Implementation of Developmentally Appropriate Behavioral Supports in High Schools: Exposing the Myths

Implementation of Developmentally Appropriate Behavioral Supports in High Schools: Exposing the Myths

Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.

Barriers to HS ImplementationBarriers to HS Implementation

Lack of successful models schools can copy Most successful models are at elementary or middle

school level, so the images and language are not developmentally appropriate

Multiple initiatives with heavy focus on academic achievement

More effort needed to Sustain Communication systems more complex

More adults creates consistency challenge More departments

Lack of successful models schools can copy Most successful models are at elementary or middle

school level, so the images and language are not developmentally appropriate

Multiple initiatives with heavy focus on academic achievement

More effort needed to Sustain Communication systems more complex

More adults creates consistency challenge More departments

MythsMyths

Myth 1: High school students don’t like being rewarded or acknowledged

Myth 2: But they already know (or should know) what is expected!!!!

Myth 3: PBS is completely different in high schools

Myth 1: High school students don’t like being rewarded or acknowledged

Myth 2: But they already know (or should know) what is expected!!!!

Myth 3: PBS is completely different in high schools

Key Features of PBS in High SchoolsKey Features of PBS in High Schools

Developmentally Appropriate Administrative Support

Presence Allocation of Resources

Representative Team (How is the school organized? Small schools? Departments?)

Student Voice (Student Team Member or Advisory Council) Keep it Visible and Fun!!! Ongoing Coaching Address Issues that are important to Staff (attendance; classroom

behavior/achievement) Address Issues that are important to Students (harassment/bullying)

Developmentally Appropriate Administrative Support

Presence Allocation of Resources

Representative Team (How is the school organized? Small schools? Departments?)

Student Voice (Student Team Member or Advisory Council) Keep it Visible and Fun!!! Ongoing Coaching Address Issues that are important to Staff (attendance; classroom

behavior/achievement) Address Issues that are important to Students (harassment/bullying)

School-Wide Systems

Specific Setting System

Classroom System

Individual Student System

Perseverance Respect Integrity Discipline Excellence

C CHS

Classroom Parking Lot/

Locker Bay / Halls

Cafeteria Events/Assemblies

/Dances P

Stay positive Keep trying Learn from mistakes

Keep your locker organized

Park legally

Say please and thank you

Wait your turn

Encourage your teammates Support fellow students with

positive encouragement

R Treat others as you want to be treated

Care for the environment Act and speak appropriately

Use respectful language Use trash cans Give others space in the

hallways Be courteous to others

Recycle Clean up after

yourself Respect the

cafeteria workers

Show respect for teammates, coaches, opponents, parents, teachers, and guests

Show appreciation for officials, referees, speakers and performers

I Be honest Be trustworthy Stand up for what is right

Set a positive example Only open your own

locker Turn in found items

Reach out to make new friends

Take what you need, need what you take

Follow all rules and policies whether I am being watched or not

Make Churchill proud

D Be responsible Strive for consistency Do what needs to be done

Be on time for class Keep track of your

belongings Be safe

Avoid junk food

Be patient

Set an example by working hard every day

Honor your commitments

E Do your personal best Exceed minimum expectations Inspire excellence from others

Help visitors and new students

Follow adult direction

Be healthy Provide

nutrition for your brain

Lead by example Evaluate your performance

and effort and look for ways to improve

Tier 1 Tier 2 Tier 3 Expected Behaviors

Teacher handled, no documentation, teacher discretion for consequence

Teacher handled, referral form completed, teacher discretion for consequence

Referral form completed. Administrator discretion for consequence (with teacher input). Administrator communicates to teacher about situation

LANGUAGE Offensive remarks or gestures in a casual manner “shit”; includes language promoting use of drugs or alcohol; inappropriate sexual connotations; putdowns to a particular subgroup i.e. “so gay” or “so retarded”

Pattern of any of the language behaviors identified in Tier 1 or to a degree that is perceived necessary

Swearing used to harass, intimidate, slow defiance, creates an unsafe climate

Language that is socially appropriate. I am frustrated. I don’t like that. I hate it when that happens. That’s different.

VANDALISM / THEFT Teasingly taking others’ things;

thoughtlessly or “accidentally” damaging property

Theft; purposefully damaging property

Efforts that maintain the respect for other people’s belongings. Asking permission to use other

people’s things. Returning items in same

condition in which they were borrowed.

Turn in found items to office/teacher.

CLASSROOM DISRUPTION Noise making; talk-outs/side-talk; attention-getting behaviors (silly answers, class clowning, etc.); bugging others

Pattern of any of the disruptive behaviors identified in Tier 1; misuse of cell phone/electronic devices in class

Behavior that stops the learning in class; defiant repletion of behavior following correction

Cooperative behaviors that promote participation from everyone. Turn taking. Contributing appropriately to

class discussions and activities. DISRESPECT

Careless less-than-respectful remark or nonverbal action

Acting in a way that dishonors other people; argumentative

Acting in a way that results in another person feels harassed; blatant disregard for established

Language that validations others and their values and beliefs. I didn’t know that.

DEFIANCE Passive refusal to participate; extremely slow in response to request (limit-testing)

Ignoring reasonable request to stop low-level disruption; overt refusal to participate

Repeated refusal; ignoring reasonable request that leads to escalation to an unsafe situation

Acting in a cooperative manner respectful of school and classroom expectations. Responding appropriately when addressed.

TEASING DEMEANING BEHAVIOR HARASSMENT Annoying on purpose; altering names;

“Put downs”; threatening and/or disrespectful body language/posturing; targeted insults

Threat/extortion; racist/SES/sexual/religious /disability/ethnicity/ sexual orientation/ cultural remarks; continued pattern of Tier 2 behaviors; continued proximity after separation; cyber-bullying/intimidation

Language that honors and validates others and their values and beliefs.

OVERLY PHYSICAL ROUGHNESS FIGHTING/AGGRESSION Rough play Pre-fight aggressive posturing,

wrestling, bumping into others, “horse play”

Hitting or kicking; encouraging another to fight; retaliating

Respect for others personal space. Walking away from and

reporting possible conflicts. PUBLUC DISPLAY OF AFFECTION (PDA)

Tongue kissing; extended hugs; Repeated Tier 1 PDA behaviors; inappropriate touching; not responding to a teacher’s reasonable request to stop

“Sexting”; indecent exposure; sexual acts

Respecting the people around you. Handholding. Brief hugs.

DRUG / ALCOHOL Inappropriate drug/alcohol references; talking about use; clothing

Repeated Tier 2 behaviors; Under influence; possession; distribution; paraphernalia;

Be respectful of your body and mind. Show an informed point of view in regards to drugs and alcohol.

TARDY / SKIP INSERT DISTRICT POLICY AND ADD EXPECTED BEHAVIOR DESCRIPTION?

WEAPONS INSERT DISTRICT POLICY AND ADD EXPECTED BEHAVIOR DESCRIPTION?

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Oprah Winfrey

Biography, Challenges and Accomplishments Born in Kosciusko, Mississippi, Oprah Winfrey was raised by her grandmother on a farm where she "began her broadcasting career" by learning to read aloud and perform recitations at the age of three. From age 6 to 13, she lived in Milwaukee with her mother. After suffering abuse and molestation, she ran away from home. She was assigned to a juvenile detention center at the age of 13, but she was turned away because there was no room for her. As a last resort, she was sent to Nashville to live with her father, a strict disciplinarian. Vernon Winfrey saw to it that his daughter followed his rules, and he required her to read a book and write a book report each week. "As strict as he was," says Oprah, "he had some concerns about me making the best of my life, and would not accept anything less than what he thought was my best." At age 17, Oprah began her media career at a radio station in Nashville. Two years later, she became a reporter and a co anchor of a local television news program. In 1986, she became the first African American woman to have her own talk show, the Oprah Winfrey Show. Her show has received many awards and has exercised tremendous influence on millions of viewers worldwide. Oprah has provided a model of tolerance and acceptance, reaching out to people of all races, religious and ethnic backgrounds, rich and poor alike. She has also acted in several films, including her Oscar nominated performance in The Color Purple. She owns her own production company, Harpo Entertainment Group. OprahÕs Angel Network has granted many financial awards to people who are using their lives to improve the lives of others. She is the

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Person How did she show acceptance of

others?

What were the results?

___________________

Differences in people are created by

All people need All people appreciate

Educational opportunities

Religious beliefs Home environment Family structure Home life Income level Ethnic identity Nationality

to give and receive love to express creativity Freedom to make

choices Opportunity for

education The chance to do

meaningful work Freedom to be

themselves Peace of mind Hope Kindness To express creativity

Laughter Good health Friendship Optimism A sunny day

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Dave Matthews

Biography, Challenges and Accomplishments Dave Matthews was born in Johannesburg, South Africa on January 9th 1967. When Dave was two years old, his family relocated to New York where his father worked as a physicist. When he was 12, his father died of lung cancer. Following his fatherÕs death, the family moved back to Johannesburg. He finished his education there and graduated from college. At that time, Johannesburg was under a system of apartheid, a highly segregated social system that denied opportunities to non-whites. Dave was deeply affected by the injustice he observed. This experience would spur DaveÕs later efforts in the cause of peace and justice. In 1986, he returned to New York and began pursuing a career in music. In 1994 his older sister, who had remained in Africa, was murdered by her husband and Dave and his younger sisters were left to raise her children. In 1991 Dave started the Dave Matthews Band. In 2003, they released the album Some Devil which went platinum with its hit single ŅGravedigger.Ó The album won a Grammy in 2004. Dave has also acted in several films, including Where the Red Fern Grows, Because of Winn-Dixie, I Now Pronounce Yo u Chuck and Larry and You Don't Mess with the Zohan. Dave Matthews has continued to work for peace and justice. The Dave Matthews Band has created a foundation, The Bama Works Fund, which has donated 5 million dollars to charities.

Overall Topic (Unit): PBS Š PRIDE lesson / getting to know you beginning of year activity Performance Objectives: The Students will:

Demonstrate understanding of a particular PRIDE definition by writing a summary of a summer experience showing one of the PRIDE attributes.

Demonstrate summarizing and presentations by sharing their summer experience in a small group.

Demonstrate active listening to other students summer experiences. Demonstrate understanding of a definition of a particular PRIDE attribute and higher level

cognition by deciding which of the small groups experiences most readily illustrates one of the PRIDE attributes.

Materials Required:

Paper, pencil,

Activity Assessment

( 10 min) Anticipatory Set:

Åú Read definitions of each PRIDE attribute. Give an example from your experiences this summer of how you demonstrated each of them.

N/A

(3 min) Development

Åú Divide class into 5 small groups (one for each of the PRIDE attributes). Each group is assigned a PRIDE attribute (e.g Excellence)

1. Within each group, each member writes about something that they experienced over the summer that demonstrates either a positive or negative aspect of the particular PRIDE attribute they have been assigned to. (2 min.)

( 20 min) Development

Åú Each group member shares their experience with the small group. Other members actively listen.

Åú After all members have shared, as a small group, decide which exp erience best represents the particular PRIDE attribute they have been assign ed to.

Åú A self selecte d member from each small group shares the best exp erience with the w hole class.

Reflection Åú Each student writes a summarizing definiti on, in their own words, of the one PR IDE attribute that they discusse d in their small group.

Collect papers and grade

ReinforcersReinforcers

PRIDE tickets (students hoarding them) Highlander T-Shirts CD’s Positive Call Home Tickets to Dance; Sporting Events Coupons to local food chains (pizza;

Burger King; Taco Bell; etc.)

PRIDE tickets (students hoarding them) Highlander T-Shirts CD’s Positive Call Home Tickets to Dance; Sporting Events Coupons to local food chains (pizza;

Burger King; Taco Bell; etc.)

P R I D E b u C k

Academic Learning Time: Typical School 1152 Instructional Hours in the School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months)= 1088 Attendance Time (Time in School)- 150 Non-instructional time (50 min./day for passing time, lunch, etc)

= 938 Allocated Time (Time scheduled for teaching)- 234 (25% of allocated time for getting started,

transition between instructional activities, discipline) = 704 Instructional time (time actually teaching)- 176 Time off task (Engaged 75% of time)= 528 Engaged Time (On task)- 105.6 Unsuccessful Engaged Time (Success Rate 80%)= 422.4 Academic Learning Time

2.34 hrs. of instructionally productive time per day (422.4/180 days)

Education Resources Inc., 2005

Efficiency Rating = 37%

Academic Learning Time: Effective School 1152 School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months)= 1088 Attendance Time (Time in School)- 150 Non-instructional time (50 minutes/day for passing time, lunch)= 938 Allocated Time (Time scheduled for teaching)

- 141 (15% of allocated time for administration, transition, discipline -- 9 minutes/hour)= 797 Instructional time (actually teaching - 141 hrs. lost v. 234 hrs. lost)- 79 Time off task (Engaged 90% of time)

= 718 Engaged Time (79 hrs. lost v. 176 hrs. lost)

- 72 Unsuccessful Engaged Time (Success Rate 90% = 72 hrs. lost v. 105 hrs. lost at 80% Success Rate)

= 646 Academic Learning Time (646 hrs. vs. 422 hrs.)

Education Resources Inc., 2005

Efficiency Rating = 56%

The Difference: Typical vs. Effective Schools Unallocated Non-Instructional Time

75% vs. 85% = 93 more hours Difference in 15 minutes vs. 9 minutes/hour Teaching expectations, teaching transitions, managing appropriate and inappropriate

behavior efficiently Engagement Rate

75% vs. 90% = 97 more hours Management of groups, pacing

Success Rate 80% vs. 90% = 34 more hours

Appropriate placement, effective teaching So what?

224 hours more instructionally productive hours (646 vs. 422) 34% more ALT 95 more days in school (based on 2.34 hours of instructionally productive time per day!!)

Education Resources Inc., 2005

Basic Management PracticesBasic Management Practices

Expectations and routines have been explicitly defined Expectations and routines have been practiced to mastery Scanning and movement strategies allow for maximum supervision Students receive high rates of feedback Frequent Review of Expectations --especially following a bad day Pacing -- minimum of Dead Air allow for Think Time when

appropriate Academic Errors: Correct responses are taught before moving on

Expectations and routines have been explicitly defined Expectations and routines have been practiced to mastery Scanning and movement strategies allow for maximum supervision Students receive high rates of feedback Frequent Review of Expectations --especially following a bad day Pacing -- minimum of Dead Air allow for Think Time when

appropriate Academic Errors: Correct responses are taught before moving on

Establish Routines:Build a Predictable Environment

Establish Routines:Build a Predictable Environment

Define and teach classroom routines Entering the classroom What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities.

Specific expectations for different activities (directed practice v. seatwork v. group work v. lab work, etc.)

How to determine if you are doing well in class Exiting the classroom

Establish a signal for obtaining class attention

Teach effective transitions.

Define and teach classroom routines Entering the classroom What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities.

Specific expectations for different activities (directed practice v. seatwork v. group work v. lab work, etc.)

How to determine if you are doing well in class Exiting the classroom

Establish a signal for obtaining class attention

Teach effective transitions.

Entering the ClassroomEntering the Classroom

Quiet Voices Deposit homework in

the homework basket Quietly find your

seat Scan the whiteboard

for warm-up activity instructions

Quiet Voices Deposit homework in

the homework basket Quietly find your

seat Scan the whiteboard

for warm-up activity instructions

When Finished with WorkWhen Finished with Work

Proof read completed work and correct any errors

Quietly deposit work in grading basket

Quietly read library selection

Proof read completed work and correct any errors

Quietly deposit work in grading basket

Quietly read library selection

Active SupervisionActive Supervision Movement (maximize visual contact at all times --

avoid routines that compromise scanning ex: five students at front of room waiting for T’s attention)

Scanning Interaction/Differentiation/Scaffolding

(especially when assignment is given, check in ASAP with learners who are likely to struggle with assignment)

Movement (maximize visual contact at all times -- avoid routines that compromise scanning ex: five students at front of room waiting for T’s attention)

Scanning Interaction/Differentiation/Scaffolding

(especially when assignment is given, check in ASAP with learners who are likely to struggle with assignment)

Alpha vs. Beta COMMANDSAlpha vs. Beta COMMANDS

Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”)

Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”)

Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”)

Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”)

Points of InterventionPoints of Intervention

Prevention (before the problem behavior occurs)

Correction (after the problem behavior occurs)

Prevention (before the problem behavior occurs)

Correction (after the problem behavior occurs)

Getting into powerstruggles

with students

is like

mud wrestling with pigs.

You both get dirty

andthe pigs l ike i t!

What WorksWhat Works

The two most powerful tools for changing behavior are: Teaching Reinforcement

The two most powerful tools for changing behavior are: Teaching Reinforcement

The least powerful tool for changing behavior is: Punishment

The least powerful tool for changing behavior is: Punishment

Discipline Works When ….Discipline Works When ….

Prevention creates more Positive than negative consequences

Prevention creates more Positive than negative consequences

Punishment(Failure)Reinforceme

nt(success)

4 : 1

Correction StrategiesCorrection Strategies

Get privacy Start with a positive statement (“thanks for stopping”) State the appropriate behavior (“remember to speak respectfully at school”

or “we’re trying hard to clean up the language -- help us out”) If the student cooperates acknowledge compliance (“thanks” or “perfect” or

thumbs up) If the student escalates, review choices “We can solve this with a conference

and some agreements if you are able to cooperate. Otherwise, consequences will be more severe and it will become a lot more complicated for both of us.”

If student becomes defiant (leaves without permission or continues to argue after the choice prompt is given -- Write a Level III Office Discipline Referral. Level of consequence to be determined by administrator based on specific circumstances

Get privacy Start with a positive statement (“thanks for stopping”) State the appropriate behavior (“remember to speak respectfully at school”

or “we’re trying hard to clean up the language -- help us out”) If the student cooperates acknowledge compliance (“thanks” or “perfect” or

thumbs up) If the student escalates, review choices “We can solve this with a conference

and some agreements if you are able to cooperate. Otherwise, consequences will be more severe and it will become a lot more complicated for both of us.”

If student becomes defiant (leaves without permission or continues to argue after the choice prompt is given -- Write a Level III Office Discipline Referral. Level of consequence to be determined by administrator based on specific circumstances

PunishmentPunishment

Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.

The appropriate use of consequences has two potentially useful purposes: To ensure that problem behavior is not rewarded To minimize disruption to the educational environment

Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.

The appropriate use of consequences has two potentially useful purposes: To ensure that problem behavior is not rewarded To minimize disruption to the educational environment

Churchill HS Classroom Classroom Self Assessment

Results

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Bullying & HarassmentBullying & Harassment

30% of youth in the United States are estimated to be involved in bullying as either a bully, a target.

Staff are likely to underestimate the extent of harassment and bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.

Only 25% of teachers perceived these behaviors to be problems.

30% of youth in the United States are estimated to be involved in bullying as either a bully, a target.

Staff are likely to underestimate the extent of harassment and bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.

Only 25% of teachers perceived these behaviors to be problems.

1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

What “Rewards” Social Aggression?

What “Rewards” Social Aggression?

Attention from Bystanders (who may or may not be actually present)

Reactions from the Recipient Laughing it off Overreacting

Access to items - tangibles; activities

Attention from Bystanders (who may or may not be actually present)

Reactions from the Recipient Laughing it off Overreacting

Access to items - tangibles; activities

Core Features - Bully Prevention

Core Features - Bully Prevention

Remove the reinforcements that maintain socially aggressive behavior.

Student “Buy-In” is critical.

Impact Bystander behavior.

School-wide Stop Signal/Catch Phrase students use to interrupt social aggression.

Remove the reinforcements that maintain socially aggressive behavior.

Student “Buy-In” is critical.

Impact Bystander behavior.

School-wide Stop Signal/Catch Phrase students use to interrupt social aggression.

Use Another Word VideoUse Another Word Video

85.00%

87.00%

89.00%

91.00%

93.00%

95.00%

97.00%

99.00%

District 4J State Avg. NEHS

Attendance Statistics 2006-2009

2006-07

2007-08

2008-09

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2007-2008 2008-2009 2009-2010School Years

Churchill High School SET/BOQ Scores

SET/BOQ Scores82 81 73