LA PBS District Planning
2 School-wide Positive Behavior Support District Planning Shawn Fleming La. Dept. of Education (225)
LA PBS District Planning AGENDA PBS Overview District Discipline Data Critical Elements Evaluation Benchmarks of Quality District Planning Self Assessment Action Planning
LA PBS District Planning 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)
LA PBS District Planning Number of Suspensions in Louisiana (in-school and out-of school)
LA PBS District Planning Number of Expulsions in Louisiana (in-school and out-of school)
LA PBS District Planning 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: 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. 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.
LA PBS District Planning 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
LA PBS District Planning Population Educated over Time 1900 : 1950 : 1975 : 2010: ~50% ~6% ~75% ~98%?
LA PBS District Planning Traditional Discipline versus PBS Traditional Discipline: - Focus: Student’s problem behavior - Goal: Stop undesirable behavior - Method: Primarily uses punishment (reactive). Positive Behavior Support: - Focus: Systems perspective to address identified needs - Goal: Academic and social success (replacement skills) - Method: Alters environments, utilizes teaching and instruction, employs reinforcement procedures, (proactive) data management tracking system.
LA PBS District Planning SWPBS is based on co-constructing expectations and teaching them to all.
LA PBS District Planning “Why can’t we finish the last sentence as automatically as we do the others?” John Herner (NASDE President) Counterpoint 1998, p.2 “If a child doesn’t know how to read,we teach.” “If a child doesn’t know how to swim, “If a child doesn’t know how to multiply, “If a child doesn’t know how to drive, “If a child doesn’t know how to behave, we teach.” we……teach!we……punish?
LA PBS District Planning 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
LA PBS District Planning SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence, Academic Achievement, and Safety
LA PBS District Planning 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.
LA PBS District Planning Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
LA PBS District Planning 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
LA PBS District Planning Levels of PBS Adapted from Levels and Descriptions of Behavior Support (George, Harrower, & Knoster, 2003) School-wide –intended for all students, staff, in specific settings and across campus Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior
LA PBS District Planning Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing a Universal System Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff, & Settings 100% of Students
LA PBS District Planning Elements of the School-wide PBS Process Identify discipline/behavioral goals in SIP. School-based leadership team and staff commitment. Ongoing data management and evaluation system Data system that is timely, graphically displayed and user-friendly A few positively stated behavior expectations Expectations defined across environments Lesson plans to teach school-wide expectations Consequences for students and staff To encourage student and staff appropriate behaviors To discourage violations of expectations Monitor, evaluate and modify systemic plan(s) Address the needs of students with chronic, challenging behaviors.
LA PBS District Planning 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”
LA PBS District Planning SYSTEMS Supporting Staff Behavior PRACTICES Information Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Center for Positive Behavior Interventions and Supports (2002)
LA PBS District Planning Center for Positive Behavior Interventions and Supports (2002) School Leadership Team Systems Staff Communication and Motivation Evaluation District Coordination and Facilitation
LA PBS District Planning SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Center for Positive Behavior Interventions and Supports (2002)
LA PBS District Planning Establishing a Data-based Decision-making System Data System Definitions Referral FormReferral Process
LA PBS District Planning 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
LA PBS District Planning 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
LA PBS District Planning Discipline Data Elements and Output Graphical displays of Average referrals per day per month Referrals by problem behavior Referrals by location Referrals by time Referrals by student Referrals by staff
LA PBS District Planning WHAT
LA PBS District Planning WHEN
LA PBS District Planning WHEN
LA PBS District Planning WHERE
LA PBS District Planning Referrals per Student WHO
LA PBS District Planning SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Center for Positive Behavior Interventions and Supports (2002)
LA PBS District Planning PRACTICES Supporting Student Behavior Principles of Behavior Expectations Reinforcement System Teaching Rules/Setting Interventions for Rule Violations
LA PBS District Planning SWPBS Critical Elements PBS Team Faculty Commitment Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Expectations & Rules Reinforcement System Lesson Plans Developed (Expectations/Rules Taught) Implementation Plan Crisis Plan Evaluation
LA PBS District Planning SWPBS Benchmarks of Quality Team Member Rating Form Benchmarks cover Product Process Actions SWPBS Team members independently rate each item In Place Needs Improvement Not in Place Facilitator collects and tallies frequency of responses for each item
LA PBS District Planning Timeline for Completing the Benchmarks of Quality of SWPBS When to complete? Within 3-6 months after completing SWPBS training Every Spring (April/May)
LA PBS District Planning Using the Benchmarks of Quality of SWPBS What to do with the results Identify areas for improvement School District State Identify successes to celebrate Share with La. Department to guide state collaboration and planning
LA PBS District Planning V. P. Elementary January 2005 (6 months implementation)
LA PBS District Planning F. Jr. H.S. January 2006 (5 months implementation)
LA PBS District Planning ZES Feb Benchmarks
LA PBS District Planning Horseshoe Drive Elementary January 2005 (1 year)
LA PBS District Planning Horseshoe Drive Elementary SET Scores 2003 & 2005
LA PBS District Planning St. John Parish SWPBS Benchmark Scores (January 2005)
LA PBS District Planning Results from PBS Buying back instructional time. Environments where teachers want to teach and students are ready to learn.
LA PBS District Planning La. Freshman High School SWPBS Implemented Jan. 2004
LA PBS District Planning La. Freshman High School SWPBS Implemented Jan. 2004
LA PBS District Planning – 2004 School Year School Year Afternoon Detention 3 Days per Week 75 – 90 Students Afternoon Detention 2 Days per Week 30 – 50 Students Friday Clinic Every Friday 14 – 20 Students Friday Clinic Once a month Students
LA PBS District Planning Attitude Survey - Respect Before PBS in Jan. ‘04 & 6-weeks into PBS Level of RESPECT Student Response Teacher Response Between Students 25.5% Better since PBS 53.0% Better since PBS Between Students & Teachers 35.6% Better since PBS 76.5% Better since PBS Between Teachers 23.6% Better since PBS 53.9% Better since PBS
LA PBS District Planning La. Freshman High School
LA PBS District Planning Buying back instructional time By decreasing office discipline referrals and suspensions, the equivalent of approximately 200 days of instructional time was recaptured for students attending Denham Springs Freshman High School. Creating an environment that is conducive to learning
LA PBS District Planning Result of Student Problem Behavior Frequency of Incidents
LA PBS District Planning
LA PBS District Planning Began implementing PBS Student Wasted (i.e., non-instructional) Days 60% reduction!
LA PBS District Planning School Attendance Change to SWPBS Demonstration Sites vs. Comparison Schools
LA PBS District Planning Average SPS Growth of SWPBS Demonstration Sites and Their Respective Districts
LA PBS District Planning Mean Points of Change in SPS Scores from 2003 to 2005
LA PBS District Planning PBS Schools vs. Non-PBS Schools with change in SI
LA PBS District Planning In-School Suspension Rates
LA PBS District Planning Out-Of-School Suspension Rates
LA PBS District Planning In-School Expulsion Rates
LA PBS District Planning Out-Of-School Expulsion Rates
LA PBS District Planning In Summary, The Process For School-wide PBS Includes… A clearly stated, positive purpose Set of positively stated behavior expectations Procedures for teaching school-wide expectations Continuum of procedures for encouraging students to display expected behaviors A continuum of procedures for discouraging violations of school-wide expectations Method of monitoring implementation and effectiveness
LA PBS District Planning Results of School-wide PBS When PBS strategies are implemented school- wide, students with and without disabilities benefit by having an environment that is conducive to learning All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners
LA PBS District Planning Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Secondary Systems Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~ 80% of Students ~15% ~5%
LA PBS District Planning Classroom Management Systems Classroom-wide positive expectations classroom routines & cues Taught & encouraged Teacher-Student Interaction High rate of positive interactions 7 positive : 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors
LA PBS District Planning Nonclassroom Systems Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement provided by all staff
LA PBS District Planning Targeted At-Risk Student Approaches to Intervention Behavior Education Program (BEP) Verbal De-escalation Training Social Skills Training Conflict Resolution Training Anger Management Training
LA PBS District Planning Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Individual Systems : - ~ 80% of Students ~15% ~5% Tertiary Prevention Specialized Individualized Systems for Students with High-Risk Behavior
LA PBS District Planning Center for Positive Behavior Interventions and Supports (2001)
LA PBS District Planning Individual Student System Behavioral expertise at school &/or district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations
LA PBS District Planning State/District Elements Leadership Team/Commitment Coordination Funding Visibility Political Support Training Capacity Facilitator Capacity Demonstration sites Evaluation
LA PBS District Planning PBS Organizational Logic Leadership Team Funding Visibility Political Support Training Facilitating Evaluation Coordination SWPBS Demonstration Sites
LA PBS District Planning Activity Complete the PBS Implementation and Planning Self-Assessment District Team Self Assessment
LA PBS District Planning 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
LA PBS District Planning 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
LA PBS District Planning Visibility Dissemination strategies to keep stakeholder aware of activities and accomplishments Websites, newsletters, etc. Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments
LA PBS District Planning 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
LA PBS District Planning 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
LA PBS District Planning 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
LA PBS District Planning 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
LA PBS District Planning Demonstration Sites At least 10 schools identified as demonstration sites of process and outcomes Initial implementation of small number of schools is recommended
LA PBS District Planning 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
LA PBS District Planning Next Steps Selection of Core Team Selection of Advisory Committee Schedule of Meetings of Core team Self Assessment Develop 3-year plan Identify personnel/resources Develop evaluation plan