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

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 Development

Overarching 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 Linking PBIS with other school-wide initiativesinitiatives

• Setting school-wide goal to reduce number Setting school-wide goal to reduce number of office referralsof office 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 dealing with students exhibiting negative behaviorsnegative behaviors

Professional DevelopmentProfessional Development

Helped 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 SWIS data drives behavioral decisions put in place to curb decisions put in place to curb negative behaviornegative 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 Students with high numbers of office

referrals (according to SWIS data) are referrals (according to SWIS data) are pulled out of large group sessions for pulled out of large group sessions for character educationcharacter 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 relationship to form and more opportunity for problems to be addressedfor problems 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 Students recite the code of conduct after

the pledge during school-wide morning the 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 character education in daily lessons and by using the language of the code of by using the language of the code of conduct when talking to studentsconduct when 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 2005-20062005-2006

27532753 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 242242

DisrespecDisrespectt

465465 585585 457457

FightingFighting 475475 447447 311311

DisruptionDisruption 631631 680680 572572

Closing Remarks/QuestionsClosing Remarks/Questions