State-wide PBS Evaluation: How Does Your School Compare? Session 26

Cecil J. Picard Center for Child Development & Lifelong Learning The Cecil J. Picard Center for Child Development was established in 2005 at the University of Louisiana at Lafayette. Our mission is to improve Louisiana by focusing on its children. The Center’s is dedicated to providing high-quality, rigorous evaluations of programs that addresses learning from birth to adulthood. The Center is proud to partner with many state agencies, including the Department of Education. Our Center’s work with DOE includes the evaluation of the implementation of Positive Behavior Support.

Evaluation Focus School-wide Evaluation Tool and Benchmarks of Quality Correlation Analysis Behavioral Characteristics Academic Characteristics Risk and Protective Factors Characteristics PBS Current State of Implementation Surveys (District and School Level)

Positive Behavior Support Schools Trained by the end of the School Year

890 out of 1447 schools were trained in universal PBS by the end of the school year

School-wide Evaluation Tool Most sampled schools had strengths with monitoring and district support and had difficulty with the violations system and expectations taught.

School Wide Evaluation Tool The more experience a sampled school has with universal- level PBS, the better the school is at implementation.

Correlation Analysis This graph indicates that there is statistical significant correlation between School-wide Evaluation Tool scores and Benchmarks of Quality scores.

Behavioral Characteristics: Suspension Rates, & ISS rates declined only in cohort 3. The largest increase occurred in cohort 2.

Behavioral Characteristics: Suspension Rates, & A different pattern emerged for OSS rates. All cohorts had a reduction in out-of-school suspensions. Cohort 1 had the largest reduction.

Academic Characteristics: Attendance Rates for Cohorts 1 and 2 Attendance rates for cohorts 1 and 2 have generally increased. Attendance rates for schools in cohort 1 increased significantly during years one and two of implementation. From the data collected for , there was no discernible correlation of PBS implementation to academic outcomes on test scores.

Risk & Protective Factors Rewards for pro-social behaviors protective factor increased in grades 8, 10, and 12 in cohort 2.

Example of CCYS Pro-Social Questions My teachers praise me when I work hard in school. The school lets my parents know when I have done something well. Forced choice response: NO!; no; yes; YES!

Risk & Protective Factors Academic failure risk factor decreased for each grade level in cohort 2.

Example of CCYS Risk for Academic Failure Questions Over the past year how often did you: 1.Enjoyed being in school? 2.Hate being in school? 3.Try to do your best work in school? Forced choice response: Never; Seldom; Sometimes; Often; Almost Always.

Policy Brief After six years of training, approximately 60% of Louisiana public schools have been trained in universal-level school-wide Positive Behavior Support. The current research and program evaluation has not found a statistically significant correlation between PBS training and lowered behavior incidence rates (suspensions and expulsions) at the state level. At the state level, special education students are suspended at a higher rate than the overall state suspension rate. However, the special education rates are trending downward, while the overall state suspension rates are trending upwards.

Guiding Questions for Comparison 1.ODR Reports –A powerful tool for data-driven decision making. –A tool to measure the effectiveness of universal-level PBS in your school. –How does your school use ODR data? 2.BOQ –A self-assessment tool to evaluate universal-level PBS at your school. –How does your BOQ score compare with the state average? –What are the strengths and weaknesses of PBS at your school? –How does your school utilize the BOQ?

Guiding Questions for Comparison 3.Sustainability of PBS Team –Your PBS team is a vital part of PBS implementation and the analysis process (e.g. data, BOQ, etc). –Administrative, faculty and student turnover can have adverse effects on your team. –What steps does your PBS team have in place to ensure sustainability?

Please complete evaluations State-wide PBS Evaluation: How Does Your School Compare? Session 26 Ray Biggar

Contact Information P.O. Box 42730, Lafayette LA Phone: Fax: Holly Howat, Ph.D., CCC-SLP Ray Biggar, M.S