pbis at stemmers run middle school
DESCRIPTION
PBIS at Stemmers Run Middle School. Presented by Mr. Brian Muffoletto, Social Studies Mr. John Huber, Social Studies Ms. Jacqui Douglass, Language Arts Ms. Deborah Hall, Special Education. School Demographics. Working class community Average enrollment: 850 students - PowerPoint PPT PresentationTRANSCRIPT
PBIS at Stemmers Run PBIS at Stemmers Run Middle SchoolMiddle School
Presented by Presented by Mr. Brian Muffoletto, Social Studies Mr. Brian Muffoletto, Social Studies
Mr. John Huber, Social StudiesMr. John Huber, Social StudiesMs. Jacqui Douglass, Language ArtsMs. Jacqui Douglass, Language ArtsMs. Deborah Hall, Special EducationMs. Deborah Hall, Special Education
School DemographicsSchool Demographics• Working class communityWorking class community• Average enrollment: 850 studentsAverage enrollment: 850 students• Predominantly Caucasian; with Predominantly Caucasian; with
increasing numbers of African increasing numbers of African American and Hispanic studentsAmerican and Hispanic students
• Student mobility: An average of 13% Student mobility: An average of 13% new entrants and 17% withdrawals new entrants and 17% withdrawals each yeareach year
Reasons for Positive Behavior Reasons for Positive Behavior Intervention ProgramIntervention Program• High numbers of office referralsHigh numbers of office referrals• Frequent instances of disrespect and Frequent instances of disrespect and
disruption disruption • Teachers lacked knowledge of how to Teachers lacked knowledge of how to
deal with challenging studentsdeal with challenging students• Need for school to focus on providing Need for school to focus on providing
a safe and orderly environment for a safe and orderly environment for all studentsall students
Overview of ProgramOverview of Program
PBIS
Character Education Direct Instruction Incentives
Topics Covered in Topics Covered in PresentationPresentation• Professional DevelopmentProfessional Development• Character EducationCharacter Education• SWIS DataSWIS Data• Targeting Red and Orange (Yellow) Zone Targeting Red and Orange (Yellow) Zone
KidsKids• Positive ReinforcementPositive Reinforcement• Incentives Incentives • ResultsResults
Professional DevelopmentProfessional DevelopmentOverarching Theme: Building a Culture of Overarching Theme: Building a Culture of
Positive Behavior in Our SchoolPositive Behavior in Our School• PBIS philosophyPBIS philosophy• School-wide data presented (establish School-wide data presented (establish
rationale)rationale)• Linking PBIS with other school-wide initiativesLinking PBIS with other school-wide initiatives• Setting school-wide goal to reduce number of Setting school-wide goal to reduce number of
office referralsoffice referrals• Establishing the need for teachers to teach Establishing the need for teachers to teach
appropriate behaviorappropriate behavior
Professional DevelopmentProfessional Development• Use of “high five” tickets and stampsUse of “high five” tickets and stamps• Using code of conduct charts and Using code of conduct charts and
matricesmatrices• Using the language of the code of Using the language of the code of
conduct when communicating with conduct when communicating with students and parentsstudents and parents
• Teaching strategies to address student Teaching strategies to address student behavior (tool box)behavior (tool box)
• Teachers and teams created plans for Teachers and teams created plans for dealing with students exhibiting negative dealing with students exhibiting negative behaviorsbehaviors
Professional DevelopmentProfessional DevelopmentHelped teachers understand PBIS, the Helped teachers understand PBIS, the
school-wide plan, the need to school-wide plan, the need to establish a PBIS committee, and establish a PBIS committee, and created buy-in among the staffcreated buy-in among the staff
Character EducationCharacter Education• Monthly 45-minute sessions based on Monthly 45-minute sessions based on
needs identified through SWIS dataneeds identified through SWIS data• Pre-planned lessons distributed to Pre-planned lessons distributed to
teachersteachers• Students participate in large and small Students participate in large and small
group sessions group sessions • Teachers model and teach appropriate Teachers model and teach appropriate
behavior as needed within the behavior as needed within the classroomclassroom
SWIS DataSWIS Data• Specialized system to monitor Specialized system to monitor
student behavior through the use of student behavior through the use of office referralsoffice referrals
• SWIS breaks down data by time of SWIS breaks down data by time of day, reason for behavior, location, day, reason for behavior, location, student names, grade level, etc.student names, grade level, etc.
• SWIS data is used to guide planning SWIS data is used to guide planning for character education lessons or if for character education lessons or if the school chooses to focus on a the school chooses to focus on a specific behaviorspecific behavior
SWIS DataSWIS Data• SWIS data is reviewed frequently by SWIS data is reviewed frequently by
the PBIS committeethe PBIS committee• SWIS data drives behavioral decisions SWIS data drives behavioral decisions
put in place to curb negative behaviorput in place to curb negative behavior• SWIS data is presented to faculty at SWIS data is presented to faculty at
monthly faculty meetings for analysis monthly faculty meetings for analysis and interventionand intervention
Targeting Red and Orange Targeting Red and Orange (Yellow) Zone Kids(Yellow) Zone Kids• Students with high numbers of office referrals Students with high numbers of office referrals
(according to SWIS data) are pulled out of (according to SWIS data) are pulled out of large group sessions for character educationlarge group sessions for character education
• Red and orange zone students are given Red and orange zone students are given passes to work in small groups with passes to work in small groups with administrators, the SRO, librarian, guidance administrators, the SRO, librarian, guidance counselors, and mentors for character counselors, and mentors for character educationeducation
• The small group sessions allow a mentoring The small group sessions allow a mentoring relationship to form and more opportunity for relationship to form and more opportunity for problems to be addressedproblems to be addressed
Targeting Red and Orange Targeting Red and Orange (Yellow) Zone Kids(Yellow) Zone Kids• At the beginning of the school year, At the beginning of the school year,
teams are given a listing of the teams are given a listing of the previous year’s red and orange zone previous year’s red and orange zone students students
• Each red and orange zone student is Each red and orange zone student is assigned a mentor teacher who is assigned a mentor teacher who is responsible for checking in with that responsible for checking in with that student and building a relationship student and building a relationship from the first day of schoolfrom the first day of school
Positive ReinforcementPositive Reinforcement• Code of conduct and behavior matrices Code of conduct and behavior matrices
posted throughout the buildingposted throughout the building• Students recite the code of conduct after the Students recite the code of conduct after the
pledge during school-wide morning pledge during school-wide morning announcements over the PA systemannouncements over the PA system
• Stamps to reinforce good classroom Stamps to reinforce good classroom behaviorbehavior
• IOU tickets given to reinforce good hallway IOU tickets given to reinforce good hallway and common area behaviorand common area behavior
• Reinforcing the code of conduct and Reinforcing the code of conduct and character education in daily lessons and by character education in daily lessons and by using the language of the code of conduct using the language of the code of conduct when talking to studentswhen talking to students
• High interest incentivesHigh interest incentives
IncentivesIncentives• Student IncentivesStudent Incentives• Teacher IncentivesTeacher Incentives
– Teacher to Teacher (Given from teacher Teacher to Teacher (Given from teacher to teacher as a teacher implements PBIS to teacher as a teacher implements PBIS philosophy)philosophy)
– Student to Teacher (Tickets given to Student to Teacher (Tickets given to teachers who exemplify the values of teachers who exemplify the values of the code of conduct) the code of conduct)
– By Number of Tickets Distributed (Given By Number of Tickets Distributed (Given monthly to teacher who gave the most monthly to teacher who gave the most incentive tickets to students)incentive tickets to students)
Student IncentivesStudent Incentives• September: Ice Cream SocialSeptember: Ice Cream Social• October: School-wide Sports DayOctober: School-wide Sports Day• November: Turkey DanceNovember: Turkey Dance• December: Basketball Game (students v. December: Basketball Game (students v.
faculty)faculty)• January: Snowballs/Cotton Candy/PopcornJanuary: Snowballs/Cotton Candy/Popcorn• March: MSA Mega BlastMarch: MSA Mega Blast• April: School-wide Sports DayApril: School-wide Sports Day• May: End of Year Swim TripsMay: End of Year Swim Trips
Teacher IncentivesTeacher Incentives• Teacher to Teacher: Golden Apple Teacher to Teacher: Golden Apple
AwardAward• Student to Teacher: Gift CertificatesStudent to Teacher: Gift Certificates• By Number of Tickets: Special PBIS By Number of Tickets: Special PBIS
Parking Space In Front of Building Parking Space In Front of Building
Intangible ResultsIntangible Results• Sense of connectedness among facultySense of connectedness among faculty• Increased sense of safety in the buildingIncreased sense of safety in the building• Clearer understanding of expectations Clearer understanding of expectations
for addressing student behavior in classfor addressing student behavior in class• Less time processing referrals (for Less time processing referrals (for
teachers and administrators)teachers and administrators)• More instructional timeMore instructional time• Increased PTA/parental involvement in Increased PTA/parental involvement in
processprocess
ResultsResultsSchool-wide Referral DataSchool-wide Referral Data
2003-20042003-2004 2004-20052004-2005 2005-20062005-200627532753 32573257 24362436
Downward Behavioral Downward Behavioral TrendsTrends
2003-2003-20042004
2004-2004-20052005
2005-2005-20062006
Abusive Abusive LanguageLanguage
177177 160160 9595
TruancyTruancy 426426 463463 242242DisrespecDisrespec
tt465465 585585 457457
FightingFighting 475475 447447 311311DisruptionDisruption 631631 680680 572572
Closing Remarks/QuestionsClosing Remarks/Questions
Thank you for attending our Thank you for attending our workshop!workshop!