Shawnee Mission Middle Schools

Positive Behavior Supports: Our Journey to Tier Three

Molly O’Brien, Ralph Rulo, Sarah Saugier, Lea Ann Pasquale

• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas MultiKansas Multi--Tiered System of Support (MTSS)Tiered System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007 Draft

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectationsexplicitly taught and reinforced

• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention

design

80-90%

10-15%

1-5%

Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral

Grouping: Individual or small groupProgram: Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measurable outcomes

and office referrals

Focus: Students needing additional behavior support2-5 Office referrals or SIT referral

Grouping: Small group or individualProgram: Function-based interventions/supports

Daily check-in/check-outAssessment: Teacher/student ratings and office referrals

Focus: All students All settingsProgram: 3-5 defined, positively stated, and explicitly taught expectations

Continuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviors

Assessment: SWIS – Schoolwide Information SystemKANDIS – Kansas Discipline System

Social Competence

1-5%

10-15%

80-90%

What does PBS mean to us?

• “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?”

• John Herner, Counterpoint (1998, p.2)

Instead of

Tier One

Build Consensus and Consistency Among Staff:

• Establish Expectations• Major/Minor Behaviors • Create Building Matrix• Teach/Practice (Lesson Plans)• Revise Discipline Referral Form• Data Systems (Monitor, Evaluate, Modify)• Systems of Positive Recognition

Establish expectations & rules Hocker Grove

What does it look like at Westridge?

PAWs = Positives at Westridge

Safe

Respectful

Responsible

Eagle Excellence

Develop Lesson Plans & Teach

The SAFE way

Stay on the RIGHT

side of the hall

WALK

Tardy Song

2008-2009 Focus: Hallways

Hallway Bathroom Classroom Lunchroom

Safe Behavior Stay within 3 tiles if using locker

Hands and Feet to Yourself

Avoid Horseplay

Report problems to teacher or office

Avoid Horseplay ? Walking only Hands and Feet

to Yourself Clean Up or

Report spills to teachers

On Task Get It and Go Bathroom Business Only ?

Eat First Visit Second Stay seated

until excused

Act responsibly Walk on Right Side

Allow Time to Get To Class

Put trash where it belongs

Keep pens, pencils and markers to yourself

? Bring ID card to

lunch Follow

lunchroom expectations in planner

Respect self

and others

Listen to teachers

Listen to announcements

Leave it Better Than You Found It

No Put-downs Give Others

Privacy Leave it Better

Than You Found It ?

Listen to Teachers

Leave it Better Than You Found It

Modify Discipline referral process/forms

MAJOR/MINOR DefinitionsVIOLATION MINOR MAJOR

Inappropriate Language

Student uses word in conversation with peers

Student uses word toward an adult or peer in an angry manner

Physical Contact/Fighting

Horseplay causing a disruption Aggressive contact, possibly causing injury to one or both parties

Disrespect(hall or classroom)

Student engages in brief or low intensity failure to respond to an adult

Student refuses to follow directions, talks back, or is socially rude.

Non-compliance(hall or classroom)

Student does not return signature required documents (office use only)

Student skips a scheduled teacher detention.

Disruption(classroom)

Student disrupts the class again after given a verbal correction

Student disrupts class a third time.

Property Misuse Student engages in low intensity misuse of property

Student use school property in a way it is not intended to be used or that damages the property

Technology Student has personal technology out and/or on during school hours

Student engages in inappropriate use of technology

Tardy Student is not in the classroom at the bell

Student is tardy 3+ in a quarter to a single class

MAJOR VIOLATIONS

VIOLATION DEFINITION

Dress code violation Student wears clothing that does not comply with the dress code in the student handbook

Forgery/Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name on a document requiring a signature

Harassment/Bullying Student delivers disrespectful messages, verbal or non verbal, to another person that causes that person to feel threatened or uncomfortable

Lying/Cheating Student delivers a message that is not true and/or deliberately violates a rule. Copy or plagiarize another person’s work or to allow another person to plagiarize your work.

Out of Bounds Student is wandering the hallways outside of the usual path of their planner pass or without a planner.

Inappropriate PDA (Public Display of Affection)

Kissing, inappropriate touching, or suggestive dancing

Shawnee Mission Middle Schools

Westridge• Identified major/minor offenses• Revised office referral form

– Utilizing yellow folder to organize & transport referrals

• SWIS• Monthly PBS planning team

meetings– Committees formed to develop

lesson plans to teach Expectations and determine rewards

• Check-in/check-out• Set aside teaching time for

expectation lessons

Hocker Grove• Identified major/minor offenses• Reinforcement activities for

students exhibiting SOAR behaviors

– “Sub Slips”– Class system

• Weekly PBS planning team meetings

• Check-in/check-out• SWIS• Collaborating with the building

Student Intervention Team• Eagle Excellence• Survey staff to assess areas for

improvement or further training

Establish data-based decision-making system (SWIS)

How Decisions Are Made

Use data to decide on the following:• Behavioral expectations (classroom and non-

classroom settings)

• Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)

• Supervision procedures for non-classroom settings

PBIS teams CONSISTENTLY review the following data/graphs:

“The Big 5”

The average number of referrals:• Per day per month• By type of behavior• By location• By time of day• By student

Tier Two

• Continue with Tier One: teach, practice, monitor, evaluate, modify

• Classroom Management Strategies

• Focus on 15-20% of population

• Targeted Interventions: check-in/check-out, structured academic time, etc.

Check In/Out

• System to promote positive and constructive interactions between students who have shown a need for assistance

• Adult assists student with organization, problem solving, and time management

• One of many interventions

Our Results

School Wide Information System (SWIS):

• Suspension Rate

• Majors/Minors

• Disproportionality Data

2007-2008

2008-2009*

* 1st through 3rd quarter only

Proportional Relationship of Referrals to Students

1.7

0.9

1.3

1.7

0.6

0.20

0.5

1

1.5

2

Hocker Grove Westridge

Schools

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2006-07

2007-08

2008-09

All Students

Tier Three

Our Plans for this school year:

• Training related to function-based supports

• SIT Interventions

• Communication between PBS and SIT

• Partnership with Community-Based Supports

Moving Upstream:A Story of Prevention and

Intervention

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.