New Efforts to Fix Bad Behavior at RES

It’s no secret that bullying has become a primary target for eradication in public schools, and at (RES), it’s no different. On Tuesday, April 5, the Redding Board of Education brought together local educators to discuss the implementation of a new behavioral intervention system which aims to reduce recalcitrant acts and reward good behavior.

The new system is called Positive Behavioral Intervention and Support (PBIS). Kristen Miller and Kara Flockhart, both social workers at RES, presented a PowerPoint which detailed the new plan.

Flockhart called PBIS a “multi-tiered model of service delivery” which would assist in monitoring students via a system of referral forms. These forms will then be used to tailor behavior-changing goals to correct bad behavior in RES students.

Behavioral problems in PBIS fall under two different categories: major and minor referrals. Minor problems can be managed by the teacher in the classroom, while major problems must be handled in the office. Minor problems include, but are not limited to, defiance, property maintenance, inappropriate language, technology and dress code violations, she said. Major problems include, but are also not limited to, over defiance, lying and cheating, fighting, property damage, stealing and threatening or abusive language.

When introduced, referrals per-day leaped to an average of 18 in December, but Miller said that as teachers got used to the new system, referrals dropped significantly. Data for January and March had only three and two referrals per day, respectively. February spiked slightly to five per a day, but it was suspected that disruptions in regular scheduling due to snow days attributed to the rowdiness.

“[PBIS is] not an overnight fix or implantation; it will take some time,” said Miller.

Nearly all referrals have been for minor disruptions and minor disrespect, both totaling about 300 referrals since December. All other referrals, most of which were minor, make up hardly one-third of that 300, data showed.

An interesting spike in behavioral problems occurs at and between one and two p.m.

“One o’clock seems to be a bewitching hour at RES,” said Miller, eliciting laughs from the audience.

Miller and Flockhart said that they were still evaluating the issue, and hope to find reasons why RES students are compelled to act out at those times.

During a staff training of 44 persons on February, 30 staff members fully supported PBIS, while 14 supported it with reservations, according to Flockhart.

“This was mandated by priority school districts many years ago,” said Brian Farrell, the director of special services at (JRMS). “We saw inconsistent responses in those."

Miller said the implementation of the program generally shows improvement in behavior over time.

“The districts that have implemented it have noticed a significant improvement in academics and a sign of decrease in behavioral problems,” Miller said.

“If you could make up that two minutes, three, four, five minutes [each school day over the course of the] school year, it does make a difference,” said Diane Martin, the principal of JRMS. “The middle school is interested."

“I’m struck by [PBIS’] simplicity. Any behavior can be folded underneath that umbrella of three behavioral areas of trouble,” said of Schools Michael Cicchetti.

Cicchetti was also enthusiastic that the program could pinpoint bad behavior times during the school day, saying that was “excellent.”

“I applaud you and thank you for your leadership. This is teacher leadership at its best,” Cicchetti said. 

Students also earn “Rocky Raccoon” rewards for demonstrating positive behavior, and those with the most rewards are then treated to a photo op with the Rocky Raccoon mascot.