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For full functionality, must be viewed in Slide. Show mode 2019 PBIS Yearbook Celebrating the Student Outcomes & Staff Practices achieved across the Lower Hudson region Click Here to Go to Next Page

Thank you all for a memorable year full of incredible work! If you haven’t already shared your thoughts on RSE-TASC trainings and their impact on your practices, please do so here: Lower Hudson RSE-TASC End-of-Year Survey Click Here to Go to Next Page

Main Menu Clink on the Section you want to go to: 1. This year’s RSE-TASC Trainings 2. Ask the ‘TASC Blogs 3. Schools’ PBIS Achievements & Student Outcomes 4. 2018 -19 Superlatives 5. Messages from the Team Click Here to Go Back to the Front Cover

RSE-TASC 2018 -19 Trainings PNW BOCES 200 BOCES Dr. Yorktown Heights, NY Rockland BOCES 65 Parrot Rd. West Nyack, NY SW BOCES 450 Mamaroneck Ave. Harrison, NY Click Here to Go to Next Page

PBIS Kickoff 2018 Michael Jr. “Know your Why” on You. Tube “When you know your WHY, your WHAT has more impact” ACTION PLANNING: 1. Student Outcome Goal - What do you want to see your students achieve this year? https: //www. youtube. com/watc h? v=1 yt. FB 8 Trk. To 2. Systems & Practices - What do you want to see your adults to do this year? (must relate to your desired Student Outcome) Click Here to Go to Next Page 5

This Year’s Boosters Click Here to Go Back to Main Menu Evaluation Plan Data Entry and Analysis Items #49 -53 Items #13 -16 - from the BOQ - Effective Procedures for Dealing with Discipline Items #7 -12 - from the BOQ - Click Here to Go to Next Page 6

blog topics Ask the ‘TASC Click Here to Go Back to Main Menu Ask the ‘TASC #10: Tier 1 and 3 seem clear. What would Tier 2 look like? In classroom vs. outside of classroom? Small group? Who is responsible? Teachers? Social Workers? School Psychologist? Ask the ‘TASC #13: How do teams actually find time to sit down and plan? A PBIS advice column from the RSE-TASC trainers Ask the ‘TASC #11: How do we assist a child with behavior challenges whose parents do not want intervention? Ask the ‘TASC #14: How do you get a ticket system to run productively in the cafeteria? Ask the ‘TASC #12: What are the most common pitfalls to avoid to keep PBIS effective? In districts where PBIS fades are there any common reasons why? Ask the ‘TASC #15: Does PBIS replace our current socialemotional lessons and behavior plans? https: //rsetasc. pnwboces. org/what-works/proactive-positive-behavioral -supports Click Here to Go to Next Page 7

2019 Student Outcomes James A. Farley Elementary School The Hallen School Park Avenue School Ives School Click Here to Go Back to Main Menu Click photo to jump to a school Garrison School SAIL at Ferncliff Matthew Paterson Elementary School New Rochelle Schools 8

Click Here to Go Back Parent Testimonial“I have a son in 5 th grade who was lucky enough to participate in the Skillstreaming group with Ms. Luongo this year. He has received group counseling services since kindergarten. Although each year of services has been helpful for him in different ways, (and we are eternally grateful to the wonderful counselors in the past), this year has been helpful in a whole new way for him. My son struggles with social skills and, as a parent, I was not sure how to help him. This program was perfect because it provided concrete steps to follow for the building blocks of social skills that he lacks. Things like making eye contact when you speak to someone, waiting your turn to talk, actively listening and nodding to show it, how to start and maintain a conversation, how to join a group, how to approach a new friend, etc. are all basic social skills that this program mapped out for him step by step. He greatly enjoyed practicing the skills in his group session. The best part for me as a parent was that the steps were all sent home to practice as homework. This helped me to see exactly what he was working on and to be able to use the same language when trying to reinforce the skills at home. Now when I see him struggling, I can remind him of the steps and he has a frame of reference to work from. We've still got a long way to go, but we have a clearer plan now. I hope that our district continues to use this program and that my son will be able to participate in it again next year. ” North Rockland James A. Farley Elementary, • Student Outcome: • Staff Practice: School Counselor used Skillstreaming curriculum to teach a targeted skills group, instead of her usual social skills group. 9

SAIL at Ferncliff Student Outcome Goal: By the end of 2018 -2019, students achieve/maintain a 4 -5 in meeting schoolwide expectations as measured by the Students Achieving Expectations Tool (SAET). Baseline was 3. 4 Overall according to SAET from fall 2018. Data: As of March 2019, Overall ratings on the SAET averaged 3. 06. This goal was not achieved, however, specific practices were implemented by staff which will support continued improvements in student behaviors and teaching of our SMILE expectations. Click Here to Go to Next Page 10

SAIL at Ferncliff vealed: re ta a d IS B P m o Our classro displaying re e w ts n e d tu s y n ma s staff rd a w to rs io v a h e b aggressive d or during e c la p re e w s d n a when dem tion of c n fu a h it w rk o w academic IEP 1: 1 escape/avoidance. We then brainsto rmed together a nd created the EDI Lesson Plan to teach our studen ts how to more appropriately req uest for a break from that work. Click Here to Go to Next Page 11

Click Here to Go Back Staff Practices: SAIL at Ferncliff Created and taught EDI Lesson Plans to teach specific behavior skills, such as: “How to use a break card to request a break when needed” Lesson Plans included: 1. Attention Grabber/Signal The 2. Lesson Goal Opening 3. Lesson Importance 4. Activate Prior Knowledge 5. Model – I DO 6. Provide Guided Practice – WE DO 7. Provide Independent Practice – YOU DO 8. Review the Skill/Content The 9. Review the Objective/Goal Closing 10. Prompt to Re-teach 11. Reminders for Teachers Teacher 12. Engagement Norms Supports 13. Suggested Resources The Body 12

Garrison School, • Student Outcome Goal: • Staff Practice Goal: Students will show a decrease in disruptive behavior and running in the hallways as evidenced by a 15% decrease in staff perception as done via survey. Baseline as of September 2018 was 48% of staff identify disruptive behavior as the most problematic behavior and 21% of staff identify running in the hallways as the most problematic behavior. 49% of staff identified the cafeteria and the hallway as where most problematic behaviors occur. By 01/01/19 , we will have established and implemented setting specific expectations and put the 4: 1 ratio into practice as evidenced by surveying the students on their understanding of expectations by setting and an observation of the 4: 1 ratio by staff across various settings. Click Here to Go to Next Page 13

Click Here to Go Back Garrison School, • Staff Actions: 1. Develop school-wide behavior management/discipline referral system for data collection 2. 3. 4. 5. 6. 7. 8. Establish clear behavior acknowledgement system Create & post setting specific behavior expectation posters school-wide Develop lesson plans to teach the behavior expectations across grade levels Develop & finalize PBIS Handbook Formulate PBIS Kickoff event (1/22/19) Develop training/PD topics and schedule for faculty & staff Schedule monthly PBIS team meetings NOTE from PBIS COACH: “As I sit here typing this, my principal and supervisor of buildings and grounds are putting up PBIS signage throughout the building. Our outside sign is displaying the 3 B's. Every staff member has a PBIS Rewards account and have already begun recognizing each other for dedication, teamwork, and leadership. Students are stopping in the hallway to read the posted expectations. T-shirts, prominently feature our three expectations, are being sorted and handed out to staff to wear on Tuesday. Our student acknowledgement committee chairwoman is rehearsing the PBIS song she wrote that she is ready to perform. We're here. We made it. Tuesday, it all begins. ” 14

Student Survey Results: Carmel Mathew Paterson, v 197 students completed v 82% received a Panda Power ticket in the last month v 86% can identify all the 4 Be’s v 92% can identify 3 of the 4 expectations Examples of Student Responses: https: //streamable. com/p 8 g 0 k v Me and my friends saw someone on the buddy bench and cheered them up. v I cleaned up the soap on the mirror in the bathroom. v I helped my friend clean up his snack when he spilled it. v I was responsible and safe when walking back from reading in the hall. v Helped the monitors clean up outside. v I walked in the hallway. I had eyes and ears on my teacher. v I earned a panda power ticket because I helped a monitor locate a pocket book. v Helping another student by being kind on his first day at our school. Click Here to Go to Next Page 15

Click Here to Go Back Carmel Mathew Paterson, Panda Power Tickets = Total positive acknowledgments for March and April (short month) – 1112 tickets! New Systems & Practices §Video and slide show §Posters – expectations and 4: 1 §Morning announcements §Panda Power poster/signatures & tickets §Student/staff survey §School-wide reflection March April K 158 86 1 136 91 2 110 117 3 148 117 4 81 68 §Exemplars §Assembly §End of year celebration §Matrix §Parent Brochure §Weekly raffles 16

New Rochelle The Hallen School, Student Outcome Goal: By the end of 2018 -2019 school year, students will demonstrate a decrease of disrespectful behavior, as evidenced by a 10% decrease in minor referrals for disrespect from 17 -18. June Analysis: Though the student outcome goal was not achieved for the 2018 -2019 school year, there has been a noticeable decrease in the average number of referrals given daily since September 2018. We did notice an increase during March (full month with no breaks) and April (Spring Break) but when we provided PBIS Boosters and a Targeted Behavior themed contest, there was a decrease in the average number of referrals given during the months of May and June. Overall, we noticed a 29. 2% decrease in referrals given during the 2018 -2019 school year as compared to the 2017 -2018 school year. Problem Behavior 1718 1819 Minor. Disrespect 146 153 Physical Aggression 109 69 Disruption 12 5 Disrespect 9 8 Click Here to Go to Next Page 17

Tier 1 Data & Testimonials: New Rochelle The Hallen School, • • School Store- SOAR & Shop Students at The Hallen School have met school-wide behavior expectations (SOAR) with greater consistency and have demonstrated less problematic behaviors throughout the school day as evidenced by a 29. 2% decrease in office referrals. The Boosters and Contest helped with addressing problem behaviors and reminding students of the school-wide expectations. Since the interventions were implement, there was a decrease in daily average of referrals in May. • “I think PBIS teaches students important lessons about saving/spending and delayed gratification” -April Sutherland, Special Education Teacher • “Posters of S. O. A. R. guidelines and expectations are found in the classroom, in the hallways, in dismissal rooms, in the café, and outside the bathrooms. These posters serve as an excellent reminder of expected behaviors for my students, not only in the classroom, but within the school as well…Since the implementation of PBIS Rewards and the school store, there has been an increase of positive and expected behaviors from the students in my classroom. PBIS and PBIS Rewards is a great way to promote positive behaviors and increase social and emotional development. ” - Erin Bracken, Special Education Teacher Hallen VIP Student Lounge Click Here to Go to Next Page 18

New Rochelle The Hallen School, Tier 1 Practices: 1. School-wide behavior matrix - Details the school-wide behavior expectations of being Safe, Organized, Accountable, and Respectful and used across the school. 2. Individual Acknowledgements - Students can earn up to four points period, or thirty-two points per day for SOAR behaviors. They use their points to shop in the school store and gain access to the school game lounge. 3. Schoolwide Incentives - Students also earn school-wide events by reaching a school-wide goal. For example, when students reached a school-wide goal of 250, 000, they earned a movie day in the auditorium. 4. Staff Acknowledgements - Through PBIS Rewards, staff members can also earn points for completing various tasks (i. e. Helping a colleague, Participating in a team meeting, Completing a task by deadline). Staff members can also use their points to redeem prizes in the school store. 5. Booster Teaching Activities - Conducted in gym with assistance of the P. E. staff, these provided students with a fun way to re-learn the school-wide expectations. Activities were modified based on grade level and abilities. Each expectation had at least one activity that the students could complete during the Booster days. 6. School-wide Respect Contest - Helped address the problem behavior of disrespect. Students were asked to work in small groups or with their classmates to complete a project that demonstrates respect. RESPECT Contest Entries Click Here to Go to Next Page 19

Click Here to Go Back New Rochelle The Hallen School, Tier 2 Data & Testimonials: Examples of Student CICO Data: • Check-In/Check-Out (CICO) - Pilot Program provides extra support to at-risk students. A student identification rubric was created, which looked at: SWIS Referrals, Suspensions, SRSS Data, PBIS Expectations Tool, Attendance, Grades, and Counselor/Tier 2 Ratings. Based on the rubric, four students were selected to participate. The program ran for 8 weeks and students checked in with a facilitator in the morning and in the afternoon, as well as teachers throughout the day. The CICO Coordinator met with facilitators and classroom teachers throughout the pilot to discuss the program and concerns. At the end of 8 weeks, three students were able to graduate from the CICO pilot and one student discontinued the program early, as it was determined not to be beneficial for him to continue. The following were the results of the 8 weeks: Student A: 53% (Discontinued Early) Student B: 79% Student C: 91% Student D: 94% Staff & Student Testimonials: “CICO…helped my student work towards his true potential. At the beginning of the year, [he] hardly ever completed homework or classwork. He also exhibited behaviors that created disruptions on a daily basis. Having this opportunity for extra positive attention and reinforcement motivated my student to turn in his homework regularly and to complete his classroom assignments with minimal disruptive behaviors. Due to these changes, his peers now accept him as a member of the group during lunch time. ” -Allison Ippoliti, Special Education Teacher “It was good. [Teachers] seeing how my day was [and] I liked the extra points. ” – C. B. , 6 th grade “ I enjoyed earning a prize. I am very motivated by earning things. I also liked checking in with my teachers, I think it helped me. ” - X. H. , 9 th grade 20

Click Here to Go Back OUTCOMES: The student outcomes that we aimed to achieve for PBIS were: 1. Safely and quickly transition from class to class Port Chester Park Avenue School 2. Move quietly in transitional areas Data collected to monitor this process showed that there was a decrease in transitional areas as identified by the decrease in PBIS forms. PRACTICES: The PBIS team was able to reinforce the goal with multiple methods such as a kickoff assembly that started the year themed superheros this reminded them to S. O. A. R. ( safe, organized, accountable and respectful) in all areas, additional reminders were done by placing posters in the hallways, cafeteria, and bathrooms reiterating expectations. In addition, we had weekly announcements to recognize the S. O. A. R. ing students of the week. There was a bulletin board year round that weekly added student pictures and their Soaring tickets to the board. We focused on educating staff gradually and repeatedly by presenting the matrix and goals for the year. There were modeled examples on how to practice positive engagement while correcting undesired behaviors. RESULTS: The students and teachers have had a positive impact in utilizing skills that were taught. Teachers are more comfortable in using techniques that involve rephrasing corrections. There was a series of Social Emotional classes that provided videos to practice in their classrooms. Through out the year teachers and students used a mixed method of skills to reinforce the PBIS goals. 21

Lincoln Hall Ives School Click Here to Go to Next Page 22

Lincoln Hall Ives School CHANGED PRACTICE: PBIS BINDERS “Enclosed in each binder are [the] student’s individual schedule, dividers for each subject for Click photos to read homework and assignments, home visit lists, about calendars, point charts, and other important events on campus. We will also include an Achievements Section for all certificates and acknowledgments. The students can also keep such things as their books, notebooks, and Linky Buck$ …” the Binder System -monitoring lf se e ud cl in o] ls [a s “…the binder to help students en ov pr e ar y he. . T. check lists ude various emoji's cl in s ur O. ol ho sc in succeed , and sad face ). ce fa o -s so , ce fa y (smile esponding to rr co i oj em e th s le rc ci Each student ular class. They ic rt pa at th r fo ce an their perform rite down how many w so al d an es lv se rate them that period by ed rn ea ey th k in th ey points th s. At the end of each ay W ’s LL A H e th g in follow w many points ho n w do es rit w r he class, the teac is helps the h T. ed rn ea ly al tu ac the student in REAL TIME track s er h ac te e th d an students their performance. ” “So far, the stud ents are getting used to the binder system a nd have genera lly done very well with it. We have had many students become ‘STATU S JUMPERS’ ris ing up through the PBIS ranks. 14 stude nts made Platinum the firs t week of schoo l. This system helps to build responsib ility and accountability. These are impo rtant skills that each stude nt will develop a nd help them as they return to their home com munities and beyond. “ Click Here to Go to Next Page 23

Click Here to Go Back Lincoln Hall Ives School DATA & TESTIMONIES: Platinum Gold Silver Honorable Mention 160 -144 143 -128 127 -112 111 -96 Jeremiah 160 Christopher 140 Aidan 125 Jahcir 109 Zayvion 157 Martez 140 Joshmar 125 Jaquah 107 Joseph 152 Ralph 139 Jordan 107 Darius 152 Zayquan 137 Jihad 106 Keyvon 152 Cedrick 137 Quentin 101 Raymond 147 Doren 131 Marvin 145 Oursavion 130 Jose 144 Angel 129 Daviel 129 Week ending 5/31/19 Zayquan: “I like it. At first I didn’t like that the teachers had to sign it, but now I like it because it helps me make platinum. ” Week ending 5/31/19 24

New Rochelle Schools Click Here to Go Back • Trinity Elementary School – Office Discipline Referrals (ODRs) during the first two months of the school year decreased by over 50% when compared to the same period the previous year (from 190 to 89). • Isaac Young Middle School – Increased in the percentage of students with 0 discipline referrals: From 77% of students to 89%. 25

2018 -19 Superlatives R s tay coo l! B Most Popular: Best Dressed: “PBIS Specific Feedback” “Tier 1 Data Collection At-A-Glance” https: //www. youtube. com/watch? v=ts. RKD Blb 600 C M HOT STUFF Click Here to Go to Next Page 26

2018 -19 Superlatives ^ Most Likely to Succeed: Friendliest: “Data Collection Tool for Excel or Google Sheets” “Check-In / Check-Out: Providing a Daily Support System for Students” Free ODR Tracking System from Missouri PBIS Have a GR 8 r! e m m u s % https: //www. youtube. com/watch? v=My. PU Y 38 bl. ZQ https: //pbismissouri. org/tier-1 -data-tools/ BFFs A Click Here to Go to Next Page 27

2018 -19 Superlatives 2 soon + 2 be en 4 gott Class Clown: “First Follower: Leadership Lessons from Dancing Guy” Z Click Here to Go Back to Main Menu Class Couple: “PBIS Action Plan + PBIS Coaching Plan” Y https: //www. youtube. com/watch? v=f. W 8 a m. MCVAJQ r 4 eve Click Here to Go to Next Page 28

Sara Fienup Contact Info & Notes 914 -248 -3843 sfienup@pnwboces. org Dale Langley 914 -607 -6762 dlangley@pnwboces. org Erin Leskovic 914 -607 -6770 eleskovic@pnwboces. org John Mc. Cabe 914 -248 -3823 jmccabe@pnwboces. org This year, I was incredibly proud of the thoughtful w ork so many I’m so proud of the schools for not of your teams planned ou t at monthly TIGs and im plemented only absorbing so much knowledge when you were ready, no t because the calendar di ctated it! I will about effective practices, but also always remember the Mar ch TIG at SW BOCES whe n 75% of sharing and teaching others about schools were working on Behavior Lesson Plans (!!) & them. I can’t tell you how many Evaluation Plan Booster (D ay 1) when I jumped, lung ed, and squatted before our Exce times I overheard someone this l Master’s Course! Have a wonderful summer & we will see you year teaching another team in the fall for PBIS Kickoff 2019! member or another school about All the best! something that worked for their students. It seems we’ve all built -Dale a community together and I can’t wait to see what next year has in e power th y b y a store for us. - Sara w a n w lo I was b I continue to be amazed at the hard work and dedi cation of the schools in our re gion. Although I missed a go od portion of the year due to my maternity leave, I was blown away by the persistenc e of preschools in the region to maintain and grow thei r PBIS programs. I am lookin g forward to a really prod uctive year next year! -Erin This year markable to re s a w It ! m a te IS of the PB e together and m a c s m a te IS B P see how d energy to n a e m ti d te a ic d e d lementation p im s u io it b m a accomplish utcomes! o t n e d u st e v ro p goals and im hool visits, I sc n o d n a s IG T g n Duri ng on an ti ra e p o s m a te IS witnessed PB ngth-based re st r e b m e m l a u individ , strategically ta a d g in z ly a n a l, mode ctive PD and e ff e g in id v ro p , g plannin eep your teams K ! rk o w t a re G. g Click to d coachin l an fu. Here g in n a e m h it w y p Go to Next Page healthy and hap ntation will e m le t goals and imp

Click Here to Go Back to Main Menu See you in September!