To The Classroom with Pom- Poms And Fanny Packs Kaler Elementary, - - PowerPoint PPT Presentation
Applying The PBIS Triangle To The Classroom with Pom- Poms And Fanny Packs Kaler Elementary, South Portland Beth Bell, Behavior Strategist, SPSD Debbie Chapman, Classroom Teacher, SPSD Pat Red, University of Southern Maine NEPBIS, November
Kaler Elementary, South Portland Beth Bell, Behavior Strategist, SPSD Debbie Chapman, Classroom Teacher, SPSD Pat Red, University of Southern Maine NEPBIS, November 21, 2014
O James Otis Kaler School Elementary School
O 63% students receive free and reduced
O Special education population 26%, one of
O Ethnic diversity is 10% of the school
O Kaler has experienced high teacher turnover, a
growing percentage of students who are economically disadvantaged, or require special education, or English language learning services.
O In 2013-14
O Over half of the students missed no more than 5
days of school and 12 students had perfect attendance
O 93 students (almost 40%) missed 10 or more days of
school
O Of those 93, 15 students were significantly truant
with 18 or more absences
O 2013 it was ranked worse than 98.7% for
O 2014 Kaler is the recipient of a SIG grant
O 1st grade classroom comprised of 17
O 2 English language learners O 2 identified as requiring special education
services
O 13 (76%) free and reduced lunch O 10 (59%) receiving Title 1 literacy
intervention support.
O During a 6 week period (9/24 to 11/6) students
demonstrated
O physical aggression at a rate of .11/wk, of which 50%
required an evacuation (classroom or student)
O defiance occurred at a rate of .02/wk, one resulted in
a evacuation
O disruption at a rate of .03/wk, 50% required an
evacuation
O three other isolated incidents of lying, theft and
property damage were also logged
O Overall 17 (rate of .07/wk) events resulted in an
evacuation
0.02 0.04 0.06 0.08 0.1 0.12
phy agg defiance disruption evacuations
Rate per week
9/24-11/6 1/6
O The classroom had posted expectations O Teacher used Responsive Classroom and
Second Step Social Skills
O The school counselor did a guidance lesson one
time per week.
O School social worker provided support for
Second Step Social Skills
O However, due to the rate of problem behaviors it
was clear that the classroom required extra supports.
O Sensory tools O Sticker charts O Preferential seating O Rearranged classroom O Incentives (tangibles) O Group smiley face to earn group rewards daily O Individual behavior charts O School social worker and guidance counselor
3:51
O observe, 2 times O Beth and Pat collaborate O Debbie, Beth and Pat collaborate O Debbie was open, ready and prepared to
O Already highly skilled as a teacher O Post observations
Primary Prevention: Classroom- For All Students: 3-5 PSE, Procedures/structure, Acknowledgement system, System to address minor problem behavior, Instructional strategies that actively engage students in instruction. Secondary Prevention: Specialized group Interventions for students not responding to T1- Check in systems to provide more
teacher attention and positive feedback. Tertiary Prevention: Specialized individualized interventions for students not responding to T1 & 2- Individual function- based plans
CONTINUUM OF CLASSROOM POSITIVE BEHAVIOR SUPPORT Debbie Chapman Pre-PBIS classroom
small number of positively stated expectations.
acknowledge appropriate behavior.
to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
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2:37
15:00 but only show first 2:20
Explanation The students moved
CONTINUUM OF CLASSROOM POSITIVE BEHAVIOR SUPPORT Debbie Chapman Post-PBIS classroom
O The changes made a profound impact in overall
O From November to June (27 weeks)
O student/classroom evacuations decreased to
five (rate of .005/wk –BL .07/wk)
O physical aggressions occurred at a rate of
.003/wk (BL- .11/wk), 5 resulted in evacuations (22%)
O disruptions occurred at a rate of .008/wk (BL-
.03/wk)
O 2 isolated incidents of lying and theft (BL-3 in 6
wk)
0.02 0.04 0.06 0.08 0.1 0.12
phy agg defiance disruption evacuations rate per week 9/24-11/6 11/7-6/16
2:54
2:12
pred@usm.maine.edu