Positive Behavior Interventions to
Decrease Disproportionality
Rhonda Henry, LMSW
Kelli Crawford, LLMSW
Jillian Henry, NCSP
Farmington Public Schools
Farmington, MI

Today’s outcomes:
 Share how Farmington is responding to disproportionality issue as it relates to school discipline.
 Provide an overview of behavior supports and delivery model in our elementary, K-4 buildings.
 Sample lessons and resources.

ENROLLMENT 2001-2011
14000
12000
10000
8000
6000
4000
2000
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Enrollment
Minority Enrollment
24.75% Af American
12.10% Asian
23.6% F&R Lunch
11% ELL

RED
http://www.youtube.com/watch?feature=player_detailpage&v=mpR0Dq3xLaQ

Result
Paradigm
Behavior
(Covey, 2005)

How do you see behavior problems?

Traditionally………
PBIS
Common
Transportation
Special Education
Gifted and Talented
Assessments
HSCE/GLCE
Custodians
Classroom
Enrichments
Title I
PLC
Instructional
Consultation
Parents
Para support
ELL/ESL
SAPC
School
Improvement literacy
Counseling /
Student Support
Quality
Instruction
After-School
Social Work
Adapted from Harlacher & Mucha,
2010

Quality Instruction,
Teacher Growth & Eval, PLT
Disproportionate
Suspensions

If a student cannot read…
WE TEACH
If a student cannot add or subtract
WE TEACH
If a student misbehaves
WE PUNISH???
PBIS.org

 Adopted by the Michigan State Board of
Education on September 12, 2006
 Each school district in Michigan must implement a system of school-wide positive behavior support strategies.
 Schools must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement.

 An effective behavior support system is :
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Proactive
Positive
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Skill-building
Promotes pro-social behavior & respectful learning environments
School-wide expectations are clearly stated, widely promoted, & frequently referenced
Data driven to evaluate effectiveness & make revisions when needed

PBIS.org

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 School-wide PBIS lessons
Anti-Bullying lessons
Conflict Resolution
Lessons
New Student Groups
CHAMPS
Conscious Discipline
7 Habits of Leadership
Love & Logic
Peer Mediation

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S
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P
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O
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T

Hallway Classroom Restroom Lunchroom Playground Arrival &
Dismissal
S
Stay Safe
P
Practice
Responsibility
O
Offer
Respect
T
Team Up For
Teamwork
Walk in a single line, facing forward at all times.
Stay on sidewalks and use crosswalks.
Enter and exit parking lot with adults only.
Stay with your belongings.
Sit or stand in your assigned area.
Be on time and ready to move.
Keep hands, feet, and objects to yourself.
Follow directions promptly.
Get quiet when signaled.
(Bell, whistle, hand signal, etc.)
Wait your turn.
Walk in a straight line and follow the
Safety’s directions.
Use appropriate door.
Stay to the right and walk in a single line, facing forward at all times.
Keep hands, feet, and objects to yourself.
Carry and store possessions safely.
Take care of your belongings.
Go directly to your destination and return promptly.
Help keep the hallway tidy.
Others are learning; whisper when you need to talk.
Respect others’ personal space and property.
Listen and follow the directions of adults.
Keep area neat, leave nothing behind.
Stay in-step with your class.
Encourage others to follow hallway expectations.
Walk at all times.
Keep hands, feet, and objects to yourself.
Use classroom materials properly.
Promptly follow directions.
Complete all assignments and do your personal best.
Take care of materials and clean up after yourself.
Use kind words and actions.
Look at and listen to the speaker.
Respect others’ property.
Listen to others and respect their ideas.
Share and take turns.
Use inside voices.
Walk at all times.
Keep water in the sink.
Keep feet on the floor; climbing is dangerous.
Place trash in the garbage can.
Flush toilet and keep stall doors unlocked when not in use.
Wash hands with soap before leaving.
Knock before entering stall.
Give others privacy.
Keep the lights on.
Keep restrooms clean and neat.
Wait your turn and be patient.
Get in and out of the restroom promptly.
Walk in quietly, and promptly go to assigned area.
Keep hands, feet, and objects to yourself.
Follow allergy table procedures.
Sit only in assigned area.
Leave no trace.
Leave lunchroom only with permission.
Use quiet voices; respect the learning time of others.
Promptly follow signals and directions of adults in charge.
Use proper table manners.
Allow others to join you.
Use DEBUG when needed.
Work together to keep lunchroom clean & safe.
Stay in designated play areas; get permission to go inside.
Avoid rough and dangerous play.
Use equipment properly.
Return equipment.
On signal, promptly line up and face forward.
Walk in quietly with hands by your side.
Use kind words and actions.
Be willing to negotiate and compromise.
Promptly follow directions of adults in charge.
Play by the rules.
Allow others to join you.
Use DEBUG as needed.

 Format of lessons:
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Connection
Teaching Point
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Demonstration/Modeling
Active engagement (role playing)
Link
Praise
I DO , WE DO , YOU DO

 Research on working memory and developing Automaticity (Hargis, et al, 1988) shows that students require a sufficient amount of repetition before using a new skill.
80 IQ= 55 repetitions
100 IQ= 35 repetitions
120 IQ= 25 repetitions

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Weekly PBIS lessons
Lessons are provided and reinforced with weekly themes

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Bully-Proofing aligns with PBIS
Adopted version of Bully-Proofing Prevention and
Intervention
Bully Proofing supports a tiered model:
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Tier 1: Mobilize the caring majority to nurture a positive climate
Tier 2: Provides strategies to work with victims of bullies
Tier 3: Provides strategies to work with bullies

On
Purpose
3 Clues to
Bullying
Unequal
Power
Happens over and over

 Empowering students to peaceably solve problems on their own
 5 week lessons are provided to students K-4
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Using an “I” Message or a Bug and A Wish
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Listening
Apologizing
Tattling vs. Telling
Review tools in toolbox

It bugs me when
________.
And I wish
______________.

 Individual Lessons
 Parent Communication
 Skill Groups based on teacher referral
 School-wide safe spot to support students
 Instructional
Consultation Teams

 All students can learn If we teach and re teach

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Increase frequency and intensity of Tier 2 supports
Collaboration with Parents and Staff
Functional Behavior
Assessment (FBA)
Behavior Intervention Plans
(BIP)
Behavior Accommodations
Mentors

Problem Identification & Analysis:
-Attention -Sensory stimulation
-Obtain an activity -Obtain assistance
-Change an activity -Relief from boredom
-Control -Task escape/demand

Antecedent
Making behavior specific and observable
Behavior Consequences

http://www.teachertube.com/viewVideo.php?video_id=331535

• We grow as educators
• We determine what is going to be most impactful

 Parent Family Coordinator
 Consultants
 Book Studies
 Professional Learning Teams

Apply meaningful consequences:
 Problem solving sessions
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Escorts
Community Service
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Overcorrection
Apologizing
Verbal Warnings
Lose of Privileges
Lunch Detention
Student calls parent

 Red what I will stop doing
 Yellow what I will continue doing
 Green what I will start doing

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PBISworld.com
PBIS.org
Interventioncentral.org
Hargis, C.H., Terhaar-Yonkers, M., Williams, P.C.,& Reed, M.T.
(1988). Repetition requirements for word recognition. Journal of
Reading. 31, 320-327.
Rosenfield, S.A. & Gravois, T.A. (1996). Instructional Consultation
Teams, New York, Gilford Press
Smartexchange.com
Bully-Proofing Your School: A Comprehensive Approach for
Elementary Schools” By Cam Short-Camilli www.ConsciousDiscipline.com
Covey, S. (2005). The 7 Habits of Highly Effective People
Sprick, R., Garrison, M, & Howard, L. (1998). CHAMPs: A Proactive and Positive Approach to Classroom Management