south-doyle...south-doyle high school knoxville, tn bill baldwin, asst. principal matt lance,...
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South-Doyle High School
Knoxville, Tn
Bill Baldwin, Asst. PrincipalMatt Lance, Behavior SpecialistChad Hensley, Master Teacher
Demographics
88 acre campus
1200+ student body
Rural Urban Suburban
> 60% of free/reduced lunch
Where we were (2014-15): Year Zero
Reactive / Exclusionary Practices
• Behavior management focused largely on exclusionary practices
• High rate of referrals leading to In-School and Out-of-School suspensions
• High rate of “frequent flyers” in ISS• High rate of teacher frustration • High rate of teacher-turnover
Class Average vs Class Attendance
Where we went (2015-16): Year One PBIS• PBiS committee developed• Matrix developed• Maxims introduced• Freshman Academy Incentive &
Intervention Program • Ticket in the Door incentives (daily,
weekly, monthly)• Teacher incentives• Scheduled & organized Grade Level
incentives/events.
• Restructured In-School Suspension (ISS) Process & Environment
• Re-locate the physical facility• Focus on student reflection, &
Restorative Practices - using traditional ISS setting to TEACH more appropriate behaviors and accountability
• Emphasis on “logical consequences” that make sense.
ISS Student Reflection Assignment
Reduction in ISS/OSS led to Increased classroom attendance by 804 + hours!
Class of 2019 (10th grade) Comparison -Did they retain it over the summer?
Fall 2016 Data SnapShot
Where we are going (2016-17): Year TwoUniversal Tier I PBIS implementation
• Use of Digital Discipline Log• Focus on Restorative Practices with
partnership with IIRP• Weekly, Ongoing PBIS Professional
Development for Classroom Teachers• Proactive intervention strategies for
classroom teachers to deal with “small problems” before they become big ones.
• Continued transitional meetings with students before and after OSS
• Partnership with Alternative School for ongoing restorative meetings
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An Urban School District’s Efforts in Reducing Exclusionary Practices
for Minor Behaviors
Scott Eckman APBS ConferenceMarch 2, 2017
Lincoln Public Schools5th year of implementation
60 buildings, 40,000 students
ContinuumOffice/ Recovery
Room
Buddy Room
Safe Seat
Regular Seat85 % of Elementary
50% of Middle
Estimated about 85% of staff used practice all of their teaching career
Background
Middle School
Elementary
362 hours
136 hours
The old practice...
Compliance Redirection
Exclusion still in
classroom
Exclusion to another
classroom
Exclusion out of all
classrooms
Additional Support ?
Why Change?
• Increase teacher capacity to get to the function of behavior.
• Increase time in classroom = increased student learning.
• Staff said, "It doesn't work."
• Staff using the protocol not the philosophy to deal with
students.
• Students who were already having difficulty, being forced
out of the room and/or punitively excluded.
The new practice...
Vulnerable Decision
Point
Neutralizing Routine
Responses Without
Exclusion
RestorativeChat
1 2 3
Additional Support?
Clear Response SystemRelationship and Tier 1 Tools
Restorative Chat
Additional Support ?
11 2 3
NowSoon24
Professional Development Timeline
• Review school wide data• Feedback sessions• Teach the new response system and Minor/Major flow chart• Connect to professional literature• Teacher feedback gathered in small groups with coach and
administrators• Administrator encouragement and frequent communication• Walkthrough and school wide data shared• Staff survey and Tier 1 team action planning
OSS down by 41%
ODR down by 36%
Minor incidents down by 33%
Time out of class down by 38%
DoubledPositiveSpecificPraise
N= 91N= 91
At this time, I feel confident in my ability to support students' minor behavior errors.
N= 91
N= 91 N= 91
Makes our job harder and easier...I am doing a lot of self- talk. It was easier to just pretend it fixed the problem by sending the student to the Safe Seat. I didn’t use the Buddy Room much. In the afternoons I recognize my fatigue and I know I got to dig a little deeper. It is empowering as a teacher. I had a student that was sleeping in class. I asked for level 2 support and I had a really good conversation with him in the hallway. Last year he would’ve gotten what he wanted and been sent out.
● I loved it! I totally used it (Buddy Room) as a crutch and it kept me from relating with students.
● I feel like the best part of our current practice is that I, as the teacher, have the
latitude to monitor and redirect student behaviors without being required to
"say this" or "send them here.”
● I’d rather conference with the student one on one when it comes to a behavior
instead of kicking them out of my class.
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Best Practices In Bullying Prevention: Is PBS Sufficient?
Mary Yoder Holsopple
Is bullying another bad behavior?
Bullying defined
Conflict defined
Conflict versus
• Equal power• One time / occasionally• Accidental / Not planned • No serious, lasting harm• Equal emotional reaction • Not seeking power• Often: remorse• May try to solve problem
Bullying
• Imbalance of power• Repeated over time• Intentional• Physical/emotional harm• Unequal emotional reaction• Seeking control/possession• No remorse-blames target• No effort to solve problem
Comparison
Vs.
Best Practices
1. Focus on the whole school social environment.2. Assess bullying at your school.3. Gather staff and parent support.4. Form a group to coordinate bullying prevention and
intervention activities.5. Provide training for ALL staff members and
volunteers.
Best practices continued
6. Establish and enforce school rules and policies regarding bullying.
7. Increase adult supervision in ‘hot spots’ for bullying.8. Intervene consistently and appropriately in bullying
incidents.9. Spend class time with youth discussing bullying and
related social/emotional learning topics.10. Continue Efforts Over Time…
I wonder…which of the best practices
• Is working well in your school or setting?
• Is most often ignored in your school/setting?
• Is missing in your current efforts?
Of the best practices
• Which do you see as most critical?
• Which do you see as most problematic for your school/setting to implement?
• Which can you implement tomorrow?
Questions?
Mary Yoder HolsoppleBullying Prevention CoordinatorElkhart Community Schools2720 California RoadElkhart, IN 46514
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Braiding Initiatives to Strengthen School Climate Gail Angus, Ed.D. and Joelle Hood, M.Ed.
Start with the Adults
Teaching Practices That Strengthen SEL & School Climate
SEL Tied In
Circles Tied In
Mindfulness &
Circles Tied In
Mindfulness Tied In
Cultivating Campus Clim
ate
A-HA MOMENTS—VOICES FROM THE FIELD “Being a veteran teacher of 17 years, the
incorporation of SEL activities and beginning to use circles in my classes have dramatically
changed the relationship of the students toward each other and with me. They are seeing that as
a teacher I am here not only to teach them Spanish, but also that my job is to give them
opportunities to be good humans. Our campus has begun to focus on being kind and
incorporating it into our PBIS/ MTSS model campus wide. Seeing the outcome around
campus is inspiring.”--Lanette Cornford, Teacher
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Advancing Efforts Around Student Wellness: Braiding Initiatives 2017 APBS Conference
Tier III
Tier II
Tier I
1. School-Wide Plans2. Identify Students
ScreeningODR/LL
RequestsOther
Tier III
Tier II
Tier I
Foundations of Implementation
Braiding: Areas of Consideration
• External Supports• Initiatives• Teaming• Data• Academic/Behavioral
Convergence
InstructionProfessional Learning
EquitySocial Emotional Learning
Positive Behavior Interventions and SupportsCurriculum
Restorative PracticesTechnology
Career Technical Education
Foundational SEL Competencies
• Draw picture/visual• Connect to own life• Ask question• Rewrite, rephrase,
summarize• Interpretation• Connect to other text, books,
movies, etc.
Annotating Text SEL Competencies(Social and Self Awareness)
• Identifying internal thoughts and emotions
• Ability to take multiple perspectives
• Using social norms to interpret others’ actions
• Understanding how tones, word choice, and body language influence the way behavior is interpreted.
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Building Bridges Between Tiers: Effectively Connecting Multi-Tiered System of Supports
Boys Town and Elsinore Elementary School
Purpose of the ProjectTo provide a common language to ALL providers (general education staff, special education staff, mental health personnel, and administration) to enhance communication between staff and students, staff and staff, and staff and families.
Social and Emotional Learning Core Competencies
Social and Emotional Learning• Social and emotional skills can be taught • SEL programs improve students’ social and emotional skills,
attitudes about self and others, connection to school, positive social behavior, and academic performance.
• SEL improves academic achievement 11-17%• The main reason educators don’t incorporate SEL is they don’t feel
adequately prepared or supported.
Boys Town Basic Philosophy
Behavior is learned & can be changed
Direct-care providers are the best treatment
agents
Students need prosocial,
replacement skills
Interventions must be specified &
trained
Supervision is key to program
success
Catch ‘em being good!
Goals of Teaching Social Skills in Schools
• Introduction of social competence concept•Teach assessment & identification of social skill deficits
•Provide an understanding of social skills teaching method
•Assist in creating a social skills action plan
Feedback from Educators in Elsinore Elementary School
• “This was the best training I’ve ever had. I will use several of these tools within my class.”
• “It has empowered me and I feel better able to teach these skills that will empower my students.”
• When asked, What information was of greatest value to you?
• “Proactive teaching- Actually all of it.” • Another teacher replied, “Systematic
approach to teach social skills.”• “So good!”
Educator Post Training Survey • I use these types of strategies with my preschoolers through out the
day and it seriously is like magic! They respond so well to this.
• The training really taught me to take the time to explain to the child and give reasons for everything. This strategy helps the child understand why they are being redirected at times and it helps them to really think about how a situation can be better if they are given another chance to make it right.
I went to this training and it was one of the best trainings that I have ever been to. I have implemented many of the strategies in my classroom such as effective praise, corrective teaching, and guided self correction. The section on the continuum of correction was helpful as well. I have used the components of effective praise in order to help two of my students that have significant skills deficits in the area of appropriate language and physical aggression in the classroom. This technique has helped reduce the negative behaviors. The reason I liked the Boys Town strategies is because they can be simplified for my preschool students and applied at their level of understanding. I went to the training early in this school year and I am so glad that I did because it has helped make this year very successful.
The Boys Town training has taught me so many things on how to deal with behavioral issues in the classroom this year; it has been great! The training was an absolute blessing to the classroom environment. I can say that in both my classes, there is a more positive atmosphere due to the fact that behavioral issues are under control and I credit the strategies that Corey taught me in the training for this
What have been the benefits of implementation? Fewer behavior referrals from the classroom and playground. When I do get referrals, I reflect with the child on the social skill they could’ve used to help in that particular situation. Overall, the student population seems more mellow and better able to handle the little bumps in the road that come up.
Benefits of Implementation
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2012/2013 2013/2014 2014/2015
EventsStudents Involved
What do you need to ensure the continued success of the program at your site?
Most of our staff was trained in the initial round, so we are needing a refresher course! Training for the support staff, campus supers, etc. would be awesome.
Recommendations for On-going Success
Supervision Administrator Support
Common Language
Raise Praise Rates
Boys Town Resources• Steph Jensen
[email protected] – 1-888-820-8005• Workshops
www.boystowntraining.org - 1-800-545-5771 • Boys Town Press
www.boystownpress.org - 1-800-282-6657
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PBISEmoji's, Tactics &
Tools
Dr. Daniel G ulchak@ danielgulchak#APBS17 #PBISkoi-education.com
Ownership Feedbackempower DisseminateCollaborate Teach FidelityCommunicate SustainShare Success
Social Networks = Caring
78%
90%
2.5 Billion
Social media is here to stay
[https://www.dreamgrow.com Jan 24, 2017]
Most popular sites
1.8 Billion
1.0 Billion
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So What?
#PBIS
Em oji facilitate m ore effective
com m unication, they express em otion!
We’ve just rolled out #PBIS at our school.
🎉We’ve just rolled out #PBIS at our school ❤️
Too bad for you! #PBISchat
Way to go 🎉 #PBISchat
[Fake News]
Emoji’s
Social Media Savvy
Dr. Daniel G ulchak
@danielgulchak#APBS17 #PBIS
koi-education.com
People don’t care how much you
know,
until they know how much you
care
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UTILIZING MENTAL HEALTH FIRST AID FOR YOUTH PRACTICES INTO TIER THREE
PROGRAMMINGDr. Kathryn Havercroft
Eastern Illinois University
WHAT IS YOUTH MENTAL HEALTH FIRST AID?
• Manualized Training Program • Works to improve mental health literacy of adults and
providing intervention strategies to adults who interact regularly with young people
• Two key features:• Increase Mental Health Literacy• Increase Ability of Individuals to Respond Appropriately
to Emotional Crisis(Aakre, Luckstead, Browning-McNee, 2016)
WHAT AREAS OF CONCERN ARE COVERED?
Overview of Adolescent Development and Mental Health Challenges in Youth•Depression•Anxiety•Eating Disorders•Psychosis•Substance Abuse•Attention Deficit and Disruptive Disorders•Suicidal Thoughts and Behaviors•Non• -Suicidal Self-InjuryYouth Mental Health First Aid USA Manual , • 2012
STRATEGIES
1) Educate trainees on the identification and treatment of common mental health challenges for young people
2) Teach trainees a protocol to assist a young person in emotional crisis (ALGEE):
Assess for risk of suicide or harmListen nonjudgmentallyGive reassurance and informationEncourage appropriate professional helpEncourage self help and other support strategies
(Aakre, Luckstead, Browning-McNee, 2016)
WHO SHOULD BE TRAINED?
• Counselors, Social Workers, School Psychologists• Administrators• Teachers – General Education and Special Education• Paraprofessionals• Support Staff – Administrative Assistants, Custodians, Bus Drivers, Cafeteria
Workers• Parents• Coaches, Extra-Curricular Supervisors• Community Members
HOW DOES THIS FIT INTO TIER THREE SUPPORTS?
• School Personnel can be trained to identify those students in emotional crisis
• Those trained personnel serve as a “First Responder” to identify need and support adolescents until mental health providers or other counseling supports can be identified
• Those individuals in your school working with students with significant behavioral needs should be trained in these strategies as they are most likely to be in contact with students needing additional intensive supports, often including supports for Mental Health needs
HOW CAN YOUR SCHOOL FIND TRAININGS?
https://www.mentalhealthfirstaid.org/cs/take• -a-course/course-types/youth/Look for local agencies providing trainings: Red Cross, Special •Education Cooperatives, Youth Non-Profit OrganizationsLook for a trainer in your area to come into your building/district •and provide professional development
“Attendance at a YMHFA course does improve both knowledge and likely actions, hopefully leading to earlier intervention for young people experiencing mental illness”
Dr. Claire Kelly, Coordinator, Youth Mental Health First Aid
REFERENCES
Aakre, J. M., Luckstead, A., & Browning-McNee, L. A. (2016). Evaluation of Youth Mental Health First Aid USA: A program to assist young people in
psychological distress. Psychological Services, 13(2), 121-126.
Kelly, Claire (2010). Youth Mental Health First Aid: A course for adults who live with, work with or care for adolescents. The Australian Journal on Psychosocial Rehabilitation, Spring, 6-9.
Maryland Department of Health and Mental Hygiene, Missouri Department of Mental Health (2012). Youth Mental Health First Aid USA for Adults Assisting Young People.
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PBS: A Compelling Response to Abuse, Neglect, Trauma
or7 Minutes about Trauma and PBS
Molly Dellinger-Wray, MS EdPartnership for People with Disabilities
Virginia Commonwealth University
The SCOPEof the
PROBLEM
For children with disabilities, abuse occurs: •Almost twice as likely as their non disabled peers to
experience abuse/neglect (2004 US Dept. of Health & Human Services)
•Four times as likely to be victims of crime (Van Cleve & Davis, 2006)
•1.5 times more likely to be seriously harmed by the abuse (Sedlick et al., 2010)
•Children with behavioral health conditions who were maltreated before age 3 were 10 times more likely to be maltreated again (Jaudes& Mackey-Bilaver, 2008)
ABUSE of Children with Disabilities• Perpetrators gain access through disability services (Sobsey 1994)
• Higher number of care providers• Social skill deficits = lonliness (Fisher, Moskowitz & Hodapp, 2012)
• Skewed sense of boundaries,• Trained compliance (Tharinger, Horton, & Millea, 1990)
Other reasons for Trauma
Loss • – out of home placements (NCTSN, 2016)Violence in their environment • (Sullivan 2006) Chronic medical problems • (NCTSN, 2016)Focus on behavioral compliance • (Cruz, Prince-Williams, Andron, 1998)
Signs of power and control •Trained compliance •
What does Trauma look like?
• Someone who has difficulty calming down after being scared and may be aggressive
• Unable to be soothed , self regulate
(NTSN, 2016)
What does trauma look like? Internal symptoms• Cannot manage fears, anxiety,
aggression• Poor attention for learning and
problem solving• Impulse control and physical
responses to danger• Cannot adequately judge danger• Decreased motivation for learning• Preoccupation with traumatic
experience• Phobias, seemingly irrational fears
Operationalized Behaviors• Sleep problems • self stim behaviors• Self injurious behaviors• Cannot anticipate consequences
to behavior• Escape avoidance behaviors• Repetitive behaviors
Some Trauma Informed Responses or Resilience Strategies
PBS
Person Centered
Quality of Life
Antecedent
Gentle Teaching
PBS
Quality of LifeRelationships
Goal is for person to feel safe
Unconditional attention
Gentle Teaching
Karyn Harvey: Trauma Informed Behavioral Intervention
Choice & Control Social Stories
Social skills training
PBSTIBI
Child and Family Traumatic Stress Intervention
Focus on behavior, not eventTeach new skills to increase
communicationFamily/Team approach
PBS CFTS
Trust Based Relational InterventionPurvis, Cross, Damsereau, Parris (2013)
Empowering Visual schedules
Social storiesNutrition
Antecedent interventions
Wrap around support
TBRI
PBS
Positive Behavior Support What works?
• Focus on Quality of Life• Secure attachments
• All behavior is communication• Teaching new skills
• Comprehensive FBA that includes rich history• Social Stories • Emphasis on empowering through choice and control
• Emphasis on setting events and antecedents• Nurturing healing environments• Predictable schedules
• Considering emotional responses based upon MAPS and Person Centered strategies
What doesn’t work?
• Consequence based behavioral management
• SD paired with consequence
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Coaching
“As educators, we read research indicating teacher quality is the most important factor in student achievement, so we simply select a good teacher who has the most knowledge (or more likely, the most seniority) from within the ranks of the staff, promote him or her, and bestow upon the teacher the title of “coach.” One minute a classroom teacher; the next, a “teacher educator.” We don’t have a clear idea what that title means or what the person in the role should be doing specifically, but we charge ahead, trusting (or often just hoping) that the person with the title will somehow discover the way.”
(Hall & Simeral, 2008)
Time to Ponder…
•What is a coach?•What is coaching?•What is a PBIS coach?
What is it?Lines between the role of a coach, a consult, and a collaborative
relationship must be clearly defined, as actions of the specialist are often mislabeled. In order to create an effective coaching system and utilize the appropriate skills, all stakeholders must have a clear understanding of not only what coaching is, but also what it is not.
Compare and ContrastConsult Collaborate Coach
Compare and ContrastConsult Collaborate Coach
• To give counsel.• This moves beyond
simple advice giving.• To offer counsel and to
provide the “why, what, and how.”
• To work together.• This means creating a
space for true, shared idea generation and reflection with attention to one’s own impulse control, so the colleague has room and an invitation to fully participate as an equal.
• A vehicle for transporting a valued colleague from one place to another.
• It is the colleague’s journey. The coach is a guide and support system.
(Lipton & Wellman, 1999)
Traditional Leadership Coaching Style of Leadership
Telling Asking and listeningFocus on problems Focus on solutionsFocus on staff as a whole Focus on individualsVoices opinions Is nonjudgmentalFocuses on work related issues Focuses on the whole personBottom-line oriented Mission orientedAuthoritative CollaborativeTask oriented People orientedDiscussion oriented Action and result orientedHaving power and control Sharing power and controlFocus on the past Focus on the future
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Thank You