East Baton Rouge Parish School System Discipline

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The East Baton Rouge Parish School System gave this presentation about discipline at a board meeting on Aug. 7, 2014.

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Content


Great Expectations
Lead to Great Outcomes





Act 136 (Passed 2010)





Requires school districts to provide ongoing
classroom management training related to
! positive behavior interventions & support
! reinforcement
! conflict resolution
! mediation
! cultural competence
! restorative practices
! guidance and discipline
! adolescent development
What is School Wide Positive
Behavior Intervention and Support?
A framework for establishing the social
culture and behavioral supports needed
for a school to be an effective learning
environment for all students
Top 5 Referral Concerns Across EBR Schools
During 2013-2015
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Referrals By Problem Behavior
District Elementary Schools Summary
2013-14

Total ODR Incidents- 7979
Top 5 Referral Concerns

Instigates or participates in fights while under school
supervision ………………………………………………………..1,643
Willful Disobedience ……………………………………………….1,564
Disturbs the school or habitually violates any rule ……………1,024
Treats authority with disrespect ….…………………………..…….953
Is guilty of conduct or habits injurious to his/ her associates ….844

The top 5 referrals accounted for 6,028 ODR’s (76%) in EBR
Elem Schools during 2013-2014

Referrals By Problem Behavior
District Middle Schools Summary
2013-14
Total ODR Incidents- 6,577
Top 5 Referral Concerns

Willful Disobedience ------------------------------------------- 1,438
Instigates or participates in fights while under school
Supervision …………………………………………….…. 1,258
Disturbs the school or habitually violates any rule ---- 961
Treats an Authority With Disrespect----------------------- 747
Uses profane or obscene language -------------------------- 426

The top 5 referrals account for 4,830 ODR’s (73%)
Referrals By Problem Behavior
District High Schools Summary
2013-2014

Total Incidents- 7,624
1op S keferra| Concerns

W|||fu| D|sobed|ence ---------------------------------------------------------1,884
Is hab|tua||y tardy and ] or absent-------------------------------------- 1,296
Leaves schoo| prem|ses] or c|assroom w]o perm|ss|on------------ 997
1reats an Author|ty W|th D|srespect------------------------------------ 960
Insngates or parnc|pates |n hghts wh||e under schoo|
Superv|s|on............................... 698

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4-% 156 3 &%7%&&.(/ .885'*1 for S,83S CDk's (77¼)


SUPERINTENDENT’S ACADEMY SCHOOLS REFERRALS BY
PROBLEM BEHAVIORS (2013-14)

District Wide there were 3096 ODR’s reported by SA schools.
SIX LEADING DISTRICT WIDE REASONS FOR OFFICE
DISCIPLINARY REFERRALS (ODRs) BY SA SCHOOLS:
Insngates or parnc|pates |n hghts wh||e under schoo| Superv|s|on - 556
W|||fu| D|sobed|ence --------------------------------------------------------- ----517
1reats an Author|ty W|th D|srespect------------------------------------ --- 588
Disturbs the school or or habitually violates any rule---------------- ---- 366
Leaves schoo| prem|ses] or c|assroom w]o perm|ss|on------------ --- 303
Use profane and/or obscene language --------------------------------------- 216
TOTAL-------------------------------------------------------------------------2546


The Leading 6 reasons for ODR noted above represented 82 % of
all ODR’s at the Superintendent’s Academy Schools

Team work is vital to developing
school culture and behavior
expectations
.
The PBIS Leadership Team is comprised of
representatives from :

! Behavior Strategists
! Child Welfare and Attendance
! ESS Supervisors
! Executive Assistant to the Superintendent
! I Care
! PBIS Team Leaders
! Principals
! Pupil Appraisal
! Transportation
School Level Team
Comprised of :
! Ancillary Staff
! Bus Drivers
! ESS Teachers
! General Education Teachers
! Parents
! School Administrators
! School Stakeholders
! Students
“If a child doesn’t know how to read, we teach.”

“If a child does not know how to swim, we teach”

“If a child does not know how to multiply, we teach.”

If a child does not know how to drive, we teach”


“ If a child does not know how to behave, we….

teach? ……………. Punish?


Adapted from Tom Horner, Counterpoint (1998, p2)
Traditionally, reactive
strategies are used to deal
with behaviors that interfere
with classroom instruction
! Verbal
reprimands
! Time out within
the classroom
! Phone the
parent
! Time out room
! Behavior clinic after
school
! Suspension
! Expulsion
! Office referral
The most typical strategies used to address
misbehaving students are:

Detention

Suspension

Expulsion
Get tough on offenders!!!
Evidence based research is clear

! Punitive methods alone do not teach
acceptable replacement behaviors
! Punitive methods most often
influence students toward forming
many of the “escape” and “avoidance”
behaviors that produce challenges to
classroom instruction
All behavior serves a purpose
What are the purposes? How do we determine purposes?
! Attention (social
reinforcement)
! Tangible reward
! Escape
! Avoidance
! Direct observation
! Direct Assessment
! Indirect assessment
interviews
survey
questionnaires
review records

Problems with Reactive Strategies
! Punishment alone will not lead to durable change in
behavior. (Braaten, 1994)
! Reactive strategies that rely primarily on punishment
assume that individual know what is expected, how to
do it, and are properly motivated. Unfortunately it fails
to teach the expected behavior. (Horner & Sugai 1999)
! Some forms of punishment may actually be rewarding
and maintain problem behaviors. (Gresham, 1991; March & Horner,
2002)
The Challenge
! Punishing problem behaviors (without a
proactive support system) is associated with
increases in
! (a) aggression,
! (b) vandalism,
! (c) truancy, and
! (d) dropping out.
" Mayer, 1995
" Mayer & Sulzar-Azaroff, 1991
" Skiba & Peterson, 1999
" March & Horner, 2002
Schools that are Least Effective in Supporting
Students with Problem Behavior
! Have unclear and/or negative behavioral expectations.
! Have inconsistent implementation of consequences
for problem behavior.
! Lack agreement among staff on behavioral
expectations and consequences
! Do not accommodate individual student differences
" Gottfredson, Gottfredson, Mayer, 1995
" Mayer, Butterworth, Nafpaktitis, & Sulzar-
Azaroff, 1983
Features of School-wide
Positive Behavior Support
! Establish regular, predictable, positive learning &
teaching environments.
! Train adults & peers to serve as positive models.
! Create systems for providing regular positive feedback.
! Acknowledge students when they are “doing the right thing”.
! Improve social competence.
! Develop environments that support academic success.
! Sugai 2001
Practices and Systems for School-wide
Positive Behavior Support

! Practices
! Define expectations
! Teach expectations
! Monitor expected
behavior
! Acknowledge expected
behavior
! Correct behavioral
errors (continuum of
consequences)
! Use information for
decision-making
System Needs
! Admin Leadership
! Team-based
implementation
! School wide buy in
! Budgeted support
! Development of data
driven decision making
system
! Training opportunities
School-wide Behavior Support Means:
You do not ignore problem behavior

! Continue to discourage and monitor problem
behaviors
" Office Discipline Referral Forms (COGNOS)
! Clear guidelines for what is handled in class
versus sent to the office
! Prevent problem behaviors from being rewarded.
! Understand that negative consequences do NOT
change behavior patterns. Negative consequences
yield short term results. Teaching is what changes
behavior.
Use Readily Available Information
to Make Decisions
! A) archival records
! B) survey/interviews
! C) direct observations
! COGNOS is a web-based application that allows
schools to quickly organize and interpret their office
discipline data.
What must we do to effect change?
! Multi-tiered systems of support grounded
in: Evidence-based academic instruction
that is motivating and engaging
! An instructional approach to behavior
! A belief that academic and behavioral
instruction go hand in hand
! Identify students early and provide them
what they need
Monitoring
! Benchmark of Quality (completed in the
Fall (September) and Spring (March)
! PBIS Team develops Action Plan
! PBIS Monthly Report is submitted
monthly
! On site monitoring (monitors do campus
walk throughs, attend PBIS meetings,
interact with staff and students) occur at
least once ech quarter
PBIS should unify all initiatives…it’s
not one more thing

Attendance
Special
Education
Discipline
Literacy
School
Climate
Understanding
Cultural Needs
Response to
Intervention
PBIS
Multi-tiered Tiered Systems of
Support
Tier 3
< 10%
Tier 2
10-15 %
Tier 1
80-90 %
Academic Supports
Behavioral Supports
Tier 1
Academic Supports
Behavioral Supports
! Universal Interventions
Focus is in each class/
subject

Focus is on all students

Preventative (proactive)
! Universal Interventions
Focus is on all settings


Focus is on all students

Preventative (proactive)

Tier 2


Targeted Group Academic
Interventions
(10 – 15 % of Students)
Targeted Group Behavioral
Interventions
(10-15 % of students)
! Students have been identified as
“At Risk”
! Interventions are by design
implemented with “High Efficiency”
! The expectation is “A positive
Response to Intervention”

! Students have been identified as
“At Risk”
! Intervention are by design
implemented with “High
Efficiency”
! The expectation is “A positive
Response to Intervention”
Tier 3:
The most individualized, and
intensive level of support
Academic Supports
Intensive, Individual
(5-10 % of students)
Behavior Supports
Intensive, Individual
(5-10 % 0f students)
Goal is to reduce harm
More extensive planning and monitoring is reserved for
students with complex, long term resistant behavioral and
academic issues
Next Steps
! Professional Development
! Availability to In-service Schools
! Development of School Level Team
! Updated OR Revised Master Plan Based
on 2013-2014 Cognos Data.
! Analyze Benchmarks of Quality (BoQ)
! Timely Submission of Documents to
District

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