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PBIS at Dale City Elementary School

PBIS at Dale City Elementary School. The Dale City Elementary PBIS Team. Our PBIS Team. Coach: Megan Kellner, MICI Teacher Team Leader: Kathy Johnson, Counselor Team Members: Cindy Crowe-Miller, principal, Grade Level Representatives (1 from each grade)

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PBIS at Dale City Elementary School

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  1. PBIS at Dale City Elementary School The Dale City Elementary PBIS Team

  2. Our PBIS Team • Coach: Megan Kellner, MICI Teacher • Team Leader: Kathy Johnson, Counselor • Team Members: • Cindy Crowe-Miller, principal, • Grade Level Representatives (1 from each grade) • 2 members from Specialists (Art, Music, PE, etc.)

  3. Objectives • Overview of PBIS at Dale City ES • Tiers of Interventions • Procedures • Daily Progress Report Tier II • Data and how we use it • Daily Progress Report Tier III • Success Stories • Q & A

  4. Dale City ES History • 2004-05: Visit to Amelia County Public Schools • 2005-06: Formulated team and began implementing PBIS through a county-wide and nation-wide initiative known as Effective School-Wide Discipline (ESD) • Built school-wide awareness and agreement on procedures and token reward system • 2006-07: Taught and reinforced procedures • School-wide language developed

  5. 2007-08 PBIS team took off with new energy Added new procedures Developed Daily Progress Reports 2008-09 PBIS team continued to grow and make continuous progress and changes Changed procedures to match ROAR Developed Tier 3 Daily Progress Report 2009-2010 PBIS team focused on decreasing disproportionality Introduced Back-on-Track school wide Fun Fridays and Class Meetings

  6. Where we began… After implementing PBIS, we developed procedures for the bathrooms, cafeteria, recess, assemblies, & accepting awards PAWS are token incentives that are distributed when students are following the procedures and are used to purchase items from the ROAR store

  7. Interventions and Data • School-wide procedures • Tier 2 Daily Progress Report • Tier 3 Daily Progress Report • Back on Track forms • Discipline Data

  8. Tertiary Prevention: Specialized, Individualized, Systems for Students with High-Risk Behavior Continuum of School-Wide 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, and Settings 80% of Students

  9. OSS PBIS Tiered Supports ISS Detention Administrative Referral Student reentry contract (after OSS) Comprehensive child study T-3 Daily Progress Report /Coaching Back on Track Classroom referral Weekly Progress Report T-2 Daily progress report, CICO mentor Counselor- Individual or small group Procedures taught & practiced Class meetings PAWS-positive reinforcement Brain Gym Parent contact form-positive note Fun Fridays Quality Student & Teacher Line # order Class RADAR chart, Vision & Mission Statements

  10. Procedures • School-wide procedures for hallway, cafeteria, bus, bathroom, assemblies, and recess • What it means to ROAR everywhere

  11. What is ROAR? Respectful Organized Appropriate Responsible

  12. Dale City ES Mission • Through the Dale City Elementary School R.O.A.R. program, every staff member in the school is prepared and supported to: promote positive work habits, reinforce skills and behaviors demonstrated by students, and teach new forms of behavior to replace inappropriate behavior. • DCES PBIS Parent Brochure

  13. Our Creed

  14. HallwayProcedures Walk, single file Hands at your side Lips together

  15. Expected behaviors are visible in all areas of the school community

  16. Expectations & behavioral skills are taught & recognized in natural context

  17. Where we are now... • Procedures NOW follow Schoolwide ROAR • What does ROARlooklike: • Halls • Cafeteria • Assemblies • Recess • Bathrooms • Bus

  18. HALL Procedures ROAR

  19. Assembly ROAR Procedures * Walk in quietly. * Sit criss-cross. * Keep your hands in your lap. * Keep your lips together and eyes forward. * Teachers and students will raise their right hands with the “peace” sign to signal quiet.

  20. Awards ROAR Procedures

  21. Tier Two Interventions Back on Track Classroom referral Weekly Progress Report T-2 Daily progress report & mentor Counselor- Individual or small group

  22. What is the BEP? • Behavior Education Program Key aspects: • Supportive, NOT punitive • Focus is on Prevention • Students are identified and receive support quickly and easily. • Daily support and monitoring for students who are at risk for developing serious and chronic problem behavior. • Targeted group intervention, based on a check-in/check-out system. • Immediate feedback for student with increased positive adult attention. • Quick and easy for all staff to implement. • Organized to morph into a self-management system. • Data driven.

  23. Basic Approach to the BEP Define behavioral expectations. Teach the expectations. Build a regular cycle of checking in and checking out with adults. Finalize consequences for problem across the school and home. Collect information for ongoing evaluation and adaption.

  24. How to Identify Students for BEP • Summarize Office Discipline Referral data • Develop a referral process • BEP referral by teacher, staff, or parent • Other data to consider: • Absences & Tardies • Detentions & In-school suspensions • Lunch time consequences • Time outs

  25. For whom is the BEP most Appropriate? Appropriate Inappropriate Mildly inappropriate behaviors that can be corrected with slight modifications in routine Occurs in only 1 or 2 settings Serious or violent behaviors/infractions Extreme chronic behavior (8-10+ referrals) Require more individualized support Functional Behavior Assessment/ Behavior Intervention Plan (FBA/BIP) Wrap Around Services (CCS) • Low-level problem behavior (not severe) • For those that engage in problem behaviors to gain adult attention or find it reinforcing • 3-7 Referrals • Behavior occurs across multiple locations • Examples: • Talking out • Coming unprepared • Talking back • Minor disruptions • Work completion

  26. BEP Cycle

  27. The Daily Progress Report • Consistent behavior chart throughout school for at-risk students • Incorporate ROAR • Mentor program (Check-in/Check-out) • No tangible rewards!!! • Parent buy-in is key! • Fidelity • Building relationships!!

  28. Daily Progress Report Talking Points: Homework Progress Report Signed Supplies Set Goal for the day Name: ____________________ RATING SCALE Goal: ________/100 Date: ____________________ 3 = Great! Points earned: _______/100 2 = Almost 1 = Try Again Goal Met? Yes No Comments:______________________________________________________________________________________________________________________________________________________________ Parent Signature: ______________________________________________

  29. BEP Check-In/Check- Out Record Student _______________________ Mentor __________________

  30. Behavior Coaching Session • I’ve noticed that _______________ • Challenge situation (illustrate/demonstrate) • Expectation review, rehearsal, role play • Let’s try an experiment…

  31. Trial Run • May 2008 with 10 students • Students selected based on number of referrals • Each student had a mentor • Tweaks were made for the 2008-09 year

  32. Daily Progress Report Data • 2008-09 • Students in grades 2-5 for a total of 17 students • 6 students have “graduated” from the DPR • Dramatic decrease in referrals for many of the students • 2009-10 • 13 students on DPR

  33. Daily Progress Report and Ethnic Groups • 2008-09: • 15 students were African American • 4 students were Hispanic • 4 students were Caucasian • Drastic decrease in referrals for African American and Hispanic students from 2007/08-2008/09

  34. Daily Progress Report and Ethnic Groups • 2009-10: • 7 students were African American • 3 students were Hispanic • 3 students were Caucasian • Drastic decrease in referrals for African American and Hispanic students

  35. Referrals Sept 07-Dec 07 vs. Sept 08-Dec 08 vs. Sept 09-Dec. 09 • 07 School Year-174 referrals • 08 School Year-97 referrals • 09 School Year-33 referrals • Number of referrals for Trial Run BEP students: 54/174 (31%) • 08-09 BEP students: 26/97 (27%) • 09-10 BEP students: 4/33 (12%) • Only 2 repeat offenders (11 referrals) for 08-09 year-everyone else has decreased number of referrals from previous school year • Decrease in referrals for all subgroups

  36. 3 Year Data Comparison

  37. 3 Year Data Comparison: Ethnic Groups

  38. 3 Year Data Comparison: Specific Behaviors

  39. Data Analysis & Precision Interventions: Recess Example • 07-08 Data Review of high discipline referrals • Selected Target: Playground during Recess • Analyzed & investigated further data for precision goal • Interventions: • Expectations redefined for students • Expectations for STAFF: Roles & Responsibilities • New procedures before, during, & after recess • Modeled revised expectations for all • Targeted intervention – group skill-teaching for a few • Increased feedback to students, use of PAWS cards. • Results: Referrals decreased significantly

  40. Dale City Elementary 5th Grade BACK ON TRACK STUDENT CHOICE AND CONSEQUENCE REPORT Date ____________ Name _______________________________ Teacher________________ 1. What type of disrespect or defiance did I show? DisrespectDefiance __eye rolling __mocking teacher __arguing __ lying __ laughing at teacher or others __refusal to do class work/other request __ whispering/mumbling during instruction __ other __ other 2. Did I make a good decision? Yes_____ No______ 3. What could I do instead? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ * Another incident in the same day or in a week's time will result in a loss of a privilege or after school detention.

  41. Back on Track Forms ENCORE BACK ON TRACK STUDENT CHOICE AND CONSEQUENCE REPORT Date ____________ Name _________________________________ Grade ___ Teacher________________ 1. What problem did I face? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Did I make a good decision? Yes_____ No______ 3. What could I do instead? ____Apologize ____Talk it Out ____Follow Direction ____Ignore ____Listen to the Teacher ____Take Turns ____Ask to be Moved Other choices:______________________________________________________________________________ __________________________________________________________________________________________

  42. Tier 3 Interventions ISS OSS Detention Administrative Referral Student reentry contract (after OSS) Comprehensive child study T-3 Daily Progress Report/Coaching

  43. Daily Progress Report Tier 3 • 2008-09: 5 students and 4 ED students • Behavior specific • Mentor piece for check-in/check out • Continuous work in progress • 2009-10: 1 student • Tracking data this year • Students are moved to DPR Tier 3 if they are not meeting their daily goal on the DPR or continue to receive referrals/demonstrating undesired behaviors

  44. Dale City Elementary School Daily Progress Report Tier 3 Name: _____________________________________________________ Date: _____________________________________________ Mark: 2=Met this requirement/desired behavior 1=this requirement/desired behavior was unmet If unmet, staff initiates Back-on-Track focusing activity (skill review) and Back-on-Track Reflection (bottom of this page) ________________________________ will MANAGE HIS/HER BEHAVIOR by: Back-on-Track Reflection (introduced after student has successfully completed a Back-on-Track focusing activity) 1. What Behavior Goal was not met?____________________ 2. What did you want? _____I wanted attention from others _____I wanted to be in control of the situation _____I wanted to challenge adult(s) _____I wanted to avoid doing my work _____I wanted to be sent home _____I wanted revenge _____I wanted to cause problems because I feel miserable inside _____I wanted to cause others problems because they don’t like me _____I wanted _________________________________________ I should have ________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Comments: ___________________________________________________________________________________________________ _____________________________________________________________________________________________________________ Parent signature:__________________________________________________________

  45. Dale City Elementary School Daily Progress Report Tier 3 Name: _____________________________________________________ Date: _____________________________________________ Mark: 2=Met this requirement/desired behavior 1=this requirement/desired behavior was unmet If unmet, staff initiates Back-on-Track focusing activity (skill review) and Back-on-Track Reflection (bottom of this page) ________________________________ will MANAGE HIS/HER BEHAVIOR by: Back-on-Track Reflection (introduced after student has successfully completed a Back-on-Track focusing activity) 1. What Behavior Goal was not met?____________________ 2. What did you want? _____I wanted attention from others _____I wanted to be in control of the situation _____I wanted to challenge adult(s) _____I wanted to avoid doing my work _____I wanted to be sent home _____I wanted revenge _____I wanted to cause problems because I feel miserable inside _____I wanted to cause others problems because they don’t like me _____I wanted _________________________________________ I should have ________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Comments: ___________________________________________________________________________________________________ _____________________________________________________________________________________________________________ Parent signature:__________________________________________________________

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