Positive behavior interventions to decrease disproportionality
This presentation is the property of its rightful owner.
Sponsored Links
1 / 38

Positive Behavior Interventions to Decrease Disproportionality PowerPoint PPT Presentation


  • 188 Views
  • Uploaded on
  • Presentation posted in: General

Positive Behavior Interventions to Decrease Disproportionality. Rhonda Henry, LMSW Kelli Crawford, LLMSW Jillian Henry, NCSP. Farmington Public Schools Farmington, MI. Positive Behavior Interventions to Decrease Disproportionality . Today’s outcomes:

Download Presentation

Positive Behavior Interventions to Decrease Disproportionality

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Positive behavior interventions to decrease disproportionality

Positive Behavior Interventions to Decrease Disproportionality

Rhonda Henry, LMSW

Kelli Crawford, LLMSW

Jillian Henry, NCSP

Farmington Public Schools

Farmington, MI


Positive behavior interventions to decrease disproportionality1

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.


Positive behavior interventions to decrease disproportionality

24.75% Af American

12.10% Asian

23.6% F&R Lunch

11% ELL


Seeing red cars

Seeing RED cars…

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


See do get

See Do Get

Paradigm

Result

Behavior

(Covey, 2005)


Hot dot activity

Hot Dot activity

How do you see behavior problems?


Traditionally

Traditionally………

PBIS

Special Education

Transportation

Unify all of our work into one vision

Common

Assessments

Instructional

Consultation

HSCE/GLCE

Title I

Gifted and Talented

Classroom

Instruction

Parents

Custodians

Enrichments

PLC

literacy

Para support

School

Improvement

ELL/ESL

SAPC

Quality

Instruction

Counseling /

Student Support

Social Work

After-School

Adapted from Harlacher & Mucha, 2010


Positive behavior interventions to decrease disproportionality

Teach Behavior - PBIS

Quality Instruction,

Teacher Growth & Eval, PLT

Cultural Competency

Admin Toolbox

Disproportionate Suspensions


Why pbis

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


Positive behavior support policy

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

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

School-Wide PBIS Procedures

PBIS.org


Stages of learning

Stages of Learning


Tier 1 quality classroom instruction

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 expectations

SPOT Expectations

Stay SAFE

Practice RESPONSIBILITY

Offer RESPECT

Team up for TEAMWORK


Positive behavior interventions to decrease disproportionality

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

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

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


Pbis lessons

PBIS Lessons

  • Weekly PBIS lessons

  • Lessons are provided and reinforced with weekly themes


Anti bullying lesson

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


Positive behavior interventions to decrease disproportionality

On

Purpose

Happens

over and

over

3 Clues

to

Bullying

Unequal

Power


Conflict resolution lessons

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

Bug and a Wish

It bugs me when________.

And I wish ______________.


Tier 2 targeted supplemental interventions

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

Labels Are For Jars

  • All students can learn If we teach and re teach


Tier 3 intensive interventions

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

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

A-B-C Data


Sensory break

Sensory Break

http://www.teachertube.com/viewVideo.php?video_id=331535


Instead of punishment

Instead of Punishment

  • We grow as educators

  • We determine what is going to be most

    impactful


We build our skills

We Build Our Skills

  • Parent Family Coordinator

  • Consultants

  • Book Studies

  • Professional Learning Teams


Different responses to misbehavior

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

Traffic Light Activity

  • Red what I will stop doing

  • Yellow what I will continue doing

  • Green what I will start doing


References

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


  • Login