Behavior Modification

Begins In The Mirror

““To be good is noble, To be good is noble, but to teach others but to teach others how to be good is how to be good is nobler and less nobler and less trouble.”trouble.”

~Mark Twain~Mark Twain

Positive Behavior Positive Behavior SupportSupport

““ROARROAR””

Plain Dealing Plain Dealing Middle/Senior High Middle/Senior High

SchoolSchool

Teacher-Managed vs. Teacher-Managed vs. Office-ManagedOffice-Managed

• LanguageLanguage• LatenessLateness• PreparednessPreparedness• Refusing to workRefusing to work• Tone/AttitudeTone/Attitude• Electronic Electronic

DevicesDevices• Dress Code Dress Code

ViolationsViolations

• WeaponsWeapons• Fighting or Fighting or

aggressive aggressive physical contactphysical contact

• Aggressive Aggressive LanguageLanguage

• Smoking/DrugsSmoking/Drugs• Harassment of Harassment of

students or students or teachersteachers

• Major dishonestyMajor dishonesty

Intervention Flow Intervention Flow ChartChart

Observe Problem Behavior

Call the Office/write referral

Administrator will meet with student and

determine consequences

Problem Solve With Student

Administrator

follows through

with consequence

Has student received counseling?

Is Behavior Major?

Yes

Administratorfollows up with

student and teacher

Follow documented procedure

Determine consequence

For 3rd offense, refer to counselor

No

Plain Dealing Middle/Senior High School Mission Statement:

 “Plain Dealing Middle/Senior High

School is committed to providing a safe environment in which students

may acquire the knowledge and skills for becoming life-long learners and

productive citizens.”

“ROAR” Team Members

•Walter Cole (SS)

•Barbara Curry (Bus)

•Sherry Ford (SpEd)

•Harriet Johnson (Asst. Principal)

•Janie Johnston (Math)

•Sylvia McKinney (Asst. Principal)

•Aubrey Sayes (Principal)

•Kristi Sschott (Psyc)

•Jennifer Weber (Math)

What is all the ROAR about?

• A small, rural school in North Louisiana .

• A commitment to move from a negative punitive approach to discipline to a POSITIVE, PROACTIVE, and PREVENTATIVE approach (ROAR).

• An evolvement into a place where students and faculty live and learn in a caring atmosphere.

• Where teachers feel like they make a difference in the lives of students not only academically, but on a personal level as well.

ROAR Belief ROAR Belief StatementsStatements•Students achieve greater success in Students achieve greater success in

a safe, comfortable, and orderly a safe, comfortable, and orderly environment.environment.

•Students are capable of learning, Students are capable of learning, achieving, and behaving achieving, and behaving appropriately.appropriately.

•Excellence, modeled in an Excellence, modeled in an environment of trust and environment of trust and encouragement, inspires student encouragement, inspires student achievement.achievement.

Why ROAR at Why ROAR at PDMSHS?PDMSHS?

•School discipline as a tool for School discipline as a tool for academic and social successacademic and social success

•Behavior management as instructionBehavior management as instruction

•Data-based decision makingData-based decision making

•Continuum of behavior supportContinuum of behavior support

Procedures for Procedures for Teaching Teaching

Expected BehaviorsExpected Behaviors•Advisory “family” TimeAdvisory “family” Time–weekly ROAR lesson plansweekly ROAR lesson plans–Advisor/Parent must sign all Advisor/Parent must sign all progress reports and report cardsprogress reports and report cards

•Staff DevelopmentStaff Development

•Public Service MessagesPublic Service Messages

• Curry’s Crazy Crunk Crew

• Reyenga’s Ruby

• Beaven’s Brilliant Bunch

• Weber’s Wild Ones

• Johnson’s Family Reunion

• Johnston’s Jewels

• Robinson’s Royal Pride of Plain Dealing

WHAT IS PBS ?WHAT IS PBS ?Positive Behavior Support (PBS) is an approach to helping students improve their difficult behavior based on four things:

• An Understanding that people (even teachers) do not control others, but seek to support others in their own behavior change process.

• A Belief that there is a reason behind most difficult behavior, that students with difficult behavior should be treated with compassion and respect, and that they are entitled to lives of quality as well as effective services.

Continued . . .Continued . . .

• The Application of a large and growing body of knowledge about how to better understand students and make humane changes in their lives that can reduce the occurrence of difficult behavior.

• A Conviction to continually move away from coercion - the use of unpleasant events to manage behavior.

Lion Code of Lion Code of ConductConduct

Something to ROAR about. . . . . . .

Respectful to all

Obey safety rules

Achieve to your highest potential

Responsibility for one’s own actions

Getting Started Getting Started With ROARWith ROAR

•Proactive Approach to Proactive Approach to

School-wide DisciplineSchool-wide Discipline•Systems ApproachSystems Approach•Data-Driven ApproachData-Driven Approach

CreatingCreating a “ROAR” a “ROAR” EnvironmentEnvironment

1.1. Have a genuine interest in your students.Have a genuine interest in your students.

2.2. Communicate classroom rules clearly.Communicate classroom rules clearly.

3.3. Be objective, not judgmental.Be objective, not judgmental.

4.4. Show that you are human.Show that you are human.

5.5. Minimize the power differential in everyday Minimize the power differential in everyday communication.communication.

6.6. Address problem behavior directly and immediately.Address problem behavior directly and immediately.

7.7. Adopt a collaborative approach.Adopt a collaborative approach.

Proactive Approach Proactive Approach to to

School-wide School-wide DisciplineDiscipline•Provide a clear system for all Provide a clear system for all

expected behaviorsexpected behaviors•Create and maintain a Create and maintain a

productive and safe productive and safe environmentenvironment

•Establish clear expectationsEstablish clear expectations•Enhance student academic andEnhance student academic and

social successsocial success

What is a What is a “Systems Approach?”“Systems Approach?”•Creating a positive Creating a positive

behavioral environmentbehavioral environment•School-wide management, School-wide management,

in and out of classroomsin and out of classrooms•Consistent problem-solving Consistent problem-solving

•What do we expect the student to do?

•How will we teach the expected behavior?

•List positive and negative examples.

•Provide opportunities to practice and build fluency.

•Each poster is designed based on the ROAR philosophy.

•Posters can be found throughout the school.

Reward Reward Criteria/AwardsCriteria/AwardsLevel 1Level 1

Monthly “Lion King” by advisory periodsMonthly “Lion King” by advisory periods

Advisory Team TrophyAdvisory Team Trophy

Level 2Level 2Free pass to “Keepin’ It Reel”Free pass to “Keepin’ It Reel”

Free Monthly Drawing (movie tickets, gift cards)Free Monthly Drawing (movie tickets, gift cards)

““Lion Paws” collected during Advisory Lion Paws” collected during Advisory ( 70 paws teacher and student get t-shirt)( 70 paws teacher and student get t-shirt)

Level 3Level 3BIG TRIP “Are you on the bus?”BIG TRIP “Are you on the bus?”

95% Attendance, NO Referrals, Basic or test 95% Attendance, NO Referrals, Basic or test scoresscores

Procedures for Procedures for Encouraging Encouraging

Positive BehaviorPositive Behavior•LEO of the Month LEO of the Month •““I Noticed” Lion PawsI Noticed” Lion Paws•Monthly Lion KingMonthly Lion King•Posters throughout schoolPosters throughout school•Display of winners on “The Bus”Display of winners on “The Bus”•Regular announcements of Regular announcements of

winnerswinners

IncentivesIncentives

•Extended BreakExtended Break•Keepin’ It ReelKeepin’ It Reel•Movie TimeMovie Time•Monthly DrawingsMonthly Drawings•Homework PassesHomework Passes

• Jean DayJean Day• Big TripBig Trip• Free Spirit Free Spirit

ShirtShirt

– Plain Dealing Middle:Plain Dealing Middle:

06/0706/07 07/0807/08

• Conferences: Conferences: 103103 24 24

• Detention: Detention: 98 98 0 0

• In-School Suspensions (GASP): In-School Suspensions (GASP): 199 199 83 83• Out of School Suspensions: Out of School Suspensions: 37 37 10 10

• Expulsions: Expulsions: 1 1 1 1

• Saturday Detention: Saturday Detention: 26 126 1

TOTAL REFERRALS:TOTAL REFERRALS: 464464 119 119

Data Data comparison. . comparison. .

. .

Percent ReductionPercent Reduction– Plain Dealing Middle:Plain Dealing Middle:

• Conferences: Conferences: 77% 77%• Detention: Detention: 100%100%• In-School Suspensions (GASP): In-School Suspensions (GASP): 58% 58%• Out of School Suspensions: 73%Out of School Suspensions: 73%

• Saturday Detention: 97%Saturday Detention: 97%

TOTAL REFERRALS:TOTAL REFERRALS: 76% 76%

– Plain Dealing High:Plain Dealing High:

06/0706/07 07/0807/08• Conferences: Conferences: 124 124 57 57• Detention: Detention: 68 68 0 0• In-School Suspensions (GASP): 142In-School Suspensions (GASP): 142 101 101• Out of School Suspensions: 41 19Out of School Suspensions: 41 19

• Expulsions: Expulsions: 1 0 1 0• Saturday Detention: 13 8Saturday Detention: 13 8

TOTAL REFERRALS:TOTAL REFERRALS: 389389 185 185

Data Data continued . continued . . .. .

Percent ReductionPercent Reduction– Plain Dealing High:Plain Dealing High:

• Conferences: Conferences: 54% 54%• Detention: Detention: 100%100%• In-School Suspensions (GASP): In-School Suspensions (GASP): 29% 29%• Out of School Suspensions: 54%Out of School Suspensions: 54%

• Saturday Detention: 38%Saturday Detention: 38%

TOTAL REFERRALS:TOTAL REFERRALS: 52% 52%

Behavior Modification Ends In The

Mirror

ARE YOU ON THE

BUS?