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Behavior Referrals

Learn about Matoska International Elementary School's behavior referral system, including their process for documenting and addressing minor and major behaviors.

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Behavior Referrals

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  1. Behavior Referrals Matoska International Elementary School White Bear Lake Area Schools Kathy Moore, Ph.D., NCSP School Psychologist kathy.moore@isd624.org

  2. Matoska International Elementary School • White Bear Lake Area Schools • Choice school for WBL, bus from students from around the district • Kindergarten through 5th grade • International Baccalaureate PYP school • Approx. 550 students • Growing school, have around 100 enrolling kindergartners for fall 2013-2014 • K. Moore has been PBIS coach for 5th year, 7 years at Matoska. Principal has been there for same amount of time. Have not had significant change in leadership.

  3. Matoska International Data System • 2013-2014 will be our Year 5 for our PBIS program. We began as Cohort 5 in 2009-2010. • As a team in Year 1, we defined our major/minor behaviors. We created a referral process for our out of class referrals. • For 2 years, 2009-2010 and 2010-2011we used SWIS • In 2011-2012, started using Skyward for behavioral referrals. WBL adapted our major/minor documentation sheet for in Skyward. • Skyward data accessed by Viewpoint to receive graphs on time, location, and individual student referrals

  4. Behavior Referral System • Identify who staff contact for major behavior/chronic behaviors • Principal, school psychologist, behavior assistant • Administrator/behavior support document out of class referrals • All use same out of class referral sheet • Data entered into Skyward (WBL student information system), which can be accessed through Viewpoint (WBL data system that draws information from Skyward) • Data needs to have Integrity & Fidelity. Our school staff go over our Referral Procedure as well as review our Minor/Major Behaviors.

  5. Referral Sheets to Data • One central place to enter the referrals sheets • School admin enters the referrals each week • Weekly behavior team (school psychologist, principal, district behavior consult, social worker, community liasion) • Data pulled once a week to review referrals • Student • Time • Location • Type of Behavior • Shared document of student name, referral count, action steps, and person responsible

  6. Major/Minor Behaviors • Pull referral data for a period of time and look at highest area for minor behaviors • Ex. Highest is defiance/disrespect • Staff in-services over the following topics: • How to de-escalate students/parents • How to communicate with families, students, classrooms about students with social/emotional behavioral concerns • Teaching about coercive behaviors

  7. Location • Pull the data by location • Bus • Playground • Classroom • Common Area • Specialist • Evaluate needs for the location • Ex. Bus PM referrals • Altered bus routes • PM bus communities • Assigned seats • Adult supervision • Bus Meetings

  8. Individual Students • Weekly data meetings to review top 10-15 students with behavior team (family advocate, behavior consult, behavior assistant, principal, school psychologist) • Created a shared document to track who is assigned to which student, action items identified, and plans are made • Next week the action items are reviewed, as well as new out of class referrals

  9. Individual Student • Ex. Student with highest number of referrals, created a separate meeting with behavior consult • Defined skills deficit, identified skill needed to be taught, and addressed how to monitor behavior • School psychologist met with teacher individually to go over the plan for the intervention • Create a behavior plan with documentation • Assigned Tier II or Tier III intervention • CICO • Mini FBA

  10. Individual Student • Mini functional behavior assessment • Define problem behavior • Identify antecedents to behaviors • Consequences to behaviors • Possible function of behavior (DO NOT USE CONTROL) • Skill replacement (realistic) • Make a plan

  11. Individual Student • Making a plan doesn’t always have to intense/complicated • Accommodation in or out of class • Physical movement break, snack, bus seat or desk change • Break pass • Check-in time with adult • Communication with family and school • Daily/Weekly chart • Weekly phone call • Daily/Weekly Email

  12. Improvements for 2013-2014 • Better communication with teachers/families about of out of class referrals for school and individual students • Include time out of class on out of class referral sheet • Better FBA plans for chronic students (Tier III) • Maintain other PBIS systems: teaching behavior expectations, acknowledging behavior etc. • Teacher records of student behavior • Other ideas? -Kathy Moore, 8/15/13 kathy.moore@isd624.org

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