ACTION RESEARCH PROJECT: Parents, Students and Teachers: Stakeholders in Positive Behavior Support

1. ACTION RESEARCH PROJECT:Parents, Students and Teachers: Stakeholders in Positive Behavior Support Dr. Betty Woodson, Professional Partner Deborah Carter Yolanda Green & Robert Cooper II Superintendents Urban Principal Initiative Monday, June 9, 2008 Young Women’s Academy for Academic and Civic Development at Jan Mann

2. Abstract of the Study The focus of this action research was to improve reading achievement of the ninth grade students through the use of Differentiated Instruction and Positive Behavior Support as strategies during the last three grading quarters of the 2007 -2008 school year at The Young Women’s Academy for Academic and Civic Development at Jan Mann Opportunity School.

3. Introduction/Background The major goal of The Young Women’s Academy for Academic and Civic Development at Jan Mann Opportunity School is to provide a positive learning environment where students are motivated to alter negative behavior and improve academically and socially, so that they may be mainstreamed into a traditional school setting. The research indicates (Positive Behavioral Interventions and Supports Newsletter 2006) that school wide Positive Behavior Support is associated with decreased exclusionary, reactive and punitive discipline practices, increased student satisfaction and improved perceptions of school safety.

4. Introduction/Background Continued In order to improve students’ academic achievement, teachers face many challenges in the classroom. Differentiated Instruction provides a way of thinking, a belief that students differ in their readiness to learn, and that the classroom and instructional time can be organized to meet the needs of diverse learners (Tools for Schools, Differentiated Instruction-A Tool for All Students, Resource Materials). The purpose of our project was to increase academic achievement through the implementation of Differentiated Instruction (DI) and The Positive Behavior Support (PBS) Program.

5. Background Information The Young Women’s Academy for Academic And Civic Development (YWACAD) at Jan Mann Opportunity School was constructed in 1994 and is located on 44th Court and 161st Street. The (YWACAD) at Jan Mann Opportunity School has 26 Classrooms. • Student Demographics - 90% of the student population is Black non- Hispanic - 10% of the population is Hispanic - 0% White non-Hispanic - 0% Asian/Indian - 5% of the student population is enrolled in the Exceptional Student Education Program - 0% Limited English proficient Students (ESOL) - 93% of the student population are on free or reduced lunch - Target population included nine 9th grade students

6. Research Question • How will school wide implementation of The Positive Behavior Support Program (PBS) coupled with Differentiated Instruction (DI) increase ninth grade students’ academic achievement in reading?

7. Review of the Literature • Research indicates that the implementation of the PBS has decreased punitive discipline practices such as referrals and positively improved students thoughts of safety while increasing students academics. (Positive Behavioral Interventions and Supports Newsletter 2006) • Lane, K. (2007) found that the implementation of PBS has decreased both indoor and outdoor suspensions which subsequently increased the amount of student instructional time. • Scarpaci, R. (2006) indicated that students that were victims of violent school incidents avoided certain areas of school and activities as well.

8. Review of the Literature Continued • According to Turnbull, A. (2002) PBS implementation has the most successful results when three components are emphasized: Universal support; Group support; and Individual support. • Warren, J. (2006)in his evaluation of PBS found that not only did discipline referrals, indoor/outdoor suspensions, and violent incidents decline, the time spent on classroom instruction by teachers increased.

9. Review of the LiteratureContinued • Differentiated instruction is the process of "ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student's readiness level, interests, and preferred mode of learning" (Tieso, 2003). • According to Tomlinson, C. A. (2003) …the use of Differentiated Instruction increases student motivation and task persistence because students can work with topics that are of personal interest. Modifying instruction to draw on student interests is likely to result in greater student engagement, higher levels of intrinsic motivation, higher student productivity, greater student autonomy, increased achievement, improved behavior and an improved sense of self-competence.

10. Review of the LiteratureContinued • The opportunity to learn in ways that make learning more efficient is also likely to make learning more effective. Attention to a student's preferred mode of learning or thinking promotes improved achievement (Odgers, S., Symons, A., & Mitchell, I. 2000) . • According to Thurlow, M. (2002) Differentiating instruction is not a passing fad; it is a revolution-a fundamentally different way to teach students with diverse learning and behavioral needs.

11. Review of the LiteratureContinued • According to Lewis and Batts, when elementary teachers relied largely on undifferentiated approaches to instruction, students had an overall 79% proficiency rate on state-mandated end- of-year tests. After 5 years of differentiating instruction, 94.8% of their students scored in the proficient range. Similarly, Fisher et al. documented that the average student in their high school read at a 5.9 grade level. After 4 years of differentiated instruction, the average student read at an 8.2 grade level.

12. Intervention

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14. Intervention Continued

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16. Data Collection • Teacher Surveys Pre and Post • Student Surveys Pre and Post • Quarterly grade comparisons • Behavior referrals quarterly comparisons

17. Analysis The Student Pre - Survey indicated that 60% of the students were not satisfied with their academics and that improved conduct would increase their academic achievement.

18. Analysis Continued • Sixty percent of the Students’ Post surveys indicated that Positive Behavior Modification has not increased their academic grades, however student behavior has improved. • In addition, 70% of the students have indicated by surveys that Differentiated Instruction creates a sense of community in which they feel significant and respected.

19. Analysis Continued • The ninth grade Teachers’ Pre Survey indicates that the majority of them were not properly trained to teach Differentiated Instruction. • The ninth grade Teachers’ Pre Survey indicates that the majority of the them believed a new behavior modification program would only increase their workload and student’s behavior would not improve.

20. Analysis Continued • The ninth grade Teachers’ Post Survey indicated that Professional Development has increased their ability to vary their instructional strategies to meet the needs of all students. Also, DI classroom-proven strategies empower them to target instructional modifications to the content, process, and products for students with learning disabilities and severe behavior problems. • In addition, the ninth grade Teachers’ Post Survey indicated that Positive Behavioral Support System uses proactive techniques to manage unwanted behaviors and has increased students active engagement in learning.

21. Analysis Continued Reading Grades from the first grading period compared to the second grading period indicated that school wide implementation of PBS did not improve reading grades. (Note: 71% of the target group was affected by excessive absences).

22. Analysis Continued Comparison of the amount of behavior referrals submitted during the first nine week grading period and the second indicated a 35% decrease.

23. Analysis Continued Comparison of the amount of behavior referrals submitted during the 2nd nine week grading period and the third indicated a 42% decrease.

24. Pre -Survey Results

25. Pre- Survey Results continued

26. Pre-Survey Results at a Glance • 37.5% of the 9th Graders were unsure the schools safety, while 37.5% strongly agreed that the school was safe. • 37.5% of the 9th Graders agreed that they can concentrate on academics, while 50% strongly agreed. • 37.5% of the 9th Graders disagreed that their conduct affected their academics, while 37.5% agreed that conduct affected their academics. • 25% of the 9th Graders strongly disagreed that attendance affected their academics, while 37.5% agreed and 25% strongly agreed.

27. Pre-Survey Results at a Glance continued • 37.5% of the 9th Graders agreed that they had been involved in a conflict, while 25% strongly agreed. • 25% of the 9th Graders were unsure that they had input in regard to the school rules, while 67.5% agreed that they had input.

28. Pre-Survey Results at a Glance continued • 37.5% of the 9th Graders agreed that improving their attendance improved their academics, while 25% strongly agreed. • 50% of the 9th Graders agreed that improving their conduct would improve their grades, while 25% strongly agreed. • 37.5% of the 9th Graders were unsure if they were satisfied with their academics and conduct, while 25% were satisfied.

29. Post-Survey Results

30. Post-Survey Results

31. Post-Survey Results at a Glance • 37.5% of the 9th Graders agreed that they had not been involved in a conflict, while 37.5% strongly agreed that they had not. • 67.5% of the 9th Graders agreed that they had input in regard to the school rules. • 37.5% of the 9th Graders agreed that improving their attendance improved their academics, while 37.5% strongly agreed.

32. Post-Survey Results at a Glance continued • 50% of the 9th Graders agreed that improving their conduct would improve their grades, while 25% strongly agreed. • 37.5% of the 9th Graders strongly agreed that they were not satisfied with their academics and conduct. While 37.5% agreed they weren't satisfied.

33. 9th Grade Reading Grades During the First 9 Weeks • 56% of the 9th Grade failed reading the first nine weeks • 22% of the ninth Grade received a C the first nine weeks • 22% of the ninth Grade received a D the first nine weeks

34. 9th Grade Reading Grades During the Second 9 Weeks • 29% of the 9th Grade failed reading the second nine weeks • 71% of the ninth Grade received a C the second nine weeks * Note: 71% of the target group grades were affected by excessive absences

35. 9th Grade Reading Grades During the Third 9 Weeks • 79% of the 9th Grade failed reading the third nine weeks. • 21% of the 9th Grade received a D the third nine weeks. * Note: 71% of the target group grades were affected by excessive absences

36. Findings/Results • While the behavior did change which is indicative of the decrease in referrals and suspensions, the academic grades in reading did not improve. Note: Attendance did adversely affect the findings.

37. Findings/Results Continued • The report card grades, District Interim Tests results, and teacher assessments indicated that there was no improvement in academic grades in reading. The impact of DI did not appear to increase the 9th grade students’ academic achievement in reading. However, the execution of the PBS program resulted in an increase in the improvement of positive behavior of 9th grade students as evidenced by the decline of referrals and suspensions.

38. Implications/Recommendations • Due to the fact that students’ behavior has shown positive improvement, the PBS program will be continued. Since the teachers received professional development in DI, they feel confident in implementing DI strategies in their classrooms. Although students’ report card grades did not reflect academic improvement in reading, DI strategies will continue to be used in the classroom because students, according to the survey, felt empowered when their teachers employed these strategies.

39. Implications/RecommendationsContinued • The incentives should be geared towards attendance in as much as classroom behavior. It is our belief that this would increase attendance thus increasing academic achievement.

40. References • Lane, K. (2007). Function Based Interventions for Students Who Are Nonresponsive to Primary and Secondary Prevention Efforts: Illustrations at the Elementary and Middle School Levels. Journal of Emotional and Behavioral Disorders. 15, 3-20. • The Positive Behavioral Interventions and Support – Website Newsletter 2006 Retrieved from http://www.pbis.org/newsletter.htm • Scarpaci, R. Bullying: Effective Strategies for Its Prevention. (2006). Kappa Delta Pi Record. 42 , 170-174. • Turnbull, A. (2002). A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components. Exceptional Children. 68, 377-402. • Warren, J. (2006). School- Wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning. EducationalPsychology Review. 18, 187-198.

41. References • Lane, K. 2007 • Positive Behavioral Interventions and Supports Newsletter 2006. Retrieve April 14, 2008. from www.education.state.mn.us. • Tieso, C. (2003). Ability grouping is not just tracking anymore. Roper Review, 26, 29-36. • Tomlinson, C. A. (2003). Differentiating instruction for academic diversity. In J. M. Cooper (Ed.), Classroom teaching skills, 7th ed (pp 149-180). Boston: Houghton Mifflin.