Improving Student Behaviour through AFL Tom Schimmer District Principal School District 67 (Okanagan-Skaha) Penticton, BC [email_address]

Bio 19 th year in education. District Principal (as of August 1) 11 years (5 schools) as Vice-Principal Staff development in… Assessment for Learning/Sound Grading Practices Behaviour Support Systems School Leadership

19 th year in education.

District Principal (as of August 1)

11 years (5 schools) as Vice-Principal

Staff development in…

Assessment for Learning/Sound Grading Practices

Behaviour Support Systems

School Leadership

Acknowledgements (I) Assessment Training Institute Rick Stiggins, Judy Arter, Jan Chappuis, Steve Chappuis Leaders in Assessment & Grading Ken O’Connor, Thomas Gusky, Dylan Wiliam, Paul Black, Anne Davies, Lorna Earl, Ruth Sutton, Michael Scriven, Benjamin Bloom, et al! Presenters at this conference! Theory into practice!

Assessment Training Institute

Rick Stiggins, Judy Arter, Jan Chappuis, Steve Chappuis

Leaders in Assessment & Grading

Ken O’Connor, Thomas Gusky, Dylan Wiliam, Paul Black, Anne Davies, Lorna Earl, Ruth Sutton, Michael Scriven, Benjamin Bloom, et al!

Presenters at this conference!

Theory into practice!

Acknowledgements (II) Center on Positive Behaviour Interventions University of Oregon (www.pbis.org) Dr. George Sugai, University of Connecticut Leaders in Positive Behaviour Interventions Rob Horner, Tim Lewis, Lucille Eber, Glen Dunlap, Jeff Sprague, Terry Scott, Anne Todd, Don Kincaid, Lori Newcomer, Geoff Colvin, Don Chapman, et al! Colleagues I’ve worked with! It’s ALWAYS a team effort!

Center on Positive Behaviour Interventions

University of Oregon (www.pbis.org)

Dr. George Sugai, University of Connecticut

Leaders in Positive Behaviour Interventions

Rob Horner, Tim Lewis, Lucille Eber, Glen Dunlap, Jeff Sprague, Terry Scott, Anne Todd, Don Kincaid, Lori Newcomer, Geoff Colvin, Don Chapman, et al!

Colleagues I’ve worked with!

It’s ALWAYS a team effort!

Pre-Corrections Cell Phones… Off or to silent ring please. Every slide will NOT appear in your handouts. Adult routines for adult settings. Sit, stand, stretch, move, leave , etc. **

Cell Phones… Off or to silent ring please.

Every slide will NOT appear in your handouts.

Adult routines for adult settings.

Sit, stand, stretch, move, leave , etc.

My Job today… To introduce you to (or reinforce) the ways in which student behaviour will improve through the use of Assessment for Learning strategies.

To introduce you to (or reinforce) the ways in which student behaviour will improve through the use of Assessment for Learning strategies.

I will do that by… Research that links student achievement and behaviour. Behaviour fundamentals. Key AFL components that support student behaviour. Specific strategies that work!

Research that links student achievement and behaviour.

Behaviour fundamentals.

Key AFL components that support student behaviour.

Specific strategies that work!

Disclaimers… Assume you have some fluency with AFL fundamentals.. Quick overview of Behaviour Support fundamentals. Few examples. Focus on BIG IDEAS You might not agree with me… “Behavio u r” is correct!

Assume you have some fluency with AFL fundamentals..

Quick overview of Behaviour Support fundamentals.

Few examples.

Focus on BIG IDEAS

You might not agree with me…

“Behavio u r” is correct!

The Logic Academic and behavioural issues are not mutually exclusive. Assessment for Learning is the most effective way to improved student achievement. As a result, student behaviour will improve. **

Academic and behavioural issues are not mutually exclusive.

Assessment for Learning is the most effective way to improved student achievement.

As a result, student behaviour will improve.

Cam **

Research

Academics & Behaviour (Alexandra Trout, et.al, Journal of EBD, Winter 2003) “ For decades, researchers have demonstrated that a relationship exists between low academic achievement and problem behaviour .” “… strong evidence suggests that academic underachievement and problem behaviour engage in a reciprocal relationship. ”

“ For decades, researchers have demonstrated that a relationship exists between low academic achievement and problem behaviour .”

“… strong evidence suggests that academic underachievement and problem behaviour engage in a reciprocal relationship. ”

Dropping Out - School Factors Morse, Anderson, Christenson, & Lehr – Principal Leadership – February 2004 “ There is a great deal of evidence that dropping out of school is a process of disengagement from school and learning that occurs over many years, often beginning early in elementary school.”

“ There is a great deal of evidence that dropping out of school is a process of disengagement from school and learning that occurs over many years, often beginning early in elementary school.”

6 th Grade Boys…GPAs vs. ODRs (T.J. Tobin & G. Sugai – Journal of EBD, 7 – 1999 – Pg. 40-53) … the following correlations between grade point averages (GPAs) and these specific types of ODR behaviours… Fighting… (-.26) Harassing and threats of violence… (-.46) Non-violent misbehaviour… (-.44)

… the following correlations between grade point averages (GPAs) and these specific types of ODR behaviours…

Fighting… (-.26)

Harassing and threats of violence… (-.46)

Non-violent misbehaviour… (-.44)

6 th Grade Boys & Girls (T.J. Tobin & G. Sugai – Journal of EBD, 7 – 1999 – Pg. 40-53) Boys referred for fighting more than twice were not likely to be on track for graduation when in high school. Girls referred even once for (serious) harassment were not likely to be on track for graduation when in high school.

Boys referred for fighting more than twice were not likely to be on track for graduation when in high school.

Girls referred even once for (serious) harassment were not likely to be on track for graduation when in high school.

9 th Grade (T.J. Tobin & G. Sugai – Journal of EBD, 7 – 1999 – Pg. 40-53) 3 or more suspensions in the 9th grade was a prediction for high school failure.

3 or more suspensions in the 9th grade was a prediction for high school failure.

Student vs. Context (Horner, March, Kartub, Taylor-Greene, Journal of Positive Behavior Interventions , Summer 2000) If many students (say more than 3%) engage in the same disruptive behaviour, it is not the students but the environment that needs to change.

If many students (say more than 3%) engage in the same disruptive behaviour, it is not the students but the environment that needs to change.

Behaviour Fundamentals

**

Our Ultimate Goal is… (Edward G. Carr) “… to redesign the counter-productive and unfair environmental (school) contexts that so many have to contend with. … to provide students with the skills , coping strategies, and desire to deal with the frustration that is an inevitable part of life.”

“… to redesign the counter-productive and unfair environmental (school) contexts that so many have to contend with.

… to provide students with the skills , coping strategies, and desire to deal with the frustration that is an inevitable part of life.”

The BIGGEST Idea! (Zins & Ponte, 1990) Successful individual student behaviour support is linked to school climates that are effective , efficient , relevant , & durable.

Successful individual student behaviour support is linked to school climates that are effective , efficient , relevant , & durable.

“ Attention” (G. Colvin) For the most part, kids need attention from adults. At school, positive behaviour guarantees kids attention from adults. At school, negative behaviour guarantees kids attention from adults. **

For the most part, kids need attention from adults.

At school, positive behaviour guarantees kids attention from adults.

At school, negative behaviour guarantees kids attention from adults.

Attention…the Bottom-Line We must create a context where students recognize that positive feedback for prosocial behaviours is more predictable and accessible , than negative feedback for antisocial behaviours.

We must create a context where students recognize that positive feedback for prosocial behaviours is more predictable and accessible , than negative feedback for antisocial behaviours.

Behaviour Support is all about… Re-designing learning environments. Focusing on adult behaviour. Establishing new academic & behavioural routines. Negative behaviours are often the most efficient, effective, & relevant way to get/avoid what they want.

Re-designing learning environments.

Focusing on adult behaviour.

Establishing new academic & behavioural routines.

Negative behaviours are often the most efficient, effective, & relevant way to get/avoid what they want.

Reinforcement Behaviours occur as a result of reinforcement. “ Not believing in reinforcement is like not believing in gravity.” (John Maag, University of Nebraska) Reinforcement is a naturally occurring social phenomenon. Ex. Ask for directions Challenging, antisocial behaviours can be reinforced without our awareness. Ex. Removal from class

Behaviours occur as a result of reinforcement.

“ Not believing in reinforcement is like not believing in gravity.” (John Maag, University of Nebraska)

Reinforcement is a naturally occurring social phenomenon.

Ex. Ask for directions

Challenging, antisocial behaviours can be reinforced without our awareness.

Ex. Removal from class

Reinforcement v. Punishment? Removal from team/club? Suspension from school? Timeout? Detention? Garbage duty? Reduced computer time? Increase in “chores.” Grounded?

Removal from team/club?

Suspension from school?

Timeout?

Detention?

Garbage duty?

Reduced computer time?

Increase in “chores.”

Grounded?

Reinforcement (cont.) Reinforcement is anything that increases the likelihood that a behaviour will occur again. Reinforcement can be positive or negative… Positive: Obtain/Access something. Negative: Avoid/remove something. Interventions are neutral . The results of the interventions reveal the effectiveness.

Reinforcement is anything that increases the likelihood that a behaviour will occur again.

Reinforcement can be positive or negative…

Positive: Obtain/Access something.

Negative: Avoid/remove something.

Interventions are neutral .

The results of the interventions reveal the effectiveness.

Reinforcement v. Punishment? Removal from team/club? Suspension from school? Timeout? Detention? Garbage duty? Reduced computer time? Increase in “chores.” Grounded? **

Removal from team/club?

Suspension from school?

Timeout?

Detention?

Garbage duty?

Reduced computer time?

Increase in “chores.”

Grounded?

Allison Allison hates math. She is failing and finds it too hard to even try to do better. She arrives to class 5 minutes late almost every day. When she is late, her teacher makes her wait in the hall another 10 minutes before she is allowed to come in. Once she is in, she is talkative , noisy , and disruptive . As a “punishment” , Allison’s teacher sends her back out to the hallway. **

Allison hates math. She is failing and finds it too hard to even try to do better.

She arrives to class 5 minutes late almost every day. When she is late, her teacher makes her wait in the hall another 10 minutes before she is allowed to come in.

Once she is in, she is talkative , noisy , and disruptive . As a “punishment” , Allison’s teacher sends her back out to the hallway.

Change the Context! By changing the context (environment; adults), negative, antisocial behaviours become ineffective , inefficient , and irrelevant .

By changing the context (environment; adults), negative, antisocial behaviours become ineffective , inefficient , and irrelevant .

Three Levels of Support (Horner, Sugai, Horner - The School Administrator – February 2000) 1) A culture of competence Prevention: “No NEW behavioural challenges!” 2) Rapid, efficient support for at-risk students. Support: “How can we effectively/efficiently support our current students?” 3) High-intensity support for high intensity behaviour problems. Reducing …the intensity, frequency, and duration of problem behaviour(s).

1) A culture of competence

Prevention: “No NEW behavioural challenges!”

2) Rapid, efficient support for at-risk students.

Support: “How can we effectively/efficiently support our current students?”

3) High-intensity support for high intensity behaviour problems.

Reducing …the intensity, frequency, and duration of problem behaviour(s).

What Schools do (G. Roy Mayer, Journal of Applied Behaviour Analysis , Winter 1995, pg. 467-478) Punitive school discipline approach. Lack of clarity of both rules & policies. Weak or inconsistent staff support and administrative follow-through. Few or no allowances made for individual differences Academic failure .

Punitive school discipline approach.

Lack of clarity of both rules & policies.

Weak or inconsistent staff support and administrative follow-through.

Few or no allowances made for individual differences

Academic failure .

How AFL makes the difference

What would be different? One-shot tasks/events replaced by a focus on learning , growth , and multiple attempts/methods . Un-graded moments now where students can stretch their learning. Confidence in knowing what to do next through descriptive feedback .

One-shot tasks/events replaced by a focus on learning , growth , and multiple attempts/methods .

Un-graded moments now where students can stretch their learning.

Confidence in knowing what to do next through descriptive feedback .

Different? (cont.) Predictability of routines, process, feedback, and reporting. Student self-assessment regarding their goal, present status, and closing the gap. Students now see teachers as advocates for success.

Predictability of routines, process, feedback, and reporting.

Student self-assessment regarding their goal, present status, and closing the gap.

Students now see teachers as advocates for success.

To be On-Task… Understand the content being utilized. Know the purpose of the assignment. Learning…and the finished product. Clear on directions . Clear on timelines and pacing . Know how to access assistance . Teachers and/or peers. Know that regular C.F.U. will occur.

Understand the content being utilized.

Know the purpose of the assignment.

Learning…and the finished product.

Clear on directions .

Clear on timelines and pacing .

Know how to access assistance .

Teachers and/or peers.

Know that regular C.F.U. will occur.

Specific Practices Clear learning outcomes. What success looks like. Descriptive feedback on current status. Homework as practice. Re-writes & Re-Tests. Different methods to show progress. Student ownership of learning.

Clear learning outcomes.

What success looks like.

Descriptive feedback on current status.

Homework as practice.

Re-writes & Re-Tests.

Different methods to show progress.

Student ownership of learning.

Confidence The expectation of a positive result. Clear vision of what that positive result will look like. Learning will occur, even if it takes a little longer. Take more chances with learning. Anxiety and stress are reduced.

The expectation of a positive result.

Clear vision of what that positive result will look like.

Learning will occur, even if it takes a little longer.

Take more chances with learning.

Anxiety and stress are reduced.

Student Disposition

Why Behaviour Matters? Nel Noddings, Educational Leadership (Sept. 2005), pg. 10 “ Surely we should demand more from our schools than to educate people to be proficient in reading and mathematics. Too many highly proficient people commit fraud, pursue paths to success marked by greed, and care little about how their actions affect the lives of others.”

“ Surely we should demand more from our schools than to educate people to be proficient in reading and mathematics.

Too many highly proficient people commit fraud, pursue paths to success marked by greed, and care little about how their actions affect the lives of others.”

Lifelong Learners Lifelong learners are not only good at what they’re doing, but they love doing it! We want students to not only be proficient in reading, but to love reading as well. Ability is the foundation, but disposition is what maintains a lifelong learner.

Lifelong learners are not only good at what they’re doing, but they love doing it!

We want students to not only be proficient in reading, but to love reading as well.

Ability is the foundation, but disposition is what maintains a lifelong learner.

A Final Thought… Students with challenging behaviours need predictable and positive teaching and learning environments. Their plans for improvement should include both academic and behavioural strategies. Using AFL strategies & processes is the most comprehensive means by which students gain the confidence to learn. At the same time, many of the negative behaviours by the student are rendered inefficient , ineffective , and irrelevant .”

Students with challenging behaviours need predictable and positive teaching and learning environments.

Their plans for improvement should include both academic and behavioural strategies.

Using AFL strategies & processes is the most comprehensive means by which students gain the confidence to learn.

At the same time, many of the negative behaviours by the student are rendered inefficient , ineffective , and irrelevant .”