PBIS at Robert Moton Elementary School Pam Meyers Frank Fiore Kimberly Muñiz May 18, 2006

About Robert Moton Elementary Location: Westminster, MD Carroll County Grade Levels: Pre-Kindergarten - Grade 5 Student Population: 453 students total 156 qualify for free/reduced meals 47 receive title I services 135 receive special education services Special education regional center - provide education services to students whose needs could not be met in their home school Ethnic breakdown: 369 white, 46 African American, 24 Hispanic, 12 Asian and 2 American Indian Alaskan

PBIS at RMES The process of making the commitment to PBIS Fine-tuning what PBIS would look like at RMES.

What does PBIS look like at RMES? TRIPLE Posters Tickets R espect esponsible eady to learn RANCH

DATA Data collected since August/September 2006 SWIS, Excel, etc.

Yearly Support Room Data

The “Big 5” Location: 78% of the problem behaviors occur within the classroom Time: 12-2:00 Problem Behavior: The top 3 behaviors: Defiance/ Disrespect/Insubordination/Non-compliance Fighting/Physical Aggression Disruption

Average number of referrals/day

Number of RRR Tickets Quarter K 1 2 3 4 5 Total One 306 289 278 236 110 193 1412 Two 678 526 423 147 191 2243 Overall 984 815 701 514 257 384 3655

Ratio of Tickets:Referrals

Triangle of Student Referrals Intensive, Individual Interventions Individual Students Assessment-based High Intensity 6+ referrals 1-5% 1-5% Targeted Group Interventions Some Students (at-risk) High Efficiency Rapid Response 2-5 referrals 5-10% 5-10% Universal Interventions All Students Preventive, proactive 80-90% 80-90% 0-1 referral

Yearly Triangle

Triangle of Student Referrals: August/September 2005

Triangle of Student Referrals: April 2006

Suspension Data Suspensions have ranged from 1-10 per month.

Positive Data 55 staff (over ½) have been recognized and rewarded for acknowledging students exhibiting the RRR behaviors. 3,655 RRR coupons given from 09/05-1/06 400 students (90%) earned the privilege to attend each quarterly celebration Nominated (and met criteria) for a PBIS exemplar school of the year Number of referrals decreased from a high of 132 in November to a low of 61 in April

Cost-Benefit Analysis

Using data for decision-making Continuum of support provided to students Staff development provided in response to staff requests (+35 staff attended a presentation on dealing with students who have significant problem behaviors. Movement of the support room Discipline committee

SET EVALUATION April 2006, SET was conducted RMES scored a 90% 2 recommendations: Lesson plans to teach RRR behaviors Consistent responses for responding to problem behaviors