CPCSC Evidence Based Plan for Improving Behavior and Discipline within Schools
Guideline 1: Improve safe school planning and classroom management using positive behavior support, parental involvement, and other effective discipline tools. Goal: By the end of the 2013-2014 school year all buildings will establish, communicate, and monitor positive behavior expectations across all school situations that are related to the behavioral goals expressed in the high school’s portrait of a graduate. Parents and students when surveyed will indicate a belief that the school is a safe and orderly environment. Result: A demonstrated improvement in school safety and classroom management.
What is Positive Behavior Support (PBIS)? A systems approach for establishing the social culture and individualized supports needed for all students to achieve both social and academic success. Features of PBIS • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent responses to problem behavior • Continuum of intensive, individual interventions
School-wide Positive Behavior Supports
School-wide Positive Behavior Supports
Interventions Introduced this Year: • New Visual Supports (Tier 2) • Anti-Bullying Prevention Month Lessons and activities during October • Self- Assessment Charts • PBIS Universal Support Team • Personal Space Camp Small Group Instruction • Ripple Effects Computer Based Intervention • New Student Lunches
Interventions Continued: • Check In / Check out • Smile/HUG Program • School Wide Initiatives of posted behavioral expectations, discussion of expectations on announcements and in classrooms, PBIS paraprofessionals going into classrooms to discuss specific behavioral expectations • Positive reinforcement for meeting school expectations for behavior • Bucket Filling Initiative • Friendship Groups, Anti-Bullying Club, Anti-Bullying Initiatives • Second Step Curriculum expanded to grades one and two at some schools
Classroom Visits
Second Steps Social Skills Curriculum and Ripple Effects
Student Self-Assessment
Visual Supports
Interventions Used at CPHS • Check In Check Out • Classroom Observations • Social Skills Group • Ripple Effects • Functional Behavior Assessment • One on one counseling
PBIS at Crown Point High School
Check In Check Out
Social Skills Group
PBIS at Taft and Wheeler
Interventions at Taft and Wheeler Taft Wheeler • Puzzle Board • Behavior Sheets • Individual Goal Boards • Check in Check Out • Check In Check Out • Working lunches • Functional Behavior • Second Step Assessment • Ripple Effects • Second Step • Individual Counseling • Ripple Effects • Classroom visits • Individual Counseling
Second Step at Robert A. Taft Middle School
Puzzle and Goal Boards at Taft
Goal Boards continued
Ripple Effects
Second Step at Colonel John Wheeler Middle School
To Be Introduced Next Year… • Expansion of Secondary PBIS Program --Tier One Intervention at CPHS --Referral process in all secondary schools --Transitions for 5th to 6th grade students and 8th to 9th grade students • Expansion of Ripple Effects Behavioral Intervention to positively change behavior of challenging students • Expansion of Second Step Social Skills Curriculum to include additional classrooms within the elementary and middle schools
New Anti-Bullying Legislation • During the 2013 legislative session, the General Assembly passed HEA 1423, and the Governor signed P.L. 285-2013 into law. The law requires a response from the Department of Education, in collaboration with school safety specialists and school counselors.
• "Bullying" is now defined as (per IC 20-33-8-.2) overt, unwanted, repeated acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors, that are committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the other targeted student and create for the targeted student an objectively hostile school environment that:
• (1) places the targeted student in reasonable fear of harm to the targeted student's person or property; • (2) has a substantially detrimental effect on the targeted student's physical or mental health; • (3) has the effect of substantially interfering with the targeted student's academic performance; or
• (4) has the effect of substantially interfering with the targeted student's ability to participate in or benefit from the services, activities, and privileges provided by the school.
Elementary PBIS Response to New Anti-Bullying Legislation • During the month of October, in compliance with HEA 1423, the PBIS paras at the seven elementary schools developed and implemented research based lessons for all students in grades K-5 focusing on anti-bullying. Many of these lessons were found on the DOE website. Some schools purchased anti-bullying t- shirts for staff and students, put information in their school newsletters and discussed the topic on the morning announcements during the month.
Anti-Bullying Initiative
SUMMARY OF MONTHLY POSITIVE BEHAVIOR INTERVENTION SUPPORT (PBIS) REFERRAL DATA REFERRAL REASON CORPORATION % OF ALL TOTAL CONTACTS Check in/ Check out 4006 49.1% Disruption 1086 13.3% Class Visit 695 8.5% Social Skills 648 7.9% Defiance 392 4.8% Physical Aggression 272 3.3% Organization 225 2.8% Motivation 197 2.4% Disrespect 178 2.2% Peer Conflict 77 0.9% Friend Issue 76 0.9% Sadness 58 0.7% Home Issue 49 0.6% Follow-up 38 0.5% Crying 38 0.5% Follow-up 38 0.5% Lying 24 0.3% New Student 16 0.2% Anger 13 0.2% Divorce 12 0.1% Stealing 10 0.1% Physical Bullying 7 0.1% Grief 3 0.0% Verbal Bullying 1 0.0% Social Bullying 0 0.0% Electronic/Written Bullying 0 0.0% Total 8159
20013-2014 2012-2013 2011-2012 Check In/Check Out Check In/Check Out Check In/Check Out Disruption Social Skills Disruption Class Visit Disruption Social Skills Social Skills Class Visit Organization Defiance Motivation Sadness Physical Aggression Defiance Bullying
2013 - 2014 CORPORATION OFFICE DISCIPLINE REFERAL SUMMARY GRADE LEVEL VIOLATION DESCRIPTION 5 4 3 2 1 KG TOTAL % Disrespectful to another student or a staff 15 26 10 6 10 15 82 26.6% Disturbing classmates with disruptive behavior 6 18 7 18 6 12 67 21.8% Bus incident. 10 7 8 5 3 15 48 15.6% Reckless behavior. 6 8 7 6 1 2 30 9.7% Fighting/physical altercation. 3 3 4 2 0 7 19 6.2% Refusing to follow directions of a staff me 3 2 2 4 1 4 16 5.2% Battery against another student. 1 1 1 3 3 4 13 4.2% Stealing or attempting to steal property. 0 2 1 6 0 0 9 2.9% Using inappropriate languange. 0 1 1 2 3 0 7 2.3% To create an unpleasant or hostile situatio 0 3 0 0 1 1 5 1.6% Intent to cause physical harm. 0 0 1 1 0 1 3 1.0% Vandalizing school property. 1 0 0 2 0 0 3 1.0% Repeated harassment (happening more than on 2 0 0 0 0 0 2 0.6% Threatening or intimidating another student 0 0 1 0 0 0 1 0.3% Cyber Harassment 1 0 0 0 0 0 1 0.3% Cheating and/or Plagiarism 0 1 0 0 0 0 1 0.3% Bullying 0 1 0 0 0 0 1 0.3% TOTAL ADMINISTRATIVE CONTACTS WITH STUDENTS 48 73 43 55 28 61 308
Disrespectful to another student or a staff Disturbing classmates with disruptive behavior Bus incident Reckless behavior Fighting/physical altercation
FOUR YEAR SUMMARY OF OFFICE DISCIPLINE REFERALS (ODR) 2010-2011 2011-2012 2012-2013 2013-2014 VIOLATION DESCRIPTION TOTAL % TOTAL % TOTAL % TOTAL % DIFFERENCE Disrespectful to another student or a staff member 28 8.3% 43 12.1% 53 10.4% 82 26.6% 29 Refusing to follow directions of a staff me 5 1.5% 28 7.9% 18 3.5% 16 5.2% -2 Disturbing classmates with disruptive behavior 179 52.8% 114 32.1% 129 25.2% 67 21.8% -62 Reckless behavior. 19 5.6% 39 11.0% 76 14.8% 30 9.7% -46 Fighting/physical altercation. 17 5.0% 20 5.6% 14 2.7% 19 6.2% 5 Threatening or intimidating another student 6 1.8% 7 2.0% 16 3.1% 1 0.3% -15 Harassment of another student 16 4.7% 19 5.4% 10 2.0% 1 0.3% -9 Battery against another student. 9 2.7% 15 4.2% 17 3.3% 13 4.2% -4 Vandalizing school property. 7 2.1% 3 0.8% 4 0.8% 3 1.0% -1 Stealing or attempting to steal property. - THEFT 9 2.7% 9 2.5% 7 1.4% 9 2.9% 2 Weapons 6 1.8% 1 0.3% 2 0.4% 0 0.0% -2 Bullying 1 0.3% 1 0.3% 1 Bus incident. 28 8.3% 43 12.1% 149 29.1% 48 15.6% -101 Cheating and/or Plagiarism 1 0.3% 4 1.1% 2 0.4% 1 0.3% -1 Using inappropriate languange. 5 1.5% 7 2.0% 12 2.3% 7 2.3% -5 Violation of Corporation Technology Policy 25 4.9% 0 0.0% -25 TOTAL ADMINISTRATIVE CONTACTS 336 355 512 308 -204
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