SST16 PBIS Newsletter

I am here to support 24 Southeastern Ohio School Districts. PBIS (Positive Behavior Intervention and Support) is an implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that support the academic, social and emotional competence of all students.

PBIS Fact Sheet

TRAINING Opportunities (use this link to see more details)

PBIS Tier 1 "Train the Trainer": (8:30-3:00) April 18 and 19, 2024 Registraion LINK

PBIS Tier 2: will be offered in the fall 2024

PBIS Tier 3: (8:30-3:00) Rescheduling: NEW date April 30th and May 1, 2024 Registration Link

PBIS Classroom (upon request)

SWIS (Behavior Data Collection System) training and support: by request

UPDATES

1. NEW: SST16 PBIS Network: SST16 will be hosting a monthly PBIS network beginning in September: SCHEDULE

2. TFI Tiered Fideleity Inventory 3.0: is under review and will published at a later date

3. SAS 4.0: New

Recognition Award

• Schools that submitted the Intent to Apply form have until May 1, 2024, to upload all evidence required for the award applied.

I will be holding "PBIS Award Application" help sessions each month before the application deadline of May 1. Please attend for assistance and clarification regarding the application process.

April 11: 8:00-9:00 Zoom Link

Link: Positive Greetings at the Door

Link: Engaging Instruction to Increae Equity in Education

Link: Behavior Specific Praise

Link: Teacher Student Game

Link: Be+App

Link: Missouri Active Supervision Tool

Link: Classroom Tool Midwest PBIS Continuum of Responses Snapshot

Tier 1 Intervention

"The First 5"

Use this link to sign up for publishings and resources to support what staff members can do the first five of a class to connect with students and build relationships. It provides great ideas to make this easy for your staff. Ideas range from connection, questions for staff to ask, at-the-door ideas, check-in, mindfulness, positivity, and character.

Relationships and feeling connected to someone are the #1 foundational/Tier 1 support for all students regarding attendance, behavior, mental health, and academics. Have you surveyed your student population? What is the data telling you? Relationship mapping is quick and easy. Share this 3-minute video with your staff.

How can you improve behavior, attendance, and academics in the classroom?

Try one of these "first five" activities with your students before class starts. The best way to start a lesson is to connect with your students, build relationships, and show them you care. Use the link in the above section to sign up for First Five. Here is the link to the spring edition.

Here is a new link for more ideas: secondary

New link: elementary

Below is an example of one activity.

Audrey Jones from Hopewell Health participated in the March network session with SST16 and delivered a presentation on Trauma Informed Care. She shared a slide deck containing valuable insights on the topic, including various ideas that align with the 6 Principles of a Trauma-Informed Approach. It is recommended that PBIS teams consider disseminating this information to staff members to foster resiliency among both staff and students. This serves as a valuable initiative towards building a stronger support system within the workplace.

Daily attendance often plummets before and following spring break. Educators can plan and offer activities to encourage attendance and participation, whether the school is in-person, remote, or hybrid. Ask families and students for ideas and help. Local community groups often provide coordination, volunteers, and financial support.

Here are a few ideas

More in the news:

Use this link to print a "Behavior Flipbook" for your staff. It has interventions for transition, challenging behaviors, redirection/calming, accommodations, triggers, classroom management, and more. All you need to do is print, cut, and bind.

Use this link to access "A PBIS Staff Bingo Challenge". Use this bingo card to challenge your staff to try new Tier 1 interventions/support in the classroom. Staff can then enter the bingo card into a drawing at the end of the month. Let's think about how to RAMP UP your Tier 1 support.

Listen now: video link

What brings people to the PBIS Leadership Forum?

We would like to express our gratitude to all the school districts in Region 16 for participating in the workshop with Dr. Tim Lewis, titled "Making PBIS Work For You". During his visit to Southeastern Ohio, Dr. Lewis shared valuable insights on Positive Behavior Intervention and Support, with a particular focus on enhancing the Tier 1 framework and PBIS implementation in the classroom. He provided real-world examples from schools he has worked with and inspired participants to create action plans upon returning to their respective teams. Thank you, Dr. Lewis, for your informative presentation.

Business Rules

Schools move through the stages of PBIS across multiple years. For this reason, the calculation ramps up the codes needed to earn a “YES” on the report card. When a new school opens, it isn’t expected to be at the same stage as a school that has been open for multiple years. Below you will see different codes needed to earn a “YES” for this measure depending on how long the school has been open.

In 2022-2023 and beyond:

• A school open for at least three years will earn a “YES” for this measure if it has a code of “E” or “F” reported in EMIS.

• A school open for two school years will earn a “YES” for this measure if it has a code of “D”, “E” or “F” reported in EMIS.

• A school in its first year of operation will earn a “YES” for this measure it is has a code of “C”, “D”, “E” or “F” reported in EMIS.

• A school open for at least three years will earn a “NO” for having a code of “A”, “B”, “C” or “D” reported. o It also earns a “NO” if the district fails to report anything for this element.

• A school open for two years will earn a “NO” for having a code of “A”, “B” or “C” reported. o It also earns a “NO” if the district fails to report any code for this element.

• A school in its first year of operation will earn a “NO” for having a code of “A” or “B” reported. o It also earns a “NO” if the district fails to report any code for this element.

All schools are expected to move through the stages of PBIS, and all schools that serve students in any grade are evaluated for this element. This includes online schools that serve students remotely. Schools that serve only preschool students also are evaluated for this measure. Buildings that house only preschool classes do not receive report cards, but their ratings are used when calculating whether the district to which the preschool buildings belong meets the measure.

Districts receive a rating of “YES” or “NO” based on the ratings of all their schools. • If all schools owned by the district, including free-standing preschools and online schools earn a “YES” rating, the district also earns a “YES” for this element. • If any school is rated a “NO”, the district as whole earns a “NO”.

Get early access to the comprehensive PBIS training modules through OhioPBIS.org this spring!

Are you interested in early access to comprehensive PBIS training at no cost to your district? Would your school benefit from advancing schoolwide and classroom behavioral practices?

Available starting May 2024, select districts will be given invitation-only access to over 15 hours of flexible, on-demand professional development. Building teams and staff can choose from a menu of options that fit their specific training needs.

How can I get access? Simple. You complete the TFI this spring and test out the new TFI 3.0 at the same time. Submit your feedback and unlock training that can improve behavioral practices in your school.

Developed in partnership with the Ohio Department of Education’s Office for Exceptional Children, the InspirED Virtual Learning Series provides information and resources on a variety of topics to help support learning and successful outcomes for students and families.

Each recorded session is designed to help professionals and families navigate specific topics, with time provided for real-time Q&A in the chat.

Use this link to view past sessions and other resources.

This was what I was told when I asked about the student sitting alone at breakfast with his hood over his head and his head on the table minutes after the bell rang on the first day of school.Statements like these have always made me want to get to know the student even more.I wandered over to Steve’s table and asked if I could sit. Without looking up, he slid a chair out from the table. I took this as an invitation to sit.I introduced myself as Dr. P the new principal. There was no reaction - I guess Steve wasn’t too impressed. I just sat there quietly for a few minutes. Steve lifted his head up and asked if I had anything that I should be doing now. In my head, I thought that there was nothing more important than making a connection with Steve.I responded by telling him that I was so new, I didn’t really know what I was supposed to be doing. I also let him know that I really didn’t know my way around the building very well yet and I was a bit concerned that I might get lost. Steve said that he has been at this school since preschool and that he’d be willing to show me around. I accepted the offer and I let the front office and his teacher know that Steve and I would be on a tour. I was very impressed with Steve’s tour. He literally knew every part of the building. It was also interesting that every staff person knew Steve (and shared a similar look when the two of us walked by). When the tour was over, I spent a few minutes with Steve in my office learning about his likes (math, Pokémon cards and cheese pizza) and his dislikes (reading, writing and the school’s nachos). I thanked him for the tour and asked if he would swing by my office at lunchtime. He agreed. I wished him a good morning and let him know that I looked forward to seeing him at lunch. I put in an order for a cheese pizza to be delivered at his lunch period and let his teacher know to send him to my office at lunch. I pulled Steve’s file. He had a long list of past interventions and strategies. They were all marked with language similar to ineffective, goal not achieved or too disruptive to evaluate. He also had a long list of detentions, lost recesses, and a couple of in school suspensions. There was no physical contact, property destruction or eloping listed. It appeared that the infractions were exclusively due to talking excessively, work refusal, and disrespect. When Steve arrived at lunch, his whole face lit up at the sight (and smell) of a cheese pizza. I let him know that this was in return for a first class school building tour. My new friend Steve devoured half a pizza in under two minutes. He then asked if he could save a slice for his teacher. I asked if he was interested in a newly created position in our building. He gave me a puzzled look. I let him know that it was as the senior tour coordinator for new students and guests. I let him know about the “compensation package” (a pizza lunch per month, a weekly pack of Pokémon cards, and other bonuses based on performance). Together, we created a contract with a code of conduct for this prestigious position. We signed it and I had it notarized by our school secretary. He thanked me and said how excited he was. I contacted his parents and received their enthusiastic approval (and a sigh of relief that I wasn’t calling because of a behavior). The next day I had Steve give our superintendent the tour. It went so well! The superintendent was very impressed (he even included this experience in his weekly report). Steve gave two more tours over the next week. I checked in with his teacher and she said that he had been an exemplary student. Other staff in the building commented about his improving manners. Over the school year, our pizza lunches & Pokémon “pay days” became something that I truly looked forward to.

Apparently, Steve wasn’t a “lost cause” after all!

Please use these links to determine funding and grant opportunites from ODEW.

Ohio Grant Partnership https://grants.ohio.gov/fundingopportunities.aspx

Supporting Positive School Climate with ESSER and ARP Funds

School Safety Grant provides funds, but those have already been disseminated so the schools would know if they received them or not.

Federal Formula Grants and Positive Behavioral Interventions and Supports (PBIS).

Use this chart to see what these grants can be used for.

September: Session 1 (slide deck) First Meet-Up: How to get the School Year Started with PBIS and Using Data to Drive Decisions (Guest speaker: Christine Woodeard)

November: Session 3 (slide deck) Acknowledgments, Incentives, and Celebrations

December: Session 4 (slide deck) Funtional Behavior Assessment (FBA) to Behavior Intervention Plan (BIP) Anyone on the Tier 3 team can do this!

January: Session 5 (slide deck)Tier 2 and 3 How to get started, data sources, interventions and support

February: Session 6 (slide deck)

Restortive Practices

March: Session 7 (slide deck) The Importance of Understanding Trauma and the Impact it has on Student Well-Being

PBIS Connections to State Initiatives

Governor Kasich signed House Bill 318 in August 2018, with an effective date of Nov. 2, 2018, to address multi-tiered behavioral supports to reduce out-of-school suspension and expulsions, especially for prekindergarten through grade 3 students.

Resources

Restraint and Seclusion

Report Card Measure for Implementation of Positive Behavioral Interventions and Supports (PBIS)

Positive Behavior Intervention Supports (PBIS) and the Use of Restraint and Seclusion Frequently Asked Questions

December 2022 September 2023

January 2023 October 2023

February 2023 November 2023

March 2023 December 2023

April 2023 January 2024

May 2023 February 2024

June 2023

August 2023

• Ohio law and rule require districts to implement a positive behavior intervention and support framework on a system-wide basis. To implement a schoolwide framework effectively it is essential to provide professional development to student personnel.
• Calculating Chronic Absence Using These Tools
• OHIO’S COMPREHENSIVE SCHOOL SAFETY FRAMEWORK
• Use the matrix to catalog interventions and supports
• Check out this spreadsheet for monitoring risk indicators for attendance, behavior, and courses/academics. This spreadsheet includes tabs for 9-12 grades, but could be modified for your building.
• Anti-Bullying Supports for Peers: Be An Upstander
• Ohio Learns 360
• Nurturing Well-Being in Schools
• Character Education Electronic Resources
• Free Vaping Curriculum
• Sources of Stregnth Ohio
• Attendance Works
• PBIS Implementation Blueprint 4.0 NEW
• Culturally Responsive Self-Assessment For PBIS Leadership Teams
• 17 Brain Breaks for HS
• OHIO’S COMPREHENSIVE SCHOOL SAFETY FRAMEWORK
• Ohio Department of Education LMS Learning Modules
• The Student Recovery Dashboards
• Student Wellness and Success
• Mandatory mental health training for coaches
• Self-Assessment Survey (SAS)
• Ohio's Attendance Guide
• Practical ideas and activities that are perfect for the first five minutes of class time!
• Attendance Works: Advancing Student Success By Reducing Chronic Absenteeism
• Mental Health America Back to School Toolkit
• Does your District Have An Updated policy on PBIS and Use of Restraint and Seclusion?The InspirED Video Gallery is organized by audience – for families and professionals
• PBIS TEAM Training Workbook
• Supporting and Responding to Educators' Classroom PBIS Implementation Needs
• Supporting and Responding to Students' Social, Emotional, and Behavioral Needs
• The Hey, I'm Here Ohio campaign
• Ohio’s Free Online Professional Development: Get Started Today at No Cost!
• The BIG 5 Generator
• Find Your District on the Student Recovery Dashboard
• Early Warning System Data Entry and Review Calendar
• Attendance: Prevention and Early Intervention
• Intervention: Two-By-Ten Strategy
• Excellent resource: Checklist for Meeting the Expectations of PBIS and Restraint and Seclusion
• The Substance Abuse and Mental Health Services Administration (SAMHSA)
• Ohio School Safety Center
• Coaches’ Tool Chest : used to train coaching personel on PBIS
• PBIS and PAX Crosswalk
• This teacher self assessment will allow teachers to survey the physical space, attention, time, behavior management, routines, and curriculum and content within their classrooms.
• PBIS Forum Fall 2023
• PBS WOUB Social Emotional Learning Website
• Ohio Healthy Students Profiles
• Implementing PBIS with a Culturally Responsive Lens
• BIG ideas to make PBIS a school-wide celebration and 350 more ideas
• Fabulous PBIS Resource: PBIS World BookIs Your District or Building In Need of FREE Data Collection Tools?
• PBIS Staff Handbook Template
• FREE PBIS Training Modules for School Staff and Others
• Student Wellness Powerpoint by ODE Future Forward Ohio
• Measure, Monitor, and Respond to Students Emotional Needs Survey Company
• Tier I Live Binder- full Tier I Modules and Resources
• TFI (Tiered Fidelity Inventory) with Action Plan
• Reducing the Effectiveness of Bullying Behavior in School
• School Wellness Toolkit
• Kinship Connections PPT Shareable
• Integrating Social and Emotional Learning into your School-Wide Positive Behavior Interventions and Supports Framework
• Equity in PBIS resources
• Data Guide for Enhancing Your PBIS Framework to Address Student Mental Health
• Positive Behavioral Interventions and Supports
• Restraint and Seclusion
• Restraint and Seclusion: What Parents Need to KNOW
• Discipline Process for Children With Disabilities
• PBIS Staff Handbook Template
• PBIS Handbook: recommended content (it also has recommendations for adding PBIS information to the Student/Parent Handbook).

Positive Behavior Interventions and Support: Please contact melissa.baker@sst16.org for support and resources.