive, and instructional approach to discipline?

Breakout Time Assignments:

Identify note-taker, facilitator (coach), and time-keeper for your team. (add their names to the first page of workbook)
Ensure your team’s Tier 1 Workbook is set up, and shared for editing with all members.
As a team, brainstorm what you would see, hear, and achieve in the school of your dreams (Overview Activity 4).
How does the team’s ideas align with the School Improvement Plan, Mission Statements, and school-wide expectations?

Workbook: Overview Activity 4

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Completing the TFI/Action Plan in your workbook

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Action Plan Here!

Record your TFI Scores Here (when prompted)

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PBIS Tier 1 To-Do list:

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Establish Tier 1 Team Membership List (names, roles, backups) (1.1)
Complete Working Smarter Matrix and action plan (1.1)
Establish team meeting norms and standing agenda format (1.2)
Develop a community-wide vision. Establish buy-in for an educational approach to discipline.
Identify the 3-5 School-wide expectations (1.3)
Develop the school-wide teaching matrix (1.3)
Develop lesson plans and schedule to teach the expectations (1.4)
Develop teaching system to embed re-teaching of expectations in academic instruction (1.4)
Develop T-Chart for problem behaviors (1.5)
Establish continuum of response strategies for problem behaviors (1.5)
Implement a discipline flow-chart for preventing and responding to behavior (1.5)

Align the discipline referral form to your systems (1.5)
Implement professional development structure to train staff in all components* (1.7)
Implement classroom teaching matrices in all classroom (1.8)
Develop system to give specific praise at 5:1 ratio (1.9)
Seek input of all faculty (1.10) and students/families/community (1.11) on school climate and PBIS systems
Data-System has 1-click creation of core graphed reports (1.12)
Conduct ongoing fidelity checks for all Tier 1 interventions (e.g. classroom practices, feedback system, lesson plans, etc.)
Conduct annual fidelity check for Tier 1 system (1.14)
Produce annual report summarizing progress and next steps (1.15)

See p. 9 of Tier 1 TFI Workbook

Rev 4-20-20

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Completing your action plan in your workbook

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What will these modules teach us?

Who is responsible for the planning, implementation, and monitoring of the school’s climate and culture? (1.1) Do you have a shared leadership model with teacher leaders? How is the efficiency of that group? (1.2)

What expectations do you have for your school community? (1.3) Does everyone know them? How do you teach and then acknowledge those expectations to all school community members? (1.4, 1.9)

Are staff consistent in how they interpret and respond to problem behaviors? (1.5, 1.6)

Do staff feel supported and confident in their use of all practices related to school climate and discipline? (1.7)

Are classroom expectations the same as school-wide expectations? How would you assess the quality and consistency of classroom management practices among all teachers? (1.8)

How well does your leadership group report back and seek the input of all faculty, families, and students on school climate? (1.10, 1.11)

What data informs your decisions and progress-monitoring of your climate and culture plan? How quickly and often is that data reviewed? (1.12, 1.13)

How do you know if you actually implement your data-based decisions, and do what you say you are going to do? (1.14, 1.15)

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PBIS

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Positive Behavioral Interventions & Supports (PBIS) is…

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Increase Effectiveness and Efficiency
Supports Consistent Adult Behavior
Process for Continuous Improvement
Framework for Aligning Initiatives

Midwest PBIS Network 12-4-19

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

an MTSS data-driven decision making framework for stakeholders to establish the climate and culture, and the multi-tiered social, emotional, behavioral, and mental health (SEB) supports needed for schools and similar organizations to be effective learning environments for all youth and staff.

PBIS

Slide Starter: “To make sure everyone has a core and up-to-date understanding of PBIS, lets review some key concepts…

This is a framework, not a packaged program. You will look at what you already have in place at your school, what works and uses evidence based practices. You will analyze what needs to be put in place to provide behavioral supports for all your students to create an effective learning environment. This creates effective and efficient practices, remembering that the process is continuously improving.

This increases our effectiveness to be preventative and respond early and our efficiency in the ways we use our resources to support the continuum of social and behavioral needs

USDOE, OSEP (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Retrieved May 1, 2015, from http://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

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Shared Characteristics of RTI and PBIS represent the Core Features of MTSS

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Team based leadership and coordination
Evaluation of implementation fidelity
Three-Tiered Continuum of evidence-based practices
Continuous data-based progress monitoring and decision-making
Comprehensive universal screening (for systemic and early access)
On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Specific academic assessments and interventions
Use of published curricula selected by school or district
Use of direct assessment of skills
Periodic assessment through benchmarking periods
Focus on grade-level teaming
Described in IDEA as special education eligibility determination approach

Focus on teaming
Scientifically based �interventions
Instruction as prevention
Tiered continuum of supports with increasing intensity based on need
Regular screening for early intervention
Use of a problem-solving model and data-based decision rules
Emphasis on improving quality of implementation
Embedded into school improvement plan

Specific social behavior assessments and interventions
Use of free materials that are adapted to fit the school’s context
Use of indirect assessment of behavior
Continuous assessment of social behavior with existing data sources
Focus on schoolwide teaming
Described in IDEA as schoolwide prevention and individual intervention approach

Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 2-21-19 Midwest PBIS Network

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Supporting culturally knowledgeable Staff Behavior

team-based leadership and coordination
professional development, coaching, and content expertise

Supporting culturally valid Data-based Decision Making

universal screening
progress monitoring
evaluation of fidelity

Supporting Student Behavior

three-tiered continuum of culturally relevant evidence-based interventions

SYSTEMS

PRACTICES

DATA

OUTCOMES

Supporting culturally equitable Targets including �social/emotional competence & academic achievement

Positive Behavioral Interventions and Supports (PBIS) for Continuous Improvement and Alignment of Initiatives

is a Multi-Tiered System of Supports (MTSS) Framework

Midwest PBIS Network 2/7/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

PBIS is organizes your school to achieve its outcomes through understanding its data, providing a continuum of practices, and supported staff through systems.

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Sources:

1. What is a systems Approach in school-wide PBIS? OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

2. McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of MTSS. (What durable systems can be implemented that will sustain this over the long haul?)

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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Outcomes

Identify measurable targets connected to your organization’s priorities and needs

For example:

Social and Emotional Competence
Academic Achievement
Organizational Climate and Culture
Student College and Career Readiness
Student Community Readiness
Behavior
Mental Wellness
Relationship Building
Building protective factors for students who experienced trauma
etc.

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DATA

Establish comprehensive universal screening measures (entry and exit criteria) for internalizing and externalizing needs
Select which evidence-based practices to install
Team data-based problem solving for decision-making
Continuous data-based progress monitoring of organizational and student outcomes (grades, attendance, referrals, perception, equity, etc.)
Process for layering up supports
Evaluation of implementation fidelity

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

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SYSTEMS

Team-based leadership and coordination (District and School)
District and School Administrator Commitment
Ongoing professional development including coaching and performance feedback
Support for staff in Implementing practices
Communication/input from stakeholders
Documentation and Policies

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

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PRACTICES

Three-tiered continuum of evidence-based practices and lessons to support community members��
Interventions to match level of need
Practices implemented with fidelity
Practices result in improved outcomes

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Tier 1 Prevention for all community members in all settings

Tier 2 Group-based Prevention for at-risk behaviors

Tier 3 Individualized Prevention for high need behaviors

~ 80% Responding

~ 15%

~ 5%

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Three-tiered Continuum of �Evidence-based Practices

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Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

Students
Staff
Families
Community

Midwest PBIS Network 7-25-19

Adapted from: USDOE OSEP PBIS TA Center

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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TIER III:

Intensive, Individualized

IER II: Supplemental, Targeted

A Layered Continuum of �Academic & Social Behavior Support

Tier 3 for a Few: Intensive, Individualized

Tier 2 for Some: Targeted for Small Groups

Tier I for All: Core/Universal

PBIS

Our language and the ways we communicate with our colleagues, families, and other school community members is important. Sometimes we hear folks referencing T II students or T III students. It's important to communicate that the tiers refer to the layer of support and we use person first language. So, it might be a student needing T II support with math computation or a student needing TIII support with comprehension or a student needing TI support with making friends.

Support is always “layered” onto the previous supports. When a small group of students require a little more support, they continue to receive universal/tier 1 core or instruction. Students receiving secondary supports have increased opportunities for more frequent contingent feedback, additional structure, re-teaching of expectations, etc.

Students in need of intensive, individualized support, continue to receive universal supports. Tier III often builds upon the supports that the student receives with Tier II interventions.

All that we do is anchored to tier 1 and this is true for social and academic (e.g., literacy, math) instruction.

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A Framework for Aligning Your Practices/Initiatives

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Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

Bullying Prevention

Social Emotional Learning

Restorative Practices

Academic Curricula

Wraparound

Social and Academic �Instructional Groups

Check-in Check-out

Relationship Building

Second Step

Trauma Informed

Community Involvement �in the School

FBA/BIPs

Behavior Lesson Plans

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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Leveraging Resources of Our �USDOE National TA Center on PBIS

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https://www.pbis.org/publications/all-publications

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Evidence Base and Outcomes

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PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact these systems and practices have on improving student outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?" and the article "Examining the Evidence Base for School-wide Positive Behavior Support" each lay out some of the research and provide additional resources to explore the topic further.

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This work is not about changing kids.�

This work is about changing the environment to make it more likely that kids will succeed (both academically and socially/emotionally).

INVERVENTIONS = changes in staff procedures & practices

We change STUDENT behavior by�changing ADULT behavior

Rethinking Discipline Behavior Change… �as an instructional process

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Consistency Matters

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Common

Vision/Expectations

Common

Language

Common

Practices

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

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Outcomes Tier 1 Implementation

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Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Create a safe, predictable, �& consistent�environment
Replace inappropriate behaviors with skills
Establish & strengthen relationships
Replaces subjectivity with data driven decision making

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Roll-out of Tier 1 Implementation Components

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Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

Encourages desired behavior, supports staff in developing relationships; creating a nurturing environment; helps build self-esteem

Ensure fidelity; Efficient and effective processes for making decisions with data

Supports a safe environment; creates predictability; growth mindset and restorative strengthens relationships and community

Formalizing the desired culture for your organization

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

PBIS

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Tiered Fidelity Inventory (TFI) Measures of Tier 1

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Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

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Classroom Practices Integrated in Tier 1 Installation

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

2

1, 3, 4, 6

3, 5

Six Classroom Practices

1 Physical Environment

2 Classroom Teaching Matrix (i.e. Establish Expectations, Rules, Routines)

3 Active Supervision

4 Encouraging Appropriate Behavior

5 Continuum of Responses for Inappropriate Behavior

6 Engagement and Opportunities to Respond

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6 Classroom Practices

Physical environment
Classroom Teaching Matrix (Expectations, Rules, Routines)
Active Supervision
Encouraging Appropriate Behavior

Direct instruction of expectations, rules, routines
Preventative Prompts
Specific Praise for Behavior
Individual Reinforcers
Class-Wide Group Contingency

Continuum of Response Strategies for Inappropriate Behaviors

Praise other students/groups
Specific Error Correction
Etc.

Engagement & Opportunities to Respond

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Rev 3-16-19. Midwest PBIS Network. Developed through the ongoing research and shared knowledge of many partners, including the National TA Center on PBIS, Midwest PBIS Network, Mid-Atlantic PBIS Network, Missouri PBIS, Lincoln Public Schools, Brandi Simonsen (UConn) & Diane Myers (Texas Women’s University).

Classroom �Management�Practices

PBIS

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Impact of Trauma on the �Developing Brain

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Cognition

Social/ Emotional

Regulation

Survival

Cognition

Social/ Emotional

Regulation

Survival

Typical Development

Adverse Experiences

Adapted from Holt & Jordan, Ohio Dept. of Education

PBIS

The upper part of the brain is the prefrontal cortex. It regulates judgment, decision making, moral reasoning, planning, impulse control, cause & effect thinking, comprehension skills, information processing, self awareness and self esteem, delay of gratification, and many other functions that involve rational thinking.

The mid-brain is deals with key functions of emotions and memory.

The lower part of the brain mobilizes the body for action (i.e., fight or flight response) when danger is perceived and overrides the upper part of the brain.

When a child perceives or is on watch for danger persistently (i.e., constant state of “yellow alert”), this causes higher and prolonged levels of cortisol to be present in the bloodstream, resulting in toxic stress, and the prefrontal cortex may be underdeveloped. The result doesn’t just change brain functioning; it can actually change the brain structurally.

The typical child spends little time focused on survival and can devote most of her/his waking time to cognition and social-emotional functioning. For a child who has experienced developmental trauma, the triangle can become inverted with the majority of the brain’s attention focused on survival, leaving little left for cognition.

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Impact of Trauma in Our Schools

Children ages 3 to 5 who have had 2 or more ACEs are over 4 times more likely to

have trouble calming themselves down
be easily distracted
have a hard time making and keeping friends.�

Students with 3 or more ACEs are �2.5 times more likely to fail a grade.�
Students with 3 or more ACEs are significantly more likely to be unable to perform at grade level, receive special education services, be suspended, be expelled, or �drop out of school.

The Illinois ACEs Response Collaborative

PBIS

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Flight	Fight	Freeze
Withdrawing	Acting out	Exhibiting numbness
Fleeing the classroom	Behaving aggressively	Refusing to answer
Skipping class	Acting silly	Refusing to get needs met
Daydreaming	Exhibiting defiance	Giving a blank look
Seeming to sleep	Being hyperactive	Feeling unable to move/act
Avoiding others	Arguing
Hiding or wandering	Screaming/yelling
Becoming disengaged

What Flight, Fight, or Freeze Looks Like

Fostering Resilient Learners

Strategies for Creating a Trauma-Sensitive Classroom

Kristin Souers with Pete Hall

PBIS

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What to Expect In Our Classrooms

13 of every 30 students in a classroom experience toxic stress from 3 or more Adverse Childhood Experiences (ACEs)

Source: Washington State Family Policy Council

PBIS

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“Caring relationships and safe and supportive environments help prevent and mitigate the consequences of ACEs.”�The Illinois ACEs Response Collaborative

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“The best way to meet the needs of students with ACEs is through relationships and community.”

- Dr. Pedro Noguera

PBIS

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Relationship = Key to Success

One stable and committed adult relationship

National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience. Harvard University.

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Teacher-Student Relationship has a .72 effect size on student learning’
Average effect size of all interventions studied was .40

Hattie. J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

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Interpreting Effect Size:

Effect size of 0.72 means that the score of the average person in the experimental group is 0.72 standard deviations above the average person in the control group, and hence exceeds the scores of 71% of the control group.

National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience. Harvard University. Retrieved from: https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/

John Hattie’s Visible Learning research is based on a meta-analysis of 800 studies where he ranked138 influences on student learning. The average effect size of all influences studied was .40, which is the ‘hinge point’ in graphic above. Teacher-Student relationship had an effect size of .72, which is in the high zone of desired effects. When teachers, parents, principals and teachers were asked about what influences student achievement, all but the teachers emphasized the importance of teacher-student relationships. Teachers focused more on the child’s attitude and disposition. Developing relationships requires skills such as listening, empathy, caring and positive regard for others. Good news is these are things the teacher has control over.

More on Visible Learning: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

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A “Shift” in our Thinking

How will we

“Rethink” Discipline?

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Traditional View of Discipline - Punishment

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Modified from Colvin, G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Intervention In Schools, 28, 143-150

Punishment focuses on what not to do, does not teach desired behaviors, can damage relationships, impede learning, and lead to students dropping out of school. Some educators feel that these punitive and exclusionary policies are fine and served them well to eliminate the irritating and unnecessary intrusions into their teaching agendas. Many believe that students know the right way to behave, that their behavior is a performance deficit and that they have the skills but are merely choosing defiance or subordination. They therefore assume that punishment will bring a halt to the problem behavior and the student will behave appropriately. Use is further supported because of the relief from the immediate effects offered by the short-term solution of removing the problem.

Unfortunately, such a punitive view of discipline results in approaches that have questionable, if not harmful effects (Skiba & Peterson, 1999).

In reality, punishments satisfy the punisher, but have little lasting effect on the punished (Losen, 2011). Most sadly, these exclusionary approaches are in direct conflict with school missions to help all students achieve their fullest potential. Our punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional, and behavioral needs from the one environment that may allow them to learn the value of an education and the vital skills, behaviors, and attitudes necessary to function successfully, not only in school, but in the community and later on the job?

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According to the dictionary, discipline refers to prevention and remediation, “training to act in accordance with rules;” and “instruction and exercise designed to train proper conduct or action;” “training that is expected to produce a specified character pattern of behavior;” and “controlled behavior resulting from such training.”

Discipline is Teaching

As we seek to ensure inclusive learning environments, our attitudes regarding discipline must change, Is discipline concerned with punishing misconduct or with preventing it?�

Discipline is the slow, ongoing, sometimes time-consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behavior for school success and they have a limited repertoire of behaviors and do not know how to behave responsibly in the school setting. Blaming the child and responding by “getting tough” will not alter this skill deficit; teaching will.

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A “Shift” in our Thinking

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How are you

“Rethinking” Discipline?

What is your WHY for pursuing an educational approach to discipline?

Impact of Relationships?
Impact of Trauma?
Growth Mindset?
Approaching Behavior like Academics?
Treat students like adults want to be treated?
Punishment vs Teaching
Impact of shaming and other Response Cost strategies (e.g. clip-charts, demerits, three-minors equals a major, etc.)
Skill deficit/function vs defiance
Restorative Practices?
All humans have performance deficits, and need tiered supports
High expectations, High Patience
Others?

Share in Chat: �

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Student Profile

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Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

English

PE

Band

Attend.

Ask assist.

Tier 1 Workbook Overview

Activity 2, p. 8

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

IN CHAT: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like?

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Organization of Modules

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Activities/Team Time: �Activities for Fluency

Self-Assessment:

Tiered Fidelity Inventory

Action Planning: �Applying the core content to your school

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Fidelity & Outcome Check

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How comfortable are you to continue

learning about implementation of PBIS?

One to Five?

If you are below a five, what do you need to be more prepared?

Do you understand the format and process of team training modules?
Can you define PBIS?
Can you define define Data, Systems, Practices?
Do you understand how you will measure current fidelity of your behavior supports?
Can you define discipline through an educational frame?
Are you ready to Action Plan for Implementation?

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Virtual Tier 1 Training TFI 1.3 and 1.4

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Stretch

Food

Water

10 Rhythmic Slow Deep Breaths

Jumping Jacks

Bathroom

15 Min Intermission!

https://www.youtube.com/watch?v=BNxjIbH-Grs

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References

Algozzine et al., (2014). Tiered Fidelity Inventory.
Kincaid, Childs, & George. (2010). Benchmarks of Quality
Loman, S., Borgmeir, C. & Rodriguez, B.J. Practical Functional Behavioral Assessment & Behavior Support Planning Training Manual for School-Based Personnel. Retrieved May 1, 2015, from http://basicfba.pbworks.com/w/file/fetch/58926672/Basic%20FBAandBSP4.2012.%20RACER.pdf
Missouri PBIS Resources. Retrieved May 1, 2015 from http://pbismissouri.org/
PBISApps.org
United States Department of Education, Office of Special Education Programs (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Retrieved May 1, 2015, from http://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

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