Positive Behavior Intervention

Support(PBIS)

VCUSDAugust 16, 2012

Vallejo City Unified School District Mission, Vision, Values and Goals

VisionOur Vision is for our diverse learners to be empowered, prepared and equipped with

academic and life skills needed to be productive citizens, who can positively contribute to society.

MissionBecause safety is critical for each campus; we will

enforce high adult visibility and respond to student matters in a timely matter.

Vallejo City Unified School District Mission, Vision, Values and Goals

Value

Educational Effectiveness GoalsSchool Climate and Culture

• Achievement gap eliminated

• Dropout rate significantly decreased

• Reduce referrals, suspensions and expulsions

What is our data telling us?Why is looking at it important?

Referral Data

OVERALL ASIAN PACIFIC IS-LANDER

FILIPINO LATINO AFRICAN AMERICAN

WHITE ELL SWD

2010-2011 71260 1298 737 6724 14501 33851 5154 12628 11885

2011-2012 35748 634 227 1644 6901 21082 2500 6623 6772

5000

15000

25000

35000

45000

55000

65000

75000

Change in Referrals 2012

Data Reflection Example• Where do you see movement toward the

District and site goals?• The total number of referrals has decreased for all students and

our largest subgoups.

• Where is improvement needed?• Over 35,000 referrals

• Disproportionality • Write a statement that identifies one of the

problem areas that you see?• African American students are suspended at a rate that is twice

their representation in the total student population

Data Reflection Activity

50

150

250

350

450

550

650

Referrals - Elementary

AA Asian EL Filip Latino Pac Isd SWD White

BH 27 2 0 0 7 0 8 3

CA 7 0 0 0 0 0 0 1

CO 229 0 0 5 34 1 60 16

DM 55 0 20 11 20 0 29 8

FT 214 0 14 3 37 3 55 12

GC 423 33 57 53 85 2 223 41

HI 297 0 64 2 99 1 118 79

LI 147 0 5 0 13 3 11 1

LV 140 0 12 5 39 2 31 13

MI 206 0 12 21 68 1 92 56

PA 165 1 40 3 50 0 16 5

PE 147 0 22 20 27 8 28 63

SM 113 1 15 17 40 5 34 241

VCS 42 0 1 2 8 0 4 4

WA 8 14 20 29 37 14 12 21

WI 271 1 44 12 74 3 59 9

2575

125175225275325375425

Referrals - Elementary by subgroups

1000

3000

5000

7000

9000

11000

13000

Referrals - Secondary

AA Asian EL Filip Latino Pac Isd SWD White

HMS 1108 15 29 48 164 5 325 224

FMS 3218 10 774 60 10 67 817 391

SMS 1732 9 250 69 536 14 571 63

JBHS 3208 107 235 730 1288 157 1113 530

PHS 1585 6 30 54 270 18 610 109

VEA 315 0 0 0 37 0 86 59

VHS 7216 186 1369 484 3628 224 2377 801

500

1500

2500

3500

4500

5500

6500

7500

Referrals - Secondary by subgroups

All 10-11 All 11-12

BH 37 31

CA 0 0

CO 60 39

DM 82 30

FT 75 61

GC 76 68

HI 142 190

LI 92 47

LV 58 29

MI 60 48

PA 82 62

PE 90 73

SM 37 46

VCS 41 36

WA 84 55

WI 70 66

1030507090

110130150170190

Suspension - Elementary

AA Asian EL Filip Latino Pac Isd SWD White

BH 23 2 0 0 4 0 5 2

CA 0 0 0 0 0 0 0 0

CO 29 1 3 0 6 0 8 3

DM 17 0 8 3 9 0 9 1

FT 52 0 1 1 3 3 13 2

GC 49 3 4 4 6 0 24 2

HI 117 0 23 1 36 0 43 30

LI 42 0 0 0 1 1 4 0

LV 19 0 0 1 6 0 10 3

MI 27 0 0 6 8 0 9 7

PA 45 1 10 0 14 0 7 2

PE 35 0 4 4 2 2 8 16

SM 22 1 1 2 9 0 7 6

VCS 22 0 1 2 5 0 2 3

WA 29 3 2 4 2 0 3 2

WI 55 0 3 1 10 0 12 0

10

30

50

70

90

110

130

Suspensions - Elementary by Subgroups

All 10-11 All 11-12

HMS 531 734

FMS 716 836

SMS 352 702

JBHS 682 405

PHS 145 183

VEA 206 201

VHS 2121 887

250

750

1250

1750

2250

Suspensions - Secondary

AA Asian EL Filip Latino Pac Isd SWD White

HMS 500 7 12 28 82 3 170 110

FMS 519 4 77 8 2 9 137 68

SMS 457 6 69 10 146 2 147 20

JBHS 266 12 7 32 50 5 118 29

PHS 147 0 1 3 19 1 57 7

VEA 154 0 0 0 21 0 38 24

VHS 498 7 75 22 230 14 212 64

50

150

250

350

450

550

Suspensions - Secondary by Subgroups

All AA Am Ind Asian Latino White

Hi 2 0 0 0 1 1

WI 1 1 0 0 0 0

WA 1 1 0 0 0 0

FMS 8 7 0 0 1 0

HMS 6 5 0 0 0 1

SMS 6 6 0 0 0 0

JBHS 5 3 1 1 0 0

VHS 16 12 0 0 3 0

PHS 1 1 0 0 0 0

1

3

5

7

9

11

13

15

17

Expulsions

Data Reflection• Where do you see movement toward the

District and site goals?

• Where is improvement needed?

• Write a statement that identifies one of the problem areas that you see?

Data Reflection• Write a statement that identifies one of the problem

areas that you see?• Referrals and suspensions are not decreasing at our

school• Referrals and suspensions are decreasing at our

school but we are not meeting our targets• We are meeting our targets for students overall but

our African American students are still over represented for referrals and suspensions at roughly twice the enrollment

• There is still variance in data among sites. When our system is working well there will be little variability among sites.

Strategic Action

Positive Behavior Intervention and

Support fully implemented at all schools

Three-tiered Model of Behavioral and Academic Support Systems

Best Behavior (Sprague & Golly, 2004)

jeffs@uoregon.edu 20

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Targeted and Indicated Interventions• Individual Students• Frequent assessments• Individualized supports• Evidence-based practices

Targeted and Indicated Interventions• Few Students• Functional Assessment-based• Individualized supports• Evidence-based practices

Selected Interventions• Some students (at-risk)• Group and individual supports• Default strategies• Frequent Assessments• Evidence-based practices

Selected Interventions• Some students (at-risk)• Group and individual supports• Default strategies• Frequent Assessments• Evidence-based practices

Universal Interventions• All students, all subjects• Preventive• Frequent Assessments• Evidence-based practices

Universal Interventions• All settings, all students• Prevention focus• Frequent Assessments• Evidence-based practices

Behavioral Support SystemsAcademic Support Systems

Vallejo City Unified School DistrictProgressive Discipline Plan

Key idea

PROGRESSIVE

Action 1: Setting School Wide Behavior Expectations

How does it look?• Behavior expectations have been defined for

all classrooms and common areas

• Specific student behavior expectations will be posted in all classrooms and common areas

Common Area Be Safe Be Respectful Be ResponsibleAll common areas Walk facing forward.

Keep hands, feet and objects to self. Get adult help for accidents and

spills. Use all equipment and materials

appropriately.

Use kind words and actions. Wait for your turn. Clean up after self. Follow adult directions.

Follow school rules. Remind others to follow school

rules. Take proper care of all personal

belongings and school equipment.

Be honest

Cafeteria Keep all food to self. Sit with feet on floor, bottom on

bench and facing table.

Allow anyone to sit next to you. Use quiet voices.

Raise hand and wait to be excused.

Get all utensils, mild, etc., when first going through the line.

Playground/Recess Walk to and from the playground. Stay within boundaries. Be aware of activities/games around

you. No play fighting. What is on the ground stays on the

ground.

Play fairly. Include everyone.

Use hall/bathroom pass for leaving the area.

Elementary School Rules and Behavioral Expectations

Action 2: Teaching Behavior Expectations

How does it look?• Lesson plans for all student behavior

expectations

• A 2012-2013 schedule has been developed and will be implemented for the teaching and reteaching of all behaviors

Behavior Expectations Lesson Schedule Week 1 (Sept 5) Basic Behavior

Expectations, Classroom, Playground, Bus, Library, Zero Tolerance, and Substitute Teacher

Week 2 (Sept 11)Repeat of Week 1Week 3 (Sept 18) Repeat of Weeks 1 & 2Week 4 (Sept 25) All Common AreasWeek 5 (Oct 2) CafeteriaWeek 6 (Oct 9) No lessons due because of 3-day weekWeek 7 (Oct 16) PlaygroundWeek 8 (Oct 23) Passing AreasWeek 9 (Oct 30) BathroomsWeek 10 (Nov 6) No lessons due

because of 3-day weekWeek 11 (Nov 13) Arrival and DismissalWeek 12 (Nov 20) No Lesson Due to

Action 3: Using Positive Behavior Reinforcement

How does it look?• A school wide positive behavior

reinforcement system has been developed• The --- School system includes….• Site administrators will have the following

responsibilities: …• Teachers will have the following

responsibilities: …

Action 4: Office Referral Procedures

How does it look?• The _____ School Office referral form will be

in use for all referrals• The following procedures should be used

when referring students to the office: …• If these procedures are not followed these

actions will occur: ….

Action 5: Systematic Supervision of Common Areas

How does it look?• Training for systematic supervision• Our plan for 2012-2013 includes:

– A focus on the “7 Features of Active Supervision”– Specific direction of locations of adults for

supervision

Supervision Planning Activity• Draw a map of your school’s playground (or other common

area if applicable)

• Identify problem areas on that map

• Draw out planned and purposeful movement patterns

• Outline the reinforcement and correction strategies to be used

• Discuss how you will train and support supervisors

Systematic Supervision of Common Areas

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Video

• Systematic Supervision Middle School• Module 3- Being Positive 6:40 minutes

Being Positive

Teacher Actions

• Build relationships with S

• Reinforce and model positive behavior

• 4 to 1 Rule• Actively look for

positive behavior

Impact on Students• Appreciate it when teachers

refer to them by name• Are impacted by positive

and negative teacher attitude in the classroom

• Feel more cared about when teachers are positive

• Notice the shift in school culture

Action 6: Classroom Management System

How does it look?• Teaching and reteaching of classroom rules

– “If students are not doing what you want, teach them!”

• Use of positive reinforcement– “Pay attention to the behavior you want!”

Video

• Managing Middle School Classrooms- Behavior Expectations

• Module 2: Identify 2:42 minutes

www.irised.com

• Systematic Supervision for HS, MS, or ES and “Play by the Rules” ES student tape…

Systematic Supervision of Common Areas

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It is critical not to view Best Behavior as a set of “tricks”

but rather as an integrated, sustainable system of supports for students,

yourself, and your colleagues.

-Jeffrey Sprague, 2005