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Positive Behavior Interventions to Decrease Disproportionality
Rhonda Henry, LMSW
Kelli Crawford, LLMSW
Jillian Henry, NCSP
Farmington Public SchoolsFarmington, MI
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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.
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ENROLLMENT 2001-2011
0
2000
4000
6000
8000
10000
12000
14000
Enrollment
Minority Enrollment
24.75% Af American12.10% Asian23.6% F&R Lunch11% ELL
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Seeing RED cars…
http://www.youtube.com/watch?feature=player_detailpage&v=mpR0Dq3xLaQ
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See Do Get
Paradigm
BehaviorResult
(Covey, 2005)
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Hot Dot activity
How do you see behavior problems?
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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
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Teach Behavior - PBISQuality Instruction, Teacher Growth & Eval, PLT
Cultural CompetencyAdmin Toolbox
Disproportionate Suspensions
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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
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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.
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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
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School-Wide PBIS Procedures
PBIS.org
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Stages of Learning
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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
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SPOT Expectations
Stay SAFE Practice RESPONSIBILITY Offer RESPECT Team up for TEAMWORK
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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.
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PBIS Format
Format of lessons: Connection Teaching Point Demonstration/Modeling Active engagement (role playing) Link Praise
I DO, WE DO, YOU DO
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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
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PBIS Lessons Weekly PBIS lessons Lessons are provided and reinforced with weekly
themes
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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
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3 Clues to
Bullying
On Purpose
Happens over and
over
Unequal Power
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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
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Bug and a Wish
It bugs me when________.
And I wish ______________.
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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
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Labels Are For Jars
All students can learn If we teach and re teach
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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
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Functional Behavioral Assessment
Problem Identification & Analysis:
-Attention -Sensory stimulation
-Obtain an activity -Obtain assistance
-Change an activity -Relief from boredom
-Control -Task escape/demand
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A-B-C Data
Making behavior specific
and observable
Antecedent Behavior Consequences
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Sensory Break
http://www.teachertube.com/viewVideo.php?video_id=331535
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Instead of Punishment
• We grow as educators
• We determine what is going to be most
impactful
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We Build Our Skills
Parent Family Coordinator Consultants Book Studies Professional Learning Teams
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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
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Traffic Light Activity
Red what I will stop doing Yellow what I will continue doing Green what I will start doing
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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