I N N O V A T I V E T H I N K I N G I N A P R I V A T E D ......I N N O V A T I V E T H I N K I N G I N A P R I V A T E D A Y S C H O O L S E T T I N G R A I S I N G T H E B . A .

I N N O V A T I V E T H I N K I N G

I N A P R I V A T E

D A Y S C H O O L S E T T I N G

R A I S I N G T H E B . A . R .

INTRODUCTIONS

JENNIFER YOUNGER

PROGRAM MANAGER

LIZ ALLEN

EDUCATION SPECIALIST

• W h a t A r e S c h o o l - w i d e

P o s i t i v e B e h a v i o r

I n t e r v e n t i o n s A n d

S u p p o r t s

• B e n e f i t s O f S W - P B I S I n

A P r i v a t e D a y S e t t i n g

• C r e a t i n g S u p p o r t i v e

L e a r n i n g E n v i r o n m e n t s

• U s i n g T h e D a t a

• S u p p o r t i n g P o s i t i v e

O u t c o m e s t h r o u g h

C o m m u n i t y

C o l l a b o r a t i o n

O B J E C T I V E S

Rivermont Schools: A System Across the State

1

23

4

5

6

78

9

10

11

LEFT

PICTURE

We wanted our

students to

perform as well,

if not better, than

students with

similar

disabilities in

public schools

on the SOLs

0

10

20

30

40

50

60

70

80

90

English Reading Writing History Science Math

Rivermont School's SOL Pass Rates Virginia Students with ED SOL Pass Rates All Virginia Student's SOL Pass Rates

SOL Pass Rate by Content ComparisonSpring 2013

0

1000

2000

3000

4000

5000

6000

7000

1 2

Total Treatment Objectives,

6526Treatment Objectives Mastered

1204

Treatment Objective Mastery2012-2013

Holy cow…

it got our

attention…

Sign

125 Hours

46 Hours40 Hours

2,070 Hours

Secured Time Outs

Therapeutic Holds

Room Clears

Suspensions

Lost Instructional Hours by Serious Incident, 2012-2013

380

Number of

Lost Days of

Instruction

Decrease in

problem

behavior =

increase in

academic

time

Improving

social behavior

is central to

achieving

academic

gains

Should result

in greater

academic

success

What are

School-Wide

Positive

Behavior

Intervention

and Supports?

A systems approach for establishing the social climate and behavioral

supports needed for schools to be effective learning environments for ALL

students

SW-PBIS is not...

• A top-down

approach

• A quick fix for

behavior problems

• An off-the-shelf,

ready-to-use

program

•A team approach

•An investment of energy and time

•A way to build on existing

strengths

•An adaptable process

•Evidence-based

•Sustainable

SW-PBIS is…

How?

• Prevention

• Teaching of expected behavior

• Consistent recognition of positive behavior

• Continuum of consistent consequences for problem behavior

• On-going collection and use of data for decision-making

• Multi-tiered system of support

• Team decision making and implementation

Tier 1

Tier 2

Tier 3

PBIS Model: Four Main Components

Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague

jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu

Supporting Social

Competence &Academic

Achievement

PBIS Enables Schools To…

• Establish a small number of priorities

“do less, better”

• Consolidate/integrate whenever possible

“only do it once”

• Specify what is wanted & how you’ll know when you get there

“invest in a clear outcome and assess progress”

• Give priority to what works

“research‐based, evidence‐based”

• Evidence-based alternative to ineffective disciplinary methods

• Decisions about discipline linked to data on student behavior

Traditional Discipline vs. PBIS

Traditional Discipline:

• Focuses on the student’s problem behavior

• Goal is to stop undesirable behavior by the use of punishment

Positive Behavior Intervention & Support:

• Focuses on altering environments to promote and reward appropriate behavior

• Goal is to stop undesirable behavior by teaching replacement behavior or skill

Rivermont Schools’

Beginning Implementat ion

But……

we already

DO

positive behavior

support!

Staff

Development

Change in

Teacher/Staff

Practice

Change in

Student

Outcomes

Change in

Teacher/Staff

Beliefs

Building Competence,

Changing the Mindset

Common Vision

Common Goals

Common Language

Quality Instruction

Benchmark Testing

Clear, concise Instructions

Differentiated Instruction

Strategic Teaching

Reinforcement and

Recognition

Small Student/Staff Ratios

Evidenced-Based

Programs

Computer Based Learning

Individual

Accommodations

Career and Tech Ed

Professional Learning

Communities

Teacher/Counselor Teams

Points and Levels

PBIS Plans

B.A.R. Expectations

Active Supervision

Effective Classroom

Management

Staffing Ratios

Group and Individual

Therapy

Social Skills Instruction

Positive Relationships

Data Driven Decision

Making

Professional Development

Token Economy System

Mandt

Internal PBIS Coaches

Annual Action Planning

Teacher/Counselor Teams

Academic Systems Behavioral Systems

RIVERMONT SCHOOL – UNIVERSAL INTERVENTIONS

Effective for 80% - 90% of our population

Tier 1

Tier 2

Tier 3

BE THERE,

BE READY

ACCEPT

RESPONSIBILITY

RESPECT SELF,

OTHERS, AND

PROPERTY

OUR SCHOOL-WIDE EXPECTATIONS

Be There, Be Ready Accept Responsibility Respect Self and Others

Expectations for Conference Attendance

Be on Time• In the Morning• Returning from Breaks

Be There, Be Ready Accept Responsibility Respect Self and Others

Be Focused and Engaged• Participate in Discussions and Activities• Be an Active Listener• Be Present for the Entire Training

Use the 4 C’s to Guide Learning• Contribute• Collaboration• Creativity• Critical Thinking

Respect the Opinions of Others• No Idea is a Bad Idea• No Question is a Stupid Question

Be on Time• In the Morning• Returning from Breaks

Take Care of Your Personal Needs• Use the Restroom when Needed• Take Emergency Texts and Calls Outside• Eat when Hungry

Reduce Distractions for Others by:• Limit Side Conversations• Cell Phones on Silent• Use Electronics Responsibly

Matrix Expectations for Conference Attendance

PAWS-itive Behavior Acknowledgement System

Quality Indicator Data Points

• SOLS• Goal mastery• Points and Levels• Serious Behavior Incidents• Average length of stay• Transitions • Graduation rates • 1:1 usage/staffing ratios • Satisfaction Survey results• PBIS Team Implementation Checklists

Reading Writing Soc St Science Math

2012-13 % Tests Passed 11% 22% 11% 14% 1%

2013-14 % Tests Passed 21% 17% 20% 30% 7%

2014-15 % Tests Passed 10% 23% 15% 17% 4%

0%

5%

10%

15%

20%

25%

30%

35%

Rivermont Schools SOL Content Area Pass Rate

6%1%

6% 9%16%

11%

67%

0%

40%

4%11%

17%

29% 31%

0%0%

20%

40%

60%

80%

Reading Writing Soc St Science Math

School C SOL Content Pass Rates 2013-14-15

2012-13 % Tests Passed 2013-14 % Tests Passed 2014-2015 % Tests Passed 2014-15% VA ED Pass Rate

13-14 14-15 15-16

Total SI 28 14 33

% of SI per Census 72 34 67

28

14

33

72

34

67

0

10

20

30

40

50

60

70

80

School C SeriousIncident Totals

5%1%

13% 13%

4%

19%

38%

14%

5% 3%

16% 14%11%

19%

6%

0%

10%

20%

30%

40%

50%

Reading Writing Soc St Science Math

School A SOL Content Pass Rates 2013-14-15

2012-13 % Tests Passed 2013-14 % Tests Passed 2014-2015 % Tests Passed 2014-15% VA ED Pass Rate

159136

97

0

50

100

150

200

13-14 14-15 15-16

School A Serious Incident Totals

16% 14%

31%36%

4%

20%

7%

22%

43%

5%

0%

10%

20%

30%

40%

50%

Reading Writing Soc St Science Math

School B SOL Content Pass Rates 2013-14-15

2012-13 % Tests Passed 2013-14 % Tests Passed 2014-2015 % Tests Passed 2014-15% VA ED Pass Rate

300272

141

0

100

200

300

400

13-14 14-15 15-16

School B Serious Incident Totals

67%

44%

33%

26%

51%

63%

36%

64%

72%

68%67%

77%

87% 87% 88% 88%

94%

88%92%

87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

PER

CEN

TAG

E O

F P

OIN

TS E

AR

NED

SCHOOL WEEK

M Points and Level Data

Q15: Overall, I feel the PBIS initiative has had a positive impact on teacher/staff behavior.

Answered: 162 Skipped: 0

Q14: Overall, I feel the PBIS initiative has had a positive impact on student behavior.

Answered: 162 Skipped: 0

Positive Outcomes Enhanced by SW-PBIS

Community Collaboration

• Family Partnerships

• Public School Partnerships

• Community College Partnerships

• Community Stakeholders

Family Involvement

Far far away, behind the word

mountains, far from the countries

Vokalia and Consonantia, there live the

blind texts. Separated they live in

Bookmarksgrove right at the coast of

the Semantics, a large language ocean.

A small river named Duden flows by

their place and supplies it with the

necessary regelialia. It is a

paradisematic country.

Graduation, Credentials and Transitions 2014-2015

Gra

du

ates

Stan

dar

d

Mo

dif

ied

Stan

dar

d

IEP

dip

lom

a

Ce

rtif

icat

e

Sup

po

rted

Em

plo

ymen

t

Two

yea

r co

llege

Co

mp

etit

ive

Emp

loym

ent

Vo

cati

on

al

Reh

ab

DR

S

Oth

er

UN

K

Dro

p o

ut

Tran

siti

on

s

Pers

on

al F

inan

ce &

Ec

on

om

ics

Cre

den

tial

s

Totals 43 17 13 12 1 2 13 7 1 3 4 7 14 67 41 22

• Our Graduation Rate was 69% if you count Standard, Modified diplomas. • National average for students with disabilities is 62%. (2012-2013)• Our Drop out rate was 25%. • National average for students with disabilities is 25%.

Identified Critical Service Need Gap

Community Career and Technical Education Partnerships

Community Colleges• Central Virginia

• Virginia Western

• Dabney S. Lancaster

• Germanna

• Southside

• John Tyler

Vocational Training• Workforce Development Center

• Versability

• New Horizons

Supported Work Experiences

• Non-paid

• Paid

> 80% of students can tell you what is expected

of them and give behavioral examples

because they have been taught, actively

supervised, practiced, and acknowledged

Positive adult-to-

student interactions

far exceed negative

Function based

behavior support

is the foundation

for addressing

problem behavior

Data based

action planning

and

implementation

are operating

A full continuum of behavior support is available to ALL students

Or, maybe it will look like this….

There is no final destination on your improvement journey.