PBIS

1. PBIS Dundalk Elementary’s Journey

2. Biggest Gain • Quality Instructional Time! 2002-2003: 1, 469 referrals= 14,690 min. @ 10 min. = 245 hrs.= 41 days @ 6 hrs. 2003-2004: 1, 340 referrals= 13,400 min. @ 10 min.=223 hrs.=37 days @ 6 hrs. 2004-2005: 1,096 referrals= 10,960 min. @ 10 min. =183 hrs. = 30 days@ 6 hrs. 2005-2006: 428 referrals= 4,280 min. @ 10 min.= 71 hrs. = 12 days @ 6 hrs.

3. Quality Instructional Time • Initially, some kids waited for hours to be seen. • Length of intervention(s) has decreased. • 2003-2004: Difficulty with consistent implementation, particularly one grade-level (accounted for 486 referrals; 854 rest of school) • 2004-2005: 6 red zone kids who accounted for 185 referrals (3 ED)

4. Lessons Learned • Need maximum staff ‘buy in.’ • Integrity • CONSISTENCY, CONSISTENCY, CONSISTENCY!!!

5. SO. . . What did we do? • Behavioral Referral Form • Proactive School-Wide Behavior Pledge • Proactive Strategies * Gotchas * Chill cards/Good News Cards * Check-in/Check-Out * Stop & Think * PRIDE Assemblies • Reactive Strategies * Stop & Think * Behavior Tracking Chart • Parent Support

6. Faculty Quotes • Most Challenging Issues: * Consistency * Following through on steps * Sticking with the language and consistently teaching the social skills * Trying to use it with a teacher who doesn’t * Finding the time * Filling out the form * Hard core offenders * A school-wide plan and accepting it as my own * Finding new ideas for reinforcement

7. Faculty Quotes, cont. • MostRewarding: • Watching a child making a good choice • Having a designated “Sit & Think” spot • Data • Good info. about various interventions • Seeing trends helps us better prepare • Gave us an opportunity to remove disruptive students immediately • Teaching the skills, especially the role plays because the kids really enjoy them • Having a plan in place • Gotchas

8. Faculty Quotes, cont. • Most Rewarding, cont. • Being able to chart the progress of students • I see great improvement in students’ behavior • Teaching children to ignore distractions and solve their problems with words • Receiving incentives • Buddy room • A consistent way to deal with behavior • Seeing it in action and watching the results improve our school • Makes children think about the consequences of their behavior • Being able to have detailed records on specific students

9. A Powerful Testimony • In regard to your request for input from PBIS, I can say as a faculty member of two schools that have different approaches to discipline that our school-wide system has made a huge difference.  This is my sixth year at DES.  Behavior looks a lot different at our school than when I first arrived.  We have a lot fewer "frequent flyers."  Kids across all grade levels know what is expected of them and it makes for more time on task which means greater time for learning.  Normally, one would expect that a larger school would necessarily have more behavior problems than a small school.  Yet when I compare *** and DES, I can see a stark contrast in discipline problems: we have far less at Dundalk!  The amazing thing is that they are just down the street from us!  This is the same community essentially!!  The only difference I see is that our rewards and consequences are the same across the board in all grade levels, and it is the decisive factor.  That every child knows what it means to "end on green" and that it means the same to every parent, even if they have children in more than one grade at our school, speaks volumes about our expectations as a staff.  *** is supposed to be a Stop and Think school, but they don't get the same result because in some rooms your "frog takes a hop", or "your bee gets moved" or whatever.  I cannot say enough about what PBIS has done over the years I've been at Dundalk.  Hope this helps.