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STOCKER ELEMENTARYKENOSHA, WI
APRIL NELSON, PRINCIPALPATTY OBRECHT, PROGRAM SUPPORT TEACHER
SARA STRENGER, COUNSELOR
Meeting the Needs of Students with Emotional Behavior Disabilities through
a Multi-level System of Support
Beliefs drive actions!
WE BELIEVE THAT
ALL CHILDREN CAN LEARN
AT HIGH LEVELS.
SCHOOL CULTURE is the FOUNDATION
Professional development with all staff to structure conversations and begin to change mindsets started 8 yrs. ago…
“No More Meltdowns” “Meeting Students Where They Live” Non-Violent Crisis Intervention Training (verbal and refresher) Behavior Mindset I and II Trauma Training is our current focus to continue to meet all
students needs and understand services provided may be different.
School culture needs continuous time to reflect and develop to meet the needs of all students.
Belief Statements and Message for ALL Students
3 Key Messages for ALL Students:
1. Your education is
important!
2. You can do it with effective effort.
3. I won’t give up on you, because I care about you!
BUILDING PRIORITIES – Be positive!
Collaborate to do what is best
for kids.
Communicate with families and encourage involvement.
Keep trying - All children
can succeed.
Create relationships with students, families and each
other.
Let’s reflect on our own behavior…
Take one minute and write down what you do when you get… …MAD …SAD …FRUSTRATED.
PBIS Tier I is for ALL students
Be Responsible, Be Respectful, Be SafeNews @ Stocker videos teaches all students
behavior expectations in a visual way. We also recognize classrooms and individuals on the live program.
Data Wall is visible to the entire community based on the classroom reward system (paper ribbons).
PBIS Tier I continued…
“Bucket Fillers” is the individual reward (pencil).
SHARK Rules are posted and referred to for all areas.
Bi-weekly team meetings for Tier I team includes 2 parents, data driven decisions and action steps.
Making data driven decisions…
Focus areas based on the data include… With gender, boys continue to be discrepant. A Vertical
Team researched and provided PD to staff. Results – 7% decrease in gap from 11-12 to 12-13.
Minority discrepancies continue to be addressed, and continue to be an area of concern throughout the years of data. Results – In 13-14 Black was over represented by
9% and Pacific Islander by 4%. Locations of incidents addressed include bus, recess and
cafeteria. Results – Bus incidents decreased by 42% from
12-13 to 13-14.
ODR comparison data….2011-2012 Behavior 2012-2013 Behavior 2013-2014 Behaviorenrollment by ethnicity: BY ETHNICITY: enrollment by ethnicity: BY ETHNICITY: enrollment by ethnicity: BY ETHNICITY:Asian = 7% Asian = 1.00% Asian = 3% Asian = 3.00% Asian PI= 3% Asian PI= 7%Black = 14% Black = 43% Black = 11% Black = 28% Black = 11% Black = 20%Hispanic = 22% Blk/White = 5.00% Hispanic = 27% Blk/White = 2.00% Hispanic = 26% Hispanic = 17%White = 55% Hispanic = 8.00% White = 51% Hispanic = 8.00% White = 53% White = 52%Pacific Is. = 1% Middle East. = 3.00% Pacific Is. = 0% Middle East. = 0.00% Two/more = 7% Two/more = 5%
White = 39% White = 56%
Behavior Behavior Behaviorenrollment by gendar: BY GENDAR: enrollment by gendar: BY GENDAR: enrollment by gendar: BY GENDAR:Male = 53% Male = 81% Male = 51% Male = 74% Male = 53% Male = 80%Female = 47% female = 19% Female = 49% female = 26% Female = 47% female = 20%
BY LOCATION: BY LOCATION: BY LOCATION:Lunchroom = 5.00% arrival = 5% Lunchroom = 4.00% arrival = 1% Lunchroom = 8.00% arrival = 3%Bathroom = 4.00% dismissal = 2% Bathroom = 1.00% dismissal = 4% Bathroom = 2.00% dismissal = 2%Bus = 35% hallways = 5% Bus = 63% hallways = 3% Bus = 21% hallways = 5%Classroom = 16% Classroom = 9% Classroom = 29%recess = 18% recess = 17% recess = 30%
BY GRADE LEVEL: BY GRADE LEVEL: BY GRADE LEVEL:K = 9% K = 16% PreK = 3%1st = 13% primary = 36% 1st = 12% primary = 37% K = 28% primary = 44%2nd = 14% 2nd = 9% 1st = 9%3rd = 22% 3rd = 19% 2nd = 4%4th = 7% intermediate = 64% 4th = 20% intermediate = 62% 3rd = 10% intermediate = 56%5th = 35% 5th = 23% 4th = 14%
5th = 31%2011-2012 PBIS DATA (Total incidents = 167) 2012-2013 PBIS DATA (Total incidents = 132) 2013-2014 PBIS DATA (Total incidents = 118)
Decrease in overall incidents = 20% Decrease in overall incidents = 21% Decrease in overall incidents = 11%
PBIS Tier II/III is available for ALL students if they need more support.
CICO (Check In Check Out)MentoringSAIG – Social Academic Instructional Groups
Recess re-teaching “Cool group” Self regulation groups Social Skills
Together the group sets goals that they work on. Consistency occurs with the classroom teacher. Student behavior data is tracked through CICO.
Functional Behavior Assessment/Behavior Intervention Plans (FBA/BIP) – short and long
CICO sheet and data collection…
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Primary PBIS Goal Sheet
Name: Date: Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS:
Responsible:
Respectful:
Safe:
Teacher comments:
=Will try harder tomorrow: 1 point
Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
My daily goal is to get __80____% of points.
Tools and teaching for all students
Establish “safe spot”5 Point Scale“Change of Face”Approach/ToneBreathing techniquesWait to talk/processSensory
breaks/workoutDeep pressureSHARK rulesYoga Moves
If, then cardsVisual scheduleA vs B choices = “The
Way to A How does your engine
run?Social storiesSelf regulation
techniques
Be Responsible, Be Respectful, Be Safe
Take 2 minutes to fill out your own 5 Point Scale
5_________4_________3_________2_________1_________Dunn Buron, K. (XXXX). A “5” Could Make Me Lose Control!
PBIS supports for students with disabilities that are serviced beyond the gen. ed. classroom
• We have one of 5 EBD “self-contained” units throughout the 29 elementary schools in Kenosha for 8 years.
• We don’t believe in “self-contained”.
• Staff needs continuous training and support.
• We have a growth mindset. “Tomorrow is a new day.”
• Find the “function” of the behavior.
• Consider trauma and wrap around services.
• Relationships with students and families is vital to success. Students need to feel safe.
Trauma Activity
LET’S TRY TO PLAYCHESSIN A
HURRICANE
Our final PBIS thoughts and TIPS!
Changing behavior takes TIME!Don’t take behavior PERSONAL!Get to the FUNCTION of the behavior!Don’t BLAME the child! Continue to TEACH
behavior.Help staff UNDERSTAND differences in behavior!COMMUNICATE with all involved!EXPECT bumps in the road! Plans will need to
change.It’s a JOURNEY! Don’t stop trying!
100% of our students need to find success. These children need us the most!
