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 [email protected]
Brendan O’Connor Master of the Universe Rundlett Middle School [email protected]
Tom Sica Principal Rundlett Middle School [email protected]