Final Report: The Legends Behavior Program Robert Murdzev EDU 690: Action Research April 21, 2013

Abstract The Legends Behavior Program is a positive behavior support system designed by the researcher over the last seven years for the purpose of changing inappropriate student behaviors in the learning environment. It was implemented with a group of 7th/8th grade students in a semi-self-contained combination class this current school year, in response to a tremendous amount of office referrals, suspensions and transfers of students during the previous school year. After the initial implementation of the program, results indicated the program had a tremendous impact on the learning culture of the 7th/8th grade class.

Table of Contents Abstract Table of Contents Introduction Rationale for the Study Statement of the Problem Research Questions Hypothesis Literature Review Methodology Research Design Data Collection Analysis Plan Participants Results Data Findings Discussion of Findings Limitations of the Study Summary Action Plan Rationale for Action Plan Description of Action Envision/Outcome 2 3 6 6 6 6 7 7 11 11 12 12 12 13 13 24 29 29 30 30 31 31

Sharing the Research Summary Conclusions References Appendices Figure 1: 2011-2012- 7th/8th grade referral numbers Figure 2: 2012-2013- 7th/8th grade referral numbers Figure 3: 2011-2012- 7th/8th grade suspension numbers Figure 4: 2012-2013- 7th/8th grade suspension numbers Figure 5: Total transfers for two-year span Figure 6: Legends Program Student Survey statements including the open-ended statement. Figure 6-1: Student Legends Survey Statement 1 Figure 6-2: Student Legends Survey Statement 2 Figure 6-3: Student Legends Survey Statement 3 Figure 6-4: Student Legends Survey Statement 4 Figure 6-5: Student Legends Survey Statement 5 Figure 7: Legends Program Student Survey statements including 2 open-ended statements. Figure 7-1: Parent Legends Survey Statement 1 Figure 7-2: Parent Legends Survey Statement 2 Figure 7-3: Parent Legends Survey Statement 3 Figure 7-4: Parent Legends Survey Statement 4

32 32 32 34 36 36 36 37 37 38

39 40 40 41 41 42

43 44 44 45 45

Figure 7-5: Parent Legends Survey Statement 5 Figure 8: Legends Program Staff Survey statements including the open-ended statement. Figure 8-1: Staff Legends Survey Statement 1 Figure 8-2: Staff Legends Survey Statement 2 Figure 8-3: Staff Legends Survey Statement 3 Figure 8-4: Staff Legends Survey Statement 4 Figure 8-5: Staff Legends Survey Statement 5 Figure 9: The total combined 7th/8th grade referral numbers for each year. Figure 10: The total combined 7th/8th grade suspension numbers for each year.

46 47

48 48 49 49 50 50

51

Introduction Rationale for Study Last school year saw too many 7th /8th (middle school) grade student office referrals, suspensions and transfers, or placements to the districts focus behavioral school. Crossroads Success School is a specialized environment for students 7th grade through high school. The high school is more of a credit recovery program, whereas the 7th/8th grade is semi-self-contained with a hybrid curriculum of direct instruction and computer-based learning. This study was conducted with this current group of 7th/8th graders in response to the overwhelming statistics from the previous year of office referrals, suspensions and inter-district transfers resulting in less of a proactive learning culture and more of a stressful negative and punitive educational environment. Statement of the Problem Time away from classroom instruction, as a result of negative, inappropriate behaviors that disturb the learning environment, has a significant negative impact on that learning environment and the school culture in general. The implementation of a customized positive behavior support system, designed specifically with the particular strengths and weaknesses unique to this school and type of student in mind, can help to reduce the occurrence of these undesirable behaviors, thereby improving the overall learning culture, enabling a better quality of education to take place. Research Questions 1. What effect has the program had on the amount of office referrals compared to the previous years data? 2. Have student placements to our regional behavior focus school been reduced?

3. Has there been a reduction in the total suspension days for the same period covered last year? 4. Do the students feel/appear more in control and positive about their behavior choices?

Hypothesis

With the implementation of a positive, proactive, behavior support system called the Legends Behavior Program (LBP), office referrals dealing with inappropriate student behaviors will be decreased, and as a result, so to will suspensions and student placements, or transfers to the school districts regional behavior school. Additionally, students will feel more in control of their behaviors and more confident in their school environment.

Literature Review

It is widely accepted that inappropriate student behaviors lead to an unhealthy learning environment, or are a result of an unhealthy, learning environment. With an increased pressure to improve their performance in school, coupled with a host of other reasons, some students find it difficult to function socially, emotionally and academically in a healthy and educationally appropriate manner. Consequently, suspensions occur, leading to time away from classroom instruction. The implementation of a customized Positive Behavior Support (PBS) system can help to reduce these unproductive behaviors. Cohn (2001) describes Positive Behavioral Support (PBS) as, an empirically validated, function-based approach to eliminate challenging behaviors and

replace them with pro-social skills. Use of PBS decreases the need for more intrusive or aversive interventions (i.e., punishment or suspension) and can lead to both systemic as well as individualized change. The researcher attempted to highlight the impact of a PBS program on office referrals, suspensions and transfers to a more restrictive learning environment in his 7th /8th grade combination class compared to the prior school year when no such program existed. In the past, and to a lesser extent today, all types of aversive techniques have been implemented to modify student behaviors only to seemingly compound the problem (Ruef, Higgins, Glaeser & Patnode, 1998). These various reactive approaches to negative student behaviors have been proven to cause more harm than good (Cregor, 2008). A more proactive and healthy strategy, supported by the literature, has given teachers, parents and students more hope for a more quality education. It is a strategy that requires a paradigm shift in how we view student behaviors. Positive Behavior Supports (PBS) is a researched-based, highly effective, approach to creating, teaching, and reinforcing students social, emotional, and academic learning skills that improves and sustains academic achievement and mental and emotional well-being of all students. (Education Law Center of Pennsylvania & The Disability Rights Network of Pennsylvania, 2008). A review of the literature shows that the idea of control and choices are central to the theme of a positive based approach to changing negative student behaviors. Also, there is a set of core principles which aide in the development, maintenance and flexibility of any worthwhile PBS program, which are essential in creating a healthy social, emotional and academic environment (Sprague & Golly, 2004).

The current research strongly suggests that PBS, when implemented with schoolaged children, is an effective strategy in eliciting appropriate school behaviors required for a healthy and effective educational environment benefitting teachers, staff, parents and the children in particular. PBS finds its roots in applied behavior analysis (ABA). (Warren, Bohanon-Edmonson, Turnbull, Sailor, Wickham, Griggs & Beech, 2006). ABA is more concerned with understanding what the particular behaviors of the student are trying to communicate in order to treat the causes of those behaviors. Subsequently, the focus shifts from the treating of the symptom, which is simply punishment, to adhering to why the behavior is occurring and how to change the environment and provide the skills to meet the needs of the individual (Ruef, et. al., 1998).

Control seems to be an important aspect to PBS. Knowing that you, as an individual are under control, or can determine some of your own immediate destiny, can be a liberating and powerful motivator to succeed. Behaviorally challenged students either seek this control, through acts of defiance, or strive to maintain the minimal control they do have. Hewitt (1999) explains that oppositional/defiant disorder (ODD) type behavior is especially strong when young people feel that they have no control over a life situation such as a divorce, separation, a move, death, or change in school. The reaction is to fight for control. (p. 30). PBS provides for student choice, as much as possible, to help give the student that sense of control. Students, such as those with ODD, do not like people demanding things of them. Having choices to make throughout the school day can give these students a sense of self-determination that (can) satisfy

(their) needs for competence, autonomy, and relatedness. (American Psychological Association, 2004).

Another crucial aspect of PBS is the core principles that serve as the framework for the design, implementation and maintenance of the program. First, its important to create a vision for how the educational environment will look and feel, and to establish the behavior goals you wish to accomplish. As with most educational endeavors today, data is used to drive decision making and with PBS it is no different. (Simonsen, Briton & Young, 2010, p. 180). This is why any well-established PBS program needs to be flexible enough to change, according to the data collected (Cregor, 2008; Warren, et. al., 2006). Secondly, once the expectations have been developed, with input from students, teachers and parents, theyll next need to be communicated and taught across all settings, allowing for increased opportunities for practice (Warren, et. al., 2006). Thirdly, a focus on recognizing positive behaviors in students is important for the desired shift away from a negative, reactive environment toward a more responsive and healthy educational culture. (Ruef, et.al., 1998; Education Law Center of Pennsylvania, et. al., 2008; Simonsen, et. al., 2010; Warren, et. al., 2006). Additionally, in order for each student to be able to make clear and consistent behavioral choices, a set of clear and consistent rewards and consequences need to be developed in support of the previously established behavioral objectives (Cregor, 2008; Warren, et. al., 2006). The idea is for this system to present to the student a predictable, consistent, and positive school climate in order to improve their social/emotional health by way of positive, effective and appropriate decision-making. (Education Law Center of Pennsylvania, et. al., 2008).

10

All of the above components, working in synchronicity and creating a behavioral equilibrium, will show positive results in all aspects of the educational environment. This system, once fully developed and established, has been proven through the research presented, to have a myriad of favorable effects on the individual student, the family, the school and the community at large. For starters, office referrals have shown to be reduced and attendance increased (Education Law Center of Pennsylvania, et. al., 2008; Cregor, 2008). Dropout rates will diminish along with a reduction in suspensions (Cregor, 2008). These factors added together create a learning environment where all stakeholders take pride in the operation and maintenance of the system. Morale will inevitably improve which leads to lower teacher turnover because, like the students involved, the teachers feel a sense of control over their domain. The quality of education greatly increases as students take ownership in their behavioral choices and more time is spent on actual learning as opposed to behavior correction. As a result, grades, academic success and test scores all increase which in turn greatly elevates the students self-esteem and personal confidence (Cregor, 2008). Understanding the impact that PBS has on the overall behavior of the individual student, further discussion would be useful to determine the specific academic impact of such a program. Additionally, it would be interesting to discover how the racial disparity in discipline, or the racial discipline gap as Cregor (2008) defines it, is affected by a PBS program. (p.35). Its hard to imagine that after discovering all the advantages that a PBS has to offer, a school district, or community would not fully embrace the comprehensive, proactive, consistent and effective philosophy of a Positive Behavior

11

Supports system in order to enhance their learning culture where all students, not just those identified as having a special education disability, can thrive. Methodology Research Design In order to aid in the promotion of a healthy school culture, by decreasing negative, unproductive middle school student behaviors that result in referrals, suspensions and transfers to a more restrictive educational environment, the implementation of a positive behavior support program was necessary. The LBP has been in operation since the beginning of the current school year (2012-13). It is a progressively tiered system that places the emphasis of behavior responsibility upon the student and attempts to remove the teacher from the role of giver of consequences to a more neutral position. Data Collection To help in answering the four research questions outlined previously in this paper, data was collected using three sources. First, to establish a baseline, hard data was collected using the Office Query Report for the 2011-2012 school year to determine referral, suspension and transfer numbers. Next, an Office Query Report was obtained for the current school year (2012-2013) for the same numbers. Once the hard data was collected, three surveys were conducted with the students, parents and staff members consisting of a series of statements and open-ended comments. Analysis Plan Once all necessary data was collected, a comparison was done with the hard data in the areas of total student referrals, total student suspensions and total student transfers

12

to determine whether the amounts increased, or decreased as a result of implementing the Legends Behavior Program. The three surveys were then tabulated using percentages in a modified Likert Scale. Examples of each of the surveys are explained and displayed in the Results section of this paper. Participants Those involved in the proposed project consisted of three sub-groups. The first and primary group was the students themselves. This included a total of sixteen 7th and 8th graders combined from this current year, compared to the data collected from the previous year. The second group was comprised of support teachers and other staff members in a support role such as the principal, physical education teacher, special education teacher, speech therapist, media specialist, counselor, administrative assistant and other outside agency resource personnel (New Leaf) who have all had contact with the students on a limited basis. Ms. H, is the only other teacher who sees students on a regular basis besides this researcher. She is with the students for two periods in the morning, while splitting her time with the high school next door the remainder of her day. The third group was the parents, guardians and other family members involved in the lives of the children. Results Data Findings Referral Data To begin with, it was necessary to first compile and establish a baseline number of how many student referrals where made during the 2011-2012 school year. A review of the Query Result Report for that period, obtained from the district, revealed that the 7th

13

grade had a total of 13 referrals while the 8th grade had an outstanding 88 referrals for inappropriate and disturbing student behaviors. (Figure 1).

Crossroads 2011-2012 (Aug.- Jan. 28th) Referrals 100 90 80 70 60

# of Referrals # of Referrals
13 88

Crossroads 2012-2013 (Aug.- Jan. 28th) Referrals 100 90 80 70 60 50 40 30 20 10

3 4

50 40 30 20 10 0

7th Grade Mesa Public Schools

8th

7th Grade Mesa Public Schools

8th

Figure 1: 2011-2012 - 7th/8th grade referral numbers

Figure 2: 2012-2013- 7th/8th grade referral numbers

Next the data on the current school year of 2012-2013 was collected in order to help determine if there had been an increase, or decline of referral numbers, possibly resulting from the addition and implementation of the Legends Behavior Program (LPB). Figure 2 above, indicates 7th grade referrals totaled 3, while the 8th grade total referrals were 4. Suspension Data Following the collection of the referral data, the researcher then focused on suspension data for both the current year, and also the prior year when the LBP was not being utilized, again establishing a baseline. The 2011-2012 suspension data indicates that the 7th grade accumulated 4 suspensions and the 8th grade totaled 27 suspension incidences. (Figure 3). The 2012-2013 suspension data shows that the 7th grade totaled 1 suspension day while the 8th grade has yet to have a student suspended. (Figure 4).

14

Crossroads 2011-12 (Aug.- Jan. 28th) Suspensions 30 27 24 21 18

# of Suspensions # of Suspensions
27

Crossroads 2012-13 (Aug.- Jan. 28th) Suspensions 30 27 24 21 18 15 12 9 6 3

1

15 12 9 6 3 0 7th Year Mesa Public Schools 8th

4

7th Grade Mesa Public Schools

8th

Figure 3: 2011-2012- 7th/8th grade suspension numbers

Figure 4: 2012-2013- 7th/8th grade suspension numbers

Transfer Data Last of the Query Results are the transfer numbers of those students who needed a change of placement because of the severity of their behaviors, causing too much of a disruption to the learning environment. These are the numbers of students placed at the districts more restrictive campus. In the year 2011-2012 there was a total of 4 transfers, as opposed to zero for the subsequent 2012-2013 school year. (Figure 5).

Crossroads 7th/8th Yearly Combined Transfer Totals 10 9 8 7 6 5 4 3 2 1 0

# of Suspensions

Yr. (2011-12) Year Mesa Public Schools

Yr. (2012-13)

Figure 5: Total transfers for two-year span

Student Survey Once the hard data was collected for referrals, suspensions and transfers, it was time to tabulate the results of the Legends Surveys from students, parents and staff

15

members. Each survey type consisted of five statements requiring a response about the program with an open-ended question at the end, asking for specific feedback.

Figure 6: Legends Program Student Survey statements including the open-ended statement.

A total of 17 students participated in the survey, which is displayed above in Figure 6. The first statement; The Legends Program has helped me make better choices, was to directly gauge the students feelings towards the program and saw 3 students Strongly Agree, 10 students Agree, and 4 students decided to remain Neutral, with zero Disagreeing and zero students Strongly Disagreeing, as shown in Figure 6-1 below.

16

Crossroads Student "Legends" Survey 15 12 9

# of Students
10

Crossroads Student "Legends" Survey 15 12 9

# of Students

6 3 0
4 3

6 3 0

6 5

Strongly Agree

Agree

Nuetral

Disagree

Strongly Disagree

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #1: "The Legends Program has helped me make better choices."

Question #2: "I feel more confident in class this year."

Figure 6-1: Student Legends Survey Statement 1

Figure 6-2: Student Legends Survey Statement 2

The second statement above in Figure 6-2, I feel more confident in class this year, was asking the students to reflect on their confidence level compared to the prior school year. Results indicate that 6 students Strongly Agreed, 6 students Agreed, 5 students remained Neutral, zero Disagreed and zero Strongly Disagreed. Statement number 3, illustrated in Figure 6-3 below, attempted to determine the students comfort level with the environment the Legends Program had established. Im not afraid to ask questions in class this year, had 6 students Strongly Agree, 7 students simply Agree, 4 students remained neutral and no students Disagreed or Strongly Disagreed.

Crossroads Student "Legends" Survey 15 12 9

Crossroads Student "Legends" Survey 15 12 9

# of Students
9

# of Students

6 3 0

7 6 4

6 3 0
4 4

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Much Better

Better

Same

Worse

Much Worse

Question #3: "I'm not afraid to ask questions in class this year."

Question #4: "My attitude in school this year compared to last year is...."

Figure 6-3: Student Legends Survey Statement 3

Figure 6-4: Student Legends Survey Statement 4

Statement number 4, as shown in Figure 6-4 above, was open ended to allow the students to measure their overall attitude in the current school year compared to the prior

17

school year. 4 students expressed that their attitude was Much Better than the previous year. 9 students realized their attitude in school was Better than last year, while 4 students seemed to think their attitude has not changed, or has remained the Same. No students described their attitude as Worse, or Much Worse compared to the last school year. Lastly, the researcher wanted the students to reflect even further on the impact the LBP has had on their general educational experience for the current school year compared to their last school year. Figure 6-5 below asked the students to respond to the statement, I would be doing just as well without the Legends Program.

Crossroads Student "Legends" Survey 15 12 9

# of Students

6
5

3 0

So True

Little True

Maybe

No

Heck No

Question #5: "I would be doing just as well without the Legends Program."

Figure 6-5: Student Legends Survey Statement 5

6 students felt that Heck No they would not be doing just as well without the LBP, along with another 6 students who responded simply No. The 5 remaining students thought that Maybe they would be fairing just as well without the program. No students described the statement as a Little True, or So True. Parent Survey The student survey was followed by the collection and tabulation of the parent survey, as presented in Figure 7 below, which was conducted during the week of March 4th. Of the 17 surveys sent out, 12 were returned. Similar to the student survey, the parent 18

survey requested a check box response to 5 statements referring to the effectiveness of the legends program on their child's educational experience. Additionally, the survey included 2 open-ended statements for the parents to complete if they desired. Some of these statements will be highlighted in the discussion section of this data review paper.

Figure 7: Legends Program Student Survey statements including 2 open-ended statements.

Figure 7-1 below, asked parents to measure the degree to which they believe the LBP has helped their child, make better (behavioral) choices. The results indicate 4 parents Strongly Agree, while 6 parents Agree and 2 parents wished to remain Neutral. No parents Disagreed, or Strongly Disagreed with this statement.

19

Crossroads Parent "Legends" Survey 10 8 6

# of Parents

Crossroads Parent "Legends" Survey 10 8 6

# of Parents
7

4 2 0

4 2 0
3 2

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #1: "The Legends Program has helped my child make better choices."

Question #2: "I feel my child is more confident in school this year."

Figure 7-1: Parent Legends Survey Statement 1

Figure 7-2: Parent Legends Survey Statement 2

Statement number 2, as illustrated in Figure 7-2 above, asked parents to evaluate their child's confidence level in school for the current year. 7 parents strongly agreed their child is more confident in school this year. 3 parents simply agreed, while 2 remained neutral. No parents disagreed, or strongly disagreed with the statement. Statement number 3, in figure 7-3 below, intended to gauge the students enthusiasm for their progress in the program, by measuring the frequency with which they present their daily legend sheets to their parents without reminder. 6 parents recorded they Always were given the sheet, whereas, 1 parent stated Almost Always. 4 parents indicated Mostly, 1 parent chose Not Always and zero parents were Never given the sheet.

Crossroads Parent "Legends" Survey 10 8 6

# of Parents

Crossroads Parent "Legends" Survey 10 8 6

# of Parents
9

4 2 0
1

4 2
3

Always Almost Always Mostly

Not Always

Never

Much Better Better

Same

Worse

Much Worse

Question #3: "My child gives me their Legend sheet daily without reminder."

Question #4: "My child attitude towards school this year compared to last year is...."

Figure 7-3: Parent Legends Survey Statement 3

Figure 7-4: Parent Legends Survey Statement 4

20

Statement number 4, shown in figure 7-4 above, measured the parent's perception of their child's attitude towards school during this current year, as compared to last year. The results indicated that 9 parents believe their child's attitude to be Much Better than the previous year. Zero parents believe it was Better. 3 reported that their child's attitude was the Same. Not 1 parent indicated that their child's attitude was Worse, or Much Worse than the previous year.

Crossroads Parent "Legends" Survey 10 8 6

# of Parents

4 2 0

So True

True

Neutral

No

Heck No

Question #5: "The Legends Program has been a positive influence on my child."

Figure 7-5: Parent Legends Survey Statement 5

The final parent survey statement, illustrated in Figure 7-5 above, asks the parent to respond to, The Legends Program has been a positive influence on my child. While zero parents responded No, or Heck No, 8 parents believed that statement to be So True. Another 2 parents thought it to be simply True, and the remaining 2 parents were Neutral. Staff Survey Finally, staff survey data, presented in Figure 8 below, was collected. The surveys were distributed during the week of March 4th. Of the 8 surveys given out, a total of 7 were returned completed with various comments, a sample of which will be highlighted in the discussion section of this data review paper.

21

Figure 8: Legends Program Staff Survey statements including the open-ended statement.

The first survey statement presented, as illustrated in Figure 8-1 below, established the level of staff awareness of the LBP. Asked to respond to the statement, I am familiar with the 7th/8th grade Legends Program, 4 staff members Strongly Agreed, along with 2 staff members who simply Agreed. The 2 remaining staff members expressed a Neutral position. Zero staff members Disagreed, or Strongly Disagreed with the statement.

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0

4 2 0
1 1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #1: "I am familiar with the 7th/8th grade Legends Program."

Question #2: "I have observed a positive change in student behavior this year."

Figure 8-1: Staff Legends Survey Statement 1

Figure 8-2: Staff Legends Survey Statement 2

22

Figure 8-2 above represents the second statement for staff members. It asked them to respond to the comment I have observed a positive change in student behavior this year. While no staff either Disagreed, or Strongly Disagreed with this statement, 6 members did Strongly Agree, and 1 member Agreed. The remaining member was Neutral to the comment. The staff was then asked to share their opinion in relation to student attitudes this year compared to last year. In Figure 8-3 below, 3 staff members Strongly Agreed, along with 3 members who simply Agreed student attitudes are better. 2 members remained Neutral. Zero staff either Disagreed, or Strongly Disagreed with the statement.

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0
3 3 2

4 2 0

2 1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #3: "Student attitudes this year compared to last year are better."

Question #4: "The Legends Program has been a positive influence on the school culture."

Figure 8-3: Staff Legends Survey Statement 3

Figure 8-4: Staff Legends Survey Statement 4

In Figure 8-4 above, staff was asked to give their position on the statement, The Legends Program has been a positive influence on the school culture. 5 members Strongly Agreed the LBP has affected school culture in a positive way. 2 staff members simply Agreed, while 1 member remained Neutral. Again, zero staff members either Disagreed, or Strongly Disagreed with this statement.

23

Finally, in order to determine the level of enthusiasm on the part of the staff to contribute to the program next year, statement 5, as illustrated in Figure 8-5 below, asked how they felt about taking a more active role in improving the program. 3 staff members expressed a strong desire to do so, while 2 members simply Agreed they would like to take a more active role. 3 staff remained Neutral and zero staff either Disagreed, or Strongly Disagreed.

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0
3 2 3

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #5: "I would like to take a more active role in improving the program."

Figure 8-5: Staff Legends Survey Statement 5

Discussion of Findings Referrals The 7th grade saw a total drop in referrals from 13, during year 2011-12, which was the year without the Legends Program, to 3 referrals during year 2012-13 when the program was implemented for the first time. This represents a 62.5 % decrease in referrals from year to year. By comparison, the 8th grade dropped from a whopping 88 referrals in the year 2011-12 to a mere 4 referrals in the subsequent 2012-13 school year. This represents a decrease of 91.3% in total 8th grade referrals in back to back years. This shift in the decline of both 7th and 8th grade referrals is astounding. Looking at Figure 9

24

below, we can see that for both grades combined each year, the number of referrals dropped drastically from 101 in the year 2011-12 to a total of 7 in the year 2012-13.

Crossroads 7th/8th Yearly Combined Referral Totals 110 99 88 77 66 55 44 33 22 11 0

101

# of Referrals

Yr. (2011-12) Year Mesa Public Schools

Yr. (2012-13)

Figure 9: The total combined 7th/8th grade referral numbers for each year.

Suspensions Suspension numbers will always be considerably smaller than referral numbers, simply because not every referral results in a suspension. 7th grade suspensions dropped from 4 for the year without the LBP (2011-12), to 1 suspension for the year when the program was implemented (2012-13). This is a reduction of 75% from year to year. 8th grade suspensions, likewise, dropped from an outstanding 27 suspensions (2011-12) to 0 the following year (2012-13). This is a 100% reduction in suspensions from year to year. Figure 10 below, illustrates the comparison of combined yearly suspension totals. As the figure shows, the year when the LBP was not running (2011-12), suspensions totaled 31. During the year the LBP was being implemented (2012-13), suspension totals were reduced to a mere 1 suspension.

25

Crossroads 7th/8th Yearly Combined Suspension Totals 40 36 32 28 24 20 16 12 8 4 0

31

# of Suspensions

Yr. (2011-12) Year Mesa Public Schools

Yr. (2012-13)

Figure 10: The total combined 7th/8th grade suspension numbers for each year.

Transfers Following suspensions, our district always reserves the right to transfer students to a more restrictive learning environment. In this case, administration has the discretion to send students to a focus school if the student in question is having tremendous difficulty with their behaviors. The transfer numbers showed a clear drop in transfers to our alternative campus. During the year when the LBP was not being implemented and there were 31 total suspensions (2011-12), we transferred a total of 4 students. The following year when the program was being implemented (2012-13), there have been no transfers to a more restrictive campus. This is a big deal considering the time and resources it takes to move simply 1 student to the focus campus. Surveys According to the data, it seems that parents had more of a favorable opinion of the program than did the students. However, the students had a 70% or better response to all five statements on the survey. 76% either strongly agreed, or agreed that the Legends Program has helped them to make better choices. 70% of the students feel more confident in class, which leads to 76% of the students not being afraid to participate and ask questions. Another 76% of students believe their attitude is much better, or better than the

26

year before, highlighting the fact that 70% believe they would not be doing any better without the program in place. The parents responses were much more positive and they seemed to believe the LBP was benefitting their child greatly. All five statements in the parent survey received a 75% or better. 83% of parents agreed, or strongly agreed that the LBP has helped their child make better choices. 83% also felt that their child is more confident in school. 91% of the parents recognized that their child mostly, almost mostly or always gave them the Legends daily behavior sheet at the end of the day. This reflects the fact that the students were communicating with their parents about the program and their progress in the program. 75% of the parents expressed that their childs attitude is much better than the previous year (2011-12). Finally, 83% of the parents surveyed believe that the Legends Program has been a positive influence on their child. Data analysis of the staff surveys was insightful. 63% and higher had positive statements about the affects of the program. 75% of the staff involved with the 7th and 8th grade class was familiar with the LBP. 88% of the staff has observed a positive change in students behaviors this year (2012-13). 75% believe that student attitudes have improved over last year (2011-12). 88% has recognized the positive influence the program has had on the overall school culture compared to last year (2011-12). Lastly, 63% expressed a desire to take a more active role in the implementation of the program during the next school year. There were also few survey comments that are worth mentioning. The overall message I seemed to receive from the students is that they like the fact they receive rewards for good choices and effort. They mentioned quite often how the program has

27

made them more responsible and has given them the tools to solve any behavior problems they may face on a daily basis. One student actually said, The program has taught me self-control and self-discipline to get my work done. It has helped me to stop and think before I speak or do anything. This observation from this student sums it all up for me! Which students dont require a little extra self-discipline to help them get through the day? Or, which students couldnt use a little extra think-time before reacting with emotion or anger against another classmate or staff member? The parents were very kind and positive with their comments and observations. The overall consensus expressed in their comments is they want the program to continue next year. Words such as honesty, responsibility, accountability, and fairness, were all mentioned in the parent comments. I found one particular comment very interesting. It stated, it holds our child accountable and encourages responsibility in a positive way. The fact that they see accountability and responsibility being reinforced and emphasized in a positive way, rather than in a punitive way, is optimistic. The staff surveys were equally informative. The general consensus amongst the staff, seem to be that the program was a positive influence on the 7th and 8th grade students. It was quite apparent to the staff, that there was a difference in behaviors experienced this year to last year. One staff member commented, junior high classes have improved drasticallypositive behaviors, mutual respect, quiet and structured. Another staff member stated, I wish we could implement the legends program at the high school. It provides an actually viable framework to change behavior, which we lack here! Still another staff member suggested all teachers dealing with students in the legends program should be made aware of the program.

28

Limitations of Study At first glance the data is dramatic. However, the LBP is in its initial year of implementation and will require a couple more years of service to determine with more validity the positive results of this study. Determining a programs strength over a oneyear period is not sufficient to establish a solid internal validity. Additionally, the staff has changed since last year. A key staff member from last year is no longer with the program this year. The dynamics of the program are such that consistency is hard to establish. In fact, many schedule changes have occurred since the beginning of the year. When dealing with this population of children, consistency is key in scheduling and with staff consistency. In fact, inconsistency can lead to inappropriate student behaviors. Also, students challenged by behaviors, find it difficult to make choices when schedules and structure are lacking, so this may contribute to the inappropriate behaviors of some of the students. Its difficult to determine so additional years of program evaluation is necessary. Another factor, which may have limited the data collection, is that none of the parent surveys were actually translated into Spanish for those Spanish-speaking parents. It would have been helpful, had there been a Spanish parent survey form. Obviously, some parents, especially if their native language his Spanish, would feel more comfortable to participate in this type of survey had it been in their native tongue. Summary Looking at the data in totality, it is hard to dispute the fact that the LBP has had a positive impact on student behavior and has had an overall positive impact on the school culture. The LBP has had a tremendous effect on the amount of office referrals written

29

this year compared to last year. The reduction from last year to this year has been dramatic. As a result, suspension incidences have also been reduced just as dramatically over the same timeframe. Consequently, transfers of students, who have the most severe behavior challenges, to our more restrictive alternative placement, have also been reduced. According to the feedback from student, parent, and staff survey forms, the students appear to be in better control of their behaviors and also appear to be more positive about their experiences at school. Despite some of the study limitations, the results are undeniable. The Legends Program has helped to increase class participation and attendance, due to a decrease in referrals, suspensions and transfers. The reduction in referrals, suspensions and transfers has also resulted in a corresponding reduction in the required resources associated with referring a student because of a disciplinary problem. The district, as a result, is saving money. Action Plan Rationale for Action Plan Last school year (201112) saw many students in the 7th and 8th grade program miss too much school as a result of suspensions due to inappropriate behaviors. Office referrals were almost beyond management and transfers to our regional behavior school were increased as a result of students needing added support for their behavior challenges. Staff members were frustrated, parents were concerned and students were unhappy in their environment. It was obvious something needed to be done to change the situation.

30

Having designed his own school-wide positive behavior intervention program five years earlier called The Legends Behavior Program (LBP), the researcher decided to reimplement the program in his new teaching assignment. Some adjustments were required and with the help of the students, the program was customized to fit the new environment. All the current research suggests that an increased positive approach to behavior management, as opposed to a reactive punitive approach, saves all involved time, energy, and resources. Description of Action 1. Continue to implement the program for the remainder of the school year with fidelity. 2. Strengthen the program incentives through continued collaboration and feedback from the students. 3. Collaborate with the principal about stabilizing the class schedule for the next school year. 4. Prepare to present a staff in-service for the beginning of the next school year explaining the program in depth. 5. Prepare to present a parent in-service for the beginning of the next school year explaining the program in depth. Envision/Outcome 1. Explore the possibility of expanding the implementation of the program to our high school students. 2. Expand the program at our campus and increase the student numbers by offering the program as an additional service by the district.

31

3. Establish the LBP as an integral part of the 7th and 8th grade junior high program. Sharing the Research During the next few months, the researcher will reflect on the action research in order to create a Prezi presentation for both parents and staff members prior to the upcoming school year (2013-14). At that time, the program will be explained in full to ensure that parents and staff are comfortable with the implementation and expectations of the LBP. Summary The LBP has been nothing, other than a positive influence on the unique student population and their educational culture. More students spent more time learning inside the classroom than the prior year. This shift has had a myriad of positive effects on, not only the school, but also the students, parents and staff members. Students are more confident. Parents are more hopeful, and staff members spend less energy reacting to behaviors. All this, in spite of the limitations of this study, as discussed earlier in this paper, will be strengthened by additional study of the problem and the increased involvement and participation of students, parents and staff members in the upcoming years. Conclusions Without a doubt, positive change has occurred as a result of the implementation of a customized positive behavior support system, designed to maintain the dignity of each student, while placing the responsibility of all behavior with that student. It has empowered the student by providing tools to help them function in an appropriate

32

educational manner. It has increased their self-esteem and given them more confidence to take academic and social risks. Referrals, suspensions and transfers had been reduced drastically from the previous year and as a result, parents were more hopeful, and staff members were less stressed by the constant reacting to negative behaviors of students. Overall, the educational environment had become a healthier place to teach and learn.

33

References American Psychological Association. (2004, July 21). Increasing student success through instruction in self-determination. Retrieved from http://www.apa.org/research/action/success.aspx Cohn, A. M. (2001). Positive behavior support: Information for educators. Retrieved from http://www.nasponline.org/resources/factsheets/pbs_fs.aspx Cregor, M. (2008, December). The building blocks of positive behavior. Teaching Tolerance, 34, Retrieved from http://www.tolerance.org/magazine/number-34fall-2008/feature/building-blocks-positive-behavior Education Law Center of Pennsylvania & The Disability Rights Network of Pennsylvania, The Commonwealth of Pennsylvania, (2008). School-wide positive behavior support: A plan for Pennsylvania. Retrieved from website: http://www.elc-pa.org/pubs/pubs_improving.html Hewitt, M.B. (1999). The control game: Exploring oppositional behavior. Reclaiming Children and Youth, 8(1), 30-30. Retrieved from http://0search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756 Ruef, M. B., Higgins, C., Glaeser, B. C., & Patnode, M. (1998). Positive behavioral support: Strategies for teachers. Intervention In School And Clinic, 34(1), 21-32. Simonsen, B., Briton, L., & Young, D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12(3), 180-191. doi: 10.117/1098300708330495 Sprague, J., & Golly, A. (2004). Best behavior: Research and efficacy. Retrieved from http://www.soprislearning.com/school-climate/best-behavior

34

Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Griggs, P., & Beech, S. E. (2006). School-wide positive behavior support: Addressing behavior problems that impede student learning. Educational Psychology Review, 18, 187-198. doi: 10.1007/s10648-006-9008-1

35

Appendices Figure 1: 2011-2012 - 7th/8th grade referral numbers

Crossroads 2011-2012 (Aug.- Jan. 28th) Referrals 100 90 80 70 60
88

# of Referrals

50 40 30 20 10 0
13

7th Grade Mesa Public Schools

8th

Figure 2: 2012-2013- 7th/8th grade referral numbers

Crossroads 2012-2013 (Aug.- Jan. 28th) Referrals 100 90 80 70 60

# of Referrals

50 40 30 20 10 0
3 4

7th Grade Mesa Public Schools

8th

36

Figure 3: 2011-2012- 7th/8th grade suspension numbers

Crossroads 2011-12 (Aug.- Jan. 28th) Suspensions 30 27 24 21 18
27

# of Suspensions

15 12 9 6 3 0 7th Year Mesa Public Schools 8th

4

Figure 4: 2012-2013- 7th/8th grade suspension numbers

Crossroads 2012-13 (Aug.- Jan. 28th) Suspensions 30 27 24 21 18

# of Suspensions

15 12 9 6 3 0
1

7th Grade Mesa Public Schools

8th

37

Figure 5: Total transfers for two-year span

Crossroads 7th/8th Yearly Combined Transfer Totals 10 9 8 7 6 5 4 3 2 1 0

# of Suspensions

Yr. (2011-12) Year Mesa Public Schools

Yr. (2012-13)

38

Figure 6: Legends Program Student Survey statements including the open-ended statement.

39

Figure 6-1: Student Legends Survey Statement 1

Crossroads Student "Legends" Survey 15 12 9
10

# of Students

6 3 0
4 3

Strongly Agree

Agree

Nuetral

Disagree

Strongly Disagree

Question #1: "The Legends Program has helped me make better choices."

Figure 6-2: Student Legends Survey Statement 2

Crossroads Student "Legends" Survey 15 12 9

# of Students

6 3 0

6 5

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #2: "I feel more confident in class this year."

40

Figure 6-3: Student Legends Survey Statement 3

Crossroads Student "Legends" Survey 15 12 9

# of Students

6 3 0

7 6 4

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #3: "I'm not afraid to ask questions in class this year."

Figure 6-4: Student Legends Survey Statement 4

Crossroads Student "Legends" Survey 15 12 9
9

# of Students

6 3 0
4 4

Much Better

Better

Same

Worse

Much Worse

Question #4: "My attitude in school this year compared to last year is...."

41

Figure 6-5: Student Legends Survey Statement 5

Crossroads Student "Legends" Survey 15 12 9

# of Students

6
5

3 0

So True

Little True

Maybe

No

Heck No

Question #5: "I would be doing just as well without the Legends Program."

42

Figure 7: Legends Program Student Survey statements including 2 open-ended statements.

43

Figure 7-1: Parent Legends Survey Statement 1

Crossroads Parent "Legends" Survey 10 8 6

# of Parents

4 2 0

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #1: "The Legends Program has helped my child make better choices."

Figure 7-2: Parent Legends Survey Statement 2

Crossroads Parent "Legends" Survey 10 8 6
7

# of Parents

4 2 0
3 2

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #2: "I feel my child is more confident in school this year."

44

Figure 7-3: Parent Legends Survey Statement 3

Crossroads Parent "Legends" Survey 10 8 6

# of Parents

4 2 0
1

Always Almost Always Mostly

Not Always

Never

Question #3: "My child gives me their Legend sheet daily without reminder."

Figure 7-4: Parent Legends Survey Statement 4

Crossroads Parent "Legends" Survey 10 8 6
9

# of Parents

4 2 0
3

Much Better

Better

Same

Worse

Much Worse

Question #4: "My child attitude towards school this year compared to last year is...."

45

Figure 7-5: Parent Legends Survey Statement 5

Crossroads Parent "Legends" Survey 10 8 6

# of Parents

4 2 0

So True

True

Neutral

No

Heck No

Question #5: "The Legends Program has been a positive influence on my child."

46

Figure 8: Legends Program Staff Survey statements including the open-ended statement.

47

Figure 8-1: Staff Legends Survey Statement 1

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #1: "I am familiar with the 7th/8th grade Legends Program."

Figure 8-2: Staff Legends Survey Statement 2

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0
1 1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #2: "I have observed a positive change in student behavior this year."

48

Figure 8-3: Staff Legends Survey Statement 3

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0
3 3 2

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #3: "Student attitudes this year compared to last year are better."

Figure 8-4: Staff Legends Survey Statement 4

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0

2 1

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #4: "The Legends Program has been a positive influence on the school culture."

49

Figure 8-5: Staff Legends Survey Statement 5

Crossroads Staff "Legends" Survey 10 8 6

# of Staff

4 2 0
3 2 3

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Question #5: "I would like to take a more active role in improving the program."

Figure 9: The total combined 7th/8th grade referral numbers for each year.
Crossroads 7th/8th Yearly Combined Referral Totals 110 99 88 77 66 55 44 33 22 11 0
101

# of Referrals

Yr. (2011-12) Year Mesa Public Schools

Yr. (2012-13)

50

Figure 10: The total combined 7th/8th grade suspension numbers for each year.
Crossroads 7th/8th Yearly Combined Suspension Totals 40 36 32 28 24 20 16 12 8 4 0

31

# of Suspensions

Yr. (2011-12) Year Mesa Public Schools

Yr. (2012-13)

51