Take Back the Bus! - May Institute

Take Back the Bus! How One Middle School Rolled Out PBIS

Presentation for the 8th Annual Forum on Positive Behavioral

Interventions and Supports November 2, 2012

Tom Sica, Principal Brendan O’Connor, Teacher

Rundlett Middle School

JoAnne M. Malloy, Ph.D. The Institute on Disability at UNH

Agenda

•  The development of PBIS and the Universal Team at Rundlett Middle School

•  Installing the school’s PBIS systems and preparing the bus roll out

•  Data used and implementation of the roll out: Outcomes

•  Team Activities: Planning for 2012-13 school year

Part 1: Development of PBIS at Rundlett

How did we get here?

Timeline: Exploration and Installation- 2010-11

1.  Identified a problem between staff and student expectations around behavior

2.  Explored schools using systems such as PBIS

3.  Representative from PBIS explained to the staff how PBIS works

4.  Staff received additional workshop time to check for understanding on PBIS before the staff voted

Timeline Continued 5.  83% of staff voted to bring in PBIS- May

2011 6.  Staff from all over the building

encouraged to apply to be part of the PBIS Universal Team (included administration, teachers, paraprofessionals, and parents)

7.  PBIS Universal Team met over the summer of 201 with a PBIS Coach to establish meeting norms and establish job criteria of the group

Training and Coaching

•  Institute on Disability at UNH: 2 daylong retreats and APEX Summer Institute in the summer of 2011

•  Year-long coaching for Universal Team •  2 staff agree to be internal coaches for

Universal Team •  Strong commitment of Principal and other

administrators

Part 2: Installing the school’s PBIS

systems and preparing the bus roll out

Our Mission The mission of the Rundlett Middle School

PRIDE Team is to guide, support, and sustain

the development of structures and systems that

foster a positive school climate and promote

student learning.

Intentional Family Engagement

•  Family Engagement subgroup of the PRIDE Universal Team

•  Family Newsletters •  Family Survey •  Parent Academy •  Linked with our NH Parent Information

Center

The PBIS Team has utilized existing data and collected additional data to inform our decision-making:

•  Sources of existing data: -  SWIS/Office Referrals -  Bus Discipline

•  Additional data collected through: -  Custodial & Cafe Staff Interviews -  Bus Driver Survey -  Student Survey (arrival & departure) -  Faculty/Staff Survey (classroom & hallway) -  Student Survey (classroom & hallway)

Behaviors Observed by Students in Classrooms…

472

197

688

60

380 305

534

454 416

0

100

200

300

400

500

600

700

800 B

eing

Rud

e to

teac

hers

Bul

lyin

g

Inte

rrup

ting,

sho

utin

g,

calli

ng o

ut th

e an

swer

s

Oth

er

Pass

ing

note

s

Push

ing,

sho

ving

, sl

appi

ng

Swea

ring

Teas

ing,

nam

e ca

lling

, m

ocki

ng, w

hisp

erin

g ab

out o

ther

s

Thro

win

g th

ings

Sum of %

Sum of Number of students reporting this behavior

2 Being  Rude  to  teachers   0.561   472  

Bullying   0.234   197  

Interrup(ng,  shou(ng,  calling  out  the  answers   0.817   688  

Other   0.071   60  

Passing  notes   0.451   380  

Pushing,  shoving,  slapping   0.362   305  

Swearing   0.634   534  

Teasing,  name  calling,  mocking,  whispering  about  others   0.539   454  

Throwing  things   0.494   416  

1  

Behaviors Observed by Teachers in Classrooms…

46

30

51

16

51

61 60

43

10 19 20

68

17

7 8 10 3

0

10

20

30

40

50

60

70

80

Abu

sive

lang

uage

/in

appr

opria

te la

ngua

ge/

prof

anity

C

ell p

hone

vio

latio

n

Def

ianc

e/in

subo

rdin

atio

n/no

n-co

mpl

ianc

e

Des

truc

tion

of p

rope

rty

Dis

resp

ect t

o ad

ults

Dis

resp

ect t

o pe

ers

Dis

rupt

ion

Dre

ss C

ode

viol

atio

n

Figh

ting/

phys

ical

ag

gres

sion

H

aras

smen

t/Bul

lyin

g/Th

reat

enin

g In

appr

opria

te d

ispl

ay o

f af

fect

ion

Late

to c

lass

Lyin

g/C

heat

ing

Oth

er

Skip

ping

Cla

ss

Tech

onol

ogy(

com

pute

rs)/

elec

tron

ics

viol

atio

n (Ip

ods,

etc

) Th

eft

Total

Total

2 1  

Positive classroom behaviors that should be emphasized

(students reporting)… 630

418

654

446

69

453

557

0

100

200

300

400

500

600

700

Sum of %

Sum of Number of Students Reporting this Behavior

1  2

Positive classroom behaviors we should promote (teachers

reporting)…

40

84

40

77

6

62

86

70

0

10

20

30

40

50

60

70

80

90

100

Com

plim

entin

g O

ther

s

Enco

urag

ing

Peer

s

Hel

pful

ness

with

ad

ults

Hel

pful

ness

with

pe

ers O

ther

Pick

ing

up w

ithou

t be

ing

aske

d

Polit

e B

ehav

ior

Putti

ng in

ext

ra e

ffort

Sum of %

Sum of Number of Teachers Reporting

1 2

PRIDE PRIDE In the Classroom In the Hallway In the Bathroom/

Locker room In the Cafeteria Arrival to and Departure from school

PERSEVERANCE

• Keep trying • Seek help when needed • Finish what you start • Maintain a positive attitude

• Prepare yourself for class quickly

• Consistently follow routines

• Be patient as you wait your turn in line

• Be patient as you wait • Stay in assigned area • Seek help when needed • Remove hats, headphones, and silence phones, when entering the building

RESPECT

• Respond positively to reasonable requests • Use appropriate language • Be considerate of others’ learning

• Use appropriate language • Keep hands and feet to yourself • Hold doors open for others

• Clean up after yourself • Flush! • Place personal items in the proper receptacle • Keep walls & stalls clean

• Clean up after yourself • Use respectful language • Listen to directions • Keep hands, feet, and food to yourself

• Respond positively to reasonable requests • Use appropriate language • Keep your hands to yourself

INTEGRITY

• Do your own work • Support others’ learning styles

• Help others in need • Give others privacy • Pay for your own food • Consume only your own food and drink • Be an “upstander”; support each other

• Always walk • Be an “upstander”; support each other • Leave the street at the door • Keep voice volume to an indoor level

DISCIPLINE

• Be on time • Be on task • Be prepared • Be organized

• Walk on the right • Use a quiet voice • Walk • Go directly to your destination • Keep locker closed

• Return to room promptly

• Use a quiet voice • Honor personal space • Walk

• Enter and exit the building through the designated door • Follow the dismissal procedure • Sit in your seat when on the bus

EXCELLEN

CE • Do your best work • Listen to learn and understand • Keep classroom neat • Engage in your learning

• Keep walls, lockers and floors clean

• Report problems to an adult • Make sure everyone is

included • Leave your area cleaner than when you arrived

• Leave your area clean

Part 3 Data used and implementation

of the roll out: Outcomes

Teaching the Expectations

Rollout •  Data (pre- & post) •  Lesson plan •  Teach adults •  Teach students •  Set a goal/challenge •  Celebrate success

Calendar

•  Plan key dates for implementation •  PLAN quality signs and post them •  Videotape problem area •  Collect pre data •  Meet with student advisory group •  Create survey based on video and pre data •  Plan dates to make/edit student videos

Calendar •  Select week to distribute surveys to volunteers •  Set date to review surveys and gather data •  Meet with interested parties •  Set date to create scripts and develop lessons •  Set dates to go over new expectations with

involved parties

Calendar •  Meet with student groups to explain expectations •  Inform staff to explain plan •  Set criteria to plan incentive •  Post signs •  Roll out plan to staff •  Roll out plan to students-teach lesson/show

videos •  Collect data during roll out/take post video •  Collate data •  Celebrate

Bus Rollout Suggestions

•  Establish videos for positive and negative behaviors

•  Communicate reward early and often •  Appoint reliable data collectors •  Give incentives to collect data •  Meet with student groups more often for

feedback and support

Bus roll out suggestions

•  Establish calendar for re-teach lesson •  Incentives to staff and students for

following behaviors •  Need more parent/PTO communication

with pre/post and during the rollout. •  Need quality signage •  Make positive/negative videos from

learning experiences

Bus Driver Survey RMS Bus Driver Survey

12/19 bus drivers responded

Top 3-4 behaviors bus drivers see more than one student do more than 3-4 times while in the schoolyard waiting for the bus. •  Shouting/yelling: 11 •  Pushing/shoving/slapping/hitting: 7 •  Abusive language/inappropriate language: 7 •  Running: 6 •  Walking or running in front of busses: 5

Of the behaviors, which is the most dangerous and most important for us to address?

•  Walking or running in front of busses: 7 •  Shouting/yelling: 6 •  Pushing/shoving/slapping/hitting: 4

Student Bus Survey

•  Students took an online survey •  Compiled list of inappropriate

behaviors that they saw and what behaviors were the most disruptive to them such as: –  Swearing –  Bullying –  Pushing and shoving –  Littering –  Being rude

Videos of Bus Departure: Pre- and post

Data Collected

•  Compiled student and bus driver survey information to find the top three problems

•  Viewed our video footage to create a safer way to leave the school

•  Collaborated in a sub group of the Universal Team to create a solution

Staff Instructions

•  Inform the staff of the data collected •  Share new procedures for arriving to

schools, departing the school and riding the bus

•  Explain when and how the lesson will be taught to students

Student instructions

•  Reviewed student survey results to show that they also had issues with poor behavior

•  Went over the new procedures in class •  Braced for impact at the introduction of a

new procedure for students!

Bus Roll Out Data: On the Bus

0

5

10

15

20

25

Shouting Throwing Moving

Pre

Post

It Worked!

•  We enjoyed the results so much re rolled out a hallway procedure as well!

Hallway Roll Out Data: Rates of Problem Behaviors/day

May 2012

0

20

40

60

80

100

120

140

160

180

200

Running Horseplay Voice/Language

Before

After

Average Referrals per Day per Month 2010-11 vs. 2011-12

0

2

4

6

8

10

12

14

16

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

2010-11

2011-12

Suspensions- 2010-11 vs. 2011-12

0  

100  

200  

300  

400  

500  

600  

700  

In  School  events   In  school  days   Out  of  school  events   Out  of  schol  days  

2010-­‐11  

2011-­‐12  

RMS Discipline Data

•  Rundlett MS: Organization of PBIS

Developed  Fall  2011  

PRIDE LEADERSHIP TEAM SCHOOL-WIDE SOCIAL/EMOTIONAL OUTCOMES

BEHAVIOR INTERVENTION TEAM (BIT)

TERTIARY IMPLEMENTATION

TEAM

Part 4 Team Activities: Planning for

2012-13 school year

Team Implementation Checklist (TIC)

•  August, 2011: 22% of the items have been implemented

•  June, 2012: 50% of the items have been implemented

School wide Evaluation Tool: 76% overall implementation

Goals for 2012-2013

•  By the end of the school year, expectations from the matrix will be rolled out across all 5 settings (classroom, hallway, bathroom, cafeteria, arrival/departure) will be taught

•  Maintain and improve upon the work we have already done through arrival/departure and hallway rollouts

Goals for 2012-13 school Year

1. Matrix is completely rolled out- all locations taught 2. 33% reduction in classroom ODRs (majors and minors). (Revise input to distinguish between majors and minors). *3. Teachers receive PD on classroom systems and management by October 30, 2012 4. Decrease out of school suspensions by 1/3rd (from 150 to 100). 5. Develop a system to track the students who skip, leave, or are sent out of class. 6. Positively stated goal – increase in student and teacher recognition (needs work- Sue will look at this) and improve student outcomes/behavior by __% such as classes passed, improved grades) 7. Share data with families at least 6 times during the year. 8. Determine the best way to communicate with families and increase family engagement. Create a mission statement for the Family Engagement Team. 9. Improve our system for sharing data- monthly grade level meetings and quarterly Faculty meetings.

Contact us! JoAnne M. Malloy, Ph.D. Institute on Disability University of New Hampshire Joanne.malloy@unh.edu

Brendan O’Connor Master of the Universe Rundlett Middle School bocon@concordnhschools.net

Tom Sica Principal Rundlett Middle School tsica@concordnhschools.net