applying the pbis triangle to the classroom with pom-poms ... pbis 2014 - red applyin… · to the...
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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 1st 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
0
0.02
0.04
0.06
0.08
0.1
0.12
phy agg defiance disruption evacuations
Ra
te p
er
we
ek
9/24-11/6
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
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
opportunity for
teacher attention and
positive feedback.
Tertiary Prevention:
Specialized
individualized
interventions for
students not
responding to T1 & 2-
Individual function-
based plans
65%
18%
18%
CONTINUUM OF
CLASSROOM
POSITIVE BEHAVIOR
SUPPORT
Debbie Chapman
Pre-PBIS classroom
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 applied:
Rule #4 – Attention
Rule #5 - Repeat to
remember
Rule #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
Explanation
The students moved
65%
29%
6%
CONTINUUM OF
CLASSROOM
POSITIVE BEHAVIOR
SUPPORT
Debbie Chapman
Post-PBIS classroom
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
0.02
0.04
0.06
0.08
0.1
0.12
phy agg defiance disruption evacuations
rate
pe
r w
ee
k
9/24-11/6 11/7-6/16
This year implementation
2:54
Sit-spots
