1. THE MESS! STUDENT: DEEDEE Sarah Totans Jeff Petzak Elizabeth Whaley Kayla Wiener What is wrong with this class? 1.No sense of community Peer tutoring ineffective Students acting out 2.Lack of effective Classroom Management Students fell asleep 3.No positive feedback or support from staff Student is frustrated and saying This is “stupid” How will we fix it?

2. WITH… POSITIVE BEHAVIOR SUPPORTS (PBS) FOR THE SCHOOL, THE CLASS, AND DEEDEE !!! HOW WILL WE FIX IT?

3. What is PBS?  PBS stands for Positive Behavior Supports  PBS uses a 3 Tier method to approach behavior supports.  Tier 1 - Primary Prevention School-wide  Tier 2 – Secondary Prevention specialized group Deedee’s Classroom  Tier 3 – Tertiary Prevention on an individual level. Deedee  PBS focuses on the positive behaviors instead of pointing out negative behavior

4. What does the Research say about implementing PBS?  In a randomized control trial, this research documents implementation of SWPBIS and how they related to (a) high loyalty with implementation (b) reduction in office discipline referrals (c) reduction in suspensions (c) improved fifth grade academic performance  Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010)

5. What does the Research say about implementing PBS?  Bradshaw et al., state that the implementation of school-wide PBIS…was successful in achieving high loyalty of adoption, and improved the health of an organization within the schools.  (Bradeshaw et al., 2008)

6. We chose a CONSTRUCTION theme for our School & 6 th grade class Resources we used to help us chose this PBS: Teacher Interview: Mrs. J.Gallagher is a teacher and the director of the ESY program for grade 1-9 at The Quaker School at Horsham. Mrs. J.G. was given a copy of the ‘the mess’ to review. In our interview, we discussed what successful positive behavior supports she has implemented in her classroom. We also looked at what supports she would recommend to help support Deedee and the classroom management. (J. Gallagher, personal communication, July 21 st, 2011)

7. Tier 1 - School-wide PBS !!!!  When each class earns a specified number of tickets, a brick is added to a building on the school’s “skyline bulletin board”  When a building is completed, the students will vote on a school-wide reward  Possible rewards include:  School-wide pizza party  School-wide ice cream party  School/grade wide field trip

8. Tier 2 – PBS for Deedee’s Class  Create tickets for individuals and groups  A ticket is earned for each positive behavior  The ticket is given to the person/group, they put their name on the ticket, and then insert it in the paint bucket

9. The tickets….  There will be “kids at work” tickets  for individuals  for groups  The tickets will be handed out throughout the day and placed in the bucket at the end of each period  Several tickets will be drawn weekly with a large prize at the end of the month  Guidelines for potential road blocks:  The teacher may earn tickets when the class does not follow direction  Teacher will hole punch tickets so no duplicates are made  Students will sign tickets and/or keep half (like a raffle)  Color of tickets will change weekly or bi-weekly so they are not “hoarding”  Matrixes and Posters stating in positive terms terms, the guidelines and classroom expectations will be on display This will assist the students, aids and substitutes

10. The Positive Reinforcers:  We will periodically give a Motivation Inventory to assess possible rewards  Weekly rewards could include  Lunch with teacher  Ice Cream Passes  Homework Passes  Gift cards to Ritas, iTunes, Game Stop  Monthly rewards could include  Phillies Tickets  Larger amounts of gift cards

11. The tickets….  Recommendations from the resources:  Hall (2008) recommends “the rules be stated in a form that tells your students what you want them to do, rather than stating rules in a negative form by telling them what you do not want them to do (p. 175).  Example: No talking in the “Free Reading Center” can be positively stated as “Please Read Quietly when in the Free Reading Center”

12. Teacher Assessment & Data Collection

13. Student Guide

14. Teachers’ Guide

15. Parents’ Guide

16. Tier 3 – Deedee’s Individual PBS

17. What are some possible hang ups?  child having a melt down because they do not receive a ticket  PBS becomes ineffective due to saturation  extinguished burst may occur - problematical behaviors increase  system may be familiar and stale to some students  reinforcer may not be desired by all students  tickets might not be tangible to students because they do not hold onto them

18. How we resolved the hang ups  reminders to students that they will have numerous opportunities to earn tickets  modifications to make PBS new and fresh, such different style of tickets for different desired behaviors.  ignore inappropriate behavior and apply specific praise to positive behavior  Have students take ownership in PBS  They can vote on which problematic behaviors are most disruptive to them.  Students’ create more motivating tickets, colors, themes, etc...  Make super tickets for better prizes so students can trade up  Allow for ticket trading

19. References  OSEP technical assistance center on positive behavioral interventions and supports. (2009, May). Secondary level prevention. Retrieved July 21, 2011, from Positive behavior interventions and supports: http://www.pbis.org/school/secondary_level/default.aspx http://www.pbis.org/school/secondary_level/default.aspx  Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.  Hall, B. K. (2008). Positive behavior supports for the classroom. Upper Sadle River, NJ: Pearson Prentice Hall.  Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.