BEHAVIOR REFERRALSMatoska International Elementary SchoolWhite Bear Lake Area Schools

Kathy Moore, Ph.D., NCSPSchool Psychologistkathy.moore@isd624.org

Matoska International Elementary School• White Bear Lake Area Schools• Choice school for WBL, bus from students from around

the district• Kindergarten through 5th grade• International Baccalaureate PYP school• Approx. 550 students• Growing school, have around 100 enrolling kindergartners

for fall 2013-2014• K. Moore has been PBIS coach for 5th year, 7 years at

Matoska. Principal has been there for same amount of time. Have not had significant change in leadership.

Matoska International Data System

• 2013-2014 will be our Year 5 for our PBIS program. We began as Cohort 5 in 2009-2010.

• As a team in Year 1, we defined our major/minor behaviors. We created a referral process for our out of class referrals.

• For 2 years, 2009-2010 and 2010-2011we used SWIS• In 2011-2012, started using Skyward for behavioral

referrals. WBL adapted our major/minor documentation sheet for in Skyward.

• Skyward data accessed by Viewpoint to receive graphs on time, location, and individual student referrals

Behavior Referral System• Identify who staff contact for major behavior/chronic

behaviors • Principal, school psychologist, behavior assistant

• Administrator/behavior support document out of class referrals• All use same out of class referral sheet

• Data entered into Skyward (WBL student information system), which can be accessed through Viewpoint (WBL data system that draws information from Skyward)

• Data needs to have Integrity & Fidelity. Our school staff go over our Referral Procedure as well as review our Minor/Major Behaviors.

Referral Sheets to Data• One central place to enter the referrals sheets

• School admin enters the referrals each week

• Weekly behavior team (school psychologist, principal, district behavior consult, social worker, community liasion)

• Data pulled once a week to review referrals• Student• Time• Location• Type of Behavior

• Shared document of student name, referral count, action steps, and person responsible

Major/Minor Behaviors• Pull referral data for a period of time and look at highest

area for minor behaviors• Ex. Highest is defiance/disrespect

• Staff in-services over the following topics:• How to de-escalate students/parents• How to communicate with families, students, classrooms about

students with social/emotional behavioral concerns• Teaching about coercive behaviors

Location• Pull the data by location

• Bus• Playground• Classroom• Common Area• Specialist

• Evaluate needs for the location• Ex. Bus PM referrals

• Altered bus routes• PM bus communities• Assigned seats• Adult supervision• Bus Meetings

Individual Students• Weekly data meetings to review top 10-15 students with

behavior team (family advocate, behavior consult, behavior assistant, principal, school psychologist)

• Created a shared document to track who is assigned to which student, action items identified, and plans are made

• Next week the action items are reviewed, as well as new out of class referrals

Individual Student• Ex. Student with highest number of referrals, created a

separate meeting with behavior consult• Defined skills deficit, identified skill needed to be taught, and

addressed how to monitor behavior• School psychologist met with teacher individually to go over the

plan for the intervention• Create a behavior plan with documentation

• Assigned Tier II or Tier III intervention• CICO• Mini FBA

Individual Student• Mini functional behavior assessment

• Define problem behavior• Identify antecedents to behaviors• Consequences to behaviors• Possible function of behavior (DO NOT USE CONTROL)• Skill replacement (realistic)• Make a plan

Individual Student• Making a plan doesn’t always have to intense/complicated

• Accommodation in or out of class• Physical movement break, snack, bus seat or desk change• Break pass• Check-in time with adult

• Communication with family and school• Daily/Weekly chart• Weekly phone call• Daily/Weekly Email

Improvements for 2013-2014• Better communication with teachers/families about of out

of class referrals for school and individual students• Include time out of class on out of class referral sheet• Better FBA plans for chronic students (Tier III)• Maintain other PBIS systems: teaching behavior

expectations, acknowledging behavior etc.• Teacher records of student behavior• Other ideas?

-Kathy Moore, 8/15/13kathy.moore@isd624.org