• PARR is an approach to changing school systems that is also known as Positive Behavior Support (PBS). To efficiently improve behaviors, academics, and school climate, we gather information continuously to evaluate what is going well and what needs to be improved. We always use data like attendance information or discipline referral numbers to help us make decisions.
• We first target school-wide (universal) issues such as clarifying and teaching expectations for behavior, improving or creating school policies, improving curriculum, and increasing communication between students, staff, and administration. We also find ways to reward students and staff who help us meet goals and improve behaviors.
• Once we have these universal improvements in place and running smoothly, we will look at secondary levels of support, for groups of students who are still not meeting behavior, academic, and attendance expectations. We design intervention systems for those students based on what we think might be causing the problems. We are just beginning our secondary supports process through a pilot in our freshman SLC houses.
• Students who are not responding to universal and secondary level supports will need extensive tertiary level intervention. Our counseling department, social worker, outside support services, and/or special education team may become involved at this point. Plans for a tertiary level support system are in the works.
Why PARR ?
Monday, December 27, 2010
Last Updated on Monday, December 27, 2010
PARR was developed from the concerns of staff and students regarding the climate of the building.
It is designed to improve:
*Safety issues
*Respect throughout the building
*Behavior
*School wide policies
*Attendance
*School Morale/ Spirit
Resources
Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K.,
Kasper, B., Hicks, K., Culos, C., & Sailor, W. (in press). School-wide application
of urban high school positive behavior support: A case study. Journal of Positive
Carr, E., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W.,
Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive Behavior
Support: Evolution of an Applied Science. Journal of Positive Behavior Interventions,
4(1).
Horner, R., Dunlap, G., Koegel, R., Carr, E., Sailor, W., Anderson, J., Albin, R., &
O'Neil (1990). Toward a technology of "Nonaversive" behavior support. Journal of the
Association of Persons with Severe Handicaps, 15(3).
Leedy, A., Bates. (2004). Bridging the Research-to-Practice Gap: Improving Hallway
Behavior Using Positive Behavior Supports. Behavioral Disorders, 29(2).
Office of Special Education Programs (U.S. Department of Education). (2002). School-
wide Positive Behavior Support: Implementers' Blueprint and Self-Assessment.
www.pbis.org: Center on Positive Behavior Supports.
Acknowledgement
Monday, December 27, 2010
Members of the acknowledgement committee are responsible for creating, implementing, and monitoring ways to acknowledge people who do the right thing here at Foreman. The PARR committee tries to find many different ways to thank people who contribute to a positive school climate, staff and students alike.
Student acknowledgements
• Buzzy Bucks – small blue cards given to students at random when they are “caught” being Productive, Appropriate, Responsible, and Respectful. Buzzy Bucks can be saved up and cashed in at our school store any day after school from 2:45 to 3:00. Items in the store include snacks, candy, school supplies, and Foreman spirit gear like T-shirts and knit hats
• Attendance prizes – goodie bags, raffle entries for prizes, admission to special functions, or other small “thank you” tokens a few times per year for students who meet our attendance goals
• Birthday cards – every student gets a birthday card and pencil, as close to their birthday as our acknowledgement committee can muster!
• School-wide celebrations – if we meet discipline, attendance, and/or academic goals as an overall school, we have a large celebration once or twice per year. Typically it is a cookout toward the end of the school year.
• Winners of our division challenges (see information regarding the teaching committee) win prizes including a traveling trophy and a pizza snack on their way out of school.
Staff acknowledgements
• Occasionally we pull Buzzy Bucks for a raffle. Both the student and the teacher on the winning ticket receive a small prize.
• The PARR committee plans a thank you lunch for staff once or twice a year as we meet goals toward school improvement.
• Our administrators choose target time periods where we need extra supervision in the halls. They have developed tickets for staff members similar to Buzzy Bucks that are entered in raffle drawings for prizes.
Buzzy Bucks can be redeemed for school supplies, Foreman apparel and snacks at the FHS DEPOT located next to the main office. FHS DEPOT will be open after school everyday from 2:45-3:00pm.
How does a student earn a Buzzy Buck?
(PARR) Productive, Appropriate, Respectful, and Responsible
The main purpose for the use of Buzzy Bucks is to encourage and recognize desired positive behaviors that are “out of ordinary”
RECOMMENDATIONS
Situation: Teacher recognizes a couple of students who are on task and “productive”, when the rest of the class seems to be unsettled.
Situation: Class is distracted by a disruption in the hallway, teacher recognizes the few student who remain in their seats and on task, demonstrating “appropriate” response to disruption.
Situation: You observe a student assisting staff or another student in a positive way. Student is showing a genuine “respectful” concern of others.
Situation: Teacher recognizes students who showed “responsible” behavior, when they asked a classmate for the assignments they Missed, before the class starts.
Teacher/Staff will establish their own “best” method of distributing the actual Buzzy Bucks, so that it best fits their classroom management/ organizational needs.
Please try to be consistent in your distribution method, to help maintain the credibility and value of the Buzzy Bucks.
Data
Monday, December 27, 2010
Last Updated on Thursday, December 30, 2010
Members of the data committee are responsible for creating, sharing, and updating our attendance and office discipline referral data. The PARR committee tries to find many different ways to communicate our school specific information to the faculty and staff. This office discipline referral data is also used in our teaching and communications teams to create lesson plans and other incentive activities geared towards the re-teaching of needed expectations. Our attendance data is also used to select groups of students for different incentive opportunities through out the year. The attachments below are some of the ways that our data team has organized, and shared our consistently changing data.
The File Labeled "SET" below is our SET (School Evaluation Tool) data which is taken each year. Our partners from Loyola University and the Illinois Positive Behavior Support Network come to Foreman and randomly survey staff and students to find out how well we are implementing PARR. Schools that reach a score of 80 percent in teaching expectations to students and 80 percent overall see the biggest changes in behavior and school climate.
In the 07-08 school year we reached the 80/80 level on the SET. As of the 08-09 school year our universal systems are at 70/80 level of implementation, most likely due to new staff members who were surveyed. We are aggressively working with new members and all faculty and staff to bring new life and interest to the systems that we have in place.
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