C3. ME pompoms and fanny packs 2015

5/8/15%
Applying(The(PBIS(Triangle(
To(The(Classroom(with((
Pom8Poms(And(Fanny(Packs(
Kaler Elementary, South Portland, Maine
Beth Bell, Behavior Strategist, SPSD
Debbie Chapman, Classroom Teacher, SPSD
Pat Red, University of Southern Maine
NE PBIS Leadership Forum, May 21-22, 2015
James(Otis(Kaler(Elementary(
School(of(Exploration(and(Inquiry(
School(Statistics((
  James Otis Kaler Elementary School of
Inquiry and Exploration, 181 students
  63% students receive free and reduced
lunch, the highest in the district
  Special education population 26%, one of
the highest in the system
  Ethnic diversity is 10% of the school
population, 12 different countries are
represented with eight different languages
1%
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School(Statistics((
  Kaler has experienced high teacher turnover, a
growing percentage of students who are
economically disadvantaged, or require special
education, or English language learning services.
  In 2013-14
 Over half of the students missed no more than 5 days
of school and 12 students had perfect attendance
 93 students (almost 40%) missed 10 or more days of
school
 Of those 93, 15 students were significantly truant with
18 or more absences
School(Statistics((
  2013 it was ranked worse than 98.7% for
math and reading for Elementary schools in
the state of Maine
  2014 Kaler is the recipient of a SIG grant
due to 38.5% of students meeting math
proficiency and 44.4% meeting reading
proficiency
Debbie’s(Classroom(2013814(
  1st grade classroom comprised of 17
students
  2 English language learners
  2 identified as requiring special education
services
  13 (76%) free and reduced lunch
  10 (59%) receiving Title 1 literacy intervention
support.
2%
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Debbie’s(Classroom(2013814(
  During a 6 week period (9/24 to 11/6) students
demonstrated
  physical aggression 26 incidents, of which 50%
required an evacuation (classroom or student)
  major defiance 5 incidents, one resulted in a
evacuation
  major disruption 6 incidents, 50% required an
evacuation
  three other isolated incidents of lying, theft and
property damage were also logged
  Overall 17 events resulted in an evacuation
9/24-11/6
0.12
Rate per week
0.1
0.08
0.06
0.04
0.02
0
phy agg
defiance
disruption
evacuations
Debbie’s(Classroom(before(
  The classroom had posted expectations
  Teacher used Responsive Classroom and Second
Step Social Skills
  The school counselor did a guidance lesson one
time per week.
  School social worker provided support for Second
Step Social Skills
  However, due to the rate of problem behaviors it
was clear that the classroom required extra
supports.
3%
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Interventions(increased(
  Sensory tools
  Sticker charts
  Preferential seating
  Rearranged classroom
  Incentives (tangibles)
  Group smiley face to earn group rewards daily
  Individual behavior charts
  School social worker and guidance counselor
increased to two days a week to teach Michelle
Garcia Winner Social Thinking Skills
Still(Not(Enough8(The(Request(
for(Assistance((
Beth(and(Pat(
  observe, 2 times
  Beth and Pat collaborate
  Debbie, Beth and Pat collaborate
  Debbie was open, ready and prepared to
make the needed changes
  Already highly skilled as a teacher
  Post observations
4%
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CONTINUUM OF
CLASSROOM
POSITIVE BEHAVIOR
SUPPORT
Debbie Chapman
Pre-PBIS classroom
Primary Prevention:
ClassroomFor All Students: 3-5 PSE,
Procedures/structure,
Acknowledgement system,
System to address minor
problem behavior,
Instructional strategies that
actively engage students in
instruction.
18%
18%
65%
Tertiary Prevention:
Specialized
individualized
interventions for
students not
responding to T1 & 2Individual functionbased plans
Secondary
Prevention:
Specialized group
Interventions for
students not
responding to T1Check in systems to
provide more
opportunity for
teacher attention and
positive feedback.
Evidence8based(practices(in(
classroom(management(
1. Maximize structure in the classroom.
2. Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to
acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond
to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
Posted(Expectations(
+ Safe!
5%
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Line8up(Floor(Markers(
Whole(Body(Listening(Clustering(
6%
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Procedure(Tents(
Procedure(Tents(
Procedures(for(Academics(
7%
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Attention(Signal(
Brain(Rules(
Debbie applied:
Rule #4 – Attention- We
don’t pay attention to boring
things
Rule #5 – Short-term
Memory- Repeat to remember
Rule #6 – Long-term
Memory- remember to repeat
Rule #10 – Vision- Vision
trumps all other senses
Pom8Poms(
8%
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Tier(Approach(
“Will(work(for(pom8poms!”(
9%
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Video(clip(of(classroom((
15:00 but only show first 2:20
CONTINUUM OF
CLASSROOM
POSITIVE BEHAVIOR
SUPPORT
Debbie Chapman
Post-PBIS classroom
6%
29%
Pre- Triangle
Tertiary- 18%
Secondary- 18%
Primary- 65%
65%
General(Findings(
  The changes made a profound impact in overall
behavior.
  From November to June (27 weeks)
  physical aggressions 23 incidents (BL 26 in
6wks), 5 resulted in evacuations (22%)
  major disruptions 7 incidents (BL 6 in 6 wks)
  2 isolated incidents of lying and theft (BL 3 in 6
wks)
 student/classroom evacuations decreased to five
(BL 17 in 6 wks)
10%
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0.12
0.1
rate per week
0.08
0.06
0.04
0.02
0
phy agg
defiance
disruption
9/24-11/6
evacuations
11/7-6/16
This(year(implementation((
11%
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Sit8spots(
Pom8pom(video(
2:12
Kaler(PBIS(
12%
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Kaler(this(year(
  Conducted the SET last year
  first year implementation this year
  Travel (hall)
  Playground
  Bathroom
  working on the cafeteria
  Have earned one celebration, have just
earned the second!
 
Thank(you!(
Questions?
pred@usm.maine.edu
13%