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Positive Behavior Interventions to Decrease Disproportionality Rhonda Henry, LMSW Kelli Crawford, LLMSW Jillian Henry, NCSP Farmington Public Schools Farmington,

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Presentation on theme: "Positive Behavior Interventions to Decrease Disproportionality Rhonda Henry, LMSW Kelli Crawford, LLMSW Jillian Henry, NCSP Farmington Public Schools Farmington,"— Presentation transcript:

1 Positive Behavior Interventions to Decrease Disproportionality Rhonda Henry, LMSW Kelli Crawford, LLMSW Jillian Henry, NCSP Farmington Public Schools Farmington, MI

2 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.

3 24.75% Af American 12.10% Asian 23.6% F&R Lunch 11% ELL

4 Seeing RED cars…

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6 See Do Get Paradigm Behavior Result (Covey, 2005)

7 Hot Dot activity How do you see behavior problems?

8 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 Enrichments PLC HSCE/GLCE Social Work SAPC Quality Instruction Unify all of our work into one vision

9 Teach Behavior - PBIS Quality Instruction, Teacher Growth & Eval, PLT Quality Instruction, Teacher Growth & Eval, PLT Cultural Competency Admin Toolbox Disproportionate Suspensions

10 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

11 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.

12 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

13 School-Wide PBIS Procedures PBIS.org

14 Stages of Learning

15 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

16 SPOT Expectations S tay SAFE P ractice RESPONSIBILITY O ffer RESPECT T eam up for TEAMWORK

17 Arrival & Dismissal HallwayClassroomRestroomLunchroomPlayground 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.

18 PBIS Format Format of lessons: Connection Teaching Point Demonstration/Modeling Active engagement (role playing) Link Praise I DO, WE DO, YOU DO

19 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 repetitions 100 IQ= 35 repetitions 120 IQ= 25 repetitions

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21 PBIS Lessons Weekly PBIS lessons Lessons are provided and reinforced with weekly themes

22 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

23 3 Clues to Bullying On Purpose Happens over and over Unequal Power

24 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

25 Bug and a Wish It bugs me when ________. And I wish ______________.

26 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

27 Labels Are For Jars All students can learn If we teach and re teach

28 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

29 Functional Behavioral Assessment Problem Identification & Analysis: -Attention -Sensory stimulation -Obtain an activity -Obtain assistance -Change an activity -Relief from boredom -Control-Task escape/demand

30 A-B-C Data Making behavior specific and observable AntecedentBehaviorConsequences

31 Sensory Break

32 Instead of Punishment We grow as educators We determine what is going to be most impactful

33 We Build Our Skills Parent Family Coordinator Consultants Book Studies Professional Learning Teams

34 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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37 Traffic Light Activity Red what I will stop doing Yellow what I will continue doing Green what I will start doing

38 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, 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 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


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