Discipline on the Rocks?

1. Discipline on the Rocks? Lighting the Way with PBIS Gloria Cooper Director of Student Services Cypress-Fairbanks ISD Houston, Texas

2. Parking Lot Activity

3. WELCOME! ACTIVITY Take a name tent from the center table. Write your name in the center. Write your school and/or assignment under your name.

6. PBIS Positive Behavior Interventions and Supports

7. SETTING YOUR COURSE

8. 3 Worries/Ineffective Responses to Problem Behavior • Get Tough • Practices Train & Hope • Systems • Assumptions • Philosophy

9. Worry #1:“Get Tough”Immediate & Seductive Solution • Clamp down & increase monitoring • Establish “bottom line” • Re-Re-Re-review rules • Get Tough • Extend continuum & consistency of consequences 9

10. Worry #2: “Train & Hope” • REACT to problem behavior • Wait for new problem • Select & add practice • Hope for implementation • Hire an EXPERT to train practice

11. Worry #3: Assumptions we make… • Students are “inherently” bad • Born that way • Apples don’t fall far from the tree • Students will learn appropriate behavior through increased use of “aversives” • DMC, Suspensions • DAEP for persistent behavior • It’ll be better tomorrow • Avoidance (on the adult’s part) • If I ignore it, it will go away.

12. Which lead to a false sense of safety and security. • Fosters environments of control • Triggers & reinforces antisocial behavior • Devalues child-adult relationship • Shifts accountability away from school • Weakens relationship between academic & social behavior programming

13. So instead, let’s at… • Research • Students do learn better ways of behaving by being taught directly & receiving positive feedback • Effective and comprehensive social skill training has a large influence in reducing recidivism or preventing antisocial behavior in youth. • A philosophy for student success! • PBIS • Science

14. PBIS is: School-wide data-baseddecision making system A preventiveand proactiveapproach Staff driven, campus specific Common language, consistency Develops a communityfocus and climate/culture Based on a long history of behavioral practices & effective instructional designs & strategies Targeted at engaging the whole staff in problem solving to achieve long-term sustainability A district-wide goal for Cypress-Fairbanks ISD

15. When behavior doesn’t improve, • We “GET TOUGHER!” • Zero tolerance policies • Increased surveillance • Increased suspension & expulsion • In-service training by expert • Alternative programming

16. Important Elements of PBIS Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement

17. PBIS • Systems • (How things are done) • Team-based problem solving • Data-based decision making • Long term sustainability • Data • (How decisions are made) • Continuous data collection and review • Office discipline referrals • Attendance, observations, academics • Practices • (How staff interact with students) • Direct teaching of behavioral expectations • Positive reinforcement • Behavioral assessments

18. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% ~15% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

19. PBIS Philosophy • The Universal Tier (Level 1) • To create and maintain an effective learning environment by establishing behavioral supports and a social culture needed for ALL students in a school to achieve social, emotional, and academic success. • Secondary Tier (Level 2) • To provide systems for structuring the learning environment to allow for behavioral supports for at-risk students. Tertiary Tier (Level 3) To provide more sophisticated and specific interventions for students with established histories of behavioral problems.

20. Host environment • Data-based decision making • Classroom management • Active supervision System Components

23. Staying on Course

24. Host Environment

25. Matrix

28. Host Environment

29. Acknowledgments

31. Discipline Data

32. CFISD Discipline • Student discipline data analyzed every six weeks. • Discipline tracked by student, by teacher, by grade level.

36. 2013-14 1ST SEMESTER DISCIPLINE COMPARISON

39. Consistent Corrective Teaching, • Student Support Plans Apply three tiered prevention logicto classroom setting • Primary for all • Secondary for some • Tertiary for a few • Signals, Cues, Reminders, Redirects, More Positives and Instructional Interventions • Relationships, Rules Procedures, Transitions, Seating Chart, Corrective Teaching, Proactive Planning, Room Arrangement, Instructional Management, 5 to 1 ratio

40. Classroom Management

45. Safe & Civil Schools Survey • Used to determine staff support • 85% of the faculty must vote in favor of implementing the PBIS process. • Questions: • I agree that our campus needs to plan and implement a school-wide effort to improve student behavior. • I would support a campus leadership team’s effort to implement a school-side system. • I am willing to participate in the school-wide effort, as an effective member of this campus.

46. Building Better Relationships • A 14 hour course designed to enhance the skills and strategies of teachers in the classroom • Addressesthe importance of relationships, proactive classroom strategies, positive student support, and problem solving for low level classroom behavior. • Research and best practices have been collected from • Boys Town • Capturing Kids Hearts • Eric Jenson • Randy Sprick • Harry Wong • Fred Jones

47. Punishment vs. Discipline

48. Punishment vs. DisciplineLove & Logic Tip • We punish a child for past choices; we discipline to shape future ones. • Punishment arises from frustration and rage; discipline out of love and concern • Both punishment and discipline use similar techniques, but the emotional atmosphere of the two is different. • Punishment squashes the behavior, discipline teaches for next time. -Teaching with Love and Logic, Jim Fay & David Funk

49. Active Supervision:Chore? or Opportunity!

50. Supervision: Common Areas • Classrooms • Hallways • Cafeteria • Main/Entry Hallway • Where else?