2 nd Annual Regional Conference June 30, 2011

Two Approaches

School-wide Positive Behavioral Interventions and Supports (SW-PBIS) Social Emotional Learning (SEL)

Align and integrate these approaches to create prevention interventions that produce meaningful behavioral changes at the whole school level

Osher, Bear, Sprague, & Doyle, 2010

Anne Flanagan

Centre Ridge ES

Jamee Kelley

Laurel Ridge ES

Addison Smith

Rolling Valley ES

Susan Rismiller

Saratoga ES

Kathy McQuillan

Fairfax County Public Schools

FBA/ BIP Social Skills Groups Check In, Check Out Responsive Classroom SR&R Character Education SW PBIS

1. Identify the problem.

2. Brainstorm possible solutions.

3. Evaluate each solution.

• •

Is it safe?

Is it fair?

• •

How might other feel about it?

Will it work?

4. Select, plan, and try the solution.

5. Evaluate whether the solution worked.

Give time to calm Provide quiet place to problem-solve

Complete “Think Sheet”

Review with student using a neutral tone

Emphasize evaluating their solutions Safe?

Other’s feelings?

Fair?

Workable?

Catch them using their solution and acknowledge

590 students, grades K-6 Began PBIS in fall of 2006 Began using think sheets that year because it was already part of the school’s program Implementation

Successes- most staff were on board from the beginning Challenges- a lot of work to start (creating everything)

Restorative practices modified the think sheets three years ago

Added questions how were others affected? what am I going to do to make it right?

what is my plan to make sure this doesn’t happen again?

Teachers conferencing with students about their actions

K-3 think sheet 4-6 think sheet

New this year (2010-2011)

Added teacher conference check box Started tracking think sheet data through PBIS data monitoring tool

New next year (2011-2012)

Sending copy home for parents to sign and return More parent communication- starting at Back to School night

840 students K-6 Began PBIS in 2008 Think Sheets were not a part of initial program Changes this year

Standardizing thinks sheets for each grade level Develop a common language

Parent Initiative for 2011-2012!

Think Sheets based on our “P.A.W.S.” Program Not all grades use consistently

Focus for 2011-2012

Each grade level made their own Think Sheet.

Based on the age/developmental level of their students.

Think Sheet What happened?

Comments: Signatures: Teacher____________ Student____________ Parent__________

First Grade Think Sheet

• Room for students to draw a picture • Teacher, student, and parent signature

35 students k-6 th grade, 4 classrooms Crisis Resource , ½ time social worker, full time school psychologist, therapeutic art and music, inclusive PE Defined step-by-step process for working through behavior issues: “TUNE UP”

Think Sheets facilitate the discussion and planning stage of this process.

We use these “specialized” sheets



At the start of each day

 Similar to a Check-In activity 

At the beginning of a challenging activity

 For example, before Field Day or an Assembly

Used before OR after, THINK SHEETS facilitate discussion, planning, teaching, and learning.

1. Draw OR write? Or scribe?

2. Explain what happened in sequence OR focus on identifying problem behaviors.

3. Concentrate on identifying alternative behaviors OR exploring a particular alternative behavior

Betty’S PERSONALIZED “GOOD DAY” PLAN DATE:___________ This is my plan for making this a GOOD DAY: 1. Be in my own space.

____ 2. MYOB 3. No instigating peers.

____ ____ 4. Show teachers cooperation. ____ I am planning on these “good things” today: This might be hard for me:

• Replace minors/reports • Student/Grade • • • • Date /Time Referring Staff Problem Behavior Location • • Person Involved Probable Motivation • Analyze monthly • PBIS Leadership Team • Grade Level Team • Collaborative Learning Team (CLT) • Use to intervene early

Teaching, Teaching, Teaching. . .

Train all staff on problem-solving dialogue Teach students the problem-solving process Train parents/guardians in the process STRESS- teaching not punishment

Allow choice of format to gain staff buy-in Intervene early with nonresponders

•

Reflect on something learned or conversation held

•

Share with your table