Goal: School staff communicate school wide behavior expectations that are understood and met by students.
|79% of student had no office behavior referrals this year.
|91% of students had 0-2 office behavior referrals this year.
There is definitely some room to improve here. Our Positive Behavior Support Team– Positive Foundations, will analyze all of this information and set goals for improvement in the coming year.
A climate of positive behavior is essential if students are to learn and grow. Airport Heights continues to emphasize behavior and climate in our daily work and efforts to make sure that the school is safe, and a great place for kids and families.
We had some ups and downs in our behavior this year and during the 2nd semester saw fit to begin a multi-year process to revamp our behavior management structure at the school. Because of some of the changes that we made, the data here is not entirely consistent with the reports from other years. In the future, we believe that the changes will allow us to more effectively target and address areas of concern and maximize instruction at the school.
In 2014-2015 the school staff determined 5 priorities in dealing with behavior at the school:
Change student behaviors
Increase Learning Time
Teach that actions have consequences
Affirm the unified expectations of our staff
How did this year stack up against others?
Airport Heights office behavior referrals 2011-2015.
We started strong this year, with the lowest number of referrals in 4 years. Then as the year progressed we started see some issues arise and by the 3rd quarter we were ahead of our average (we want to be below).
The year ended on par with other years.
We are focused on improving behavior at Airport Heights. This is a priority for the 2015-2016 school year.
Changing the way we look at behavior
Starting in January, we shifted out referral process to include two levels of behavior.
Level 2– Behaviors that are administered at the classroom level. These can range from minor pushing incidents and horseplay to poor language, to being off task. Any time a student loses learning time due to a behavior, we try to record it with at least a Level 2 referral.
Level 3– These are more significant behavior like fighting, continuing harassment, stealing, or any time a teacher assesses the situation to be out of control.
|89% of students had NO Level 3 referrals this year.
|94% of students had 0-1 Level 3 referrals this year.
|98.5% of students had 0-4 Level 3 referrals this year.
Losing Class Time
One of the reasons we changed the way we look at behavior is so we can measure how much learning time is being lost by poor student behavior choices.
Here is what we found out when we added the Level 2 behavior referral in January:
2014-2015 Level 2 & 3 Referrals (Note: 1st and 2nd Quarter are estimates based on the former system data.)
Note the 93 Level 2 behaviors in the 3rd quarter. This means that students missed some part of class 93 times. That’s a lot of lost learning.
The good news is that the awareness of this situation will help us use our resources to improve the time that students are in class learning and improve the climate for all students.
Our school is now using the Safe and Civil School Foundations to improve school wide positive behavior support. This is a multi-tiered platform that will guide our teams on a path of continuous improvement for many years.