CSLE – PBISCSLE – PBIS

CCreatingreating SSupportiveupportive LLearningearning EEnvironmentsnvironments throughthrough

PPositive BBehavioral IInterventions SSupportsupports

ObjectivesObjectives1. Develop a shared understanding of Positive

Behavioral Interventions and Supports as a coordinated approach2. Strategically and intentionally plan for next steps by using data for shared decision- making3. Review data and discuss next steps

CSLE-PBIS – February 2010CSLE-PBIS – February 2010

What is CSLE-PBIS?What is CSLE-PBIS?A coordinated systems approach to create supportive learning environmentssupportive learning environments that emphasize:

social and emotional development and learning

clear / consistent language, expectations and consequences

continuum of supports for ALL students which utilizes data-based shared decision-making

Supportive Learning Environments…Supportive Learning Environments… Professional Learning Communities

Meaningful Stakeholder Involvement Special Thanks: 24 staff members collected data during advisement period Shared Leadership

Positive School Climate

Learner-Centered Classrooms and Schools

A Continuum of Supports

Social and Emotional and Intellectual Learning

Coordinated School Health Approach

PBIS is…PBIS is… a data-based systems-approach for ALL students a framework for developing a seamless continuum of supports based on a long history individualized

PBIS Includes:PBIS Includes:1. Selecting and defining expectations & routines with all key

stakeholders, including the student perspective

2. Teaching behavior & routines directly (adults and students) i.e. monthly public service announcements to be

arranged based on data and staff feedback

3. Actively monitoring behavior throughout data collection

4. Responding to appropriate behavior i.e. brainstorm positive rewards for students who are prompt, in addition to, sending home a PBIS “good news” card

5. Using data to make decisions i.e.. data collected during advisement

6. Correcting behavioral errors i.e.. aware ind. beh. need to be addressed, provide support to be successful, teachers needed clarification of when to send students out of class

Time Lost to DisciplineTime Lost to Discipline(Barrett and Swindell – 2002)

TeacherTeacher StudentStudent AdministratorAdministrator

ReferralsReferrals 5 minutes 20 minutes 10 minutes

In-SchoolIn-SchoolSuspensionSuspension 5 minutes 6 hours 20 minutes

Out of SchoolOut of School SuspensionSuspension 5 minutes 6 hours 45 minutes

T-CHART OF BEHAVIOR (PBIS posters reflect t-chart)

Teacher Managed Behavior Office Managed Behavior

Classroom Attendance Frequent Attendance Issues

Tardy To Class [First 2 Offenses] Tardy To Class [3rd Offense]

Inappropriate Language Inappropriate Language [Severe / Chronic]

Dress Code Violation Dress Code Violation [If Repetitive]

Hallway Disruptions Hallway Disruptions

Cheating / Plagiarism Cheating / Plagiarism [Teacher /A.P. Consult]

Electronic Devices: “Off And Away During The Day” [1st Offense]

Electronic Devices: “Off And Away During The Day” [2nd And Subsequent Offenses]

Public Displays Of Affection Public Displays Of Affection [If Repetitive]

Bullying Bullying [2nd And Subsequent Offenses]

Classroom Insubordination [Initial Incidence]

Insubordination: Chronic Or Severe [Noncompliance, And/Or Refusal To Follow Reasonable Directives Given By A Staff Member]

Excessive TalkingOff TaskNot Prepared For ClassDrinks / Food / Gum [With Clear Expectation For Your Class]Missing HomeworkDishonestyPassing Notes

Directed Profanity At StaffFightingVandalismVerbal / Physical IntimidationWeaponsTruancy / School / Teacher DetentionTheftGang RepresentationDrug ViolationsArsonSexual HarassmentControlled SubstancesThreatsSecurity Threat / BreachLewd NotesRepeated / Severe Offenses

ATHS Average # of Referrals Day/Month

Athena H.S. Avg # of Referrals Per Day Per Month 2009-2010

6.5

9.9 9.9

8.1

0

2

4

6

8

10

12

Sep-09 Oct-09 Nov-09 Dec-09

Month

# of

Ref

erra

ls

Avg # Referrals

ATHS Referrals Sept.- Dec. 2009ATHS Referrals Sept-Dec 2009

3

23

4

37

6 311 9

3 3 0

102

3

43

3

75

18

2

178

212

6

189

0

30

11

62

90

12 9 5

28

5

171

0

41

8

51

13

1 3 2 2

145

140

0

20

40

60

80

100

120

140

160

180

200

Event Type

# of R

efer

rals Sep-09

Oct-09

Nov-09

Dec-09

ATHS # of Office Referrals ATHS # of OR Per Student Per Month (2009-2010)

43

62

57

69

11 11

28

21

8

14

710

14

2 1 2 3 20 0

2 20 1 0 1 0 0

20 0

0

10

20

30

40

50

60

70

80

9-Sep

9-Oct

9-Nov

9-Dec

9-Sep

9-Oct

9-Nov

9-Dec

9-Sep

9-Oct

9-Nov

9-Dec

9-Sep

9-Oct

No49

9-Dec

9-Sep

9-Oct

9-Nov

9-Dec

9-Sep

9-Oct

9-Nov

9-Dec

9-Sep

9-Oct

9-Nov

9-Dec

9-Sep

9-Oct

9-Nov

9-Dec

OR 1 OR 2 OR 3 OR 4 OR 5 OR 6 OR 7 OR 8

# of Office Referrals

# of

Stu

dent

s

ATHS # of Referrals by Time of Day

ATHS # of Referrals by Time of Day (Sept-Dec 2009)

9

16

30

24

41

7

24

4

9 9

53

46

57

10

44

10108

60

43

10

4

12

58

15

6

13

46

33

63

7

31

6

0

10

20

30

40

50

60

70

Lunch 1 Lunch 2 Lunch 3 Lunch 4

7-7:20 7:21-8:46 8:47-10:15 10:16-10:51 10:52-11:21 11:22-11:51 11:52-12:21 12:22-1:50 1:50-2:30

Time of Day

# of

Ref

erra

ls Sep-09

Oct-09

Nov-09

Dec-09

ATHS Referrals by LocationATHS Referrals by Location 2009-2010

77

22

73 2 2 0 0

118

13

21

26

1 1 1

124

14 127

14

04 6

113

6 6 4 4 30 1 3

0

20

40

60

80

100

120

140

Classroom School Grounds Hallway Detention Room Lunch Room PE Locker Room Unit Office Library Other

School Locations

Num

ber o

f Off

ice

Ref

erra

ls

9-Sep

9-Oct

9-Nov

9-Dec

Advisement: 1st floor hallwayPBIS 10/22 vs 11/9/09 1st FL

57

34

51

66

208

24 21

4758

150

0

50

100

150

200

250

Hall 106-166 Hall 166-144 Hall 144-126 Hall 126-106 Total

Advisement 8:52 9:05 & 9:40

# of

Stu

dent

s in

Hal

l

10/22/2009

11/9/2009

Advisement: 2nd floor hallwayPBIS 10/22 vs 11/9/09 2nd FL

7988

38

104

309

25

42

23

61

151

0

50

100

150

200

250

300

350

Hall 212-274 Hall 272-250 Hall 250-226 Hall 226-212 Total

8:52 9:05 & 9:40

# of

Stu

dent

s in

Hal

l

10/22/2009

11/9/2009

Making Meaning of Data• What data speaks to you? To your stakeholder group?

• What strengths do you see? What are some patterns you are noticing?

• What additional data would be helpful? What makes it helpful?

• What additional questions does this data raise for you?

• What about this data will you share with your stakeholder group? How?