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Positive Behavior Level System. A Comprehensive Behavior Intervention for Kokomo Center Schools. A Picture of Survival…. In December 2007 students and staff reported that: 1400 discipline referrals matriculated through the main office from August - December

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a comprehensive behavior intervention for kokomo center schools

Positive Behavior

Level System

A Comprehensive Behavior Intervention for Kokomo Center Schools

a picture of survival
A Picture of Survival…

In December 2007 students and staff reported that:

  • 1400 discipline referrals matriculated through the main office from August - December
  • When responding to the following statement: “The behavior of other students interferes with learning at Maple Crest.”
    • 59% of students agreed
    • 57% of parents agreed
    • 69% of faculty agreed
  •  Many students display low or no motivation to learn - school was NOT a priority
identifying concerns
IdentifyingConcerns
  • Through the Indiana Student Achievement Institute (INSAI) School Improvement Process, all stakeholder groups identified

the need to improve the learning

environment.

  • Consequences for negative behaviors were not effective
    • Minor infractions
    • Office Referrals
    • Tardies
    • Missing Work (NTI’s)
  • Punitive focus
brainstorming solutions
Brainstorming Solutions

Key Questions

  • What about the kids who are always doing the right thing?
  • How can we use positive reinforcement to motivate students?
  • How can we identify students who are at risk behaviorally?
    • What kinds of issues are students having?
    • How can we communicate this with everyone?
    • What interventions do we put into place?
whatever it takes by dufour dufour eaker karhanek
Whatever It TakesBy Dufour, Dufour, Eaker, & Karhanek
  • Adlai Stevenson High

School modeled a “think

positive, not punitive

approach”

  • Created system of

privileges for high

performers and rule

followers

  • Operated on the belief that students would be more inclined to meet expectations at school if they benefited from it
creating a strategy
Creating a Strategy
  • How do we create our own system similar to this AND manage it?
  • Faculty and stakeholders knew that a system was needed to:
    • Honor positive student behavior
    • Hold students accountable for negative behaviors
    • Communicate a total picture of student behavior
  • The challenge was determining how to handle so much data.
quantifying behavior
Quantifying Behavior
  • Identify targeted negative behaviors
  • Ranked severity of student behavior based on the values of the school
    • Tardy (0.5 points)
    • Minor Infractions (0.55 points)
    • Missing Work (NTI’s) (0.6 points)
    • Teacher Detention (0.75 point)
    • Discipline Referrals
      • Office Detentions (1.2 points)
      • OSS/ABC/Removal from bus (1.75 points)
privileges and consequences
Privileges and Consequences
  • Students assigned a specific level of privilege and/or consequence based on the total point value of behavior incidents they accumulate over a short period of time
  • Identified cutoff values for four behavior levels
    • Level 4 Students – Less than or equal to 1 point
    • Level 3 Students – Greater than 1 point up to 2.5 points
    • Level 2 Students – Greater than 2.5 point up to 5.4 points
    • Level 1 Students – Greater than 5.4 points
the technology platform
The Technology Platform
  • Utilize the resources we have – we knew they were there we just didn’t know how to use them
  • Get knowledgeable on how to use basic technologies – MS Excel & MS Access; seek advice from professionals
  • Software databases could be harnessed to accumulate and calculate student data to report a student’s behavior “picture”
student identification
Student Identification
  • Use student planners to identify behavior level
    • Enrichment/Advisor teachers conference w/students on their level and provide stickers
    • Procedures – preventing student tampering
  • Short-term, reachable time frame
    • 2 weeks
    • Fresh start at the top – current level is the result of previous 2 weeks of behavior
level 4
Level 4
  • Level 4 Activities:
  • Level 4 students may participate in all extracurricular school activities/athletics.
  • Level 4 Rewards:
  • Use approved electronic devices at lunch
  • Choose seat at lunch
  • Treats
  • Prize drawings
  • Special assemblies
  • Other special privileges
level 3
Level 3

Level 3 Activities:

  • Level 3 students may participate in all extracurricular school activities/athletics
  • Lunch free time

Level 3 Restrictions:

  • Assigned table at lunch

*office referrals may result in further consequences

level 2
Level 2

Level 2 Restricted Activities:

  • Level 2 students may participate in limited extracurricular school activities/athletics.
  • Athletic practices, no games
  • MAY NOT attend dances/club meetings; MAY attend tutoring sessions
  • Eats lunch in a separate area with a restricted setting

Level 2 students will attend:

  • 1 Friday Night School Session

 *office referrals may result in further consequences

level 1
Level 1

Level 1 Restricted Activities:

  • Level 1 students may not participate in any extracurricular school activities/athletics (except for tutoring)
  • No athletic practices or games
  • No school dances or club meetings
  • Eats lunch in a separate area with a restricted setting
  • May not purchase a la carte items at lunch

Level 1 students will attend:

  • 2 Friday Night School Sessions

*office referrals may result in further consequences

interventions and progress monitoring
Interventions and Progress Monitoring
  • System identifies students in need of additional and sustained behavior support
  • The following interventions allow staff to monitor and create strategies for students who demonstrate on-going negative behaviors:
    • Two times on Level 1 and/or Level 2
        • Parent/Teacher Team conference with student
        • Behavior strategies put in place
    • Four times on Level 1 and/or Level 2
        • Administrative conference with parent and student
        • Review prior strategies/implement new strategies
    • Six times on Level 1 and/or Level 2
        • School modification put in place (shortened/extended day; enroll in alternative school; virtual school)

*Based on a semester time frame

rewards and motivators
Rewards and Motivators

2009 – 2010 Convocations and Level 4 Rewards

  • September 18, 8:30 a.m. Mr. Taps (free)
  • September 24, 8:30 a.m. Rope Warrior (free)
  • September 24, 1:15 p.m. Ray McElroy (free)
  • October 8, Lunchtime Treat
  • October 22, Enrichment Open Gym/Games
  • November Quite A Catch($220)
  • November 19, Enrichment Open Gym/Games
  • November 25, Periods 7 & 8 Movie
  • December 11, Lunchtime Treat
  • January Skip Cain Magic Guy($220)
  • February 11, Enrichment Open Gym/Games
  • February 25, Lunchtime Treat
  • March 11, 1:15 p.m. JimBasketballJones ($520)
  • March 26, Enrichment Open Gym/Games
  • April 1, Periods 7 & 8 Movie
  • May Rusty Ammerman ($220)
data assessing success
Data – Assessing Success
  • In the first year of implementation (2008-2009), Maple Crest Middle School showed a decrease in the overall number of discipline referrals that matriculated through the main office
    • 58% decrease in referrals vs. 2006-2007
    • 61% decrease in referrals vs. 2007-2008
  • Continue to show signs of sustainability as evidenced by continued reductions in office referrals with the data available during the 2nd year of implementation at Maple Crest and 1st year of implementation of Lafayette Park
our issues
Our Issues
  • Training teachers to use the technology
  • Level 1 and Level 2 “frequent flyers”
  • Fidelity of implementation
  • Special Education modifications
  • Parents
    • Athletics
    • Communication
  • Workload for teachers and administrators
  • Rewards
    • Limited budget
    • Creativity
testimonial
Testimonial

“The Level System is the best thing that happened at Maple Crest Middle School because it’s consequential to those who need it and rewarding to those who earn it. Yeah, it may be hard at first, but that’s only because you are already a level 3, 2, or 1 and you are just now starting to try your best. You might have to be a suck up once in a while, but…it’s going to be easy, and it’s going to be fun, because once you become a level 4, you are going to be the happiest person alive!”

Marnisha

7th grader

contact information
Contact Information

Kristen Bilkey,

Coordinator of Assessment, Data Collection, and Progress Monitoring

Kokomo Center Schools

kbilkey@kokomoschools.com

(765)454-7000

Lindsey Brown, Assistant Principal

Lafayette Park Middle School

librown@kokomoschools.com

(765)454-7065

Jonathan Schuck, Principal

Maple Crest Middle School

jschuck@kokomoschools.com

(765)455-8085