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Final Report: The Legends Behavior Program
Robert Murdzev
EDU 690: Action Research
April 21, 2013
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Abstract
The Legends Behavior Program is a positive behavior support system designed by
the researcher over the last seven years for the purpose of changing inappropriate student
behaviors in the learning environment. It was implemented with a group of 7th
/8th
grade
students in a semi-self-contained combination class this current school year, in response
to a tremendous amount of office referrals, suspensions and transfers of students during
the previous school year. After the initial implementation of the program, results
indicated the program had a tremendous impact on the learning culture of the 7th
/8th
grade
class.
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Table of Contents
Abstract 2
Table of Contents 3
Introduction 6
Rationale for the Study 6
Statement of the Problem 6
Research Questions 6
Hypothesis 7
Literature Review 7
Methodology 11
Research Design 11
Data Collection 12
Analysis Plan 12
Participants 12
Results 13
Data Findings 13
Discussion of Findings 24
Limitations of the Study 29
Summary 29
Action Plan 30
Rationale for Action Plan 30
Description of Action 31
Envision/Outcome 31
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Sharing the Research 32
Summary 32
Conclusions 32
References 34
Appendices 36
Figure 1: 2011-2012- 7th
/8th
grade referral numbers 36
Figure 2: 2012-2013- 7th
/8th
grade referral numbers 36
Figure 3: 2011-2012- 7th
/8th
grade suspension numbers 37
Figure 4: 2012-2013- 7
th
/8
th
grade suspension numbers 37
Figure 5: Total transfers for two-year span 38
Figure 6: Legends Program Student Survey statements including the
open-ended statement. 39
Figure 6-1: Student Legends Survey Statement 1 40
Figure 6-2: Student Legends Survey Statement 2 40
Figure 6-3: Student Legends Survey Statement 3 41
Figure 6-4: Student Legends Survey Statement 4 41
Figure 6-5: Student Legends Survey Statement 5 42
Figure 7: Legends Program Student Survey statements including 2
open-ended statements. 43
Figure 7-1: Parent Legends Survey Statement 1 44
Figure 7-2: Parent Legends Survey Statement 2 44
Figure 7-3: Parent Legends Survey Statement 3 45
Figure 7-4: Parent Legends Survey Statement 4 45
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Figure 7-5: Parent Legends Survey Statement 5 46
Figure 8: Legends Program Staff Survey statements including the 47
open-ended statement.
Figure 8-1: Staff Legends Survey Statement 1 48
Figure 8-2: Staff Legends Survey Statement 2 48
Figure 8-3: Staff Legends Survey Statement 3 49
Figure 8-4: Staff Legends Survey Statement 4 49
Figure 8-5: Staff Legends Survey Statement 5 50
Figure 9: The total combined 7
th
/8
th
grade referral numbers for each year. 50
Figure 10: The total combined 7th
/8th
grade suspension numbers for each
year. 51
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Introduction
Rationale for Study
Last school year saw too many 7th
/8th
(middle school) grade student office
referrals, suspensions and transfers, or placements to the districts focus behavioral
school. Crossroads Success School is a specialized environment for students 7th
grade
through high school. The high school is more of a credit recovery program, whereas the
7th
/8th
grade is semi-self-contained with a hybrid curriculum of direct instruction and
computer-based learning. This study was conducted with this current group of 7th
/8th
graders in response to the overwhelming statistics from the previous year of office
referrals, suspensions and inter-district transfers resulting in less of a proactive learning
culture and more of a stressful negative and punitive educational environment.
Statement of the Problem
Time away from classroom instruction, as a result of negative, inappropriate
behaviors that disturb the learning environment, has a significant negative impact on that
learning environment and the school culture in general. The implementation of a
customized positive behavior support system, designed specifically with the particular
strengths and weaknesses unique to this school and type of student in mind, can help to
reduce the occurrence of these undesirable behaviors, thereby improving the overall
learning culture, enabling a better quality of education to take place.
Research Questions
1. What effect has the program had on the amount of office referrals comparedto the previous years data?
2. Have student placements to our regional behavior focus school been reduced?
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3. Has there been a reduction in the total suspension days for the same periodcovered last year?
4. Do the students feel/appear more in control and positive about theirbehavior choices?
Hypothesis
With the implementation of a positive, proactive, behavior support system called
the Legends Behavior Program (LBP), office referrals dealing with inappropriate student
behaviors will be decreased, and as a result, so to will suspensions and student
placements, or transfers to the school districts regional behavior school. Additionally,
students will feel more in control of their behaviors and more confident in their school
environment.
Literature Review
It is widely accepted that inappropriate student behaviors lead to an unhealthy
learning environment, or are a result of an unhealthy, learning environment. With an
increased pressure to improve their performance in school, coupled with a host of other
reasons, some students find it difficult to function socially, emotionally and academically
in a healthy and educationally appropriate manner. Consequently, suspensions occur,
leading to time away from classroom instruction. The implementation of a customized
Positive Behavior Support (PBS) system can help to reduce these unproductive
behaviors. Cohn (2001) describes Positive Behavioral Support (PBS) as, an
empirically validated, function-based approach to eliminate challenging behaviors and
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replace them with pro-social skills. Use of PBS decreases the need for more intrusive or
aversive interventions (i.e., punishment or suspension) and can lead to both systemic as
well as individualized change.The researcher attempted to highlight the impact of a
PBS program on office referrals, suspensions and transfers to a more restrictive learning
environment in his 7th
/8th
grade combination class compared to the prior school year
when no such program existed.
In the past, and to a lesser extent today, all types of aversive techniques have been
implemented to modify student behaviors only to seemingly compound the problem
(Ruef, Higgins, Glaeser & Patnode, 1998). These various reactive approaches to negative
student behaviors have been proven to cause more harm than good (Cregor, 2008). A
more proactive and healthy strategy, supported by the literature, has given teachers,
parents and students more hope for a more quality education. It is a strategy that requires
a paradigm shift in how we view student behaviors. Positive Behavior Supports (PBS)
is a researched-based, highly effective, approach to creating, teaching, and
reinforcing students social, emotional, and academic learning skills that improves and
sustains academic achievement and mental and emotional well-being of all students.
(Education Law Center of Pennsylvania & The Disability Rights Network of
Pennsylvania, 2008). A review of the literature shows that the idea of control and
choices are central to the theme of a positive based approach to changing negative
student behaviors. Also, there is a set of core principles which aide in the development,
maintenance and flexibility of any worthwhile PBS program, which are essential in
creating a healthy social, emotional and academic environment (Sprague & Golly, 2004).
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The current research strongly suggests that PBS, when implemented with school-
aged children, is an effective strategy in eliciting appropriate school behaviors required
for a healthy and effective educational environment benefitting teachers, staff, parents
and the children in particular. PBS finds its roots in applied behavior analysis
(ABA). (Warren, Bohanon-Edmonson, Turnbull, Sailor, Wickham, Griggs & Beech,
2006). ABA is more concerned with understanding what the particular behaviors of the
student are trying to communicate in order to treat the causes of those behaviors.
Subsequently, the focus shifts from the treating of the symptom, which is simply
punishment, to adhering to why the behavior is occurring and how to change the
environment and provide the skills to meet the needs of the individual (Ruef, et. al.,
1998).
Control seems to be an important aspect to PBS. Knowing that you, as an
individual are under control, or can determine some of your own immediate destiny,
can be a liberating and powerful motivator to succeed. Behaviorally challenged students
either seek this control, through acts of defiance, or strive to maintain the minimal control
they do have. Hewitt (1999) explains that oppositional/defiant disorder (ODD) type
behavior is especially strong when young people feel that they have no control over a
life situation such as a divorce, separation, a move, death, or change in school. The
reaction is to fight for control. (p. 30). PBS provides for student choice, as much as
possible, to help give the student that sense of control. Students, such as those with ODD,
do not like people demanding things of them. Having choices to make throughout the
school day can give these students a sense of self-determination that (can) satisfy
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(their) needs for competence, autonomy, and relatedness. (American Psychological
Association, 2004).
Another crucial aspect of PBS is the core principles that serve as the framework
for the design, implementation and maintenance of the program. First, its important to
create a vision for how the educational environment will look and feel, and to establish
the behavior goals you wish to accomplish. As with most educational endeavors today,
data is used to drive decision making and with PBS it is no different. (Simonsen,
Briton & Young, 2010, p. 180). This is why any well-established PBS program needs to
be flexible enough to change, according to the data collected (Cregor, 2008; Warren, et.
al., 2006). Secondly, once the expectations have been developed, with input from
students, teachers and parents, theyll next need to be communicated and taught across all
settings, allowing for increased opportunities for practice (Warren, et. al., 2006). Thirdly,
a focus on recognizing positive behaviors in students is important for the desired shift
away from a negative, reactive environment toward a more responsive and healthy
educational culture. (Ruef, et.al., 1998; Education Law Center of Pennsylvania, et. al.,
2008; Simonsen, et. al., 2010; Warren, et. al., 2006). Additionally, in order for each
student to be able to make clear and consistent behavioral choices, a set of clear and
consistent rewards and consequences need to be developed in support of the previously
established behavioral objectives (Cregor, 2008; Warren, et. al., 2006). The idea is for
this system to present to the student a predictable, consistent, and positive school climate
in order to improve their social/emotional health by way of positive, effective and
appropriate decision-making. (Education Law Center of Pennsylvania, et. al., 2008).
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All of the above components, working in synchronicity and creating a behavioral
equilibrium, will show positive results in all aspects of the educational environment. This
system, once fully developed and established, has been proven through the research
presented, to have a myriad of favorable effects on the individual student, the family, the
school and the community at large. For starters, office referrals have shown to be reduced
and attendance increased (Education Law Center of Pennsylvania, et. al., 2008; Cregor,
2008). Dropout rates will diminish along with a reduction in suspensions (Cregor, 2008).
These factors added together create a learning environment where all stakeholders
take pride in the operation and maintenance of the system. Morale will inevitably
improve which leads to lower teacher turnover because, like the students involved, the
teachers feel a sense of control over their domain. The quality of education greatly
increases as students take ownership in their behavioral choices and more time is spent on
actual learning as opposed to behavior correction. As a result, grades, academic success
and test scores all increase which in turn greatly elevates the students self-esteem and
personal confidence (Cregor, 2008).
Understanding the impact that PBS has on the overall behavior of the individual
student, further discussion would be useful to determine the specific academic impact of
such a program. Additionally, it would be interesting to discover how the racial disparity
in discipline, or the racial discipline gap as Cregor (2008) defines it, is affected by a
PBS program. (p.35). Its hard to imagine that after discovering all the advantages that a
PBS has to offer, a school district, or community would not fully embrace the
comprehensive, proactive, consistent and effective philosophy of a Positive Behavior
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Supports system in order to enhance their learning culture where all students, not just
those identified as having a special education disability, can thrive.
Methodology
Research Design
In order to aid in the promotion of a healthy school culture, by decreasing
negative, unproductive middle school student behaviors that result in referrals,
suspensions and transfers to a more restrictive educational environment, the
implementation of a positive behavior support program was necessary. The LBP has been
in operation since the beginning of the current school year (2012-13). It is a progressively
tiered system that places the emphasis of behavior responsibility upon the student and
attempts to remove the teacher from the role of giver of consequences to a more neutral
position.
Data Collection
To help in answering the four research questions outlined previously in this paper,
data was collected using three sources. First, to establish a baseline, hard data was
collected using the Office Query Report for the 2011-2012 school year to determine
referral, suspension and transfer numbers. Next, an Office Query Report was obtained for
the current school year (2012-2013) for the same numbers. Once the hard data was
collected, three surveys were conducted with the students, parents and staff members
consisting of a series of statements and open-ended comments.
Analysis Plan
Once all necessary data was collected, a comparison was done with the hard data
in the areas of total student referrals, total student suspensions and total student transfers
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to determine whether the amounts increased, or decreased as a result of implementing the
Legends Behavior Program. The three surveys were then tabulated using percentages in a
modified Likert Scale. Examples of each of the surveys are explained and displayed in
the Results section of this paper.
Participants
Those involved in the proposed project consisted of three sub-groups. The first
and primary group was the students themselves. This included a total of sixteen 7th
and
8th
graders combined from this current year, compared to the data collected from the
previous year. The second group was comprised of support teachers and other staff
members in a support role such as the principal, physical education teacher, special
education teacher, speech therapist, media specialist, counselor, administrative assistant
and other outside agency resource personnel (New Leaf) who have all had contact with
the students on a limited basis. Ms. H, is the only other teacher who sees students on a
regular basis besides this researcher. She is with the students for two periods in the
morning, while splitting her time with the high school next door the remainder of her day.
The third group was the parents, guardians and other family members involved in the
lives of the children.
Results
Data Findings
Referral Data
To begin with, it was necessary to first compile and establish a baseline number
of how many student referrals where made during the 2011-2012 school year. A review
of the Query Result Report for that period, obtained from the district, revealed that the 7th
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grade had a total of 13 referrals while the 8th
grade had an outstanding 88 referrals for
inappropriate and disturbing student behaviors. (Figure 1).
Figure 1: 2011-2012 - 7th/8th grade referral numbers Figure 2: 2012-2013- 7th/8th grade referral numbers
Next the data on the current school year of 2012-2013 was collected in order to
help determine if there had been an increase, or decline of referral numbers, possibly
resulting from the addition and implementation of the Legends Behavior Program (LPB).
Figure 2 above, indicates 7th
grade referrals totaled 3, while the 8th
grade total referrals
were 4.
Suspension Data
Following the collection of the referral data, the researcher then focused on
suspension data for both the current year, and also the prior year when the LBP was not
being utilized, again establishing a baseline. The 2011-2012 suspension data indicates
that the 7th
grade accumulated 4 suspensions and the 8th
grade totaled 27 suspension
incidences. (Figure 3). The 2012-2013 suspension data shows that the 7th
grade totaled 1
suspension day while the 8th
grade has yet to have a student suspended. (Figure 4).
0
10
20
30
40
50
60
70
80
90
100
7th 8th
13
88
Crossroads 2011-2012 (Aug.- Jan. 28th) Referrals
Grade
Mesa Public Schools
#o
f
Referrals
0
10
20
30
40
50
60
70
80
90
100
7th 8th
3 4
Crossroads 2012-2013 (Aug.- Jan. 28th) Referrals
Grade
Mesa Public Schools
#o
f
Referrals
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Figure 3: 2011-2012- 7th/8th grade suspension numbers Figure 4: 2012-2013- 7th/8th grade suspension numbers
Transfer Data
Last of the Query Results are the transfer numbers of those students who needed a
change of placement because of the severity of their behaviors, causing too much of a
disruption to the learning environment. These are the numbers of students placed at the
districts more restrictive campus. In the year 2011-2012 there was a total of 4 transfers,
as opposed to zero for the subsequent 2012-2013 school year. (Figure 5).
Figure 5: Total transfers for two-year span
Student Survey
Once the hard data was collected for referrals, suspensions and transfers, it was
time to tabulate the results of the Legends Surveys from students, parents and staff
0
3
6
9
12
15
18
21
24
27
30
7th 8th
4
27
Crossroads 2011-12 (Aug.- Jan. 28th) Suspensions
Year
Mesa Public Schools
#o
f
Suspensions
0
3
6
9
12
15
18
21
24
27
30
7th 8th
1
Crossroads 2012-13 (Aug.- Jan. 28th) Suspensions
Grade
Mesa Public Schools
#o
f
Suspensions
0
1
2
3
4
5
6
78
9
10
Yr. (2011-12) Yr. (2012-13)
4
Crossroads 7th/8th Yearly Combined TransferTotals
Year
Mesa Public Schools
#o
f
Suspensions
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members. Each survey type consisted of five statements requiring a response about the
program with an open-ended question at the end, asking for specific feedback.
Figure 6: Legends Program Student Survey statements including the open-ended statement.
A total of 17 students participated in the survey, which is displayed above in
Figure 6. The first statement; The Legends Program has helped me make better
choices, was to directly gauge the students feelings towards the program and saw 3
students Strongly Agree, 10 students Agree, and 4 students decided to remain Neutral,
with zero Disagreeing and zero students Strongly Disagreeing, as shown in Figure 6-1
below.
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Figure 6-1: Student Legends Survey Statement 1 Figure 6-2: Student Legends Survey Statement 2
The second statement above in Figure 6-2, I feel more confident in class this
year, was asking the students to reflect on their confidence level compared to the prior
school year. Results indicate that 6 students Strongly Agreed, 6 students Agreed, 5
students remained Neutral, zero Disagreed and zero Strongly Disagreed.
Statement number 3, illustrated in Figure 6-3 below, attempted to determine the
students comfort level with the environment the Legends Program had established. Im
not afraid to ask questions in class this year, had 6 students Strongly Agree, 7 students
simply Agree, 4 students remained neutral and no students Disagreed or Strongly
Disagreed.
Figure 6-3: Student Legends Survey Statement 3 Figure 6-4: Student Legends Survey Statement 4
Statement number 4, as shown in Figure 6-4 above, was open ended to allow the
students to measure their overall attitude in the current school year compared to the prior
0
3
6
9
12
15
StronglyAgree
Agree Nuetral Disagree StronglyDisagree
3
10
4
Crossroads Student "Legends" Survey
Question #1: "The Legends Program has helped me
make better choices."
#o
f
Students
0
3
6
9
12
15
StronglyAgree
Agree Neutral Disagree StronglyDisagree
6 6
5
Crossroads Student "Legends" Survey
Question #2: "I feel more confident in class this
year."
#o
f
Students
0
3
6
9
12
15
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
6
7
4
Crossroads Student "Legends" Survey
Question #3: "I'm not afraid to ask questions inclass this year."
#o
f
Students
0
3
6
9
12
15
MuchBetter
Better Same Worse MuchWorse
4
9
4
Crossroads Student "Legends" Survey
Question #4: "My attitude in school thisyear compared to last year is...."
#o
f
Students
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school year. 4 students expressed that their attitude was Much Better than the previous
year. 9 students realized their attitude in school was Better than last year, while 4
students seemed to think their attitude has not changed, or has remained the Same. No
students described their attitude as Worse, or Much Worse compared to the last
school year.
Lastly, the researcher wanted the students to reflect even further on the impact the
LBP has had on their general educational experience for the current school year
compared to their last school year. Figure 6-5 below asked the students to respond to the
statement, I would be doing just as well without the Legends Program.
Figure 6-5: Student Legends Survey Statement 5
6 students felt that Heck No they would not be doing just as well without
the LBP, along with another 6 students who responded simply No. The 5 remaining
students thought that Maybe they would be fairing just as well without the
program. No students described the statement as a Little True, or So True.
Parent Survey
The student survey was followed by the collection and tabulation of the parent
survey, as presented in Figure 7 below, which was conducted during the week of March
4th
. Of the 17 surveys sent out, 12 were returned. Similar to the student survey, the parent
0
3
6
9
12
15
So True Little True Maybe No Heck No
5
6 6
Crossroads Student "Legends" Survey
Question #5: "I would be doing just as well without
the Legends Program."
#o
f
Students
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survey requested a check box response to 5 statements referring to the effectiveness of
the legends program on their child's educational experience. Additionally, the survey
included 2 open-ended statements for the parents to complete if they desired. Some of
these statements will be highlighted in the discussion section of this data review paper.
Figure 7: Legends Program Student Survey statements including 2 open-ended statements.
Figure 7-1 below, asked parents to measure the degree to which they believe the
LBP has helped their child, make better (behavioral) choices. The results indicate 4
parents Strongly Agree, while 6 parents Agree and 2 parents wished to remain
Neutral. No parents Disagreed, or Strongly Disagreed with this statement.
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Figure 7-1: Parent Legends Survey Statement 1 Figure 7-2: Parent Legends Survey Statement 2
Statement number 2, as illustrated in Figure 7-2 above, asked parents to evaluate
their child's confidence level in school for the current year. 7 parents strongly agreed their
child is more confident in school this year. 3 parents simply agreed, while 2 remained
neutral. No parents disagreed, or strongly disagreed with the statement.
Statement number 3, in figure 7-3 below, intended to gauge the students
enthusiasm for their progress in the program, by measuring the frequency with which
they present their daily legend sheets to their parents without reminder. 6 parents
recorded they Always were given the sheet, whereas, 1 parent stated Almost Always.
4 parents indicated Mostly, 1 parent chose Not Always and zero parents were
Never given the sheet.
Figure 7-3: Parent Legends Survey Statement 3 Figure 7-4: Parent Legends Survey Statement 4
0
2
4
6
8
10
StronglyAgree
Agree Neutral Disagree StronglyDisagree
4
6
2
Crossroads Parent "Legends" Survey
Question #1: "The Legends Program has helped mychild make better choices."
#o
f
Parents
0
2
4
6
8
10
StronglyAgree
Agree Neutral Disagree StronglyDisagree
7
3
2
Crossroads Parent "Legends" Survey
Question #2: "I feel my child is more confident inschool this year."
#o
f
Parents
0
2
4
6
8
10
Always Almost Always Mostly Not Always Never
6
1
4
1
Crossroads Parent "Legends" Survey
Question #3: "My child gives me their Legend sheetdaily without reminder."
#o
f
Parents
0
2
4
6
8
10
Much Better Better Same Worse Much Worse
9
3
Crossroads Parent "Legends" Survey
Question #4: "My child attitude towards school this
year compared to last year is...."
#o
f
Parents
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Statement number 4, shown in figure 7-4 above, measured the parent's perception
of their child's attitude towards school during this current year, as compared to last year.
The results indicated that 9 parents believe their child's attitude to be Much Better than
the previous year. Zero parents believe it was Better. 3 reported that their child's
attitude was the Same. Not 1 parent indicated that their child's attitude was Worse, or
Much Worse than the previous year.
Figure 7-5: Parent Legends Survey Statement 5
The final parent survey statement, illustrated in Figure 7-5 above, asks the parent
to respond to, The Legends Program has been a positive influence on my child. While
zero parents responded No, or Heck No, 8 parents believed that statement to be So
True. Another 2 parents thought it to be simply True, and the remaining 2 parents
were Neutral.
Staff Survey
Finally, staff survey data, presented in Figure 8 below, was collected. The surveys
were distributed during the week of March 4th
. Of the 8 surveys given out, a total of 7
were returned completed with various comments, a sample of which will be highlighted
in the discussion section of this data review paper.
0
2
4
6
8
10
So True True Neutral No Heck No
8
2 2
Crossroads Parent "Legends" Survey
Question #5: "The Legends Program has been apositive influence on my child."
#o
f
Parents
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Figure 8: Legends Program Staff Survey statements including the open-ended statement.
The first survey statement presented, as illustrated in Figure 8-1 below,
established the level of staff awareness of the LBP. Asked to respond to the statement, I
am familiar with the 7th/8
thgrade Legends Program, 4 staff members Strongly
Agreed, along with 2 staff members who simply Agreed. The 2 remaining staff
members expressed a Neutral position. Zero staff members Disagreed, or Strongly
Disagreed with the statement.
Figure 8-1: Staff Legends Survey Statement 1 Figure 8-2: Staff Legends Survey Statement 2
0
2
4
6
8
10
StronglyAgree
Agree Neutral Disagree StronglyDisagree
4
2 2
Crossroads Staff "Legends" Survey
Question #1: "I am familiar with the 7th/8th grade
Legends Program."
#o
f
Staff
0
2
4
6
8
10
StronglyAgree
Agree Neutral Disagree StronglyDisagree
6
1 1
Crossroads Staff "Legends" Survey
Question #2: "I have observed a positive change in
student behavior this year."
#o
f
Staff
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Figure 8-2 above represents the second statement for staff members. It asked them
to respond to the comment I have observed a positive change in student behavior this
year. While no staff either Disagreed, or Strongly Disagreed with this statement, 6
members did Strongly Agree, and 1 member Agreed. The remaining member was
Neutral to the comment.
The staff was then asked to share their opinion in relation to student attitudes this
year compared to last year. In Figure 8-3 below, 3 staff members Strongly Agreed,
along with 3 members who simply Agreed student attitudes are better. 2 members
remained Neutral. Zero staff either Disagreed, or Strongly Disagreed with the
statement.
Figure 8-3: Staff Legends Survey Statement 3 Figure 8-4: Staff Legends Survey Statement 4
In Figure 8-4 above, staff was asked to give their position on the statement, The
Legends Program has been a positive influence on the school culture. 5 members
Strongly Agreed the LBP has affected school culture in a positive way. 2 staff
members simply Agreed, while 1 member remained Neutral. Again, zero staff
members either Disagreed, or Strongly Disagreed with this statement.
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
3 3
2
Crossroads Staff "Legends" Survey
Question #3: "Student attitudes this year comparedto last year are better."
#o
f
Staff
0
2
4
6
8
10
StronglyAgree
Agree Neutral Disagree StronglyDisagree
5
2
1
Crossroads Staff "Legends" Survey
Question #4: "The Legends Program has been apositive influence on the school culture."
#o
f
Staff
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Finally, in order to determine the level of enthusiasm on the part of the staff to
contribute to the program next year, statement 5, as illustrated in Figure 8-5 below, asked
how they felt about taking a more active role in improving the program. 3 staff
members expressed a strong desire to do so, while 2 members simply Agreed they
would like to take a more active role. 3 staffremained Neutral and zero staff
either Disagreed, or Strongly Disagreed.
Figure 8-5: Staff Legends Survey Statement 5
Discussion of Findings
Referrals
The 7th
grade saw a total drop in referrals from 13, during year 2011-12, which
was the year without the Legends Program, to 3 referrals during year 2012-13 when the
program was implemented for the first time. This represents a 62.5 % decrease in
referrals from year to year. By comparison, the 8th
grade dropped from a whopping 88
referrals in the year 2011-12 to a mere 4 referrals in the subsequent 2012-13 school year.
This represents a decrease of 91.3% in total 8th
grade referrals in back to back years. This
shift in the decline of both 7th
and 8th
grade referrals is astounding. Looking at Figure 9
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
3
2
3
Crossroads Staff "Legends" Survey
Question #5: "I would like to take a more active rolein improving the program."
#o
f
Staff
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below, we can see that for both grades combined each year, the number of referrals
dropped drastically from 101 in the year 2011-12 to a total of 7 in the year 2012-13.
Figure 9: The total combined 7th/8th grade referral numbers for each year.
Suspensions
Suspension numbers will always be considerably smaller than referral numbers,
simply because not every referral results in a suspension. 7th
grade suspensions dropped
from 4 for the year without the LBP (2011-12), to 1 suspension for the year when the
program was implemented (2012-13). This is a reduction of 75% from year to year. 8th
grade suspensions, likewise, dropped from an outstanding 27 suspensions (2011-12) to 0
the following year (2012-13). This is a 100% reduction in suspensions from year to year.
Figure 10 below, illustrates the comparison of combined yearly suspension totals. As the
figure shows, the year when the LBP was not running (2011-12), suspensions totaled 31.
During the year the LBP was being implemented (2012-13), suspension totals were
reduced to a mere 1 suspension.
0
11
22
33
44
55
66
77
88
99
110
Yr. (2011-12) Yr. (2012-13)
101
7
Crossroads 7th/8th Yearly Combined Referral
Totals
Year
Mesa Public Schools
#o
f
Referrals
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Figure 10: The total combined 7th/8th grade suspension numbers for each year.
Transfers
Following suspensions, our district always reserves the right to transfer students
to a more restrictive learning environment. In this case, administration has the discretion
to send students to a focus school if the student in question is having tremendous
difficulty with their behaviors. The transfer numbers showed a clear drop in transfers to
our alternative campus. During the year when the LBP was not being implemented and
there were 31 total suspensions (2011-12), we transferred a total of 4 students. The
following year when the program was being implemented (2012-13), there have been no
transfers to a more restrictive campus. This is a big deal considering the time and
resources it takes to move simply 1 student to the focus campus.
Surveys
According to the data, it seems that parents had more of a favorable opinion of the
program than did the students. However, the students had a 70% or better response to all
five statements on the survey. 76% either strongly agreed, or agreed that the Legends
Program has helped them to make better choices. 70% of the students feel more confident
in class, which leads to 76% of the students not being afraid to participate and ask
questions. Another 76% of students believe their attitude is much better, or better than the
0
4
8
12
16
20
24
28
32
36
40
Yr. (2011-12) Yr. (2012-13)
31
1
Crossroads 7th/8th Yearly Combined SuspensionTotals
Year
Mesa Public Schools
#o
f
Suspensions
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year before, highlighting the fact that 70% believe they would not be doing any better
without the program in place.
The parents responses were much more positive and they seemed to believe the
LBP was benefitting their child greatly. All five statements in the parent survey received
a 75% or better. 83% of parents agreed, or strongly agreed that the LBP has helped their
child make better choices. 83% also felt that their child is more confident in school. 91%
of the parents recognized that their child mostly, almost mostly or always gave them the
Legends daily behavior sheet at the end of the day. This reflects the fact that the students
were communicating with their parents about the program and their progress in the
program. 75% of the parents expressed that their childs attitude is much better than the
previous year (2011-12). Finally, 83% of the parents surveyed believe that the Legends
Program has been a positive influence on their child.
Data analysis of the staff surveys was insightful. 63% and higher had positive
statements about the affects of the program. 75% of the staff involved with the 7th
and 8th
grade class was familiar with the LBP. 88% of the staff has observed a positive change in
students behaviors this year (2012-13). 75% believe that student attitudes have improved
over last year (2011-12). 88% has recognized the positive influence the program has had
on the overall school culture compared to last year (2011-12). Lastly, 63% expressed a
desire to take a more active role in the implementation of the program during the next
school year.
There were also few survey comments that are worth mentioning. The overall
message I seemed to receive from the students is that they like the fact they receive
rewards for good choices and effort. They mentioned quite often how the program has
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made them more responsible and has given them the tools to solve any behavior problems
they may face on a daily basis. One student actually said, The program has taught me
self-control and self-discipline to get my work done. It has helped me to stop and think
before I speak or do anything. This observation from this student sums it all up for me!
Which students dont require a little extra self-discipline to help them get through the
day? Or, which students couldnt use a little extra think-time before reacting with
emotion or anger against another classmate or staff member?
The parents were very kind and positive with their comments and observations.
The overall consensus expressed in their comments is they want the program to continue
next year. Words such as honesty, responsibility, accountability, and fairness, were all
mentioned in the parent comments. I found one particular comment very interesting. It
stated, it holds our child accountable and encourages responsibility in a positive
way. The fact that they see accountability and responsibility being reinforced and
emphasized in a positive way, rather than in a punitive way, is optimistic.
The staff surveys were equally informative. The general consensus amongst the
staff, seem to be that the program was a positive influence on the 7th and 8th grade
students. It was quite apparent to the staff, that there was a difference in behaviors
experienced this year to last year. One staff member commented, junior high classes
have improved drasticallypositive behaviors, mutual respect, quiet and structured.
Another staff member stated, I wish we could implement the legends program at the
high school. It provides an actually viable framework to change behavior, which we lack
here! Still another staff member suggested all teachers dealing with students in the
legends program should be made aware of the program.
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Limitations of Study
At first glance the data is dramatic. However, the LBP is in its initial year of
implementation and will require a couple more years of service to determine with more
validity the positive results of this study. Determining a programs strength over a one-
year period is not sufficient to establish a solid internal validity.
Additionally, the staff has changed since last year. A key staff member from last year is
no longer with the program this year. The dynamics of the program are such that
consistency is hard to establish. In fact, many schedule changes have occurred since the
beginning of the year. When dealing with this population of children, consistency is key
in scheduling and with staff consistency. In fact, inconsistency can lead to inappropriate
student behaviors. Also, students challenged by behaviors, find it difficult to make
choices when schedules and structure are lacking, so this may contribute to the
inappropriate behaviors of some of the students. Its difficult to determine so additional
years of program evaluation is necessary.
Another factor, which may have limited the data collection, is that none of the
parent surveys were actually translated into Spanish for those Spanish-speaking parents.
It would have been helpful, had there been a Spanish parent survey form. Obviously,
some parents, especially if their native language his Spanish, would feel more
comfortable to participate in this type of survey had it been in their native tongue.
Summary
Looking at the data in totality, it is hard to dispute the fact that the LBP has had a
positive impact on student behavior and has had an overall positive impact on the school
culture. The LBP has had a tremendous effect on the amount of office referrals written
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this year compared to last year. The reduction from last year to this year has been
dramatic. As a result, suspension incidences have also been reduced just as dramatically
over the same timeframe. Consequently, transfers of students, who have the most severe
behavior challenges, to our more restrictive alternative placement, have also been
reduced. According to the feedback from student, parent, and staff survey forms, the
students appear to be in better control of their behaviors and also appear to be more
positive about their experiences at school. Despite some of the study limitations, the
results are undeniable.
The Legends Program has helped to increase class participation and attendance,
due to a decrease in referrals, suspensions and transfers. The reduction in referrals,
suspensions and transfers has also resulted in a corresponding reduction in the required
resources associated with referring a student because of a disciplinary problem. The
district, as a result, is saving money.
Action Plan
Rationale for Action Plan
Last school year (201112) saw many students in the 7th and 8th grade program
miss too much school as a result of suspensions due to inappropriate behaviors. Office
referrals were almost beyond management and transfers to our regional behavior school
were increased as a result of students needing added support for their behavior
challenges. Staff members were frustrated, parents were concerned and students were
unhappy in their environment. It was obvious something needed to be done to change the
situation.
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Having designed his own school-wide positive behavior intervention program five
years earlier called The Legends Behavior Program (LBP), the researcher decided to re-
implement the program in his new teaching assignment. Some adjustments were required
and with the help of the students, the program was customized to fit the new
environment. All the current research suggests that an increased positive approach to
behavior management, as opposed to a reactive punitive approach, saves all involved
time, energy, and resources.
Description of Action
1.
Continue to implement the program for the remainder of the school year with
fidelity.
2. Strengthen the program incentives through continued collaboration andfeedback from the students.
3. Collaborate with the principal about stabilizing the class schedule for the nextschool year.
4. Prepare to present a staff in-service for the beginning of the next school yearexplaining the program in depth.
5. Prepare to present a parent in-service for the beginning of the next school yearexplaining the program in depth.
Envision/Outcome
1. Explore the possibility of expanding the implementation of the program to ourhigh school students.
2. Expand the program at our campus and increase the student numbers byoffering the program as an additional service by the district.
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3. Establish the LBP as an integral part of the 7th and 8th grade junior highprogram.
Sharing the Research
During the next few months, the researcher will reflect on the action research in
order to create a Prezi presentation for both parents and staff members prior to the
upcoming school year (2013-14). At that time, the program will be explained in full to
ensure that parents and staff are comfortable with the implementation and expectations of
the LBP.
Summary
The LBP has been nothing, other than a positive influence on the unique student
population and their educational culture. More students spent more time learning inside
the classroom than the prior year. This shift has had a myriad of positive effects on, not
only the school, but also the students, parents and staff members. Students are more
confident. Parents are more hopeful, and staff members spend less energy reacting to
behaviors. All this, in spite of the limitations of this study, as discussed earlier in this
paper, will be strengthened by additional study of the problem and the increased
involvement and participation of students, parents and staff members in the upcoming
years.
Conclusions
Without a doubt, positive change has occurred as a result of the implementation of
a customized positive behavior support system, designed to maintain the dignity of each
student, while placing the responsibility of all behavior with that student. It has
empowered the student by providing tools to help them function in an appropriate
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educational manner. It has increased their self-esteem and given them more confidence to
take academic and social risks. Referrals, suspensions and transfers had been reduced
drastically from the previous year and as a result, parents were more hopeful, and staff
members were less stressed by the constant reacting to negative behaviors of students.
Overall, the educational environment had become a healthier place to teach and learn.
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References
American Psychological Association. (2004, July 21).Increasing student success through
instruction in self-determination. Retrieved from
http://www.apa.org/research/action/success.aspx
Cohn, A. M. (2001).Positive behavior support: Information for educators. Retrieved
fromhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspx
Cregor, M. (2008, December). The building blocks of positive behavior. Teaching
Tolerance, 34, Retrieved fromhttp://www.tolerance.org/magazine/number-34-
fall-2008/feature/building-blocks-positive-behavior
Education Law Center of Pennsylvania & The Disability Rights Network of
Pennsylvania, The Commonwealth of Pennsylvania, (2008). School-wide positive
behavior support: A plan for Pennsylvania. Retrieved from website:
http://www.elc-pa.org/pubs/pubs_improving.html
Hewitt, M.B. (1999). The control game: Exploring oppositional behavior. Reclaiming
Children and Youth, 8(1), 30-30. Retrieved fromhttp://0-
search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756
Ruef, M. B., Higgins, C., Glaeser, B. C., & Patnode, M. (1998). Positive behavioral
support: Strategies for teachers.Intervention In School And Clinic, 34(1), 21-32.
Simonsen, B., Briton, L., & Young, D. (2010). School-wide positive behavior support in
an alternative school setting: A case study.Journal of Positive Behavior
Interventions, 12(3), 180-191. doi: 10.117/1098300708330495
Sprague, J., & Golly, A. (2004).Best behavior: Research and efficacy. Retrieved from
http://www.soprislearning.com/school-climate/best-behavior
http://www.apa.org/research/action/success.aspxhttp://www.apa.org/research/action/success.aspxhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.elc-pa.org/pubs/pubs_improving.htmlhttp://www.elc-pa.org/pubs/pubs_improving.htmlhttp://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://www.soprislearning.com/school-climate/best-behaviorhttp://www.soprislearning.com/school-climate/best-behaviorhttp://www.soprislearning.com/school-climate/best-behaviorhttp://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://www.elc-pa.org/pubs/pubs_improving.htmlhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.apa.org/research/action/success.aspx7/30/2019 Final Report- EDU690
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Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D.,
Griggs, P., & Beech, S. E. (2006). School-wide positive behavior support:
Addressing behavior problems that impede student learning.Educational
Psychology Review, 18, 187-198. doi: 10.1007/s10648-006-9008-1
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Appendices
Figure 1: 2011-2012 - 7th
/8th
grade referral numbers
Figure 2: 2012-2013- 7th
/8th
grade referral numbers
0
10
20
30
40
50
60
70
80
90
100
7th 8th
13
88
Crossroads 2011-2012 (Aug.- Jan. 28th) Referrals
Grade
Mesa Public Schools
#o
f
Re
ferra
ls
010
20
30
40
50
60
70
80
90
100
7th 8th
34
Crossroads 2012-2013 (Aug.- Jan. 28th) Referrals
Grade
Mesa Public Schools
#o
f
Re
ferra
ls
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Figure 3: 2011-2012- 7th
/8th
grade suspension numbers
Figure 4: 2012-2013- 7th
/8th
grade suspension numbers
0
3
6
9
12
15
18
21
2427
30
7th 8th
4
27
Crossroads 2011-12 (Aug.- Jan. 28th) Suspensions
Year
Mesa Public Schools
#o
f
Suspensions
0
3
6
9
12
15
18
21
24
27
30
7th 8th
1
Crossroads 2012-13 (Aug.- Jan. 28th) Suspensions
Grade
Mesa Public Schools
#o
f
Suspensions
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Figure 5: Total transfers for two-year span
0
1
2
3
4
5
6
7
8
9
10
Yr. (2011-12) Yr. (2012-13)
4
Crossroads 7th/8th Yearly Combined Transfer
Totals
Year
Mesa Public Schools
#o
f
Suspensions
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Figure 6: Legends Program Student Survey statements including the open-ended
statement.
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Figure 6-1: Student Legends Survey Statement 1
Figure 6-2: Student Legends Survey Statement 2
0
3
6
9
12
15
Strongly
Agree
Agree Nuetral Disagree Strongly
Disagree
3
10
4
Crossroads Student "Legends" Survey
Question #1: "The Legends Program has helped me
make better choices."
#o
f
Students
0
3
6
9
12
15
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
6 6
5
Crossroads Student "Legends" Survey
Question #2: "I feel more confident in class this
year."
#o
f
Students
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Figure 6-3: Student Legends Survey Statement 3
Figure 6-4: Student Legends Survey Statement 4
0
3
6
9
12
15
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
6
7
4
Crossroads Student "Legends" Survey
Question #3: "I'm not afraid to ask questions in
class this year."
#o
f
Students
0
3
6
9
12
15
Much
Better
Better Same Worse Much
Worse
4
9
4
Crossroads Student "Legends" Survey
Question #4: "My attitude in school thisyear compared to last year is...."
#o
f
Students
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Figure 6-5: Student Legends Survey Statement 5
0
3
6
9
12
15
So True Little True Maybe No Heck No
5
6 6
Crossroads Student "Legends" Survey
Question #5: "I would be doing just as well without
the Legends Program."
#o
f
Students
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Figure 7: Legends Program Student Survey statements including 2 open-ended
statements.
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Figure 7-1: Parent Legends Survey Statement 1
Figure 7-2: Parent Legends Survey Statement 2
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
4
6
2
Crossroads Parent "Legends" Survey
Question #1: "The Legends Program has helped my
child make better choices."
#o
f
Parents
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
7
3
2
Crossroads Parent "Legends" Survey
Question #2: "I feel my child is more confident in
school this year."
#o
f
Parents
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Figure 7-3: Parent Legends Survey Statement 3
Figure 7-4: Parent Legends Survey Statement 4
0
2
4
6
8
10
Always Almost Always Mostly Not Always Never
6
1
4
1
Crossroads Parent "Legends" Survey
Question #3: "My child gives me their Legend sheet
daily without reminder."
#o
f
Parents
0
2
4
6
8
10
Much Better Better Same Worse Much Worse
9
3
Crossroads Parent "Legends" Survey
Question #4: "My child attitude towards school this
year compared to last year is...."
#o
f
Parents
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Figure 7-5: Parent Legends Survey Statement 5
0
2
4
6
8
10
So True True Neutral No Heck No
8
2 2
Crossroads Parent "Legends" Survey
Question #5: "The Legends Program has been a
positive influence on my child."
#o
f
Parents
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Figure 8: Legends Program Staff Survey statements including the open-ended statement.
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Figure 8-1: Staff Legends Survey Statement 1
Figure 8-2: Staff Legends Survey Statement 2
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
4
2 2
Crossroads Staff "Legends" Survey
Question #1: "I am familiar with the 7th/8th grade
Legends Program."
#o
f
Sta
ff
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
6
1 1
Crossroads Staff "Legends" Survey
Question #2: "I have observed a positive change in
student behavior this year."
#o
f
Sta
ff
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Figure 8-3: Staff Legends Survey Statement 3
Figure 8-4: Staff Legends Survey Statement 4
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
3 3
2
Crossroads Staff "Legends" Survey
Question #3: "Student attitudes this year compared
to last year are better."
#o
f
Sta
ff
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
5
2
1
Crossroads Staff "Legends" Survey
Question #4: "The Legends Program has been a
positive influence on the school culture."
#o
f
Sta
ff
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Figure 8-5: Staff Legends Survey Statement 5
Figure 9: The total combined 7th
/8th
grade referral numbers for each year.
0
2
4
6
8
10
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
3
2
3
Crossroads Staff "Legends" Survey
Question #5: "I would like to take a more active role
in improving the program."
#o
f
Sta
ff
011
22
33
44
55
66
77
88
99
110
Yr. (2011-12) Yr. (2012-13)
101
7
Crossroads 7th/8th Yearly Combined Referral
Totals
Year
Mesa Public Schools
#o
f
Re
ferra
ls
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Figure 10: The total combined 7th
/8th
grade suspension numbers for each year.
0
4
8
12
16
20
24
28
32
36
40
Yr. (2011-12) Yr. (2012-13)
31
1
Crossroads 7th/8th Yearly Combined Suspension
Totals
Year
Mesa Public Schools
#o
f
Suspensions
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