Sean dickinson 1

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Sean dickinson 1

  1. 1. PBIS: A Positive Approach to Discipline Beaumont Unified School District Introductions Margaret Delongchamp Board Member Dr. Christy Goennier Assistant Superintendent Carrie Roberg Special Education Director Shawn Mitchell Student Services Director Sean Dickinson Special Education Coordinator Cindy Barris Special Education Coordinator Alexa Perez, LCSW Mental Health School Psychologist Tina Lau-Vaca Mental Health Counselor Who We Are - And Why Beaumont USD Embraced PBIS
  2. 2. Beaumont Unified School District Community of Beaumont – Population 39,455+ (246.6% growth over twelve years) Median Household Income - $59,920 Average Age – 32.5years Enrollment: 8900 students in 10 schools (102.8% growth over 10 years) Percent of Free/Reduced Meal Students: 59% Percent of English Learners: 13% Race/Ethnicity: 2002 – 03 2012 – 13 White 48.9% 35.4% Hispanic 41.8% 49.3% Other 9.3% 15.3% Student Suspension Data Elementary School Site 2012-13 2011-12 2010-11 2009-10 AHE 36 18 69 66 Brookside 35 26 17 20 Palm 65 92 82 24 Sundance 41 34 65 53 3RR 39 37 58 85 THE 30 32 46 25 Elementary Total 246 239 337 273 Student Suspension Data Secondary School Site 2012-13 2011-12 2010-11 2009-10 MVMS 185 203 175 318 SGMS 159 392 279 342 BHS 241 267 372 332 GVHS 17 67 56 52 Secondary Total 602 929 882 1044 District Total 848 1171 1219 1317
  3. 3. Student Expulsion Data Elementary School Site 2012-13 2011-12 2010-11 2009-10 AHE 0 0 0 0 Brookside 0 0 0 0 Palm 0 0 0 0 Sundance 1 0 0 0 3RR 0 0 0 1 THE 0 0 0 0 Elementary Total 1 0 0 1 Student Expulsion Data Secondary School Site 2012-13 2011-12 2010-11 2009-10 MVMS 2 2 2 8 SGMS 5 8 5 5 BHS 11 12 15 22 GVHS 2 2 3 5 Secondary Total 20 24 25 40 District Total 21 24 25 41 District Perspective ● Research based best practices ● Incorporate a systematic approach that supports our students learning behaviors as much as their academic behavior
  4. 4. District Perspective cont. ● Involves everyone students come in contact with in the organization ● The SELPA had a grant that covered our initial training ● SELPA Assistant Director was able to utilize the PBIS research to complete her dissertation prior to offering the PBIS trainings to the district within our SELPA. Positive Proactive Approach to DisciplineGetting Started PBIS: Getting Started ● Initial PBIS SELPA county training ● Conversation with Assistant Superintendent of Instruction ● PBIS presentation to Superintendent ● PBIS presentation to School Board ● PBIS presentation to District Administration ● Developed a three year PBIS implementation plan
  5. 5. PBIS: Getting Started ● Initial PBIS SELPA county training ● Conversation with Assistant Superintendent of Instruction ● PBIS presentation to Superintendent ● PBIS presentation to School Board ● PBIS presentation to District Administration ● Developed a three year PBIS implementation plan PBIS: Getting Started ● Established a District PBIS committee including all stakeholders ● PBIS site teams created at all sites ● PBIS site teams sent to SELPA PBIS training ● District adopted 16 Boy’s Town Social Skills training ● District Wide PBIS back to school training for all district personnel Boys Town Press Boys Town Press - Teaching Social Skills in Schools will support current PBIS model in Beaumont USD
  6. 6. Boys Town Press Further training/support is available to assist in: ● Learning how to create and maintain safe environments ● Understanding the correlations between student behavior and academic performance ● Using researched and proven components of efficient classroom management Boys Town Press ● Acquiring additional behavior management techniques, including observation and preparation, that will help prevent disruption and maintain a culture of calm ● Gaining tools to correct inappropriate behavior immediately. ● Developing and understanding the effectiveness of using praise more often than correction to shape positive behavior ● Identifying when and how to teach the 16 social skills to students that are having difficulty District Tiered Behavior System ● TIER I - Daily school/classroom routines and procedures ○ A function of General Education ● TIER II - Sixteen Social Skills taught in small group or individual setting targeting students that require additional support in a particular social skill area ○ A function of General Education ● TIER III - Educationally Related Mental Health Services typically provided in an individual setting to students whose social, emotional, or behavioral deficits impact their education to a significant degree ○ A Special Education Service
  7. 7. TIER I Tier I - Daily school/classroom routines and procedures ○ Sixteen Social Skills Adopted District Wide - One Skill per week Mini Lessons taught daily in the classroom ○ Be Safe + Be Responsible + Be Respectful ○ Low-Level Referral forms ○ Expectation by location ○ Behavior Goal if student has an IEP District PBIS Expectations TIER I District and School will: In grades TK-12 PBIS students will the opportunity to learn and implement the 16 skills within instructional days Getting the Teacher’s Attention Accepting Criticism/Consequence Accepting “No” for an answer Working with Others Asking Permission Disagreeing Appropriately Following Instructions Listening Using appropriate Voice Tone Asking for Help Making an Apology MYOB-Mind Your Own Business Resisting Peer Pressure Staying on Task Waiting you turn Giving Criticism Expectations by Location All schools will display expectations by location throughout school site using Be Safe - Be Responsible - Be Respectful
  8. 8. Low Level Referral Forms ● All school sites will use the Low level-High level electronic referral form Low Level Referral Form ● All school sites will regularly analyze student behavior trends and use the results to inform school practices LLR Spreadsheet All ● School sites have a site PBIS team (District PBIS) team meets quarterly Weekly Classroom Presentations TIER II Intervention ● Student is struggling in TIER I and has received several Low-Level Referrals and some Office Referrals ● Teacher completes a TIER II counseling referral and submits it to site administration for approval
  9. 9. TIER II cont. TIER II - TIER II Referral is made to the (PRC) – PBIS Review Committee – Committee members include Student Services Coordinator, Special Education Coordinator, TIER II Mental Health Counselor, and the TIER III Mental Health School Psychologist ● This team meets weekly to review district TIER II Referrals TIER II cont. Documentation included with the TIER II referrals – ● Low Level Referrals ● Phone Logs ● All TIER I interventions that have been implemented ● Teacher notes ● Phone logs TIER II cont. ● TIER II Behavior SST/ Amendment to the IEP meeting is scheduled by the PRC team to be held at the school site ● TIER II Behavior SST members include – Site administrator, Teacher, Parent, Student Services Coordinator, TIER II Mental Health Counselor, and Student
  10. 10. TIER II cont. ● TIER II Mental Health Services are explained to the parent ● Targeted Social Skills are agreed upon by the Behavior SST/ IEP members ● The logistics of the groups are explained They are held at the school site during the school day ● The groups are six sessions and are between half an hour to forty five minutes long TIER III ERMHS Educationally Related Mental Health Services TIER III - TIER III Referral is made when the PBIS Review Committee (PRC) determines that additional intervention is needed based upon continued need despite TIER II intervention or identifies that more intensive intervention is required ● Documentation included with the TIER III referrals ■ All TIER I interventions that have been implemented ■ All TIER II interventions that have been implemented ■ TIER II referral ■ Positive Behavior Support Plan (PBSP) when applicable TIER III cont. ● Positive Behavior Support Plan (PBSP) based upon Functional Behavioral Assessment (FBA) ● Possible referral for special education if social, emotional, or behavioral factors are impeding academic progress and student has not been previously Identified for Special Education Services
  11. 11. TIER III cont. ● IEP scheduled to make referral for TIER III ERMHS Assessment ■ Discuss current social, emotional, and behavioral concerns ■ Identify supports/interventions previously utilized TIER III cont. 60 day timeline for assessment (services are provided as a portion of the assessment) ■ Observations, Clinical Interview with parent, teacher, student ■ Weekly individual services TIER III cont. ○ IEP is scheduled to review assessment ○ IEP Team determines services to be implemented and specific social, emotional, behavioral goal to be addressed by ERMHS ■ Services & goal added to IEP
  12. 12. TIER III cont. ● Communication among IEP team members as to interventions and progress ■ Discuss with parents/teachers interventions that can be utilized in home/classroom to support generalization ● IEP meetings are held to adjust/discontinue ERMHS as needed TIER III cont. ● Should additional support be necessary… ○ Community Based Mental Health Providers ■ Riverside County Department of Mental Health ■ Therapeutic Behavioral Services (TBS) ■ Private/Public Community Mental Health Agencies ○ WRAP Around Services to maintain/support current placement Parent and Board Perspective
  13. 13. Video Questions ????

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