Effective Schoolwide Discipline and Positive Behavior
Intervention and Supports Region 4 Conference
Keynote
Are We There Yet? Mapping SW-Positive Behavior Supports for the Long Haul
Tim Lewis, University of Missouri, Co-Director, OSEP Center for PBIS
Essential to the success of SW-Positive Behavior Supports is ongoing and sustained attention to key features across the continuum of supports. Lessons learned from working with thousands of schools across the United States on how to maintain momentum and maximize effectiveness will be shared.
For his presentation materials, click on the link below and scroll down to Lewis- June 29, 2010 and click on "keynote."
http://pbis.org/presentations/default.aspx
Breakout Sessions:
Are You Ready for Advanced Tiers?
Susan Barrett, Sheppard Pratt Health System, Center on PBIS
Schools using Check-in/Check-out (CICO) as the basic structure for advanced tiers are experiencing greater success. Learn about readiness features as schools develop systems to support Tier 2 and Tier 3 practices.
Being an Effective Coach
Sarah Clay, Baltimore County Public Schools
Participants will gain an awareness of the philosophical underpinnings of Positive Behavior Supports, the role of coaches in the Positive Behavior Supports implementation process, gain an understanding of the skills needed for effective coaching, and the role of coaches in the use of data for decision-making. Included will be the discussion of: coaching competencies – your job as an internal coach; keeping track – getting your job done; efficient team meetings; and evaluation for continuous improvement.
Being an Effective PBIS Coach (PPT)
Building Leadership: Learning Today is KEY to Leading Tomorrow
Theresa Carhart, Mary Duffy, Serena Girón and Gail Horton, Fairfax County Public Schools
Learn about one school’s journey to foster student success through: data collection and analysis; school and community involvement, distributive leadership; and the power of multi-media. Participants will engage in activities to align their school’s positive behavior support structures and school improvement planning goals.
Handouts:
AHA Worksheet: A Look at Data for Essential Life Skills
School & Community Involvement Through Distributive Leadership: Give-One-Get-One
Activity Instructions:
Building Leadership: Learning Today is KEY to Leading Tomorrow- Parking Lot Exit Ticket
Building Positive Relationships through Restorative Practices
Joan Packer and Kristen John, Fairfax County Public Schools
A best practice for student achievement is to build positive relationships through restorative practices. These practices work WITH students giving them a voice. They help students accept responsibility, be accountable for their behavior, see the impact of their actions, and give them an opportunity to make things right. The restorative process facilitates students’ ability to identify underlying conflicts, make amends, and move forward instead of repeating the same behavior again.
Building Positive Relationships through Restorative Practices (PPT)
Check-in/Check-out: Where Did All the Office Referrals Go?
Tiffany Wells, Loudoun County Public Schools
Students motivated by adult attention improve their behavior when they check-in and out daily with a consistent, preferred adult, other than the student's teacher. A cost benefit analysis shows that when students stay in their classrooms and out of the principal's office, administrators have time for responsive instruction and students are more available for learning. Learn the steps the PBS team took to successfully implement this Tier 2 strategy at the elementary level. Data systems and strategies will be discussed.
Check in Check out (CICO) Program Overview (PPT)
De-escalation Training as a Targeted Intervention
Paul Bordelon and Karen Glago, Fairfax County Public Schools
Participants will develop an understanding of the nature of acting-out behavior by investigating each phase of the conflict cycle. Strategies for recognizing each phase and identifying appropriate calming techniques will be explored. Video clips and sample scenarios will be used to develop a repertoire of skills specific to each phase as outlined by Dr. Geoff Colvin.
Designing Classroom Supports for Elementary Staff
Patti Hershfeldt, John Hopkins University
Following a review of the essential features of classroom management, this session will provide elementary teachers with tools for improving classroom management. Creative suggestions for implementing the classroom management tools at the same time supporting one another also will be discussed.
Designing Classroom Supports for Secondary Staff
Patti Hershfeldt, John Hopkins University
Following a review of the essential features of classroom management, this session will provide secondary teachers with tools for improving classroom management. Creative suggestions for implementing these classroom management tools will be discussed along with ways to supporting one another.
Developing Classroom Systems at the Elementary Level
Lori Newcomer, University of Missouri
Essential features of proactive behavior management and instructional practices will be reviewed, and participants will be guided through a classroom organization and management action plan to develop universal systems of support for the classroom. Examples will be presented to illustrate how schools have used the process as part of a schoolwide approach.
Handouts:
Classroom Organization and Management Planning Guide
Classroom Positive Behavior Supports and Action Plan
Universal Positive Behavior Supports Classroom Strategies Self-Assessment
Developing Classroom Systems at the Secondary Level
Lori Newcomer, University of Missouri
Essential features of proactive behavior management and instructional practices will be reviewed, and participants will be guided through a classroom organization and management action plan to develop universal systems of support for the classroom. Examples will be presented to illustrate how schools have used the process as part of a schoolwide approach.
Handouts:
Classroom Organization and Management Planning Guide
Classroom Positive Behavior Supports and Action Plan
Universal Positive Behavior Supports Classroom Strategies Self-Assessment
Double-Check: A Process of Cultural Responsiveness Applied to Classroom Behavior
Patti Hershfeldt, John Hopkins University
This session summarizes the “Double-Check” model for promoting cultural responsiveness among school staff. Double-Check provides opportunities for teachers to reflect on the following five core components, which the research suggests are associated with culturally responsive practices: reflective thinking about children and “group membership,” development of an authentic relationship, effective communication, connection to curriculum, and sensitivity to student’s cultural and situational messages. Recommendations for incorporating Double Check into professional development will also be addressed.
Double-Check: A Process of Cultural Responsiveness Applied to Classroom Behavior (PPT)
Getting to Red and Yellow: Systems to Support Students with Behavioral Challenges
Cynthia Anderson, University of Oregon
Educators continue to struggle to work effectively with students with behavioral challenges. This presentation describes how schools and districts can build systems to support implementation of evidence-based interventions for students within the context of School-wide Positive Support in a secondary setting.
Designing Systems to Support Students with Challenging Behavior in Middle & High School (PPT)
Getting to Red and Yellow: Systems to Support Students with Behavioral Challenges
Cynthia Anderson, University of Oregon
Educators continue to struggle to work effectively with students with behavioral challenges. This presentation describes how schools and districts can build systems to support implementation of evidence-based interventions for students within the context of School-wide Positive Behavior Supports in an elementary setting.
Designing Systems to Support Students with Challenging Behavior in Schools (PPT)
Improving Attendance in Elementary School: Is it Possible?
Timothy Martino, Loudoun County Public Schools
Tardy to school, unexcused absences, and coming unprepared to learn can become chronic problems in our schools, including elementary. We often hear, “That’s the parents’ issue; we can’t address that.” Learn how one elementary school made "on-time behavior" their main goal on their Positive Behavior Supports Action Plan. The long lines of tardy students in the office daily were reduced to almost none! Lessons, incentives and data will be shared.
Integrating Restorative Practices into a Positive Behavior Supports Framework
Donna Douglas, Karen Lieberman, and Daniel St. Rose, Fairfax County Public Schools
Following a review of the essential features of Restorative Practices, participants will examine how the principles and processes of Restorative Justice can be applied to all tiers within the Positive Behavior Supports framework. Specific case examples from middle and high school Alternative Learning Centers will be discussed.
Integrating Restorative Practices Into a Positive Behavior Supports Framework (PPTX)
Positive Behavior Supports in High School: Making it Work
Adam Sheinhorn, Anne Arundel County Public Schools
Bruce Butler and Marly Fullerton, Fairfax County Public Schools
How do you introduce, gain buy-in for, and sustain Positive Behavior Supports in a challenging high school? Although the mountain to climb is tall, it is well worth the journey. Here about North County High School’s and South Lakes High School’s continuing journey to excellence.
North County High School (PPT)
Handouts:
Positive Behavior Supports on the Bus: Making It Safe for Drivers and Students
Catherine Shwaery, Loudoun County Public Schools
Many administrators start their day with bus referrals and students start and/or end their day in trouble! How can we include bus drivers as part of the Positive Behavior Support community? Participants will receive training they can use for their drivers. School samples and lessons will be shared.
Creating a Climate for Success with PBIS (PPTX)
Handouts:
School-wide Positive Behavior Supports and Families
Mandy Freeman and Amy Parmentier, Fairfax County Public Schools
How can schools better integrate families into all three tiers of Positive Behavior Supports? An overview of the levels of parental involvement, suggested steps in including families, and strategies for defining and measuring involvement will be provided.
Positive Behavior Supports and Families (PPTX)
Self-Determination and Positive Behavior Supports: Using What We Have to Work Together
John McNaught, I’m Determined Project Coordinator, T/TAC @ James Madison University
Teresa Cogar, Coordinator, T/TAC @ James Madison University
Self-determination and the relationship with Positive Behavior Supports as it pertains to the three-tiered intervention logic will be presented. Participants will be given tools developed by the VDOE’s I’m Determined Project and explore how each tool can be used at the school wide, secondary, and tertiary levels of support for all students.
For information: https://php.radford.edu/~imdetermined/
Social Skills Instruction: From Universals to Individual
Tim Lewis, University of Missouri, Co-Director, OSEP Center for PBIS
An overview of the essential features of social skills instruction that are applicable from universal to individual supports will be provided. Special emphasis will be placed on small group or tier II social skill instruction.
For his presentation materials, click on the link below, scroll down to Lewis- June 29, 2010 and click on "Social Skills."
http://pbis.org/presentations/default.aspx
Sustaining PBIS: Keeping a Good Thing Going, and Going, and Going. . .
Cynthia Anderson, University of Oregon
Most training and technical assistance guidelines within PBIS focus on building readiness and initial implementation. This information is key for schools just starting out but is less relevant for schools that have been implementing PBIS well for some time. After initial implementation the focus shifts to sustaining what is already in place, often in the face of new challenges such as administrative shifts, new policies and goals, shifting student populations, and changes in staff attitudes. In this session, we will discuss goals and priorities for sustaining PBIS and will share strategies not just for keeping what is working well but for making it even better.
Sustaining PBIS: Keeping a Good Thing Going, and Going, and Going. . . (PPT)
Teacher Problem-Solving Teams: The First Step in the Tier II Process
Tim Lewis, University of Missouri, Co-Director, OSEP Center for PBIS
Students who continue to display minor behavioral challenges once universal or Tier I supports are put in place often require small group or Tier II supports. If Tier II supports are to be successful, supports must be put in place across educational environments, including the classroom. A process for implementing this necessary problem-solving process to address both a) minor behavioral challenges in an informal manner and b) necessary classroom supports to ensure success of Tier II will be reviewed.
For his presentation materials, click on the link below and scroll down to Lewis- June 29, 2010 and click on "Tier II."
http://pbis.org/presentations/default.aspx
The Positive Behavior Supports and RtI Connection
Elaine Layman, Loudoun County Public Schools
One school’s journey in moving from a problem-based to a solution-focused process in the design and implementation of Positive Behavior Supports and RtI teams, interventions and systems will be presented. Learn how Tolbert Elementary connects the behavioral and academic framework within their planning, implementation and evaluation. Experiences and successes will be shared.
Using Data to Organize Team Meetings
Susan Barrett, Sheppard Pratt Health System, Center on PBIS
Teams use their resources more effectively if they utilize a structured meeting agenda that guides action planning. Participants will be provided with more in depth knowledge about the importance of teaming structures, meeting foundation elements, and use of data that guide implementation.
Using Data to Organize Team Meetings (PPT)
What to Do When Check–in/Check-out Doesn’t Work: Next Steps
Melissa Hansen and Kathy McQuillan, Fairfax County Public Schools
Following a review of the essential features of a Check-in/Check-out (CICO) and potential areas of issue, participants will be guided through problem-solving to determine the next steps in intervention when a student is a nonresponder. The analysis of existing data will be emphasized. Case studies will be presented to illustrate how this process can work. Participants will benefit most if already familiar with CICO.
What to Do When Check-in, Check-out Doesn’t Work: Next Steps (PPT)