INTRO TO PBIS PART 2 MOVING FROM A

INTRO TO PBIS PART 2 MOVING FROM A CULTURE OF CONSEQUENCES TO A CULTURE OF CARE

ZOOM NORMS • STAY MUTED • USE CHAT FEATURE TO MAKE COMMENTS & ASK QUESTIONS— THESE WILL BE ANSWERED AFTER THEZOOM VIA EMAIL • BRING YOUR “PROFESSIONAL”SELF! • BE PATIENT! LEARNING A NEW TOOL (ZOOM) TAKES TIME/MODEL RISK TAKING! • RELAX (NO STRESS!) IF YOU HAVE AUDIO/TECHNICAL DIFFICULTY, DON’T WORRY, THIS ZOOM WILL BE POSTED LATER THIS WEEK! • FINALLY, FACETIME WITH FRIENDS—THIS IS NOT A SOCIALCALL! SAVE THAT FOR ANOTHER TIME!

Laura Phillips, Director of MTSS Multi-Tiered System of Supports • Understand key components of trauma • Become familiar with traits of trauma • Understand how PBIS as a framework supports trauma sensitive schools • Understand PBIS as a framework to build a strong school and BUS culture • Begin developing strategies for addressing problematic behavior

P B I S Positive Behavioral Interventions Supports It’s NOT a Discipline system!

Prevent it from happening again! Research: student behavior changes when they are provided with responsive feedback from a caring/trusted adult. Relationships + Feedback = Learning

P B I S Positive Behavioral Interventions Supports A framework that capitalizes on the key components of schools, teaching & learning, to build a positive school culture!

Brain Development and how it is Impacted by Trauma

Fight • Flight • Freeze •

Impacts of Trauma on Cognitive and Executive Functioning Incomplete Assignments Concentration Managing Emotions Following Instructions Sitting Still Organization REMEMBERING Extreme and Exaggerated Thoughts Processing Oral Instructions/Directives Memory Setting Goals

Sense of Belonging and a culture of CARE. Emphasis on data • Assess needs • Reteach • Reinforce Positive behaviors Air Traffic Controller Kids who LIKE school and feel CARED about at school BEHAVE at school SCHOOL WIDE FOCUS • • • Fosters Relationships Consistency among staff PROACTIVE/Reactive Teaching & Learning • • • Clearly taught school-wide expectations Reteaching/reinforcing Promote learning and mastery

Outcome 2: Understand how PBIS as a framework supports trauma sensitive schools

Trauma-Informed Schools Nashville-Fall Hamilton Elementary Social and Emotional Learning Skills

HOW DOES PBIS WORK? BEGINS WITH ESTABLISHING AND TEACHING EXPECTATIONS

CONSIDER SIMPLIFYING AND WAYS TO DIRECTLY TEACHING Teaching Bus Expectations Video

Discipline Flow Chart GOALS: • Adult Consistency • Opportunities to Teach & Reteach/Students to LEARN & GAIN MASTERY • Analysis of schoolwide data for the purpose of reteaching/working trouble areas! Use data from Majors and minors to reteach at least at the start of each semester and after each major school closure

PBIS Success Story: Rocklin Unified School District, California Rocklin Elementary Eastern Carver County Schools: Minnesota Chanhassen High School 1561 students Bus Driver Vancourver

Feedback to Students: • 5 to 1 Verbal Praise • School-wide acknowledgements Research: You GET MORE of what you NOTICE!

Feedback to Staff: • Data on minor & major discipline • Disproportionality e t n I c i t a m e t s Sy i t n e rv ! s on Equity Focus on Learning! What needs to be retaught? What supports are needed? Student Learning as the GOAL! • Are there instructional practices we can explore to support each student

Three Areas of Opportunity • Focused TEACHING of Bus-Wide expectations in collaboration with schools • Bus specific Discipline Flow chart with minor/major behaviors and strategies for addressing minors • Develop a Reinforcement/Feedback system to acknowledge positive behavior and develop strong driver/student relationships

PBIS PLACES EMPHASIS HELPING THE KID BE SUCCESSFUL! PBIS places emphasis on relationships/connections with kids! PBIS emphasizes looking for what kids CAN do versus highlighting what they can’t do, yet Be a Mr. Jensen

Laura Phillips, Director of MTSS Multi-Tiered System of Supports • Understand key components of trauma • Become familiar with trait of trauma • Understand how PBIS as a framework supports trauma sensitive schools • Understand PBIS as a framework to build a strong school culture • Begin developing strategies for addressing problematic behavior

ATTENDANCE (CREDIT) & EVALUATIONS • Zoom Records attendance/participation • Report shows time you logged in/logged out • Please logon in with your entire name • Frontline Attendance • Because of high volume of participation (up to 350 per session), it will take days for us to reconcile attendance in Frontline • Course Evaluation • Today’s course will utilize the FRONTLINE EVALUATION ONLY! • Staff MUST complete the evaluation to receive credit!