Environmental Scan Part D Dana Sutcliffe Principalship Fall 2013

Improvements Concord Middle Schools student population is very dynamic with the divide between Socio Economic Statuses becoming more evident yearly. Our free and reduced lunch numbers have hit a record high of 70% for the 2013/2014 school year (School Nutrition Data, 2013). This has also shown the change in academic focus leading to more social behavior teaching daily than academic due to nonschool oriented behaviors and number of absences. The teachers and staff have recognized that our behavior system wasnt working and has agreed to start Positive Behavior Intervention Systems. The first year, 2012/2013, saw no growth or changes due to the lack of information and consistency with the program. Before the 2013/2014 school year more training and focus was given to the staff on how to utilize PBIS. I would recommend that we continue with focused trainings along with stepping up consistency of the program. This will reinforce the program for the students and staff members of Concord Middle School. The reinforcement could add in speeding up the transitions and having less frustration with staff members that are seeing little change in student behaviors, along with students not buying into it due to far and between rewards. Research Literature Problem behavior is the single most common reason why students are removed from regular classrooms. Even though students with extreme problem behavior represent only 20% of school enrollment, they can account for more than 50% of behavioral incidents (Cohn, 2013). Horner & Sugaie (2000) suggest that

positive behavior support, as it applies to urban settings, includes the broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. There are four needs that influence the responsiveness of PBIS: cultural responsiveness, prevention focus, collaboration in planned teaching/interventions and active participation (Utley and Sailor, 2002). The dynamics of student culture changing so are their needs at Concord Middle School. The focus on being able to understand and teaching students to follow behavior expectations are becoming more of a challenge, so considering how to add them into teaching and interventions makes a smoother focus within the classroom. The focus through PBIS, is to go beyond just the expectations of school. PBIS assists in the bigger picture explanations of school environment. The outcomes from schools that have utilized PBIS school-wide have attributed success to the schools buy in to the system. The rewards are less reactive, dangerous and exclusionary actions by students and more engaging, responsive, preventative and productive school as a whole. There is ability to support students who require specialized assistance because they are being noticed and assisted. By improving engagement and preventative actions there are more time to maximize academics and the achievements of all students. (Office of Special Programs-SW PBIS, 2013) The US Department of Education has a special program set specifically for PBIS. They have levels positively reaching all students is a scaffold through Primary, Secondary and Tertiary levels. Secondary and Tertiary levels assist students that are at risk for more serious problem behaviors. There are typically less students at

these levels that need specific interventions to help them be successful. The schools PBIS committee must decide when the school can move to the secondary level using classroom and school wide data on student behaviors. After being in school for 12 weeks, I believe Concord Middle has enough data to specifically target the needs of our most at risk students (Office of Special Programs, 2010). Action Plan Goal Secondary Level of PBIS Institute Secondary Level of PBIS and continue to support PBIS Activities Analyze data of referrals for commonalities Continue staff focus on PBIS Staff current needs assessment Select staff members for daily buddy Check-in/ Check- out daily buddies for secondary level students Staff needs assessment Analyze referral data - Continue staff PD - Select staff for check-in/check-out buddy system - Select students that need buddy system - Check-in/ checkout system started with 8th graders - Staff PD - Share successes - PBIS committee continue to assess school needs thru data -Check-in/check-out system with 8th, 7th and 6th graders

Time Frame

January February

Time Frame

March

April

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June

PBIS committee discusses changes as needed Staff PD and problem solving with PBIS committee PBIS committee meets Buddies evaluate program PBIS committee analyze data for patterns Individual Plans made for cases that need added support Buddies continue Staff PD Staff survey of needs and problems PBIS committee plan using data of referrals and staff needs

Resources Needed Workspace The PBIS committee needs a private workspace. This space would have to accommodate 10 people that are on the committee. This space needs to be off limits to students and individuals that do not need to have access to student referral data. There needs to be a Large White Board or Mounted projector/computer accessible for posting and analyzing student data. Monthly PBIS Time

The committee needs time during the workday on a monthly basis to focus on improving the outcomes of our students behavior and goals that the school is trying to meet. This time can be working with grade levels on interventions, analyzing student data, running PBIS reward store for students or meeting with students for check-in. Its to much to get done before or after the working day to complete especially if the individuals they need to work with are only on campus during the working hours of the day. Evaluation Plan The evaluation plan involves the data that the PBIS committee receives on referrals and specific students behavior plans. With adding the secondary level of PBIS students that have not bought into the positive behavior rewards and reinforcements will be able to have more specialized individual needs met through evaluation of their needs. The first in the secondary level is to start a checkin/check-out buddy for students to meet with for about 5 minutes a day. They will have individual time with an adult in the building to tell about their day and receive positive reinforcements of expectations along with a supportive adult role model. The evaluation continues through use of needs surveys with the staff members. The staff can state what is going well and what needs they still have throughout the process. They can go directly to a member of the PBIS committee or anonymously through the survey. The survey is taken into account for staff professional development that happens monthly during grade level meetings.

References

Cohn, A.M. (2013). Positive Behavioral Supports: Information for Educators. National Association of School Psychologists. Retrieved http://www.nasponline.org/resources/factsheets/pbs_fs.aspx Horner,R.H., Sugai, G. (2000) School-wide behavior support: An emerging initiative. Journal of Positive Behavioral Interventions,2, 231-233. Office of Special Education Programs, US Department of Education.(2013). Secondary Level: FAQs Positive Behavior Intervention and Supports. Retrieved http://pbis.org/school/secondary_level/faqsaspx

Office of Special Education Programs, US Department of Education. (2013). What is School-Wide Positive Interventions and Supports? Retrieved http://pbis/org/school/what_is_swpbs.aspx

Utley, C.A, & Sailor,W. (2002). Positive Behavior Support and Urban School Improvement. Journal of Positive Behavior Interventions. 4, p195.