Discipline on the Rocks?

Lighting the Way with PBISGloria Cooper

Director of Student ServicesCypress-Fairbanks ISD

Houston, Texas

Parking Lot Activity

WELCOME!

ACTIVITY1. Take a name tent from the center table.2. Write your name in the center.3. Write your school and/or assignment under your name.

PBISPositive Behavior Interventions and Supports

SETTING YOUR COURSE

3 Worries/Ineffective Responses to Problem Behavior

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•PracticesGet Tough

•SystemsTrain & Hope

•PhilosophyAssumptions

Worry #1: “Get Tough”Immediate & Seductive Solution

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9

Get Tough

Clamp down & increase

monitoring

Re-Re-Re-review rules

Extend continuum & consistency of consequences

Establish “bottom line”

Worry #2: “Train & Hope”

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REACT to problem behavior

Select & add practice

Hire an EXPERT to train practice

Hope for implementation

Wait for new problem

Worry #3: Assumptions we make…

It’ll be better tomorrow

Avoidance (on the adult’s part) If I ignore it, it will go away.

Students will learn appropriate behavior through increased use of “aversives”

DMC, Suspensions DAEP for persistent behavior

Students are “inherently” bad

Born that way Apples don’t fall far from the tree

Which lead to a false sense of safety and security.

Fosters environments of control

Triggers & reinforces antisocial behavior

Shifts accountability away from school

Devalues child-adult relationship

Weakens relationship between academic &

social behavior programming

• Students do learn better ways of behaving by being taught directly & receiving positive feedback

Science

• Effective and comprehensive social skill training has a large influence in reducing recidivism or preventing antisocial behavior in youth.

Research

• A philosophy for student success!

PBIS

So instead, let’s at…

PBIS is:School-wide data-based decision making

systemA preventive and proactive approachStaff driven, campus specificCommon language, consistencyDevelops a community focus and

climate/culture Based on a long history of behavioral practices & effective

instructional designs & strategies Targeted at engaging the whole staff in problem solving to

achieve long-term sustainability

A district-wide goal for Cypress-Fairbanks ISD

When behavior doesn’t improve,

Alternative programming

Increased suspension &

expulsion

Zero tolerance policies

In-service training by expert

Increased surveillance

We “GET TOUGHER!”

Important Elements of PBIS

Positive expectations & routines taught & encouraged

Active supervision by all staff Scan, move, interact

Precorrections & reminders Positive reinforcement

PBIS

• Team-based problem solving• Data-based decision making• Long term sustainability

Systems (How things are

done)

• Continuous data collection and review• Office discipline referrals• Attendance, observations, academics

Data (How decisions

are made)

• Direct teaching of behavioral expectations

• Positive reinforcement• Behavioral assessments

Practices(How staff

interact with students)

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for

Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for

Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

PBIS PhilosophyThe Universal Tier (Level 1)

To create and maintain an effective learning environment by establishing behavioral

supports and a social culture needed for ALL students in a school to achieve social,

emotional, and academic success.

Secondary Tier (Level 2)To provide systems for

structuring the learning environment to allow for

behavioral supports for at-risk students.

Tertiary Tier (Level 3)To provide more sophisticated and specific interventions for students

with established histories of behavioral

problems.

Host environment

Data-based decision making

Classroom management

Active supervision

System Components

Cohort 1 Cohort 2 Cohort 3 Cohort 4 Cohort 5 Cohort 6 Cohort 7 Cohort 82006 - 2007 2007-2008 2008-2009 2009-2010 2010-11 2011-12 2012-13 2013-14

Cy-Ridge HS Cy-Fair HS** Cy-Creek HS** Dean MS Spillane ALC-W A. Robison Pope Hamilton ElCy-Springs HS Langham HS** Cy-Falls HS Labay MS Ault Anthony

Cy-Lakes HS Smith MS Emery Salyards WarnerThornton MS* Aragon MS* Cy-Ranch HS Francone*

Truitt MS Arnold MS* Adam* Gleason BlackBleyl MS Cook MS* Bane* Hancock* Danish*

Duryea* Campbell MS* Goodson MS* Bang Hemmenway HairgroveLee* Hamilton MS Farney* Holmsley* M. Robinson

Frazier* Hopper MS Fiest Jowell MatzkeHorne* Holbrook* Lowery* Millsap*Keith* André* Lamkin Reed TippsLieder* Emmott Metcalf Willbern*Moore* Kirk* Postma Yeager*

Sheridan* McFee* Wilson*Post*

Walker*

6 10 13 13 12 9 3 1 2* Level II Campuses** No longer actively implementing in PBIS

Cypress Fairbanks ISD - PBIS CampusesCohort 9 2014-15

Staying on Course

Host Environment

Matrix

Host Environment

Acknowledgments

Discipline Data

CFISD Discipline

• Student discipline data analyzed every six weeks.

• Discipline tracked by student, by teacher, by grade level.

2013-14 1ST SEMESTER DISCIPLINE COMPARISON

Campus: 2006-07 2007-08 2008-09 2009-10 2010-2011 2011-2012 2012-2013 2013-14 % of change

Cy-Ridge 2532 2091 1525 1818 1710 1587 1490 1225 -52%

Cy-Springs 2766 2895 1343 1241 1534 873 882 666 -76%

Duryea* 321 416 81 144 138 260 258 304 -5%

Lee* 111 98 93 130 112 107 97 50 -55%

Thornton 2348 1856 1080 983 1109 1219 1715 889 -62%

Truitt* 1144 724 933 872 1037 533 754 637 -44%

-49%

Cohort 1

Total +/- %:

Aragon* 1010 814 745 895 556 425 747 -26%

Arnold* 836 812 829 537 800 912 910 9%

Bleyl 1256 511 926 1216 1042 1223 1159 -8%

Campbell* 1154 856 1165 1139 772 517 449 -61%

Cy-Fair 974 921 800 1069 n/a n/a n/a n/a

Frazier* 247 83 99 142 197 137 106 -57%

Horne* 222 87 199 238 494 310 216 -3%

Keith* 82 191 128 100 74 88 43 -48%

Langham Creek 1723 1521 1729 1621 n/a n/a n/a n/a

Lieder* 127 65 113 133 173 166 148 17%

Moore* 283 238 313 178 104 162 175 -38%

Sheridan* 354 137 216 138 154 137 81 -77%

-29%

Cohort 2

Total +/- %:

Andre* 383 222 337 410 359 223 307 -20%

Cook* 879 731 696 1035 938 796 547 -38%

Cy-Creek 795 1428 1175 1137 1011 1185 951 20%

Cy-Falls 1313 1161 1483 1644 1444 1444 1271 -3%

Cy-Lakes n/a 1048 1390 2235 1933 1657 1448 38%

Cy-Ranch n/a 199 341 753 501 775 457 130%

Emmott 262 244 194 148 87 165 152 -42%

Goodson* 865 623 840 1070 394 815 678 -22%

Hamilton 691 690 977 1111 1228 433 409 -41%

Hopper 767 643 783 795 890 804 712 -7%

Kirk* 176 122 196 204 190 89 100 -43%

McFee* 288 303 212 127 213 133 147 -49%

Post* 319 209 303 198 163 171 359 13%

Walker* 249 88 70 113 90 121 127 -49%

-8%

Cohort 3

Total +/- %:

Adam* 118 72 57 103 91 100 -15%

Bane* 190 119 127 157 95 84 -56%

Bang 374 454 361 349 366 273 -27%

Dean 879 1090 1125 650 1114 919 5%

Farney 108 120 177 154 151 122 13%

Fiest 140 274 294 357 348 134 -4%

Holbrook 180 247 347 261 448 93 -48%

Labay 719 590 617 1009 879 753 22%

Lamkin 138 69 208 330 106 158 14%

Metcalf 119 87 137 174 53 91 -24%

Postma 160 315 148 164 182 180 13%

Smith n/a 603 666 677 773 565 -6%

Wilson* 426 343 295 322 260 112 -74%

-14%

Cohort 4

Total +/- %:

ALC-W 1178 814 712 506 -57%

Black 75 94 95 70 -7%

Danish 413 269 291 142 -66%

Hairgrove 126 96 129 108 -14%

M. Robinson 141 69 86 42 -70%

Matzke 202 207 207 169 -16%

Millsap 171 139 94 44 -74%

Salyards n/a 407 748 308 -24%

Tipps 218 223 210 177 -19%

-39%

Ault 137 103 120 -12%

A. Robison 56 45 61 9%

Warner 35 60 39 11%

3%

Pope n/a 54 0%

0%

Overall % of change for district wide PBIS campuses: -150%

Cohort 8

Total +/- %:

Cohort 7

Total +/- %:

Cohort 6

Total +/- %:

Apply three tiered prevention logic to classroom setting

• Primary for all• Secondary for some• Tertiary for a few

Consistent Corrective Teaching, Student Support Plans

Signals, Cues, Reminders, Redirects,

More Positives and Instructional Interventions

Relationships, Rules Procedures, Transitions, Seating Chart,

Corrective Teaching, Proactive Planning, Room Arrangement,

Instructional Management, 5 to 1 ratio

Classroom Management

https://my-infoserv02-a.cfisd.net/rfs_cyp_live/index.do?tid=rfsi

Safe & Civil Schools Survey• Used to determine staff support• 85% of the faculty must vote in favor of

implementing the PBIS process.• Questions:

• I agree that our campus needs to plan and implement a school-wide effort to improve student behavior.

• I would support a campus leadership team’s effort to implement a school-side system.

• I am willing to participate in the school-wide effort, as an effective member of this campus.

Building Better Relationships• A 14 hour course designed to enhance the skills and

strategies of teachers in the classroom• Addresses the importance of relationships, proactive

classroom strategies, positive student support, and problem solving for low level classroom behavior.

• Research and best practices have been collected from • Boys Town• Capturing Kids Hearts• Eric Jenson• Randy Sprick• Harry Wong• Fred Jones

Punishment vs. DisciplinePunishment Discipline

Purpose Punish the child’s past behavior

Shape the child’s future decisions

TechniquesIsolation, time-out, withdrawal of a privilege

Isolation, time-out, withdrawal of a privilege

Emotions Tensions, frustration, rage, raised voices

Disappointment, love and concern

ResultsChild feels angry, out of control; loss of self-esteem; focuses on revenge, regaining control

Child feels adult’s disappointment & concern; can focus on second chance opportunities.

Punishment vs. DisciplineLove & Logic Tip

We punish a child for past choices; we discipline to shape future ones.

Punishment arises from frustration and rage; discipline out of love and concern

Both punishment and discipline use similar techniques, but the emotional atmosphere of the two is different.

Punishment squashes the behavior, discipline teaches for next time.

-Teaching with Love and Logic, Jim Fay & David Funk

Active Supervision:Chore? or Opportunity!

Supervision: Common Areas

•Classrooms•Hallways•Cafeteria•Main/Entry Hallway•Where else?

Why Do We Supervise?• “To ensure student safety.” • “Pro-active deterrent to Bullying.”• “Legal/Professional responsibility. ”• “To model appropriate behaviors in social

settings.”• “To increase instructional time.”• “To acknowledge students who behave

appropriately.”• “To improve adult/student relationships.”• “It’s part of our job.”

Rethinking the Value of Supervision

• Students who don’t feel safe in the common areas, don’t feel safe at school.

• Quality supervision provides an opportunity to establish positive relationships and acknowledge appropriate behaviors.

• Common area issues become classroom issues – Instructional time is lost!

Active Supervision• Movement

• Constant (Walk and Talk)• Avoid wallflower management • Random• Planned and purposeful to target

• Scanning• Look for and acknowledge appropriate

behaviors• Monitor problem locations• Listen for name-calling, bickering, arguing• Look for students who are withdrawn or being

picked on by others• Pay attention to the surrounding• Be proactive – “pay now or pay later”

Navigating Rough Waters

ADAM ELEMENTARY

ARAGON MIDDLE SCHOOL

CY-RIDGE HS

Student Services Support

Support• Trainings• PBIS Share Sessions• Campus leadership meetings• Data trainings• PBIS Snapshots (insert copy)• PBIS Level 1 reviews• SET Evaluations

DESTINATION

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