Transcript Powerpoint

Positive Behavior Interventions to
Decrease Disproportionality
Rhonda Henry, LMSW
Kelli Crawford, LLMSW
Jillian Henry, NCSP
Farmington Public Schools
Farmington, MI
Positive Behavior Interventions to
Decrease Disproportionality
Today’s outcomes:
 Share how Farmington is responding to
disproportionality issue as it relates to school
discipline.
 Provide an overview of behavior supports
and delivery model in our elementary, K-4
buildings.
 Sample lessons and resources.
ENROLLMENT 2001-2011
14000
12000
10000
8000
Enrollment
Minority Enrollment
6000
4000
24.75% Af American
12.10% Asian
23.6% F&R Lunch
11% ELL
2000
11
20
10
20
09
20
08
20
07
20
06
20
05
20
04
20
03
20
02
20
20
01
0
Seeing RED cars…
http://www.youtube.com/watch?feature=player_detailpage&v=mpR0Dq3xLaQ
See Do Get
Paradigm
Result
Behavior
(Covey, 2005)
Hot Dot activity
How do you see behavior
problems?
Traditionally………
PBIS
Special Education
Transportation
Unify all of
our
work
Classroom
Instruction
into
one
vision
HSCE/GLCE
Gifted and Talented
Custodians
Common
Assessments
Instructional
Consultation
Title I
Parents
Enrichments
PLC
Para support
ELL/ESL
Counseling /
Student Support
Quality
Instruction
SAPC
School
Improvement
After-School
literacy
Social Work
Adapted from Harlacher & Mucha,
2010
Teach Behavior - PBIS
Quality Instruction,
Teacher Growth & Eval, PLT
Cultural Competency
Admin Toolbox
Disproportionate
Suspensions
Why PBIS?
If a student cannot read…
WE TEACH
If a student cannot add or subtract
WE TEACH
If a student misbehaves
WE PUNISH???
PBIS.org
POSITIVE BEHAVIOR
SUPPORT POLICY



Adopted by the Michigan State Board of
Education on September 12, 2006
Each school district in Michigan must
implement a system of school-wide positive
behavior support strategies.
Schools must provide a system that will
support students’ efforts to manage their own
behavior and assure academic achievement.
PBIS Support Policy

An effective behavior support system is :






Proactive
Positive
Skill-building
Promotes pro-social behavior & respectful
learning environments
School-wide expectations are clearly stated,
widely promoted, & frequently referenced
Data driven to evaluate effectiveness & make
revisions when needed
School-Wide PBIS Procedures
PBIS.org
Stages of Learning
Tier 1- Quality Classroom
Instruction









School-wide PBIS
lessons
Anti-Bullying lessons
Conflict Resolution
Lessons
New Student Groups
CHAMPS
Conscious Discipline
7 Habits of Leadership
Love & Logic
Peer Mediation
SPOT Expectations
 Stay
SAFE
 Practice
RESPONSIBILITY
 Offer
RESPECT
 Team
up for TEAMWORK
S
Stay Safe
P
Practice
Responsibility
O
Offer
Respect
T
Team Up For
Teamwork
Arrival &
Dismissal
Hallway
Classroom
Restroom
Lunchroom
Playground
Walk in a single
line, facing
forward at all
times.
Stay on sidewalks
and use
crosswalks.
Enter and exit
parking lot with
adults only.
Stay to the right
and walk in a
single line, facing
forward at all
times.
Keep hands, feet,
and objects to
yourself.
Carry and store
possessions
safely.
Walk at all times.
Keep hands, feet,
and objects to
yourself.
Use classroom
materials properly.
Walk at all times.
Keep water in the
sink.
Keep feet on the
floor; climbing is
dangerous.
Walk in quietly,
and promptly go
to assigned area.
Keep hands, feet,
and objects to
yourself.
Follow allergy
table procedures.
Stay in designated
play areas; get
permission to go
inside.
Avoid rough and
dangerous play.
Use equipment
properly.
Stay with your
belongings.
Sit or stand in
your assigned
area.
Be on time and
ready to move.
Take care of your
belongings.
Go directly to your
destination and
return promptly.
Help keep the
hallway tidy.
Promptly follow
directions.
Complete all
assignments and
do your personal
best.
Take care of
materials and
clean up after
yourself.
Place trash in the
garbage can.
Flush toilet and
keep stall doors
unlocked when
not in use.
Wash hands with
soap before
leaving.
Sit only in
assigned area.
Leave no trace.
Leave lunchroom
only with
permission.
Return equipment.
On signal,
promptly line up
and face forward.
Walk in quietly
with hands by
your side.
Keep hands, feet,
and objects to
yourself.
Follow directions
promptly.
Get quiet when
signaled.
(Bell, whistle,
hand signal, etc.)
Others are
learning; whisper
when you need to
talk.
Respect others’
personal space
and property.
Listen and follow
the directions of
adults.
Use kind words
and actions.
Look at and listen
to the speaker.
Respect others’
property.
Knock before
entering stall.
Give others
privacy.
Keep the lights
on.
Use quiet voices;
respect the
learning time of
others.
Promptly follow
signals and
directions of
adults in charge.
Use proper table
manners.
Use kind words
and actions.
Be willing to
negotiate and
compromise.
Promptly follow
directions of
adults in charge.
Wait your turn.
Walk in a straight
line and follow the
Safety’s
directions.
Use appropriate
door.
Keep area neat,
leave nothing
behind.
Stay in-step with
your class.
Encourage others
to follow hallway
expectations.
Listen to others
and respect their
ideas.
Share and take
turns.
Use inside voices.
Keep restrooms
clean and neat.
Wait your turn and
be patient.
Get in and out of
the restroom
promptly.
Allow others to
join you.
Use DEBUG
when needed.
Work together to
keep lunchroom
clean & safe.
Play by the rules.
Allow others to
join you.
Use DEBUG as
needed.
PBIS Format

Format of lessons:






Connection
Teaching Point
Demonstration/Modeling
Active engagement (role playing)
Link
Praise
I DO, WE DO, YOU DO
Why teach PBIS lesson every
week?

Research on working memory and
developing Automaticity (Hargis, et al, 1988)
shows that students require a sufficient
amount of repetition before using a new skill.
80 IQ= 55 repetitions
100 IQ= 35 repetitions
120 IQ= 25 repetitions
PBIS Lessons


Weekly PBIS lessons
Lessons are provided and reinforced with weekly
themes
Anti-Bullying Lesson



Bully-Proofing aligns with PBIS
Adopted version of Bully-Proofing Prevention and
Intervention
Bully Proofing supports a tiered model:
 Tier 1: Mobilize the caring majority to nurture a
positive climate
 Tier 2: Provides strategies to work with victims of
bullies
 Tier 3: Provides strategies to work with bullies
On
Purpose
Happens
over and
over
3 Clues
to
Bullying
Unequal
Power
Conflict Resolution Lessons


Empowering students to peaceably solve
problems on their own
5 week lessons are provided to students K-4





Using an “I” Message or a Bug and A Wish
Listening
Apologizing
Tattling vs. Telling
Review tools in toolbox
Bug and a Wish
It bugs me when________.
And I wish ______________.
Tier 2- Targeted Supplemental
Interventions





Individual Lessons
Parent Communication
Skill Groups based on
teacher referral
School-wide safe spot
to support students
Instructional
Consultation Teams
Labels Are For Jars

All students can learn If
we teach and re teach
Tier 3- Intensive Interventions






Increase frequency and
intensity of Tier 2 supports
Collaboration with Parents
and Staff
Functional Behavior
Assessment (FBA)
Behavior Intervention Plans
(BIP)
Behavior Accommodations
Mentors
Functional Behavioral
Assessment
Problem Identification & Analysis:
-Attention
-Obtain an activity
-Change an activity
-Control
-Sensory stimulation
-Obtain assistance
-Relief from boredom
-Task escape/demand
A-B-C Data
Making behavior
specific
and observable
Antecedent
Behavior
Consequences
Sensory Break
http://www.teachertube.com/viewVideo.php?video_id=331535
Instead of Punishment
•
We grow as educators
•
We determine what is going to be most
impactful
We Build Our Skills




Parent Family Coordinator
Consultants
Book Studies
Professional Learning Teams
Different Responses to
Misbehavior
Apply meaningful consequences:
 Problem solving sessions
 Escorts
 Community Service
 Overcorrection
 Apologizing
 Verbal Warnings
 Lose of Privileges
 Lunch Detention
 Student calls parent
Traffic Light Activity



Red what I will stop doing
Yellow what I will continue doing
Green what I will start doing
References










PBISworld.com
PBIS.org
Interventioncentral.org
Hargis, C.H., Terhaar-Yonkers, M., Williams, P.C.,& Reed, M.T.
(1988). Repetition requirements for word recognition. Journal of
Reading. 31, 320-327.
Rosenfield, S.A. & Gravois, T.A. (1996). Instructional Consultation
Teams, New York, Gilford Press
Smartexchange.com
Bully-Proofing Your School: A Comprehensive Approach for
Elementary Schools” By Cam Short-Camilli
www.ConsciousDiscipline.com
Covey, S. (2005). The 7 Habits of Highly Effective People
Sprick, R., Garrison, M, & Howard, L. (1998). CHAMPs: A Proactive
and Positive Approach to Classroom Management