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Great Expectations Lead to Great Outcomes
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Act 136 (Passed 2010)
Requires school districts to provide ongoing classroom management training related to
positive behavior interventions & support reinforcement conflict resolution mediation cultural competence restorative practices guidance and discipline adolescent development
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What is School Wide Positive Behavior Intervention and Support?
A framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students
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Top 5 Referral Concerns Across EBR Schools During 2013-2015
0
200
400
600
800
1000
1200
1400
1600
1800
2000
Figh,ng Wilful Disobedience School Disturbances/ Habitual Viola,ons
Treats Authority with Disrespect
Guilty of Conduct or Habits Injurious to Self and Others
Elem
Mid
HI
SA
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Referrals By Problem Behavior District Elementary Schools Summary
2013-14
Total ODR Incidents- 7979
Top 5 Referral Concerns Instigates or participates in fights while under school supervision ..1,643 Willful Disobedience .1,564 Disturbs the school or habitually violates any rule 1,024 Treats authority with disrespect ....953 Is guilty of conduct or habits injurious to his/ her associates .844
The top 5 referrals accounted for 6,028 ODRs (76%) in EBR Elem Schools during 2013-2014
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Referrals By Problem Behavior District Middle Schools Summary
2013-14 Total ODR Incidents- 6,577
Top 5 Referral Concerns Willful Disobedience ------------------------------------------- 1,438 Instigates or participates in fights while under school Supervision .. 1,258 Disturbs the school or habitually violates any rule ---- 961 Treats an Authority With Disrespect----------------------- 747 Uses profane or obscene language -------------------------- 426
The top 5 referrals account for 4,830 ODRs (73%)
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Referrals By Problem Behavior District High Schools Summary
2013-2014
Total Incidents- 7,624
Top 5 Referral Concerns Willful Disobedience ---------------------------------------------------------1,884 Is habitually tardy and / or absent-------------------------------------- 1,296 Leaves school premises/ or classroom w/o permission------------ 997 Treats an Authority With Disrespect------------------------------------ 960 InsJgates or parJcipates in ghts while under school Supervision.. 698 Cyber bullying/ Cyber harassment------------------------------------- 5
The top 5 referrals account for 5,835 ODRs (77%)
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SUPERINTENDENTS ACADEMY SCHOOLS REFERRALS BY PROBLEM BEHAVIORS (2013-14)
District Wide there were 3096 ODRs reported by SA schools.
SIX LEADING DISTRICT WIDE REASONS FOR OFFICE DISCIPLINARY REFERRALS (ODRs) BY SA SCHOOLS:
InsJgates or parJcipates in ghts while under school Supervision - 556 Willful Disobedience --------------------------------------------------------- ----517 Treats an Authority With Disrespect------------------------------------ --- 588 Disturbs the school or or habitually violates any rule---------------- ---- 366 Leaves school premises/ or classroom w/o permission------------ --- 303 Use profane and/or obscene language --------------------------------------- 216 TOTAL-------------------------------------------------------------------------2546 The Leading 6 reasons for ODR noted above represented 82 % of
all ODRs at the Superintendents Academy Schools
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Team work is vital to developing school culture and behavior expectations
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. The PBIS Leadership Team is comprised of representatives from : Behavior Strategists Child Welfare and Attendance ESS Supervisors Executive Assistant to the Superintendent I Care PBIS Team Leaders Principals Pupil Appraisal Transportation
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School Level Team Comprised of : Ancillary Staff Bus Drivers ESS Teachers General Education Teachers Parents School Administrators School Stakeholders Students
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If a child doesnt know how to read, we teach. If a child does not know how to swim, we teach If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach If a child does not know how to behave, we. teach? . Punish?
Adapted from Tom Horner, Counterpoint (1998, p2)
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Traditionally, reactive strategies are used to deal with behaviors that interfere with classroom instruction Verbal
reprimands Time out within
the classroom Phone the
parent Time out room
Behavior clinic after school
Suspension Expulsion Office referral
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The most typical strategies used to address misbehaving students are: Detention Suspension Expulsion
Get tough on offenders!!!
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Evidence based research is clear
Punitive methods alone do not teach
acceptable replacement behaviors Punitive methods most often
influence students toward forming many of the escape and avoidance behaviors that produce challenges to classroom instruction
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All behavior serves a purpose
What are the purposes? How do we determine purposes?
Attention (social reinforcement)
Tangible reward Escape Avoidance
Direct observation Direct Assessment Indirect assessment interviews survey questionnaires review records
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Problems with Reactive Strategies Punishment alone will not lead to durable change in
behavior. (Braaten, 1994) Reactive strategies that rely primarily on punishment
assume that individual know what is expected, how to do it, and are properly motivated. Unfortunately it fails to teach the expected behavior. (Horner & Sugai 1999)
Some forms of punishment may actually be rewarding and maintain problem behaviors. (Gresham, 1991; March & Horner, 2002)
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The Challenge
Punishing problem behaviors (without a proactive support system) is associated with increases in
(a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.
Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999 March & Horner, 2002
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Schools that are Least Effective in Supporting Students with Problem Behavior
Have unclear and/or negative behavioral expectations. Have inconsistent implementation of consequences
for problem behavior. Lack agreement among staff on behavioral
expectations and consequences Do not accommodate individual student differences
Gottfredson, Gottfredson, Mayer, 1995 Mayer, Butterworth, Nafpaktitis, & Sulzar-
Azaroff, 1983
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Features of School-wide Positive Behavior Support Establish regular, predictable, positive learning &
teaching environments.
Train adults & peers to serve as positive models.
Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing.
Improve social competence.
Develop environments that support academic success. Sugai 2001
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Practices and Systems for School-wide Positive Behavior Support
Practices
Define expectations Teach expectations Monitor expected
behavior Acknowledge expected
behavior Correct behavioral
errors (continuum of consequences)
Use information for decision-making
System Needs Admin Leadership Team-based
implementation School wide buy in Budgeted support Development of data
driven decision making system
Training opportunities
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School-wide Behavior Support Means: You do not ignore problem behavior
Continue to discourage and monitor problem
behaviors Office Discipline Referral Forms (COGNOS)
Clear guidelines for what is handled in class versus sent to the office
Prevent problem behaviors from being rewarded. Understand that negative consequences do NOT
change behavior patterns. Negative consequences yield short term results. Teaching is what changes behavior.
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Use Readily Available Information to Make Decisions
A) archival records B) survey/interviews C) direct observations
COGNOS is a web-based application that allows schools to quickly organize and interpret their office discipline data.
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What must we do to effect change?
Multi-tiered systems of support grounded in: Evidence-based academic instruction that is motivating and engaging
An instructional approach to behavior A belief that academic and behavioral
instruction go hand in hand Identify students early and provide them
what they need
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Monitoring
Benchmark of Quality (completed in the Fall (September) and Spring (March)
PBIS Team develops Action Plan PBIS Monthly Report is submitted
monthly On site monitoring (monitors do campus
walk throughs, attend PBIS meetings, interact with staff and students) occur at least once ech quarter
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PBIS should unify all initiativesits not one more thing
Attendance Special Education
Discipline
Literacy
School Climate
Understanding Cultural Needs
Response to Intervention
PBIS
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Multi-tiered Tiered Systems of Support
Tier 3 < 10% Tier 2 10-15 % Tier 1 80-90 %
Academic Supports Behavioral Supports
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Tier 1
Academic Supports Behavioral Supports
Universal Interventions
Focus is in each class/ subject
Focus is on all students Preventative (proactive)
Universal Interventions
Focus is on all settings Focus is on all students Preventative (proactive)
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Tier 2
Targeted Group Academic
Interventions (10 15 % of Students)
Targeted Group Behavioral Interventions
(10-15 % of students)
Students have been identified as At Risk
Interventions are by design implemented with High Efficiency
The expectation is A positive Response to Intervention
Students have been identified as
At Risk
Intervention are by design implemented with High Efficiency
The expectation is A positive Response to Intervention
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Tier 3: The most individualized, and
intensive level of support Academic Supports Intensive, Individual (5-10 % of students)
Behavior Supports Intensive, Individual (5-10 % 0f students)
Goal is to reduce harm
More extensive planning and monitoring is reserved for students with complex, long term resistant behavioral and academic issues
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Next Steps
Professional Development Availability to In-service Schools Development of School Level Team Updated OR Revised Master Plan Based
on 2013-2014 Cognos Data. Analyze Benchmarks of Quality (BoQ) Timely Submission of Documents to
District