SMALL STEPS = BIG REWARDS

NORTH EAST EDUCATION CENTER

PBIS SUMMITJANUARY 23, 2014

Kristi Bonter, PrincipalLisa Cobb, LMSWAngie Jerome, Teacher

NORTH EAST EDUCATION CENTER Center Based Program for students with

Severe Emotional Impairments Students

9/12 Districts in Muskegon County Rural and City

Eastern Service Unit 1 Director, 2 Special Education Supervisors

North Service Unit 1 Director, 2 Special Education Supervisors

13 Staff Members 1 Principal, 1 Full time Social Worker, 4

Teachers, 6 Paraprofessionals, 1 Secretary

BODY SCAN

OVERVIEW OF THE PROGRAM

Therapeutic Program Build on Positive Behavior Intervention Supports Operate on a Level System 0-5 Clear expectations:

3 Reminders= a sit out A sit out is removing a student from the activity to

process with an adult If a behavior issue can’t be resolved in a sit out

the student will be in a HUB (Helping yoU Back) There is a space for HUBs, but students may be

in a HUB in the hallway…it is a “thing”, not a “place”

HUB is utilized for two reasons: Chill or Time Out

MISSION STATEMENT

The mission of the NEEC is to promote optimism, trust,

forgiveness, and character development through setting the

clear expectations of Respect, Responsibility, having a Good Attitude and being Safe in a

therapeutic environment; ultimately increasing academic

achievement.

Responsibility

Safety Good Attitude

Respect

RELATIONSHIPS

Each staff member gets to know all of the students

Our philosophy is that we won’t connect with every student

When a student is in crisis we try to free up someone the student connects with

Apologize when we are wrong Don’t judge Open, honest communication Show our human side to the students Self Awareness

NORTH EAST EDUCATION CENTERFOUNDATIONAL BELIEFS

All students have the right to be treated with dignity and respect.  

Behavioral interventions focus on the application of positive behavioral supports.

Staff interventions teach rather than punish.

Behavioral interventions seek to develop alternative and functional skills.

Students have the right to be taught in least restrictive environments.

LASTING change comes from positive behavior supports and relationships, not punitive consequences.

Students start on a clean slate hour by hour, sometimes minute by minute.

Staff do not take things personally or hold grudges.

Students learn when they feel safe.

IT IS A TEAM EFFORT Collaboration among working

professionals who are involved in the student’s life:ParentsHome District

Administration, Teaching Staff, Support Staff, Transportation

Providing School Building Administration, Teaching Staff, Support Staff

Community Mental HealthFamily CourtDepartment of Human ServicesChild Protective Services

CHECK IN/CHECK OUT

Daily Morning Staff Meeting

Student Arrival All staff greet Turn in materials and gauge emotions! Check in one on one with kids with red flags

Support staff monitor arrival until each student has arrived

Tertiary: Seclusion, Restraint, Police calls, Probation, Juvenile Court

Secondary: In school suspension, out of school suspension, SSW individual and group therapy. Community supports (CMH, Catholic Charities, Webster House, Health Department, Child Abuse Council, DHS etc.), Parenting Class.

Primary: SSW Group therapy, Functional Behavior Assessments, Behavior Intervention Plans, Level System, LSCI, PBIS, Sit-Out, Time-Out, Friday Fun, Store Points, Teacher Caught-Being-Good, Daily/Weekly Parent communication.

UNIVERSAL SUPPORTS

KEY PROGRAM INITIATIVESo Life Space Crisis Intervention

o Therapeutic Crisis Intervention

o Mindfulness

o CHAMPs

o Readers/Writers Workshop

o Sensory Integration

o Brain Gym

o Parent Groups

THE CONFLICT CYCLE

THE INFAMOUS POWER STRUGGLE!!

o Students get reinforced for attention given to their negative behavioro Staff is reinforced because behaviors stopo Student craves attention and acts out againo Average 15:1 negative to positive - Goal 5:1

positive to negative - our goal 10 random per hour

o Gentle reminders are negative: " You need to get back to work!"

HOW NEEC AVOIDS THE POWER STRUGGLE

Self awareness Morning meetings Focus on students who are being appropriate Be proactive with students we know need to

be prepared…don’t wait until they screw up Collaborate with one another on what works Put each other in check When in doubt Boyne out

Behavior Expectations MatrixLocation Arrival/

DepartRest-Room

Bus Lunch Room

HUB Class/Instruction

Areas

Hall/Office

Play-Ground

Gym Field Trips/

Specials

Respect

*Hold door for people behind you*Use inside

voice*Appropriate

language

*Knock on door

*Use in a timely manner*Throw garbage

away

*Listen to driver

*Let driver handle

problems

*Use please/ thank you

with cafeteria

staff*Wait

quietly/ patiently for

your turn

*Raise hand & wait

quietly to process*Use

appropriate language with staff

*Active listening when

others are talking

*Raise hand when

appropriate*Respect others

space

*Hold door for person behind you*Be quiet & respectful to

everyone*Be patient

when waiting

*Include others in your game/

play*Communicate

concerns appropriately to

peers/ staff *Give others

turns on equipment

*Listen to directions*Be considerate of others abilities*Check on someone if they get hurt*Take care of equipment

*Use an inside voice

*Use active listening

*Use appropriate language

Responsibility

*Turn in personal items

*Wait in classroom

until buses are called

*Ask staff to use

bathroom*Return to class/ task promptly*Flush/ wash hands when

finished

*Talk quietly*Let staff know if there is a problem*Keep personal items in own area

*Wait for staff to return to room

*Clean up own area

*At desk: pockets on

chair/ feet on floor/ knees under desk (if at desk)

*Ignore other

students

*Use an inside voice

*Be on time*Have

appropriate materials ready

*Elementary: Stay in line

order*Others:

Walk behind peer in front

of you*Use inside

voice

*Walk to playground in line order until you reach gate*Leave sticks/

objects on ground

*Line up at fence when

called first time*Throw snow

only in designated areas

*Return equipment to its place*Follow rules of game*Do what’ s right even if no one’s looking

*Stay with the group

*Communicate any concerns appropriately

to staff

GoodAttitude

*Wait patiently to

turn in/ receive items

*Wait patiently for your

turn*Use

classrooms unless

unavailable

*Ignore bothering behavior

s

*Keep comments

about menu positive

*Wait patiently to

process*Only

positive comments to staff/ peers

*Participate in class

discussions*Help others as

appropriate

*Use please/ thank you*Inside voice

*Wait patiently for turn on equipment

*Be a good sport*Encourage classmates

*Be a good sport

*Share*Have fun

*Compliment others

*Be a role model

*Participate*Be positive

Safety *Keep hands/feet/

objects to self*Walk

*Walk to/ from quietly*Report problems to staff

*Remain seated*Keep hands/ feet to self in

own area

*Walk carefully with food*Clean up

spills

*Keep hands/ feet/ objects to

self*Leave

furniture in its place

*Keep hands/ feet/ objects to self*Sit in chair appropriately*Keep materials in appropriate area

*Walk*Keep

hands/ feet/ objects to

self

*Use hand rails appropriately*Go DOWN slides only*Keep hands/ feet/ objects to self

**Keep physical level appropriate

*Use the equipment as

intended

*Keep hands/ feet/ objects to

self

Three times per year:

o First week of school

o Week after Christmas Break

o After Spring Break

PRACTICE

Caught Being Good

Student:Staff:Date:

Respect Good Attitude

Responsibility Safety

WEEKLY INCENTIVES

Student Drawing:Classroom:

SnacksPrivileges

School Wide:Lunch$5 Gift CardCandy Bar

Staff Drawing:Lunch$5 Gift CardCandy Bar

MONTHLY AND SEMESTER INCENTIVE

Last staff meeting of the marking period the staff votes on an elementary and secondary student of the month

Based on who each person feels is making a great effort

Not based on point sheets or documentation

Semester is based on greatest number of Caught Being Good tickets Larger prizes – Craig’s Cruisers, shopping,

Michigan Adventure

4 PBIS ELEMENTS

THESE FOUR ELEMENTS ARE GUIDED BY SIX IMPORTANT PRINCIPLES:

1. Develop a continuum of scientifically based behavior and academic interventions and supports

LSCI,Read Naturally, Fountas and Pinnell, Reader’s Workshop, CHAMPs

2. Use data to make decisions and solve problems Daily Point sheets, HUB logs, SWIS, AIMSweb, SRSS, Self Assessment Survey

3. Arrange the environment to prevent the development and occurrence of problem behavior

PBIS, posted school and classroom expectations throughout building, daily schedule posted, Matrix Lesson plans/role play

4. Teach and encourage pro-social skills and behaviors PBIS, LSCI, The Work, SSW group and individual, Role Play

5. Implement evidence-based behavioral practices with fidelity and accountability

CPI/TCI training, LSCI, PBIS, MiBLSi, Mindfulness

6. Screen universally and monitor student performance & progress continuously

AIMSweb, SWIS, MEAP, MI-Access, MME, Report Cards, Progress on goals and objectives, daily point sheets

LIFE SPACE CRISIS INTERVENTION(LSCI)

• LSCI is a therapeutic skill which enables us to make the best out of a stressful student incident.

• LSCI is the skill of identifying what type of student we are working with and what triggers, works well with or doesn't’work well with this type of student.

• LSCI is the skill of processing with a student the

events, thoughts, and/or feelings that are upsetting them at that moment.

• LSCI is a concept anchored in the development of a supporting, caring relationship between the student and the staff.

The “problems” that kids cause are not the cause of their problems.

THREE POSSIBLE OUTCOMES DURING A CRISIS

• Staff/student relationship is improved.

•Staff/student relationship is damaged.

• Staff/student relationship is unchanged.

MINDFULNESS

Paying attention in a particular wayOn purpose

In the present momentWithout judgment

Jon Kabat-Zinn Founder: Mindfulness-Based Stress Reduction (MBSR)University of Massachusetts Medical Center

MINDFULNESS

BENEFITS OF MINDFULNESS

Decrease:o Test anxietyo Depression o Conduct Disorder o Anger Problems

Increase:o Attention and

concentrationo Social-emotional

awarenesso Body-awareness and

coordination o Interpersonal skillso Emotional regulationo Memory, planning and

organization

THERAPEUTIC CRISIS INTERVENTION (TCI)

Developed by Cornell University in the early 1980s.

TCI is a research-based, crisis prevention and intervention model.

The purpose of the TCI system is to provide a crisis prevention and intervention model that will assist in: Preventing crises from occurring De-escalating potential crises Effectively managing acute crises Reducing potential and actual injury to children

and staff Learning constructive ways to handle stressful

situations Developing a learning circle within the organization

LEVEL SYSTEM

o Observation- Level 5o Earn privileges as they move upo Gauge for Locals for transition back to

home districto Black and white expectations for students

o Clearly defined and posted school-wide

o Looking at revising or eliminatingo Weighing pros and cons

CHAMPS

Defining detailed behavioral expectations for EACH instructional approach that you use:

ConversationHelpActivityMovement ParticipationSUCCESS

ROSS GREENE Develop a relationship with student by:

Identify unsolved problems

Develop Plan B: Empathy, Defining the problem, and brainstorming the solution

Involve the student in developing the plan!

READING INTERVENTIONS

Fountas- Pinnell (LLI)

Zoophonics

Read Naturally

Words Their Way

Making Words

MEASURES AimsWeb:

Administered 3 times per year for benchmarking Everyone is tested at their grade level (all high

schoolers are tested at the 8th grade level)

R-CBM= Fluency Assessment

MAZE= Silent reading comprehension

Survey level assess students who score below grade level in reading. They are assessed at the grade level they are functioning at. Those are the students we progress monitor every two weeks.

NEEC READING STATISTICS

Year 1 Benchmarking students at NEEC: 4% were at grade level

Year 4 Benchmarking students at NEEC: 23% of students are at grade level

77% of our students need reading intervention support

Reason for success: Familiar with testing, confidence in reading, created a safe environment and we have implemented reading interventions to boost skills.

BEHAVIORAL MEASURES

SWIS:

Tracks sit outs as minor referrals

Tracks HUBs (Helping yoU Back) as major referrals

Similar to Office Discipline Referrals in a General Education Setting (ODRs)

THE STUDENT RISK SCREENING TOOL (SRSS)

(SRSS) is a seven-item mass screening tool used to identify students who are at risk for antisocial behavior patterns

Based on teacher and paraprofessional collaboration

Not related to statistics but rather how they “feel” a student would rate

Date: 3

Student Name StealLie, Cheat,

SneakBehavior Problem

Peer Rejection

Low Academic

Achieve-ment

Negative Attitude

Aggressive Behavior Total (0-21)

0 0 1 2 0 0 0 31 1 1 1 0 1 1 61 1 2 0 0 2 1 70 1 2 2 3 1 0 92 2 3 0 0 2 3 120 0 1 1 0 2 1 50 0 2 0 1 2 3 80 0 2 1 0 2 2 71 1 2 0 0 1 1 61 2 1 3 0 0 0 72 3 3 2 1 3 2 160 1 3 0 3 3 2 121 2 3 2 2 1 2 130 1 0 0 0 0 0 10 1 3 3 3 3 3 160 3 2 2 3 3 2 150 3 2 2 0 3 2 120 2 2 2 0 3 1 100 1 0 2 3 1 0 70 0 0 2 0 0 2 40 0 0 0 3 0 0 30 0 1 0 3 3 0 70 3 1 2 2 0 0 80 3 1 0 3 3 1 110 2 1 2 0 1 1 70 2 3 0 2 2 2 110 2 1 2 2 2 90 1 0 2 2 1 0 60 3 1 2 1 2 0 90 1 1 2 3 2 0 9

Classroom SummaryNumber of Students

Percent of Students

Green (0-3): Low Risk 3 10Yellow (4-8): Moderate Risk 13 43Red (9-21): High Risk 14 47

Frequently

MEASURES Transitions:

Last school year we had 8 students complete successful transitions back to their home school

This school year we have had 3 complete transitions back successfully 4 students in the process 6 more that we are recommending begin before the

end of this school year

SMALL STEPS = BIG REWARDS

Being self aware

Building relationships with the students

Celebrate the small successes

Focusing on the positive rather than negative

Seriously, even the smallest of successes need to be acknowledged or celebrated! And sometimes those celebrations need to be BIG!

RESOURCES:THE SHADOW EFFECT

BY DEEPAK CHOPRA, DEBBIE FORD, MARIANNE WILLIAMSON

THE ANGRY SMILE: THE PSYCHOLOGY OF PASSIVE-AGGRESSIVE BEHAVIOR IN FAMILIES, SCHOOLS AND WORKPLACES BY NICHOLAS JAMES LONG, JODY E. LONG, SIGNE WHITSON

LOST AT SCHOOLBY DR. ROSS GREENE

THE EXPLOSIVE CHILDBY DR. ROSS GREENE

LIFE SPACE CRISIS INTERVENTION: TALKING WITH STUDENTS IN CONFLICTBY NICHOLAS JAMES LONG, MARY M. WOOD, FRANK A. FECSER

POSITIVE PEER CULTURE (MODERN APPLICATIONS OF SOCIAL WORK)BY LARRY K. BRENDTO, HARRY H. VORRATH

THANK YOU FOR YOUR TIME! IF YOU WOULD LIKE FURTHER INFORMATION ABOUT OUR PROGRAM CONTACT US

AT:

Kristi Bonter - Principalkbonter@ravennaschools.org Lisa Cobb – Social Workerlcobb@ravennaschoools.org

Angie Jerome - Teacherajerome@ravennaschoools.org