Matthew Henson Middle School Charles County, Maryland.
Transcript of Matthew Henson Middle School Charles County, Maryland.
Purpose The purpose of the Matthew Henson
School-wide Positive Behavior Intervention
and Support program is to establish and
maintain safe and effective school environ-
ment that maximizes the academic
achievement and behavioral competence
School-wide PBIS is a broad range of systemic
and individualized strategies for achieving
important social and learning
outcomes while preventing problem behaviors with all
students
Guiding Principles
Academic achievement and behavior competence are the results of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes: 1. school-wide interventions for all learners (Universal), 2. specialized interventions for learners who are at risk for academic or social
failure due to behavior challenges (Targeted), and, 3. individualized interventions for students with intense/chronic behavior
challenges (Intensive).
PBIS Behavioral System Charles County Public Schools
Major Components: Common approach to discipline, Positively stated expectations for all
students and staff, Procedures for teaching these expec-
tations to students, Continuum of procedures for encour-
aging demonstration and maintenance of these expectations,
Continuum of procedures for discour-aging rule-violating behavior, and
Procedures for monitoring and evaluat-ing the effectiveness of the discipline system on a regular and frequent ba-sis.
Designing a School-Wide System for Student Success: A Continuum of Supports
Intensive Individual Intervention
Tri-County Youth Services Counseling Student Studies Team (SST) Referral Individual Counseling—Guidance Marine Mentors Teacher Mentors Alternative School Placement
Targeted Group Interventions
Behavior Education Program —”Huskies Report” “Check and Connect” Group Counseling—Guidance Marine Mentors Teacher Mentors
Universal Interventions
Husky Expectations Husky Consequences “Husky Bucks” “Be There Bucks” Charles County Public Schools—”Code of Conduct” Matthew Henson Middle School—”Handbook for Students and Parents”
Intensive Individual Intervention
Individual Students Assessment Based Intense, durable procedures
Targeted Group Interventions
Some students (at risk) High efficiency Rapid Response
Universal Interventions
All students Preventive Proactive
80—90%
5—10%
80—90%
1—5%
5—10%
1—5%
Overview of the BEP
• Purpose– Help students become more successful by preparing them for each day
and by providing positive feedback throughout the school day for following the behavior expectations
• Target students– “Yellow Zone” students who need additional support/reinforcement to
consistently demonstrate Pride, Spirit, and Commitment
• Procedures– Check-in– HUSKIES Report completed throughout the day– Positive feedback given at the end of each class– Check-out
The BEP at Matthew Henson
• We currently have a check-in/check-out person for each of the three grade levels.
• We have 17 students on the BEP at present with several ready to graduate from the program.
• Regular education and special education students are served through the BEP.
Matthew Henson Middle School PBIS Program Huskies Report
(Helping “YoU” Succeed…Keeping It Excellent in School)
Student ____________________________________ Date __________________
Pride In Yourself In Others In Your School
Spirit Be Involved Interact with Others in a Caring Way Use a Positive Tone of Voice & Body Language Have Fun
Commitment Be There Make Good Choices Carry and Use Your Student Planner Be Prepared Complete Classwork & Homework Study
0 = No 1= Good 2= Excellent
Be Respectful Follow Rules Positive Attitude On Time Materials On Task
Teacher initials
Check In 0 1
1st 0 1 2 0 1 2 0 1 2
2nd 0 1 2 0 1 2 0 1 2
3rd 0 1 2 0 1 2 0 1 2
4th 0 1 2 0 1 2 0 1 2
5th 0 1 2 0 1 2 0 1 2
6th 0 1 2 0 1 2 0 1 2
7th 0 1 2 0 1 2 0 1 2
8th 0 1 2 0 1 2 0 1 2
Check Out 0 1
Office Referral
Yes No
-20 points
100% = 50 points (3 rewards) 90% = 45 points (2 rewards) 80% = 40 points (1 reward)
Total Points =
Points Possible = 50
Today ______________% Goal ______________%
WOW:____________________________________________________________________________________________
__________________________________________________________________________________________________
____________________________________________________________________
Parent’s signature______________________________________________________
The BEP at Matthew Henson – A Case Example
Background info:
• 13-year-old, 7th-grade student
• Previously identified as Emotionally Disturbed
• Educated in an inclusion setting
The BEP at Matthew Henson – A Case Example
Behaviors Prior to BEP
2004-2005 School Year 15 referrals last year (physical aggression,
disrespectful, disruptive, non-complaint, etc.) 3 out-of-school suspensions Suspended to the Superintendent and placed
in an alternative setting for 45 days (2004-2005)
Citizenship grades were Satisfactory -> Unsatisfactory for the year
2005-2006 School Year 4 referrals between September & November
2005 1 out-of-school suspension Citizenship comments ranged from
Satisfactory -> Unsatisfactory
Behaviors Since BEP
Since 11/2005 0 referrals Citizenship grades ranged from
Outstanding -> Satisfactory
BEP data
Daily Percentage of Points Earned on the HUSKIES Report
0
10
20
30
40
50
60
70
80
90
100
11/1
4/05
11/1
5/05
11/1
6/05
11/1
7/05
11/1
8/05
11/2
1/05
11/2
2/05
11/2
8/05
11/2
9/05
11/3
0/05
12/1
/05
12/2
/05
12/5
/05
12/6
/05
12/7
/05
12/8
/05 NS
12/1
2/05
12/1
3/05
12/1
4/05
12/1
5/05
12/1
6/05
12/1
9/05
12/2
0/05
12/2
1/05
12/2
2/05
NS1/
3/06
1/4/
061/
5/06
1/6/
061/
9/06
1/10
/06
1/11
/06
1/12
/06
1/13
/06 NS
1/17
/06
1/18
/06
1/19
/06
1/20
/06
01/2
3/06
NS01
/25/
0601
/26/
0601
/27/
061/
30/0
61/
31/0
6Ab
sent
2/2/
062/
3/06
2/6/
062/
7/06
2/8/
062/
9/06
2/10
/06
2/13
/06
2/14
/06
2/15
/06
Perc
enta
ge o
f Poi
nts
Earn
ed
Goal Line
Ongoing review of the data
• To establish guidance groups based on skill deficient e.g. organization, anger, etc
• To “tweek” individuals plan
• Utilize data in SST meetings
• Appropriate referrals for an FBA
• Initial data point for FBA process
M's Percentage of Points Earned on the BEP
64
92
7674
54
92
56
62
72
64
74
7880
92
60
74
50
94
88
94
90
84
100
84 8486
70
74
92
84
90
82
05
101520253035404550556065707580859095
100
11/2
1/20
0511
/22/
2005
11/2
8/20
0511
/29/
2005
11/3
0/20
0512
/1/2
005
12/2
/200
512
/5/2
005
12/6
/200
512
/7/2
005
12/8
/200
5N
o Sc
hool
12/1
2/20
0512
/13/
2005
Abs
ent
12/1
5/20
0512
/16/
2005
12/1
9/20
0512
/20/
2005
12/2
1/20
0512
/22/
2005
No
Scho
ol1/
3/20
061/
4/20
061/
5/20
061/
6/20
061/
9/20
061/
10/2
006
1/11
/200
61/
12/2
006
1/13
/200
6N
o Sc
hool
1/17
/200
61/
18/2
006
1/19
/200
61/
20/2
006
1/23
/200
6N
o Sc
hool
1/25
/200
61/
26/2
006
Abs
ent
Abs
ent
1/31
/200
62/
1/20
062/
2/20
062/
3/20
062/
6/20
06A
bsen
t2/
8/20
06A
bsen
t2/
10/2
006
2/13
/200
6A
bsen
t2/
15/2
006
2/16
/200
62/
17/2
006
2/20
/200
62/
21/2
006
2/22
/200
62/
23/2
006
2/24
/200
62/
27/2
006
2/28
/200
63/
1/20
063/
2/20
063/
3/20
063/
6/20
063/
7/20
06A
bsen
t3/
9/20
063/
10/2
006
3/13
/200
63/
14/2
006
3/15
/200
63/
16/2
006
3/17
/200
6
Per
cen
tag
e o
f P
oin
ts
Goal Line
Changes Based on FBA
Malcom Wade
0
10
20
30
40
50
60
70
80
90
100
2/2
2/7
2/12
2/17
2/22
2/27 3/
43/
93/
143/
193/
243/
29
Date
Pe
rce
nta
ge
Of
Po
ints