PBIS: A Positive Approach to Discipline

Beaumont Unified School District

Introductions

Margaret Delongchamp Board MemberDr. Christy Goennier Assistant SuperintendentCarrie Roberg Special Education DirectorShawn Mitchell Student Services DirectorSean Dickinson Special Education CoordinatorCindy Barris Special Education CoordinatorAlexa Perez, LCSW Mental Health School PsychologistTina Lau-Vaca Mental Health Counselor

Who We Are - And Why Beaumont USD Embraced PBIS

Beaumont Unified School District

Community of Beaumont – Population 39,455+ (246.6% growth over twelve years)Median Household Income - $59,920Average Age – 32.5years

Enrollment: 8900 students in 10 schools (102.8% growth over 10 years)Percent of Free/Reduced Meal Students: 59%Percent of English Learners: 13%Race/Ethnicity: 2002 – 03 2012 – 13 White 48.9% 35.4% Hispanic 41.8% 49.3%

Other 9.3% 15.3%

Student Suspension Data - Elementary

School Site 2012-13 2011-12 2010-11 2009-10

AHE 36 18 69 66

Brookside 35 26 17 20

Palm 65 92 82 24

Sundance 41 34 65 53

3RR 39 37 58 85

THE 30 32 46 25

Elementary Total

246 239 337 273

Student Suspension Data - Secondary

School Site 2012-13 2011-12 2010-11 2009-10

MVMS 185 203 175 318

SGMS 159 392 279 342

BHS 241 267 372 332

GVHS 17 67 56 52

Secondary Total

602 929 882 1044

District Total 848 1171 1219 1317

Student Expulsion Data - Elementary

School Site 2012-13 2011-12 2010-11 2009-10

AHE 0 0 0 0

Brookside 0 0 0 0

Palm 0 0 0 0

Sundance 1 0 0 0

3RR 0 0 0 1

THE 0 0 0 0

Elementary Total

1 0 0 1

Student Expulsion Data - Secondary

School Site 2012-13 2011-12 2010-11 2009-10

MVMS 2 2 2 8

SGMS 5 8 5 5

BHS 11 12 15 22

GVHS 2 2 3 5

Secondary Total

20 24 25 40

District Total 21 24 25 41

District Perspective

● Research based best practices● Incorporate a systematic approach that

supports our students learning behaviors as much as their academic behavior

District Perspective cont.

● Involves everyone students come in contact with in the organization

● The SELPA had a grant that covered our initial training

● SELPA Assistant Director was able to utilize the PBIS research to complete her dissertation prior to offering the PBIS trainings to the district within our SELPA.

Positive Proactive Approach to Discipline-

Getting Started

PBIS: Getting Started● Initial PBIS SELPA county training ● Conversation with Assistant Superintendent

of Instruction● PBIS presentation to Superintendent● PBIS presentation to School Board● PBIS presentation to District Administration● Developed a three year PBIS

implementation plan

PBIS: Getting Started

● Initial PBIS SELPA county training ● Conversation with Assistant Superintendent

of Instruction● PBIS presentation to Superintendent● PBIS presentation to School Board● PBIS presentation to District Administration● Developed a three year PBIS

implementation plan

PBIS: Getting Started

● Established a District PBIS committee including all stakeholders

● PBIS site teams created at all sites● PBIS site teams sent to SELPA PBIS

training● District adopted 16 Boy’s Town Social Skills

training● District Wide PBIS back to school training for

all district personnel

Boys Town PressBoys Town Press - Teaching Social Skills in Schools will support current PBIS model in

Beaumont USD

Boys Town Press

Further training/support is available to assist in:● Learning how to create and maintain safe environments

● Understanding the correlations between student behavior and academic performance

● Using researched and proven components of efficient classroom management

Boys Town Press

● Acquiring additional behavior management techniques, including observation and preparation, that will help prevent disruption and maintain a culture of calm

● Gaining tools to correct inappropriate behavior immediately.

● Developing and understanding the effectiveness of using praise more often than correction to shape positive behavior

● Identifying when and how to teach the 16 social skills to students that are having difficulty

District Tiered Behavior System

● TIER I - Daily school/classroom routines and procedures○ A function of General Education

● TIER II - Sixteen Social Skills taught in small group or individual setting targeting students that require additional support in a particular social skill area ○ A function of General Education

● TIER III - Educationally Related Mental Health Services typically provided in an individual setting to students whose social, emotional, or behavioral deficits impact their education to a significant degree○ A Special Education Service

TIER I Tier I - Daily school/classroom routines and procedures

○ Sixteen Social Skills Adopted District Wide - One Skill per

week Mini Lessons taught daily in the classroom

○ Be Safe + Be Responsible + Be Respectful

○ Low-Level Referral forms

○ Expectation by location

○ Behavior Goal if student has an IEP

District PBIS Expectations TIER IDistrict and School will: In grades TK-12 PBIS students will the opportunity to learn and implement the 16 skills within instructional days

ListeningUsing appropriate Voice ToneAsking for HelpMaking an ApologyMYOB-Mind Your Own BusinessResisting Peer PressureStaying on TaskWaiting you turn

Getting the Teacher’s AttentionAccepting Criticism/ConsequenceAccepting “No” for an answerWorking with Others Asking PermissionDisagreeing AppropriatelyFollowing InstructionsGiving Criticism

Expectations by LocationAll schools will display expectations by location throughout school site using

Be Safe - Be Responsible - Be Respectful

Low Level Referral Forms● All school sites will use the Low

level-High level electronic referral form Low Level Referral Form

● All school sites will regularly analyze student behavior trends and use the results to inform school practices LLR Spreadsheet All

● School sites have a site PBIS team (District PBIS) team meets quarterly

Weekly Classroom Presentations

TIER II Intervention● Student is struggling in

TIER I and has received several Low-Level Referrals and some Office Referrals

● Teacher completes a TIER II counseling referral and submits it to site administration for approval

TIER II cont.

TIER II - TIER II Referral is made to the (PRC) – PBIS Review Committee – Committee members include Student Services Coordinator, Special Education Coordinator, TIER II Mental Health Counselor, and the TIER III Mental Health School Psychologist

● This team meets weekly to review district TIER II Referrals

TIER II cont.

Documentation included with the TIER II referrals –

● Low Level Referrals● Phone Logs● All TIER I interventions that have been

implemented● Teacher notes● Phone logs

TIER II cont.

● TIER II Behavior SST/ Amendment to the IEP meeting is scheduled by the PRC team to be held at the school site

● TIER II Behavior SST members include – Site administrator, Teacher, Parent, Student Services Coordinator, TIER II Mental Health Counselor, and Student

TIER II cont.

● TIER II Mental Health Services are explained to the parent

● Targeted Social Skills are agreed upon by the Behavior SST/ IEP members

● The logistics of the groups are explained - They are held at the school site during the school day

● The groups are six sessions and are between half an hour to forty five minutes long

TIER III ERMHSEducationally Related Mental Health Services

TIER III - TIER III Referral is made when the PBIS Review Committee (PRC) determines that additional intervention is needed based upon continued need despite TIER II intervention or identifies that more intensive intervention is required● Documentation included with the TIER III

referrals■ All TIER I interventions that have been implemented■ All TIER II interventions that have been implemented■ TIER II referral■ Positive Behavior Support Plan (PBSP) when

applicable

TIER III cont.

● Positive Behavior Support Plan (PBSP) based upon Functional Behavioral Assessment (FBA)

● Possible referral for special education if social, emotional, or behavioral factors are impeding academic progress and student has not been previously Identified for Special Education Services

TIER III cont.

● IEP scheduled to make referral for TIER III ERMHS Assessment

■ Discuss current social, emotional, and behavioral concerns

■ Identify supports/interventions previously utilized

TIER III cont.

60 day timeline for assessment (services are provided as a portion of the assessment)

■ Observations, Clinical Interview with parent, teacher, student

■ Weekly individual services

TIER III cont.

○ IEP is scheduled to review assessment

○ IEP Team determines services to be implemented and specific social, emotional, behavioral goal to be addressed by ERMHS

■ Services & goal added to IEP

TIER III cont.

● Communication among IEP team members as to interventions and progress

■ Discuss with parents/teachers interventions that can be utilized in home/classroom to support generalization

● IEP meetings are held to adjust/discontinue ERMHS as needed

TIER III cont.

● Should additional support be necessary…○ Community Based Mental Health Providers

■ Riverside County Department of Mental Health

■ Therapeutic Behavioral Services (TBS)■ Private/Public Community Mental Health

Agencies○ WRAP Around Services to

maintain/support current placement

Parent and Board Perspective

Video

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