Positive Climate to Reduce Referrals,

Suspensions, and Improve Achievement

Presented by:

Randy Sprick, Ph.D.

ACSA Every Child Counts Symposium

Anaheim, CA

February 3, 2017

For more information contact Safe & Civil Schools

800-323-8819 or info@safeandcivilschools.com

The goal of Positive Behavior Support is to create a safe, civil, and productive school.

• Reduce barriers to learning• Increase motivation to achieve

Four levels need to be addressed as part of a continuous improvement cycle for both academics and Positive Behavior Support:

• Districtwide

• Schoolwide• Classroom

• Individualizedinterventions for themost challengingproblems

To improve behavior and motivation, staff can manipulate five variables. 1. Structure/organize all school settings for success.2. Teach students how to behave responsibly in those settings.

3. Observe student behavior. (Supervise!)4. Interact positively with students.

5. Correct irresponsible behavior calmly, consistently, and immediately in the setting inwhich the infraction occurred.

STOIC: Someone respected and admired for patience and endurance in the face of adversity.

The difficulty is getting staff trained and consistently implementing these practices. Why is this so difficult?

• Discipline problems drive staff crazy!

• Many schools depend too much on punitive consequences.• Some staff may not realize how much power they have to shape behavior.

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Potential outcomes: • Reductions of expulsions, arrests, suspensions (OSS & ISS), referrals to special

education for behavior/disciplinary reasons, office referral, truancy, tardiness, andclassroom disruptions

• Improved safety• More welcoming school climate

• Improved average daily attendance of students and staff• Empowered staff—Reduced staff turnover

• Improved “school connectedness,” resulting in increased motivation, resulting inimproved academic outcomes

• Increased academic achievement

The Goal of RTI (both academic and behavioral) School provides the support students need to be successful.

Remember that behavior support is a continuous improvement process, not a product or a task with a completion point. Every school can always be a better place for some of the students.

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Whenever student behavior is not responsible and motivated, do something differently—REVISE.

When revising schoolwide policies and procedures, staff must work together to implement a plan that manipulates the five variables.

1. Structure/organize all school settings for success. For example:Physical arrangements Scheduling issues Organizational patterns Routines and procedures Expectations for students Expectations for staff

2. Teach students how to behave responsibly in those settings. For example:Lessons on common-area expectations, routines, and policies Lessons on classroom expectations—unique to each classroom Lessons on essential behaviors such as respect, bullying prevention, school pride, and possibly even keeping things neat Coaching provides a great model of teaching, and re-teaching as needed Coaching also provides a great model of inspirational leadership

3. Observe student behavior. (Supervise!)Without monitoring, even responsible adults will push the limits. In the common areas, this involves organizing supervision to ensure that:

A sufficient number of adults are present. Friendly, respectful behavior is modeled.

The adults are coordinating with and supporting each other. Students receive consistent information on what is acceptable and not acceptable.

Use data to spot long-term trends and set priorities for improvement.

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4. Interact positively with students. This involves three different skills.A. Interact in a welcoming manner with every student.

Say hello, use students’ names.

Show an interest in students—listen, converse.

B. Provide age-appropriate, nonembarrassing positive feedback.C. Strive to interact more frequently with every student when s/he is

engaged in positive behavior than when s/he is engaged in negativebehavior.3:1 ratio of attention to positive versus negative behavior

5. Correct irresponsible behavior fluently.Mild, Calm, Consistent, Pre-discussed, Brief, Respectful

Sample Menu of Classroom Corrections Sample Menu of Common Area Corrections

Give a gentle verbal reprimand Use a proximity correction Keep a record of the behavior Use planned ignoring Reduce points (if using a point system) Implement a response-cost lottery Assign time owed from recess or after

class Assign time owed after school Assign a timeout at the student’s desk Assign a timeout at another location in

the classroom Assign an inter-class time out Issue a demerit (3 demerits = after-

school detention) Have student fill out a Behavior

Improvement Form Require restitution by the student Referral

Use a proximity correction Give a gentle verbal reprimand—some

types include:Quick: Use a one-liner Instructional Humorous Appeal to relationship

Keep a record of the behavior Written notification to teacher Assign a timeout—“Stay right there for

30 seconds.” Assign a timeout in a specified location Timeout with supervisor: “Stay with me

for one minute.” Have student fill out a Behavior

Improvement Form Require restitution by the student (e.g.,

apology, go back and walk) Issue a demerit in cafeteria or playground

(3 demerits equals one to three days of:Recess 101 with a highly skilled assistant Restricted area or assigned table Assigned to work with counselor Work detail)

Referral

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Behavior Curriculum Protocol

6/5/2014

CORE Behavior

Expectations

All Students (including mild misbehaviors)

Instruction (STOIC)

Main Framework

Curriculum

All USD 259 schools will utilize the Behavior Curriculum Protocol with fidelity to proactively support all students and prepare them with 21st century skills contributing to academic, vocational and personal success in a safe and nurturing culturally responsive and inclusive learning community. (MTSS Behavior Intervention Guide www.kansasmtss.org).

Structure � Display Guidelines for

Success � Provide an efficient

and safe physical arrangement

� Establish effective routines

� Establish a preventative component of the behavior plan.

� Establish a tiered behavior plan with leveled behaviors, consequences and encouragement techniques

� Establish policies and procedures

Teach Expectations � Teach and reinforce

Guidelines for Success � MAC/CHAMPS/ACHIEVE

posted and utilized � Foundations: Teach and

reinforce building procedures and policies

� 3-6 rules posted, modeled and taught

� Reteach expectations before and after extended breaks

Observe � Circulate, scan, and

actively supervise students in the classrooms and common areas

� Collect data

Interact Positively � Greet Students Daily � Maintain at least a 3:1

Ratio of Positive Interactions (Contingent and Non-Contingent) for Tier I, increased ratio for Tier II & III

� Use class wide and school wide systems of motivation

� Have intermittent celebrations

� Make positive student connections

Correct Fluently � Preplan and use mild

consequences � Develop tiered behavior

plan with leveled behaviors, consequences and encouragement techniques

� Follow the reactive discipline plan consistently when infractions of expectations occur

Safe and Civil Schools x Foundations Notebooks (Modules 1-3) x CHAMPS/DSC x Interventions, Sprick & Garrison

x The  Teacher’s  Encyclopedia  of  Behavior  Management, Sprick & Howard

x On the Playground (Pre-K – 8) x Start On Time! (6-12) x Video Library found @

http://wpsconnect1.usd259.net

USD 259 and Other x USD 259 Bullying/Sexual Harassment

Training x USD 259 Social Media Policy x Netsmartz Internet Safety x CommonSense Media Internet Safety x ESI (Emergency Safety Intervention) Contact the Special Education Department

x I Can Problem Solve (Pre-K) Contact the Early Childhood Department

Transportation x CHAMPS/ACHIEVE/DSC x In  The  Driver’s  Seat  (Transportation) x Bus Rider Lessons/Video Library

Differentiation of Core

(focused instruction with grouping based on age appropriate levels)

x STOIC Analysis x CHAMPS/Discipline In the Secondary Classroom (Chronic Misbehavior) x Teacher’s Encyclopedia of Behavior Management, Sprick x Interventions, Sprick (6 Early Stage Interventions) x Coaching Classroom Management, Sprick et. al.

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Behavior Curriculum Protocol

6/5/2014

Tier 2 Supplemental:

Moderate Misbehaviors

Some Students

x Teacher’s  Encyclopedia  of  Behavior  Management

x Interventions by Sprick and Garrison – Early Stage Interventions x Planned Discussion x Academic Assistance x Goal Setting x Data Collection and Debriefing x Increasing Positive Interactions x STOIC Analysis and Intervention

Tier 3 Intensive: Intensive

Misbehaviors

Few Students

x Teacher’s  Encyclopedia  of  Behavior  Management, Sprick x Tough Kids Toolbox x Interventions, Garrison & Sprick – Highly Structured Interventions

x Managing Physically Dangerous Behavior and Threats of Targeted Violence x Managing Severely Disruptive Behavior x Managing the Cycle of Emotional Escalation x Cueing and Precorrecting x Self-Monitoring and Self-Evaluation x Positive Self-Talk and Attribution Training x Teaching Replacement Behavior x Functional Communication x Structured Reinforcement Systems x Defining Limits and Establishing Consequences x Internalizing Problems and Mental Heath

Assessments x Synergy Data x Safe & Civil Schools assessment tools including:

x Parent/Student/Staff annual surveys x Common Area Observations x Basic 5 Observations x Daily Reality Rating Scales x 3:1 Ratio of Interactions in both common areas and classrooms for Tier I, additional praise for Tier II & III

x Systematic Screener of Behavior to identify students with internalizing and externalizing behaviors to support Instruction (To be determined) x Entrance and Exit Criteria to move to/from Tier II, Tier III (To be determined) x SW-PBIS building data (School-Wide Positive Behavior Interventions and Supports) x Functional Behavior Assessments x GEST (General Education Support Team)

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References and Resources

Books Sprick, R. S., Wise, B. J., Marcum, K., Haykin, M., McLaughlin, R., & Hays, S. (in press). Leadership

in behavior support: Administrator’s guide (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2013). Discipline in the secondary classroom: A positive approach to behavior management (3rd ed.). San Francisco: Jossey-Bass.

Jenson, W. R., Sprick, J., Sprick, R., Majszak, H., Phosaly, L., Evans, C., Olympia, D., & Teplick, C. (2013). Functional behavior assessment of absenteeism and truancy (FBAAT). Eugene, OR: Pacific Northwest Publishing.

Jenson, W. R., Sprick, R., Sprick, J., Majszak, H., & Phosaly, L. (2013). Absenteeism and truancy: Interventions and universal procedures. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2012). Teacher’s encyclopedia of behavior management: 100+ problems/500+ plans (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

Wise, B. J., Marcum, K., Haykin, M., Sprick, R. S., & Sprick, M. (2011). Meaningful work: Changing student behavior with school jobs. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2010). Coaching classroom management: Strategies and tools for administrators and coaches (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

Materials in the Safe & Civil Schools Library are now listed on SAMHSA’s National Registry of Evidence-based Programs and Practices. To view details on the Safe & Civil Schools Positive Behavior Interventions and Supports Model, visit:

http://legacy.nreppadmin.net/ViewIntervention.aspx?id=242

The Council of Administrators of Special Education (CASE) has endorsed three Safe & Civil Schools resources:

• Foundations

• CHAMPS

• Interventions

For more information, visit: www.casecec.org

Sprick, R. S. (2009). CHAMPS: A proactive and positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2009). Stepping in: A substitute’s guide to managing classroom behavior. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2009). Structuring success for substitutes. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., Booher, M., & Garrison, M. (2009). Behavioral response to intervention (B-RTI): Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., & Garrison, M. (2008). Interventions: Evidence-based behavior strategies for individual students (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., & Garrison, M. (2000). ParaPro: Supporting the instructional process. Eugene, OR: Pacific Northwest Publishing.

Multimedia Sprick, R. S., Booher, M., Isaacs, S., Sprick, J., & Rich, P. (2014). Foundations: A proactive and

positive behavior support system (3rd ed., Modules A–F). [DVD program]. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2010). CHAMPS DVD inservice series (2nd ed., DVD program). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2008). Interventions audio: Evidence-based behavior strategies for individual students (2nd ed., audio CD program). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2008). When every second counts: Mini-inservices for handling common classroom behavior problems (CD and DVD program). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., Swartz, L., & Schroeder, S. (2006). In the driver’s seat: A roadmap to managing student behavior on the bus (CD and DVD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences.

Sprick, R. S., Swartz, L., & Glang, A. (2005). On the playground: A guide to playground management (CD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences.

Sprick, R. S. (2003). START on time! Safe transitions and reduced tardiness in secondary schools (CD program). Eugene, OR: Pacific Northwest Publishing.

Selected Articles Radley, K. C., Jenson, W. R., & Sprick, R. (2013, Fall). Evidence-based strategies to promote

generalization of social skills in the real world. Autism Spectrum Quarterly, 11–15.

Sprick, R., Jenson, W. R., Hinesly, M., & Radley, K. C. (2013, Winter). Evidence-based strategies to manage student behavior. Autism Spectrum Quarterly, 8–10.

Sprick, R. (2012). Creating sustainability. InCASE Newsletter, 53(4), 94.

Sprick, R. (2012). Intervention planning—make it effective & efficient. InCASE Newsletter, 54(1), 12.

Sprick, R., Hinesly, M., & Urbina, S. (2012, Fall). Behavior management and students with ASD: The same, but more (part 2). Autism Spectrum Quarterly, 8–10.

Sprick, R., Hinesly, M., & Urbina, S. (2012, Summer). Behavior management and students with ASD: The same, but more. Autism Spectrum Quarterly, 8–10.

Sprick, R. (2010). Shaping student behavior. SEEN Magazine, 12(2), 90–91.

Sprick, R., & Daniels, K. (2010). Managing student behavior. Principal Leadership, September, 18–21.

Sprick, R. (2009). Doing discipline differently. Principal Leadership, 9(5), 19–22.

Sprick, R. (2009). Positive behavior support: A powerful vehicle for preparing 21st century citizens. SEEN Magazine, 11(3), 94.

Sprick, R. (2009). Schoolwide discipline: Can you make it work? SEEN Magazine, 11(2), 102.

Sprick, R., & Daniels, K. (2007). Taming the tardies—Every minute counts. Middle Ground, 11(2), 21–23.

Sprick, R. S. & Booher, M. (2006). Behavior support and response to intervention: a systematic approach to meeting the social/emotional needs of students. Communique, 35(4), 34–36.

Sprick, R.S. (2004). Civil schools are safe schools: But are they attainable? Instructional Leader, 17(6), 3–5.

Report on Graduation Rates in the U.S.

According to the U.S. Department of Education, the high school graduation rate in the United States for the school year 2011-12 was roughly 81%. Graduation rates by race/ethnicity for that year were:

Hispanic 76% White 85% African American 68% Asian 93% Native American 68%

From The Condition of Education, a publication of the National Center for Education Statistics retrieved from http://nces.ed.gov/programs/coe/indicator_coi.asp. To access historical information on graduation rates, visit: http://www.safeandcivilschools.com/research/graduation_rates.php

Report on School Connectedness

“Increasing evidence shows that when adolescents feel cared for by people at their school and feel like a part of the school, they are less likely to use substances, engage in violence, or initiate sexual activity at an early age.”

This article demonstrates an association between connectedness and effective classroom management, effective disciplinary practices, small school size, and involvement in extracurricular activities.

McNeely, C. A., Nonnemaker, J. A., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health, Journal of School Health,72(4), 138–146.

Research has shown that students who feel connected to school do better academically and also are less likely to be involved in risky health behaviors: drug use, cigarette smoking, early sex, violence, and suicidal thoughts and attempts. This report summarizes what is known about school connectedness.

Blum, R. (2005). School connectedness: Improving students’ lives. Baltimore, MD: Johns Hopkins Bloomberg School of Public Health. Available at: http://www.jhsph.edu/mci/resources/Best_Practices

Randy Sprick’s Safe & Civil Schools Visit www.safeandcivilschools.com for information on Safe & Civil Schools products and services to help improve school connectedness, reduce suspensions/expulsions, and improve behavior, discipline, and school climate. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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