Positive Behavioral Interventions and Supports (PBIS) School, School System, and State Level Implementation

1. Milt McKenna August 15, 2005 www.pbismaryland.org www.pbis.org www.swis.org Positive Behavioral Interventions and Supports (PBIS)School, School System, and State Level Implementation

2. Advanced Organizer • Big Ideas • Critical Features • State Organization • System Implementation • School Information • Project Evaluation

3. Main Message! Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

4. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). ReactionPositive and Negative Consequences Prevention Rules, Routines, Arrangements

5. Punishment Reinforcement(success) Discipline Works When …. Preventioncreates more POSITIVE than NEGATIVE consequences. 4 : 1

6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

7. 4 PBIS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

8. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

9. The Power Of Teaching • “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 multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we … … teach? … remove? … punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy

10. BIG Ideas • 3-5 years • Organizational Framework • Critical Features same across schools- • unique to the culture of the school • Invest in Coaching Capacity

11. Pennsylvania West Virginia Delaware D.C. Virginia

12. DRAFT • Parent Advocacy • State Board Member • Policy Makers • PBS Executive Team • Core Agency • Gov office • Title I Advisory Team • MSDE • JHU • SP • Locals State Team PBIS Management Team Project Target • Grant/foundation • LSS • SP • MSDE/SP • Coordinator • Director SS • Director Sp. Ed. • Curriculum • Staff Development • School Board Member • Coach • Parent Regional Coordinator Regional Coordinator Regional Coordinator District Team District Team District Team Regional Team (Multiple small counties) Cluster Team Cluster Team Cluster Team School Teams School Teams School Teams SST/RST SST/RST SST/RST

13. Maryland PBIS Partnership and Collaboration

16. MD Implementation Model • State Leadership Team • Local School System (LSS) Contact • Coach Facilitators • Behavior Support Coaches • School Teams • Consistent Schedule of Events

17. Annual Events • Spring Forum (March/April) • July Institute (July - 5 Days) • Coaches Meetings (5 x year) • Regional Team Leader/Coach Meetings (2 x year) • Schools serving students with special needs - MANSEF (2 x year) • High Schools – (2 x year)

19. Elements • Approach • Timing • Getting the right people on the bus

20. NCLB, BTE, Goals-2002-07 Central Office Data driven Structure and organization-Project Management Organizational Charters Alignment with other initiatives-Title I schools: increased funds for psychology time to do PBIS School House Success breeds success Gaining support through word of mouth Administrator as leader- cheerleader Top Down-Bottom Up

21. Alignment • Code of Conduct • AACPS Goals 2002-07 • County-wide initiatives-Bully Prevention • Staff Development-para educators • Restructuring of in-school suspension areas aligned with intervention and paradigm shift

24. Time Saved • AACPS Saved 622 days of instruction • AACPS saved 482 days of administrative time

25. Middle school math

26. Elementary math

27. Middle school reading

28. Elementary school reading

29. December 2004

30. GERMANTOWN ELEMENTARY SCHOOL: Soaring with the Eagles Positive Behavioral Intervention Supports Angie Wagaman, School Counselor Mary Stuart Kempton, School Psychologist

32. Elements of a Schoolwide Discipline Plan 1. Define Expected Behavior

33. CCode of Conduct ·I will respect myself, others, and the environment. ·I will be responsible. ·I will be safe.

34. GERMANTOWN STUDENT PLEDGE I promise to do my best at Germantown Elementary by showing respect for myself and others, by working with my teachers to learn everything they need to teach me and by using my hands and feet for peaceful actions only.

35. 2004–2005 Golden Eagle Guidelines Elizabeth Kiefer Principal Donna Spencer Assistant Principal Eric J. Smith, Ed.D., Superintendent of Schools Roy Skiles, Instructional Director, Annapolis and Southern Regions

36. Elements of a Schoolwide Discipline Plan 2. Teach Expected Behavior

37. Behavioral Expectations Classroom Cafeteria Bus Hallway Play-ground Bathroom Respectful Use kind words. Use a quiet voice.·Raise your hand. Use a quiet voice. Follow directions. Use good manners. Use a quiet voice. Follow directions. Speak politely to the driver. ·Obey the Quiet Zones. ·Put hands by your side or on your lips & hips. TTake turns. Share equipment. Use kind words & actions. ·Give others privacy. ·Keep it clean. Responsible AAccept the consequences of your choices. FFollow teacher directions. BBring all materials to class. ·Complete and return homework & classwork. ·Be on time. ·Clean up your eating area. ·Follow cafeteria rules. ·Eat a healthy lunch. ·Know your lunch number. ·Keep your seat clean. ·Follow bus rules. ·Be at your stop on time. ·Have all materials ready for dismissal. ·Walk on the silver line. ·Obey the Eagle Stop Signs. ·Have a hall pass. ·Line up promptly when recess ends. ·Clean up equipment. ·Be friendly. ·Use problem solving skills. ·Report damaged property. ·Use materials correctly. ·Return to your class promptly. ·Tell your needs to a teacher. Germantown Behavior Teaching Matrix

38. Behavioral Expectations Classroom Cafeteria Bus Hallway Play-ground Bathroom Safe ·Keep chair legs on the floor. ·Ask for permission to leave. ·Use hands & feet for peaceful actions. ·Walk. ·Keep your food on your tray. ·Ask permission to leave your seat. ·Use utensils correctly. ·Stay in your seat. ·Keep aisles clear. ·Stay in your personal space. ·Walk. ·Face forward. ·Walk on the right side of the hall. ·Use hands & feet for peaceful actions. ·Use equipment correctly. ·Use fixtures correctly. Germantown Behavior Teaching Matrix

39. Social Skills/Character Education • Second Step • No Put Downs • Cores Essentials • Steps to Respect

40. “May I have your attention, please.” 1.Stop moving. 2.Stop talking. 3.Look at the teacher. 4.Listen to the teacher. 5.Follow instructions. From: Mychal Wynn, Building Dreams

42. Elements of a Schoolwide Discipline Plan 3. Develop an Ongoing System for Acknowledging Expected Behavior

43. GERMANTOWN EAGLESSOAR WITH PRIDE !!! • RESPECTFUL • RESPONSIBLE • SAFE Student ________________ Teacher ________________

44. Germantown Elementary School Golden Eagle Celebration Fall 2004

45. Bus Rewards Program Point System

46. Germantown Elementary School Bus Rewards Program Bulletin Board Display

47. Elements of a Schoolwide Discipline Plan 4. Develop a System for Responding to Behavioral Violations

48. Classroom Interventions • Verbal warning • Time out • Time out in another classroom • Loss of privilege • Problem solving worksheet • A Sad Eagle Report – a minor referral • Parent contact • Student Support Plan • Referral to student support services: KidTalk Team, Student Support Team, Learning Lab Coordinator, School Psychologist, School Counselor

49. Sad Eagle Report _____/____/____ Dear Parent or Guardian, The rules that our school endorses are designed to ensure that all of our students can learn in a peaceful and safe environment. Students who respect themselves, others and the environment, and who are responsible and safe are Germantown Golden Eagles. Today, your child, ____________________________, did not follow Germantown’s school rules. The following describes the improper behavior. 1.               Unacceptable Physical Behavior 2.               Abusive Language 3.               Lack of Respect for Others 4.               Lack of Respect for Another’s Property or School Property 5.               Other Please talk to your child so that we can continue to work together to help your child learn and be a Golden Eagle. Your cooperation is appreciated. _________________________ Teacher

50. Sad Eagle Report (page 2) Student ____________________ Grade______ Date ________ Time ______Referring Staff __________________________ Homeroom ________________Problem Behavior __________________________________________________ Location Classroom Playground Hall Cafeteria Bathroom Gym Library Bus Zone Special Event Office Other Unknown Others Involved None Peers Staff Substitute Unknown Motivation Peer attention Adult attention Obtain objects Obtain activities Avoid tasks Avoid activities Avoid work Avoid peers Avoid adults Don’t know