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Positive Behavioral Interventions and Supports
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  1. Positive Behavioral Interventions and Supports @ St. Elizabeth School

  2. St. Elizabeth School is a member of MANSEF; Maryland Association of Nonpublic Special Education Facilities Our students range of 11-21 years of age 125 Students Our School

  3. Our students are from: Baltimore City, Baltimore County, Anne Arundel County, Carroll County, Harford County, Howard County, and Prince Georges County Handicapping Codes include: 01-mental retardation 04-speech or language impairment 06- emotional disturbance 08-other health impairments 09-specific learning disabilities 13- traumatic brain injury 14-Autism Who We Serve

  4. SUMMER INSTITUTE 2002 • Allyson,Lisa • Andy, James • Lionel • Leslie, Nano

  5. Evolution of PBIS @ SES • Thesis: (In Place) • Anti-thesis: (Not In Place) • Synthesis: What We Created

  6. Thesis (In Place) • 8 identified expectations on a point sheet • Paper trail for office referrals/data base • CPI training for all staff • School-wide Behavior Management Plan/ Options Plus • Behavior Management Committee,w/small budget • Pretty Good Staff Morale

  7. Anti-thesis (Not in Place) • Small number off clear rules the students understood • An emphasis on prevention • An emphasis on teaching behavioral expectations • A culture where all school staff are responsible for positive behavior support

  8. Synthesis • What we created and how

  9. The First Year • Expanded the team to increase representation • Recruit staff “buy in”- Initial survey • Initial staff presentation and surveys (forms: F&G)

  10. Remember Those Surveys? • School Wide system scored the • HIGHEST NEED for improvement • Of the 3 areas ALL STAFF rated

  11. Data • Started using SWIS • First Surveys

  12. Expected student behaviors need to be taught directly Booster training activities need to be done on regular basis Consequences for problem behaviors need to be defined clearly All staff directly or indirectly in school wide intervention SURVEY SAYS

  13. RACE TO SUCCESS • RESPECT • ACHIEVEMENT • COOPERATION • ENCOURAGE-MENT

  14. EAGLE HIGH 5 • RESPONSIBILITY • RESPECT • RE-THINK • ACHIEVEMENT • ENCOURAGE-MENT

  15. Developing the Matrix • Subcommittees for: • Hallway • Classroom • Cafeteria • Gymnasium • Vocational • Increase staff input by 15

  16. 2 New Subcommittees • LESSON PLANNING • P.R. and GRAPHIC ARTS

  17. Budget • Submitted a line item budget • some engraved products-pencils water bottles, embroidered items • Graphic design • Solicited incentives

  18. EAGLE HIGH 5 2003-2004 PBIS UP AND RUNNING THIS FALL!!!

  19. Year 2 • Team back @ Summer Institute • Consolidating and Annual Action Planning • Developing the EAGLE HIGH 5 Handbook for all staff • Teaching all staff • Plus the introduction of new COMAR regs

  20. 2 WEEK OPENER • Eagle High 5 Handbook • Posted Matrices • Daily Lesson Plans • Eagle High 5 Assembly • Other learning strats: experiential, game play • Daily Raffles • Ice cream social for all staff and students

  21. Staff Incentives • PBIS Bagel Wednesdays

  22. EAGLE HIGH 5 FLYER AWARD

  23. Incentive Subcommittee • Behavior incentives: school store, weekly raffles, level based activities, some small and some big (trips, luau) • Increased more staff involvement

  24. Develop Continuum of Behavioral Support • Behavior Support Referral form, designated preventative classroom intervention • Process for requesting and conducting FBA/BIP • Developed the forms and taught the process

  25. Booster Activities • Holiday Caring and Sharing Campaign • PTO • Community Art Therapy • Pep Squad • Booster week in April

  26. Presenting Data • School wide data and PBIS presentations approx every 6 weeks • This seemed overwhelming to many staff initially • Team members more fluent in the data Lingo, takes awhile to generalize over large staff • As a team, we were still struggling w/ data (much of it still felt new to us)

  27. YEAR 3- Summer Institute • Surveys indicated increase in School Wide System being in place, and improved • Identified classroom, and individual systems as in need of improvement

  28. Shift Focus to smaller systems • Had classroom support strats in place, Continuum of behavior support; but how were they being implemented • Had SWIS but what about the fidelity of stats, how to communicate data w/ larger group

  29. STAFF DEVELOPMENT • Presented FBA and BIP for Autistic Spectrum Students • Presented on FBA-not just process but why, what , when • Presented on managing surface behaviors in the classroom

  30. Statistics Subcommittee • System for more timely and accurate data entry • Chose to look @ stats in smaller groups • Much cont’d work in this area

  31. Areas of Continued Growth • Expanding focus to include family • Continue promoting a school wide culture that embraces PBIS • Stats and Forms • Summer Institute ‘05

  32. THANKS FOR SUPPORTING PBIS in SPECIAL SCHOOLS