Download or read book Trends in Discipline Referrals Since the Implementation of School wide Positive Behavior Intervention and Supports SWPBIS written by Brittany A. Sitko and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

Download or read book The Effect of School Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations written by Eileen Frances O'Neil and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the ongoing debate and attention given to the achievement gap between racial groups there has been little progress in closing it. A factor that may be contributing to the achievement gap is a racial discipline gap in schools. Exclusionary discipline practices are used at a higher rate with students from underrepresented populations such as Black and Hispanic students (McIntosh, Chard, Boland, & Horner, 2006; Vincent, Sprague, & Tobin, 2012). Exclusionary discipline equates with a reduction in instructional time, therefore, students who are excluded from school at a higher rate than their peers have reduced opportunities for learning. Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity, serves to support a positive school environment that teaches expected behaviors in the setting and reduces office discipline referrals (ODRs) in schools (Solomon, Klein, Hintze, Cressey, & Peller, 2012). This study examined the impact of PBIS implementation on ODR rates. Two hypotheses guided the study. Hypothesis 1: When PBIS is implemented with fidelity there is a main effect for years of implementation, with fewer ODRs in the fourth year of implementation than in the first year. Hypothesis 2: When PBIS is implemented with fidelity there is a greater reduction in the number of ODRs for Black students and for Hispanic students than for White students. The data used for this study was from the database of the Office of Special Education Programs (OSEP) National PBIS Technical Assistance Center, housed by the University of Oregon's Educational and Community Supports research unit (University of Oregon, 2016). The main hypothesis was tested with two two-way within schools ANOVAs. The first factor was the year of implementation with two levels (Year 1 vs. Year 4) and the second factor was ethnic subgroup with two levels (Black vs. White, or Hispanic vs. White). A significant interaction effect between year of implementation and subgroup would indicate a change in the size of the discipline gap from Year 1 to Year 4 for either or both comparisons. The findings for this study demonstrated no support for either hypothesis.

Download or read book Handbook of Positive Behavior Support written by Wayne Sailor and published by Springer Science & Business Media. This book was released on 2008-12-02 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.

Download or read book The Effects of Positive Behavior Interventions and Supports on the Number of Discipline Referrals and Academic Achievement of Fourth and Fifth Grade Students written by John A. Daves and published by . This book was released on 2020 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement is one of the most important aspects of school life. With the rise in current standards and the pace to which teachers and students are expected to conduct their lessons, teachers must find ways to improve student behaviors by nonpunitive discipline techniques. Positive Behavior Interventions and Supports (PBIS) is a form of classroom management that focuses on the good behavior rather than the bad behavior. A rural school in Mississippi took on such an initiative by implementing PBIS as a schoolwide discipline management plan after the 2011-2012 school year. The purpose of the study was to determine the effect of the implementation of PBIS on the number of discipline referrals and conduct trend analysis of the number of discipline referrals after the schoolwide implementation of PBIS. Further, the study sought to determine if there were statistically significant relationships between the number of discipline referrals and English language arts score and the number of discipline referrals and mathematics scores. An existing database from a rural school in Mississippi was compiled and analyzed for the purpose of the study. Data were analyzed for a year before PBIS implementation and seven years following PBIS implementation. The findings of the study indicated there was a statistically significant difference in the number of discipline referrals before PBIS implementation when compared to the first year following full implementation. The trend data indicated that Black males consistently had the highest number of discipline referrals and had the lowest test scores in ELA and mathematics. Further, the findings showed there were consistently negative relationships among the number of discipline referrals and ELA scores and the number of discipline referrals and mathematics scores.

Download or read book Effects of Positive Behavior Intervention and Support Levels on Office Discipline Referrals written by Lori Jones Franks and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.

Download or read book The Effect of Implementing School wide Positive Behavior Interventions and Supports on Student Misbehavior in a Large Urban High School written by John Power and published by . This book was released on 2012 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small.

Download or read book Differences in Office Discipline Referrals After Implementation of School wide Positive Behavior Intervention and Support written by Chelsea Wallace and published by . This book was released on 2014 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine whether there is a significant difference in Major and Minor Office Discipline Referrals during each phase of School-Wide Positive Behavior Intervention and Support implementation at the middle school level. Behavior issues must be approached proactively, rather than reactively. This creates a safer, more productive learning environment that in turn can promote higher levels of student achievement. Research shows that students respond better to positive, rather than punitive responses. Positive Behavior Intervention and Support is centered on that idea. The study was conducted using discipline data, including major and minor office referrals, as compiled by a discipline management system at a Midwestern middle school. The data was analyzed using an ANOVA analysis to determine if School-Wide Positive Behavior Intervention and Support makes a significant difference on student discipline incidents. After reviewing the findings of this study and current literature on the topic, it is found that implementation of Positive Behavior Intervention and Support makes a significant difference in Major Office Discipline Referrals, but not in Minor Office Discipline Referrals.

Download or read book The Effectiveness of Implementing a Positive Behavior Intervention and Supports Framework on the Number of Discipline Referrals Related to Bus Behavior written by Yvette Mercado-Tilley and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study investigated the impact of implementing a Positive Behavior Interventions and Supports (PBIS) bus framework on student behavior. Pre and post-implementation data were collected from an elementary school (K-4) in a large suburban school district on Long Island. The school has been implementing PBIS school-wide but not a bus-specific framework. Office Discipline Referral data was collected and analyzed for All Students and Race and Gender. Data was further disaggregated by Race & Gender. School bus drivers were provided with training on PBIS and the use of the framework on the bus. This research serves to report the efficacy of a PBIS framework through a reduction of bus Office Discipline Referrals (ODRs). The study findings have implications for the implementation of PBIS-bus strategies and research concerning new ways to approach behavior management aboard school buses.

Download or read book Unpacking The Discipline Gap written by Christopher Michael Barclay and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite decades of efforts to racially integrate schools and the recent accountability movement, U.S. students' access to equitable education remains elusive. Research demonstrates that discipline procedures disproportionately remove racial minority students from the classroom, creating a "discipline gap." Racial disparities in discrete disciplinary infraction types (e.g., disruption, aggression) have shown nuanced patterns across groups and school levels. Moreover, the relationship between school-wide positive behavior interventions and supports (SWPBIS) - a framework for promoting positive behavior and preventing conflict - and the discipline gap is unclear. This investigation explored racial/ethnic disparities per infraction type (e.g. disruption, verbal abuse) and the relationship of SWPBIS implementation fidelity to these referrals using multilevel logistic regression analyses. Participants were 40 elementary schools receiving PBIS technical assistance and the 24,512 students served by the schools. Findings of disciplinary disparities largely were consistent with previous studies with similar methods. Compared to White peers, Black students were overrepresented in office discipline referrals (ODRs) across all infraction types while Hispanic students were underrepresented in Aggression referrals and other racial/ethnic minority students were underrepresented in Miscellaneous referrals. SWPBIS implementation fidelity demonstrated a significant negative relationship with the overall ODR rate and was significantly related to infractions for Aggression; however, no evidence was produced to support the notion that SWPBIS produces more equitable discipline practices. Implications for the research and practice of culturally responsive behavior supports are discussed.

Download or read book School wide Positive Behavior Intervention Support Implementation and Organizational Change written by Melissa A. Brown and published by . This book was released on 2015 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study focused on the three-year implementation period of School-Wide Positive Behavior Intervention Support (SWPBIS), a positive approach to discipline following the Response to Intervention (RTI) model, in a rural K-8 elementary school. The purpose of the study was to explore the perceptions of teachers and support staff's perceptions on the implementation of SWPBIS and organizational change. The Burke-Litwin Causal Model of Change (1992) was the theory used for the analysis to explore how the SWPBIS implementation mediated with the transformative and transactional factors within a school organization. The focus of the literature review was to review the program effects of the systematic implementation of SWPBIS and how it related to teacher efficacy, school climate, student-teacher relationship, school leadership and student achievement. The research question of the study was: How did the implementation of the SWPBIS system at a small, rural K-8 school impact teacher efficacy, student-teacher relations, school climate, and student achievement as perceived by teachers and support staff? This descriptive case study attempted to explain the SWPBIS implementation through the eyes of school personnel during the implementation period. The research findings suggested that the SWPBIS implementation did influence the transformative and transactional factors of the school, as evidenced by improvement in student behavior, student referrals, teacher efficacy, and student achievement data.

Download or read book The Effects of Implementing a Positive Behavior Intervention Support Program on Office Discipline Referrals written by Cheryl Denise Thomas and published by . This book was released on 2016 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the implementation of PBIS (Positive Behavioral Intervention Support) program had a positive significant effect in decreasing office discipline referrals in a local elementary school. A sample independent t-Test was used to examine data on the school’s average office discipline referrals for two years prior to implementation and two years after implementation. In addition, surveys were disseminated to teachers, students, and parents to determine their overall perception of the school’s climate and fidelity of the PBIS program.

Download or read book Disciplinary Referral Trends Following the Implementation of PBIS Programs at a Rural High School written by and published by . This book was released on 2015 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs written by Michelle R. Woidneck and published by . This book was released on 2011 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The implementation of schoolwide positive behavioral support (SWPBS) programs is becoming increasingly common in schools across the nation. Although a primary assumption of SWPBS is that schoolwide administration of positive supports to students who meet behavioral expectations will result in fewer behavior problems, surprisingly few studies have investigated the effects of various positive reinforcement rates (RR) on office discipline referral rates (ODR). This study investigated the relationship between RRs and ODRs among schools (N = 44) implementing SWPBS programs with high fidelity. Results revealed no significant differences in RRs or ODRs between Title I and non-Title I schools but did reveal a significant difference in the ratio of RRs to ODRs between the top and bottom ODR quartile schools. Overall, RRs were slightly associated with a decrease in ODRs. Results also suggested schools did not appropriately respond to schoolwide RR and ODR data. The present status of SWPBS data collection and utilization procedures is presented and practical implications are discussed.

Download or read book The School Counselor s Guide to Multi Tiered Systems of Support written by Emily Goodman-Scott and published by Routledge. This book was released on 2019-06-04 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: The School Counselor’s Guide to Multi-Tiered Systems of Support is the first book to provide school counseling practitioners, students, and faculty with information and resources regarding the alignment and implementation of Comprehensive School Counseling Programs (CSCPs) such as the ASCA National Model and Multi-Tiered Systems of Support (MTSS). This innovative text provides a strong theoretical and research base, as well as practical examples from the field, case studies, and relevant hands-on resources and tools to assist school counselors in comprehending, facilitating, and strengthening the implementation of CSCPs, particularly through MTSS alignment. Furthermore, chapters include pertinent information from the CACREP standards and the ASCA National Model. This book is an essential resource for pre-service and practicing school counselors, as well as their leaders, supervisors, and faculty looking to better understand and utilize the overlap between CSCPs and MTSS, to strengthen school counseling programs to better serve students, schools, and communities.

Download or read book Culturally Responsive Positive Behavior Intervention and Supports written by Diana Case Brown and published by . This book was released on 2016 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the frequency of office behavioral referrals for discipline before and after the implementation of Positive Behavior Intervention and Supports (PBIS). The study measured proportionality of referrals based on student ethnicity as one assessment of staff cultural competence. Survey data was collected on teachers’ perceptions of the PBIS program implementation. The study took place at a Title 1 elementary school in a San Diego suburb with a student population of approximately 800 students and 42 full and part-time teachers. The researcher used a convergent parallel design method. Student behavior referral data for the 2014-15 and 2015-15 school year was combined with student demographic data and compared. Based on the result of a t-test and with 99% confidence, the researcher concluded there was a statistically significant difference in the number of office behavior referrals issued after the implementation of PBIS. Risk ratio calculations found some evidence of disproportionality for behavior referrals among African-American, Filipino, and students who identified as Two or More Races. Survey results revealed a majority of teachers participated in creating the behavior expectations matrix, taught the expectations with fidelity, and held collaborative conversations about student behavior and possible interventions during their weekly Professional Learning Community (PLC) meetings. Additionally, 50% of teacher respondents were unclear about when to issue behavior referrals and want clarification on PBIS corrective consequences for misbehavior. Recommendations include maintaining school-wide, selected, and targeted interventions, creating a predictable, coherent discipline referral process, and monitoring discipline data for inequities to guide the school’s cultural competence. Keywords: Culturally Responsive, Office Discipline Referrals, Positive Behavior Intervention and Supports, Professional Learning Communities

Download or read book The Effects of the First Year of Implementation of Positive Behavioral Intervention Supports written by Rosalind Flanigan Operton and published by . This book was released on 2017 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disciplinary practices and protocols in schools have been a notable concern over the past 30 years. The traditional punitive punishment-based tactics have not proven to be effective in changing student behavior. Positive Behavior Intervention Supports (PBIS) is a proactive alternative that puts whole school systems in a place wherein students and teachers share in the responsibility of building a culture and climate of behaviors that produce positive outcomes. Research based on the implementation of PBIS in schools has concluded that problem behaviors decrease, students and staff feel safe, and attendance improves. There is a body of research that concludes that implementing such changes is effective in reducing office discipline referrals in major disciplinary actions and in creating a positive school climate. The current study examined the effectiveness of changing from reactive, punitive, zero-tolerance practices to proactive positive behavioral interventions. The research focused on the effects of PBIS on the percentage and number of office discipline referrals (ODRs) for African-American and special education students after the first year’s implementation of PBIS in a school district of approximately 6,000 students. The results indicate that ODRs decreased during the implementation of PBIS.