School-wide Positive Behavior Support Middle School
description
Transcript of School-wide Positive Behavior Support Middle School
School-wide Positive Behavior SupportMiddle School
Wayne RESA2009-10Chris [email protected]
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Designing School-Wide Systems for Student Success
Urban Applications Warren, et al., 2003 – Kansas City
School-wide PBS
Tier One School-wide PBS
1. Establish commitment
2. Form PBS Team
3. Identify & Teach Positive Behavior Expectations
4. Institute Reward Systems
5. Create a continuum of consequences
6. Establish Data Systems
7. Data analysis – Implement Tier 2 Interventions
Establish Commitment
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
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.
0
5
10
15
20
25
In Place Partially inPlace
Not in Place No Answer
Current Status
Self-Assessment Survey – Sample Questions
Data are collected and used (discipline summaries, surveys) to guide decision making about school-wide behavior interventions.
0
5
10
15
20
25
In Place Partially inPlace
Not in Place No Answer
Current Status
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 ideasRespect
• Self, others, property Responsibility Safety
Develop behavior matrix
Matrix of ExpectationsMiddle School
Lincoln Park Middle School
Lincoln Park Middle School
Lincoln Park Middle School
Lincoln Park Middle School
Staff Notebook
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.a
sp videos & PPTs
http://flpbs.fmhi.usf.edu/teaching_lesson_plans.asp
PBIS Maryland http://www.pbismaryland.org/schoolexample
s.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
Lincoln Park Middle School
Dragon Pride _____________ Teacher
_____________ _________________ Date Student
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.
Dragon Pride _____________ Teacher
_____________ _________________ Date Student
Tickets to Referrals Templatehttp://www.pbismaryland.org/Presentations/APBSMarch2008/PBIS%20Data%20Template.xls
Month # of Days Tickets Referrals Tickets/Day Referrals/Day Tickets/ReferralsSeptember 23 231 43 10.0 1.9 5.4October 24 318 54 13.3 2.3 5.9November 22 167 23 7.6 1.0 7.3December #DIV/0! #DIV/0! #DIV/0!January #DIV/0! #DIV/0! #DIV/0!February #DIV/0! #DIV/0! #DIV/0!March #DIV/0! #DIV/0! #DIV/0!April #DIV/0! #DIV/0! #DIV/0!May #DIV/0! #DIV/0! #DIV/0!June #DIV/0! #DIV/0! #DIV/0!Total 69 716 120 6.0 1.7 3.4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
September November January March May
Ratio of Tickets:Referrals
0.0
0.5
1.0
1.5
2.0
2.5
Referrals/DayTickets/Day
0.02.04.06.08.0
10.012.014.0
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)
369
321
348 350331 334 340
319307
390
338
359 365 363347
361
341356
0
50
100
150
200
250
300
350
400
450
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May
8th Grade
9th Grade
Year to Year (Total ODRs)
MEGA Fun Activities
Outdoor PicnicConcert (Band, D.J.)Dunk TankOpen SwimOpen GymOutdoor Basketball Rims (possible 3 on 3 tournament)Food Contests (PTO sponsored: pie eating, etc.)Student Council Field Games:
Softball GameTug of WarWater Balloon TossSack RacesEtc.
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.
Year to Year (Total ODRs)
Resources
Florida’s Positive Behavior Support Projecthttp://flpbs.fmhi.usf.edu/rewards_ince
ntives.asp New Jersey Positive Behavior Support
in Schoolshttp://www.njpbs.org/njpbsis_schools/i
ndex.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”
Franklin Middle School
Franklin Middle School
Marshall Middle School
Signature CardName ___________________________________ Cluster ________ HR Teacher _______________ This is your SIGNATURE CARD. At any time there is a minor disciplinary problem a teacher/adult will ask you for this SIGNATURE CARD. The card will be dated and signed by the teacher/adult who witnessed the disciplinary problem. Should you earn a tenth signature on your card, the teacher will take the card, staple it to a Referral Form and give it to the assistant principal. The tenth signature guarantees an administrative detention. Students are expected to carry this card with them at all times. If a teacher/adult asks for this SIGNATURE CARD and the student does not have it, the student will receive an automatic before/after school detention. If a student loses this card, she/he may get a new one from his/her homeroom teacher and will automatically have 3 signatures filled in for losing this card. The second time this card is lost, a student will automatically be given an administrative detention.
Number Date Reason Teacher Signature
1
2
3
4
5
6
7
8 9
10 Teacher – Staple signature card to referral form
Signature Card Discipline Infractions
A. Horseplay
B. Talking in class
C. Throwing things in class or Commons
D. Tardiness
E. Unprepared for class (class materials)
F. Out of seat
G. Chewing Gum
H. Safety violations
I. Inappropriate language
J. Unauthorized breaks (locker, restroom, fountain)
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.
Parent Brochure
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
Brownstown Middle SchoolTotal ODRs by Month 22% reduction
Brownstown Middle School Total Suspensions by Month 38% reduction
Problem Behavior
By Location
By Time of Day
Number of Incidents by Number of Students
Referrals by Grade
Referrals by Staff
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?
Data-Based Indicator – Tier 2
02468
1012141618202224262830
Nu
mber
of
Offi
ce R
efe
rrals
Student
Tier Two Risk Pathway
Tier Two Targeted Interventions
1. Active Supervision/Modify Non-classroom Procedures
2. Classroom Management Support for Teachers3. Check In/Check Out4. Targeted Behavior Instruction5. School-based Mentors6. Simple Behavior Plans – Simple FBA7. Simple Home/School Plans8. Newcomers Club9. Academic Assistance10. Alternatives to Suspension
More Information
Wayne RESA http://www.resa.net/curriculum/positivebehavior/
Michigan Department of Education MDE Policy on Positive Behavior Support, 2006
OSEP Technical Assistance Center on PBIS www.pbis.org
Association for Positive Behavior Support www.apbs.org http://www.pbis.org/pastconferencepresentations.htm