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PBIS at Robert Moton Elementary School

PBIS at Robert Moton Elementary School. Pam Meyers Frank Fiore Kimberly Muñiz May 18, 2006. About Robert Moton Elementary. Location: Westminster, MD Carroll County Grade Levels: Pre-Kindergarten - Grade 5 Student Population: 453 students total 156 qualify for free/reduced meals

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PBIS at Robert Moton Elementary School

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  1. PBIS at Robert Moton Elementary School Pam Meyers Frank Fiore Kimberly Muñiz May 18, 2006

  2. About Robert Moton Elementary • Location: Westminster, MD Carroll County • Grade Levels: Pre-Kindergarten - Grade 5 • Student Population: 453 students total • 156 qualify for free/reduced meals • 47 receive title I services • 135 receive special education services • Special education regional center - provide education services to students whose needs could not be met in their home school • Ethnic breakdown: • 369 white, 46 African American, 24 Hispanic, 12 Asian and 2 American Indian Alaskan

  3. PBIS at RMES • The process of making the commitment to PBIS • Fine-tuning what PBIS would look like at RMES.

  4. What does PBIS look like at RMES? TRIPLE Posters Tickets R espect esponsible eady to learn RANCH

  5. DATA • Data collected since August/September 2006 • SWIS, Excel, etc.

  6. Yearly Support Room Data

  7. The “Big 5” • Location: 78% of the problem behaviors occur within the classroom • Time: 12-2:00 • Problem Behavior: The top 3 behaviors: • Defiance/ Disrespect/Insubordination/Non-compliance • Fighting/Physical Aggression • Disruption

  8. Average number of referrals/day

  9. Number of RRR Tickets

  10. Ratio of Tickets:Referrals

  11. Triangle of Student Referrals • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity 6+ referrals 1-5% 1-5% • Targeted Group Interventions • Some Students (at-risk) • High Efficiency • Rapid Response 2-5 referrals 5-10% 5-10% • Universal Interventions • All Students • Preventive, proactive 80-90% 80-90% 0-1 referral

  12. Yearly Triangle

  13. Triangle of Student Referrals:August/September 2005

  14. Triangle of Student Referrals:April 2006

  15. Suspension Data • Suspensions have ranged from 1-10 per month.

  16. Positive Data • 55 staff (over ½) have been recognized and rewarded for acknowledging students exhibiting the RRR behaviors. • 3,655 RRR coupons given from 09/05-1/06 • 400 students (90%) earned the privilege to attend each quarterly celebration • Nominated (and met criteria) for a PBIS exemplar school of the year • Number of referrals decreased from a high of 132 in November to a low of 61 in April

  17. Cost-Benefit Analysis

  18. Using data for decision-making • Continuum of support provided to students • Staff development provided in response to staff requests (+35 staff attended a presentation on dealing with students who have significant problem behaviors. • Movement of the support room • Discipline committee

  19. SET EVALUATION • April 2006, SET was conducted • RMES scored a 90% • 2 recommendations: • Lesson plans to teach RRR behaviors • Consistent responses for responding to problem behaviors

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