Applying The PBIS Triangle
To The Classroom with PomPoms And Fanny Packs
Kaler Elementary, South Portland
Beth Bell, Behavior Strategist, SPSD
Debbie Chapman, Classroom Teacher, SPSD
Pat Red, University of Southern Maine
NEPBIS, November 21, 2014
James Otis Kaler Elementary
School of Exploration and Inquiry
School Statistics
O James Otis Kaler School Elementary School
of Inquiry and Exploration
O 63% students receive free and reduced
lunch, the lowest in the district
O Special education population 26%, one of
the highest in the system
O Ethnic diversity is 10% of the school
population, 12 different countries are
represented with eight different languages
School Statistics
O Kaler has experienced high teacher turnover, a
growing percentage of students who are
economically disadvantaged, or require special
education, or English language learning services.
O In 2013-14
O Over half of the students missed no more than 5
days of school and 12 students had perfect
attendance
O 93 students (almost 40%) missed 10 or more days of
school
O Of those 93, 15 students were significantly truant
with 18 or more absences
School Statistics
O 2013 it was ranked worse than 98.7% for
math and reading for Elementary schools in
the state of Maine
O 2014 Kaler is the recipient of a SIG grant
due to 38.5% of students meeting math
proficiency and 44.4% meeting reading
proficiency
Debbie’s Classroom 2013-14
O 1st grade classroom comprised of 17
students
O 2 English language learners
O 2 identified as requiring special education
services
O 13 (76%) free and reduced lunch
O 10 (59%) receiving Title 1 literacy
intervention support.
Debbie’s Classroom 2013-14
O During a 6 week period (9/24 to 11/6) students
demonstrated
O physical aggression at a rate of .11/wk, of which 50%
O
O
O
O
required an evacuation (classroom or student)
defiance occurred at a rate of .02/wk, one resulted in
a evacuation
disruption at a rate of .03/wk, 50% required an
evacuation
three other isolated incidents of lying, theft and
property damage were also logged
Overall 17 (rate of .07/wk) events resulted in an
evacuation
9/24-11/6
0.12
0.1
Rate per week
0.08
0.06
0.04
0.02
0
phy agg
defiance
disruption
evacuations
Debbie’s Classroom before
O The classroom had posted expectations
O Teacher used Responsive Classroom and
Second Step Social Skills
O The school counselor did a guidance lesson one
time per week.
O School social worker provided support for
Second Step Social Skills
O However, due to the rate of problem behaviors it
was clear that the classroom required extra
supports.
Interventions increased
O Sensory tools
O Sticker charts
O Preferential seating
O Rearranged classroom
O Incentives (tangibles)
O Group smiley face to earn group rewards daily
O Individual behavior charts
O School social worker and guidance counselor
increased to two days a week to teach Michelle
Garcia Winner Social Thinking Skills
Still Not Enough- The Request
for Assistance
3:51
Beth and Pat
O observe, 2 times
O Beth and Pat collaborate
O Debbie, Beth and Pat collaborate
O Debbie was open, ready and prepared to
make the needed changes
O Already highly skilled as a teacher
O Post observations
CONTINUUM OF
CLASSROOM
POSITIVE BEHAVIOR
SUPPORT
Debbie Chapman
Pre-PBIS classroom
Primary Prevention:
ClassroomFor All Students: 3-5 PSE,
Procedures/structure,
Acknowledgement system,
System to address minor
problem behavior,
Instructional strategies that
actively engage students in
instruction.
18%
18%
65%
Tertiary Prevention:
Specialized
individualized
interventions for
students not
responding to T1 & 2Individual functionbased plans
Secondary
Prevention:
Specialized group
Interventions for
students not
responding to T1Check in systems to
provide more
opportunity for
teacher attention and
positive feedback.
Evidence-based practices in
classroom management
1. Maximize structure in the classroom.
2. Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to
acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond
to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
Posted Expectations
Line-up Floor Markers
Whole Body Listening Clustering
Procedure Tents
2:21
Procedure Tents
Procedures for Academics
Attention Signal
Brain Rules
Debbie applied:
Rule #4 – Attention
Rule #5 - Repeat to
remember
Rule #10 – Vision trumps
all other senses
Pom-Poms
Tier Approach
2:37
“Will work for pom-poms!”
Video clip of classroom
15:00 but only show first 2:20
CONTINUUM OF
CLASSROOM
POSITIVE BEHAVIOR
SUPPORT
Debbie Chapman
Post-PBIS classroom
6%
29%
65%
Explanation
The students moved
General Findings
O The changes made a profound impact in overall
behavior.
O From November to June (27 weeks)
O student/classroom evacuations decreased to
five (rate of .005/wk –BL .07/wk)
O physical aggressions occurred at a rate of
.003/wk (BL- .11/wk), 5 resulted in evacuations
(22%)
O disruptions occurred at a rate of .008/wk (BL.03/wk)
O 2 isolated incidents of lying and theft (BL-3 in 6
wk)
0.12
0.1
rate per week
0.08
0.06
0.04
0.02
0
phy agg
defiance
disruption
9/24-11/6
11/7-6/16
evacuations
This year implementation
2:54
Sit-spots
Pom-pom video
2:12
Thank you!
Questions?
[email protected]