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I N N O V A T I V E T H I N K I N G
I N A P R I V A T E
D A Y S C H O O L S E T T I N G
R A I S I N G T H E B . A . R .
INTRODUCTIONS
JENNIFER YOUNGER
PROGRAM MANAGER
LIZ ALLEN
EDUCATION SPECIALIST
• W h a t A r e S c h o o l - w i d e
P o s i t i v e B e h a v i o r
I n t e r v e n t i o n s A n d
S u p p o r t s
• B e n e f i t s O f S W - P B I S I n
A P r i v a t e D a y S e t t i n g
• C r e a t i n g S u p p o r t i v e
L e a r n i n g E n v i r o n m e n t s
• U s i n g T h e D a t a
• S u p p o r t i n g P o s i t i v e
O u t c o m e s t h r o u g h
C o m m u n i t y
C o l l a b o r a t i o n
O B J E C T I V E S
Rivermont Schools: A System Across the State
1
23
4
5
6
78
9
10
11
LEFT
PICTURE
We wanted our
students to
perform as well,
if not better, than
students with
similar
disabilities in
public schools
on the SOLs
0
10
20
30
40
50
60
70
80
90
English Reading Writing History Science Math
Rivermont School's SOL Pass Rates Virginia Students with ED SOL Pass Rates All Virginia Student's SOL Pass Rates
SOL Pass Rate by Content ComparisonSpring 2013
0
1000
2000
3000
4000
5000
6000
7000
1 2
Total Treatment Objectives,
6526Treatment Objectives Mastered
1204
Treatment Objective Mastery2012-2013
Holy cow…
it got our
attention…
Sign
125 Hours
46 Hours40 Hours
2,070 Hours
Secured Time Outs
Therapeutic Holds
Room Clears
Suspensions
Lost Instructional Hours by Serious Incident, 2012-2013
380
Number of
Lost Days of
Instruction
Decrease in
problem
behavior =
increase in
academic
time
Improving
social behavior
is central to
achieving
academic
gains
Should result
in greater
academic
success
What are
School-Wide
Positive
Behavior
Intervention
and Supports?
A systems approach for establishing the social climate and behavioral
supports needed for schools to be effective learning environments for ALL
students
SW-PBIS is not...
• A top-down
approach
• A quick fix for
behavior problems
• An off-the-shelf,
ready-to-use
program
•A team approach
•An investment of energy and time
•A way to build on existing
strengths
•An adaptable process
•Evidence-based
•Sustainable
SW-PBIS is…
How?
• Prevention
• Teaching of expected behavior
• Consistent recognition of positive behavior
• Continuum of consistent consequences for problem behavior
• On-going collection and use of data for decision-making
• Multi-tiered system of support
• Team decision making and implementation
Tier 1
Tier 2
Tier 3
PBIS Model: Four Main Components
Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague
[email protected] Georgia State University Dr. Kristine Jolivette [email protected]
Supporting Social
Competence &Academic
Achievement
PBIS Enables Schools To…
• Establish a small number of priorities
“do less, better”
• Consolidate/integrate whenever possible
“only do it once”
• Specify what is wanted & how you’ll know when you get there
“invest in a clear outcome and assess progress”
• Give priority to what works
“research‐based, evidence‐based”
• Evidence-based alternative to ineffective disciplinary methods
• Decisions about discipline linked to data on student behavior
Traditional Discipline vs. PBIS
Traditional Discipline:
• Focuses on the student’s problem behavior
• Goal is to stop undesirable behavior by the use of punishment
Positive Behavior Intervention & Support:
• Focuses on altering environments to promote and reward appropriate behavior
• Goal is to stop undesirable behavior by teaching replacement behavior or skill
Rivermont Schools’
Beginning Implementat ion
But……
we already
DO
positive behavior
support!
Staff
Development
Change in
Teacher/Staff
Practice
Change in
Student
Outcomes
Change in
Teacher/Staff
Beliefs
Building Competence,
Changing the Mindset
Common Vision
Common Goals
Common Language
Quality Instruction
Benchmark Testing
Clear, concise Instructions
Differentiated Instruction
Strategic Teaching
Reinforcement and
Recognition
Small Student/Staff Ratios
Evidenced-Based
Programs
Computer Based Learning
Individual
Accommodations
Career and Tech Ed
Professional Learning
Communities
Teacher/Counselor Teams
Points and Levels
PBIS Plans
B.A.R. Expectations
Active Supervision
Effective Classroom
Management
Staffing Ratios
Group and Individual
Therapy
Social Skills Instruction
Positive Relationships
Data Driven Decision
Making
Professional Development
Token Economy System
Mandt
Internal PBIS Coaches
Annual Action Planning
Teacher/Counselor Teams
Academic Systems Behavioral Systems
RIVERMONT SCHOOL – UNIVERSAL INTERVENTIONS
Effective for 80% - 90% of our population
Tier 1
Tier 2
Tier 3
BE THERE,
BE READY
ACCEPT
RESPONSIBILITY
RESPECT SELF,
OTHERS, AND
PROPERTY
OUR SCHOOL-WIDE EXPECTATIONS
Be There, Be Ready Accept Responsibility Respect Self and Others
Expectations for Conference Attendance
Be on Time• In the Morning• Returning from Breaks
Be There, Be Ready Accept Responsibility Respect Self and Others
Be Focused and Engaged• Participate in Discussions and Activities• Be an Active Listener• Be Present for the Entire Training
Use the 4 C’s to Guide Learning• Contribute• Collaboration• Creativity• Critical Thinking
Respect the Opinions of Others• No Idea is a Bad Idea• No Question is a Stupid Question
Be on Time• In the Morning• Returning from Breaks
Take Care of Your Personal Needs• Use the Restroom when Needed• Take Emergency Texts and Calls Outside• Eat when Hungry
Reduce Distractions for Others by:• Limit Side Conversations• Cell Phones on Silent• Use Electronics Responsibly
Matrix Expectations for Conference Attendance
PAWS-itive Behavior Acknowledgement System
Quality Indicator Data Points
• SOLS• Goal mastery• Points and Levels• Serious Behavior Incidents• Average length of stay• Transitions • Graduation rates • 1:1 usage/staffing ratios • Satisfaction Survey results• PBIS Team Implementation Checklists
Reading Writing Soc St Science Math
2012-13 % Tests Passed 11% 22% 11% 14% 1%
2013-14 % Tests Passed 21% 17% 20% 30% 7%
2014-15 % Tests Passed 10% 23% 15% 17% 4%
0%
5%
10%
15%
20%
25%
30%
35%
Rivermont Schools SOL Content Area Pass Rate
6%1%
6% 9%16%
11%
67%
0%
40%
4%11%
17%
29% 31%
0%0%
20%
40%
60%
80%
Reading Writing Soc St Science Math
School C SOL Content Pass Rates 2013-14-15
2012-13 % Tests Passed 2013-14 % Tests Passed 2014-2015 % Tests Passed 2014-15% VA ED Pass Rate
13-14 14-15 15-16
Total SI 28 14 33
% of SI per Census 72 34 67
28
14
33
72
34
67
0
10
20
30
40
50
60
70
80
School C SeriousIncident Totals
5%1%
13% 13%
4%
19%
38%
14%
5% 3%
16% 14%11%
19%
6%
0%
10%
20%
30%
40%
50%
Reading Writing Soc St Science Math
School A SOL Content Pass Rates 2013-14-15
2012-13 % Tests Passed 2013-14 % Tests Passed 2014-2015 % Tests Passed 2014-15% VA ED Pass Rate
159136
97
0
50
100
150
200
13-14 14-15 15-16
School A Serious Incident Totals
16% 14%
31%36%
4%
20%
7%
22%
43%
5%
0%
10%
20%
30%
40%
50%
Reading Writing Soc St Science Math
School B SOL Content Pass Rates 2013-14-15
2012-13 % Tests Passed 2013-14 % Tests Passed 2014-2015 % Tests Passed 2014-15% VA ED Pass Rate
300272
141
0
100
200
300
400
13-14 14-15 15-16
School B Serious Incident Totals
67%
44%
33%
26%
51%
63%
36%
64%
72%
68%67%
77%
87% 87% 88% 88%
94%
88%92%
87%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
PER
CEN
TAG
E O
F P
OIN
TS E
AR
NED
SCHOOL WEEK
M Points and Level Data
Q15: Overall, I feel the PBIS initiative has had a positive impact on teacher/staff behavior.
Answered: 162 Skipped: 0
Q14: Overall, I feel the PBIS initiative has had a positive impact on student behavior.
Answered: 162 Skipped: 0
Positive Outcomes Enhanced by SW-PBIS
Community Collaboration
• Family Partnerships
• Public School Partnerships
• Community College Partnerships
• Community Stakeholders
Family Involvement
Far far away, behind the word
mountains, far from the countries
Vokalia and Consonantia, there live the
blind texts. Separated they live in
Bookmarksgrove right at the coast of
the Semantics, a large language ocean.
A small river named Duden flows by
their place and supplies it with the
necessary regelialia. It is a
paradisematic country.
Graduation, Credentials and Transitions 2014-2015
Gra
du
ates
Stan
dar
d
Mo
dif
ied
Stan
dar
d
IEP
dip
lom
a
Ce
rtif
icat
e
Sup
po
rted
Em
plo
ymen
t
Two
yea
r co
llege
Co
mp
etit
ive
Emp
loym
ent
Vo
cati
on
al
Reh
ab
DR
S
Oth
er
UN
K
Dro
p o
ut
Tran
siti
on
s
Pers
on
al F
inan
ce &
Ec
on
om
ics
Cre
den
tial
s
Totals 43 17 13 12 1 2 13 7 1 3 4 7 14 67 41 22
• Our Graduation Rate was 69% if you count Standard, Modified diplomas. • National average for students with disabilities is 62%. (2012-2013)• Our Drop out rate was 25%. • National average for students with disabilities is 25%.
Identified Critical Service Need Gap
Community Career and Technical Education Partnerships
Community Colleges• Central Virginia
• Virginia Western
• Dabney S. Lancaster
• Germanna
• Southside
• John Tyler
Vocational Training• Workforce Development Center
• Versability
• New Horizons
Supported Work Experiences
• Non-paid
• Paid
> 80% of students can tell you what is expected
of them and give behavioral examples
because they have been taught, actively
supervised, practiced, and acknowledged
Positive adult-to-
student interactions
far exceed negative
Function based
behavior support
is the foundation
for addressing
problem behavior
Data based
action planning
and
implementation
are operating
A full continuum of behavior support is available to ALL students
Or, maybe it will look like this….
There is no final destination on your improvement journey.