Positive Behavioral Interventions and Supports

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Positive Behavioral Interventions and Supports

• The Childrens Guild in Anne Arundel County
• Kelly Spanoghe, Ed.S
• Executive Director

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Demographics

• Student capacity 42
• Gender 35 males
• 
  3 females
• Ethnicity 23 Caucasian
• 
  13 African American 2 Bi-racial
• SES 50 free or reduced
• 
  lunch
• Handicapping 61 Emotional
• Condition Disturbance 39
  Multi- Handicapped

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Psychiatric Diagnosis

• 54 Oppositional Defiant Disorder
• 49 Attention Deficit Hyperactivity
  Disorder
• 31 Bipolar disorder
• 27 Post Traumatic Stress Disorder
• 18 Dysthymia
• 10 Aspergers disorder
• 3 Conduct Disorder

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Survey Results
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Survey Results
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Survey Results
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Survey Results
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PBIS Process

• Staff complete survey in June identifying systems
  in place, partial in place, and not in
  place
• PBIS team aggregates survey totals and graphs
  results
• Staff review data to determine goals for upcoming
  school year

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Behavioral Matrix

• The next step in the process is to identify the
  3-5 behavioral expectations and develop the
  behavioral matrix
• Respect Yourself
• Respect Others
• Respect Property

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Behavioral Matrix
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Designing the Gotcha

• The PBIS team met to decide the Gotcha symbol
  and implementation process
• Domino was determined for symbol
• Benchmarks were identified
• Staff volunteered for community networking
• Time schedule for implementation was developed

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Benefits

• 1.School Climate
• Results in an increase in
• the amount of positive
• feedback students receive
• Provides a reminder to
• staff to acknowledge student
• behaviors that exemplify the
• behavioral expectations
• Students feel valued thereby
• resulting in a positive
• school climate

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Benefits

• 2.Data Decision-making
• Staff participate in monthly data
• management review meetings
• Program decisions made based
• on data
• Staff identify problem areas
• for data collection
• PBIS team collects data and
• prepares for monthly
• meeting review
• Data management tools are
• introduced to review data

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Data Decision Making

• Professional development
• activities
• Student groupings
• Bus referrals
• Time on task
• Student attendance
• Staff attendance
• Crisis intervention trends
• Transitions
• Time of day
• Day of week
• Booster activities

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Benefits

• 3. Systems Orientation
• Survey enables staff to
• identify areas of strength
• and areas of focus
• Program focus centers
• around developing
• systems
• Staff and program are more
• effective when everyone
• knows how to implement
• systems

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Alignment

• FEDERAL MANDATES
• No Child Left Behind
• School Improvement Plan
• Adequate Yearly Progress
• Reading
• Math
• Attendance

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Alignment

• School Improvement Plan
• AYP performance targets
• Data collection/analysis/action plan
• Professional development
• Family/community involvement

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Alignment

• System of Support Improvement Components
• Data analysis and school improvement plan
• Standards aligned curriculum, instruction and
  classroom assessment
• Teacher and administrator enhancement
• Student, family and community support services

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Alignment

• Comar Regulations
• 13A.08.04 Student Behavior Interventions
• School personnel are encouraged to use an array
  of positive behavior interventions, strategies
  and supports to increase or decrease targeted
  student behaviors
• -Documentation of staff training methods and
  schedule

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Alignment

• Individualized Education Plans
• Increase in academic attainment, decrease in
  crisis intervention
• Development of a Functional Behavioral Assessment
  and Behavior Intervention Plan
• Social Emotional goals and objectives
  incorporating PBIS school-wide behavioral
  expectations

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PBIS Throughout the School Day

• Bus Domino
• Students receive dominoes for displaying
• appropriate behavior on the bus
• Morning Meeting
• Staff identify behavioral
• expectation from matrix for the
• days focus

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PBIS Throughout the Day

• Academics
• Awarding of dominoes for
• displaying behavioral
• expectations
• Transitions
• - Review behavioral
• expectations for hallways
• - Award dominoes

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PBIS Throughout the Day

• Therapy
• Implementation of behavioral
• expectations aligned with
• social/emotional goals
• Behavior Management
• Program
• - Daily progress report
• aligned with PBIS
• behavioral expectations
• Functional Behavioral
• Assessment/ Behavior
• Intervention Plan

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PBIS Throughout the Day

• Data Management
• Students graph number of dominoes
• received daily
• Students identify attainment of domino
• benchmarks

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Red Zone Students

• Brave Card Be Respectful And Value Everyone
• The Brave Card is a school-wide, check-in,
  check-out program for red zone students
• The goal of the Brave Card program is to catch
  students early who are acting out and provide
  them with more frequent feedback on their
  behavior to prevent future problem behavior.

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Brave Card Process

• Students are identified for the Brave Card who
  have an increase in disruptive behavior and who
  have problem behaviors across the day in
  different settings.
• Staff make a referral to the PBIS team. In
  collaboration with the classroom staff, the PBIS
  team determine whether the Brave Card is an
  appropriate intervention.
• If the student is identified as a viable
  candidate, the classroom team collects baseline
  data on the student for two weeks.
• Data is reviewed to determine the students
  success rate and eligibility for the Brave Card
  program.
• Once selected, the parent/guardian is notified
  and must sign a consent for the student to
  participate.
• At the end of every quarter the students data is
  reviewed to determine if he/she is ready to be
  faded off the program. It is important to fade
  the student off the program as they become more
  independent in managing their own behavior.

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Celebrations

• Students receive benchmarks at designated
• intervals
• Weekly drawing for students and staff
• Classroom celebrations
• Program celebrations

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Domino Day patience, teamwork and
coordination
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Soooooooooo creative. . .
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Dominos delivers, but we clean up !
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