Presentation on theme: "I MPLEMENTING PBIS IN A P UBLIC S CHOOL P ROGRAM FOR S TUDENTS W ITH D ISABILITIES Lauren Flanagan, Todd Smith, & Craig Whedon."— Presentation transcript:
I MPLEMENTING PBIS IN A P UBLIC S CHOOL P ROGRAM FOR S TUDENTS W ITH D ISABILITIES Lauren Flanagan, Todd Smith, & Craig Whedon
W E ’ RE H AVING AN A DOPTION ! WE’VE GOT A BABY! Name: PBIS Place of Birth: Oregon, USA Training for Adoptive Parents: June 3-5, 2013 Date of Delivery to Adoptive Parents: August 5, 2013
O UR A DOPTION T EAM
S OME I MPORTANT C HARACTERISTICS OF O UR A DOPTIVE F AMILY Strong relational connection among our team A common belief that positive behavior can be learned / taught Committed / Dedicated Enthusiastic Hard Working Comfortable with collaboration Supportive and positive
F AMILY P REPARATION Mainstay Academy’s PBIS Core Values Safety, Respectfulness, and Responsibility Mainstay Academy PBIS Mission: It is our mission to work as a community to create a safe, positive and therapeutic school environment where students and staff members are taught and acknowledged for appropriate behavior. It is also our mission to facilitate positive behavior change, academic growth and emotional growth in our students and faculty.
T HE I MPLEMENTATION P LAN : B ABY PBIS’ D EVELOPMENTAL M ILESTONES 1. PBIS Team 2. Data Entry and Analysis 3. Clear School-Wide Expectations and Rules 4. Teaching Behaviors 5. Recognition & Rewards System 6. Effective Discipline Process 7. Faculty Commitment 8. Implementation / Action Plan 9. Classroom Behavior Supports 10. Evaluations and Assessments
T HE E XTENDED F AMILY PRESENTED OUR BIGGEST CHALLENGE Faculty and staff acceptance and commitment to PBIS Our enthusiasm had to be contagious Adoption had to be easy, fun and rewarding Baby PBIS had to look like part of the family
A N A DOPTION C ELEBRATION !
A DOPTION C ELEBRATION -S HOWER G AMES PBIS Walk – “Walk This Way!” PBIS Scramble Umbrella Activity
T HE PBIS “U MBRELLA ”
B EHAVIOR BEYOND PBIS Flow chart Definitions of Behaviors Student Achievement Model Mind Set Crisis Communication / four step counseling Regular, Structured Treatment Team Meetings Life Space Crisis Intervention Check in and Check out Functional Behavior Assessment Positive Behavior Intervention Planning
B EHAVIOR F LOW C HART Does the behavior require out of classroom management? If the answer is No… Use classroom Management Tools Teach Replacement Skill (SAM) Manage Student Resistance (SAM) Communicate Consequence/Practice Replacement Skill Check for Understanding Complete Form (Minor – Classroom Managed) Document Behavior in LiveSchool and S.W.I.S.
B EHAVIOR F LOW C HART Does the behavior require out of classroom management? If the answer is YES… Radio for assistance (Behavior Interventionist, Social Worker, Administrator,) Referring staff to complete Crisis Intervention Document (Major) and give to the above person Assess the Situation (Supervision, first aid, relief of staff, etc. DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION?
B EHAVIOR F LOW C HART DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION? If the answer is NO… Continue to Manage Student Resistance (SAM, LSCI, Intensive Intervention) Complete intervention steps Identify behavior Communicate consequence and practice through intensive feedback to student Check for understanding Practice apologies Develop Behavior Contract – if needed Coach apology Return to class and complete documentation
B EHAVIOR F LOW C HART DOES THE BEHAVIOR REQUIRE ADMINISTRATIVE DECISION? YES (O.S.S., Juvenile Complaint, Crisis Mental Health) Radio / Call for Administrator Continue to Manage Student Resistance (SAM, LSCI, Intensive Intervention) Complete intervention steps Identify behavior Communicate consequence and practice through intensive feedback to student Check for understanding Practice apologies Develop Behavior Contract – if needed Coach apology Return to class and complete documentation
D ATA E NTRY & A NALYSIS Data collection Referral forms entered into SWIS for both Minor and Major behaviors We emphasize the importance of having “clean” data that tells the story of our students Staff regularly review behavior definitions, and the correct process of office discipline referrals (Intensive Interventions) Data analysis The PBIS team meet 2 times a month to review data The data is shared with our faculty and staff through SWIS Big 7 report
T HE STORY THE DATA TELLS We use the School Wide Information System to input our data for students that have office discipline referrals. With this system, we can review data by time, location, problem behavior, grade level, day of week, student, and per day per month. After the data is reviewed by the PPBIS team, then interventions are put into place for problem areas, times, locations, etc.
T HE STORY THE DATA TELLS
E XPECTATIONS & R ULES : O UR M AINSTAY M ATRIX ExpectationsClassroomBusCafeteriaGymRestroomHallway Be Safe Walk. Maintain personal space. Remain in designated area. Use materials/equipment appropriately. Keep hands and feet and objects to self and inside the bus. Voice tone level (0-1) Remain in designated seat. Walk. Maintain personal space. Remain in designated area. Maintain personal boundaries. Wear appropriate clothes and footwear for the activity. Enter only when unoccupied – one person at a time. Report problems, vandalism, etc. Walk. Maintain personal space. Be Respectful Get teacher’s attention appropriately. Listen Politely to others. Use appropriate language, comments and voice level (0-2.) Show courtesy to peers, drivers and monitors. Have appropriate conversation. Follow directions. Use a low voice level (0-2) Use appropriate language and comments. Be positive, supportive and courteous. Demonstrate good sportsmanship. Keep the facilities clean & undamaged. Knock first & respect the privacy of others. Use a low Voice Level ( 0 – 2) Use appropriate language and comments Look with your eyes only. Be Responsible Follow all rules/directions. Be prepared. Actively participate in class. Complete all assignments. Accept changes and delays. Get on and off the bus carefully. Go directly to your destination. Use polite table manners. Follow staff directions. Keep eating area clean. Get all necessary items as you go through the line. Resolve conflicts appropriately. Use equipment appropriately. Use the toilet / urinal appropriately. Flush. Wash hands. Throw trash in trash can. Go directly to your destination.
M AINSTAY M OOLA
R EWARDS & R ECOGNITION FOR S TUDENTS Mainstay Moola Store – Open Every Friday and run by student representatives Student Drawings Mp3 player drawn every 9 weeks, Basketball Order lunch out Special Events, Recognitions, and Privileges Friday Clap Out Red Handed Awards Ice Cream Social Student vs. Staff Kick Ball Game Special Field Trips
R EWARDS & R ECOGNITION FOR S TUDENTS Student Drawings Friday Clap Out
R EWARDS & R ECOGNITION FOR S TUDENTS Staff vs. Student Kickball Game Mainstay Moola Store
R EWARDS & R ECOGNITION FOR S TAFF Our team members went out into the community over the summer to ask for donations for our staff rewards that included: Gift Certificates to Local Restaurants Movie Theater Tickets Games Braves Tickets And More….
R EWARDS & R ECOGNITION FOR S TAFF Staff Drawings PBIS Staff Members of The Month
E XPANDING L ESSON P LANNING BEYOND THE TEAM Lesson Plan Challenge Each Homeroom Class was given the task of taking an area on our Matrix and creating a lesson plan to show how to Be Safe, Respectful, and Responsible in that location. The homerooms then presented the lesson to the student body and were judged based on a rubric that was given out prior to the challenge. The winning homeroom was treated to a special lunch and a sign over the door until the next challenge was announced. This promoted learning across the grade levels and further teaching of the expectations.
E VALUATION : B ABY PBIS’ W ELLNESS C HECK - UPS