1 PBIS Focus/ReflectionSt. Cloud Tech High School

2 School Facts About 1,500 Students Grades 9 -12About 100 licensed staff About 70 support staff Charlie

3 School Facts 46% Students of Color 25% EL 13% Sp Ed18 Advanced Placement Courses 600+ AP exams per year 70% scoring 3 or above Charlie

4 Data Charlie

5 2017 MN PBIS Sustained Exemplar SchoolCharlie

6 Voted Best High School in Central MinnesotaCharlie

7 Team Coach: Academic Coach Secretary: LA TeacherAdmin Reps: Principal & Assist Principal Math Teacher FOCUS Teacher SPED Teacher EL Teacher Truancy Interventionist Charlie

8 Meetings Monthly w/ Sub-Groups Agenda set by Coach Review dataPlan Homeroom Lessons Plan celebrations Charlie

9 Teaching Matrix Steve

10 Teaching Matrix Steve

11 Tesaching matrix Steve

12 Effective Corrections & Interventions Major & Minor FlowchartTeach the Expected Behaviors Utilizing the School Wide/Classroom Matrix Minor Behavior *Classroom Managed *Reactive Procedure by in-class staff member Level 1 & 2 in Code of Conduct Major Behavior *Office Managed *Reactive Procedure by Administrator Level 3, 4, & 5 in Code of Conduct Observe a problem behavior Reteach the expectations Check for IEP or 504 plan Call Ext and provide: *Student Name *Brief description of issue *Location Select an intervention that allows for instruction to continue Document in Skyward in student Discipline section as a Major Infraction Steve Document in Skyward in student Discipline section as a Minor Infraction A reoccurring behavior infraction may be treated as an infraction at a higher level Office Staff will: *Call monitor or CSO to escort *Determine/Implement appropriate consequences based on Code of Conduct *Update the details in Skyward discipline Contact parent/guardian for recurring behaviors

13 Data PBIS Team pulls behavior data once a month and look for trends, expectations that need to be retaught. MTSS pulls attendance data, behavior data, and grades data weekly We use Excel for our reports Share with staff monthly Steve

14 Data Steve

15 Data Steve

16 Data Steve

17 Data Average Referrals Per Day Steve

18 MTSS Tiers 2 and 3 Steve

19 Team Make-up Guidance Counselors Psychologist Social WorkerTruancy Interventionist* Chemical Health Counselor Focus Teacher* Academic Coach* Assistant Principals* Steve

20 Meetings We meet every Monday for 2 hours Agenda set by Academic CoachReview Referrals Review Data - Behavior, Grades, Attendance/Truancy Plan interventions Steve

21 Referrals Staff and families can referTeam reviews form, data, progress Team implements intervention MTSS Referral Form Referral Example Steve

22 Tier 2 supports Steve

23 Focus/Refection ProgrammingSteve

24 Award

25 Focus Program Tier 2 Steve

26 Truancy Interventionist Behavior Support SpecialistStaff Make-up Licensed Teacher Truancy Interventionist Behavior Support Specialist Charlie

27 Effective Corrections & Interventions Major & Minor FlowchartTeach the Expected Behaviors Utilizing the School Wide/Classroom Matrix Minor Behavior *Classroom Managed *Reactive Procedure by in-class staff member Level 1 & 2 in Code of Conduct Major Behavior *Office Managed *Reactive Procedure by Administrator Level 3, 4, & 5 in Code of Conduct Observe a problem behavior Reteach the expectations Check for IEP or 504 plan Call Ext and provide: *Student Name *Brief description of issue *Location Select an intervention that allows for instruction to continue Document in Skyward in student Discipline section as a Major Infraction Charlie Document in Skyward in student Discipline section as a Minor Infraction A reoccurring behavior infraction may be treated as an infraction at a higher level Office Staff will: *Call monitor or CSO to escort *Determine/Implement appropriate consequences based on Code of Conduct *Update the details in Skyward discipline Contact parent/guardian for recurring behaviors

28 Alternative to SuspensionRoom adjacent to office When student not following School-Wide Expectations One period to multiple days

29 SEL Directly taught to individual or group

30 Restorative Physical or emotional harm Towards staff or students Repair harm Licensed staff member is trained in restorative practices

31 Academic Support from licensed teacher Collaboration between classroom teacher and Focus Program Not only do students stay current, but missing work completed as well

32 Reflection Program Tier 3Steve

33 Social/Emotional SupportAnger, anxiety, or other Referred through MTSS process A functional behavior assessment completed (fba not FBA) PBIP (Positive Behavior Intervention Plan) is created Long term and individualized

34 Tier 3 graph

35 Questions?

36 Thank You!