Positive Behavior Positive Behavior SupportsSupports
Lea Ann PasqualeLea Ann Pasquale
Jamie WolfeJamie Wolfe
social
As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick
'I was born excited' Mark Twain
• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design
Kansas MultiKansas Multi--Tiered System of Support (MTSS)Tiered System of Support (MTSS)
• Student centered planning
• Customized function-based interventions• Frequent progress monitoring to guide intervention design
AcademicsAcademicsBehaviorBehavior
KSDE - July 2007 Draft
• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making
• All students, All settings
• Positive behavioral expectationsexplicitly taught and reinforced
• Consistent approach to discipline• Assessment system and data-based decision making
• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design
• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention
design
80-90%
10-15%
1-5%
““Positive Behavior Support”Positive Behavior Support”
PBS is a PBS is a broad rangebroad range of systemic and of systemic and individualized strategies for achieving individualized strategies for achieving important social and learning outcomes important social and learning outcomes while while preventingpreventing problem behavior problem behavior
““EBS” = “PBS” = “PBIS” etc.EBS” = “PBS” = “PBIS” etc.
OSEP Center on PBISOSEP Center on PBIS
What is PBS?What is PBS?
SW-PBS is a SW-PBS is a systems systems approach to approach to establishing the social culture & behavioral establishing the social culture & behavioral supports needed for supports needed for all studentsall students in a in a school to achieve school to achieve both socialboth social and and academic success.academic success.
Emphasizes Emphasizes data based decision data based decision makingmaking, evidence based practices, & on-, evidence based practices, & on-going staff development & supportgoing staff development & support
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SW PBS
. . . it is NOT. . . it is NOT
A specific practice or curriculum…it’s a A specific practice or curriculum…it’s a general approach that defines core elements general approach that defines core elements that can be achieved through a variety of that can be achieved through a variety of strategies.strategies.
Limited to any particular group of Limited to any particular group of students…it’s for all studentsstudents…it’s for all students
New…it’s based on long history of New…it’s based on long history of behavioral practices & effective instructional behavioral practices & effective instructional design & strategiesdesign & strategies
Why look at SW-PBS?Why look at SW-PBS? Problem behavior is increasingProblem behavior is increasing
School-wide discipline systems are typically unclear School-wide discipline systems are typically unclear
and inconsistently implementedand inconsistently implemented
Educators often rely on reactive and crisis management Educators often rely on reactive and crisis management
interventions to solve chronic problem behaviorinterventions to solve chronic problem behavior
Educators often lack specialized skills to address Educators often lack specialized skills to address
severe problem behaviorsevere problem behavior
Teachers are being asked to do more with lessTeachers are being asked to do more with less
Students have limited opportunities to learn school-Students have limited opportunities to learn school-
based social skills and to receive feedback on their usebased social skills and to receive feedback on their use
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Research to Practice
School-wide SystemsSchool-wide Systems
1.1. Common Common purposepurpose & approach to discipline & approach to discipline
2.2. Clear set of Clear set of positive expectations & behaviorspositive expectations & behaviors
3. Procedures for 3. Procedures for teachingteaching expected behavior expected behavior
4.4. Continuum of procedures for Continuum of procedures for encouragingencouraging expected expected behaviorbehavior
5. Continuum of procedures for 5. Continuum of procedures for discouragingdiscouraging inappropriate behaviorinappropriate behavior
6. Procedures for on-going 6. Procedures for on-going monitoringmonitoring & evaluation & evaluation
Classroom Management Classroom Management SystemsSystems
Classroom-wide Classroom-wide positive expectationspositive expectations taught & taught & encouragedencouraged
Teaching classroom Teaching classroom routines & cuesroutines & cues taught & taught & encouragedencouraged
Ratio of Ratio of 6-8 positive to 1 negative6-8 positive to 1 negative adult-student adult-student interactioninteraction
Active supervisionActive supervision Redirections for minorRedirections for minor, infrequent behavior errors, infrequent behavior errors Frequent precorrectionsFrequent precorrections for chronic errors for chronic errors Effective academic instruction & curriculumEffective academic instruction & curriculum
Nonclassroom SystemsNonclassroom Systems
Positive Positive expectations & routines expectations & routines taught & encouragedtaught & encouraged
Active supervision by all staffActive supervision by all staff Scan, move, interactScan, move, interact
Pre-correctionsPre-corrections & reminders & reminders Positive reinforcementPositive reinforcement
Individual Student SystemIndividual Student System Behavioral competence at school & district Behavioral competence at school & district
levelslevels Function-basedFunction-based behavior support planning behavior support planning Team- & data-basedTeam- & data-based decision making decision making Comprehensive Comprehensive person-centeredperson-centered planning & planning &
wraparound processeswraparound processes Targeted Targeted social skillssocial skills & self-management & self-management
instructioninstruction Individualized Individualized instructional & curricularinstructional & curricular
accommodationsaccommodations
• Focus: Students not at benchmark with marked difficulty• Time: + 60 min./ 5 times per week• Grouping: Smaller groups <3• Program: Intensified and possibly customized targeted skill interventions
Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard protocol interventions
• Assessment: Weekly DIBELS
• Focus: All students• Time: K 70 min. of core
1-3 90 min. of core + 30 min. workshop4-6 60 min. of core + 30 min. workshop + 30 min. LA
• Program: Evidence-based core curriculum & instruction: Open Court Reading - including workshop
• Assessment:DIBELS K-6 Fall/Winter/SpringMAP 3-6 Fall/Spring
• Focus: Students not at benchmark• Time: + 30 min./ 3-5 times per week (during workshop time)• Grouping: Small groups < 5• Program: Supplemental targeted skill interventions
K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally
• Assessment: 2x month DIBELS
Schoolwide Academic Support
Focus: Students not at benchmark with marked difficultyTime: + 60 min./ 5 times per weekGrouping: Smaller groups <3Program: Intensified and possibly customized targeted skill interventions
Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard
protocol interventions
Assessment: Weekly DIBELS
Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral
Grouping: Individual or small groupProgram: Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measureable outcomes
and office referrals
Focus: Students needing additional behavior support2-5 Office referrals or SIT referral
Grouping: Small group or individualProgram: Function-based interventions/supports
Daily check-in/check-outAssessment: Teacher/student ratings and office referrals
Focus: All students All settingsProgram: 3-5 defined, positively stated, and explicitly taught expectations
Continuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviors
Assessment: SWIS – Schoolwide Information SystemKANDIS – Kansas Discipline System
School-Wide Social Behavior Support
Universal Support Defined(Emphasis on Prevention)
“The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.”
(Turnbull, et al., 2002)
Tier ITier I
Interrupting
Blurting Out
Talking
Throwing Objects
Pencil Tapping
Incomplete Work
Whining
Disturbing Others
Leaving Assigned Seat
Not Prepared to Work
Laying vs. Sitting
Inappropriate Use of Equipment/Materials
Verbal or Nonverbal Disrespect
Horseplay
DishonestyTattling
Difficulty in Line
Inappropriate Language
Off Task
Refusal to Comply
Not Following Directions
Not Participating
Tier One Behavior InterventionsTier One Behavior Interventions Tier One StrategiesTier One Strategies:: Require the least amount Require the least amount
of attention and interruption to instruction and of attention and interruption to instruction and are used by teachers to reduce occurrences of are used by teachers to reduce occurrences of the problem behavior.the problem behavior. Requires front-loading: planning, organizing, teaching, Requires front-loading: planning, organizing, teaching,
practicing.practicing. Are incorporated into daily instruction and Are incorporated into daily instruction and
provided to all studentsprovided to all students All students benefit and receive Tier One All students benefit and receive Tier One
InterventionsInterventions Must be discretely taught and retaught as Must be discretely taught and retaught as
needed throughout the year.needed throughout the year.
Tier OneTier One
Build Consensus and Consistency Among Staff:Build Consensus and Consistency Among Staff:
Establish ExpectationsEstablish Expectations Create Building MatrixCreate Building Matrix Teach/Practice (Lesson Plans)Teach/Practice (Lesson Plans) Systems of Positive Recognition Systems of Positive Recognition Major/Minor Behaviors Major/Minor Behaviors Revise Discipline Referral FormRevise Discipline Referral Form Data Systems (Monitor, Evaluate, Modify)Data Systems (Monitor, Evaluate, Modify)
Why Teach Expectations?Why Teach Expectations? ““If a child doesn’t know how to read, we teach.”If a child doesn’t know how to read, we teach.” ““If a child doesn’t know how to swim, we teach.”If a child doesn’t know how to swim, we teach.” ““If a child doesn’t know how to multiply, we If a child doesn’t know how to multiply, we
teach.”teach.” ““If a child doesn’t know how to drive, we teach.”If a child doesn’t know how to drive, we teach.” ““If a child doesn’t know how to behave, we . . . . . If a child doesn’t know how to behave, we . . . . .
. . . . teach? . . . . .punish?”. . . . teach? . . . . .punish?”• John Herner, Counterpoint (1998, p.2)John Herner, Counterpoint (1998, p.2)
instead of
Identifying Behavior Identifying Behavior ExpectationsExpectations
Identify 3-5 ExpectationsIdentify 3-5 Expectations Short statementsShort statements Positive Statements (what to do, not what Positive Statements (what to do, not what
to avoid doing)to avoid doing) MemorableMemorable
Don’t Assume Don’t Assume Students Know Students Know What You Want What You Want
Them To Do!Them To Do!
Teaching Behavior ExpectationsTeaching Behavior Expectations
Help students better understand the Help students better understand the parameters of parameters of whatwhat isis and and what is notwhat is not the the expected behaviorexpected behavior
Teach behavior like you teach academicsTeach behavior like you teach academics Provide rule and rationaleProvide rule and rationale Provide examples and non-examplesProvide examples and non-examples Provide practiceProvide practice Provide feedbackProvide feedback
Sometimes, we Sometimes, we have too many have too many
rules to rules to remember!remember!
Establish expectations & rulesEstablish expectations & rules Hocker Grove Hocker Grove
What does it look like at Westridge?What does it look like at Westridge?
PAWs = Positives at WestridgePAWs = Positives at Westridge
SafeSafe
RespectfulRespectful
ResponsibleResponsible
Woodward ElementaryPortage Community High School
Woods Lake Center for the Arts
Making it visibleMaking it visible
HallwayHallway BathroomBathroom ClassroomClassroom LunchroomLunchroom
SSafeafe BehaviorBehavior Stay within 3 Stay within 3
tiles if using tiles if using lockerlocker
Hands and Feet Hands and Feet to Yourselfto Yourself
Avoid HorseplayAvoid Horseplay
Report Report problems to problems to teacher or officeteacher or office
Avoid HorseplayAvoid Horseplay ?? Walking onlyWalking only Hands and Feet Hands and Feet
to Yourselfto Yourself Clean Up or Clean Up or
Report spills to Report spills to teachersteachers
OOnn TaskTask Get It and GoGet It and Go Bathroom Bathroom
Business OnlyBusiness Only ?? Eat First Eat First Visit SecondVisit Second Stay seated Stay seated
until excuseduntil excused
AActct responsiblyresponsibly Walk on Right Walk on Right
SideSide Allow Time to Allow Time to
Get To ClassGet To Class
Put trash where Put trash where it belongsit belongs
Keep pens, Keep pens, pencils and pencils and markers to markers to yourselfyourself
?? Bring ID card to Bring ID card to
lunchlunch Follow Follow
lunchroom lunchroom expectations in expectations in plannerplanner
RRespectespect self self
and othersand others
Listen to Listen to teachersteachers
Listen to Listen to announcementsannouncements
Leave it Better Leave it Better Than You Than You Found ItFound It
No Put-downsNo Put-downs Give Others Give Others
PrivacyPrivacy Leave it Better Leave it Better
Than You Than You Found ItFound It ??
Listen to Listen to TeachersTeachers
Leave it Better Leave it Better Than You Than You Found ItFound It
Develop Lesson Plans & Teach
The SAFE way
Stay on the RIGHT
side of the hall
WALK
Tardy Song
2008-2009 Focus: Hallways
Procedures: Procedures: Do We Have Them? Do We Have Them?
Entering the classroomEntering the classroomWhen they are tardyWhen they are tardyLeaving the classroomLeaving the classroomAsking a question Asking a question When they need a When they need a
pencil or paperpencil or paperSharpening pencilsSharpening pencilsTurning in papersTurning in papersMaking up HomeworkMaking up Homework
Attention to the teacherAttention to the teacher
When they are absentWhen they are absent
Working in groupsWorking in groups
The fire alarm soundsThe fire alarm sounds
When to listenWhen to listen
When to ask a questionWhen to ask a question
When their work is doneWhen their work is done
They are unpreparedThey are unprepared
Turning in HomeworkTurning in Homework
Three Steps To Three Steps To Teaching ProceduresTeaching Procedures
TEACH. TEACH. State, explain, model, and State, explain, model, and demonstrate the procedure.demonstrate the procedure.
REHEARSE. REHEARSE. Rehearse and practice the Rehearse and practice the procedure under your supervision.procedure under your supervision.
REINFORCE. REINFORCE. Re-teach, rehearse, Re-teach, rehearse, practice, and reinforce the classroom practice, and reinforce the classroom procedure until it becomes a student habit procedure until it becomes a student habit or routine. or routine.
….
Eagle ExcellenceEagle Excellence
Orchard View EarlyElementaryStudent Video
South Range Elementary: 6th Grade Students
TeachingRecess
Expectations
Lincoln Park Decoration Contest
Holland Heights Poster
Mulick Quick Reference
'teachers who respond to their children's message, and not to their mistakes, appeared to help their children more.' John Smith Warwick Elley NZ Educators
Purposes of AcknowledgmentsPurposes of Acknowledgments(taken from the Illinois PBIS Network)(taken from the Illinois PBIS Network)
Reinforce the teaching of new behaviorsReinforce the teaching of new behaviors Encourage the behavior we want to occur again Encourage the behavior we want to occur again
in the futurein the future Harness the influence of the students who are Harness the influence of the students who are
showing expected behaviors to encourage the showing expected behaviors to encourage the students who are not students who are not
Strengthen positive behaviors that can compete Strengthen positive behaviors that can compete with problem behaviorwith problem behavior
Prompt for adults to recognize expected Prompt for adults to recognize expected behaviorbehavior
Acknowledging Appropriate Acknowledging Appropriate BehaviorBehavior
Variety of reinforcersVariety of reinforcersTrainingTrainingRationaleRationaleDevelopmentally appropriateDevelopmentally appropriateIncludes staff and studentsIncludes staff and students
Don’t forget the big peopleDon’t forget the big peopleSchedulesSchedules
Frequent (Daily)Frequent (Daily) Intermediate (Weekly/Monthly)Intermediate (Weekly/Monthly) Large (Quarterly/Bi-Annually)Large (Quarterly/Bi-Annually)
SOAR CARDSApache Eagles are ready to SOAR!!!
The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event.
Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”
GoalGoal
Public Feedback on Following Behavior Expectations
Raffle System
Rewarding Staff BehaviorRewarding Staff Behavior
Beach staff recognition lunch
Beach staff recognition lunch
Oakland Schools certificate of training
Oakland Schools certificate of training
Franklin staff acknowledge each
other
Franklin staff acknowledge each
other
Parchment Central staff celebration
Parchment Central staff celebration
Share Data with Staff
Share Data with Staff
Major and Minor BehaviorsMajor and Minor Behaviors
PoliciesPolicies Clear on office v.s. classClear on office v.s. class
Communicated with staffCommunicated with staff
• Taught, posted, remindedTaught, posted, reminded
Support what you train/expectSupport what you train/expect
Logical Consequences vs. PunishmentLogical Consequences vs. Punishment
LOGICAL CONSEQUENCESLOGICAL CONSEQUENCES TeachTeach Leave the child with feeling of Leave the child with feeling of
control control Use thinking wordsUse thinking words Provide choices within firm Provide choices within firm
limitslimits Are given with empathyAre given with empathy Are tied to time and place of Are tied to time and place of
the infractionthe infraction Are similar to what would Are similar to what would
happen to an adult in happen to an adult in comparable situationcomparable situation
Emphasizes what a student Emphasizes what a student should do should do
Teaches students to take Teaches students to take responsibility for their choicesresponsibility for their choices
Increases self-esteemIncreases self-esteem
PUNISHMENTPUNISHMENT ControlControl Leaves the child feeling Leaves the child feeling
powerlesspowerless Uses fighting wordsUses fighting words Demands complianceDemands compliance Is given with angerIs given with anger Is arbitraryIs arbitrary Emphasizes what a students Emphasizes what a students
should should NOTNOT do do Results in the student focusing Results in the student focusing
on the adult rather than on on the adult rather than on their choicestheir choices
Decreases self-esteemDecreases self-esteem
MAJOR/MINOR DefinitionsVIOLATIONVIOLATION MINORMINOR MAJORMAJOR
Inappropriate Inappropriate LanguageLanguage
Student uses word in conversation Student uses word in conversation with peerswith peers
Student uses word toward an adult or Student uses word toward an adult or peer in an angry mannerpeer in an angry manner
Physical Contact/Physical Contact/FightingFighting
Horseplay causing a disruptionHorseplay causing a disruption Aggressive contact, possibly causing Aggressive contact, possibly causing injury to one or both partiesinjury to one or both parties
DisrespectDisrespect(hall or classroom)(hall or classroom)
Student engages in brief or low Student engages in brief or low intensity failure to respond to an intensity failure to respond to an adultadult
Student refuses to follow directions, Student refuses to follow directions, talks back, or is socially rude.talks back, or is socially rude.
Non-complianceNon-compliance(hall or classroom)(hall or classroom)
Student Student does not return signature does not return signature required documents required documents ((office use onlyoffice use only))
Student skips a scheduled teacher Student skips a scheduled teacher detention.detention.
DisruptionDisruption(classroom)(classroom)
Student disrupts the class again Student disrupts the class again after given a verbal correctionafter given a verbal correction
Student disrupts class a third time.Student disrupts class a third time.
Property MisuseProperty Misuse Student engages in low intensity Student engages in low intensity misuse of propertymisuse of property
Student use school property in a way Student use school property in a way it is not intended to be used or that it is not intended to be used or that damages the propertydamages the property
Technology Technology Student has personal technology Student has personal technology out and/or on during school hoursout and/or on during school hours
Student engages in inappropriate use Student engages in inappropriate use of technology of technology
TardyTardy Student is not in the classroom at Student is not in the classroom at the bell the bell
Student is tardy 3+ in a quarter to a Student is tardy 3+ in a quarter to a single class single class
MAJOR VIOLATIONS
VIOLATIONVIOLATION DEFINITIONDEFINITION
Dress code violationDress code violation Student wears clothing that does not comply with the dress Student wears clothing that does not comply with the dress code in the student handbookcode in the student handbook
Forgery/TheftForgery/Theft Student is in possession of, having passed on, or being Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed responsible for removing someone else’s property or has signed a person’s name on a document requiring a signaturea person’s name on a document requiring a signature
Harassment/BullyingHarassment/Bullying Student delivers disrespectful messages, verbal or non verbal, Student delivers disrespectful messages, verbal or non verbal, to another person that causes that person to feel threatened or to another person that causes that person to feel threatened or uncomfortableuncomfortable
Lying/CheatingLying/Cheating Student delivers a message that is not true and/or deliberately Student delivers a message that is not true and/or deliberately violates a rule. Copy or plagiarize another person’s work or to violates a rule. Copy or plagiarize another person’s work or to allow another person to plagiarize your work.allow another person to plagiarize your work.
Out of BoundsOut of Bounds Student is wandering the hallways outside of the usual path of Student is wandering the hallways outside of the usual path of their planner pass or without a planner.their planner pass or without a planner.
Inappropriate PDA (Public Inappropriate PDA (Public Display of Affection)Display of Affection)
Kissing, inappropriate touching, or suggestive dancingKissing, inappropriate touching, or suggestive dancing
How Decisions Are MadeHow Decisions Are Made
Use Use datadata to decide on the following: to decide on the following: Behavioral expectations (classroom and non-Behavioral expectations (classroom and non-
classroom settings)classroom settings)
Which behaviors are managed in the classroom and Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)Major vs. Minor discipline referrals)
Supervision procedures for non-classroom settingsSupervision procedures for non-classroom settings
Positive Behavior Support
Flow ChartObserved Positive Behavior
Observed Problem Behavior
School-Wide
Classroom
MajorMinor
Give SOAR card to students showing expected SOAR
behaviors. Identity specific behavior expectations.
Student puts name and grade/class on SOAR card
and drops into their classroom SOAR container
Daily*Teacher draws one name and winner chooses from list of privileges.*Send rest of SOAR cards to be put in office container
WeeklySchool wide drawing for prize winning student(s)
Redirect
Student returns to task
Safe Seat/Yellow Sheet *when appropriate /
Process-Reteach/Think
Sheet
Buddy Room/Yellow Sheet
Follow Major
Procedures
Work Backwards
Ensure Safety of all
Escort student to office w/behavior
sheet(s)
Does Student have 3 Yellow Sheets on
Same Behavior?
NoDocumen
t YesSend to
office with 3 yellow sheets
Follow-Up with Student/Parent
Behavior Continues
+ -
-
PBIS teams PBIS teams CONSISTENTLYCONSISTENTLY review the review the following following datadata/graphs:/graphs:
““The Big 5”The Big 5”
The average number of referrals:The average number of referrals: Per day per monthPer day per month By type of behaviorBy type of behavior By locationBy location By time of dayBy time of day By studentBy student
2007-20082007-2008
2008-2009*2008-2009*
* 1st through 3rd quarter only
Proportional Relationship of Proportional Relationship of Referrals to StudentsReferrals to Students
1.7
0.9
1.3
1.7
0.6
0.20
0.5
1
1.5
2
Hocker Grove Westridge
Schools
Rat
io o
f R
efer
rals
to
To
tal
En
roll
men
t
2006-07
2007-08
2008-09
All Students
Tier I in summary:Tier I in summary:
Students who are in a safe, predictable Students who are in a safe, predictable school environment where people school environment where people
genuinely like them, are glad to see genuinely like them, are glad to see them and will help them them and will help them
are fortunate enough to be part of a are fortunate enough to be part of a caring community. caring community.
Moving Upstream:Moving Upstream:A Story of Prevention and A Story of Prevention and
InterventionIntervention
In a small town, a group of fishermen In a small town, a group of fishermen gathered down at the river. Not long gathered down at the river. Not long after they got there, a child came after they got there, a child came floating down the rapids calling for floating down the rapids calling for help. One of the group on help. One of the group on the shore quickly the shore quickly dived in and pulled dived in and pulled the child out. the child out.
Minutes later another child came, then Minutes later another child came, then another, and then many more children another, and then many more children were coming down the river. Soon were coming down the river. Soon everyone was diving in and dragging everyone was diving in and dragging children to the shore, children to the shore, then jumping then jumping back in to save back in to save as many as as many as they could. they could.
In the midst of all this frenzy, one of the In the midst of all this frenzy, one of the group was seen walking away. Her group was seen walking away. Her colleagues were irate. How could she colleagues were irate. How could she leave when there were so many children leave when there were so many children to save? After long hours, to everyone’s to save? After long hours, to everyone’s relief, the flow of children stopped, and relief, the flow of children stopped, and the group could finally catch their breath. the group could finally catch their breath.
At that moment, their colleague came At that moment, their colleague came back. They turned on her and angrily back. They turned on her and angrily shouted: shouted: ““HOW COULD YOU WALK HOW COULD YOU WALK OFF WHEN WE NEEDED OFF WHEN WE NEEDED EVERYONE HERE TO SAVE EVERYONE HERE TO SAVE THE CHILDREN?” THE CHILDREN?”
She replied, She replied, It occurred to me that It occurred to me that someone ought to go upstream and someone ought to go upstream and find out why so many kids were falling find out why so many kids were falling into the river. What I found is that the into the river. What I found is that the old wooden bridge had several planks old wooden bridge had several planks missing, and when some children tried missing, and when some children tried to jump over the gap, they couldn’t to jump over the gap, they couldn’t make it and fell through into the make it and fell through into the river. So I got someone river. So I got someone to fix the bridge.to fix the bridge.
AcknowledgmentsAcknowledgments
KU: Dr. Rachel Freeman & Shonda KU: Dr. Rachel Freeman & Shonda AndersonAnderson
PBISPBIS Dr. Steve GoodmanDr. Steve Goodman Shawnee Mission Schools: Sarah Dilday Shawnee Mission Schools: Sarah Dilday
& Lisa Tull& Lisa Tull