Support for Every Child

Calapooia Middle School PBIS School-wide Support Systems

“Success is Our Expectation”

Calapooia Middle School February 2008

Calapooia Middle School Albany Demographics

• Enrollment: 780• Free & Reduced Lunch Rate: 48%• Hispanic Population: 17%• Russian & Ukranian: 1%• ELL Population: 6%• Special Education Population: 15%• Attendance Rate:

94.5%• 2006-07 Oregon Ranking: Exceptional• # of years using PBS 5

Part 1: Using Data & Developing Goals

Part 2: Positive Proactive

Discipline Systems

Part 3: Character Education/

Harassment Prevention Systems

Part 4: Top of the Pyramid Interventions

Presentation Team

Sherry Hamilton

Leo Huot

Val Luscher

Sue McGrory

Using Data and Developing Goals

Part 1

1 6

3243

215

5657 53

83

28

55

8982

51

118

27

7464 59

7288

4140

93 86

3652

139

71

33

81

4725

2 1 2 1 1 10

50

100

150

200

250

# o

f P

rob

lem

stu

den

t In

cid

en

ts

2006-07 Problem Behavior Incidents by Time

Tardy17%

Not Follow Directions16%

Gum8%

Defiance 8%

Failure to do Consequences7%

Disrespect6%

Physical Agression4%

Talkouts during instruction3%

Projectiles3%

Mischief3%

Inapprppriate Language/Name-calling

3%

Skipping2%

Unprepared for class2%

Lying2%

Cheating2%

Other (30 categories)14%

2006-07 Student Problem Behavior by Type

0 0 0 0 0 0 0 0 0 0

9.56

8.5

14

12.7

15.4

13.1

11.3

13.2

12

7.5

13

13.9 13.7

12.4

14.1

17.1

13.7

17.4

7.9

6.3

0

2

4

6

8

10

12

14

16

18

20

# Behavioral Incidents per school day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

Black= 2005-06 Teal= 2006-07

Spring 07 Behavioral Analysis

24 34 28 75 48

12 12 7 22 28

17 36 27 28 65

2 4

16 18 27

24 49 19 56 59

79 135 97 199 227

Jan Feb Mar Apr May

Class Disruption

Defiance

Not Follow Directions

Mischief

Tardies

TOTALS

• Develop a clear school-wide definition of “student defiance” so that we can better understand it and take steps to reduce it.

(positively stated: “to increase respect”)

• Reduce the number of springtime behavioral incidents

2007-08 Team Goals

• Students forgetting behavioral expectations over

winter holidays and spring break• More fights • Fewer social events (dress-up days, assemblies, photo

days, etc.) • More 5 day weeks with fewer breaks • Colder, rainier weather • Increase in the difficulty and amount of academic

work (longer assignments, research reports, etc.)

• Teachers holding students accountable for academics which may cause increased student resistance

• Others ?

Hypotheses to explain the increase in spring behavioral incidents

Proposed Activity

Every other Friday, create a preferred activity period at the end of the day to reward students with all assignments completed. Shorten each period by 5 minutes. Activities could include table games, dance and/or open gym.

Completion of assignments could be validated with a stamped passport system.

Students who do not have all work completed would be assigned to a study hall.

Reducing the number of missing assignments may reduce student frustration and defiance about attending academic assistance sessions.

Positive and Proactive Discipline Systems

Part 2

Annual review with staff changes to the student handbook, rules or character ed program and update these changes in all staff PBS binders

School rules & expectations are bound into the front of every student planner

Behavior continuum with minimum & maximum consequences is included

School-wide schedule to review all expectations at beginning of each year followed

8 Basic Social Skills taught throughout the school (Boy’s Town Material)

School-wide Character Education Assembly led by the principal and school resource officer to review school-wide rules, character education, and chargeable offenses

In a series of 18 lessons throughout the year, every teacher teaches students how to respond to, report, and stop harassment

Systemic Practices to Promote

Positive Proactive School-wide Discipline

Assault-physically harming or

attempting to harm another

Any Suspension

Escort Program

Expulsion

Bomb Threat-expressing intent to

place/explode a bomb

Any Suspension Expulsion

Bus Misconduct-behavior which

creates a safety hazard or disrespects the rights of others/violates bus safety rules, p.4

Any

1st2nd3rd4th

Copy Bus Safety Rules p.4-5Loss of service 3-5 days

Loss of service 10-14 daysLoss of service for the year

Permanent Loss of Service/

Expulsion

Cheating/Plagarism-dishonest

behavior or copying the work of another and passing it off as one's own

Any Saturday School/Suspension Expulsion

Computer Misuse-damaging computer

equipment, using it roughly or unsafely

Any Detention/Work Detail/Restitution

In-School Suspension/Saturday School/Suspension

Expulsion

Defiance of Authority-Bold or open

resistance to directions of a school official

Any In-School Suspension/

Saturday School

Expulsion

Aw ay from Assigned Area-See:

Disorderly/Disruptive In-Classroom

Dangerous Items- use or possession

of any item which can cause harm

Any In-School Suspension/Saturday

School/Suspension

Expulsion

Same as for Disorderly/Disruptive In-Classroom

Cafeteria Misbehavior-Crowding or

cutting in lunchlines,throwing food, taking food without permission, pushing, shoving, loud obnoxious behavior, leaving food and trays behind on tables, etc.

Any

Repeated

Work Detail

Loss of Privilege/Assigned SeatingDetentions

In-School Suspension

Sample Part of our Behavior Continuum

Boys Town Basic Social Skills

• Following directions

• Accepting “no” for an answer

• Talking with Others

• Introducing Yourself

• Accepting Criticism or a Consequence

• Disagreeing Appropriately

• Showing Respect

• Showing Sensitivity to Others

Using the Discipline Referral FormGoal was to create easy, user-friendly check-off forms

for staff

• This form was created by studying examples from other schools

• Time and location are recorded for each incident• The 17 most common behavior categories are listed as

check-offs, with room for anecodotal notes• Behavior categories are aligned with student handbook• Motivation is the most difficult to determine• Consequences and Follow-up are assigned by administrators• Problem-solving section allows students the opportunity to

process and learn from incidents• Parents are notified by letter or phone- a copy of the NCR

form is returned to the teacher

Calapooia Middle SchoolOffice Discipline Referral Form

Student:____________________ Grade: 6 7 8 Date:____________Referring Staff:__________________________ Time: ___________Others involved: ___________________________________________ None Peers Staff Teacher Substitute Guest LOCATION

gym hallway classroom bus loading zone

recess bathroom bike cage courtyard ISSUES OF CONCERN what happened?________ cheating/plagiarism inappropriate language _____________________ defiance lying/forgery _____________________

POSSIBLE MOTIVATION attention from peers avoid peers avoid work don’t know

CONSEQUENCES apology loss of other privilege student escort program loss of privilege In-school suspension discipline card

--------------------------------------------------------------------------------------Follow-up Agreement

Reflective Discipline PacketsThe Advantage Press, www.AdvantagePress.com

Detention Packets: Suspension Packets: Bullying Packets:

1.) Late to School 1.) Fighting 1.) Being Bossy

2.) Late to Class 2.) Insubordination 2.) Coercion

3.) Cut Class 3.) Profanity & Obscenity 3.) Disrespectful of Others

4.) Unprepared for Class 4.) Theft 4.) Embarrassing Others

5.) Class Disturbance 5.) Truancy 5.) Excluding Others

6.) Disrespectful Behavior 6.) Dangerous Items 6.) Extortion

7.) Problems with Relations 7.) Vandalism 7.) Hitting or Kicking

8.) Gum and Candy 8.) Decision Making 8.) Intimidation

9.) Away from Assigned Area 9.) Gang Activity 9.) Sexual Harassment

10.) Inappropriate Responses 10.) Dishonesty 10.) Spreading Rumors

Character Education and Harassment Prevention

Systems

Part 3

Character Education Curriculum and Assessment Features

• Program was developed by a team of staff.• Annual Fall kick-off with school-wide assemblies

led by Principal and school resource officer • 30 minute lessons taught on selected Tuesdays

during extended 2nd period (18 lessons/year)• 6th grade program (80%-Second Step)• 7th & 8th grade 2 year looped curriculum• School-wide Harassment Survey administered in

fall and spring

Character Education Topics 6th Grade• Harassment defined• Reporting harassment• Cyberbullying• Reducing

stereotyping• Anger management• Making a complaint• Peer pressure• Defusing a fight

7th & 8th Grade• Understanding &

responding to bullying• Characteristics of

bullies• Cyberbullying• Assertiveness skills• Avoiding gossip• Stereotypes• Sexual harassment• Flirting vs harassment

• Calendar for Year

• Individual Teacher Binders

• User-friendly Lessons & Materials

• Copies!

• Go-to Person

How do I do this?

Logistics

School-wide Definition:

Harassment is any

repeated

physical, verbal, or

sexual words,

actions, or

behaviors which hurt

another person.

School-wide Definition

SEXUAL HARASSMENT

IS ANY TYPE OF

REPEATED

SEXUAL TALK OR ACTION

WHICH

MAKES A PERSON FEEL BAD, TRAPPED OR CONFUSED

Harassment Reporting Form

• Available for students or teachers to fill out

• Teachers instruct students how to use these forms during character ed lessons

• Completed forms are forwarded to the front office

• Administration investigates reports within 24 hours

Harassment Report FormName:___________________________Date________________

Person(s) causing concern:______________________________

Where did this occur and when?__________________________

Names of witnesses:____________________________________

Check the following boxes that apply:

kicking inappropriate touching

hitting sexual comments

hurt you physically gestures

Signature of reporting person:____________________________

Do You Think Harassment is a Problem at CMS?

14%

66%

14%

6%

No problem

Not a big problem

A big problem

A huge problem

6th Grade

No one will believe me11%

I fear what will happen to me if I report it

20%

I don't want to be a tattletale

42%

I don't want to get others in trouble

27%

If you ignore harassment, why do you ignore it? (Mark as many as apply)

    Do you think harassment is a problem at Calapooia? 1/05 10/05 5/06 10/06 5/07 10/07

Not a problem at all 15%, 14%, 13%, 18%, 13%, 16% BIt’s a problem, but not too big 61%, 63%, 67%, 61%, 61%, 60%CIt’s a big problem 15%, 14%, 14%, 13%, 17%, 14% It’s a huge problem 9%, 9%, 6%, 8%, 9%, 10% 

 

Harassment Survey Results

Longitudinal Data

Top of the Pyramid Interventions

Part 4

Student Escort Program• Provides continual adult supervision for high-risk

students throughout their day• Provides mentoring opportunities• Serves 5-8 students maximum• Eliminates the possibility of student aggression or

intimidation during unstructured time• Students sign a contract• Students are evaluated at the end of 3 weeks• The effectiveness of the program depends upon

all staff members working together • Students are gradually transitioned off

Discipline Card *CALAPOOIA DISCIPLINE CARD

Name:____________________________ Date:________________________________

STUDENT RULES: TEACHERS, initial each period

1.) Follow directions the first time. 1._________________ 2.________________2.) Be in seat when the bell rings and stay there the whole period. 3._________________ 4.________________3.) Keep your hands to yourself.4.) Bring all needed materials every day. 5.__________________ 6. ________________5.) Do not argue or talk out. 7.__________________

CONSEQUENCES: Positive Teacher Signatures

1. WARNING

2. 20 MINUTE TIME OUT (Teacher : write your initials & time out of class on back)

3. IN-SCHOOL SUSPENSION (Teacher: write your initials & time out of class on back) SEND STUDENT WITH CARD TO OFFICE

Developed by Simmons Associates: www.educationcompany.com

Classroom Management 101What to do before writing that discipline referral

Universal highly effective management practices

Defiance of Authority

Disorderly/Disruptive Emotional

Disruptive/Not following directions

Disrespectful

Name calling/Harassment/Verbal assault

Projectiles

Side talk during instruction/ passing notes

Talks out/ Out of seat

Tardiness

Unprepared for class

Appendix

In response to staff request for classroom interventions for high-risk students

Invisible MentoringStaff Mentoring Data for Returning Students

with 10+ Office Contacts

Name/Grade: Office Acc. Last CUM Absences Tardies Bully Mentor(s)

Contacts: Assist GPA GPA Survey

51 10 0 0.94 28.77 3

41 19 2.5 2.05 1 0

39 30 1.17 1.27 15.7 8 6

30 7 1.75 1.78 8 4

27 7 1.75 1.44 7.68 12 8

26 0 0 3.12 12

24 5 1.5 1.25 14.03 9

24 1 1.83 1.58 6.73 1

24 1 0.83 1.41 21.98 31

22 13 2.4 1.77 30.88 8

22 4 2.8 2.4 10.92 4

22 1 1.75 2 31.51 8 4

Lunch Buddies Mentoring Program

in Partnership with the YMCA

YMCA recruits and screens caring adults

School counselors select students who would benefit

Parents give permission for release of information

Adults and students are matched

Beginning of the year ice breaker helps partners meet

End of the year graduation ceremony celebrates

Adults come weekly for lunch with students at school

Calapooia PTSA, Albany Foundation & Rebekkah’s fund the program

Support for Every Child

Calapooia Middle School PBIS School-wide Support Systems

“Success is Our Expectation”

Calapooia Middle School February 2008