Positive Behavior Intervention Support (PBIS)

Positive Behavior Intervention

Support(PBIS)

VCUSDAugust 16, 2012

Vallejo City Unified School District Mission, Vision, Values and Goals

VisionOur Vision is for our diverse learners to be empowered, prepared and equipped with

academic and life skills needed to be productive citizens, who can positively contribute to society.

MissionBecause safety is critical for each campus; we will

enforce high adult visibility and respond to student matters in a timely matter.

Vallejo City Unified School District Mission, Vision, Values and Goals

Value

Educational Effectiveness GoalsSchool Climate and Culture

• Achievement gap eliminated

• Dropout rate significantly decreased

• Reduce referrals, suspensions and expulsions

What is our data telling us?Why is looking at it important?

Referral Data

OVERALL ASIAN PACIFIC ISLANDER

FILIPINO LATINO AFRICAN AMERICAN

WHITE ELL SWD0

10000

20000

30000

40000

50000

60000

70000

80000

Change in Referrals 2012

Data Reflection Example• Where do you see movement toward the District

and site goals?• The total number of referrals has decreased for all students and

our largest subgoups.

• Where is improvement needed?• Over 35,000 referrals

• Disproportionality • Write a statement that identifies one of the

problem areas that you see?• African American students are suspended at a rate that is twice

their representation in the total student population

Data Reflection Activity

All 11-120

100

200

300

400

500

600

700

Referrals - Elementary

AA Asian EL Filip Latino Pac Isd SWD White 0

50

100

150

200

250

300

350

400

450

Referrals - Elementary by subgroups

All 11-120

2000

4000

6000

8000

10000

12000

14000

Referrals - Secondary

AA Asian EL Filip Latino Pac Isd SWD White 0

1000

2000

3000

4000

5000

6000

7000

8000

Referrals - Secondary by subgroups

All 10-11 All 11-120

20

40

60

80

100

120

140

160

180

200

Suspension - Elementary

AA Asian EL Filip Latino Pac Isd SWD White 0

20

40

60

80

100

120

140

Suspensions - Elementary by Subgroups

All 10-11 All 11-120

500

1000

1500

2000

2500

Suspensions - Secondary

AA Asian EL Filip Latino Pac Isd SWD White 0

100

200

300

400

500

600

Suspensions - Secondary by Subgroups

All AA Am Ind Asian Latino White0

2

4

6

8

10

12

14

16

18

Expulsions

Data Reflection• Where do you see movement toward the

District and site goals?

• Where is improvement needed?

• Write a statement that identifies one of the problem areas that you see?

Data Reflection• Write a statement that identifies one of the problem

areas that you see?• Referrals and suspensions are not decreasing at our

school• Referrals and suspensions are decreasing at our

school but we are not meeting our targets• We are meeting our targets for students overall but

our African American students are still over represented for referrals and suspensions at roughly twice the enrollment

• There is still variance in data among sites. When our system is working well there will be little variability among sites.

Strategic Action

Positive Behavior Intervention and

Support fully implemented at all schools

Three-tiered Model of Behavioral and Academic Support Systems

Best Behavior (Sprague & Golly, 2004) [email protected] 20

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Targeted and Indicated Interventions• Individual Students• Frequent assessments• Individualized supports• Evidence-based practices

Targeted and Indicated Interventions• Few Students• Functional Assessment-based• Individualized supports• Evidence-based practices

Selected Interventions• Some students (at-risk)• Group and individual supports• Default strategies• Frequent Assessments• Evidence-based practices

Selected Interventions• Some students (at-risk)• Group and individual supports• Default strategies• Frequent Assessments• Evidence-based practices

Universal Interventions• All students, all subjects• Preventive• Frequent Assessments• Evidence-based practices

Universal Interventions• All settings, all students• Prevention focus• Frequent Assessments• Evidence-based practices

Behavioral Support SystemsAcademic Support Systems

Vallejo City Unified School DistrictProgressive Discipline Plan

Key idea

PROGRESSIVE

Action 1: Setting School Wide Behavior Expectations

How does it look?• Behavior expectations have been defined for

all classrooms and common areas

• Specific student behavior expectations will be posted in all classrooms and common areas

Common Area Be Safe Be Respectful Be ResponsibleAll common areas Walk facing forward.

Keep hands, feet and objects to self. Get adult help for accidents and

spills. Use all equipment and materials

appropriately.

Use kind words and actions. Wait for your turn. Clean up after self. Follow adult directions.

Follow school rules. Remind others to follow school

rules. Take proper care of all personal

belongings and school equipment.

Be honest

Cafeteria Keep all food to self. Sit with feet on floor, bottom on

bench and facing table.

Allow anyone to sit next to you. Use quiet voices.

Raise hand and wait to be excused.

Get all utensils, mild, etc., when first going through the line.

Playground/Recess Walk to and from the playground. Stay within boundaries. Be aware of activities/games around

you. No play fighting. What is on the ground stays on the

ground.

Play fairly. Include everyone.

Use hall/bathroom pass for leaving the area.

Elementary School Rules and Behavioral Expectations

Action 2: Teaching Behavior Expectations

How does it look?• Lesson plans for all student behavior

expectations

• A 2012-2013 schedule has been developed and will be implemented for the teaching and reteaching of all behaviors

Behavior Expectations Lesson Schedule Week 1 (Sept 5) Basic Behavior

Expectations, Classroom, Playground, Bus, Library, Zero Tolerance, and Substitute Teacher

Week 2 (Sept 11)Repeat of Week 1Week 3 (Sept 18) Repeat of Weeks 1 & 2Week 4 (Sept 25) All Common AreasWeek 5 (Oct 2) CafeteriaWeek 6 (Oct 9) No lessons due because of 3-day weekWeek 7 (Oct 16) PlaygroundWeek 8 (Oct 23) Passing AreasWeek 9 (Oct 30) BathroomsWeek 10 (Nov 6) No lessons due

because of 3-day weekWeek 11 (Nov 13) Arrival and DismissalWeek 12 (Nov 20) No Lesson Due to

Action 3: Using Positive Behavior Reinforcement

How does it look?• A school wide positive behavior

reinforcement system has been developed• The --- School system includes….• Site administrators will have the following

responsibilities: …• Teachers will have the following

responsibilities: …

Action 4: Office Referral Procedures

How does it look?• The _____ School Office referral form will be

in use for all referrals• The following procedures should be used

when referring students to the office: …• If these procedures are not followed these

actions will occur: ….

Action 5: Systematic Supervision of Common Areas

How does it look?• Training for systematic supervision• Our plan for 2012-2013 includes:

– A focus on the “7 Features of Active Supervision”– Specific direction of locations of adults for

supervision

Supervision Planning Activity• Draw a map of your school’s playground (or other common

area if applicable)

• Identify problem areas on that map

• Draw out planned and purposeful movement patterns

• Outline the reinforcement and correction strategies to be used

• Discuss how you will train and support supervisors

Systematic Supervision of Common Areas 32

Video

• Systematic Supervision Middle School• Module 3- Being Positive 6:40 minutes

Being Positive

Teacher Actions

• Build relationships with S

• Reinforce and model positive behavior

• 4 to 1 Rule• Actively look for

positive behavior

Impact on Students• Appreciate it when teachers

refer to them by name• Are impacted by positive

and negative teacher attitude in the classroom

• Feel more cared about when teachers are positive

• Notice the shift in school culture

Action 6: Classroom Management System

How does it look?• Teaching and reteaching of classroom rules

– “If students are not doing what you want, teach them!”

• Use of positive reinforcement– “Pay attention to the behavior you want!”

Video

• Managing Middle School Classrooms- Behavior Expectations

• Module 2: Identify 2:42 minutes

www.irised.com• Systematic Supervision for

HS, MS, or ES and “Play by the Rules” ES student tape…

Systematic Supervision of Common Areas 37

It is critical not to view Best Behavior as a set of “tricks”

but rather as an integrated, sustainable system of supports for students,

yourself, and your colleagues.

-Jeffrey Sprague, 2005