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 21, 2014
James Otis Kaler Elementary School of Exploration and Inquiry
School Statistics O James Otis Kaler School Elementary School of Inquiry and Exploration O 63% students receive free and reduced lunch, the lowest in the district O Special education population 26%, one of the highest in the system O Ethnic diversity is 10% of the school population, 12 different countries are represented with eight different languages
School Statistics 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
School Statistics O 2013 it was ranked worse than 98.7% for math and reading for Elementary schools in the state of Maine O 2014 Kaler is the recipient of a SIG grant due to 38.5% of students meeting math proficiency and 44.4% meeting reading proficiency
Debbie’s Classroom 2013 -14 O 1 st grade classroom comprised of 17 students 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.
Debbie’s Classroom 2013-14 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
9/24-11/6 1/6 0.12 0.1 0.08 Rate per week 0.06 0.04 0.02 0 phy agg defiance disruption evacuations
Debbie’s Classroom before 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.
Interventions increased 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 increased to two days a week to teach Michelle Garcia Winner Social Thinking Skills
Still Not Enough- The Request for Assistance 3:51
Beth and Pat O observe, 2 times O Beth and Pat collaborate O Debbie, Beth and Pat collaborate O Debbie was open, ready and prepared to make the needed changes O Already highly skilled as a teacher O Post observations
Tertiary Prevention: CONTINUUM OF Specialized CLASSROOM individualized POSITIVE BEHAVIOR 18% interventions for SUPPORT students not Debbie Chapman responding to T1 & 2- 18% Pre-PBIS classroom Individual function- based plans Primary Prevention: Classroom- Secondary For All Students: 3-5 PSE, Prevention: Procedures/structure, Specialized group Acknowledgement system, Interventions for System to address minor students not problem behavior, 65% responding to T1- Instructional strategies that Check in systems to actively engage students in provide more instruction. opportunity for teacher attention and positive feedback.
Evidence-based practices in classroom management 1. Maximize structure in the classroom. 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3. Actively engage students in observable ways. 4. Establish a continuum of strategies to acknowledge appropriate behavior. 5. Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
Posted Expectations
Line-up Floor Markers
Whole Body Listening Clustering
Procedure Tents 2:21
Procedure Tents
Procedures for Academics
Attention Signal
Brain Rules Debbie ie applie lied: d: Rule e #4 – Attention Rul ule e #5 - Repeat to remember Rule e #10 – Vision trumps all other senses
Pom-Poms
Tier Approach 2:37
“Will work for pom - poms!”
Video clip of classroom 15:00 but only show first 2:20
CONTINUUM OF CLASSROOM POSITIVE BEHAVIOR Explanation 6% SUPPORT The students moved Debbie Chapman 29% Post -PBIS classroom 65%
General Findings O The changes made a profound impact in overall behavior. 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)
0.12 0.1 0.08 rate per week 0.06 0.04 0.02 0 phy agg defiance disruption evacuations 9/24-11/6 11/7-6/16
This year implementation 2:54
Sit-spots
Pom-pom video 2:12
Thank you! Questions? pred@usm.maine.edu
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