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