Positive Behavioral Support: Developing Sustainable Supports for All Students Shawn Fleming Wendy Lafleur Giselle Juneau

AGENDA  PBS Overview  District Planning Critical Elements  District Presentations  Evangeline Parish, Wendy Lafleur  St. John Parish

Why Focus on Discipline in LA?  According to the NAEP background survey administered in 2003: 44 % of school officials reported that classroom misbehavior of 8 th graders was a moderate or serious problem (LA Ranked 47 out of 51) 19 % of school officials reported that physical conflicts among 4 th graders were a moderate or serious problem (LA Ranked 50 out of 51) 26 % of school officials reported that physical conflicts among 8 th graders were a moderate or serious problem (LA Ranked 47 out of 51)

Traditional Discipline vs. PBS  Traditional Discipline:  Focused on the student’s problem behavior  Goal was to stop undesirable behavior, through the use of punishment.  Positive Behavior Support:  Replaces undesired behavior with a new behavior or skill.  Alters environments,  Teaches appropriate skills, and rewards appropriate behavior.

Number of Suspensions in Louisiana (in-school and out-of school)

Number of Expulsions in Louisiana (in-school and out-of school)

Juvenile Justice Reform Act (1225) 79 of the 143 legislators co-authored this bill that was unanimously passed “The legislature hereby finds and declares that: 1)the good behavior and discipline of students are essential prerequisites to academic learning, the development of student character, and the general, as well as educational, socialization of children and youth. 2)Bad behavior and lack of discipline in many schools of the state are impairing the quality of teaching, learning, character development, and, in some schools, are creating real and potential threats to school and public safety.

Juvenile Justice Reform Act (1225)  Subpart C-1 The Education/Juvenile Justice Partnership Act legislated that:  BESE would formulate, develop and recommend a Model Master Plan for improving behavior and discipline within schools that includes the utilization of positive behavioral supports and other effective disciplinary tools  each city, parish, and other local public school board should be responsible for the develop of school master plans for supporting student behavior and discipline based upon the model master plan developed and approved by BESE

SWPBS is a process that:  Establishes an effective and efficient system to address behavioral issues.  Utilizes proactive educational positive practices that support success.  define, teach, and support student and staff appropriate behaviors  Relies on data-based decisions to target interventions and evaluate progress.

SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence, Academic Achievement, and Safety

Positive Behavior Support is…  A collaborative, assessment-based approach to developing effective interventions for problem behavior  Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes  Aim is to build effective environments in which positive behavior is more effective than problem behavior

Features of School-wide PBS (Sugai, 2001)  Create a continuum of behavior supports from a systems perspective  Focus on behavior of adults in school as unit  Establish behavioral competence  Utilize effective, efficient & relevant data-based decision-making systems  Give priority to academic success  Invest in research-validated practices  Arrange environment for “working smarter”

Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

Academic Systems Behavioral Systems Blended Initiatives 5-10% Targeted Group Interventions Targeted students Targeted Group Interventions Targeted students 5-10% Intensive, Individual Interventions Specific students 1- 5% Intensive, Individual Interventions Specific students Universal Interventions All students 80-90% Universal Interventions All students Dr. George Sugai, Co-Director Center on PBS

Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff, & Settings 100% of Students Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing a Universal System

What does PBS look like? SW-PBS (Universal)  SWPBS Team meets regularly  Administrators are active participants  Data-driven school-wide decisions regarding behavior  Behavior is indicated as an objective on the School-Improvement Plan (SIP)  All members and staff are:  Able to identify team leader  Involved with the development of school-wide plan

What does PBS look like? SW-PBS (Universal)  3-5 Positively Stated School-wide Expectations  Taught to all students: >80% of students can state the School- wide expectations  Reinforcement System encourages students following expectations  Teachers/staff are reinforced for implementing plan  Positive adult-to-student interactions exceed negative  Effective consequences for rule violations  Problem behavior is addressed through function-based interventions

PBS is Data Driven  Implementation Evaluation  Does the team assess implementation of PBS elements?  Are team activities guided by assessment and other data sources?  Assessment of Goodness-of-Fit and/or Social Validity of Interventions  Problem Identification and Outcome Evaluation  Office Discipline Referrals  Suspensions/Expulsions  Student/Teacher absenteeism and drop-out rates  Academic performance

School-Level Data Based Decisions  Data systems initially designed to meet state & district needs  In this day of accountability schools need access to meaningful information - School Improvement  Graphical displays  Timely  User friendly

Specific Data Needed to Answer Questions  Who?  Are there many students receiving referrals or only a small number of students with many referrals?  What?  What problem behaviors are most common?  When?  Are there specific times when problems occur?  Where?  Are there specific problem locations?

WHAT

WHEN

WHERE

Referrals per Student WHO

SWPBS Critical Elements  PBS Team  Faculty Commitment  Effective Procedures for Dealing with Discipline  Data Entry and Analysis Plan  Expectations & Rules  Reward/Recognition Program  Lesson Plans Developed (Expectations/Rules Taught)  Implementation Plan  Crisis Plan  Evaluation

State/District Elements  Leadership Team/Commitment  Coordination  Funding  Visibility  Political Support  Training Capacity  Facilitator Capacity  Demonstration sites  Evaluation

PBS Organizational Logic Leadership Team Funding Visibility Political Support Training Facilitating Evaluation Coordination

Leadership Team  Broad Representation of Stakeholders  Administration  Regular Education  Special Education  Families  Mental Health  Determine number of schools to involve  Complete Self-assessment  Complete 3-5 year prevention-based action plan  Defines regular meeting schedule and process

Funding  Stable funding sources cover at least 3 years of activities  General Fund  Grants only to support start-up  Collaboration from multiple funding sources  Safe/Drug Free  Title I, IV, etc.  IDEIA

Visibility  Dissemination strategies to keep stakeholder aware of activities and accomplishments  Websites, newsletters, etc.  Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments

Political Support  Student social behavior is among top five goals for the political unit  Leadership team reports to the political unit at least annually on activities and outcomes  PBS policy statement developed and endorsed  Participation and support by administrators

Training Capacity  Establish Trainers to build and sustain SWPBS practices  Demonstrated fluency with key concepts/features, practices and systems  Participation in trainings  Demonstrated success with training adults  Experience with examples of implementation of SWPBS from multiple schools

Facilitator Capacity  Facilitator support network that builds and sustains SW-PBS  Organization of personnel and resources for facilitating, assisting, maintaining, and adapting local school implementation efforts  Facilitators available at least monthly for emerging teams and quarterly for established teams

Coordination  FTE  Manages day-to-day operations  Knowledgeable about:  SWPBS practices and systems  Organizational change strategies  Assessment –based action planning  Coordination, facilitation and training  Regular program evaluation strategies

Demonstration Sites  At least 10 schools identified as demonstration sites of process and outcomes  Initial implementation of small number of schools is recommended

Evaluation  Process for assessing  Extent that teams use SW-PBS  Impact of SW-PBS on student outcomes  Extent that the leadership’s action plan is implemented

Evangeline Parish PBS District Team, Plan and Activities  Wendy LeFleur

Evangeline Parish

District Wide Perspective Attendance “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave………” If we can’t reach, how can we teach? Children need to be IN SCHOOL!!! Behavior What do we do with students who are in school but are having problems? Throw them out???? Teach Replacement Skills

District Wide PBS Leadership Team  Superintendent  (Child Welfare & Attendance Supervisor)  (Elementary Curriculum Supervisor)  (Administrator of Curriculum & Instruction)  (Deputy Administrator for Desegregation)  (Supervisor Special Education)  (Title I Supervisor)  Piloted (Administration 5-12th)  Pilot (Administrative Representative PreK-4th)

District Wide PBS Plan Coordination Interrelated facets of students Funding  Special Education (Early Intervention)  Title I Non-Uniform Days Time Donations Attendance Achievement Behavior

District Wide PBS Plan  Political Support (Mandated by Juvenile Justice Reform Act 1225) Superintendent (Located in SIP) School Board Members (Stated that they were not giving High School students a lollipop) Principals  Visibility Supervisors Principals Piloted at VPL success District Wide Mandates

District Wide PBS Plan  Training Capacity One facilitator (Helped to form PBS Teams at 11 different school sites & was instrumental in the implementation of programming) Now –  Supervisor of Special Education  Child Welfare & Attendance Supervisor Future –  Other Supervisors  Competent Assistant Principals

District Wide PBS Plan Evaluation  Self-evaluation reports (JPAMS)  Parish Discipline Statistics  Test Scores Results (We are still setting up some schools!)

District Wide Outcomes ReferralsSuspensionsExpulsions Variance

District Wide PBS Plan MHS (12 th -5 th ) School Count Referrals Suspensions Expulsions94

Summary of Number of Referrals & Suspensions by School (Along with Student Count) BHSMHSPPHSVPHS Referrals Suspensions Student Count

Summary of Number of Referrals & Suspensions by School (Along with Student Count) BCECEECMEVEVPEWW S Referrals Suspensions Student Count

District Expulsions (by Grade)  Now we can target behaviors, set up interventions, track and evaluate the successfulness of programs.

St. John Parish PBS District Team and Plan

6/20/20033 West Feliciana Washington St. Tammany Tangipahoa St. Helena Livingston Coupee Pt. East Avoyelles East Baton Rouge W. Iberville Orleans St. John St. Charles St. Bernard Plaquemines Jefferson Ascension St. James s Assumption Lafourche St. Mary Terrebonne BeauregardAllen Calcasieu Cameron Jefferson Davis Evangeline St. Landry Acadia Vermilion Lafayette St. Martin Iberia Vernon Rapides Winn Grant LaSalle Catahoula Concordia Caldwell Natchitoches Caddo Bossier Red River DeSoto Sabine Webster Bienville Claiborne Lincoln Jackson UnionMorehouse Ouachita Richland Franklin Tensas Madison Carroll WestEast St. John Parish