Matthew Henson Middle School

Charles County, Maryland

Behavior Education Program

Helping

yoU

Succeed -

Keeping

It

Excellent in

School

Purpose The purpose of the Matthew Henson

School-wide Positive Behavior Intervention

and Support program is to establish and

maintain safe and effective school environ-

ment that maximizes the academic

achievement and behavioral competence

School-wide PBIS is a broad range of systemic

and individualized strategies for achieving

important social and learning

outcomes while preventing problem behaviors with all

students

Guiding Principles

Academic achievement and behavior competence are the results of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes: 1. school-wide interventions for all learners (Universal), 2. specialized interventions for learners who are at risk for academic or social

failure due to behavior challenges (Targeted), and, 3. individualized interventions for students with intense/chronic behavior

challenges (Intensive).

PBIS Behavioral System Charles County Public Schools

Major Components: Common approach to discipline, Positively stated expectations for all

students and staff, Procedures for teaching these expec-

tations to students, Continuum of procedures for encour-

aging demonstration and maintenance of these expectations,

Continuum of procedures for discour-aging rule-violating behavior, and

Procedures for monitoring and evaluat-ing the effectiveness of the discipline system on a regular and frequent ba-sis.

Designing a School-Wide System for Student Success: A Continuum of Supports

Intensive Individual Intervention

Tri-County Youth Services Counseling Student Studies Team (SST) Referral Individual Counseling—Guidance Marine Mentors Teacher Mentors Alternative School Placement

Targeted Group Interventions

Behavior Education Program —”Huskies Report” “Check and Connect” Group Counseling—Guidance Marine Mentors Teacher Mentors

Universal Interventions

Husky Expectations Husky Consequences “Husky Bucks” “Be There Bucks” Charles County Public Schools—”Code of Conduct” Matthew Henson Middle School—”Handbook for Students and Parents”

Intensive Individual Intervention

Individual Students Assessment Based Intense, durable procedures

Targeted Group Interventions

Some students (at risk) High efficiency Rapid Response

Universal Interventions

All students Preventive Proactive

80—90%

5—10%

80—90%

1—5%

5—10%

1—5%

Overview of the BEP

• Purpose– Help students become more successful by preparing them for each day

and by providing positive feedback throughout the school day for following the behavior expectations

• Target students– “Yellow Zone” students who need additional support/reinforcement to

consistently demonstrate Pride, Spirit, and Commitment

• Procedures– Check-in– HUSKIES Report completed throughout the day– Positive feedback given at the end of each class– Check-out

The BEP at Matthew Henson

• We currently have a check-in/check-out person for each of the three grade levels.

• We have 17 students on the BEP at present with several ready to graduate from the program.

• Regular education and special education students are served through the BEP.

Matthew Henson Middle School PBIS Program Huskies Report

(Helping “YoU” Succeed…Keeping It Excellent in School)

Student ____________________________________ Date __________________

Pride In Yourself In Others In Your School

Spirit Be Involved Interact with Others in a Caring Way Use a Positive Tone of Voice & Body Language Have Fun

Commitment Be There Make Good Choices Carry and Use Your Student Planner Be Prepared Complete Classwork & Homework Study

0 = No 1= Good 2= Excellent

Be Respectful Follow Rules Positive Attitude On Time Materials On Task

Teacher initials

Check In 0 1

1st 0 1 2 0 1 2 0 1 2

2nd 0 1 2 0 1 2 0 1 2

3rd 0 1 2 0 1 2 0 1 2

4th 0 1 2 0 1 2 0 1 2

5th 0 1 2 0 1 2 0 1 2

6th 0 1 2 0 1 2 0 1 2

7th 0 1 2 0 1 2 0 1 2

8th 0 1 2 0 1 2 0 1 2

Check Out 0 1

Office Referral

Yes No

-20 points

100% = 50 points (3 rewards) 90% = 45 points (2 rewards) 80% = 40 points (1 reward)

Total Points =

Points Possible = 50

Today ______________% Goal ______________%

WOW:____________________________________________________________________________________________

__________________________________________________________________________________________________

____________________________________________________________________

Parent’s signature______________________________________________________

The BEP at Matthew Henson – A Case Example

Background info:

• 13-year-old, 7th-grade student

• Previously identified as Emotionally Disturbed

• Educated in an inclusion setting

The BEP at Matthew Henson – A Case Example

Behaviors Prior to BEP

2004-2005 School Year 15 referrals last year (physical aggression,

disrespectful, disruptive, non-complaint, etc.) 3 out-of-school suspensions Suspended to the Superintendent and placed

in an alternative setting for 45 days (2004-2005)

Citizenship grades were Satisfactory -> Unsatisfactory for the year

2005-2006 School Year 4 referrals between September & November

2005 1 out-of-school suspension Citizenship comments ranged from

Satisfactory -> Unsatisfactory

Behaviors Since BEP

Since 11/2005 0 referrals Citizenship grades ranged from

Outstanding -> Satisfactory

BEP data

Daily Percentage of Points Earned on the HUSKIES Report

0

10

20

30

40

50

60

70

80

90

100

11/1

4/05

11/1

5/05

11/1

6/05

11/1

7/05

11/1

8/05

11/2

1/05

11/2

2/05

11/2

8/05

11/2

9/05

11/3

0/05

12/1

/05

12/2

/05

12/5

/05

12/6

/05

12/7

/05

12/8

/05 NS

12/1

2/05

12/1

3/05

12/1

4/05

12/1

5/05

12/1

6/05

12/1

9/05

12/2

0/05

12/2

1/05

12/2

2/05

NS1/

3/06

1/4/

061/

5/06

1/6/

061/

9/06

1/10

/06

1/11

/06

1/12

/06

1/13

/06 NS

1/17

/06

1/18

/06

1/19

/06

1/20

/06

01/2

3/06

NS01

/25/

0601

/26/

0601

/27/

061/

30/0

61/

31/0

6Ab

sent

2/2/

062/

3/06

2/6/

062/

7/06

2/8/

062/

9/06

2/10

/06

2/13

/06

2/14

/06

2/15

/06

Perc

enta

ge o

f Poi

nts

Earn

ed

Goal Line

Ongoing review of the data

• To establish guidance groups based on skill deficient e.g. organization, anger, etc

• To “tweek” individuals plan

• Utilize data in SST meetings

• Appropriate referrals for an FBA

• Initial data point for FBA process

M's Percentage of Points Earned on the BEP

64

92

7674

54

92

56

62

72

64

74

7880

92

60

74

50

94

88

94

90

84

100

84 8486

70

74

92

84

90

82

05

101520253035404550556065707580859095

100

11/2

1/20

0511

/22/

2005

11/2

8/20

0511

/29/

2005

11/3

0/20

0512

/1/2

005

12/2

/200

512

/5/2

005

12/6

/200

512

/7/2

005

12/8

/200

5N

o Sc

hool

12/1

2/20

0512

/13/

2005

Abs

ent

12/1

5/20

0512

/16/

2005

12/1

9/20

0512

/20/

2005

12/2

1/20

0512

/22/

2005

No

Scho

ol1/

3/20

061/

4/20

061/

5/20

061/

6/20

061/

9/20

061/

10/2

006

1/11

/200

61/

12/2

006

1/13

/200

6N

o Sc

hool

1/17

/200

61/

18/2

006

1/19

/200

61/

20/2

006

1/23

/200

6N

o Sc

hool

1/25

/200

61/

26/2

006

Abs

ent

Abs

ent

1/31

/200

62/

1/20

062/

2/20

062/

3/20

062/

6/20

06A

bsen

t2/

8/20

06A

bsen

t2/

10/2

006

2/13

/200

6A

bsen

t2/

15/2

006

2/16

/200

62/

17/2

006

2/20

/200

62/

21/2

006

2/22

/200

62/

23/2

006

2/24

/200

62/

27/2

006

2/28

/200

63/

1/20

063/

2/20

063/

3/20

063/

6/20

063/

7/20

06A

bsen

t3/

9/20

063/

10/2

006

3/13

/200

63/

14/2

006

3/15

/200

63/

16/2

006

3/17

/200

6

Per

cen

tag

e o

f P

oin

ts

Goal Line

Changes Based on FBA

A sixth grade example

Malcom Wade

0

10

20

30

40

50

60

70

80

90

100

2/2

2/7

2/12

2/17

2/22

2/27 3/

43/

93/

143/

193/

243/

29

Date

Pe

rce

nta

ge

Of

Po

ints

For more informationcontact

Ron Stup, Principal or

visit our website:

http://www.ccboe.com/henson/