Final Report- EDU690

7/30/2019 Final Report- EDU690

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Final Report: The Legends Behavior Program

Robert Murdzev

EDU 690: Action Research

April 21, 2013


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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.


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Table of Contents

Abstract 2

Table of Contents 3

Introduction 6

Rationale for the Study 6

Statement of the Problem 6

Research Questions 6

Hypothesis 7

Literature Review 7

Methodology 11

Research Design 11

Data Collection 12

Analysis Plan 12

Participants 12

Results 13

Data Findings 13

Discussion of Findings 24

Limitations of the Study 29

Summary 29

Action Plan 30

Rationale for Action Plan 30

Description of Action 31

Envision/Outcome 31


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Sharing the Research 32

Summary 32

Conclusions 32

References 34

Appendices 36

Figure 1: 2011-2012- 7th

/8th

grade referral numbers 36

Figure 2: 2012-2013- 7th

/8th

grade referral numbers 36

Figure 3: 2011-2012- 7th

/8th

grade suspension numbers 37

Figure 4: 2012-2013- 7

th

/8

th

grade suspension numbers 37

Figure 5: Total transfers for two-year span 38

Figure 6: Legends Program Student Survey statements including the

open-ended statement. 39

Figure 6-1: Student Legends Survey Statement 1 40





Figure 7: Legends Program Student Survey statements including 2

open-ended statements. 43

Figure 7-1: Parent Legends Survey Statement 1 44





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Figure 8: Legends Program Staff Survey statements including the 47

open-ended statement.

Figure 8-1: Staff Legends Survey Statement 1 48





Figure 9: The total combined 7

th

/8

th

grade referral numbers for each year. 50

Figure 10: The total combined 7th

/8th

grade suspension numbers for each

year. 51


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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 comparedto the previous years data?

2. Have student placements to our regional behavior focus school been reduced?


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3. Has there been a reduction in the total suspension days for the same periodcovered last year?

4. Do the students feel/appear more in control and positive about theirbehavior 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


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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).


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The current research strongly suggests that PBS, when implemented with school-

aged 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


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(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).


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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


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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


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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


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grade had a total of 13 referrals while the 8th

grade had an outstanding 88 referrals for

inappropriate and disturbing student behaviors. (Figure 1).

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).

0

10

20

30

40

50

60

70

80

90

100

7th 8th

13

88

Crossroads 2011-2012 (Aug.- Jan. 28th) Referrals

Grade

Mesa Public Schools

#o

f

Referrals

0

10

20

30

40

50

60

70

80

90

100

7th 8th

3 4


Grade

Mesa Public Schools

#o

f

Referrals


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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).

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

0

3

6

9

12

15

18

21

24

27

30

7th 8th

4

27

Crossroads 2011-12 (Aug.- Jan. 28th) Suspensions

Year

Mesa Public Schools

#o

f

Suspensions

0

3

6

9

12

15

18

21

24

27

30

7th 8th

1


Grade

Mesa Public Schools

#o

f

Suspensions

0

1

2

3

4

5

6

78

9

10

Yr. (2011-12) Yr. (2012-13)

4

Crossroads 7th/8th Yearly Combined TransferTotals

Year

Mesa Public Schools

#o

f

Suspensions


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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.


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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.

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

0

3

6

9

12

15

StronglyAgree

Agree Nuetral Disagree StronglyDisagree

3

10

4

Crossroads Student "Legends" Survey

Question #1: "The Legends Program has helped me

make better choices."

#o

f

Students

0

3

6

9

12

15

StronglyAgree

Agree Neutral Disagree StronglyDisagree

6 6

5


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

year."

#o

f

Students

0

3

6

9

12

15

Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

6

7

4


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

#o

f

Students

0

3

6

9

12

15

MuchBetter

Better Same Worse MuchWorse

4

9

4


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

#o

f

Students


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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.

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

0

3

6

9

12

15

So True Little True Maybe No Heck No

5

6 6


Question #5: "I would be doing just as well without

the Legends Program."

#o

f

Students


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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.


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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.

Figure 7-3: Parent Legends Survey Statement 3 Figure 7-4: Parent Legends Survey Statement 4

0

2

4

6

8

10

StronglyAgree


4

6

2

Crossroads Parent "Legends" Survey

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

#o

f

Parents

0

2

4

6

8

10

StronglyAgree


7

3

2


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

#o

f

Parents

0

2

4

6

8

10

Always Almost Always Mostly Not Always Never

6

1

4

1


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

#o

f

Parents

0

2

4

6

8

10

Much Better Better Same Worse Much Worse

9

3


Question #4: "My child attitude towards school this

year compared to last year is...."

#o

f

Parents


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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.

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.

0

2

4

6

8

10

So True True Neutral No Heck No

8

2 2


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

#o

f

Parents


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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/8

thgrade 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.

Figure 8-1: Staff Legends Survey Statement 1 Figure 8-2: Staff Legends Survey Statement 2

0

2

4

6

8

10

StronglyAgree


4

2 2

Crossroads Staff "Legends" Survey

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

Legends Program."

#o

f

Staff

0

2

4

6

8

10

StronglyAgree


6

1 1


Question #2: "I have observed a positive change in

student behavior this year."

#o

f

Staff


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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.

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.

0

2

4

6

8

10

Strongly

Agree


Disagree

3 3

2


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

#o

f

Staff

0

2

4

6

8

10

StronglyAgree


5

2

1


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

#o

f

Staff


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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 staffremained Neutral and zero staff

either Disagreed, or Strongly Disagreed.

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

0

2

4

6

8

10

Strongly

Agree


Disagree

3

2

3


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

#o

f

Staff


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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.

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.

0

11

22

33

44

55

66

77

88

99

110

Yr. (2011-12) Yr. (2012-13)

101

7

Crossroads 7th/8th Yearly Combined Referral

Totals

Year

Mesa Public Schools

#o

f

Referrals


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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

0

4

8

12

16

20

24

28

32

36

40

Yr. (2011-12) Yr. (2012-13)

31

1

Crossroads 7th/8th Yearly Combined SuspensionTotals

Year

Mesa Public Schools

#o

f

Suspensions


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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


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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.


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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 one-

year 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


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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.


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Having designed his own school-wide positive behavior intervention program five

years earlier called The Legends Behavior Program (LBP), the researcher decided to re-

implement 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 andfeedback from the students.

3. Collaborate with the principal about stabilizing the class schedule for the nextschool year.

4. Prepare to present a staff in-service for the beginning of the next school yearexplaining the program in depth.

5. Prepare to present a parent in-service for the beginning of the next school yearexplaining the program in depth.

Envision/Outcome

1. Explore the possibility of expanding the implementation of the program to ourhigh school students.

2. Expand the program at our campus and increase the student numbers byoffering the program as an additional service by the district.


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3. Establish the LBP as an integral part of the 7th and 8th grade junior highprogram.

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


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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.


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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

fromhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspx

Cregor, M. (2008, December). The building blocks of positive behavior. Teaching

Tolerance, 34, Retrieved fromhttp://www.tolerance.org/magazine/number-34-

fall-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 fromhttp://0-

search.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
http://www.apa.org/research/action/success.aspxhttp://www.apa.org/research/action/success.aspxhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.elc-pa.org/pubs/pubs_improving.htmlhttp://www.elc-pa.org/pubs/pubs_improving.htmlhttp://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://www.soprislearning.com/school-climate/best-behaviorhttp://www.soprislearning.com/school-climate/best-behaviorhttp://www.soprislearning.com/school-climate/best-behaviorhttp://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://0-search.proquest.com.lilac.une.edu/docview/214195570?accountid=12756http://www.elc-pa.org/pubs/pubs_improving.htmlhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.tolerance.org/magazine/number-34-fall-2008/feature/building-blocks-positive-behaviorhttp://www.nasponline.org/resources/factsheets/pbs_fs.aspxhttp://www.apa.org/research/action/success.aspx


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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


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Appendices

Figure 1: 2011-2012 - 7th

/8th

grade referral numbers

Figure 2: 2012-2013- 7th

/8th

grade referral numbers

0

10

20

30

40

50

60

70

80

90

100

7th 8th

13

88


Grade

Mesa Public Schools

#o

f

Re

ferra

ls

010

20

30

40

50

60

70

80

90

100

7th 8th

34


Grade

Mesa Public Schools

#o

f

Re

ferra

ls


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Figure 3: 2011-2012- 7th

/8th

grade suspension numbers

Figure 4: 2012-2013- 7th

/8th

grade suspension numbers

0

3

6

9

12

15

18

21

2427

30

7th 8th

4

27


Year

Mesa Public Schools

#o

f

Suspensions

0

3

6

9

12

15

18

21

24

27

30

7th 8th

1


Grade

Mesa Public Schools

#o

f

Suspensions


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Figure 5: Total transfers for two-year span

0

1

2

3

4

5

6

7

8

9

10

Yr. (2011-12) Yr. (2012-13)

4

Crossroads 7th/8th Yearly Combined Transfer

Totals

Year

Mesa Public Schools

#o

f

Suspensions


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

statement.


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0

3

6

9

12

15

Strongly

Agree

Agree Nuetral Disagree Strongly

Disagree

3

10

4


Question #1: "The Legends Program has helped me

make better choices."

#o

f

Students

0

3

6

9

12

15

Strongly

Agree


Disagree

6 6

5


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

year."

#o

f

Students


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0

3

6

9

12

15

Strongly

Agree


Disagree

6

7

4


Question #3: "I'm not afraid to ask questions in

class this year."

#o

f

Students

0

3

6

9

12

15

Much

Better

Better Same Worse Much

Worse

4

9

4


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

#o

f

Students


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0

3

6

9

12

15

So True Little True Maybe No Heck No

5

6 6


Question #5: "I would be doing just as well without

the Legends Program."

#o

f

Students


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

statements.


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0

2

4

6

8

10

Strongly

Agree


Disagree

4

6

2


Question #1: "The Legends Program has helped my

child make better choices."

#o

f

Parents

0

2

4

6

8

10

Strongly

Agree


Disagree

7

3

2


Question #2: "I feel my child is more confident in

school this year."

#o

f

Parents


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0

2

4

6

8

10

Always Almost Always Mostly Not Always Never

6

1

4

1


Question #3: "My child gives me their Legend sheet

daily without reminder."

#o

f

Parents

0

2

4

6

8

10

Much Better Better Same Worse Much Worse

9

3


Question #4: "My child attitude towards school this

year compared to last year is...."

#o

f

Parents


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46


0

2

4

6

8

10

So True True Neutral No Heck No

8

2 2


Question #5: "The Legends Program has been a

positive influence on my child."

#o

f

Parents


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


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0

2

4

6

8

10

Strongly

Agree


Disagree

4

2 2


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

Legends Program."

#o

f

Sta

ff

0

2

4

6

8

10

Strongly

Agree


Disagree

6

1 1


Question #2: "I have observed a positive change in

student behavior this year."

#o

f

Sta

ff


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0

2

4

6

8

10

Strongly

Agree


Disagree

3 3

2


Question #3: "Student attitudes this year compared

to last year are better."

#o

f

Sta

ff

0

2

4

6

8

10

Strongly

Agree


Disagree

5

2

1


Question #4: "The Legends Program has been a

positive influence on the school culture."

#o

f

Sta

ff


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/8th

grade referral numbers for each year.

0

2

4

6

8

10

Strongly

Agree


Disagree

3

2

3


Question #5: "I would like to take a more active role

in improving the program."

#o

f

Sta

ff

011

22

33

44

55

66

77

88

99

110

Yr. (2011-12) Yr. (2012-13)

101

7

Crossroads 7th/8th Yearly Combined Referral

Totals

Year

Mesa Public Schools

#o

f

Re

ferra

ls


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/8th

grade suspension numbers for each year.

0

4

8

12

16

20

24

28

32

36

40

Yr. (2011-12) Yr. (2012-13)

31

1

Crossroads 7th/8th Yearly Combined Suspension

Totals

Year

Mesa Public Schools

#o

f

Suspensions

Final Report- EDU690

Documents

Transcript of Final Report- EDU690