School-wide Positive Behavior SupportMiddle School Wayne RESA 2009-10 Chris McEvoy firstname.lastname@example.org
Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%
Tier One School-wide PBS • Establish commitment • Form PBS Team • Identify & Teach Positive Behavior Expectations • Institute Reward Systems • Create a continuum of consequences • Establish Data Systems • Data analysis – Implement Tier 2 Interventions
Behavior needs to be a high priority Commit to 2-3 years process All staff receive training & are involved in the process Administrator supports School-wide PBS All Staff PBS Self-Assessment Survey Establish Commitment
Self-Assessment Survey – Sample Questions A small number (i.e., 3-5) of positive student behavior expectations have been defined school-wide for all students e.g., be respectful, responsible, and safe.
Self-Assessment Survey – Sample QuestionsData are collected and used (discipline summaries, surveys) to guide decision making about school-wide behavior interventions.
What does Administrative support for SWPBS look like? • Make sure the PBS team functions effectively – don’t try to do it all yourself • Make sure that new members are added to the team over time – prevent burn out • Keep PBS a high priority – give it sufficient planning time and resources • Be a spokesperson – use the language – talk it up – give it time at staff meetings – be enthusiastic
Form PBS Team • PBS Team is representative of the school • Grade levels – teachers • Support staff • Specials • Special Education • Administrator • Others • Schedule Meetings • Implementation Checklist • Program Design/Plan of Work
Teach Positive Behavior Expectations • Identify core values/big ideas • Respect • Self, others, property • Responsibility • Safety • Develop behavior matrix
Key Features of Instruction • Brief lessons - teach like academics • In classroom & non-classroom settings • Teach the words • Rationale • Positive Examples • Negative Examples • Practice - Video
Resources • Florida’s Positive Behavior Support Project • http://flpbs.fmhi.usf.edu/expectations_rules.asp videos & PPTs • http://flpbs.fmhi.usf.edu/teaching_lesson_plans.asp • PBIS Maryland • http://www.pbismaryland.org/schoolexamples.htm • OSEP Technical Assistance Center on PBIS • http://www.pbis.org/pastconferencepresentations.htm
School-wide Reward Systems 4 to 1 ratio of positive attention to corrections
Dragon Pride Cards similar to the one above will be distributed to all staff members, along with a badge/ID holder to carry them in. Currently all staff members are required by Board policy to ID’s anyway. Whenever a staff member witnesses a student properly engaged in the behaviors in the Matrix, or otherwise doing some good deed worthy of recognition, they can issue the student a “Dragon Pride” with both the student and teacher’s names and date. The student can then drop the card in a bucket in the main office for a lottery style drawing. The drawings will be held weekly for a smaller prize, and monthly for a larger prize.
Tickets to Referrals Templatehttp://www.pbismaryland.org/Presentations/APBSMarch2008/PBIS%20Data%20Template.xls
School-wide Reward Systems • Lottery drawings – classroom/school-wide • Redeemable coupons - School Store • Reward parties – for zero ODR
Patrick Henry Middle SchoolStudents eligible for “Fun Hours” by month (0 detentions and/or suspensions during the previous month)
Outdoor Picnic Concert (Band, D.J.) Dunk Tank Open Swim Open Gym Outdoor Basketball Rims (possible 3 on 3 tournament) Food Contests (PTO sponsored: pie eating, etc.) Student Council Field Games: Softball Game Tug of War Water Balloon Toss Sack Races Etc. MEGA Fun Activities
Year to Year (Total ODRs) • Total ODR’s dropped from 602 during May, 2007 to 347 ODR’s during May, 2008. • Result = a decrease of 255 ODR’s. • = a 43% reduction in in ODR’s.
Resources • Florida’s Positive Behavior Support Project • http://flpbs.fmhi.usf.edu/rewards_incentives.asp • New Jersey Positive Behavior Support in Schools • http://www.njpbs.org/njpbsis_schools/index.htm
Create a Continuum of Consequences • Identify “Majors” & “Minors” • Create a consistent approach – “get on the same page” with other staff • Create predictability for students • Directly instruct students in consequences • Be neutral, firm, & consistent – reduce “drama”
Signature Card Front Back Students will be required to carry a card like the one above at all times during school hours. Students at Lincoln Park Middle School are already required to carry planners and these cards will be sized to fit conveniently in these planners. Whenever a teacher witnesses a student engaging in a minor infraction of the student code of conduct, they will ask for and sign a student’s “Signature Card” in the space provided using one of the above codes. Major violations will still be dealt with by an immediate ODR. When a student has 5 signatures, the teacher who has signed his card the most (or the most recent if there is a tie) will call the parent to warn them that their student’s card is half full. When a student receives 10 signatures, a 90 minute detention is issued by administration. If a student does not have this card when asked by any staff member it is an automatic 30 min before/after school detention. If a student loses their card, the student is issued another card with 3 signatures. If a student loses any more cards, they receive a 90 min detention from administration for each lost card (after the first).
Parents & SWPBS • Encourage participation: volunteer, be part of school team, fund raise, etc. • 3 tier approach (Muscott, et.al., 2008) 1st Provide PBS information to all parents via brochures, letters, open houses, etc. Request their support. 2nd Positive personal contact e.g., phone call; help parents create a “home matrix” 3rd Intensive support – become part of a child’s team; proactive and positive engagement; for resistant parents, include staff that are skilled at interaction and relationship-building skills.
Analyze Behavior Data by: • Total Office Discipline Referrals (ODRs) by month • Total Suspensions by month • Daily Average ODRs by month • Problem Behaviors Year to Date (YTD) • Location YTD • Time of Day YTD • Number of Referrals by Student YTD • Referrals by Grade YTD • Referrals by Staff YTD • Compare data year to year • Positive Behavior Indicator
Data Analysis: • How are we doing overall? – Compare averages to our own history. • What positives have been occurring? • What are the hot spots? Identify most frequent: • Problem behaviors: • Locations: • Times: • Students/Groups: • Grades:
Data Analysis (cont.): • Are any changes to Tier 1 implementation needed? • Are any changes to Tier 2 implementation needed? • Who needs additional help? • Students? • Staff? • Parents?
Data Analysis (cont.): • How will assistance be provided to those who need it? • PBS Team met on what date(s) last month? • PBS Team will share data with staff when & how?