Positive Behavior Interventions to Decrease Disproportionality

Rhonda Henry, LMSWKelli Crawford, LLMSW

Jillian Henry, NCSP

Farmington Public SchoolsFarmington, 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

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12000

14000

EnrollmentMinority Enrollment

24.75% Af American12.10% Asian23.6% F&R Lunch11% ELL

Seeing RED cars…

http://www.youtube.com/watch?feature=player_detailpage&v=mpR0Dq3xLaQ

See Do GetParadigm

BehaviorResult

(Covey, 2005)

Hot Dot activityHow do you see behavior

problems?

Classroom Instruction

Gifted and Talented Title I

ELL/ESL

Parents

After-School

Custodians

Counseling /Student Support

Special Education

Traditionally………

Adapted from Harlacher & Mucha, 2010

literacy

Instructional Consultation

Para support School Improvement

Common Assessments

PBIS

Transportation

EnrichmentsPLC

HSCE/GLCE

Social Work

SAPC

Quality Instruction

Unify all of our work into one vision

Teach Behavior - PBISQuality Instruction, Teacher Growth & Eval, PLT

Cultural CompetencyAdmin Toolbox

Disproportionate Suspensions

Why PBIS?

If a student cannot read…WE TEACH

If a student cannot add or subtractWE TEACH

If a student misbehavesWE 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 ExpectationsStay SAFE Practice RESPONSIBILITY Offer RESPECT Team up for TEAMWORK

  Arrival & Dismissal

Hallway Classroom Restroom Lunchroom Playground

S 

Stay Safe

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.

P 

Practice Responsibility

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.

O 

Offer Respect

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.

T 

Team Up For Teamwork

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 repetitions100 IQ= 35 repetitions120 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

3 Clues to

Bullying

On Purpose

Happens over and

over

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 -Sensory stimulation-Obtain an activity -Obtain assistance -Change an activity -Relief from boredom-Control -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