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School-Wide Positive Behavioral
Interventions & Supports (PBIS)
Keeping Up the Momentum
Presented by: Milt McKenna
Set Up/My Goal Today
• Provide “NEW” Ideas
• Create Energy for “OLD” Ideas
• Provide Useful Info
• Reinforce Current Situation
In The Beginning
• PBIS WAS NEW !!– SNI
• We/You did whatever it took to keep it going (fresh)
• A person with a PASSION
• Lot‘s of Excitement
• Enthusiasm
• New Ideas
As time wore on . . . .
• Less enthusiasm
• Same old stuff
• Burn out
• No delegation
• Overwhelmed
• Overworked
• Etc…..Etc…Etc…
What Happened?
How do we Get it back?
?
??
??
???
?
Challenge #1
Challenge # 2
Challenge # 3
Challenge # 4
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching
& learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….
Challenge # 5
Challenge # 6
Sit Back - Relax
Functions
Data
Reinforcers/Recognition
Funding
FUNCTIONSSchool Teams
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
School Climate Committee
Improve Climate Improve Climate All students Marlee, J.S., Ellen, Eric
Goal #3
Safety Committee Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
S&DFS Committee Prevent drug use High/at-risk drug users
Don
PBIS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes measurable?
REORGANIZATION
of PBIS DutiesBehavior Family
Involvement
Awards and
Incentives
Instruction ???
Go for the Green program
Parent PBIS Survey Golden Egg Shopping cart
Code of Conduct Lessons ???
Code of Conduct Matrix
Home Matrix Weekly golden Egg Awards
Professional Development ???
Hallway Code of Conduct
Good News Ambassadors
Quarterly golden Egg Awards
Peer Mediation Parent orientation Teacher Incentives
Safety patrol
New Student Orientation
Functions
Data
Reinforcers/Recognition
Funding
What Do You Do With Data ?
• Make Informed Decisions
• Look At Trends
• Use Data To Inform
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
ODR Instructional Benefit2001-2002 2277
2002-2003 - 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days of Instructional time
DECISION MAKING• Is there a problem?
• What areas/systems are involved?
• Are there many students or a few involved?
• What kinds of problem behaviors are occurring?
• When are these behaviors most likely?
• What is the most effective use of our resources to address this problem?
IF...
FOCUS ON...
More than 40% of students receive one or more office referrals
More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals
Less than 10 students continue rate of referrals after receiving targeted group settings
Small number of students destabilizing overall functioning of school
Individual Student Systems
IF...
FOCUS ON...
More than 40% of students receive one or more office referrals
More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
IF...
FOCUS ON...
More than 40% of students receive one or more office referrals
More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups
Student Intervention Plans
UNIVERSAL
TARGETED
INTENSIVE
School wide PBIS
Check-in/Check-out Section 504 Plans and/or IEPs
Health Education Voluntary State Curriculum Behavioral contracting
Alternative programs
Character Education
Responsive counseling School mental health services Bullying Prevention
Expanded School Mental Health Initiatives and Interagency Partnerships
Lead
ersh
ip T
eam
Stu
dent
Ser
vice
s T
eam
Fam
ily
ES
MH
Wrap T
eam
Functions
Data
Reinforcers/Recognition
Funding
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship
REINFORCERS
Acknowledging SW Expectations:REINFORCERS “RATIONALE”
• Humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
How Do you “Redeem” Reinforcers?• Daily/Weekly/Monthly Drawings• Group Rewards• Purchase (Token Economy):
– School Store items– Prize Cart– Privileges
• Time on computers Bus Announcements• Lunch with … Answer Phone• Dances/Parties Computer time• Homework Pass• Dress Down Day (Faculty also)
Samples
• High Fives• Gotchas• Traveling Passport• Super Sub Slips, Bus
Bucks• Back/front of bus• Free homework coupon• Discount school store,
grab bag• Early dismissal/Late
arrival• First/last in Line• Video store coupon, free
fries
• Extra dessert • Class event• G.O.O.S.E• 1-Free Period• Massage• File stuffer• Coffee Coupon• Golden Plunger• Give Em’ a Hand• Kudos• Positive Office Referrals
What really mattersIs the positive socialacknowledgement & interaction!!
“GOLDEN PLUNGER”• Involve custodian• Procedure
– Custodian selects one classroom/ hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“1 FREE PERIOD”• Contributing to a safe,
caring, effective school environment
• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time
“G.O.O.S.E.”• “Get Out Of School Early”
– Or “arrive late”• Procedures
– Kids/staff nominate – Kids/staff reward, then pick
“DINGER”• Reminding staff to have
positive interaction
• Procedures– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
So, with all of this going on, how do we maintain energy,
dedication, forward movement for PBIS?
ASSESS:Where you Are
Where You have been
Where you want to go
CELEBRATE
• SUCCESS
–ODR’s
–SUSPENSIONS
–POSITIVES
–FAMILY INVOLVEMENT
PBIS Matrix for Home
• .
I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others
I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents
I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment
I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called
Family Teaching
Matrix
SETTING
At homeMorning Routine
HomeworkMeal
TimesIn Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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?
…punish?”
Why can’t we finish the last sentence as automatically as we do the others?
PBIS Philosophy
Reviewing Strive for Five
• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
Functions
Data
Reinforcers/Recognition
Funding
FUNDING
• PTA
• ADMINISTRATOR
• LOCAL VENDORS (School Night at Pizza Hut)– Follow up with letters/certificates of
appreciation
• Soup er Mondays
• Ask For Donations
No Magic Solutio
ns
Success
!!
Hard Work
Collaboration
DELEGATION
TEAM Work !!
School-Wide Positive Behavioral
Interventions & Supports (PBIS)
Keeping Up the Momentum
Milt McKennawww.pbismaryland.org
