Part 2Building on “Foundations”

for Sustainability

Perry G. Keithley Middle SchoolParkland, WA

Pride + Intentional Systems A Safe and Civil School

To be clear…• PBIS: a framework to create preventative, multi-

tiered evidence-based behavioral interventions to support students and create a positive school climate (tier 1 –universal—in behavior MTSS)

• Safe and Civil Schools: series of resources to improve behavior and school climate (CHAMPS, START on Time, Early Stage Interventions)– Foundations: “Step-by-step guidance for involving

and unifying an entire staff to develop behavior supports…to increase student connectedness and motivation”

District Level Support

• District initiative to implement academic and behavior MTSS in ALL schools with fidelity

• Each school and two departments (transportation and Learning Support Services) have a member on both the academic and behavior team

• Behavior MTSS is using Safe and Civil School’s Foundations– Year one: Modules A-D– Year two: Modules E-F w/ continued focus on A-D

PBIS/Foundations Team

• Representative– Classified– Certificated– Administration

• Meet regularly– At least monthly

• PLC for implementation– What data are we looking at?

• Common Area Observations• Tardies• ODR/ISS/OSS• Perception data

– What do we need to do? Action Plan

School Level: PBIS/Foundations Team

1. Tina Barr –PE/ RA2. Juan Gandara –SPED3. Kim Iwakiri /Ward—support staff4. Claudia Germain—all grades ELA5. Sara Allen-School—psychologist /SPED6. Cathie Stone—math 8th grade7. Suzanne Sarachman/ Wendy Dolan –

counselor 8. Michelle Power—ELA/SS 7th grade9. Andrew Romberg –Science 6th grade10. Alicia Mendez—ELA/SS 6th 11. Leisha Gedde- math 7th grade12. Bevan Kloppel—PE/ RA13. Sharla Miller—para 14. Shanti Kessler—instructional coach15. Administration

PBIS Team Norms• Start and end on time• Brainstorm first then

evaluate the best choices• Solution focused• Focus on what we can

control

Week Meet Once a Month on a Thursday in Room 310

Our meetings are on Joni’s outlook calendar

Intentional Systems for Sustainability Implementing SWPBIS: Years 4-5

1. PBIS PLC (Module D)2. Team Process and Developing Staff

Engagement (Multiple Modules)– PBIS Sub-Teams– Professional Development

3. Outcome data (The SO WHAT)

PBIS PLC

“Best behavior managers in schools aren’t necessarily those who know the most, but rather those who don’t give up—the staff members who are RELENTLESS in their quest to get the best from their students.”

(Sprick, Booher, & Garrison; 2009)

PBIS PLC

• Purpose: Invest time into collaboration, problem identification and changing what we do to re-capture instructional minutes and improve student learning

• Facilitated by: Dr. Kathy Beaudoin (UWT)• Improvement Cycle (Non-evaluative)

What do they do?1. Collected data related to

the loss of instructional minutes

- routines/procedures and academic skill

2. How to collect- tally, completed work,

frequency

3. Shared data with students

4. Planned a Structure (routines/procedures and academic skill)

to change and Taught it

Functions of Behavior

Entrance activities?– Time until start; rates of completion; accuracy of responses

Instruction?– Participation, Correct academic responses vs. OtRs; frequency

counts of positive or negative behaviors

Small group work?– Rate of participation, work completion; frequency counts of

positive or negative behaviors

During independent work?– Work completion; accuracy of work; assessments; grades

Data Sources: What are you doing to evaluate how well students are meeting your expectations?

The beginning…

A. In objective language state the classroom “problem” related to the loss of instructional time or classroom climate

B. Share what data will be collected

C. And how the data will be collected

• Rating scale– Christina (entry task 1-4)

• Tally / frequency count– Drew (look at each student yes/no on task)

• Other type____ Data collected by teacher

observation, student work, or other

Next steps…After a few weeks, meet to debrief the data collected:• Plan how to share the data with student/class• Choose a Structure to change and Teach (STOIC)• Then share the data collected and STOIC Plan with the

PLC

Partner Talk: PBIS PLC (2 min)Share elements you’d like to refine at your school

Share elements you’d like to add to your school’s implementation

Need have a more systematic plan

Areas We Scored Low

We asked…A 2– Team Process

• How can we communicate who we are and what we are doing for behavior, climate, and safety?

A 5-Devloping Staff Engagement and Unity

• How can we involve more staff with Foundations and PBIS and keep the momentum going using the continuous improvement process?

From the questions and a problem solving meeting….

• PBIS Sub-Teams work will move Keithley toward fidelity in our implementation of PBIS (“Many Hands…”)

• PBIS/Foundations Team Members will facilitate the Sub-Team’s work

• At PBIS/Foundations Team meetings, we will debrief the work of the sub-teams:– action plans– resources needed– questions to clarify– other…

7 PBIS Sub-Teams1. Common Areas— Module B

2. START on Time! and Attendance Matters– Module C

3. Team Based Problem Solving— Module F

4. Inclusive Schools— Module C

5. Prevention and Management— Module D

6. Restorative Practices— Module E and other

7. In-School Suspension— Module D

1. Common Areas—Ben & Sharla

Purpose: Create and maintain a safe, consistent, and orderly Keithley campus.Work completed last year:• Taught expectations for our

new cafeteria and courtyard– movie (student actors)– staggered schedule for on-site

practice

• Conducted common area observations– Feb. meeting reviewed and prioritized the needs based on the data

Work started this year:• Revise Behavior Matrix• Common Area

Observation– Revised route students walk

to commons and line up outside to increase calm orderly behavior

Common Area Data:Structure and Safety

Kolt Pride At-tributes Posted

CHAMPS Ex-pectaions

Posted

Supervisors Present

Supervisors Circulate

Supervisors Scan Area

Traffic Flow Organized

Any Obvious Physical

Safety Haz-ards

Witness any incidnets in-

volving physi-cal safety of

students

yes 6 4 8 4 9 9 3 3

no 8 8 1 5 0 2 8 7

not ob-served

0 0 1 1 2 0 0 0

0.5

1.5

2.5

3.5

4.5

5.5

6.5

7.5

8.5

9.5

yes no

not observed

Common Area and PBIS Lessons• Growth Mind Set• PBIS Fights and Assaults• SLANT & SHOVE• Dunk the Junk/Litter• Accepting “no” for an Answer• Accepting a Correction• Accepting Praise

100% of staff agree that we have time to teach expectations and believe behavior supports work.

Spring 2011 Spring 2012 Spring 2013 Spring 2014 Spring 20150%

5%

10%

15%

20%

25%

4%

13%

5%3%

0%

20% 20%

10%7%

0%

Schoolwide behavior supports may work in other schools, but I am doubtful it will work in ours. I don’t have the time to teach social and behavioral expecta-tions.

Knowledge: 97.2% of staff have a basic or high understanding of the concepts and procedures of positive behavior supports.

2011 2012 2013 2014 20150

0.1

0.2

0.3

0.4

0.5

0.6

52%

42%

50%

33%

Cohesiveness: I suspect that my colleagues will not (or are not) consistently implement (ing) a schoolwide positive behavior support plan.

Teach

Recognize

Correct0%

10%20%30%40%50%60%70%80%90%

100%86.70%

93.30%

76.70%

100.00%

93.30%

83.30%

Spring 2014Spring 2015

2. START on Time! and Attendance Matters—Wendy

Purpose: More students at school on time, all day, every day.!

Work completed last year:

• START on Time Blitz—before winter break and focused on grade level second elective class.

• PBIS Para (intervention specialist) has “START on Time!” contracts and goals with our most chronic

Work started this year:• Continue with Be Here

Bucks/START on Time Incentives

• Attendance Advisory• Tardy patterns and

interventions

8th

7th 6th

Tier 1: PBIS Attendance Sub-team Be Here Bucks Parent Information Teach Attendance Staff Presentation Quarterly Certificates “Perfect Attendance” Attendance Banner Attendance Updates Donut Drop In (Advisory) End of Year Recognition

Tier 2: Attendance Matters Team Weekly Monitoring & Problem Solving Weekly Attendance Groups Attendance Seminar (student contract) Why were you gone?

Tier 3: Attendance Matters Team Attendance Advisory/ Diplomas Now Parent Conference Parent Attendance Seminar Community Truancy Board Individualized plans/incentives Home visits Becca

Tier 1: 0-9.99 absences13-14 SY 71% (583 students)14-15 SY 72.17% (617 students) 15-16 SY 80%

Tier 2: 10-17.99 absences13-14 SY 17% (144 students)14-15 SY 18.4% (157 students)15-16 SY 15%

Tier 3: 18+ absences13-14 SY 12% (99 students)14-15 SY 9.5% (81 students)15-16 SY 8%

Keithley Middle School

PBIS Attendance Subteam: Schoolwide interventions to encourage regular attendance for ALL students.

On Track Warning Chronic!!

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 24 25+

What is “Good” Attendance?

14-15 SY 72.17 % 18.36% 9.47%

15-16 SY 80% 15% 8%

Incentives & Interventions• Donut Drop-ins • BHB• Quarterly Certificates:– 1 ½ or fewer absences

per month– End of Year- 6 or Fewer

• Attendance Luncheon– Perfect Attendance

• Parent Information– Handout at Enrollment– Newsletter- CHAMPS

• Teach Attendance Expectations

Attendance Advisory-

Education

Support

Encouragement

Accountability

Attendance AccuracyTruancy- *In your classroom but not on your roster? * Marked “late arrival” but never showed up to your class?

* Doesn’t have a pass? 100% Attendance- ALL students, EVERY period.

Number of students absent

September October November December January0

50

100

150

200

250

300

350

400

289302

285270

297299

335

245 252 250221

276

13-14 14-15 15-16

Number of days missed

September October November December January0

100

200

300

400

500

600

700

800

900

695.89729.29

621.51

547.2

658711.73

806.08

544.93 532.36

644

436.15

624.82

13-14 14-15 15-16

Purpose: One or more adult(s) confer with a student about a particular problem and develop a plan on how to resolve it.

Work completed last year:• Staff are doing planned

discussions…so now what?• Encouraging staff to use

professional judgment to hypothesis the function of the behavior

• Reviewed STOIC• Staff applied the function and STOIC

to create a plan: vignettes and then applied to current students

Work started this year• Early Stage Intervention

o Support teams with data collection and intervention fidelity

o More Professional development with STOIC

• Problem Solving Teamo Review360 BESS Screenero Use Review360 to develop SSTP

3. Team Based Problem Solving—Ruth

Making Early Stage Interventions Part of Our PLC Practice

Grade Level Team Meetings Monday Tuesday

PBIS— Common Area – School

Wide Supports

Wednesday ThursdayMTSS—

Behavior Solutions counselors attend

Friday

1st Period7:50-8:30

Shark Team Robertson’s Room 109

2nd Period8:33-9:13

All 6th GradeRobertson’s Room 109

BEAR TeamRomberg’s Room 106

3rd Period9:56-10:36

All 7th GradeTEAM ROOM

Tsunami/Tornado(counselors will join)

TEAM ROOM

4th Period10:39-11:19

5th Period12:32-1:12

Ferrari’sStone’s Room 408

6th Period1:15-1:55

All 8th GradeTEAM ROOM

Lamborghini’sBaker’s Room

506

Interventions Binder

• The Interventions Team (attended Interventions training)

modified the early stage interventions from Safe and Civil Schools to fit our needs and make it accessible for our teachers’ daily practice.

Systematic Approach to Early Stage Intervention

1. Planned discussion-set a goal and T/S actions

1. Informal data collection/observation—T/S actions working

1. Follow up meeting—did / did not change; +/-call home

2. Formal data tracking—what data do you want to collect; call home

2. Data analysis—what information does the data include

3. STOIC analysis--what changes should be made based on what the data tells us

StructureTeachObserveInteract PositivelyCorrect Fluently

Review360

6 th grade 7 th grade 8 th grade w hole school

90% 85% 75% 84%

5% 8%11%

8%4% 7%

11% 7%1% 0% 3% 1%Percentage vs. Percepti on

No ODRs

Universal Prevention 1 ODRs

Strategic In-tervention 2-5 ODRs

Intensitve In-tervention 6+ ODRs

6th grade 246 students 7th grade 243 students 8th grade 240 students0

50

100

150

200

250

300

222 207180

1219

27

9 1726

3 07

# of students ODR Distribution

No ODRs Universal Prevention 1 ODRsStrategic Intervention 2-5 ODRs Intensitve Intervention 6+ ODRs

4. Inclusive School—Cathie & Jamie

Purpose: To ensure each student, regardless of background, experiences a supportive and inclusive learning environment.

Work completed last year:• Complete the “Inclusive

School Scan”• Investigate how staff can

access translations of materials or a translators

Work started this year:• Working with district to learn

protocol and funding for interpreters or translated materials (how to access)

• A proposal to fund a school map with top three languages

• PECS for locations around the school

• Safe Place (teach students to respect differences)

“Safe Space”

• The sub team presented “student-made” posters at a staff meeting

• The “Safe Space” posters communicate to students that in your room you, as the teacher, will address racial, sexual, or other hurtful comments.

5. Prevention and Management—Shanti & Michelle

Purpose: Use data to make systems more efficient to improve positive behaviors and support students in developing appropriate behavior.

Work completed last year:• School year planning calendar for

Blitz, Spirit weeks recognitions, school-wide behavior re-teaching

• Defining levels of misbehaviors and a menu of interventions

• Revising ODR (still developing and using Safe and Civil samples)

• Working to present to staff ODR “Hot & Not” and a teacher directed re-entry protocol

• Work Started this year– Led Profession Development

with definitions of Levels of Misbehavior

– Menu of in-class interventions– Looks like/sounds like for

some high frequent misbehaviors across the levels

– Implicit bias/neutralizing routines

– Hot/Not ODR Pathway– “Think Time” –purpose and

non-negotiables

PBIS Sub-Team

• C/O– Define levels of behavior– Review strategies to respond to levels of behavior

• L/O– Categorize levels of behavior and discuss the role

of context– Identify response strategies to use in the

classroom

Before we start…

• We should always be planning pro-actively to support and recognize students’ positive behavior choices.

• We use the structure of our seating, routines, procedures, ratio of positive interaction, intentional proximity, planned positive interactions, repertoire of one liners, learning activities, pacing to optimize instructional time and transitions, clear directions, OTR….

•consistent use of ODRs•clear understanding of behaviors that need an ODR

Categorizing Behavior

Levels • The intensity, intent,

impact, and frequency of a behavior (like pencil tapping).

• The category is just on the behavior, NOT the student.

Tiers• A student who has a pattern

of behavior.

• A tier is used to identify the need of intervention to support the student to change the behavior’s intensity, intent, impact, and frequency and teach a replacement behavior.

Level Definitions and Categorizing

Level 1Minor misbehaviors that can be corrected adequately at the time and in the environment in which they occur.

They do not require documentation.

Level 2Behavior does not require immediate administrative involvement but requires documentation.

Students stays in the setting, but paperwork goes to the office.

Level 3Serious behaviors that require immediate administrative involvement and written documentation.

Behavior poses a threat to physical safety or teacher could lose control if the students stays in the setting.

Level Categorizing Activity

• Read the contextualized behavior scenario• Use the definitions sheet to discuss and

decide the which level of behavior the scenario best matches

• Be ready to share out

Scenario #1

• There is a student in your class who you have spoken to twice about drawing on his desk. You gave a warning and restated expectations the first time. The second time you kept him in from lunch to clean desks. One day following class you notice at his seat the words “deez nutz” written. You are certain this wasn’t there before class began.

An analogy• Level 1 behavior is like a parking ticket– You can get a bunch of parking tickets, but no

escalation to another level of consequence

• Level 2 behavior is like a speeding ticket – You can get a speeding ticket, but if you get too

many or your speed is to fast (frequency/intensity) the consequence could escalate to license suspension

• Level 3 behavior is like carjacking– It is a felony and will be tried in court

The complete resource… meta-cognitive activity

Levels— Think about how behaviors might move down to a level 1 or up to a 3.

Think about your role in how you respond to the behavior. Can your response move a behavior to a level 1 or could your response move it a level 2 or 3?

What role might your personal bias play in the level you place a behavior?

Menu Of Responses—Mark TextA. Star responses you often use

B. ? responses you have questions about

C. Circle responses you might consider adding to your repertoire of fluent corrections

D. Underline and label responses you think might help you with a particular students

Next Two Sub-Teams

Persistent Perception/Philosophical Barriers

We Need More Information – Let’s Dig Deeper

TABLE TALK/NOTE TAKING:1. Explain what is meant by “get more

tough”. Be specific! yellow What would be the responsibility of

staff? What would be the responsibility of

admin?

2. What does it look like to hold students more responsible for their behavior? Be specific! What would be the responsibility of

staff? What would be the responsibility of

admin? 2012 2013 2014 20150%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

62%57%

53% 53%

92%88%

93%86%

When problem behaviors occur, we need to get more tough.The students at this school need to be held more responsible for their own behavior.

PBIS Sub-Teams

• Restorative Practices—Susie & TBA– Formal & informal use of restorative justice– Jigsaw from “Better than Carrots or Sticks”

• In-School Suspension—Sara M. and Juan– Corrective

• Expectations, separate from other students

– Academic• Maintain learning (why we have ISS instead of OSS)

– Reflective• Debrief, reflect, and plan or goal-set around misbehavior with

replacement behavior

6. Restorative Justice—Susie

• Restorative Practices Formal & informal use of restorative justice– Jigsaw from “Better than

Carrots or Sticks”

• Site visit planned:

7. In-School Suspension—Sara M. and Juan

Developing Best Practices

– Corrective• Expectations, separate from

other students

– Academic• Maintain learning (why we

have ISS instead of OSS)

– Reflective• Debrief, reflect, and plan or

goal-set around misbehavior with replacement behavior

Partner Talk: Sub-Teams (2 min)Share elements you’d like to refine at your school

Share elements you’d like to add to your school’s implementation

What is the impact of these intentional systems?

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

0

500

1000

1500

2000

25002080

16631444

1022 1129

Office Discipline Referrals:Totals for Last 4 years

050

100150200250300350400450 425

215179 156

Yearly Suspension Totals

11-12 12-13 13-14 14-15

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 88% 89%82%

37%43%

Spring 2012

Spring 2013

Spring 2014

Spring 2015

% in

Agr

ee

me

nt

PBIS Student Percep-tion Survey

6th Grade 7th Grade 8th Grade0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

56.4% 55.3%50.1%

58.3%55.7% 52.7%

68.4%

59.5%56.7%

PGK Reading

2011-2012 2012-2013 2013-2014

6th Grade 7th Grade 8th Grade0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

39.5% 39.6%35.6%

48.0%

38.7%33.3%

55.9%

46.3%

38.3%

PGK Math

2011-2012 2012-2013 2013-2014

ELA 6 7 8 top

State 55 58 58 2nd

Ford 52 50 54 3rd

PGK 41 44 52 4thBaker Tacoma 34.3 47.7 35.3 5th

Gray Tacoma 32.2 42 46.7Totem Federal Way 34.3 36.2 26.2Aki Kurose Seattle 46.1 50.4 42.3Cascade Highline 33.8 43.3Chinook Highline 33.2 39.8Showalter Tukwila 37 52.1 47.1Mill Creek Kent 35.3 37.5Lochburn Clover Park 31.7 40 38

Woodbrook Clover Park 37.8 53.9 54.6Dimmitt Renton 39.7 52.6 53.8Garry Spokane 41.6 41Shaw Spokane 34.3 39.3

Math 6 7 8 topState 46 49 48 2ndFord 43 40 43 3rdPGK 33 37.2 34 4thBaker Tacoma 31.2 38.2 23.8 5th Gray Tacoma 24.8 33.5 31.7Totem Federal Way 29.5 29 19.4Aki Kurose Seattle 49.5 40 42.6Cascade Highline 32.5 29.4Chinook Highline 36 35Showalter Tukwila 27.2 37.1 32.8Mill Creek Kent 30.8 28.1Lochburn Clover Park 16.2 28.5 31.5Woodbrook Clover Park 29.9 45.7 50.3Dimmitt Renton 27.2 40.4 35Garry Spokane 34.6 28Shaw Spokane 28.2 25.5

Recent OSPI Site Visit Feedback“Huge Kudos to the Keithley teachers …for the amazing instruction that I heard and saw today. All the teachers should be proud of the learning progress that is happening at Keithley…

Could tell teachers knew their students and interactions showed relationships

Teachers skillfully redirected off-task behaviors to re-engage students in instruction

No false praise-either identified behavioral or academic look-fors Climate/behavior “well above benchmark” “Climate radiates from outside to inside the classroom and resonates

in the feedback from teachers to students.” Use of timers eliminates dead time. Not one “barking of an order” to students-very developmentally

appropriate redirections. Teachers in hallways/high 5’s/line ups

Questions…

Tom Edwards, Principaltedwards@fpschools.org

Christian Jordan, Assistant Principalcjordan@fpschools.org

Shanti Kessler, Instructional Coachskessler@fpschools.org