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

Positive Behavioral Interventions and Supports

(PBIS)School, School System, and State Level Implementation

Milt McKennaAugust 15, 2005

www.pbismaryland.org

www.pbis.org

www.swis.org

Advanced Organizer

Big Ideas Critical Features State Organization System Implementation School Information Project Evaluation

Main Message!

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

Discipline is….

The actions parents and teachers take to increase student success (Charles, 1980).

PreventionRules,

Routines, Arrangemen

ts

ReactionPositive and

Negative Consequence

s

Discipline Works When ….

Prevention creates more

POSITIVE than NEGATIVE consequences.

PunishmentReinforceme

nt(success)

4 : 1

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

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

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

BIG Ideas 3-5 years Organizational Framework Critical Features same across schools-

unique to the culture of the school Invest in Coaching Capacity

Pennsylvania

Delaw

are

D.C.

Virginia

West Virginia

(Multiple small counties)

Advisory Team

State Team

Regional CoordinatorRegional CoordinatorRegional Coordinator

District Team District TeamDistrict Team

Regional Team

Cluster Team Cluster Team

School Teams

• Coordinator• Director SS• Director Sp. Ed.• Curriculum• Staff Development• School Board Member• Coach• Parent

Cluster Team

SST/RST

School Teams School Teams

SST/RST SST/RST

• MSDE• JHU• SP• Locals

• Grant/foundation• LSS• SP• MSDE/SP

PBIS Management Team Project Target

• Parent Advocacy• State Board Member• Policy Makers• PBS Executive Team• Core Agency• Gov office• Title I

DRAFT

Maryland PBIS Partnership and Collaboration

Maryland S tateDepartment of

E duc ation

S heppard P rattH ealthS ystem

J ohnsH opkins

U nivers ity

L oc alS c hool

S ystems

P o s itive B e h a v io r a lIn te r ve n tio n s a n d S u p p o r ts

1535

68

125

190

276

369

0

50

100

150

200

250

300

350

400

FY99

FY00

FY01

FY02

FY03

FY04

FY05

153

20

10

33

17

5749

65

50

86

67

93 93

0

10

20

30

40

50

60

70

80

90

100

1999 2000 2001 2002 2003 2004 2005

Schools Trained Active

MD Implementation Model

State Leadership TeamLocal School System (LSS) ContactCoach FacilitatorsBehavior Support CoachesSchool TeamsConsistent Schedule of Events

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)

Anne Arundel County Public Schools

Large suburban school system between Baltimore City and rural farm area, from the Chesapeake Bay to Fort Meade, comprised of urban, suburban, rural areas.

75,000 students. Fifth largest school system in Maryland and among the 50th largest in the country

44 Schools trained and implementing PBIS

18 elementary, 18 middle schools, 5 high schools and 3 alternative schools: one middle; one high school; one ED Regional Program

Elements

Approach

Timing

Getting the right people on the bus

Top Down-Bottom Up

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

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

Schools Trained

1 2

8

19

44

49

0

10

20

30

40

50

60

1 2 3 4 5 6

Year trained

nu

mb

er

of

sch

oo

ls t

rain

ed

2000 2002 2003 2004 2005 2001

Cost Benefit Analysis AACPS 2005

0

100

200

300

400

500

600

700

800

Middle Schools High Schools Elementary

Schools

Day

s S

aved

Administrative Time Saved

Instructional Days Saved

Time Saved

AACPS Saved 622 days of instruction

AACPS saved 482 days of administrative time

50.7

72.1

44.8 47.7

70.560.3

83.7

66.1

0

20

40

60

80

100

Annapolis Arundel Bates Brooklyn Park ChesapeakeBay

Corkran Crofton George Fox

Middle school math

75.3 84.884.6

79.780.9

85.3

75.9

0

20

40

60

80

100

Annapolis Brock Bridge George Cromw ell Eastport Georgetow n East Germantow n Glen Burnie Park

Elementary math

64.8

88.9

69.460

67.170.1

75.4

86.6

73.4

0

20

40

60

80

100

Lindale MagothyRiver

MacArthur Marley Meade Old Mill North

Old Mill South

Severn River Southern

Middle school reading

67.271.3

78.6 80.6 81.6 82.9

0

20

40

60

80

100

Harman Hilltop Jessup Maryland City Meade Heights North Glen

Elementary school reading

December 2004

GERMANTOWN ELEMENTARY SCHOOL: Soaring with the Eagles

Positive Behavioral Intervention Supports

Angie Wagaman, School CounselorMary Stuart Kempton, School Psychologist

Elements of a Schoolwide Discipline Plan

1. Define Expected Behavior

CCode of Conduct

I will respect myself, others, and the environment.

I will be responsible. I will be safe.

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.

2004–2005Golden Eagle Guidelines

Elizabeth Kiefer

Principal

Donna Spencer

Assistant Principal

Eric J. Smith, Ed.D., Superintendent of SchoolsRoy Skiles, Instructional Director, Annapolis and Southern Regions


2. Teach Expected Behavior

Germantown Behavior Teaching Matrix

Behavioral

ExpectationsClassroom Cafeteria Bus Hallway Play-

groundBathroom

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

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.

Social Skills/Character Education

Second Step No Put Downs Cores Essentials Steps to Respect

“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


3. Develop an Ongoing System for Acknowledging Expected Behavior

GERMANTOWN EAGLESSOAR WITH PRIDE !!!

RESPECTFUL RESPONSIBLE SAFE

Student ________________

Teacher ________________

Golden Eagle Celebration Fall 2004

Germantown Elementary School

October Week 1 Week 2 Week 3 Week 4 Week 5

October 4 AM October 11 AM October 18 AM October 25 AM

October 4 PM October 11 PM October 18 PM October 25 PM







October 1 AM October 8 AM CLOSED October 22 AM October 29 AM

October 1 PM October 8 PM CLOSED October 22 PM October 29 PM

TOTALS

GRAND TOTAL Bus Rewards Program Point System

Bus Rewards Program Bulletin Board Display

Germantown Elementary School

Elements of a Schoolwide Discipline

Plan

4. Develop a System for Responding to Behavioral Violations

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

_____/____/____

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 Behavior2. Abusive Language3. Lack of Respect for Others4. Lack of Respect for Another’s Property or School Property5. 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

Sad Eagle Report

Sad Eagle Report (page 2) Student ____________________ Grade______ Date ________ Time ______Referring Staff __________________________ Homeroom ________________Problem Behavior __________________________________________________

LocationClassroomPlaygroundHallCafeteriaBathroomGymLibraryBus ZoneSpecial EventOfficeOtherUnknown

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

Discipline Referral for Major Offense

Elements of Schoolwide Discipline Plan

5. Develop a System for Consistent Implementation, Monitoring, and Decision-Making


6. Provide Booster Procedures During Targeted Times of the Year


7. Provide Alternatives/Options for Students with Chronic Problem Behaviors

Continuum of Behavior 1-7 % Individual

(.24%)

5-15% At Risk (3.30%)

80-90%,School-wide (96.46%)

Student Support Team, Functional Behavioral Assessment, Behavior Intervention Plans, School Psychologist

KidTalk Team, Learning Lab, Guidance Counselor, Mentoring Program

Second Step, No Put Downs, Steps to Respect, Core Essentials

Germantown Discipline Data

244

147115

216

73

425

359

366774

129

90

164

265

1527

13 1627

23

119

0

50

100

150

200

250

300

350

400

450

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

Referrals Suspensions Bus Referrals

Germantown Elementary Cost/Benefit ComparisonReferrals (1999-2005)

Total referrals: 1999-2000 = 425 2004-2005 = 73

Total decrease = 352 referrals Administrator minutes consumed (15 minutes per referral)

1999-2000 = 6,375 minutes2004-2005 = 1,095 minutes

Total decrease = 5,280 administrator minutes saved (88 hours= 11 school days)

Instructional minutes consumed (45 minutes per referral)

1999-2000 = 19,125 minutes2004-2005 = 3,285 minutes

Total decrease = 15,840 instructional minutes saved (264 hours = 37.7 school days)

Project TargetEvaluating PBIS in Maryland

JHU Center for the Prevention of Youth Violence 5 Local School Systems 37 Elementary Schools

24 PBIS 13 “Focus”

Data Collection: 1,400 teachers 16,000 students

Project TargetEvaluate PBIS in Maryland

JHU Center for the Prevention of Youth Violence

Academic Achievement Suspensions and Expulsions Teacher Ratings of Disruptive Behavior Referrals for Special Education Services Staff Satisfaction and Turnover Student Assessment of Climate

CONTACT INFORMATION

Susan Barrett - Sheppard Pratt Health System, [email protected], 410-938-3650

Milt McKenna – Maryland State Department of Education, [email protected], 410-767-0304

Virginia Dolan - Anne Arundel County Public Schools, [email protected] , 410-222-5321

Philip Leaf – Johns Hopkins University Center for the Prevention of Youth Violence, [email protected],410 955-3962

Mary Stuart Kempton, [email protected]

Positive Behavioral Interventions and Supports

(PBIS)School, School System, and State Level Implementation

Milt McKennaAugust 15, 2005

www.pbismaryland.org

www.pbis.org

www.swis.org

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

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