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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. Advanced Organizer. Big Ideas Critical Features State Organization System Implementation

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milt mckenna august 15 2005 www pbismaryland org www pbis org www swis org
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
advanced organizer
Advanced Organizer
  • Big Ideas
  • Critical Features
  • State Organization
  • System Implementation
  • School Information
  • Project Evaluation
main message
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
Discipline is….

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

ReactionPositive and Negative Consequences

Prevention

Rules, Routines, Arrangements

discipline works when
Punishment

Reinforcement(success)

Discipline Works When ….

Preventioncreates more

POSITIVE than NEGATIVE consequences.

4 : 1

slide6
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

slide7
4 PBIS Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

critical features
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
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
BIG Ideas
  • 3-5 years
  • Organizational Framework
  • Critical Features same across schools-
    • unique to the culture of the school
  • Invest in Coaching Capacity
slide11
Pennsylvania

West Virginia

Delaware

D.C.

Virginia

slide12
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

md implementation model
MD Implementation Model
  • State Leadership Team
  • Local School System (LSS) Contact
  • Coach Facilitators
  • Behavior Support Coaches
  • School Teams
  • Consistent Schedule of Events
annual 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)
elements
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

Top Down-Bottom Up
alignment
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
time saved
Time Saved
  • AACPS Saved 622 days of instruction
  • AACPS saved 482 days of administrative time
germantown elementary school soaring with the eagles
GERMANTOWN ELEMENTARY SCHOOL: Soaring with the Eagles

Positive Behavioral Intervention Supports

Angie Wagaman, School Counselor

Mary Stuart Kempton, School Psychologist

elements of a schoolwide discipline plan

Elements of a Schoolwide Discipline Plan

1. Define Expected Behavior

slide33
CCode of Conduct

·I will respect myself, others, and the environment.

·I will be responsible.

·I will be safe.

germantown student pledge
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.

slide35
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

slide37
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

slide38
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

social skills character education
Social Skills/Character Education
  • Second Step
  • No Put Downs
  • Cores Essentials
  • Steps to Respect
slide40
“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

slide42
Elements of a Schoolwide Discipline Plan

3. Develop an Ongoing System for Acknowledging Expected Behavior

germantown eagles soar with pride
GERMANTOWN EAGLESSOAR WITH PRIDE !!!
  • RESPECTFUL
  • RESPONSIBLE
  • SAFE

Student ________________

Teacher ________________

slide44
Germantown Elementary School

Golden Eagle Celebration Fall 2004

slide46
Germantown Elementary School

Bus Rewards Program Bulletin Board Display

elements of a schoolwide discipline plan47

Elements of a Schoolwide Discipline Plan

4. Develop a System for Responding to Behavioral Violations

classroom interventions
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
slide49
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

slide50
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

elements of schoolwide discipline plan

Elements of Schoolwide Discipline Plan

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

elements of a schoolwide discipline plan53

Elements of a Schoolwide Discipline Plan

6. Provide Booster Procedures During Targeted Times of the Year

elements of a schoolwide discipline plan54

Elements of a Schoolwide Discipline Plan

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

slide55
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

slide57
Germantown Elementary Cost/Benefit Comparison

Referrals (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 minutes

2004-2005 = 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 minutes

2004-2005 = 3,285 minutes

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

project target evaluating pbis in maryland jhu center for the prevention of youth violence
Project TargetEvaluating PBIS in MarylandJHU 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 target evaluate pbis in maryland jhu center for the prevention of youth violence
Project TargetEvaluate PBIS in MarylandJHU 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
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]

milt mckenna august 15 2005 www pbismaryland org www pbis org www swis org62
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
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