2. Gilbert Heights Elementary SOCIAL CULTURE Present & Future

3. GH Demographics

5. GH Behavior Considerations  Ethnicity/Cultural Expectations  Socioeconomics Expectations  Mobile Population  Total Student Withdrawals 2005-06: 91 students  Total Student Admission 2005-06: 97 students  Total Student Population: 593 students  Ethnicity/Cultural Expectations  Socioeconomics Expectations  Mobile Population  Total Student Withdrawals 2005-06: 91 students  Total Student Admission 2005-06: 97 students  Total Student Population: 593 students

6. Research Love & Logic by: Jim Faye Consistency Fairness A Framework for Understanding Poverty by: Ruby Payne Poor knowledge of school functions Power Fairness Love & Logic by: Jim Faye Consistency Fairness A Framework for Understanding Poverty by: Ruby Payne Poor knowledge of school functions Power Fairness

7. GH Behavior Statistics *160 referred incidents to date

8. GH Behavior Expectations?  Questions: 1. What are the school rules? 2. Do you think all students should have to follow the same rules? 3. What happens to students who don’t follow the school rules?

9. GH Expectations: 1.Make Good Decisions 2.Solve Problems 3.Show Respect School-wide universal expectations more detailed in hand book. REVISITED?

10. Why Do We Care? GH population trend More teaching time Increased learning AYP standards School Improvement Plan District mandated

11. What Can We Do? Examine current beliefs Assess needs Explore research Design GH behavior expectations Implement GH behavior expectations

12. Positive Behavior System (PBS)  Overview: PBS focuses on individualized school systems critical to promoting student learning through developing their skills in assuming responsibility for their behavioral choices. These systems include: *School-wide + reinforcement program *School-wide consistent consequences system *Specific behavior expectations for common areas *School-wide classroom systems *Individual students plans  Overview: PBS focuses on individualized school systems critical to promoting student learning through developing their skills in assuming responsibility for their behavioral choices. These systems include: *School-wide + reinforcement program *School-wide consistent consequences system *Specific behavior expectations for common areas *School-wide classroom systems *Individual students plans

13. PBS Research  More than 50% of all crime in the U.S. is committed by 5-7% of youth between the ages of 10-20.  APA Commission on Youth Violence, 1993  Each school day 100,000 students in the U.S. bring weapons to school.  Walker, 1994  Exclusion and punishment are ineffective at producing long term reduction in problem behavior.  Costenbader & Markson, 1998  Most effective responses to school violence are: social skills training, academic restructuring, and behavioral interventions.  Gottfredson, 1997; Elliot, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991&1992  More than 50% of all crime in the U.S. is committed by 5-7% of youth between the ages of 10-20.  APA Commission on Youth Violence, 1993  Each school day 100,000 students in the U.S. bring weapons to school.  Walker, 1994  Exclusion and punishment are ineffective at producing long term reduction in problem behavior.  Costenbader & Markson, 1998  Most effective responses to school violence are: social skills training, academic restructuring, and behavioral interventions.  Gottfredson, 1997; Elliot, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991&1992

14. Quantative/Qualitative Data (GH will measure & evaluate for change over length of plan)  Increased instructional time  Decreased administrator time spent responding to behavior  Improved school culture  Increased student self-management skills  Increased staff management tools  Reduced numbers of students with perceived behavior challenges  Real help for students with severe behavior challenges  Increased opportunities for learning success  Reduced referrals to special education  Increased instructional time  Decreased administrator time spent responding to behavior  Improved school culture  Increased student self-management skills  Increased staff management tools  Reduced numbers of students with perceived behavior challenges  Real help for students with severe behavior challenges  Increased opportunities for learning success  Reduced referrals to special education

15. GH & PBS Long Term Timeline  Year 1: Establish Commitment- Common Language & Common Area Behavior Expectations  Year 1: Uniform Referral Slips/Consequences  Year 1: Uniform Positive Reinforcement System  Year 2: Establish Commitment- Common Classroom Behavior Expectations  Year 3: Individual Students  Ongoing:  Positive & Negative Behavior Tracking  Investigate Research  Staff Input

16. GH & PBS Annual Timeline  Staff Overview: April 10  Staff Survey: April 10  PBS Committee: April 18 *review survey results *common language *common area behavior expectations  Staff Review & Input: May  PBS Committee: May *restructure using input *design common area behavior expectations lesson plans  PBS Committee Lesson Plan Presentation: May  Staff Agreement to teach common language & common area behavior expectations: August