School-wide
Positive Behavior
Support
Middle School
Wayne RESA
2009-10
Chris McEvoy
[email protected]
Designing School-Wide Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Urban Applications
Warren, et al., 2003 – Kansas City
School-wide PBS
Tier One School-wide PBS
1.
2.
3.
4.
5.
6.
7.
Establish commitment
Form PBS Team
Identify & Teach Positive Behavior
Expectations
Institute Reward Systems
Create a continuum of consequences
Establish Data Systems
Data analysis – Implement Tier 2
Interventions
Establish Commitment
Behavior needs to be a high priority
Commit to 2-3 years process
All staff receive training & are
involved in the process
Administrator supports
School-wide PBS
All Staff PBS Self-Assessment
Survey
Self-Assessment Survey – Sample Questions
A small number (i.e., 3-5) of positive student behavior
expectations have been defined school-wide for all students
e.g., be respectful, responsible, and safe.
Current Status
25
20
15
10
5
0
In Place
Partially in Not in Place No Answer
Place
Self-Assessment Survey – Sample Questions
Data are collected and used (discipline summaries,
surveys) to guide decision making about school-wide
behavior interventions.
Current Status
25
20
15
10
5
0
In Place
Partially in Not in Place No Answer
Place
What does Administrative
support for SWPBS look like?




Make sure the PBS team functions
effectively – don’t try to do it all yourself
Make sure that new members are added
to the team over time – prevent burn out
Keep PBS a high priority – give it
sufficient planning time and resources
Be a spokesperson – use the language –
talk it up – give it time at staff meetings –
be enthusiastic
Form PBS Team
 PBS Team is representative of the school
 Grade levels – teachers
 Support staff
 Specials
 Special Education
 Administrator
 Others
 Schedule Meetings
 Implementation Checklist
 Program Design/Plan of Work
Teach Positive Behavior
Expectations
 Identify
core values/big ideas
 Respect
• Self, others, property
 Responsibility
 Safety
 Develop
behavior matrix
Matrix of Expectations
Middle School
Lincoln Park Middle School
Lincoln Park Middle School
Lincoln Park Middle School
Lincoln Park Middle School
Staff Notebook
Key Features of Instruction







Brief lessons - teach like academics
In classroom & non-classroom settings
Teach the words
Rationale
Positive Examples
Negative Examples
Practice - Video
Resources



Florida’s Positive Behavior Support Project
 http://flpbs.fmhi.usf.edu/expectations_rules.a
sp videos & PPTs
 http://flpbs.fmhi.usf.edu/teaching_lesson_pla
ns.asp
PBIS Maryland
 http://www.pbismaryland.org/schoolexample
s.htm
OSEP Technical Assistance Center on PBIS
 http://www.pbis.org/pastconferencepresentat
ions.htm
School-wide Reward Systems
4 to 1
ratio of positive attention
to corrections
Lincoln Park Middle School
Dragon Pride
_____________
Teacher
_____________
Date
_________________
Student
Dragon Pride
Dragon Pride
_____________
Teacher
_____________
Date
_________________
Student
Cards similar to the one above will be distributed to all staff members, along with a
badge/ID holder to carry them in. Currently all staff members are required by Board
policy to ID’s anyway.
Whenever a staff member witnesses a student properly engaged in the behaviors in
the Matrix, or otherwise doing some good deed worthy of recognition, they can issue
the student a “Dragon Pride” with both the student and teacher’s names and date.
The student can then drop the card in a bucket in the main office for a lottery style
drawing. The drawings will be held weekly for a smaller prize, and monthly for a
larger prize.
Tickets to Referrals
Template
http://www.pbismaryland.org/Presentations/APBSMarch2008/PBIS%20Data
%20Template.xls
Month
September
October
November
December
January
February
March
April
May
June
Total
# of Days Tickets Referrals
23
231
43
24
318
54
22
167
23
69
716
120
Tickets/Day Referrals/Day
10.0
1.9
13.3
2.3
7.6
1.0
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
6.0
1.7
Tickets/Referrals
5.4
5.9
7.3
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
3.4
Referrals/Day
Tickets/Day
2.5
14.0
12.0
10.0
8.0
6.0
4.0
2.0
0.0
2.0
1.5
1.0
0.5
Se
pt
em
O ber
ct
N ob
ov e r
e
D mb
ec er
em
Ja ber
nu
Fe ar
br y
ua
ry
M
ar
ch
Ap
ri l
M
ay
Ju
ne
M
ay
Ju
ne
Ap
ri l
Se
pt
em
be
r
O
ct
ob
er
N
ov
em
be
D
r
ec
em
be
r
Ja
nu
a
Fe ry
br
ua
ry
M
ar
ch
0.0
Ratio of Tickets:Referrals
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
September
November
January
March
May
School-wide Reward
Systems
drawings –
classroom/school-wide
 Redeemable coupons - School
Store
 Reward parties – for zero ODR
 Lottery
Patrick Henry Middle School
Students eligible for “Fun Hours” by month
(0 detentions and/or suspensions during the
previous month)
450
400
390
369
338
321
350
359
348
365
350
363
331
361
347
334
340
356
341
319
307
300
250
8th Grade
9th Grade
200
150
100
50
0
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
Year to Year (Total ODRs)
MEGA Fun Activities
Outdoor Picnic
Concert (Band, D.J.)
Dunk Tank
Open Swim
Open Gym
Outdoor Basketball Rims (possible 3 on 3
tournament)
Food Contests (PTO sponsored: pie eating,
etc.)
Student Council Field Games:
Softball Game
Tug of War
Water Balloon Toss
Sack Races
Etc.
Year to Year (Total ODRs)
Total ODR’s dropped from 602 during
May, 2007 to 347 ODR’s during May,
2008.
Result = a decrease of 255 ODR’s.
= a 43% reduction in in ODR’s.
Resources

Florida’s Positive Behavior Support
Project


http://flpbs.fmhi.usf.edu/rewards_ince
ntives.asp
New Jersey Positive Behavior Support
in Schools

http://www.njpbs.org/njpbsis_schools/i
ndex.htm
Create a Continuum of Consequences





Identify “Majors” & “Minors”
Create a consistent approach –
“get
on the same page” with other staff
Create predictability for students
Directly instruct students in consequences
Be neutral, firm, & consistent – reduce
“drama”
Franklin Middle School
Franklin Middle School
Marshall Middle School
Signature Card
Front
Back
Name ___________________________________
Cluster ________ HR Teacher _______________
This is your SIGNATURE CARD.
At any time there is a minor
disciplinary problem a teacher/adult will ask you for this SIGNATURE
CARD.
The card will be dated and signed by the teacher/adult who
witnessed the disciplinary problem. Should you earn a tenth signature on
your card, the teacher will take the card, staple it to a Referral Form and
give it to the assistant principal.
The tenth signature guarantees an
administrative detention.
Students are expected to carry this card with them at all times.
If a
teacher/adult asks for this SIGNATURE CARD and the student does not
have it, the student will receive an automatic before/after school
detention. If a student loses this card, she/he may get a new one from
his/her homeroom teacher and will automatically have 3 signatures filled
in for losing this card. The second time this card is lost, a student will
automatically be given an administrative detention.
Number
Date
Reason
Teacher Signature
1
2
3
Signature Card Discipline Infractions
A.
Horseplay
B.
Talking in class
C.
Throwing things in class or Commons
D.
Tardiness
E.
Unprepared for class (class materials)
F.
Out of seat
G.
Chewing Gum
H.
Safety violations
I.
Inappropriate language
J.
Unauthorized breaks (locker, restroom, fountain)
4
5
6
7
8
9
10
Teacher – Staple
signature card to
referral form
Students will be required to carry a card like the one above at all times during school hours.
Students at Lincoln Park Middle School are already required to carry planners and these cards will
be sized to fit conveniently in these planners.
Whenever a teacher witnesses a student engaging in a minor infraction of the student code of
conduct, they will ask for and sign a student’s “Signature Card” in the space provided using one of
the above codes. Major violations will still be dealt with by an immediate ODR.
When a student has 5 signatures, the teacher who has signed his card the most (or the most recent
if there is a tie) will call the parent to warn them that their student’s card is half full. When a student
receives 10 signatures, a 90 minute detention is issued by administration.
If a student does not have this card when asked by any staff member it is an automatic 30 min
before/after school detention. If a student loses their card, the student is issued another card with 3
signatures. If a student loses any more cards, they receive a 90 min detention from administration
for each lost card (after the first).
Parents & SWPBS


Encourage participation: volunteer, be part of school
team, fund raise, etc.
3 tier approach (Muscott, et.al., 2008)
1st Provide PBS information to all parents via brochures,
letters, open houses, etc. Request their support.
2nd Positive personal contact e.g., phone call; help
parents create a “home matrix”
3rd Intensive support – become part of a child’s team;
proactive and positive engagement; for resistant
parents, include staff that are skilled at interaction and
relationship-building skills.
Parent Brochure
Analyze Behavior Data by:

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





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

Total Office Discipline Referrals (ODRs) by month
Total Suspensions by month
Daily Average ODRs by month
Problem Behaviors Year to Date (YTD)
Location YTD
Time of Day YTD
Number of Referrals by Student YTD
Referrals by Grade YTD
Referrals by Staff YTD
Compare data year to year
Positive Behavior Indicator
Brownstown Middle School
Total ODRs by Month
22% reduction
Brownstown Middle School
Total Suspensions by Month
38% reduction
Problem Behavior
By Location
By Time of Day
Number of Incidents by
Number of Students
Referrals by Grade
Referrals by Staff
Data Analysis:



How are we doing overall? – Compare averages to our
own history.
What positives have been occurring?
What are the hot spots? Identify most frequent:
 Problem behaviors:
 Locations:
 Times:
 Students/Groups:
 Grades:
Data Analysis (cont.):



Are any changes to Tier 1 implementation
needed?
Are any changes to Tier 2 implementation
needed?
Who needs additional help?



Students?
Staff?
Parents?
Data Analysis (cont.):
How will assistance be provided to
those who need it?
 PBS Team met on what date(s) last
month?
 PBS Team will share data with staff
when & how?

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8
80
1
2
Number of Office Referrals
Data-Based Indicator – Tier 2
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Student
Tier Two
Risk Pathway
Tier Two
Targeted Interventions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Active Supervision/Modify Non-classroom
Procedures
Classroom Management Support for Teachers
Check In/Check Out
Targeted Behavior Instruction
School-based Mentors
Simple Behavior Plans – Simple FBA
Simple Home/School Plans
Newcomers Club
Academic Assistance
Alternatives to Suspension
More Information




Wayne RESA
 http://www.resa.net/curriculum/positivebehavior/
Michigan Department of Education
 MDE Policy on Positive Behavior Support, 2006
OSEP Technical Assistance Center on PBIS
 www.pbis.org
Association for Positive Behavior Support
 www.apbs.org
 http://www.pbis.org/pastconferencepresentations.htm