North East Education Center

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North East Education Center

• Positive Behavior Intervention Supports
• Kristi Bonter
• Lisa Cobb

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OVERVIEW OF THE PROGRAM

• 31 Students
• 9/12 local districts in Muskegon Countysome
  schools very rural, some city
• Eastern Service Unit
• 1 Director, 2 Special Education Supervisors
• North Service Unit
• 1 Director, 3 Special Education Supervisors
• 13 Staff Members
• 1 Principal, 1 Social Worker, 1 Secretary, 4
  Teachers, 6 Paraprofessionals

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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.

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NORTH EAST EDUCATION CENTERFoundational Beliefs

• All students have the right to be treated with
  dignity and respect.  
• All students can benefit from research driven
  educational practices.
• Functional Behavior Assessments
• Behavior Intervention Plans
• 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 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.

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IT IS A TEAM EFFORT

• Collaboration among working professionals who are
  involved in the students life
• Parents
• Home District
• Administration, Teaching Staff, Support Staff,
  Transportation
• Providing School Building
• Administration, Teaching Staff, Support Staff,
  Cafeteria
• Community Mental Health
• Family Court
• Department of Human Services
• Child Protective Services

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CHECK IN/CHECK OUT

• Daily Morning Staff Meeting
• Student Arrival
• All staff greet
• Check in materials and check in emotionally!
• Pull aside kids with red flags
• Support staff monitor arrival until each student
  has arrived

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UNIVERSAL SUPPORTS
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.
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KEY PROGRAM INITIATIVES

• Life Space Crisis Intervention
• Therapeutic Crisis Intervention

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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 doesnt 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.

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THE CONFLICT CYCLE
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THE INFAMOUS POWER STRUGGLE!!

• Students get reinforced for paying attention to
  negative behavior
• WE get reinforced because behaviors stop
• Student craves attention and acts out again
• Average 151 negative to positive - Goal 51
  positive to negative - our goal 20 random per
  hour
• Gentle reminders are negative " You need to get
  back to work!"

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THREE POSSIBLE OUTCOMES DURING A CRISIS

• Staff/student relationship is improved.

• Staff/student relationship is damaged.

• Staff/student relationship is unchanged.

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THERAPEUTIC CRISIS INTERVENTION

• 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

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LEVEL SYSTEM

• Observation- Level 5
• Earn privileges as they move up
• Gauge for Locals for transition back to home
  district
• Clearly defined and posted school-wide
• Looking at revising or eliminating
• Weighing pros and cons

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WHAT HAPPENED NEXT??

• 2009 Approached by MAISD Director of Special
  Education to apply for MiBSLi grant
• 2010 Grant completed and received
• Staff bought in and were relieved that we would
  be not only collecting, but USING data!
• 2011 First year of MiBLSi
• Currently in our third (last year) of the MiBSLi
  grant

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SOLID FOUNDATION SUCCESSFUL
IMPLIMENTATION OF PBIS
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PUTTING IT ALL TOGETHER
Responsibility
Respect
Safety
Good Attitude
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NORTH EAST EDUCATION CENTER BEHAVIOR
REPORT                                           
                                               
                                                
STUDENT______________ STAFF____________
DATE_________ TIME IN________   
OUT_________ LOCATION Classroom    
Playground     Office       Hallway 
    Cafeteria Bathroom     Gym     Library   
HUB     Group     Bus   Field Trip
  Other___________ PROBLEM BEHAVIOR (CIRCLE
LABEL BY SEVERITY, EX ON BACK) MINOR  Innapprop.
Language       Physical Contact       
Disrespect       Disruption  Dress Code    
Technology Violation       Property Misuse    
Tardy    Refuse to work Describe_________________
_______________________________________________ MA
JOR Inapprop Language    Physical Aggression  
 Defiance   Refuse to work    Disruption
  Bully/Harass    Inapprop Display of
Affection      Tech. Violation    Truancy
Theft/Forgery     Dress Code Violation    
Lying/Cheating    Tobacco    Drugs    
Combustibles         Out of Area    
Vandalism/Property Damage    Bomb Threat  
Arson   Weapons     OTHER _____________    
Describe_______________________________ ________
__________________________________________________
_____________ POSIBLE MOTIVATION  Peer
Attention     Adult Attention     Obtain Items   
   Avoid Tasks   Avoid Peers   Avoid Adults   
Power Control       Unknown _______________ OTH
ERS INVOLVED  None   Peers   Parapro   Teacher  
Substitute   Other Staff      Unknown 
 Other____________________________________________
________ ADMINISTRATIVE DECISION Conference
with Student     Loss of Privilege       HUB  
Police   Parent Contact     After-School
Detention     Isolated Instruction    
        In-School Suspension    Out-of-School
Suspension    OTHER______________________ Physica
l Management?     YES    NO     
__________________________________ Small Room
Seclusion?      YES   NO   TIME___________________
___________     Door Closed by Staff?     YES   
NO     TIME______________________________     
PLEASE MARK ON FRONT OF SHEET FOR RECORDING
PURPOSES Police                            
Assault                          
Suspension                     Bullying
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PRACTICE

• Three times per year
• First week of school
• Week after Christmas Break
• After Spring Break

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Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix Behavior Expectations Matrix
Location Arrival/ Depart Rest- 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 ones looking Stay with the group Communicate any concerns appropriately to staff
Good Attitude Wait patiently to turn in/ receive items Wait patiently for your turn Use classrooms unless unavailable Ignore bothering behaviors 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
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Caught Being Good
Respect
Good Attitude
Responsibility
Safety
Student Staff Date
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WEEKLY INCENTIVES

• Student Drawing
• Classroom
• Snacks
• Privileges
• Schoolwide
• Lunch
• 5 Gift Card
• Candy Bar

• Staff Drawing
• Lunch
• 5 Gift Card
• Candy Bar

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MONTHLY and TRIMESTER INCENTIVE

• Last staff meeting of the month, staff vote on a
  student and staff of the month
• Based on who each person feels is making a great
  effort
• Not based on point sheets or documentation
• Trimester is based on greatest number of Caught
  Being Good tickets
• Larger prizes Craigs Cruisers, shopping,
  Michigan Adventure

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4 PBIS ELEMENTS
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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,
  Readers 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

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NEEC and Wesley School Professional Quality of
Life Scale (PROQOL)
Where is our stress coming from?
Initially, we thought it MUST be work related
We found out differently!
And so came to be, the introduction to
SELF-AWARENESS and MINDFULNESS
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What more can we do?
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OUR LATEST VENTURE
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MINDFULNESS

• Paying attention in a particular way
• On purpose
• In the present moment
• Without judgment

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

• Decrease
• Test anxiety
• Depression
• Conduct Disorder
• Anger Problems

• Increase
• Attention and concentration
• Social-emotional awareness
• Body-awareness and coordination
• Interpersonal skills
• Emotional regulation
• Memory, planning and organization

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RESOURCESThe Shadow Effect by Deepak Chopra,
Debbie Ford, Marianne WilliamsonThe Angry
Smile The Psychology of Passive-Aggressive
Behavior in Families, Schools and Workplaces by
Nicholas James Long, Jody E. Long, Signe
WhitsonLost at Schoolby Dr. Ross GreeneThe
Explosive Childby Dr. Ross GreeneLife Space
Crisis Intervention Talking With Students in
Conflictby Nicholas James Long, Mary M. Wood,
Frank A. FecserPositive Peer Culture (Modern
Applications of Social Work)by Larry K. Brendto,
Harry H. Vorrath
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Thank you for your time! If you would like
further information about our program contact us
atLisa Cobb lcobb_at_ravennaschoools.orgKristi
Bonterkbonter_at_ravennaschools.org