Positive Behavior Positive Behavior SupportsSupports

Lea Ann PasqualeLea Ann Pasquale

Jamie WolfeJamie Wolfe

social

As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick

'I was born excited' Mark Twain

• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas MultiKansas Multi--Tiered System of Support (MTSS)Tiered System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007 Draft

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectationsexplicitly taught and reinforced

• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention

design

80-90%

10-15%

1-5%

““Positive Behavior Support”Positive Behavior Support”

PBS is a PBS is a broad rangebroad range of systemic and of systemic and individualized strategies for achieving individualized strategies for achieving important social and learning outcomes important social and learning outcomes while while preventingpreventing problem behavior problem behavior

““EBS” = “PBS” = “PBIS” etc.EBS” = “PBS” = “PBIS” etc.

OSEP Center on PBISOSEP Center on PBIS

What is PBS?What is PBS?

SW-PBS is a SW-PBS is a systems systems approach to approach to establishing the social culture & behavioral establishing the social culture & behavioral supports needed for supports needed for all studentsall students in a in a school to achieve school to achieve both socialboth social and and academic success.academic success.

Emphasizes Emphasizes data based decision data based decision makingmaking, evidence based practices, & on-, evidence based practices, & on-going staff development & supportgoing staff development & support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SW PBS

. . . it is NOT. . . it is NOT

A specific practice or curriculum…it’s a A specific practice or curriculum…it’s a general approach that defines core elements general approach that defines core elements that can be achieved through a variety of that can be achieved through a variety of strategies.strategies.

Limited to any particular group of Limited to any particular group of students…it’s for all studentsstudents…it’s for all students

New…it’s based on long history of New…it’s based on long history of behavioral practices & effective instructional behavioral practices & effective instructional design & strategiesdesign & strategies

Why look at SW-PBS?Why look at SW-PBS? Problem behavior is increasingProblem behavior is increasing

School-wide discipline systems are typically unclear School-wide discipline systems are typically unclear

and inconsistently implementedand inconsistently implemented

Educators often rely on reactive and crisis management Educators often rely on reactive and crisis management

interventions to solve chronic problem behaviorinterventions to solve chronic problem behavior

Educators often lack specialized skills to address Educators often lack specialized skills to address

severe problem behaviorsevere problem behavior

Teachers are being asked to do more with lessTeachers are being asked to do more with less

Students have limited opportunities to learn school-Students have limited opportunities to learn school-

based social skills and to receive feedback on their usebased social skills and to receive feedback on their use

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Research to Practice

School-wide SystemsSchool-wide Systems

1.1. Common Common purposepurpose & approach to discipline & approach to discipline

2.2. Clear set of Clear set of positive expectations & behaviorspositive expectations & behaviors

3. Procedures for 3. Procedures for teachingteaching expected behavior expected behavior

4.4. Continuum of procedures for Continuum of procedures for encouragingencouraging expected expected behaviorbehavior

5. Continuum of procedures for 5. Continuum of procedures for discouragingdiscouraging inappropriate behaviorinappropriate behavior

6. Procedures for on-going 6. Procedures for on-going monitoringmonitoring & evaluation & evaluation

Classroom Management Classroom Management SystemsSystems

Classroom-wide Classroom-wide positive expectationspositive expectations taught & taught & encouragedencouraged

Teaching classroom Teaching classroom routines & cuesroutines & cues taught & taught & encouragedencouraged

Ratio of Ratio of 6-8 positive to 1 negative6-8 positive to 1 negative adult-student adult-student interactioninteraction

Active supervisionActive supervision Redirections for minorRedirections for minor, infrequent behavior errors, infrequent behavior errors Frequent precorrectionsFrequent precorrections for chronic errors for chronic errors Effective academic instruction & curriculumEffective academic instruction & curriculum

Nonclassroom SystemsNonclassroom Systems

Positive Positive expectations & routines expectations & routines taught & encouragedtaught & encouraged

Active supervision by all staffActive supervision by all staff Scan, move, interactScan, move, interact

Pre-correctionsPre-corrections & reminders & reminders Positive reinforcementPositive reinforcement

Individual Student SystemIndividual Student System Behavioral competence at school & district Behavioral competence at school & district

levelslevels Function-basedFunction-based behavior support planning behavior support planning Team- & data-basedTeam- & data-based decision making decision making Comprehensive Comprehensive person-centeredperson-centered planning & planning &

wraparound processeswraparound processes Targeted Targeted social skillssocial skills & self-management & self-management

instructioninstruction Individualized Individualized instructional & curricularinstructional & curricular

accommodationsaccommodations

• Focus: Students not at benchmark with marked difficulty• Time: + 60 min./ 5 times per week• Grouping: Smaller groups <3• Program: Intensified and possibly customized targeted skill interventions

Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard protocol interventions

• Assessment: Weekly DIBELS

• Focus: All students• Time: K 70 min. of core

1-3 90 min. of core + 30 min. workshop4-6 60 min. of core + 30 min. workshop + 30 min. LA

• Program: Evidence-based core curriculum & instruction: Open Court Reading - including workshop

• Assessment:DIBELS K-6 Fall/Winter/SpringMAP 3-6 Fall/Spring

• Focus: Students not at benchmark• Time: + 30 min./ 3-5 times per week (during workshop time)• Grouping: Small groups < 5• Program: Supplemental targeted skill interventions

K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally

• Assessment: 2x month DIBELS

Schoolwide Academic Support

Focus: Students not at benchmark with marked difficultyTime: + 60 min./ 5 times per weekGrouping: Smaller groups <3Program: Intensified and possibly customized targeted skill interventions

Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard

protocol interventions

Assessment: Weekly DIBELS

Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral

Grouping: Individual or small groupProgram: Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measureable outcomes

and office referrals

Focus: Students needing additional behavior support2-5 Office referrals or SIT referral

Grouping: Small group or individualProgram: Function-based interventions/supports

Daily check-in/check-outAssessment: Teacher/student ratings and office referrals

Focus: All students All settingsProgram: 3-5 defined, positively stated, and explicitly taught expectations

Continuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviors

Assessment: SWIS – Schoolwide Information SystemKANDIS – Kansas Discipline System

School-Wide Social Behavior Support

Universal Support Defined(Emphasis on Prevention)

“The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.”

(Turnbull, et al., 2002)

Tier ITier I

Interrupting

Blurting Out

Talking

Throwing Objects

Pencil Tapping

Incomplete Work

Whining

Disturbing Others

Leaving Assigned Seat

Not Prepared to Work

Laying vs. Sitting

Inappropriate Use of Equipment/Materials

Verbal or Nonverbal Disrespect

Horseplay

DishonestyTattling

Difficulty in Line

Inappropriate Language

Off Task

Refusal to Comply

Not Following Directions

Not Participating

Tier One Behavior InterventionsTier One Behavior Interventions Tier One StrategiesTier One Strategies:: Require the least amount Require the least amount

of attention and interruption to instruction and of attention and interruption to instruction and are used by teachers to reduce occurrences of are used by teachers to reduce occurrences of the problem behavior.the problem behavior. Requires front-loading: planning, organizing, teaching, Requires front-loading: planning, organizing, teaching,

practicing.practicing. Are incorporated into daily instruction and Are incorporated into daily instruction and

provided to all studentsprovided to all students All students benefit and receive Tier One All students benefit and receive Tier One

InterventionsInterventions Must be discretely taught and retaught as Must be discretely taught and retaught as

needed throughout the year.needed throughout the year.

Tier OneTier One

Build Consensus and Consistency Among Staff:Build Consensus and Consistency Among Staff:

Establish ExpectationsEstablish Expectations Create Building MatrixCreate Building Matrix Teach/Practice (Lesson Plans)Teach/Practice (Lesson Plans) Systems of Positive Recognition Systems of Positive Recognition Major/Minor Behaviors Major/Minor Behaviors Revise Discipline Referral FormRevise Discipline Referral Form Data Systems (Monitor, Evaluate, Modify)Data Systems (Monitor, Evaluate, Modify)

Why Teach Expectations?Why Teach Expectations? ““If a child doesn’t know how to read, we teach.”If a child doesn’t know how to read, we teach.” ““If a child doesn’t know how to swim, we teach.”If a child doesn’t know how to swim, we teach.” ““If a child doesn’t know how to multiply, we If a child doesn’t know how to multiply, we

teach.”teach.” ““If a child doesn’t know how to drive, we teach.”If a child doesn’t know how to drive, we teach.” ““If a child doesn’t know how to behave, we . . . . . If a child doesn’t know how to behave, we . . . . .

. . . . teach? . . . . .punish?”. . . . teach? . . . . .punish?”• John Herner, Counterpoint (1998, p.2)John Herner, Counterpoint (1998, p.2)

instead of

Identifying Behavior Identifying Behavior ExpectationsExpectations

Identify 3-5 ExpectationsIdentify 3-5 Expectations Short statementsShort statements Positive Statements (what to do, not what Positive Statements (what to do, not what

to avoid doing)to avoid doing) MemorableMemorable

Don’t Assume Don’t Assume Students Know Students Know What You Want What You Want

Them To Do!Them To Do!

Teaching Behavior ExpectationsTeaching Behavior Expectations

Help students better understand the Help students better understand the parameters of parameters of whatwhat isis and and what is notwhat is not the the expected behaviorexpected behavior

Teach behavior like you teach academicsTeach behavior like you teach academics Provide rule and rationaleProvide rule and rationale Provide examples and non-examplesProvide examples and non-examples Provide practiceProvide practice Provide feedbackProvide feedback

Sometimes, we Sometimes, we have too many have too many

rules to rules to remember!remember!

Establish expectations & rulesEstablish expectations & rules Hocker Grove Hocker Grove

What does it look like at Westridge?What does it look like at Westridge?

PAWs = Positives at WestridgePAWs = Positives at Westridge

SafeSafe

RespectfulRespectful

ResponsibleResponsible

Woodward ElementaryPortage Community High School

Woods Lake Center for the Arts

Making it visibleMaking it visible

HallwayHallway BathroomBathroom ClassroomClassroom LunchroomLunchroom

SSafeafe BehaviorBehavior Stay within 3 Stay within 3

tiles if using tiles if using lockerlocker

Hands and Feet Hands and Feet to Yourselfto Yourself

Avoid HorseplayAvoid Horseplay

Report Report problems to problems to teacher or officeteacher or office

Avoid HorseplayAvoid Horseplay ?? Walking onlyWalking only Hands and Feet Hands and Feet

to Yourselfto Yourself Clean Up or Clean Up or

Report spills to Report spills to teachersteachers

OOnn TaskTask Get It and GoGet It and Go Bathroom Bathroom

Business OnlyBusiness Only ?? Eat First Eat First Visit SecondVisit Second Stay seated Stay seated

until excuseduntil excused

AActct responsiblyresponsibly Walk on Right Walk on Right

SideSide Allow Time to Allow Time to

Get To ClassGet To Class

Put trash where Put trash where it belongsit belongs

Keep pens, Keep pens, pencils and pencils and markers to markers to yourselfyourself

?? Bring ID card to Bring ID card to

lunchlunch Follow Follow

lunchroom lunchroom expectations in expectations in plannerplanner

RRespectespect self self

and othersand others

Listen to Listen to teachersteachers

Listen to Listen to announcementsannouncements

Leave it Better Leave it Better Than You Than You Found ItFound It

No Put-downsNo Put-downs Give Others Give Others

PrivacyPrivacy Leave it Better Leave it Better

Than You Than You Found ItFound It ??

Listen to Listen to TeachersTeachers

Leave it Better Leave it Better Than You Than You Found ItFound It

Develop Lesson Plans & Teach

The SAFE way

Stay on the RIGHT

side of the hall

WALK

Tardy Song

2008-2009 Focus: Hallways

Procedures: Procedures: Do We Have Them? Do We Have Them?

Entering the classroomEntering the classroomWhen they are tardyWhen they are tardyLeaving the classroomLeaving the classroomAsking a question Asking a question When they need a When they need a

pencil or paperpencil or paperSharpening pencilsSharpening pencilsTurning in papersTurning in papersMaking up HomeworkMaking up Homework

Attention to the teacherAttention to the teacher

When they are absentWhen they are absent

Working in groupsWorking in groups

The fire alarm soundsThe fire alarm sounds

When to listenWhen to listen

When to ask a questionWhen to ask a question

When their work is doneWhen their work is done

They are unpreparedThey are unprepared

Turning in HomeworkTurning in Homework

Three Steps To Three Steps To Teaching ProceduresTeaching Procedures

TEACH. TEACH. State, explain, model, and State, explain, model, and demonstrate the procedure.demonstrate the procedure.

REHEARSE. REHEARSE. Rehearse and practice the Rehearse and practice the procedure under your supervision.procedure under your supervision.

REINFORCE. REINFORCE. Re-teach, rehearse, Re-teach, rehearse, practice, and reinforce the classroom practice, and reinforce the classroom procedure until it becomes a student habit procedure until it becomes a student habit or routine. or routine.

….

Eagle ExcellenceEagle Excellence

Orchard View EarlyElementaryStudent Video

South Range Elementary: 6th Grade Students

TeachingRecess

Expectations

Lincoln Park Decoration Contest

Holland Heights Poster

Mulick Quick Reference

'teachers who respond to their children's message, and not to their mistakes, appeared to help their children more.' John Smith Warwick Elley NZ Educators

Purposes of AcknowledgmentsPurposes of Acknowledgments(taken from the Illinois PBIS Network)(taken from the Illinois PBIS Network)

Reinforce the teaching of new behaviorsReinforce the teaching of new behaviors Encourage the behavior we want to occur again Encourage the behavior we want to occur again

in the futurein the future Harness the influence of the students who are Harness the influence of the students who are

showing expected behaviors to encourage the showing expected behaviors to encourage the students who are not students who are not

Strengthen positive behaviors that can compete Strengthen positive behaviors that can compete with problem behaviorwith problem behavior

Prompt for adults to recognize expected Prompt for adults to recognize expected behaviorbehavior

Acknowledging Appropriate Acknowledging Appropriate BehaviorBehavior

Variety of reinforcersVariety of reinforcersTrainingTrainingRationaleRationaleDevelopmentally appropriateDevelopmentally appropriateIncludes staff and studentsIncludes staff and students

Don’t forget the big peopleDon’t forget the big peopleSchedulesSchedules

Frequent (Daily)Frequent (Daily) Intermediate (Weekly/Monthly)Intermediate (Weekly/Monthly) Large (Quarterly/Bi-Annually)Large (Quarterly/Bi-Annually)

SOAR CARDSApache Eagles are ready to SOAR!!!

The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event.

Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”

GoalGoal

Public Feedback on Following Behavior Expectations

Raffle System

Rewarding Staff BehaviorRewarding Staff Behavior

Beach staff recognition lunch

Beach staff recognition lunch

Oakland Schools certificate of training

Oakland Schools certificate of training

Franklin staff acknowledge each

other

Franklin staff acknowledge each

other

Parchment Central staff celebration

Parchment Central staff celebration

Share Data with Staff

Share Data with Staff

Major and Minor BehaviorsMajor and Minor Behaviors

PoliciesPolicies Clear on office v.s. classClear on office v.s. class

Communicated with staffCommunicated with staff

• Taught, posted, remindedTaught, posted, reminded

Support what you train/expectSupport what you train/expect

Logical Consequences vs. PunishmentLogical Consequences vs. Punishment

LOGICAL CONSEQUENCESLOGICAL CONSEQUENCES TeachTeach Leave the child with feeling of Leave the child with feeling of

control control Use thinking wordsUse thinking words Provide choices within firm Provide choices within firm

limitslimits Are given with empathyAre given with empathy Are tied to time and place of Are tied to time and place of

the infractionthe infraction Are similar to what would Are similar to what would

happen to an adult in happen to an adult in comparable situationcomparable situation

Emphasizes what a student Emphasizes what a student should do should do

Teaches students to take Teaches students to take responsibility for their choicesresponsibility for their choices

Increases self-esteemIncreases self-esteem

PUNISHMENTPUNISHMENT ControlControl Leaves the child feeling Leaves the child feeling

powerlesspowerless Uses fighting wordsUses fighting words Demands complianceDemands compliance Is given with angerIs given with anger Is arbitraryIs arbitrary Emphasizes what a students Emphasizes what a students

should should NOTNOT do do Results in the student focusing Results in the student focusing

on the adult rather than on on the adult rather than on their choicestheir choices

Decreases self-esteemDecreases self-esteem

MAJOR/MINOR DefinitionsVIOLATIONVIOLATION MINORMINOR MAJORMAJOR

Inappropriate Inappropriate LanguageLanguage

Student uses word in conversation Student uses word in conversation with peerswith peers

Student uses word toward an adult or Student uses word toward an adult or peer in an angry mannerpeer in an angry manner

Physical Contact/Physical Contact/FightingFighting

Horseplay causing a disruptionHorseplay causing a disruption Aggressive contact, possibly causing Aggressive contact, possibly causing injury to one or both partiesinjury to one or both parties

DisrespectDisrespect(hall or classroom)(hall or classroom)

Student engages in brief or low Student engages in brief or low intensity failure to respond to an intensity failure to respond to an adultadult

Student refuses to follow directions, Student refuses to follow directions, talks back, or is socially rude.talks back, or is socially rude.

Non-complianceNon-compliance(hall or classroom)(hall or classroom)

Student Student does not return signature does not return signature required documents required documents ((office use onlyoffice use only))

Student skips a scheduled teacher Student skips a scheduled teacher detention.detention.

DisruptionDisruption(classroom)(classroom)

Student disrupts the class again Student disrupts the class again after given a verbal correctionafter given a verbal correction

Student disrupts class a third time.Student disrupts class a third time.

Property MisuseProperty Misuse Student engages in low intensity Student engages in low intensity misuse of propertymisuse of property

Student use school property in a way Student use school property in a way it is not intended to be used or that it is not intended to be used or that damages the propertydamages the property

Technology Technology Student has personal technology Student has personal technology out and/or on during school hoursout and/or on during school hours

Student engages in inappropriate use Student engages in inappropriate use of technology of technology

TardyTardy Student is not in the classroom at Student is not in the classroom at the bell the bell

Student is tardy 3+ in a quarter to a Student is tardy 3+ in a quarter to a single class single class

MAJOR VIOLATIONS

VIOLATIONVIOLATION DEFINITIONDEFINITION

Dress code violationDress code violation Student wears clothing that does not comply with the dress Student wears clothing that does not comply with the dress code in the student handbookcode in the student handbook

Forgery/TheftForgery/Theft Student is in possession of, having passed on, or being Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed responsible for removing someone else’s property or has signed a person’s name on a document requiring a signaturea person’s name on a document requiring a signature

Harassment/BullyingHarassment/Bullying Student delivers disrespectful messages, verbal or non verbal, Student delivers disrespectful messages, verbal or non verbal, to another person that causes that person to feel threatened or to another person that causes that person to feel threatened or uncomfortableuncomfortable

Lying/CheatingLying/Cheating Student delivers a message that is not true and/or deliberately Student delivers a message that is not true and/or deliberately violates a rule. Copy or plagiarize another person’s work or to violates a rule. Copy or plagiarize another person’s work or to allow another person to plagiarize your work.allow another person to plagiarize your work.

Out of BoundsOut of Bounds Student is wandering the hallways outside of the usual path of Student is wandering the hallways outside of the usual path of their planner pass or without a planner.their planner pass or without a planner.

Inappropriate PDA (Public Inappropriate PDA (Public Display of Affection)Display of Affection)

Kissing, inappropriate touching, or suggestive dancingKissing, inappropriate touching, or suggestive dancing

How Decisions Are MadeHow Decisions Are Made

Use Use datadata to decide on the following: to decide on the following: Behavioral expectations (classroom and non-Behavioral expectations (classroom and non-

classroom settings)classroom settings)

Which behaviors are managed in the classroom and Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)Major vs. Minor discipline referrals)

Supervision procedures for non-classroom settingsSupervision procedures for non-classroom settings

Positive Behavior Support

Flow ChartObserved Positive Behavior

Observed Problem Behavior

School-Wide

Classroom

MajorMinor

Give SOAR card to students showing expected SOAR

behaviors. Identity specific behavior expectations.

Student puts name and grade/class on SOAR card

and drops into their classroom SOAR container

Daily*Teacher draws one name and winner chooses from list of privileges.*Send rest of SOAR cards to be put in office container

WeeklySchool wide drawing for prize winning student(s)

Redirect

Student returns to task

Safe Seat/Yellow Sheet *when appropriate /

Process-Reteach/Think

Sheet

Buddy Room/Yellow Sheet

Follow Major

Procedures

Work Backwards

Ensure Safety of all

Escort student to office w/behavior

sheet(s)

Does Student have 3 Yellow Sheets on

Same Behavior?

NoDocumen

t YesSend to

office with 3 yellow sheets

Follow-Up with Student/Parent

Behavior Continues

+ -

-

PBIS teams PBIS teams CONSISTENTLYCONSISTENTLY review the review the following following datadata/graphs:/graphs:

““The Big 5”The Big 5”

The average number of referrals:The average number of referrals: Per day per monthPer day per month By type of behaviorBy type of behavior By locationBy location By time of dayBy time of day By studentBy student

2007-20082007-2008

2008-2009*2008-2009*

* 1st through 3rd quarter only

Proportional Relationship of Proportional Relationship of Referrals to StudentsReferrals to Students

1.7

0.9

1.3

1.7

0.6

0.20

0.5

1

1.5

2

Hocker Grove Westridge

Schools

Rat

io o

f R

efer

rals

to

To

tal

En

roll

men

t

2006-07

2007-08

2008-09

All Students

Tier I in summary:Tier I in summary:

Students who are in a safe, predictable Students who are in a safe, predictable school environment where people school environment where people

genuinely like them, are glad to see genuinely like them, are glad to see them and will help them them and will help them

are fortunate enough to be part of a are fortunate enough to be part of a caring community. caring community.

Moving Upstream:Moving Upstream:A Story of Prevention and A Story of Prevention and

InterventionIntervention

In a small town, a group of fishermen In a small town, a group of fishermen gathered down at the river. Not long gathered down at the river. Not long after they got there, a child came after they got there, a child came floating down the rapids calling for floating down the rapids calling for help. One of the group on help. One of the group on the shore quickly the shore quickly dived in and pulled dived in and pulled the child out. the child out.

Minutes later another child came, then Minutes later another child came, then another, and then many more children another, and then many more children were coming down the river. Soon were coming down the river. Soon everyone was diving in and dragging everyone was diving in and dragging children to the shore, children to the shore, then jumping then jumping back in to save back in to save as many as as many as they could. they could.

In the midst of all this frenzy, one of the In the midst of all this frenzy, one of the group was seen walking away. Her group was seen walking away. Her colleagues were irate. How could she colleagues were irate. How could she leave when there were so many children leave when there were so many children to save? After long hours, to everyone’s to save? After long hours, to everyone’s relief, the flow of children stopped, and relief, the flow of children stopped, and the group could finally catch their breath. the group could finally catch their breath.

At that moment, their colleague came At that moment, their colleague came back. They turned on her and angrily back. They turned on her and angrily shouted: shouted: ““HOW COULD YOU WALK HOW COULD YOU WALK OFF WHEN WE NEEDED OFF WHEN WE NEEDED EVERYONE HERE TO SAVE EVERYONE HERE TO SAVE THE CHILDREN?” THE CHILDREN?”

She replied, She replied, It occurred to me that It occurred to me that someone ought to go upstream and someone ought to go upstream and find out why so many kids were falling find out why so many kids were falling into the river. What I found is that the into the river. What I found is that the old wooden bridge had several planks old wooden bridge had several planks missing, and when some children tried missing, and when some children tried to jump over the gap, they couldn’t to jump over the gap, they couldn’t make it and fell through into the make it and fell through into the river. So I got someone river. So I got someone to fix the bridge.to fix the bridge.

AcknowledgmentsAcknowledgments

KU: Dr. Rachel Freeman & Shonda KU: Dr. Rachel Freeman & Shonda AndersonAnderson

PBISPBIS Dr. Steve GoodmanDr. Steve Goodman Shawnee Mission Schools: Sarah Dilday Shawnee Mission Schools: Sarah Dilday

& Lisa Tull& Lisa Tull