1 / 42

Northwest Positive Behavior Interventions and Supports

lotus
Download Presentation

Northwest Positive Behavior Interventions and Supports

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Disproportionality, School Discipline and Academic Achievement Rob Horner University of Oregon www.pbis.org www.uoecs.org

    2. Goals Document the role of discipline disproportionality at multiple levels: (a) referrals to the office, (b) administrative decisions once a student is in the office. Describe a role for school-wide positive behavioral interventions and supports Link discipline systems, academic achievement, disproportionality

    3. The Challenge Increased diversity of students entering schools across the nation Differences in culture across the teacher, administrator and student Economic risk factors. Acknowledging the role of poverty, but not using it as an excuse.

    4. Two levels of disproportionality in discipline systems Likelihood of referral to the office Likelihood of a “consequence” that results in loss of educational minutes. NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement. Removing a student from school is a serious decision.

    5. Two levels of disproportionality in discipline systems Race is not Neutral: Disproportionality in School Discipline Russell Skiba, Robert H. Horner, Choong-Geun Chung Karega Rausch, , Seth L. May, and Tary Tobin In press: Journal of School Psychology Analysis of office discipline referral data from the school-wide information system (SWIS) 436 elementary and middle schools 205,932 students who received office discipline referrals Referrals organized by student ethnicity, type of problem behavior, and administrative decision.

    6. Two levels of disproportionality in discipline systems First Finding: Students from Hispanic/Latino and African American backgrounds were more likely to be sent to the office than their white peers. Logistic regression, odds ratios (1.0 = same ; >1.0 = more likely; < 1.0 = less likely)

    7. Elementary Schools: Compare proportion of students enrolled to proportion of students with an ODR

    8. Middle Schools: Compare proportion of students enrolled to proportion of students with an ODR

    9. Two levels of disproportionality in discipline systems Second Finding: If students from Hispanic/Latino or African American backgrounds were sent to the office, they were more likely than white students to receive a consequence that resulted in their being removed from school (suspension/expulsion) Odds Ratio for Consequence for all ODRs

    10. Elementary Schools: Likelihood of out of school suspension or expulsion compared to white students (1.0 = equal).

    11. Middle Schools: Likelihood of out of school suspension or expulsion compared to white students (1.0 = equal).

    12. Moving from defining the problem to defining solutions No simple fix. The issues of disproportionality likely lie in multiple issues and deep societal challenges.

    13. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Sobering Observation

    14. School-wide Positive Behavioral Interventions and Supports (PBIS) Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

    15. What is School-wide Positive Behavior Interventions and Supports? School-wide PBIS is: A framework for establishing the practices and systems needed to achieve the social culture and behavioral supports required for a school to be an effective learning environment for all students. Evidence-based features of SWPBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

    18. Schools adopting SWPBIS by year

    19. SWPBIS in 13,331 schools 8/10’

    20. Percentage of Schools using SWPBIS by State

    21. Practical steps that schools can do to address discipline disproportionality. Establish a predictable, consistent, positive and safe school-wide culture by teaching school-wide behavioral expectations Collect and use discipline data disaggregated by ethnicity/race. (Report monthly or quarterly… not just annually) Provide staff with the opportunity for orientation to the role of culture in discipline decision-making. Teach with precision, intensity and effect Acknowledge appropriate behavior regularly Skiba et al., In press, Vincent et al., In press, Tobin & Vincent In press Moving from defining the problem to defining solutions

    23. Linking Behavior Support and Academic Achievement

    24. North Carolina Positive Behavior Interventions & Support Initiative February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

    25. North Carolina Positive Behavior Intervention & Support Initiative : 2010

    26. North Carolina Positive Behavior Support Initiative

    27. Suspensions per 100 students

    28. Cedar Creek Middle School Franklin County, North Carolina

    29. North Carolina Positive Behavior Support Initiative

    30. Steve Goodman sgoodman@oaisd.org www.cenmi.org/miblsi

    31. Participating Schools 512 schools = approximately 15% of all schools in Michigan512 schools = approximately 15% of all schools in Michigan

    32. Average Major Discipline Referral per 100 Students by Cohort

    34. Percent of Students at DIBELS Intensive Level across year by Cohort

    35. Impact of PBIS on Teachers

    36. PBIS and Discipline Disproportionality If schools adopt school-wide PBIS do they demonstrate improved performance for children at risk for discipline disproportionality?

    37. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?

    38. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?

    39. Preliminary Evidence: Illinois OSS for school using PBIS and beginning adoption

    40. One Illinois Elementary School: Out of School Suspensions before and after SWPBIS

    41. Summary One piece of an effective response to discipline disproportionality will be defining effective procedures for establishing a WHOLE SCHOOL social culture that is positive, predictable, consistent and safe. Supporting students cannot occur without supporting families, staff, and administrators. Be brave about making a start. Do not expect ONE solution that will work everywhere.

More Related