North East Education
Center
Positive Behavior Intervention
Supports
Kristi Bonter
Lisa Cobb
OVERVIEW OF THE PROGRAM

31 Students


Eastern Service Unit:


1 Director, 2 Special Education Supervisors
North Service Unit:


9/12 local districts in Muskegon County…some
schools very rural, some city
1 Director, 3 Special Education Supervisors
13 Staff Members:

1 Principal, 1 Social Worker, 1 Secretary, 4 Teachers,
6 Paraprofessionals
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.
NORTH EAST EDUCATION CENTER
Foundational 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.
IT IS A TEAM EFFORT

Collaboration among working professionals who
are involved in the student’s 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
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
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, TimeOut, Friday Fun, Store Points, Teacher CaughtBeing-Good, Daily/Weekly Parent
communication.
KEY PROGRAM INITIATIVES
 Life
Space Crisis Intervention
 Therapeutic
Crisis Intervention
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.
THE CONFLICT CYCLE
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 15:1 negative to positive - Goal 5:1 positive to
negative - our goal 20 random per hour
• Gentle reminders are negative: " You need to get back to
work!"
THREE POSSIBLE OUTCOMES DURING A
CRISIS
• Staff/student relationship is improved.
•Staff/student relationship is damaged.
•Staff/student relationship is unchanged.
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
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
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…
SOLID FOUNDATION
=
SUCCESSFUL
IMPLIMENTATION OF
PBIS
Responsibility
Respect
Safety
Good Attitude
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:________________________________________________________________
MAJOR: 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
Adults Power & Control
Unknown _______________
Obtain Items
Avoid Tasks Avoid Peers Avoid
OTHERS INVOLVED: None Peers Parapro Teacher Substitute Other
Staff
Unknown Other____________________________________________________
ADMINISTRATIVE DECISION: Conference with Student Loss of Privilege
Detention Isolated Instruction
In-School Suspension Out-of-School
Suspension OTHER______________________
HUB Police Parent Contact
Physical 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
After-School
PRACTICE
Three times per year:
•First week of school
•Week after Christmas Break
•After Spring Break
Behavior Expectations Matrix
Location
Arrival/
Depart
RestRoom
Bus
Lunch
Room
HUB
Class/
Instruction
Areas
Hall/
Office
PlayGround
Gym
Field
Trips/
Specials
*Hold door
for people
behind you
*Use inside
voice
*Appropriate
*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
*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
Good
Attitude
*Wait
patiently to
turn in/
receive items
*Wait
patiently
for your
turn
*Use
classroom
s unless
unavailabl
e
*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
*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
Respect
language
Responsibility
*Communicat
e any concerns
appropriately
to staff
Respect
Good Attitude
Responsibility
Safety
WEEKLY INCENTIVES

Student Drawing:


Classroom:
• Snacks
• Privileges
Schoolwide:
• Lunch
• $5 Gift Card
• Candy Bar

Staff Drawing:



Lunch
$5 Gift Card
Candy Bar
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
4 PBIS ELEMENTS
These four elements are guided by six
important principles:

1. Develop a continuum of scientifically based behavior and academic interventions
and supports
•

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
•

LSCI,Read Naturally, Fountas and Pinnell, Reader’s Workshop, CHAMPs
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
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
What more can we do?
OUR LATEST VENTURE
MINDFULNESS
Paying attention in a particular way
On purpose
In the present moment
Without judgment
Jon Kabat-Zinn
Founder: MindfulnessBased Stress Reduction
(MBSR)
University of Massachusetts
Medical Center
BENEFITS of MINDFULNESS




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Increase:
Attention and concentration
Social-emotional awareness
Body-awareness and
coordination
Interpersonal skills
Emotional regulation
Memory, planning and
organization
Decrease:
•Test anxiety
•Depression
•Conduct Disorder
•Anger Problems
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 School
by Dr. Ross Greene
The Explosive Child
by Dr. Ross Greene
Life Space Crisis Intervention: Talking With Students in Conflict
by 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:
Lisa Cobb
lcobb@ravennaschoools.org
Kristi Bonter
kbonter@ravennaschools.org