SMALL STEPS = BIG REWARDS
NORTH EAST EDUCATION CENTER
PBIS SUMMITJANUARY 23, 2014
Kristi Bonter, Principal
Lisa 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
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.
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 INITIATIVES
o 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 INFAMOUS POWER STRUGGLE!!
o Students get reinforced for attention given to their negative behavior
o Staff is reinforced because behaviors stop
o Student craves attention and acts out again
o 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
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
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
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!
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
BehaviorTotal (0-21)
0 0 1 2 0 0 0 3
1 1 1 1 0 1 1 6
1 1 2 0 0 2 1 7
0 1 2 2 3 1 0 9
2 2 3 0 0 2 3 12
0 0 1 1 0 2 1 5
0 0 2 0 1 2 3 8
0 0 2 1 0 2 2 7
1 1 2 0 0 1 1 6
1 2 1 3 0 0 0 7
2 3 3 2 1 3 2 16
0 1 3 0 3 3 2 12
1 2 3 2 2 1 2 13
0 1 0 0 0 0 0 1
0 1 3 3 3 3 3 16
0 3 2 2 3 3 2 15
0 3 2 2 0 3 2 12
0 2 2 2 0 3 1 10
0 1 0 2 3 1 0 7
0 0 0 2 0 0 2 4
0 0 0 0 3 0 0 3
0 0 1 0 3 3 0 7
0 3 1 2 2 0 0 8
0 3 1 0 3 3 1 11
0 2 1 2 0 1 1 7
0 2 3 0 2 2 2 11
0 2 1 2 2 2 9
0 1 0 2 2 1 0 6
0 3 1 2 1 2 0 9
0 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 - [email protected] Lisa Cobb – Social [email protected]
Angie Jerome - [email protected]