Positive Behavioral Interventions and Supports

The Children’s Guild in Anne Arundel County

Kelly Spanoghe, Ed.SExecutive Director

Demographics

Student capacity: 42Gender: 35 males 3 femalesEthnicity: 23 Caucasian 13 African American

2 Bi-racialSES: 50% free or reduced lunchHandicapping 61% Emotional Condition: Disturbance 39% Multi- Handicapped

Psychiatric Diagnosis

• 54% Oppositional Defiant Disorder• 49% Attention Deficit Hyperactivity

Disorder• 31% Bipolar disorder• 27% Post Traumatic Stress Disorder• 18% Dysthymia• 10% Asperger’s disorder• 3% Conduct Disorder

THE CHILDRENS' GUILD - ANNAPOLIS SITENUMBER OF CRITICAL INCIDENTS PER STUDENT

February 2004 thru September 2005

0

2

4

6

8

10

12

14

16

3616

3809

3349

3450

3410

3558

3480

3280

3748

3930

3595

3205

3749

3798

3081

3588

3662

3602

3703

3407

3181

3754

3764

3956

3875

3801

3346

3115

3051

3532

3582

3969

3799

3839

3028

3952

3916

3951

4021

3876

3281

3870

3873

3913

3709

3840

3583

4018

3841

3953

NUM

BER

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

CUM

ULAT

IVE

PERC

ENT

NMB CI"s Cum - %

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

Survey ResultsSchool Wide Systems

313

206

274

207

75

204

160

86

2

79

163

0

50

100

150

200

250

300

350

In Place Partial in Place Not in Place

In Place 313 206 274 207

Partial in Place 75 204 160 86

Not in Place 2 79 16 3

SY 04-05 SY 03-04 SY 02-03 SY 01-02

Survey ResultsClassroom Systems

184

155

176

134

100

155150

73

2

25

157

0

20

40

60

80

100

120

140

160

180

200

In Place Partial in Place Not in Place

In Place 184 155 176 134

Partial in Place 100 155 150 73

Not in Place 2 25 15 7

SY 04-05 SY 03-04 SY 02-03 SY 01-02

Survey ResultsIndividual Student Systems

131

87

136

86

65

107

89

59

12

72

23

10

0

20

40

60

80

100

120

140

160

In Place Partial in Place Not in Place

In Place 131 87 136 86

Partial in Place 65 107 89 59

Not in Place 12 72 23 10

SY 04-05 SY 03-04 SY 02-03 SY 01-02

Survey ResultsNonclassroom Settings Sytems

162

104

150

101

66

129123

72

4

50

14

4

0

20

40

60

80

100

120

140

160

180

In Place Partial in Place Not in Place

In Place 162 104 150 101

Partial in Place 66 129 123 72

Not in Place 4 50 14 4

SY 04-05 SY 03-04 SY 02-03 SY 01-02

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

Behavioral Matrix

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

THE CHILDRENS' GUILD - ANNAPOLIS SITEMINUTES EXCLUDED FROM CLASS PER 100 CHILD SERVICE DAYS PER MONTH

0

100

200

300

400

500

600

700

800

900

1,000

FEB-

04

MAR

-04

APR-

04

MAY

-04

JUN-

04

ESY-

04

SEP-

04

OCT-

04

NOV-

04

DEC-

04

JAN-

05

FEB-

05

MAR

-05

APR-

05

MAY

-05

JUN-

05

ESY-

05

SEP-

05

OCT-

05

NOV-

05

DEC-

05

MIN

UTES

PER

100

CHI

LD S

ERVI

CE D

AYS

UNPL MEAN EXCLUSION (MIN)

Benefits

1.School Climate• Results in an increase in

the amount of positive feedback students receive

• Provides a reminder to staff to acknowledge studentbehaviors that exemplify thebehavioral expectations

• Students feel valued therebyresulting in a positive school climate

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 monthlymeeting review

• Data management tools areintroduced to review data

Data Decision Making

• Professional developmentactivities:– Student groupings– Bus referrals– Time on task– Student attendance– Staff attendance– Crisis intervention trends

• Transitions• Time of day• Day of week• Booster activities

Benefits

3. Systems Orientation• Survey enables staff to

identify areas of strengthand areas of focus

• Program focus centersaround developing systems

• Staff and program are moreeffective when everyone knows how to implementsystems

Alignment

• FEDERAL MANDATES

• No Child Left Behind– School Improvement Plan– Adequate Yearly Progress

• Reading• Math• Attendance

Alignment

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

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

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

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

day’s focus

PBIS Throughout the Day

• Academics– Awarding of dominoes for

displaying behavioral

expectations

• Transitions

- Review behavioral

expectations for hallways

- Award dominoes

PBIS Throughout the Day

• Therapy– Implementation of behavioral

expectations aligned withsocial/emotional goals

• Behavior Management Program

- Daily progress report aligned with PBISbehavioral expectations

- Functional Behavioral Assessment/ BehaviorIntervention Plan

PBIS Throughout the Day

• Data Management •Students graph number of dominoes

received daily

•Students identify attainment of domino

benchmarks

Celebrations

• Students receive benchmarks at designated

intervals

• Weekly drawing for students and staff

• Classroom celebrations

• Program celebrations

Domino Day

…patience, teamwork and coordination

Soooooooooo creative. . .

Dominos delivers, but we clean up !