PBIS Pivot After the Pandemic

First Presenter's Institution

Camen County Schools

First Presenter's Brief Biography

Dr. Denise Cato has served as the Director of Federal Programs for Camden County Schools for five years. Prior to, she served as the Coordinator for Special Education for 6 years. The past eleven years of her professional life has been committed to supporting students through federal programs (Title I, II, IV, V, and IDEA). Her passion to ensure all students learn, experience success, graduate and perform to his/her highest potential has been her life's dream for 28 years. Removing barriers to learning is instrumental in student growth. Dr. Cato believes implementing ineffective interventions are barriers. Therefore, she is committed to sharing what she has learned along the journey of identifying effective tools, research, and processes to select impactful practices.

Document Type

Event

Primary Strand

Positive Behavior Interventions and Support

Relevance to Primary Strand

The proposal provides participants with practical strategies that can be implemented to combat new issues experienced after students return to normalcy after pandemic related delivery models.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

Learn about the behavioral challenges faced in Camden County Schools resulting from the COVID Cliff. The presenter will share the issues encountered upon returning to the face-to-face model. After battling a new normal, teacher turnover and increased behavior infractions, a plan was developed to mitigate the issues.

Summary

Similar to all educational agencies in the world, Camden County Schools (CCS) staff found ourselves in the quandary of battling the after effects of the Covid Cliff on the whole child: academically, behaviorally, mentally, social-emotionally, and physically. A pivot in the PBIS framework implementation was required The focus to recharge our teachers, renew the mindset of the educational practitioners, embrace the new normal and continue with a positive approach was a shift we had to make.

Some of the challenges we faced were:

  • As we return to some semblance of normalcy, we had to identify new behavioral and social-emotional issues we had not encountered in the past.
  • We discovered the need to implement a Multi-Tiered System of Support (MTSS) framework with fidelity to identify evidence-based interventions to mitigate the new behaviors.
  • Due to teacher turn-over, we had to recruit new PBIS Team members, train the staff and ensure they implemented the framework with fidelity.
  • We had to re-engage our parents who had not been in the schools for a long period of time. We had to indoctrinate new families into the PBIS world in a face-to-face environment.
  • We had to redesign our PBIS lessons to incorporate strategies for new behaviors.
  • We had to find new ways to acknowledge staff as the burnout rate was high.
  • We used the results of the Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI) to drive our lessons and professional learning for staff.
  • We developed action plans in the schools to extinguish critical behaviors identified during data reviews.

CCS developed a plan to overcome all the hurdles. We implemented the plan and evaluated the effectiveness of the steps throughout the year to determine successful outcomes.

Evidence

Evidence-based research was conducted and sources provided in the presentation to assist practitioners with conducting their own review of critical needs.

Learning Objective 1

• Learn how to identify critical behavioral needs.

Learning Objective 2

• Learn strategies to build staff capacity regarding PBIS.

Learning Objective 3

• Learn strategies to engage families regarding PBIS.

Learning Objective 4

• Learn how to evaluate the effectiveness of PBIS.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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PBIS Pivot After the Pandemic

Similar to all educational agencies in the world, Camden County Schools (CCS) staff found ourselves in the quandary of battling the after effects of the Covid Cliff on the whole child: academically, behaviorally, mentally, social-emotionally, and physically. A pivot in the PBIS framework implementation was required The focus to recharge our teachers, renew the mindset of the educational practitioners, embrace the new normal and continue with a positive approach was a shift we had to make.

Some of the challenges we faced were:

  • As we return to some semblance of normalcy, we had to identify new behavioral and social-emotional issues we had not encountered in the past.
  • We discovered the need to implement a Multi-Tiered System of Support (MTSS) framework with fidelity to identify evidence-based interventions to mitigate the new behaviors.
  • Due to teacher turn-over, we had to recruit new PBIS Team members, train the staff and ensure they implemented the framework with fidelity.
  • We had to re-engage our parents who had not been in the schools for a long period of time. We had to indoctrinate new families into the PBIS world in a face-to-face environment.
  • We had to redesign our PBIS lessons to incorporate strategies for new behaviors.
  • We had to find new ways to acknowledge staff as the burnout rate was high.
  • We used the results of the Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI) to drive our lessons and professional learning for staff.
  • We developed action plans in the schools to extinguish critical behaviors identified during data reviews.

CCS developed a plan to overcome all the hurdles. We implemented the plan and evaluated the effectiveness of the steps throughout the year to determine successful outcomes.