PBIS Team Training Module 1: Universal Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative 2
Download ReportTranscript PBIS Team Training Module 1: Universal Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative 2
PBIS Team Training Module 1: Universal Implementation 1 Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative 2 Modules developed by the University of Missouri Center for School-wide PBIS and revised by North Carolina PBIS Trainers 3 PBIS Training Overview Training organized around three “modules” School responsibilities Complete Working Agreement Attend training Develop action plans Share Annual Data Requirements with NCDPI NCDPI responsibilities Provide training support Provide limited technical assistance Provide networking opportunities 4 Overview: Module 1 Problem-solving process Context for understanding problem behavior Best practices to address problem behavior Systems approach to school climate Key features of universal prevention/early intervention approaches Data-based decision making and action planning 5 Module 1 Accomplishments & Products At the end of these two days, teams are expected to: Determine PBIS team roles and meeting dates Start expectations and rules matrix Plan data collection and dissemination Discuss consequence/reward systems Develop an initial Action Plan Materials: slides, workbook, supplemental resources, action plan 6 Expectations Be Responsible Return promptly from breaks Be an active participant Be Respectful Silence cell phones Listen attentively to others Be Kind Participate in activities Listen and respond appropriately to others’ ideas 7 Attention Signal Trainer will raise his/her hand Each participant will raise their hand and wait quietly 8 Activity: School’s Dream Identify your dream for the future, including all the ideas, values, and experiences that are important to you in developing the ideal school. D R E A M Workbook page 3 9 PBIS Training & Implementation All PBIS Modules organized around problemsolving model Resources Page 4 10 Problems & Problem Solving PBIS Teams focus on social & academic problems (Newton, et al, 2009) Problem Problem identification Problem solving An approach to developing interventions and ensuring positive student outcomes, rather than determining failure or deviance (Deno, 1995) 11 Tools for Training & Implementation: TIPS Model and Worksheet TIPS Worksheet Use during Activities Date: ___________ School: ________________ Enrollment: __________ ODR Absolute Value: Majors only ____________ Minors only: ___________ 1. Primary Problem Statement Problem Statement elements Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________ 2. Precision Problem Statement 3. Solution options Prevent reduce probability of future or continued problem behavior Teach increase probability of positive behavior change Acknowledge Provide positive feedback when expected behavior occurs Correct Specific feedback to increase probability of improved behavior after error Extinction reduce reward for problem behavior Safety remove occurrence or possibility of injury or harm) 4. Action Planning a. For solutions to be implemented, who will do what by when? Resources Pages 4-5 5. Evaluation Planning i. Goal Setting (what will it look like when you can say there is no longer a problem?) ii. Data Collection (gather additional information) 1. To measure outcomes 2. To measure fidelity of implementation Horner, Todd, Newton, Algozzine and Algozzine, December 2008, updated May 2010 12 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions 13 What are common problems in schools? 14 Contributing Factor: NC Suspension Trends 15 NC School Crime & Violence Trends 16 Contributing Factor: School Discipline Zero Tolerance Policies associated with: lower achievement (Rausch, Skiba, & Simmons, 2004) higher rates of dropout (Bowditch, 1993) high rates of recidivism (Tobin, Sugai, & Colvin,1996) emerging evidence: strengthens school-toprison pipeline by criminalizing student misbehavior (Advancement Project, 2000; 17 Wald & Losen, 2003) NC: Dropouts 18 Contributing Factor: Suspensions & Dropouts One year’s class of dropouts costs NC $1.3 billion in corrections and welfare (NC Child Advocacy Institute, 2005) Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995) 82% of crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993) 19 Why Positive Behavior Intervention and Support? 20 Typical School Responses: Foster environments of external control Shift accountability away from school Reinforce antisocial behavior Weaken the relationship between academic and social behavior programming Fail to consider other factors, such as language, cultural differences, disability, etc 21 Contributing Factor: Poverty & Language Approximately one year (11-18 months) Children in poverty—hear 250,000 words per year Children in homes of professionals—hear 4 million words per year (Hart & Risley, 1995) 22 Contributing Factor: Poverty & Language Affirmative statements Professional—30 per hour Working class—15 per hour Poverty—6 per hour (prohibition twice as often as affirmative feedback) (Hart & Risley, 1995) 23 Contributing Factor: Poverty & Language “To keep the confidence-building experiences of welfare children equal to those of working class children, the welfare children would need to be given 1,100 more instances of affirmative feedback per week…” (p.201). “It would take 26 hours per week of substituted experience for the average welfare child’s experience with affirmatives to equal that of the average working-class child” (p. 202). (Hart & Risley, 1995) 24 Activity: Identify Problem Behavior What keeps your school from being the dream school you described? Determine three primary challenges and add them to the workbook at the top of page 5 Workbook pages 4-5 25 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions 26 How does PBIS help your school become your dream school? 27 Traditional Discipline vs. PBIS Traditional Discipline: Δ Focuses on the student’s problem behavior Δ Goal is to stop undesirable behavior through the use of punishment Positive Behavior Intervention & Support: Δ Replaces undesired behavior with a new behavior or skill Δ Alters environments, teaches appropriate skills, and rewards appropriate behavior 28 Schools Participating in PBIS Initiative 1200 1000 691 800 548 600 296 400 200 0 790 909 1021 1 5 9 27 147 29 Suspension/Enrollment/100 Students PBIS 60 Suspensions Across Type of School 50 40 2005-06 30 2006-07 20 2007-08 2008-09 10 2009-10 0 K-6 6-9 School Type 9-12 30 Suspension Rate and EOC/EOG Reading 08-09 Short-term Suspension Rate/100 students with %of Students passing EoG Reading/ EOC Eng 1 (N=152) 100 90 80 % of students passing EOG Reading or EOC Eng I 70 60 50 Short term OSS/ 100 Linear (Short term OSS/ 100) 40 30 20 10 0 0 20 40 60 80 Short-term suspensions/ 100 students 100 120 31 Burnsville Elementary Yancey County 32 Phillips Middle Edgecombe County 33 Watauga High Watauga County 34 How does PBIS help your school become your dream school? Hypothesis: When implemented with fidelity, PBIS is associated with reductions in problem behavior and increases in academic performance 35 What is PBIS? 36 What is PBIS? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13) 37 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Resources Page 6 Supporting Student Behavior Positive Behavior Intervention & Support 38 Positive Behavior Intervention & Support Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for (Sugai, et al, 2010) All students 39 School Improvement Academic Whole School Behavior Resources Pages 6-7 Effective Classroom Intensive, Individual Interventions Intensive, Individual Interventions School Culturally •Tutoring •Functional Behavior Assessment & OrganizationPlans •Academic Remediation Responsive Behavior Intervention Planning •Specially Designed Instruction Instruction Struggling Students Effective Culturally Targeted Group Interventions Targeted Group Interventions Instructional Progress •Small Responsive group instruction •Social Skills Individuals instruction Monitoring •Focused academic help Practices •Reinforcement Consider-of specific skills Practices sessions •Group Behavioral Strategies EC action for Behavioral •Classroom Coaching Eligibility Related Specially Group Strategies Positive School Universal Effective Services Designed Design/ Climate Instructional Universal Interventions Universal Interventions Instruction Differentiated Mental Health FBA/BIP Behavior Practices •School-wide •Effective instructional rules and Assistance Instruction Interventions practices procedures Mental Effective Staff •Recognition of •Systematic Focused Positive Health Services Development academic reinforcement Research-based Classroom achievement •Social Skills Instruction Academic Instruction •Culturally responsive •Culturally responsive Management Data Based practices practices Ongoing •Data-based Decision decision•Data-based Classroom Coaching decisionScreening and making making Making and Consultation •Parent & Community •Parent & Community Assessment Parent and Partnerships Partnerships Community 40 Partnerships Core GOAL: 100% of students achieve at high levels Tier I: Begins with clear goals: 1.What do we expect all students to know, understand and do as a result of our instruction? 2.How will we know if these goals are met? 3.How will we respond when students do not meet the goals with initial instruction? (Batsche, 2010) 4.How will we respond when some students have already met the goals? 41 Supplemental Tier II < 20% of students Core + Supplemental To Achieve Benchmarks 1.Where are the students performing now? 2.Where do we want them to be? 3.How long do we have to get them there? 4.How much do they have to grow per year/month to get there? 5.What resources will move them at that rate? 6.How will we monitor the growth of students receiving supplemental instruction? (Batsche, 2010) 42 Tier III ve, Individualized < 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks 1. 2. 3. 4. 5. 6. (Batsche, 2010) Where is the student performing now? Where do we want him/her to be? How long do we have to get him/her there? What supports has he/she received? What resources will move him/her at that rate? How will we monitor and evaluate the student’s 43 growth? Math Intensive Science Targeted Spanish Reading Soc skills Universal Soc Studies (Sugai, 2010) Basketball Label behavior…not people 44 PBIS Focuses on prevention Focuses on instruction Uses data to make decisions & develop appropriate curriculum Collaborative process 45 PBIS Teams • Best practice in professional development • Representative of all faculty and staff Assessment • Guides Intervention • Used for problem-solving & action planning Context • Application of best practice to fit unique school environments • Involves all staff, students, families, & community 46 PBIS Effective Process • 3-5 years • Effective professional development • Increased efficiency Expectations • Defined by building team with staff and community input • Implemented by all faculty and staff • Reflect behavior needs /challenges of school Teaching • Appropriate behavior is taught • Positive behavior is publicly acknowledged • Inappropriate behavior is corrected 47 Your School Can Expect to: (Negative Positive) (Inconsistent Consistent) Reorganize to become more efficient and consistent Use preventative measures, such as teaching behavior, to decrease unwanted behavior Experience a shift in attention to appropriate behaviors Experience a positive climate and philosophy change 48 Administrators at Successful PBIS Schools • Team members schedules • Time for professional development Provide opportunities for learning & practice • Provide direction • Attend meetings regularly • Knowledgeable about data & action plan Participate actively in team Publically support & encourage implementers • Prioritize PBIS • Acknowledge regularly 49 Systems Implementation Logic Effective • Achieve desired outcome? Efficient • Doable by implementer? Relevant • Contextual & cultural? Durable • Lasting? Scalable • Transportable? Logical • Conceptually Sound? (Sugai, 2011) 50 Features of a Comprehensive System of PBIS Total staff commitment to managing behavior Clearly defined and communicated expectations and rules Clearly defined consequences for unwanted behaviors An instructional component for teaching students expected behaviors A support plan to address the needs of students with chronic, challenging behaviors Procedures for acknowledging appropriate behavior(s) 51 10 52 Activity: Audit of Current Practices 1. List current practices in the appropriate part of the triangle (bottom half of page 5) 2. Assess current practices 3. Discuss whether current practices are sufficient 4. Create action steps Workbook pages 5-6 53 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 54 & Support Use Data for Assessment & Evaluation Illustrate progress toward short/long term goals Reinforce and provide feedback for staff Evidence of impact during the struggle to sustain 55 Implementation Data 56 Implementation Data Purpose: to measure fidelity of implementation; to ensure that implementation of PBIS is reliable and accurate Goal: to develop action steps Tools: • Implementation Inventory Online (IIO) • Self-Assessment Survey (SAS) • School-wide Evaluation Tool (SET) 57 Implementation Inventory (http://education.uncc.edu/iio) Resources Page 8 58 Example: Implementation Inventory Scores 59 SET School-wide Evaluation Tool (SET) Resources Page 9 Overview Purpose of the SET The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of schoolwide effective behavior support across each academic school year. The SET results are used to: 1. 2. 3. 4. 5. assess features that are in place, determine annual goals for school-wide effective behavior support, evaluate on-going efforts toward school-wide behavior support, design and revise procedures as needed, and compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys. There are multiple steps for gathering all of the necessary information. The first step is to identify someone at the school as the contact person. This person will be asked to collect each of the available products listed below and to identify a time for the SET data collector to preview the products and set up observations and interview/survey opportunities. Once the process for collecting the necessary data is established, reviewing the data and scoring the SET averages takes two to three hours. Products to Collect 1. _______ 2. _______ Discipline handbook School improvement plan goals 60 Example: SET 61 Outcome Data 62 Outcome Data Purpose: to determine how prevention and intervention strategies are impacting the school environment Goal: Measure progress on specific target data Examples: • Office Discipline Referrals • Achievement Data • Suspension/Expulsion • Staff Retention Data • Climate Surveys • Special Education Data • Referrals Data • Attendance 63 Example: Gamewell Middle School ISS/OSS Two Year Comparison 64 Example Springhill Middle School 2007/2008 and 2008/2009 1400 1200 1000 800 600 400 200 0 1265 870 769 332 2007-08 2008-09 Office Referrals (all actions) OSS days served 65 Example: Academic Longitudinal Data 66 ODR Spreadsheet Resources Page 10 67 68 ODRs by Race/Ethnicity 70.00% 60.00% 50.00% Percentage of ODRs 40.00% 30.00% Percentage of Enrollment 20.00% 10.00% 0.00% White Black Hispanic Amer. Indian Multiracial Asian Pacific Islander 69 ODRs by Grade Level 2000 1800 1600 1400 1200 1000 800 600 400 200 0 pre- K K 1 2 3 4 5 6 7 8 9 10 11 12 70 ODRs by Location 600 500 400 300 200 100 0 71 0 Abusive… Arson Bomb threat/… Defiance/… Disruption Dress code violation Fighting/ Physical… Forgery/ Theft Gang affiliation… Harassment/… Inappropriate… Inappropriate… Lying/ Cheating Sexual Misconduct Property damage/… Skip class/ Truancy Tardy Technology violation Unknown behavior Use/ Possession… Use/ Possession… Use/ Possession… Use/ Possession… ODRs by Incident Type 1200 1000 800 600 400 200 72 Resources Page 11 73 74 Data Schedule Monthly Discipline outcome data (ODR/OSS) Attendance Formative assessment data Fall (can repeat *Implementation Inventory Online (IIO) in spring) Self-Assessment Survey (SAS) - optional Spring *School-wide Evaluation Tool (SET) End-of-Year *ODR Spreadsheet & OSS Data Attendance Summary *Due July 1 Academic Achievement Climate & Staff Survey Data EC Referral Data Recognition Application – optional 75 Activity: Implementation/Outcome Data 1. Assess current use of data in your school 2. Discuss and plan for data collection and use 3. Add action steps to support data collection and use Workbook pages 7-8 76 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions 77 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 78 & Support Establishing a PBIS Team 79 PBIS Team Responsibilities Assess the current behavior management practices Examine patterns of behavior Obtain staff commitment Develop a school-wide plan Obtain family and community participation and input Oversee, monitor, and evaluate all planned objectives and activities developed by the team 80 Establishing a Team Administrative Support Clear Purpose Active Representative Communicate Commitment Linked to School Improvement Audit of Integration 81 Working Smarter Workgroup/Comm ittee Team Outcome/Link to SIP Who do we serve? (students/staff/both ?) How do folks get access to support? Names of Staff on team Non-Negotiable District Mandate? How do we measure impact? Overlap? Modify? 1. Eliminate all initiatives that do not have a defined purpose and outcome measure. 2. Combine initiatives that have the same outcome measure and same target group 3. Combine initiatives that have 75% of the same staff 4. Eliminate initiatives that are not tied to School Improvement Goals. Workbook page 9 82 Activity: Working Smarter List all the committees and initiatives currently on your campus and complete the requested information in the columns Based on your results consider: what can be eliminated or combined, what needs more support, and how to infuse with PBIS Workbook page 9 Determine next steps 83 Effective Teams Pick an optimum meeting time Review master calendar to schedule meetings for the entire year Consider frequency, time, and duration Give reminders of time and location Establish appropriate subcommittees 84 Effective Teams Meet Frequently and Regularly Teams should meet monthly During initial planning, teams may need to meet more often Once practices are established teams should: Analyze existing data Problem-solve solutions to critical issues Develop/Review Action Plan 85 Effective Teams: Preparing for the PBIS Meetings Develop the agenda (TIPS Meeting Minutes) Outline goals/objectives of the meeting Purpose of meeting is defined All participants understand specific outcomes expected Time schedule Give each order of business a allocation Schedule important items early Resources Pages 12-14 time 86 During PBIS Meetings Start on time Accept additions to the agenda Stay focused on purpose and desired outcomes When time is up, develop action plan Summarize the meeting results Review assignments and target dates 87 Documenting Team Progress Create notebook about implementation at your school Quick review for new staff members Easy access to materials Organized presentation to visitors Helpful when completing SET evaluation 88 PBIS Team Notebook PBIS Team Members Expectations Matrix Meeting Dates Meeting Agendas Action Plan Discipline Handbook School Improvement Plan Lesson Plans/ Social Skills Instruction Behavior Data Summaries Discipline Referral Forms/ Process Staff Assessment Survey Implementation Inventory SET Evaluation Parent Contact Staff Newsletter/ Contact 89 Who’s In Charge? All participants are responsible and accountable for the success of the meetings. Team Leader/facilitator In-School Coach Recorder / minute taker Communication coordinator Database manager Timekeeper / task master Workbook page 10 Subcommittees as needed 90 91 Activity: Effective Teams: Meetings & Team Roles 1. Discuss how often your team will meet and schedule at least one meeting date 2. Discuss ways administration can support the team in implementing successful practices 3. Discuss and assign roles within your team 4. Assess current status of critical features of PBIS teams 5. Develop Action Steps related to team Workbook pages 10-11 formation 92 Recruiting Staff Commitment 93 Recruiting Staff Commitment Faculty must be committed to decreasing problem behaviors and increasing academic performance. Staff commitment is essential Must have the majority of faculty and staff implementing to ensure sustainability Remember: this is a 3-5 year process 94 Challenges to Recruiting Staff Commitment Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modelling from leadership Staff lack a clear vision of how the changes will impact them personally Insufficient system of support Lack of knowledge about behavior interventions 95 Solutions for Recruiting Staff Commitment Develop a plan for building faculty buy-in: Encourage questions and discussion Provide opportunities for staff to participate in the development of expectations, etc. Provide sufficient staff development to give faculty needed skills Provide incentives for staff to participate Build consensus around common values 96 Solutions for Recruiting Staff Commitment Use the existing data to support rationale for PBIS Implementation Share current data and trends Discuss outcomes with no intervention 97 Solutions for Recruiting Staff Commitment Staff surveys Obtain staff feedback Create involvement without holding more meetings Generate new ideas Resources Build a sense of faculty ownership Page 15 Staff survey options Self Assessment Survey (SAS) Staff developed surveys (overall climate, areas of concern, etc.) 98 Solutions for Recruiting Staff Commitment Emphasize benefits: Conservation of time/effort Alignment of processes/goals Greater professional accountability Improved outcomes for academic and social achievement Improved working environment 99 What the Staff Need to Know: The “big picture” – your team’s purpose The process for handling problem behaviors Lesson plans to teach expectations and rules How and when to administer rewards Schedules for rewarding/reinforcing students and staff The BIG Picture 100 Teaching New Staff Members On-Going Training Who is responsible for training new staff throughout the year? Means of instruction Person-to-person Written guide Observations Video 101 102 Activity: Staff Commitment 1. Assess current status 2. Develop a plan to address staff commitment 3. Document action steps Workbook page 12 103 Planning for Family & Community Involvement 104 Teaming With Families & Community Volunteers Information Staff/Family Connections Awareness 105 Involving Families and Community What to communicate: Purpose of school-wide plan Expectations – how they can be applied to non-school settings Reinforcements and consequences On-going updates on implementation efforts and outcomes How to get involved 106 Involving Families and Community How to communicate: Written – letters, newsletters Face-to-Face – school and/or community training events Community – local media, community organizations Tech-based – Phone Systems, Video demonstrations, website 107 Teaming With Families Our Family “R.O.C.K.S” We RESPECT OTHERS COMMUNITY KNOWLEDGE SELF Offer gotchas for parents attending parent night 108 (Riffel, 2011) Colorado Family Game Night Activity: Family & Community Involvement Work with your team to plan for family & community participation Workbook pg. 13 109 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 110 & Support Practices to Encourage Desired Behavior 111 School-Wide Expectations 112 What are School-wide Expectations? A list of specific, positively stated behaviors that is desired of all faculty and students Should be in line with the school’s mission statement and should be taught to all faculty, students, and parents 113 Guidelines for Identifying Expectations Identify behaviors expected of all students and all staff in all settings Select 3 to 5 behaviors State expectations in positive terms Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings 114 Clearly Define Expected Behaviors Define expectations State positively and succinctly Keep to five or fewer 115 Wrightsboro Elementary School 116 Chowan Middle School 117 Mountain Heritage High Example 118 119 Activity: Expectations Discuss 3-5 potential expectations for your school What are the behaviors everyone can agree are important? 120 Expectations vs. Rules 121 How Are Expectations and Rules Similar? Both should be limited in number (3-5) Both should be positively stated Both should be aligned with the school’s mission statement and policies Both should clarify the criteria for successful performance 122 How Are Expectations and Rules Different? Expectations are broadly stated Expectations apply to all people in all settings Expectations describe the general ways that people should behave 123 Differences (continued) Rules describe specific behaviors - Observable - Measurable Rules may apply to a limited number of settings Rules clarify behaviors for specific settings 124 Which Ones Are Expectations? Which Ones Are Rules? Be considerate Place food items in their proper containers Remain seated during instruction Keep all four legs of your chair on the floor 125 What Is Gained by Identifying Rules? Allows for teaching behavioral expectations in specific settings Uniform instruction across multiple programs and settings within the school Consistent communication among staff members and parents Legal, ethical, and professional accountability 126 Catawba Springs Elementary, COLT Behavior Matrix Playground Be C ooperative Be S afe Be E ngaged Be S uccessful Cafeteria Restrooms Hallways • Play Fairly • Be a team player • Follow the game rules • Play safely • Stay in assigned areas • Enter and exit building calmly • Use good manners • Use quiet voices • Take turns • Turn water off • Stand in line orderly and quietly • Clean up your area • Sit properly • Wash hands • Walk on the with soap right side of and water the hall • Actively participate • Follow directions • Follow adult directions • Include everyone • Demonstrate good sportsmanship • Enter and exit quietly • Keep the restroom clean • Use polite • Allow for comments privacy • Respect • Follow personal space bathroom of others procedures • Walk quietly • Respect hallway displays Resources Pages 17-21 Buses • Follow bus rules and school rules Classroom • Respect the ideas of others • Work together • Seat to seat, • Use materials back to back, and equipment feet to floor properly • Remain seated • Walk until the bus completely stops • Follow rules without reminders • Demonstrate self control • Respect the bus driver • Be a problem solver • Be prepared • Follow directions • Keep hands and feet to yourself • Use quiet voices • Stay in assigned seat • Make good choices • Show Respect • Produce quality work Parkway School, K-8, Watauga 128 Gamewell Middle Caldwell County Gamewell Middle School Behavior Expectation Matrix Posted throughout the school and each classroom Expectations Cafeteria Movement Classroom Rest Rooms Bus Assemblies Be Responsible Have lunch number ready Maintain inside voice Stay to the right Walk directly to appropriate destination Have all materials needed for class Use a calm voice and appropriate body language and always raise your hand before speaking Use facilities properly Treat doors, partitions, and sinks with care Be at bus stop on time Act appropriately to be a role model to others Respect Keep hands and feet to yourself Be polite to all Cafeteria staff and teachers Walk quietly so others can continue to learn Follow adult directions the first time Treat others as you would like to be treated Be honest Allow the privacy of others Follow driver directions and speak nicely Applaud appropriately to show appreciation Achieve Follow directions and procedures Follow directions and procedures without reminders Silent during all practice drills Listen with eyes and ears Give your best effort and make good choices Be aware of raised hand for silent queue Flush toilet Wash hands Go directly to your bus after school and promptly find your seat. Remain seated and quiet Be alert for signal to be silent Value Keep lunch area clean Keep all areas free of trash and litter Keep track of your belongings Value the property of others Report any vandalism Report any vandalism to your driver Be an active listener. Keep eyes and ears on presenters Excel Only one trip through lunch line Work toward “Free Seating Friday” Be a role model to others Arrive on time Set goals to make better grades Complete task in a timely manner Use only at teacher appointed times Keep bus clean Appropriate behavior leads to more assemblies 129 Mountain Heritage High Yancey County Page 16 Mountain Heritage High School Behavior Expectation Matrix Community Leadership Integrity Maturity Belonging Hallway/ Breezeway Leave No Trace Keep Moving - Be On Time Use Appropriate Language Keep Hands To Yourself Walk On Right – Use Green Doors Cafeteria Be Polite! Please and Thank You Set a Good Example Wait Your Turn Leave No Trace “Mix It Up” Restrooms Keep Graffiti Free Promote health Respect Others’ Privacy Keep It Clean Report Problems Buses Sense of Ownership Respect All Riders and Driver Use Appropriate Language Be Safe Seat to Seat Back to Back Parking Lots “Pitch In” Be Polite and Alert Respect Other People’s Property Travel Safely Right Place Right Time Gym/ Locker Room Participate and Do Your Best Speak Up for Yourself and Others Hands Off Others’ Property Demonstrate Sportsmanship Report Problems Classroom Follow School and Classroom Rules Challenge Yourself Do Your Own Work Communicate In A Positive Way Respect Diversity Auditorium Actively Participate Set Good Example Respect Property Be Courteous To All Show School Spirit Close the Gap Community Positively Represent MHHS Get and Stay Involved Do The Right Thing Give Back Turn It Green Show Mountain Pride! Rules and consequences indicated in the Yancey County Students Rights and Responsibilities Handbook are still in effect. GO COUGARS! 130 131 Activity: Expectations & Rules 1. Assess current practices 2. Plan to create school-wide expectations & rules 3. Try out the process of writing setting specific rules 4. Create action steps Workbook pages 14-15 132 Social Skills Instruction 133 Why Develop Behavior Lesson Plans? “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we…… ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” 134 John Herner, Counterpoint (1998, p.2) Why Develop Behavior Lesson Plans? To address factors related to student diversity To proactively address skill deficits To facilitate a positive and unified school culture To maintain consistency Resources Pages 22-27 135 Teaching Staff to Teach Expectations and Rules to Students Curriculum Lesson plans Materials/scripts Time/schedule When to teach what, how often Settings Role of support staff in training 136 Best Practice for Teachers Academic Instruction Social Skills Instruction Present the Lesson Tell Guided Practice Test Independent Practice Show Assess Practice 137 Two Levels of Instruction Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings Level 2: Skills (Rules) Observable behaviors Rules for specific settings 138 Teaching and Reinforcing Behaviors Use your matrix to create a common language Language must be consistent in order to create consistency Otherwise, students will still have to learn many different definitions for each expectation 139 The Power of Two Letters Language is powerful That’s why we define expectations -- so we can teach what they mean Use the matrix to teach what the expectations look like using the word “by” Expectation BY Rule Mascorro, 2008140 School Wide Behavior Expectations Matrix Expectation Classroom Specials/ Resource Hallway Cafeteria Playground We Respect Ourselves Be my best. Be on Task. Be prepared. Be my best. Be on task. Be prepared. Walk and move carefully. Practice good manners. Play safely Clean up after myself. Keep hands, feet and objects to myself. Share equipment Keep hands and feet to myself. Include others. Listen to adult’s directions. Talk in quiet/ indoor voices. Enter/Exit the building quietly. Follow playground rules. Clean up after myself. Share. Use equipment properly. 141 We Respect Others We Respect Learning We Respect Property Thank you forKeep hands, feet Listen and follow and objects to showing directions. respect myself. Share materials. BY… for others Listen. Move carefully. Share. staying on the right. Listen to instructions. Give your best. Listen to instructions. Do/Give my best effort. Help others. Stay on the right. Give others proper space. Be quiet in hallways. Thank you for Respecting Use materials Property BY… Use equipment properly. Keep hands and materials and Cleaning up after Help keep room feet to myself. furniture properly. yourself. clean. Behavioral Correction “By… tells me…” By touching your neighbor, it tells me we should review where you are seated. By putting your hands on the walls, it tells me we must review the hallway expectations again. 142 Correct Student Behavior Errors Signal that an error has occurred Refer to rules Ask for an alternative appropriate response Provide an opportunity to practice the skill Provide verbal feedback 143 Corrections Help students to take responsibility for their own behavior: “What are you doing?” “What should you be doing?” “Show me.” 144 Points to Remember Describe specific, observable behaviors for each expectation Analyze all the steps required to complete a task Teach the behaviors in the setting where the behaviors are expected to occur 145 Integrating Concepts into the Curriculum Character analysis Examples and non-examples of behaviors that characterize school-wide expectations Story mapping Identification of setting, characters, problem(s), and resolutions Writing “What if” stories, new endings to stories, journal entries on selected topics 146 Activity: Social Skills Instruction 1. Assess current social skills instructional practices 2. Plan to teach social skills 3. Document action steps needed to facilitate social skills instruction Workbook page 16 147 Acknowledgement System 148 Why Develop a School-wide Acknowledgement System? Increases the likelihood that desired behaviors will be repeated Focuses staff and student attention on desired behaviors Fosters a positive school climate Reduces the need for engaging in time consuming punitive disciplinary measures 149 Goals of Acknowledgement Create a learning environment where students are engaged and successful Teach, support, and encourage students to be “self-managers” Help students generalize the skills they learn in school to life experiences beyond school (Horner, 2009) 150 Challenges Use of rewards is seen by faculty members as: Expensive Time consuming/effortful Unnecessary Inappropriate Fine for elementary school but ineffective and inappropriate in middle or high school (Horner, 2009) 151 What Do We Know? Rewards are effective when: Used to build new skills or sustain desired skills Delivered contingent upon specific behavior Faded gradually over time (Akin-Little, Eckert, Lovett, & Little, 2004) 152 Main Messages: Acknowledgement Rewards are a core feature of building a positive school culture Rewards make a difference Initial behavior change Sustained behavior change (Doolittle, 2006) Rewards do NOT inhibit intrinsic motivation However , they can be used inappropriately Rewards can be used effectively in all school contexts (Horner, 2009) 153 Acknowledgement Guidelines Acknowledge frequently in the beginning Acknowledgement should be contingent on students engaging in the desired behavior(s) Refrain from taking back a reinforcer that has been earned, or threatening the loss of reinforcement Students should be eligible to earn acknowledgement throughout the day 154 Acknowledgement Guidelines Keep ratios of reinforcement to correction high (4:1) (Walker, Ramsey, & Gresham, 2004) Involve all staff in implementing your school’s reinforcement system Develop a data based system for monitoring and documenting appropriate behaviors Involve students to help develop meaningful reinforcers 155 Procedures for Encouraging Expected Behaviors Identify expectations student met Sincere verbal feedback Accurate, specific, & descriptive Deliver reinforcement Tangible to intrinsic External to internal Frequent to infrequent Predictable to variable Developmentally appropriate 156 Acknowledgement Example Reward the “behavior” not the “person” Say this: “You were working hard, on-task and quiet during independent seat work…that is respectful of others trying to get their work done… nice job.” Rather than: “You are selected as student of the week. Congratulations!” (Horner, 2009) 157 Acknowledgements Types Examples Social Activity Escape Tangible Positive Parent contacts Extra PE time Computer time Listen to music Homework Pass Free Seating at Lunch Helper 158 159 Acknowledging Staff Utilize community resources and local businesses Staff recognition lunch Staff celebration Staff acknowledge each other 160 Points to Remember Keep the system simple Build in opportunities for data collection Start small Emphasize: The importance of enhancing social skills The link between appropriate behavior and academic success The link between PBIS and other school-wide initiatives 161 Activity : Acknowledgement System 1. Assess current status 2. Discuss possibilities for an acknowledgement system at your school 3. Create action steps to implement an acknowledgement system Workbook page 17 162 Practices to Discourage Problem Behaviors 163 Practices for Discouraging Problem Behaviors CONSISTENCY Clearly define problem behavior Make clear distinctions between staff/classroom and office managed behavior Establish a continuum of procedures for correcting problem behavior Establish data decision strategies for repeat offenses 164 Defining Problem Behavior 165 Activity: Defining Problem Behaviors Each team member should independently define: Defiance Disrespect Disruption Workbook top of page 18 166 Defining Problem Behavior Problem behaviors must be operationally defined What one teacher may consider disrespectful may not be disrespectful to another teacher All faculty, staff, administration, students, and families must be trained on the definitions 167 It’s time to play… Pass the Buck! 168 Looking At The Big Picture! Instructional Time Lost for Students Each minor incident takes an administrator about 25 minutes to process Students are losing instructional time when minor incidents are handled in the office Classes are interrupted whenever the teacher has to write up a student and get him/her to the office 169 Minor Discipline Incidents Defined Discipline incidents that can be handled by the classroom teacher; usually do not warrant a discipline referral to the office. Example: tardiness to class, lack of classroom materials, incomplete classroom assignments, gum chewing, etc. Purpose To determine appropriate consequences and where the consequences should be delivered 170 Major Discipline Incidents Resources Page 28 Defined Discipline incidents that must be handled by the administration. These may include but are not limited to: physical fights, property damage, drugs, weapons, tobacco, etc. Purpose Once problem behaviors are operationally defined, it is essential that the team distinguish the major discipline incidents from the minor to determine the appropriate 171 consequences Activity: Defining Problem Behavior 1. Assess current practices 2. Categorize common problem behaviors 3. Identify action steps Workbook pages 18 -19 172 Developing a Discipline Referral Process 173 Considerations for Developing a Referral Process When does a recurring behavior become a major? • Re-teaching the behavior ineffective? • From one particular teacher? • Time frame? Look at patterns of behavior • What are the recurring behaviors? • When are the behaviors occurring? • What is the motivation for the behavior? • What interventions have been used? 174 The Next Step: Discipline Referral Process Discipline Referral Process: This process must be defined, taught, and agreed upon with all staff and must include definitions for: major discipline incidents minor discipline incidents emergency or crisis incidents a continuum of discipline procedures 175 NO Verbal Warning. Restate Expectation/rule Behavior ceases. No further action Complete Tracking form Intervention Write Referral DISCIPLINE FLOW CHART (Attach minor incident forms if applicable.) Send the student with the referral to Room 1. 2nd Offense (Same behavior) Middle School YES Behavior ceases. No further action Administration determines course of action or consequences Behavior ceases. a) Copy of referral and/or letter sent to the parent 3rd Offense Resources Page 29 (Same behavior) Complete Tracking form Intervention Contact Parent 4th Offense (Same behavior) Follow Referral Procedure No further action b) School retains copies c) Copy of referral to (how given to teacher?) teacher for files (when?…time frame?) 176 Observe Problem Behavior Warning/Conference with Student No Use Classroom Consequence Complete Minor Incident Report Does student have 3 MIR slips for the same behavior in the same quarter Write the student a REFERRAL to the main office Is behavior office managed? Yes Classroom Managed Office Managed •Preparedness •Calling Out •Classroom Disruption •Refusal to Follow a Reasonable Request (Insubordination) •Failure to Serve a Detention •Put Downs •Refusing to Work •Inappropriate Tone/Attitude •Electronic Devices •Inappropriate Comments •Food or Drink •Weapons •Fighting or Aggressive Physical Contact •Chronic Minor Infractions •Aggressive Language •Threats •Harassment of Student or Teacher •Truancy/Cut Class •Smoking •Vandalism •Alcohol •Drugs •Gambling •Dress Code •Cheating •Not w/ Class During Emergency •Leaving School Grounds •Foul Language at Student/Staff Write referral to office Administrator determines consequence Resources Page 30 Administrator follows through on consequence Administrator provides teacher feedback SIDE BAR on Minor Incident Reports •Issue slip when student does not respond to pre-correction, re-direction, or verbal warning •Once written, file a copy with administrator •Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change) 177 A Closer Look at Office Discipline Referral Processes/Forms Schools must have a coherent system in place to collect office discipline referral data Agreement on major/minor behavior categories and the referral process The office discipline referral form should include: Name & grade, date, time, location Staff: Homeroom and referring staff Problem behavior and possible motivation Administrative decision/outcome 178 6/30/10 Student: ___________________________ Grade: ___ Date: ___/___/___ Race: ___ Reported by: ______________________School __________________ Time Incident Occurred: _______AM / PM EC 504 Gender: M / F LEP Student’s NCWISE #: _____________Incident#__________ PRE-INTERVENTION USED (MUST BE COMPLETED BY STAFF): INCIDENT NARRATIVE (MUST BE COMPLETED BY STAFF): Resources Pages 32-34 POSSIBLE MOTIVATION: OTHERS INVOLVED: avoid adults avoid peers avoid tasks/activities/work obtain adult attention obtain items/activity obtain peer attention bathroom/restroom bus bus loading zone cafeteria classroom field gym/P.E. hallway library office area none peers substitute teacher staff other LOCATION: parking lot special event/assembly/trip other: THE FOLLOWING AREAS ARE FOR ADMINISTRATIVE USE ONLY: 044 assault on a student Unacceptable Behavior Reportable Offense 019 021 022 023 024 025 026 027 029 030 031 032 033 035 042 038 039 040 041 036 037 communicating threats affray disorderly conduct extortion fighting harassment hazing aggressive behavior false fire alarm truancy dress code violation inappropriate language/disrespect insubordination falsification of information disruptive behavior harassment - sexual property damage inappropriate items on school prop possession of tobacco theft bus misbehavior 045 046 047 052 058 059 060 61 63 64 66 67 68 69 70 71 72 73 75 assault - other possession of counterfeit items use of counterfeit items bullying other school defined offense being in an unauthorized area cell phone use disrespect of faculty/staff excessive display of affection excessive tardy leaving class without permission leaving school without permission mutual sexual contact between students other use of tobacco assault on non-student without weapon and not resulting in serious injury assault on student without weapon and not resulting in serious injury skipping class skipping school 005 006 007 008 009 017 020 043 048 049 050 053 054 055 056 057 PERSISTENTLY DANGEROUS possession controlled substance/cocaine possession controlled substance/marijuana possession controlled substance/Ritalin possession of firearm possession of weapon possession of controlled substance/other possession of alcohol bomb threat use of alcoholic beverages use of controlled substances use of narcotics burning a school building selling controlled substance/cocaine selling controlled substance/ marijuana selling controlled substance/Ritalin selling controlled substance/other 179 Activity: Referral Process 1. Evaluate your current discipline process and procedures Is your discipline referral process meaningful and effective? Do faculty and staff fully understand your current forms and procedures? 2. Think through a possible discipline referral process for your school 3. Create action steps Workbook pages 20-22 180 Effective Consequences 181 Why Haven’t Traditional Consequences Been Effective? Inconsistent Doesn’t learn replacement Ineffective Consequences Student avoids something Poor match for behavior Student gets something 182 Effective Consequences Teach a new behavior and offer the opportunity to practice Are used immediately or closely following problem behavior Offer a range of options to teachers for classroom consequences 183 Effective Consequence Procedures Differentiate consequences that can be used in the classroom to address minor behavior errors from consequences that will be used for behaviors that generate office referrals Establish a system that matches the intensity of the disciplinary action with the severity of the behavior Maintain consistent responses to rule violations 184 Level 1 Disciplinary Options Classroom Level interventions/consequences Teachers use the following interventions to help the students change behavior in the classroom. If these interventions are successful, referral to the school administrator may not be necessary. Warning Letter of apology Loss of privileges Use of Student Problem-Solving worksheet Seat change Parent contact Teacher conference with student Confiscation of item 2 May use Level 1 interventions 3 May use Level 2 interventions 4 May use Level 3 interventions In-class time out Reinforcement of appropriate behaviors Written reflection about incident Before or after school detention Behavior contract Mentoring Other conference between any involved parties Appropriate when Level 1 intervention/consequence has been ineffective. Teachers use the following interventions to help the students change behavior in the classroom. Referral to the school administrator may be necessary. (May use Level 1 interventions) Parent/guardian involvement Phone call/ letter to parent or guardian Referral to school counselor Referral to Behavior Intervention Specialist Confiscation of item Supervised time-out outside of classroom Conference with parent or guardian Behavior agreement between teacher/student Teacher and/ or administrator conference with student and/or parent Parent contract Parent or guardian accompany student to school or classes Conflict resolution Peer mediation Class or schedule change Restricted activity In-school intervention (ex: work assignment, behavior essays, transportation restriction Lunch Detention Loss of parking privilege Appropriate when Level 2 intervention/ consequence has been ineffective. Office referral required Parent/ guardian notification required Referral to school social worker Detention Restitution In-school suspension Restricted activity Alternative Programs (SOAR, Tobacco Awareness, Behavior Intervention Services, After School, FLIGHT) Corporal punishment with parental permission Search of individual, possessions, lockers, desk or vehicle Metal detector scan or canine search Suspension (1-5 days) Appropriate when Level 3 intervention/ consequence has been ineffective. Office referral required Parent/ guardian notification required Modified school day Alternative Programs (SOAR, Tobacco Awareness, Behavior Intervention Services, After School, FLIGHT) Referral to the Alternative school-based program Suspension (6-10 days) 5 6 Appropriate when Level 4 intervention/ consequence has been ineffective Office referral required Parent/ guardian notification required Criminal charges possible Resources Page 35 Extended Suspension (10 days) Referral to the Alternative school-based program Appropriate when Level 5 intervention/ consequence has been ineffective Office referral required Parent/ guardian notification required Long term suspension as levied by the Superintendent or designee Referral to Alternative school-based program These levels of consequence are levied only by the Superintendent/ Designee. 185 Activity: Effective Consequences 1. Assess current consequences 2. Discuss possible consequences and ways to develop a continuum 3. Identify action steps Workbook page 23 186 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions 187 Action Planning 188 Action Planning Teams begin action planning in training Facilitates goal orientation for team Fluid document Ensures sustainability and movement Resources Pages 12 & 36 189 Effective Action Plans Embedded in School Improvement Plan Used to guide team meetings Frequently reviewed & updated Accessible to all staff Specific do-able action steps Clear timelines & responsible parties Generated using data from staff & team 190 Action Plan Resources page 12 191 Sample Action Item One school’s survey data showed that many staff marked “Data on problem behaviors are collected and summarized within an ongoing system” as both “not in place” and a high priority for improvement. Since the school had a data management plan, the team decided the issue was really about staff awareness. They created the following action item. Problem Solution Who By Goal with Statement /Actions When Timeline Increase staff awareness of data 1. Deb Present Data data graphs at next staff meeting March 24 Fidelity Measure Copies of data Data – 3/19 distributed Create charts – 3/22 Effectiveness Staff will increase requests for big 5 for grade level meetings 192 Sample Action Item One school’s implementation inventory yielded a score of 61% in universal practices. All the items marked 1 or 0 were about specific teaching of school wide expectations. They also noted a need to improve non classroom setting routines from the Staff Assessment survey. The following action item was developed. Problem Solution Who Statement /Actions Increase consistent use of expected behaviors in the cafeteria Create lesson plans for cafeteria expectatio ns Create a schedule By When Lori March 24th Lesson plan and cafeteri First week a TA after spring break Goal with Timeli ne Fidelity Measure Effectiven ess Time to meet with Cafeteri a TAs 3/1 All staff will complete a feedback form after completion of the lesson Reduction of referrals from cafeteria during spring semester Sample lesson plans 193 (SAMPLE) School Month August September October Staff Development & Involvement Orientation for new staff Lesson plans to teach expectations and rules Staff development on classroom management Play “pass the buck” with staff November Introduce high interest reinforcer for students December Staff celebration January Focus on re-teaching expectations March Staff development on non-tangible reinforcers June End of year celebration 194 Activity: Develop Action Plan 1. Assess current levels of planning 2. Assemble all of the action steps you have created through the training into one table (finish Evaluation after next section) Workbook page 24 195 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions 196 Evaluation 197 Conduct Needs Assessment Identify problem(s) Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Collect and Use Data 198 Self Assessment Survey Example School Year Number of Responses Date Completed 2010-11 1 11/30/2010 Current Status Feature Improvement Priority In Place 0% Partial 100% Not 0% 0% 0% 0% 100% 100% 100% 0% 0% 0% 0% 100% 0% 0% 100% 0% 0% 100% 0% 100% 0% 0% 100% 0% 0% 100% 0% 0% System: schoolwide 1. A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined. 2. Expected student behaviors are taught directly. 3. Expected student behaviors are rewarded regularly. 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 5. Consequences for problem behaviors are defined clearly. 6. Distinctions between office v. classroom managed problem behaviors are clear. 7. Options exist to allow classroom instruction to continue when problem behavior occurs. 8. Procedures are in place to address emergency/dangerous situations. 9. A team exists for behavior support planning & problem solving. 10. School administrator is an active participant on the behavior support team. High 100% Medium 0% Low 0% 0% 100% 100% 100% 0% 0% 0% 0% 0% 100% 0% 0% 100% 0% 0% 100% 0% 0% 0% 100% 0% 100% 0% 0% 0% 100% 0% 199 ODR Data 200 ODR Data 6th Grade ReportSeptember Male Female 0-1 Referrals 311 63 2-3 Referrals 87 26 4-5 Referrals 67 37 6+ Referrals 6 4 201 ODR Data 202 ODR Data 203 Example: Implementation Inventory Scores 204 TIPS Worksheet: Can We Clearly Identify a Problem? 1. Primary Problem Statement Resources Page 5 Problem Statement elements Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________ 2. Precision Problem Statement Selection from “TIPS WORKSHEET” 205 TIPS Worksheet: Solutions Solution Options: Resources Page 5 Prevent reduce probability of future or continued problem behavior Teach increase probability of positive behavior change Acknowledge Provide positive feedback when expected behavior occurs Correct Specific feedback to increase probability of improved behavior after error Extinction reduce reward for problem behavior Safety remove occurrence or possibility of injury or harm) 206 Activity: Evaluation 1. Add evaluation items to your action plan 2. Evaluate your action plan with the Roll Out Checklist 3. Prepare the TIPS Meeting Minutes and Action Plan for your first meeting Workbook page 25 207 208 Need Help? www.ncpublicschools.org/positivebehavior Contact information for Regional Coordinators Resources Links Data Collection Manual and Spreadsheets Information about Recognition Program Check back for updates www.pbis.org 209 Before you leave today: 1. Turn in name and email of IN-SCHOOL COACH 2. Complete and turn in evaluation Thank you for your participation – We’ll see you for Module 2! 210