Priorities for People with Intellectual Disabilities in Implementing the
Implementing PBIS in a Public School Program for Students With Disabilities
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Transcript of Implementing PBIS in a Public School Program for Students With Disabilities
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IMPLEMENTING PBIS IN A PUBLIC SCHOOL PROGRAM FOR STUDENTS WITH DISABILITIES Lauren Flanagan, Todd Smith, & Craig Whedon
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WE’RE HAVING AN ADOPTION!
WE’VE GOT A BABY!
Name: PBIS Place of Birth: Oregon, USA Training for Adoptive Parents: June 3-5, 2013 Date of Delivery to Adoptive Parents: August
5, 2013
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OUR ADOPTION TEAM
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SOME IMPORTANT CHARACTERISTICS OF OUR ADOPTIVE FAMILY Strong relational connection among our team A common belief that positive behavior can
be learned / taught Committed / Dedicated Enthusiastic Hard Working Comfortable with collaboration Supportive and positive
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FAMILY PREPARATION
Mainstay Academy’s PBIS Core Values Safety, Respectfulness, and Responsibility
Mainstay Academy PBIS Mission: It is our mission to work as a community to
create a safe, positive and therapeutic school environment where students and staff members are taught and acknowledged for appropriate behavior. It is also our mission to facilitate positive behavior change, academic growth and emotional growth in our students and faculty.
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THE IMPLEMENTATION PLAN : BABY PBIS’ DEVELOPMENTAL MILESTONES
1. PBIS Team 2. Data Entry and Analysis 3. Clear School-Wide Expectations and Rules 4. Teaching Behaviors 5. Recognition & Rewards System 6. Effective Discipline Process 7. Faculty Commitment 8. Implementation / Action Plan 9. Classroom Behavior Supports 10. Evaluations and Assessments
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THE EXTENDED FAMILY PRESENTED OUR BIGGEST CHALLENGEFaculty and staff acceptance and
commitment to PBIS Our enthusiasm had to be
contagiousAdoption had to be easy, fun and
rewardingBaby PBIS had to look like part of
the family
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AN ADOPTION CELEBRATION!
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ADOPTION CELEBRATION -SHOWER GAMES
PBIS Walk – “Walk This Way!”
PBIS Scramble
Umbrella Activity
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THE PBIS “UMBRELLA”
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BEHAVIOR BEYOND PBIS Flow chart Definitions of Behaviors Student Achievement Model Mind Set Crisis Communication / four
step counseling Regular, Structured Treatment Team
Meetings Life Space Crisis Intervention Check in and Check out Functional Behavior Assessment Positive Behavior Intervention Planning
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BEHAVIOR FLOW CHART Does the behavior require out of
classroom management?If the answer is No…
Use classroom Management ToolsTeach Replacement Skill (SAM)Manage Student Resistance (SAM)Communicate Consequence/Practice Replacement Skill
Check for UnderstandingComplete Form (Minor – Classroom Managed)
Document Behavior in LiveSchool and S.W.I.S.
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BEHAVIOR FLOW CHART Does the behavior require out of classroom
management?If the answer is YES…
Radio for assistance (Behavior Interventionist, Social Worker, Administrator,)
Referring staff to complete Crisis Intervention Document (Major) and give to the above person
Assess the Situation (Supervision, first aid, relief of staff, etc.
DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION?
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BEHAVIOR FLOW CHART DOES THE BEHAVIOR REQUIRE
ADMINISTRATIVE DECISION? If the answer is NO…
Continue to Manage Student Resistance (SAM, LSCI, Intensive Intervention)
Complete intervention stepsIdentify behaviorCommunicate consequence and practice through intensive feedback to student
Check for understandingPractice apologiesDevelop Behavior Contract – if neededCoach apologyReturn to class and complete documentation
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BEHAVIOR FLOW CHART DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE
DECISION? YES (O.S.S., Juvenile Complaint, Crisis Mental Health)
Radio / Call for AdministratorContinue to Manage Student Resistance (SAM, LSCI, Intensive Intervention)
Complete intervention stepsIdentify behaviorCommunicate consequence and practice through intensive feedback to student
Check for understandingPractice apologiesDevelop Behavior Contract – if neededCoach apologyReturn to class and complete documentation
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DATA ENTRY & ANALYSIS
Data collection Referral forms entered into SWIS for both Minor
and Major behaviors We emphasize the importance of having “clean”
data that tells the story of our students Staff regularly review behavior definitions, and
the correct process of office discipline referrals (Intensive Interventions)
Data analysis The PBIS team meet 2 times a month to review
data The data is shared with our faculty and staff
through SWIS Big 7 report
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THE STORY THE DATA TELLS
We use the School Wide Information System to input our data for students that have office discipline referrals. With this system, we can review data by time, location, problem behavior, grade level, day of week, student, and per day per month. After the data is reviewed by the PPBIS team, then interventions are put into place for problem areas, times, locations, etc.
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THE STORY THE DATA TELLS
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EXPECTATIONS & RULES: OUR MAINSTAY MATRIX
Expectations Classroom Bus Cafeteria Gym Restroom Hallway Be Safe
Walk. Maintain personal space. Remain in designated area. Use materials/equipment appropriately.
Keep hands and feet and objects to self and inside the bus. Voice tone level (0-1) Remain in designated seat.
Walk. Maintain personal space. Remain in designated area.
Maintain personal boundaries. Wear appropriate clothes and footwear for the activity.
Enter only when unoccupied – one person at a time. Report problems, vandalism, etc.
Walk. Maintain personal space.
Be Respectful
Get teacher’s attention appropriately. Listen Politely to others. Use appropriate language, comments and voice level (0-2.)
Show courtesy to peers, drivers and monitors. Have appropriate conversation. Follow directions.
Use a low voice level (0-2) Use appropriate language and comments.
Be positive, supportive and courteous. Demonstrate good sportsmanship.
Keep the facilities clean & undamaged. Knock first & respect the privacy of others.
Use a low Voice Level ( 0 – 2) Use appropriate language and comments Look with your eyes only.
Be Responsible
Follow all rules/directions. Be prepared. Actively participate in class. Complete all assignments.
Accept changes and delays. Get on and off the bus carefully. Go directly to your destination.
Use polite table manners. Follow staff directions. Keep eating area clean. Get all necessary items as you go through the line.
Resolve conflicts appropriately. Use equipment appropriately.
Use the toilet / urinal appropriately. Flush. Wash hands. Throw trash in trash can.
Go directly to your destination.
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MAINSTAY MOOLA
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REWARDS & RECOGNITION FORSTUDENTS Mainstay Moola Store – Open Every Friday
and run by student representatives Student Drawings
Mp3 player drawn every 9 weeks, Basketball Order lunch out
Special Events , Recognitions, and Privileges Friday Clap Out Red Handed Awards Ice Cream Social Student vs. Staff Kick Ball Game Special Field Trips
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REWARDS & RECOGNITION FORSTUDENTS
• Student Drawings
• Friday Clap Out
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REWARDS & RECOGNITION FORSTUDENTS
• Staff vs. Student Kickball Game
• Mainstay Moola Store
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REWARDS & RECOGNITION FOR STAFF Our team members went out into the
community over the summer to ask for donations for our staff rewards that included:Gift Certificates to Local RestaurantsMovie Theater TicketsGamesBraves TicketsAnd More….
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REWARDS & RECOGNITION FOR STAFF
• Staff Drawings
• PBIS Staff Members of The Month
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EXPANDING LESSON PLANNING BEYOND THE TEAM Lesson Plan Challenge
Each Homeroom Class was given the task of taking an area on our Matrix and creating a lesson plan to show how to Be Safe, Respectful, and Responsible in that location.
The homerooms then presented the lesson to the student body and were judged based on a rubric that was given out prior to the challenge.
The winning homeroom was treated to a special lunch and a sign over the door until the next challenge was announced.
This promoted learning across the grade levels and further teaching of the expectations.
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EVALUATION: BABY PBIS’ WELLNESS CHECK-UPS
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OUR NEW BABY!