1. Behavior Referrals Matoska International Elementary School
White Bear Lake Area Schools
Kathy Moore, Ph.D., NCSP
School Psychologist

2. Matoska International Elementary School
White Bear Lake Area Schools
Choice school for WBL, bus from students from around the district
Kindergarten through 5th grade
International Baccalaureate PYP school
Approx. 550 students
Growing school, have around 100 enrolling kindergartners for fall
K. Moore has been PBIS coach for 5th year, 7 years at Matoska. Principal has been there for same amount of time. Have not had significant change in leadership.

3. Matoska International Data System
will be our Year 5 for our PBIS program. We began as Cohort 5 in
As a team in Year 1, we defined our major/minor behaviors. We created a referral process for our out of class referrals.
For 2 years, and we used SWIS
In , started using Skyward for behavioral referrals. WBL adapted our major/minor documentation sheet for in Skyward.
Skyward data accessed by Viewpoint to receive graphs on time, location, and individual student referrals

4. Behavior Referral System
Identify who staff contact for major behavior/chronic behaviors
Principal, school psychologist, behavior assistant
Administrator/behavior support document out of class referrals
All use same out of class referral sheet
Data entered into Skyward (WBL student information system), which can be accessed through Viewpoint (WBL data system that draws information from Skyward)
Data needs to have Integrity & Fidelity. Our school staff go over our Referral Procedure as well as review our Minor/Major Behaviors.

5. Referral Sheets to Data
One central place to enter the referrals sheets
School admin enters the referrals each week
Weekly behavior team (school psychologist, principal, district behavior consult, social worker, community liasion)
Data pulled once a week to review referrals
Student
Time
Location
Type of Behavior
Shared document of student name, referral count, action steps, and person responsible

6. Major/Minor Behaviors
Pull referral data for a period of time and look at highest area for minor behaviors
Ex. Highest is defiance/disrespect
Staff in-services over the following topics:
How to de-escalate students/parents
How to communicate with families, students, classrooms about students with social/emotional behavioral concerns
Teaching about coercive behaviors

7. Location Pull the data by location Evaluate needs for the location Bus
Playground
Classroom
Common Area
Specialist
Evaluate needs for the location
Ex. Bus PM referrals
Altered bus routes
PM bus communities
Assigned seats
Adult supervision
Bus Meetings

8. Individual Students
Weekly data meetings to review top students with behavior team (family advocate, behavior consult, behavior assistant, principal, school psychologist)
Created a shared document to track who is assigned to which student, action items identified, and plans are made
Next week the action items are reviewed, as well as new out of class referrals

9. Individual Student
Ex. Student with highest number of referrals, created a separate meeting with behavior consult
Defined skills deficit, identified skill needed to be taught, and addressed how to monitor behavior
School psychologist met with teacher individually to go over the plan for the intervention
Create a behavior plan with documentation
Assigned Tier II or Tier III intervention
CICO
Mini FBA

10. Individual Student Mini functional behavior assessment
Define problem behavior
Identify antecedents to behaviors
Consequences to behaviors
Possible function of behavior (DO NOT USE CONTROL)
Skill replacement (realistic)
Make a plan

11. Individual Student
Making a plan doesn’t always have to intense/complicated
Accommodation in or out of class
Physical movement break, snack, bus seat or desk change
Break pass
Check-in time with adult
Communication with family and school
Daily/Weekly chart
Weekly phone call
Daily/Weekly

12. Improvements for
Better communication with teachers/families about of out of class referrals for school and individual students
Include time out of class on out of class referral sheet
Better FBA plans for chronic students (Tier III)
Maintain other PBIS systems: teaching behavior expectations, acknowledging behavior etc.
Teacher records of student behavior
Other ideas?
-Kathy Moore, 8/15/13