By Jessica EdenBy Jessica EdenKindergarten Teacher Kindergarten Teacher Poinciana Poinciana ElementaryElementaryCEP 841CEP 841

Problem StatementProblem Statement

From our school wide survey we found that From our school wide survey we found that we believe that there is a problem with we believe that there is a problem with misbehavior.misbehavior.

We said that the biggest problem is with We said that the biggest problem is with misbehavior in the classroom .misbehavior in the classroom .

We thought that there have been 90-100 We thought that there have been 90-100 referrals.referrals.

We felt that our current referral process is not We felt that our current referral process is not effective.effective.

Referral Data for 2009-Referral Data for 2009-20102010

We have over 200 referrals. We have over 200 referrals.

Our number of referrals are on the rise.Our number of referrals are on the rise.

The most referrals are happening in the The most referrals are happening in the classroom.classroom.

Where do we go with this information?Where do we go with this information?

Definition of PBISDefinition of PBIS ““Positive Behavior Support (PBS) gives people a new way to Positive Behavior Support (PBS) gives people a new way to

think about behavior. PBS is based on understanding why think about behavior. PBS is based on understanding why problem behaviors occur - the behavior's function. This problem behaviors occur - the behavior's function. This approach to behavior can occur on a school-wide level, in a approach to behavior can occur on a school-wide level, in a specific setting, classroom, or with an individual student. PBS specific setting, classroom, or with an individual student. PBS is the application of evidence-based strategies and systems is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive safety, decrease problem behavior, and establish positive school cultures.” - Florida Positive Behavior Support school cultures.” - Florida Positive Behavior Support www.flpbs.usf.edu

PBIS is a “set of research-based strategies used to increase PBIS is a “set of research-based strategies used to increase quality of life and decrease problem behavior by teaching quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment.” new skills and making changes in a person's environment.” www.apbs.org

““These features include data-based accountability, an These features include data-based accountability, an emphasis on broad outcomes reflecting lifestyle emphasis on broad outcomes reflecting lifestyle improvements, ecological and social validity, a collaborative improvements, ecological and social validity, a collaborative approach to planning and implementation, and an emphasis approach to planning and implementation, and an emphasis on proactive interventions focusing on instruction and on proactive interventions focusing on instruction and environmental redesign.” (Clark & Dunlap, 2008) environmental redesign.” (Clark & Dunlap, 2008)

What it looks like?What it looks like?

www.pbis.org

Intervention LevelsIntervention Levels

Primary Primary Interventions (school wide) are “directed to Interventions (school wide) are “directed to all members across all settings and contexts” all members across all settings and contexts” (Dunlap, Horner, Sailor, & Sugai 2008)of the school.(Dunlap, Horner, Sailor, & Sugai 2008)of the school.

Secondary Secondary Interventions (classroom) are “directed Interventions (classroom) are “directed to individuals of a specific group or aspect of the to individuals of a specific group or aspect of the total ecology because their behaviors have been total ecology because their behaviors have been unresponsive to primary-tier interventions.” unresponsive to primary-tier interventions.” (Dunlap, et al., 2008)(Dunlap, et al., 2008)

Tertiary Tertiary Interventions (Individual) are “directed in Interventions (Individual) are “directed in more individualized and intensive forms” (Dunlap, more individualized and intensive forms” (Dunlap, et al., 2008) when primary and secondary et al., 2008) when primary and secondary interventions were not successful.interventions were not successful.

Benefits of PBISBenefits of PBIS

Benefits to faculty and staff according the Center on PBIS:Benefits to faculty and staff according the Center on PBIS: Improved consistency across facultyImproved consistency across faculty Better collaboration in support of individual students Better collaboration in support of individual students

Improved classroom managementImproved classroom management Classroom routinesClassroom routines Strategies for preventing and pre-empting problem Strategies for preventing and pre-empting problem

behavior behavior Reduced faculty absenteeismReduced faculty absenteeism Increased faculty retentionIncreased faculty retention Improved substitute performance/perceptionImproved substitute performance/perception Increased ratings of faculty effectiveness (Scott) Increased ratings of faculty effectiveness (Scott) Staff perceive themselves as more effective due to Staff perceive themselves as more effective due to

coherent planning, improved student behavior, effective coherent planning, improved student behavior, effective strategies for addressing problems.strategies for addressing problems.

www.pbis.org

Facts about PBISFacts about PBIS

““A number of initial studies have illustrated that A number of initial studies have illustrated that school-wide behavior supports decrease problem school-wide behavior supports decrease problem behavior, increase time spent in academic behavior, increase time spent in academic instruction, and are associated with improved instruction, and are associated with improved academic outcomes.” academic outcomes.” www.pbis.org

““PBS has been used successfully to support PBS has been used successfully to support students across various disabilities and behavior students across various disabilities and behavior problems” in a variety of settings. (Bambara & problems” in a variety of settings. (Bambara & Kern, 2005)Kern, 2005)

““a statewide behavior initiative in New Hampshire a statewide behavior initiative in New Hampshire in which 13 elementary schools had 778 fewer in which 13 elementary schools had 778 fewer office discipline referrals or a 21% reduction office discipline referrals or a 21% reduction between the first and second years of PBS between the first and second years of PBS implementation.” (Soukup, J., 2010)implementation.” (Soukup, J., 2010)

Facts about PBISFacts about PBIS

““the implementation of PBS has been shown to the implementation of PBS has been shown to decrease the number of office discipline referrals, decrease the number of office discipline referrals, decrease the number of suspensions and expulsions, decrease the number of suspensions and expulsions, and increase academic achievement as evidenced and increase academic achievement as evidenced by statewide achievement tests in schools who by statewide achievement tests in schools who implemented PBS with fidelity.” (Soukup et al., 2010)implemented PBS with fidelity.” (Soukup et al., 2010)

““Muscott et al. (2008) revealed results from a Muscott et al. (2008) revealed results from a statewide behavior initiative in New Hampshire in statewide behavior initiative in New Hampshire in which 13 elementary schools had 778 fewer office which 13 elementary schools had 778 fewer office discipline referrals or a 21% reduction between the discipline referrals or a 21% reduction between the first and second years of PBS implementation.” first and second years of PBS implementation.” (Soukup et al., 2010)(Soukup et al., 2010)

PBIS at POIPBIS at POI

We will be using a school wide PBIS program We will be using a school wide PBIS program at Poinciana to examine behavior, why it is at Poinciana to examine behavior, why it is occurring, what happens before the behavior, occurring, what happens before the behavior, and what happens after the behavior occurs. and what happens after the behavior occurs. We will establish school wide expectations We will establish school wide expectations and rules based on those expectations that and rules based on those expectations that will be posted everywhere. We will reward will be posted everywhere. We will reward students based on positive behavior. We will students based on positive behavior. We will look at data monthly to see trends and areas look at data monthly to see trends and areas of focus for our school. of focus for our school.

PBIS at Poinciana PBIS at Poinciana ElementaryElementary

Why we want to bring this program to our Why we want to bring this program to our school: school: To reduce the number of referralsTo reduce the number of referrals To decrease the amount of instructional time To decrease the amount of instructional time

lostlost To decrease our number of tardiesTo decrease our number of tardies To share behavioral data with faculty membersTo share behavioral data with faculty members To have the PBIS team help provide information To have the PBIS team help provide information

and interventions from the dataand interventions from the data

Traditional Discipline Traditional Discipline vs. PBISvs. PBIS

Traditional Discipline PBIS

•To stop behavior through punishment•To see the problem as the students problem- “its their fault.”• “The primary goal of conventional behavior management is to stop future occurrences of a problem behavior quickly.” (Bambara et al., 2005)•“Conventional approaches to behavior management are limited with respect to their long-term effectiveness and ability to promote meaningful lifestyle outcomes for individuals.”( Bambara et al., 2005)

•To change behavior through replacing, changing, educating, and rewarding.•To share ownership of behavior at the school level, classroom level, and individually. •The “ultimate goal PBS is to effect meaningful, long-lasting changes that will result in improvements in individuals’ lifestyle.” (Bambara et al., 2005)

Elements of PBISElements of PBIS

www.pbis.org

Key Principles Key Principles

Data- collected from referrals will be shared at the PBS Data- collected from referrals will be shared at the PBS meetings and at faculty meetings which will provide meetings and at faculty meetings which will provide information for interventions and area of focus for our information for interventions and area of focus for our school.school.

Processes & Procedures- to be followed for the referral Processes & Procedures- to be followed for the referral process, behaviors that are teacher managed or office process, behaviors that are teacher managed or office managed, and a behavior tracking form.managed, and a behavior tracking form.

Expectations & Rules- will be developed as a whole and Expectations & Rules- will be developed as a whole and rules will be specific to each area of the school.rules will be specific to each area of the school.

Reward System – will be used school wide with all Reward System – will be used school wide with all members of the staff. This will help us encourage and members of the staff. This will help us encourage and teach positive behavior and focus on behavior that teach positive behavior and focus on behavior that needs improving.needs improving.

Key Features of PBISKey Features of PBIS

http://miblsi.cenmi.org/

What PBIS will look likeWhat PBIS will look like

http://miblsi.cenmi.org/Home.aspx

What it will PBS look like at What it will PBS look like at Poinciana?Poinciana?

““Processes and procedures intended for all students Processes and procedures intended for all students and staff, in all settings and across campus. This and staff, in all settings and across campus. This level of SWPBS is intended to impact approximately level of SWPBS is intended to impact approximately 80% of your students and staff.” – www.flpbs.usf.edu 80% of your students and staff.” – www.flpbs.usf.edu

School wide- We will teach the school wide School wide- We will teach the school wide expectations. They will be posted in every area of the expectations. They will be posted in every area of the school. A tangible object will be used to reward the school. A tangible object will be used to reward the students, for example tickets or tokens. At the end students, for example tickets or tokens. At the end of the week or month depending on what we decide, of the week or month depending on what we decide, we will provide a reward whether it be social, activity, we will provide a reward whether it be social, activity, escape, or tangible. These should be based on your escape, or tangible. These should be based on your grade levels interests. We will be tracking the data grade levels interests. We will be tracking the data weekly/monthly on the number of students that weekly/monthly on the number of students that didn’t meet their goal and didn’t receive the reward.didn’t meet their goal and didn’t receive the reward.

Cont. PBIS at POICont. PBIS at POI

The goals we will target as a school will be The goals we will target as a school will be Tardiness- try to reward the student every morning for Tardiness- try to reward the student every morning for

being on time.being on time. Respect- within the classroom this will need to be Respect- within the classroom this will need to be

taught, what it looks like, what it sounds liketaught, what it looks like, what it sounds like Responsibility- One example of this is rewarding for Responsibility- One example of this is rewarding for

homework completion. Think about this and you need homework completion. Think about this and you need to decide at your grade level some grades might want to decide at your grade level some grades might want to reward daily for homework but in the younger to reward daily for homework but in the younger grades might want to reward at the end of the week.grades might want to reward at the end of the week.

Ready to Learn- one example is rewarding if a student Ready to Learn- one example is rewarding if a student is at their table with their supplies all ready to go.is at their table with their supplies all ready to go.

The guidance counselor will also be focusing on this The guidance counselor will also be focusing on this topics in her weekly lessons.topics in her weekly lessons.

PBIS in the ClassroomPBIS in the Classroom

PBIS in the classroomPBIS in the classroom

What will PBIS look like in What will PBIS look like in your classroom?your classroom?

““Processes and procedures that reflect school-wide Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-expectations for student behavior coupled with pre-planned strategies applied within classroom planned strategies applied within classroom settings”- www.flpbs.usf.edu settings”- www.flpbs.usf.edu

Classroom teachers need to reward students Classroom teachers need to reward students frequently in the beginning to “flood the market” so frequently in the beginning to “flood the market” so that all students feel the joy of being rewarded for that all students feel the joy of being rewarded for their positive behavior. We will teach the students their positive behavior. We will teach the students what good behavior is and what it looks like in the what good behavior is and what it looks like in the classroom. In addition, the teacher can focus on a classroom. In addition, the teacher can focus on a type of behavior that your class needs to improve.type of behavior that your class needs to improve.

We are going to blend the school wide and We are going to blend the school wide and classroom rewards together by having a once every classroom rewards together by having a once every 9 weeks having a big reward for the students.9 weeks having a big reward for the students.

cont. PBS in the cont. PBS in the classroomclassroom

Make sure that a variety of rewards are being used in Make sure that a variety of rewards are being used in your classroom when they have reach their goal. your classroom when they have reach their goal. Survey the students to learn what interest them. Survey the students to learn what interest them.

Grade levels need to decide the goal and if rewards Grade levels need to decide the goal and if rewards are done weekly, monthly, etc. This all depends on are done weekly, monthly, etc. This all depends on your students and their needs.your students and their needs.

Some grade levels have used activity based PBIS Some grade levels have used activity based PBIS rewards for example, nail polish, dance party, rewards for example, nail polish, dance party, American Idol.American Idol.

Some use material rewards stickers, toys, etc. but Some use material rewards stickers, toys, etc. but remember there needs to be variety.remember there needs to be variety.

Other grade levels use a township, students pay rent, Other grade levels use a township, students pay rent, bills, sell items, earn a pay check, pay fines, etc. see bills, sell items, earn a pay check, pay fines, etc. see Miss Garr for more information about thisMiss Garr for more information about this

PBIS for Individual PBIS for Individual StudentsStudents

PBIS for Individual PBIS for Individual StudentsStudents

www.pbis.org

What will PBS look like for What will PBS look like for an individual student?an individual student?

““Processes and procedures that reflect school-wide Processes and procedures that reflect school-wide expectations for student behavior coupled with expectations for student behavior coupled with team-based strategies to address problematic team-based strategies to address problematic behaviors of individual students.”- behaviors of individual students.”- www.flpbs.usf.edu www.flpbs.usf.edu

Individual students will earn their tickets/tokens to Individual students will earn their tickets/tokens to try to make their daily/monthly goal.try to make their daily/monthly goal.

If they are not making their goal on a consistent If they are not making their goal on a consistent basis, they will be referred to the guidance basis, they will be referred to the guidance counselor who is in charge of check in/check out. counselor who is in charge of check in/check out. This will focus on their problem behavior and create This will focus on their problem behavior and create a specific daily behavior chart that rewards their a specific daily behavior chart that rewards their positive behavior. positive behavior.

Check in/Check outCheck in/Check out

The check in–check out (CICO) approach to The check in–check out (CICO) approach to targeted behavior support is based on a simple targeted behavior support is based on a simple strategy for increasing ongoing structure and strategy for increasing ongoing structure and feedback for at-risk students. (Campbell, Horner, feedback for at-risk students. (Campbell, Horner, Meyer, Todd, 2008)Meyer, Todd, 2008)

CICO will be implemented there are “Three CICO will be implemented there are “Three elements have been identified as key to effective, elements have been identified as key to effective, targeted interventions: organizational systems, targeted interventions: organizational systems, intervention practices, and data use. System intervention practices, and data use. System variables include team based planning, data-driven variables include team based planning, data-driven decisions, a program plan known by all staff, decisions, a program plan known by all staff, program availability for implementation at any program availability for implementation at any time, and the the inclusion of a regular home– time, and the the inclusion of a regular home– school communication exchange in the program.” school communication exchange in the program.” (Campbell et al., 2008)(Campbell et al., 2008)

CICO exampleCICO example

An example of a CICO system for a kindergartener, An example of a CICO system for a kindergartener, they “check in” with the guidance counselor in the they “check in” with the guidance counselor in the morning get a pep talk and receive their behavior morning get a pep talk and receive their behavior chart with smiley, straight, or frowny face. The chart with smiley, straight, or frowny face. The student will bring their behavior chart to the student will bring their behavior chart to the classroom, specials, lunch, etc. The teacher at each classroom, specials, lunch, etc. The teacher at each location will fill out the chart according to the location will fill out the chart according to the behavior goals. At the end of the day they will take behavior goals. At the end of the day they will take their chart to the guidance counselor. The counselor their chart to the guidance counselor. The counselor will review it with the student and reward the student will review it with the student and reward the student if they reached their goal of happy faces and discuss if they reached their goal of happy faces and discuss what happened or why they didn’t reach their goal what happened or why they didn’t reach their goal and what they can do tomorrow.and what they can do tomorrow.

Check In/Check OutCheck In/Check Out

www.swis.org

An example of how to track CICO data:

What this would look like What this would look like for families at Poinciana?for families at Poinciana?

““The link between families and positive behavioral The link between families and positive behavioral interventions and supports is an important one. When interventions and supports is an important one. When families are meaningfully involved in educational families are meaningfully involved in educational activities their children do better in schools. Family activities their children do better in schools. Family members participate in the assessment and problem members participate in the assessment and problem solving process to create individualized positive solving process to create individualized positive behavior support plans for their children.” behavior support plans for their children.” (www.pbis.org) (www.pbis.org)

At meet the teacher day we will be passing out At meet the teacher day we will be passing out brochures about the PBIS program at Poinciana brochures about the PBIS program at Poinciana Elementary. We will also include parents in the PBS Elementary. We will also include parents in the PBS team. The CICO will also include the parent.team. The CICO will also include the parent.

We will also be having a PBS training for parents at We will also be having a PBS training for parents at “Food for Thought” night to give them the basics of “Food for Thought” night to give them the basics of how PBS will work at POI.how PBS will work at POI.

DataData

We will be using SWIS (School Wide Information System) We will be using SWIS (School Wide Information System) to track the data. The assistant principal will be in charge to track the data. The assistant principal will be in charge of inputting the data from referrals. This will give us of inputting the data from referrals. This will give us information based on the the day, time of day, the information based on the the day, time of day, the month, by teacher, by student, and by behavior.month, by teacher, by student, and by behavior.

Also teachers will keep track of the number of students Also teachers will keep track of the number of students that don’t make their weekly/monthly goal. This that don’t make their weekly/monthly goal. This information will help us decide what students need to information will help us decide what students need to move to Tier 2 check in/check out. In addition, it will help move to Tier 2 check in/check out. In addition, it will help us look at grade level, class, or teacher that needs us look at grade level, class, or teacher that needs educating on positive behavior.educating on positive behavior.

We will look at attendance how well we are doing with our We will look at attendance how well we are doing with our goal to reduce the number of tardies.goal to reduce the number of tardies.

We will also survey the staff to see how PBIS is working We will also survey the staff to see how PBIS is working for them and to get ideas for improvement. for them and to get ideas for improvement.

SWISSWIS

www.swis.org

An example of SWIS data organized by problem behavior

SWISSWIS

www.swis.org

Another example of SWIS data organize by Month

ConclusionConclusion

We have looked at the We have looked at the definition of PBIS, what definition of PBIS, what it will look like here at it will look like here at Poinciana, the levels of Poinciana, the levels of interventions, and interventions, and what it will look like in what it will look like in specific areas of our specific areas of our school.school.

Now that we have Now that we have examined PBIS, examined PBIS, imagine how this can imagine how this can benefit all students in benefit all students in your classroom.your classroom.

““The essential goal The essential goal associated with PBS is to associated with PBS is to improve the quality of the improve the quality of the lives of people who are the lives of people who are the

recipients of its supports and recipients of its supports and interventions.” ( Bambara & interventions.” ( Bambara &

Knoster, 2009)Knoster, 2009)

PBIS at POIPBIS at POI

SourcesSources Center on PBISCenter on PBIS 1235 University of Oregon 1235 University of Oregon Eugene, OR 97403 Eugene, OR 97403

Tel: (541)-346-2505 www.pbis.orgTel: (541)-346-2505 www.pbis.org

Florida's Positive Behavior Support ProjectUniversity of South FloridaFlorida's Positive Behavior Support ProjectUniversity of South Florida13301 Bruce B. Downs Blvd. MHC 2113A Tampa, FL 33612-3899 13301 Bruce B. Downs Blvd. MHC 2113A Tampa, FL 33612-3899

Tel: (813)-974-6440Tel: (813)-974-6440 http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/

The Association for Positive Behavior SupportP.O Box 328Bloomsburg, PA The Association for Positive Behavior SupportP.O Box 328Bloomsburg, PA 17815Tel: (570) 389-4081 17815Tel: (570) 389-4081 http://www.apbs.org/ http://www.apbs.org/

EEducational and Community Supports – SWISducational and Community Supports – SWIS1571 Alder Street1571 Alder Street1235 University of Oregon1235 University of OregonEugene OR 97403-1235 www.swis.org Eugene OR 97403-1235 www.swis.org Tel: (541) 346-1976Tel: (541) 346-1976

Positive Behavior Support in Michigan Positive Behavior Support in Michigan http://miblsi.cenmi.org/Home.aspx http://miblsi.cenmi.org/Home.aspx

Sources Sources Bambara, L. M., & Kern, L. (2005). Bambara, L. M., & Kern, L. (2005). Individualized Supports for Students Individualized Supports for Students

with Problem Behaviorswith Problem Behaviors. New York, NY: The Guilford Press.. New York, NY: The Guilford Press.

Bambara, L. M., & Knoster, T. P. (2009). Bambara, L. M., & Knoster, T. P. (2009). Designing Positive Behavior Designing Positive Behavior Support PlansSupport Plans. Washington, DC: American Association on Intellectual and . Washington, DC: American Association on Intellectual and Developmental Disabilities.Developmental Disabilities.

Campbell, A. L., Horner , R. H., Meyer, G. G., & Todd, A. W. (2008). Campbell, A. L., Horner , R. H., Meyer, G. G., & Todd, A. W. (2008). The The Effects of a Targeted Intervention to Reduce Problem Behaviors: Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In—Check Out. Elementary School Implementation of Check In—Check Out. Journal of Journal of Positive Behavior Interventions, 10 (1), 46-55. Positive Behavior Interventions, 10 (1), 46-55.

Clarke, S., & Dunlap, G. (2008). Clarke, S., & Dunlap, G. (2008). A Descriptive Analysis of Intervention A Descriptive Analysis of Intervention Research Published in the Journal of Positive Behavior Interventions: Research Published in the Journal of Positive Behavior Interventions: 1999 Through 2005. 1999 Through 2005. Journal of Positive Behavior Interventions, 10 (1), Journal of Positive Behavior Interventions, 10 (1), 67-71.67-71.

Dunlap, G. Horner, R. Sailor, & W. Sugai, G. (2008). Dunlap, G. Horner, R. Sailor, & W. Sugai, G. (2008). Handbook of Positive Behavior Handbook of Positive Behavior SupportSupport. New York, NY: Springer Science + Business Media.. New York, NY: Springer Science + Business Media.

Soukup, J.. The relationship between perceptions of positive behavior Soukup, J.. The relationship between perceptions of positive behavior support and implementation integrity. Ed.S. dissertation, University of support and implementation integrity. Ed.S. dissertation, University of Nebraska at Omaha, United States -- Nebraska. Retrieved July 15, 2010, Nebraska at Omaha, United States -- Nebraska. Retrieved July 15, 2010, from Dissertations & Theses: A&I. (Publication No. AAT 3397151).from Dissertations & Theses: A&I. (Publication No. AAT 3397151).