PBIS Planning and Implementation in CT Juvenile Justice Settings Karen Mooney Student Services Supervisor [email protected] Donna Morelli Education Specialist [email protected] PBIS Trainers
Jan 04, 2016
PBIS Planning and Implementation in CT
Juvenile Justice Settings
Karen MooneyStudent Services Supervisor
[email protected] Morelli
Education [email protected]
PBIS Trainers
CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106 2
PURPOSEProvide overview of features, practices & systems of positive climate for EVERYONE.
Today’s Goals
• Facility Team Update• Develop PBIS content fluency• Review updates from Facility-Wide plans to
teach expectations to youth• Develop Data-based Procedures for monitoring
Facility Wide PBIS• Develop a Facility-Wide Continuum of Positive
Behavior Supports• Data
Education Program
Housing Units
Other Programs
Facility-wide Systems
PositiveBehavior Support
Systems in Secure
FacilitiesIndividual Youth
PBIS Refresher Activity
Refresher Activity Directions1. Count off 1-8
2. Get into your small groups (1,2,3, etc..) assign a reporter, timekeeper and recorder
3. Work together to answer the question on the activity card you were assigned (3 mins)
4. Determine which poster around the room represents your question (1 min)
5. Report out the whole group the answer to your question (1 min)
Step 6: Develop Continuum of Procedures for Encouraging Facility- Wide Expectations
Handbook Section I; Section 9
Acknowledging Facility-Wide Expectations: Rationale
• To learn, humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment– Planned/unplanned– Desirable/undesirable
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001
Reinforcement Wisdom!
• “Knowing” or saying “know” does NOT mean “will do”
• Youths “do more” when “doing work”…appropriate & inappropriate!
• Natural consequences are varied, unpredictable, undependable,…not always preventive
Why Develop aFacility-Wide Reward System?
Increases the likelihood that desired behaviors will be repeated
Focuses staff and youth attention on desired behaviors
Fosters a positive facility climate
Reduces the need for engaging in time consuming disciplinary measures
Acknowledge & Recognize
FW-PBIS Procedures for Encouraging Behavior Expectation Activity
• Workbook/handout Section 9 pg. 27, 28, 66
Predictable work environments are places where employees:
• Know what is expected• Have materials & equipment to do job correctly• Receive recognition each week for good work• Have supervisor who cares & pays attention• Receive encouragement to contribute & improve• Can identify person at work who is “best friend”• Feels mission of organization makes them feel like
their jobs are important• See people around them committed to doing good
job• Feel like they are learning new things• Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)
Rewarding Staff
Keeping staff motivated is just as important to the PBIS process as motivating youths
Utilize community resources and local businesses
Incentives for staff that have worked at other facilities include:• Gift certificates• Special Parking Spots• Recognition at meetings
Reward System Guidelines
Keep it simpleProvide staff with
opportunities to recognize youths in common areas who are not in their living corridors
Include information and encouraging messages daily
Rewards should target 85-95% of youths
Brainstorm Staff rewards too!
Sec. 9Sec. 9
STEP 7 – DEVELOP CONTINUUM OF PROCEDURES FOR DISCOURAGING BEHAVIOR RULE VIOLATIONS
workbook section 10 p68-69
Review Procedures for Discouraging Behavior Rule
Violations
• JDC Existing Procedures
• Brainstorm preventive approaches
PBIS Data Teams
LET’S COLLECT SOME DATA…
As a table, collect data on:
• The combined total of your shoe sizes
• The total number of pets you own
• The total number of years at your facility
The Data Team Process Introduction for May Training
1. Collect and chart data (“Treasure Hunt”)
2. Analyze strengths and obstacles; Prioritize
3. Establish SMART goals
4. Select strategies
5. Determine results indicators
6. Monitor and Evaluate Results
Facility-Wide Evaluation Tool (SET)• Research quality tool for assessing
Universal/Facility-wide PBIS• Donna or Karen will spend 2 hours at
facility reviewing documents, interviewing staff, and interviewing youth
• Measures 7 critical features of PBIS• Information utilized by facility to assist the
facility in their planning and implementation of PBIS
Seven Critical Features of SET
Seven critical features of PBIS listed, defined, and scored within SET:
– Behavioral Expectations Defined– Behavioral Expectations Taught– On-Going System for Rewarding
Behavioral Expectations– System for Responding to Behavioral
Violations– Monitoring and Decision-Making– Management– District-Level Support
School-Wide Evaluation Tool (SET)• Interview with Administrator• Interviews with Staff and Coach• Interviews with Youth• Observations of the Facility• Review of Materials
– PBIS Action Plan and Facility-Wide Improvement Plan
– Lesson plans for PBIS expectations– Copy of discipline referral form– Documented systems for rewarding youths
and dealing with behavioral violations
Action Plan
Finalize and Present to Staff:• SW/CW expectations and Matrices• Reward System• Continuum of Consequences
Please bring to Day 6 of training
Interim Tasks
• Schedule and Meet Monthly
• Present all work to Faculty and get feedback
• Finalize Primary Prevention Tier Implementation Steps 6-7
• Review Data
Communication
• How will this be shared with staff?
• When will this be shared with staff?
• Who will do it?
CONTACT INFORMATION
Karen Mooney
Donna Morelli
www.crec.org
www.crecschools.org