Meade River School

PBIS Handbook

2015-2016

TABLE OF CONTENTS

Introduction to Multi-Tiered Systems of Support (MTSS)
  • What is School-wide Positive Behavior Interventions & Supports Multi-Tiered System of Support (SW-PBIS)
  • SW-PBIS in North Slope Borough School District (NSBSD)
/ 3
Section 1
Understanding the “ 8 Steps of Tier 1 Implementation”
Step 1: PBIS Leadership Team / 6
Step 2: Behavior Purpose Statement / 8
Step 3: Developing a school-wide matrix
  • Behavior Expectations
  • Non-structured locations
  • Behavior Definitions
/ 8
Step 4: Teaching School-wide Positive Behavior Expectations / 10
Step 5: Procedures for teaching classroom wide behavior expectations / 13
Step 6: Encouraging Positive Expected Behaviors / 15
Step 7: Discouraging Rule Violations / 17
Step 8: Data-Based Decision Making and On-going Monitoring / 18
Section 2
Paraprofessionals and the “8 Steps” of Tier 1 PBIS / 22
Appendices
Appendix 1………….. Meade River School Lesson Plans / 26
Appendix 2…………...100 Free or Inexpensive Rewards for Students / 42
Appendix 3…………... PBIS Website Resource List / 47

What is Multi-Tiered System of Support (MTSS)?

(Adapted from

School-wide Positive Behavior Interventions & Supports (SW-PBIS) is a multi-tiered systematic approach for dealing with student behaviors. SW-PBIS is an evidence-based MTSS being implemented in over 10,000 schools. This multi-tiered SW-PBIS system is a general education initiative that is based on a data based decision-making and the principles of Applied Behavior Analysis(A-B-A). SW-PBIS is NOT a canned curriculum, intervention, or practice. It is an evidence-based positive approach to discipline, individualized for each school, contains a continuum of interventions, andis based on teaching students appropriate social emotional skills.

MTSS systems includes three tiers: primary (Tier 1 school-wide), secondary (Tier 2 classroom/small group), and tertiary (Tier 3 individual) designed to teach, improve, and sustain student’s pro-social emotional skills (personal, health, social, family, work, recreation) thru environmental interventions. This is accomplished by:

  • Creating a consistent and predictable environment for staff, students, and family.
  • Establishing a common focus and common language among school staff, family, community, and students.
  • Removing the attention from the targeted less desired behaviors and increasing the attention and motivation for the desired behaviors. (This attention will increase the likelihood the desired behaviors will be learned, utilized, and sustained over time.)
  • Increase the quality and amount instructional time for all students by increasing appropriate social-emotional behaviors that promote academic success within the present academic calendar.
  • Special education students will have access and have the same expectations as general education students. The delivery of lessons, rewards, and timelines may be individualized as appropriate to meet the student’s needs. It is important to note that special education services are outside of the multi-tiered system of support.

The emphasis on MTSS for school-wide systems has advanced in recent years and includes proactive strategies for defining, teaching, and supporting appropriate student behaviorsto promote academic achievement. Instead of using the piecemeal approach of individual behavioral management plans and interventions, a multi-tiered continuum of positive behavior supports is implemented in structured (classroom) and non-structured settings (hallways, buses, restrooms, and possibly community settings). Itsschool-wide systematic approach is designed topromote positive, proactive, and preventativeschool climatesthru the development of predictable, sustainable and consistentinterventions.

Consistency and positive climates are created thru structured on-going staff development and external supports. Supports are focused on creating a functional link between evidence-based practices and the development of building-specific multi-tiered interventions.In addition to Professional Development, school systemsthatare focused on creating and sustaining the SW-PBISinitiative believe in and follow the following core SW-PBIS principles:

1)We can effectively teach appropriate behavior to all children.

2)Intervene early.

3)Use of a multi-tiered model of service delivery.

4)Use research-based, scientifically validated interventions to the extent available.

5)Monitor student progress to determine interventions.

6)Use assessment for three purposes:

  • Screening of data comparison per day per month for total office discipline referrals.
  • Diagnostic determination of data by time of day, problem behavior, location, student identification.
  • Progress monitoring to determine if the behavioral interventions are producing the desired effects.


Historically, school-wide discipline has focused mainly on reacting to specific student misbehavior thru punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social emotional behavior is an important step in a student's educational experience. Teaching Positive Behavioral Expectations and consistently rewarding students, for following them, is a much more positive approach than waiting for misbehavior to occur and then punish.The purpose of SW-PBIS is to establish a climate in which appropriate behavior and academic achievement is the norm not the exception.

The school-wide MTSSprocess emphasizes the creation of systems that support the adoption and sustainable implementation of evidence-based practices that fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in SW-PBIS focus on: 1) Outcomes, 2) Data, 3) Practices, and 4) Systems development. The diagrambelow illustrates how these key elements are linked together to build a sustainable system:

  • Social Competence & Academic Achievement (Outcomes): academic and behavior targets/goals that are supported 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 teach to reach the goals?)
  • Data: information that is used to identify status, need for change, and effectiveness of interventions. (What data will you use to support your success or barriers?)
  • Systems: supports that are needed to enable the accurate and consistent implementation of the practices of a SW-PBIS multi-tiered system.

With the implementation of an MTSS such as SW-PBIS, an on-going commitment is made by staff and administration to implement Tier 1 with fidelity throughout time as part of the on-going school climate intervention. Reaching fidelity of implementation of Tier 1 is directly related to the success or failure of Tier 2 and Tier 3 interventions. Staff and administration should consider the “8 Steps” of Tier 1 as the “foundation” for screening, early identification, and early intervention for students in need of Tier 2 and Tier 3 supports. More importantly, student’s knowledge of, and ability to understand and follow the Tier 1 matrix expectations/rules is a necessity for a successful Tier 2 and Tier 3 supports. In other words, the “8 Steps” of Tier 1mustbe consistent, positive, and implemented with fidelitythroughout the life of your multi-tiered SW-PBIS system. If not, there may be an over, or under, identification of student’s in need of more intensive interventions and data based decision-making will be ineffective.

SW-PBIS in North Slope Borough School District

The NSBSD Strategic Plan includes Action Items to support the objective to improve school climate. Those objectives are:

1) Increase the number of SW-PBIS programs in the District.

2) Provide staff development for SW-PBIS programs currently in place.

The implementation of SW-PBIS has grown yearly to include 6 sites during the 2015-2016 school year—Ipalook Elementary School, Eben Hopson Middle School, Tikigaq School, Meade River School, Kali School, and Nuiqsut Trapper School.

Data supports that by teaching and encouraging positive student behavior (i.e., positive behavior support), we reduce the likelihood of common but constant student disruption that result in distractions to learning resulting in a lack of student achievement and increase behavioral

Issues.

Section 1

Understanding the “8 Steps” for Tier 1

The following sections will explain the evidence-based “8 Steps” to creating a SW-PBIS multi-tiered system and what that looks like in NSBSD, and more specifically, Meade River School. This section will focus on the development of Tier 1.

Step #1 of the 8 Steps of Tier 1 Framework Development:

Establish a School-wide PBIS Leadership Team

For an effective SW-PBIS implementation a successful Leadership Team needs to be established and functional from the beginning of the school year. In order for the Team to function efficiently, research supports having 5-7 members maximum. The following roles are recommended for a successful Team:

  • Facilitator, Data Analysis, Minute Taker, Timekeeper, Administrator, Grade Level Representative, Cultural Representative
  • The following roles may be considered after successful Team development: Behavioral Health Representative, parent, community member, and others as appropriate.

SW-PBIS Tier 1 Leadership Team Responsibilities include:

1)Develop, facilitate, document, and evaluate the fidelity of Tier 1 SW-PBIS “8 Steps” of Implementation (see page 3) through data based decision-making.

2)Promote grade/building level team development and communication across staff to maintain a “common focus and language.”

3)Create school-wide action plans through data based decision-making.

4)Ensure cultural appropriateness and involvement.

5)Actively involve and communicate with SW-PBIS external support.

6)Review school-wide data for potential referrals to school counselor or Teacher Assistance Team.

7)Coordinate the development, storage, and updating of Tier 1 school-wide PBIS lessons.

8)Provide training and support to staff with the consistent implementation of the NSBSD school-wide violation system (Discipline Grid)

9)Promote communication to increase efficiency and consistency through:

  • PBIS updates at staff meetings.
  • Sharing of Office discipline referral data at building level quarterly meetings.

10)Coordinate and prepare a 1-2 year SW-PBIS implementation plan.

11)Sustain Tier 1 SW-PBIS implementation with fidelity (as measured by PBISassessment).

12)Schedule SW-PBIS building-level Assessments for fidelity of implementation.

13)Schedule/attend monthly PBIS Tier 1 Leadership Team meetings.

14)Assure school-wide representation of Team members.

MRS SW-PBIS Leadership Team Members: 2015-2016

Teacher Leaders: Danielle Are, Christine Cassidy

All Meade River School teaching staff participate on the team through a monthly PBIS meeting during PLC time.

Other Roles:

  • Administration: All building administrators are encouraged to participate in the SW-PBIS process by actively collaborating in the development, implementation, and monitoring of the school-based systems. Administrators actively model their commitment to the process and Leadership Team by providing meeting time, determining funding sources, assist to align SW-PBIS interventions with school policy, support staff, provide updates to the Board and superintendent. The Administrator should be familiar with school’s current data and data reporting system and be willing to support interventions in non-structured areas of the school. If a building administrator is not committed to SW-PBIS and the process of positive change, it is unwise to move forward with the Tier 1 development process.
  • External Coach:An external SW-PBIS coach is an itinerant ad-hoc member who has extensive knowledge of SW-PBIS and plays an active role in the implementation, sustainability, and validity of SW-PBIS through on-site and distance support. The external coach provides real-time support and feedback to the Leadership Team, Leadership Teacher, Administration, and school staff. The coach fulfills the role of an external planner, organizer, facilitator, prompter, researcher, and cheerleader while guiding the school towards fidelity of implementation of the three tiers of implementation. The external SW-PBIS coach is a direct link to administration, staff, students, technical assistance personnel, community agencies, families, and School Board, when appropriate.
  • SW-PBIS Lead: An on-site staff member with a basic knowledge and belief in the SW-PBIS principles and philosophy. This person has time in their daily/weekly schedule to follow-up on interventions, develop a framework of interventions for the “8 Steps of Tier 1”, provides supportto students and staff, monitors data collection, reviews data for data based decision-making, and facilitates the Leadership Team meetings. The Lead Teacheris a primary resource for the school staff as they move towards fidelity of implementation of Tier 1. The Lead Teacherworks closely with the external coach to maintain the evidence-based features of SW-PBIS while developing/supporting sustainable systems. When at criteria for Tier 1, the Lead Teacherassists with the development and “builds a bridge” for Tier 2 and Tier 3 implementation. The SW-PBIS Lead Teacher is a direct link to administration, staff, students, and community, external supports.

Data based decision-making for NSBSDSW-PBIS occurs during PBIS Leadership Team meetings.

Step #2 of 8 Steps of Tier 1 Framework Development:

Develop a Behavior Purpose Statement(on a school-wide matrix)

The Behavior Purpose statement is a social emotion statement written by staff describing what they would like students to achieve throughout their educational career. This statement is designed to guide the selection of the behavior expectations and the school-wide matrix.

Meade River School Behavior Purpose Statement:Atqasuġmiut respect our heritage, ourselves, and our community by acting in a cooperative and responsible manner.

Step #3 of 8 of Tier 1 Framework Development: Establish a Set of Positive Behavior Expectations and Behaviors(on a school-wide matrix)

As part of the “building-level” development of the SW-PBIS multi-tiered system each school will develop a school-wide matrix for non-structured locations in the school where difficult student situations may, or are, occurring. The matrix is a breakdown of skills to be taught in order for students to achieve the goal of the Behavior Purpose Statement. Matrix development is activity-drivenand comprised of 3 distinct, yet directly related, sections. The school-wide matrix serves the following purpose:

  • Provide consistency in language across environments (home, school, community) and staff.
  • Provide consistency to school staff regarding what appropriate behaviors will be taught to students thru SW-PBIS lessons.
  • Provide consistency regarding specific behaviors to recognize/reinforce thru the SW-PBIS reward system.
  • Provide consistency in what specific replacement behaviors to teach/correct when inappropriate behaviors are used.
  • Can be implemented and reinforced across environments (home, school, community).
  • Provide a consistent basis for the development of classroom matrices.

Part 1 of 3: Behavior Expectations

Staff will select school-wide over-arching Behavior Expectations (school-wide rules) for staff to model and teach. These Behavior Expectations should:

  • Link Behavior Expectations to the social culture of school (e.g., community, school model, culture).
  • Be considerate of social skills, rules and culture that already exist.
  • Be no less than 3 but no more than 5.
  • Utilize no more than 1-3 words per Behavior Expectation.
  • Be positively stated.
  • Clearly tell students what they should do and teachers what to teach.
  • Be supportive of academic achievement.
  • Be comprehensive in scope (school-wide – ALL students, staff, and settings).
  • Be mutually exclusive (do not overlap in meaning).
  • Be contextually/culturally appropriate (e.g., age, level, language, culture).
  • Be developed and agreed upon by >80% of faculty and staff.

Part 2 of 3: Non-structured locations

Areas identified by staff as having increased or consistent student behavior problems. Areas such as: hallways, cafeteria, playground, parking lot, entrance, locker room, auditorium, etc. (Classrooms are considered a structured area of the school and will have their own matrix based on the school-wide behavior expectations).

Part 3 of 3: Behavior definitions

Behavior definitions are what you would like the student to do in each of the targeted non-structured locations for each behavior definition. There should be no more than 3-5 definitions for each expectation and each definition should be 3-5 words in length. Each definition should be operationally defined (observable) and clearly seen by all.

Meade River School Behavior Expectations, Non-Structured Locations, and Behavior Definitions

Matrix Development: Behavior Expectations

School-wide over-arching Behavior Expectations (school-wide rules) for staff to model and teach developed by Meade River School staff at initial implementation of PBIS (2013-2014 School Year).

Respect

Responsibility

Cooperation

Matrix Development: Non-structured locations

Areas identified by staff as having an increase or consistent student behavior problems. Areas such as: hallways, cafeteria, playground, parking lot, entrance, locker room, auditorium, etc. (Classrooms are considered a structured area of the school and will have their own matrix based on the school-wide behavior expectations).

Meade River School Non-structured Locations:

Gym, Library, Hallway, Lobby, Playground, Bus, Cafeteria

Matrix Development: Behavior definitions

Behavior definitions are what you would like the student to do in each of the targeted non-structured locations for each behavior definition. There should be no more than 3-5 definitions for each expectation. Each definition should be identifiable and clearly seen by all. See matrix for specific behavior definitions for each behavior expectation/non-structured environment. These should be visibly posted around the school and in the classrooms.

Meade River School School-wide Matrix 2015-2016

The school-wide matrix is the cornerstone of the SW-PBIS implementation. The implementation of the “8 steps” is an on-going process that will be reviewed and refined through data based decision-making by the SW-PBIS Leadership Team.

Step #4 of 8Steps of Tier 1 Framework Development: