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PBIS at Dale City Elementary School. The Dale City Elementary PBIS Team. Our PBIS Team. Coach: Megan Kellner, MICI Teacher Team Leader: Kathy Johnson, Counselor Team Members: Cindy Crowe-Miller, principal, Grade Level Representatives (1 from each grade) - PowerPoint PPT Presentation
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Our PBIS Team
• Coach: Megan Kellner, MICI Teacher• Team Leader: Kathy Johnson, Counselor• Team Members:
– Cindy Crowe-Miller, principal, – Grade Level Representatives (1 from each grade)– 2 members from Specialists (Art, Music, PE, etc.)
Objectives
• Overview of PBIS at Dale City ES• Tiers of Interventions
– Procedures– Daily Progress Report Tier II– Data and how we use it– Daily Progress Report Tier III– Success Stories
• Q & A
Dale City ES History
• 2004-05: Visit to Amelia County Public Schools
• 2005-06: Formulated team and began implementing PBIS through a county-wide and nation-wide initiative known as Effective School-Wide Discipline (ESD)– Built school-wide awareness and agreement on
procedures and token reward system
• 2006-07: Taught and reinforced procedures – School-wide language developed
• 2007-08 PBIS team took off with new energy– Added new procedures– Developed Daily Progress Reports
• 2008-09 PBIS team continued to grow and make continuous progress and changes– Changed procedures to match ROAR– Developed Tier 3 Daily Progress Report
• 2009-2010 PBIS team focused on decreasing disproportionality – Introduced Back-on-Track school wide – Fun Fridays and Class Meetings
Where we began…
• After implementing PBIS, we developed procedures for the bathrooms, cafeteria, recess, assemblies, & accepting awards
• PAWS are token incentives that are distributed when students are following the procedures and are used to purchase items from the ROAR store
Interventions and Data
• School-wide procedures• Tier 2 Daily Progress Report• Tier 3 Daily Progress Report• Back on Track forms• Discipline Data
Continuum of School-Wide Positive
Behavior Support
Tertiary Prevention:Specialized,
Individualized, Systems for Students with High-
Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:School-/Classroom-
Wide Systems for All Students, Staff, and
Settings
80% of Students
15%
5%
Line # order
Brain Gym
Parent contact form-positive note Fun Fridays
Class meetings
PAWS-positive reinforcement
Procedures taught & practiced
Quality Student & Teacher
Class RADAR chart, Vision & Mission Statements
T-2 Daily progress report, CICO mentor
Classroom referral
Back on Track
Counselor- Individual or small group
Comprehensive child study
Student reentry contract(after OSS)
ISSOSS
DetentionAdministrative
Referral
T-3 Daily Progress Report /Coaching
Weekly Progress Report
PBIS Tiered Supports
Procedures
• School-wide procedures for hallway, cafeteria, bus, bathroom, assemblies, and recess
• What it means to ROAR everywhere
Dale City ES Mission
• Through the Dale City Elementary School R.O.A.R. program, every staff member in the
school is prepared and supported to: promote positive work habits, reinforce skills and
behaviors demonstrated by students, and teach new forms of behavior to replace
inappropriate behavior.• DCES PBIS Parent Brochure
Expected Expected behaviors are visible in all areas of are visible in all areas of the school communitythe school community
Expectations & behavioral skills are taught & Expectations & behavioral skills are taught & recognized in natural contextrecognized in natural context
Where we are now...• Procedures NOW follow Schoolwide ROAR• What does ROAR look like:
– Halls– Cafeteria– Assemblies– Recess – Bathrooms – Bus
ROAR HALL Procedures
Respectful
*Respect the work of other classes hanging in the hallways.*Quietly pass classrooms that are working or testing.
Organized
*Walk in line single file.*Keep hands and feet to yourself.
Appropriate
*Walk up or down the stairs correctly.*Walk quietly in the hall.
Responsible
*Remember all belongings*Ignore the misbehavior of others in the hallway.
* Walk in quietly.* Sit criss-cross.
* Keep your hands in your lap.
* Keep your lips together and eyes forward.
* Teachers and students will raise their right hands with the “peace” sign to signal quiet.
Respectful
Organized
Appropriate
Responsible
ROAR Assembly Procedures
Respectful * Look the adult in the eyes.* Walk with a smile.
Organized * Shake your right hand with the adult.
Appropriate * Stand proud and tall.
Responsible * Say, “Thank you”.
AwardsROAR Procedures
Tier Two Interventions
T-2 Daily progress report & mentor
Classroom referral Back on Track
Counselor- Individual or small group
Weekly Progress Report
What is the BEP?• Behavior Education Program
Key aspects:• Supportive, NOT punitive• Focus is on Prevention• Students are identified and receive support quickly and easily.• Daily support and monitoring for students who are at risk for
developing serious and chronic problem behavior.• Targeted group intervention, based on a check-in/check-out
system.• Immediate feedback for student with increased positive adult
attention.• Quick and easy for all staff to implement.• Organized to morph into a self-management system.• Data driven.
Basic Approach to the BEP
• Define behavioral expectations.• Teach the expectations.• Build a regular cycle of checking in and
checking out with adults.• Finalize consequences for problem across
the school and home.• Collect information for ongoing evaluation
and adaption.
How to Identify Students for BEP
• Summarize Office Discipline Referral data• Develop a referral process• BEP referral by teacher, staff, or parent• Other data to consider:
– Absences & Tardies– Detentions & In-school suspensions– Lunch time consequences– Time outs
For whom is the BEP most Appropriate?
Appropriate• Low-level problem behavior (not
severe)• For those that engage in problem
behaviors to gain adult attention or find it reinforcing
• 3-7 Referrals• Behavior occurs across multiple
locations• Examples:
– Talking out– Coming unprepared– Talking back– Minor disruptions– Work completion
Inappropriate• Mildly inappropriate behaviors
that can be corrected with slight modifications in routine
• Occurs in only 1 or 2 settings• Serious or violent
behaviors/infractions• Extreme chronic behavior
(8-10+ referrals)• Require more individualized
support– Functional Behavior Assessment/
Behavior Intervention Plan (FBA/BIP)
– Wrap Around Services (CCS)
The Daily Progress Report
• Consistent behavior chart throughout school for at-risk students
• Incorporate ROAR • Mentor program (Check-in/Check-out)• No tangible rewards!!!• Parent buy-in is key!• Fidelity• Building relationships!!
Daily Progress ReportName: ____________________ RATING SCALE Goal: ________/100Date: ____________________ 3 = Great! Points earned: _______/100 2 = Almost 1 = Try Again Goal Met? Yes No
Goals/Time Block 1 Block 2 Block 3 Lunch &Recess
Block 4 Block 5 Block 6 Block 7 Comments
Respectful-To self & others, using manners, kind words, & comments
____ (+1 for all 3’s)
Organized- Managed materials & time
____ (+1 for all 3’s)
Appropriate-Followed directions & Code of Behavior
____ (+1 for all 3’s)
Responsible-Participated -Completed all work-Identified my feelings & my actions
____ (+1 for all 3’s)
Totals
Comments:______________________________________________________________________________________________________________________________________________________________Parent Signature: ______________________________________________
Talking Points:HomeworkProgress Report SignedSuppliesSet Goal for the day
Check - In Check - Out
DATE Homework &Materials
Positive Support & Reminders
BEP Parent Copy
Homework & Materials
Copy Points Met Goal?
BEP Check-In/Check- Out RecordStudent _______________________ Mentor __________________
Behavior Coaching Session
• I’ve noticed that _______________• Challenge situation (illustrate/demonstrate)• Expectation review, rehearsal, role play• Let’s try an experiment…
Trial Run
• May 2008 with 10 students • Students selected based on number of
referrals• Each student had a mentor• Tweaks were made for the 2008-09 year
Daily Progress Report Data
• 2008-09• Students in grades 2-5 for a total of 17
students• 6 students have “graduated” from the DPR• Dramatic decrease in referrals for many of the
students• 2009-10• 13 students on DPR
Daily Progress Report and Ethnic Groups
• 2008-09: – 15 students were African American– 4 students were Hispanic– 4 students were Caucasian– Drastic decrease in referrals for African American
and Hispanic students from 2007/08-2008/09
Daily Progress Report and Ethnic Groups
• 2009-10:– 7 students were African American– 3 students were Hispanic– 3 students were Caucasian– Drastic decrease in referrals for African American
and Hispanic students
JS Data March
0
20
40
60
80
100
120
3/4
/2009
3/6
/2009
3/8
/2009
3/1
0/2
009
3/1
2/2
009
3/1
4/2
009
3/1
6/2
009
3/1
8/2
009
3/2
0/2
009
3/2
2/2
009
3/2
4/2
009
3/2
6/2
009
3/2
8/2
009
3/3
0/2
009
Dates
Nu
mb
er
of
Po
ints
Daily Goal
Daily Points Earned
TJ February Data
0
10
20
30
40
50
60
70
80
90
Date
Nu
mb
er o
f P
oin
ts
Daily Goal
Daily Points Earned
Referrals Sept 07-Dec 07 vs. Sept 08-Dec 08 vs. Sept 09-Dec. 09
• 07 School Year-174 referrals • 08 School Year-97 referrals• 09 School Year-33 referrals• Number of referrals for Trial Run BEP students:
54/174 (31%)• 08-09 BEP students: 26/97 (27%)• 09-10 BEP students: 4/33 (12%)• Only 2 repeat offenders (11 referrals) for 08-09 year-
everyone else has decreased number of referrals from previous school year
• Decrease in referrals for all subgroups
3 Year Data Comparison3 year Total Referral Comparision
464
351
9122
296
15890
48119
70 472
0
100
200
300
400
500
Number ofReferrals
Major Minor Bus
Type of Referrals
Nu
mb
er o
f R
efer
rals
2007-08
2008-09
2009-10
Number of Referrals by Ethnic Groups
2
246
135
80
7
159
7951
0
6034 27
0
50
100
150
200
250
300
Asian Black Hispanic White
Ethnic Groups
Nu
mb
er o
f R
efer
rals
2007-08
2008-09
2009-10
3 Year Data Comparison: Ethnic Groups
Data Analysis & Precision Interventions: Recess Example
• 07-08 Data Review of high discipline referrals – Selected Target: Playground during Recess– Analyzed & investigated further data for precision goal
• Interventions:– Expectations redefined for students– Expectations for STAFF: Roles & Responsibilities– New procedures before, during, & after recess– Modeled revised expectations for all – Targeted intervention – group skill-teaching for a few– Increased feedback to students, use of PAWS cards.
• Results: Referrals decreased significantly
Dale City Elementary5th GradeBACK ON TRACKSTUDENT CHOICE AND CONSEQUENCE REPORT
Date ____________
Name _______________________________ Teacher________________ 1. What type of disrespect or defiance did I show?
Disrespect Defiance
__eye rolling __mocking teacher __arguing __ lying__ laughing at teacher or others __refusal to do class work/other request__ whispering/mumbling during instruction __ other__ other
2. Did I make a good decision? Yes_____ No______
3. What could I do instead? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
* Another incident in the same day or in a week's time will result in a loss of a privilege or after school detention.
Back on Track Forms
ENCOREBACK ON TRACKSTUDENT CHOICE AND CONSEQUENCE REPORT
Date ____________
Name _________________________________ Grade ___ Teacher________________ 1. What problem did I face? ________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Did I make a good decision? Yes_____ No______
3. What could I do instead?____Apologize ____Talk it Out____Follow Direction ____Ignore____Listen to the Teacher ____Take Turns____Ask to be Moved
Other choices:______________________________________________________________________________
__________________________________________________________________________________________
Tier 3 Interventions
Comprehensive child study
Student reentry contract(after OSS)
ISS
OSS
Detention
AdministrativeReferral
T-3 Daily Progress Report/Coaching
Daily Progress Report Tier 3 • 2008-09: 5 students and 4 ED students• Behavior specific• Mentor piece for check-in/check out• Continuous work in progress• 2009-10: 1 student• Tracking data this year• Students are moved to DPR Tier 3 if they are not
meeting their daily goal on the DPR or continue to receive referrals/demonstrating undesired behaviors
Dale City Elementary SchoolDaily Progress Report Tier 3
Name: _____________________________________________________ Date: _____________________________________________Mark: 2=Met this requirement/desired behavior
1=this requirement/desired behavior was unmetIf unmet, staff initiates Back-on-Track focusing activity (skill review) and Back-on-Track Reflection (bottom of this page)________________________________ will MANAGE HIS/HER BEHAVIOR by:
Behavior Goal
AM/Core Extension
Math Encore: PE, Art, Music
Science Lunch Recess Social Studies
Language Arts
1.
2.
3.
4.
Back-on-Track Reflection (introduced after student has successfully completed a Back-on-Track focusing activity)1. What Behavior Goal was not met?____________________2. What did you want?_____I wanted attention from others _____I wanted to be in control of the situation _____I wanted to challenge adult(s)_____I wanted to avoid doing my work _____I wanted to be sent home _____I wanted revenge_____I wanted to cause problems because I feel miserable inside _____I wanted to cause others problems because they don’t like me_____I wanted _________________________________________I should have ____________________________________________________________________________________________________________________________________________________________________________________________________________________________Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________Parent signature:__________________________________________________________
Dale City Elementary SchoolDaily Progress Report Tier 3
Name: _____________________________________________________ Date: _____________________________________________Mark: 2=Met this requirement/desired behavior
1=this requirement/desired behavior was unmetIf unmet, staff initiates Back-on-Track focusing activity (skill review) and Back-on-Track Reflection (bottom of this page)________________________________ will MANAGE HIS/HER BEHAVIOR by:
Behavior Goal
AM/Core Extension
Math Encore: PE, Art, Music
Science Lunch Recess Social Studies
Language Arts
1. Ima will remain in my seat.
2. Ima will follow directions the first time.
3. Ima will work independently for 10 minutes.
4.
Back-on-Track Reflection (introduced after student has successfully completed a Back-on-Track focusing activity)1. What Behavior Goal was not met?____________________2. What did you want?_____I wanted attention from others _____I wanted to be in control of the situation _____I wanted to challenge adult(s)_____I wanted to avoid doing my work _____I wanted to be sent home _____I wanted revenge_____I wanted to cause problems because I feel miserable inside _____I wanted to cause others problems because they don’t like me_____I wanted _________________________________________I should have ____________________________________________________________________________________________________________________________________________________________________________________________________________________________Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________Parent signature:__________________________________________________________
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