1. Introduction to Schoolwide Positive Behavior Intervention Supports L. Spraggins Behavior Consultant Region 14 Education Service Center lspraggins@esc14.net

2. Introduction to Schoolwide PBIS: Agenda Overview of TBSI and Background –School Discipline Challenges –What is Schoolwide Positive Behavior Support? –State and Federal Legal Background –Texas Behavior Support Initiative Discuss school discipline challenges and practices Describe Schoolwide PBIS practices Describe SWPBIS outcomes: does this work?

3. The Texas Positive Behavior Intervention Support Initiative is… Knowledge and skills on the use of positive behavior supports for all students, including those with disabilities Schoolwide, classroom and individual systems of support Data collection tools to inform decision- making for program improvement

4. Foundation for PBIS National –IDEA, 1997 –No Child Left Behind, 2001 –Surgeon General’s Report, 2001 –Minority Students in Special and Gifted Education, 2002 –Twenty-third Annual Report to Congress, 2002 Texas –Critical Issues Paper, 1997 –TX Behavior Network, 1998 –TX Improvement Planning, 2001 –Personnel Needs Survey, 2001 –Senate Bill 1196, 2001 –TBSI, 2002 and 2004

5. Rational for PBIS Schoolwide Performance Based Monitoring Analysis System Indicator 16 DAEP Placements Indicator 17 In School Placement Indicator 18OSS

6. Rational for PBIS Schoolwide State Performance Plan 4a: Percentage of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year

7. Rational for PBIS Schoolwide State Performance Plan 4b: Percentage of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days by race and ethnicity 2009- 2010

8. PEIMS Code 21 Violation of Code of Conduct Incident Subtotal 629 Remember every incident takes 15- 20 minutes from instructional time and administrative time

9. School Discipline Challenges Challenging Behaviors –Exist in every school and community –Vary in intensity and frequency –Connect with a variety of risk factors –Led to academic and social deficits

10. You know that… Academic and social failures are related...students with problem behavior typically experience academic and social- behavior deficits Academic failure is among the most powerful predictors of antisocial behavior

11. Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary Grades Kent McIntosh University of Oregon 40

13. School Challenges Predict Life Long Challenges Startling Statistics for Students with Learning and Behavior Challenges: -27% drop out rate for students with learning disabilities -50% drop out rate for students with emotional disturbance -70% arrest rate within three years of leaving school for students with academic and social failures

14. Collaborative for Academic, Social and Emotional Learning www.casel.org

15. Researchers are now documenting impacts of SEL on the adult school community: Teacher retention (Murray) Relational trust (Bryk & Schneider) Improved instruction (Rimm- Kaufman)

16. What Does the Research Tell Us About Academic Impacts? Zins, Weissberg, Wang, and Walberg (2004) summarized growing evidence-based support for improvements in: Attitudes (motivation, commitment) Behavior (participation, study habits) Performance (grades, subject mastery)

17. Impacts: SEL & School Attitudes Stronger sense of community (bonding) and view of school as caring Higher academic motivation and educational aspirations Better understanding of consequences of behavior Able to cope more effectively with school stressors More positive attitudes toward school and learning

18. Impacts: SEL & School Behaviors Greater effort to achieve More classroom participation/higher engagement Fewer absences; maintained/improved attendance On track to graduate; fewer drop-outs More prosocial behavior Reductions in aggression and disruptions Lower rate of conduct problems Fewer suspensions

19. Impacts: SEL & Academics Improved math, language arts, and social studies skills Increases in performance over time Higher achievement test scores and/or grades Better problem solving and planning More use of higher level reasoning strategies Improved non-verbal reasoning

20. Breakthrough CASEL Research Collaborative for Academic, Social and Emotional Learning conducted by Joseph Durlak of Loyola University and Roger Weissberg of CASEL and the University of Illinois (2005), Meta-analysis of 270 studies shows: SEL instruction --> 14% increase in achievement test scores

21. Texas Collaborative of Social and Emotional Development www.txceds.org

22. Common Response to Behavioral Problems Increase monitoring and supervision of the student Restate rules Apply sanctions: – Refer to office – Suspend – Expel

23. Sanctions Produce Immediate, Short-Lived Relief –Remove student –Relieve ourselves and others –Assign responsibility for change to student &/or others (family) –Displace the problem elsewhere PBMAS DATA

24. False Sense of Effectiveness Schools that use sanctions alone, have more antisocial behavior than those that use positive behavior supports (Mayer,1991; Skiba & Peterson,1999) –Vandalism, aggression, truancy, dropout Punishment impairs child-adult relationships and attachment to schooling Punishment weakens academic outcomes and maintains the antisocial trajectory

25. Reflection Does your school discipline process: –Teach replacement behaviors or alternative ways to behave? –Help students accept responsibility? –Place high value on academic engagement and achievement? –Focus on restoring the environment and social relationships in the school?

26. Look at what you have in place already

27. PBIS Schools Shared values regarding school mission and purpose (administration, staff, families, students) Clear expectations for learning and behavior Multiple activities designed to promote pro-social behavior and connection to school traditions A caring social climate involving collegial relationships among adults and students Students have valued roles and responsibilities in the school

28. What is PBIS? Systemic approach based on an extensive body of evidence-based practices Prevention, rather than punishment-based Focus on teaching academic, social, and behavioral expectations Emphasis on culturally appropriate practices

29. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support Systems OUTCOMES Social Competence & Academic Achievement

30. What Does Schoolwide PBIS Look Like? Representative school team Core teams should include: –Campus administrator or designee –General and special education personnel –Other personnel or stakeholders (e.g., related service staff, staff, parent, school resource officer) Campus level core team training required

31. Readiness- Handout Establishment of district commitment to implement a process to support the whole child Incorporate in the District Improvement Plan Commitment to enhance the educational community with new staff that will make the same commitment to ensure sustainability District establishment of guidelines for accountability systems for campuses District level leadership to support the process

32. Nuts and Bolts Team needs a minimum of 36 hours for planning The coach serves as both a trainer and a facilitator in the process Three options for training/support: External coach Internal coach models

33. Nuts and Bolts Administrative presence is required at meetings Establish a mission/theme/motto Conduct surveys and the evaluation of a variety of data sources Develop a system to use office discipline referral and other data to make decisions Prioritize the behavioral needs and the areas in the school

34. Essential Practices of PBIS Set schoolwide behavior expectations Regularly teach expected behavior (Lesson Plan) Consistently recognize expected behavior Positively reinforce students behaviors Reinforce consequences consistently Standard Operating Procedures Actively monitor students

35. How Do I Know My School is Implementing Schoolwide PBIS? Behavior skills taught 20+ times/year Students actively supervised Students acknowledged frequently –5:1 postive:negative interactions More than 80% students & adults can describe school-wide expectations –Safe, respectful, responsible Benchmarks of Quality (BOQ)

36. Honey Island Elementary School PBIS School Wide Expectations

37. Each Teacher will have a CHAMPs board, expectations, goals, and consequences posted in the classroom.

39. Reward System Not bribing students Increases the likelihood of the behavior occurring As adults we are constantly being reinforced everyday

40. Amarillo Independent School District Palo Duro High School April 3, 2011 ESC 14 Field Trip Drew Daniel

41. Campus Buy In We selected a core group of believers that represented the entire campus population. (math, science, etc.) This group then promoted our D-Force concept in their respective departments which allowed for more honest and authentic discussions. All work was done for them. (Videos, posters, etc.) We gave all staff a D-Force t-shirt to promote unity.

42. Campus Buy In Change in campus mindset Distribution of incentives is done by the teachers. The staff received appreciation lunches at the end of each semester.

43. Tier One: School-wide All Staff, all students Proactive & preventative Structural & procedural Effective for 80-90% of students

44. Data

48. Data Based Decision Making Intensive ( Individual ) Targeted ( Classroom ) School-Wide Academic SystemBehavioral System 1% to 5% 5% to 10% 80% to 90%

50. Does PBIS Work? Lucky High School –In the beginning… “Low performing” school High drop out rate School crime 60% low income/poverty Frustrated staff Attendance and tardy problems

51. What are They Up To? PBIS team established and maintained (four years) School expectations set, rule teaching plan, teaching schedule PBIS Handbook developed –Rules –Lesson plans –Increase consistency among adults www.Swis.org system in place to track discipline referralswww.Swis.org Involve students –Leadership activities –School plays

53. Nine School Study Sprague, Walker et al. (2001) Schoolwide PBIS plus Second Step Violence Prevention: –One Year Implementation –Baseline to Treatment –Treatment to Comparison Six elementary and three middle schools

54. Second Step Violence Prevention Curriculum Higher order social skills: –Empathy –Anger Management –Problem Solving conflict resolution dealing with bullies responsible decision making

56. A Region 14 School Campus Data Office Discipline Referrals 04-051286Acceptable 05-06979Recognized 07-08676 08-09400 Within approximately +/- 15 OFD

57. Benefits of PBIS The District can support the 3- tier model and use the Benchmarks Of Quality as the measurement of implementation fidelity “Not a program in a box” or “One size fits all” the process allows campuses to use their culture to be infused into the process Process can be used from Headstart -12 th grade

58. Benefits of PBIS The PBIS process enables campuses to keep those processes that work and to infuse them into the 3-tier model. This enables campuses to provide “added value”, structure and cohesion to the existing programs

59. Benefits of PBIS Low cost compared to packaged programs Most schools use funds to: –Printing for new referrals –Materials and printing for signs and posters –Data collection tools i.e. RAMP, SWISS –Tangible positive reinforcers or donations

60. Benefits of PBIS Not just looking at one facet of the campus but, every area that the team may want to explore and improve i.e. classroom, hallway, and playground. The team can look at attendance, or tardies, All decisions are based on campus data Addresses the various needs of the students Embedded in the process is the opportunity for teacher/staff “buy in” activities to increase the likelihood of

61. Schoolwide PBS 61 Region 14 PBIS Super Stars Abilene ISD Albany Nancy Smith Merkel Elementary Merkel Middle Cisco Elementary Sweetwater ISD

62. Resources University of Southern Florida http://flpbs.fmhi.usf.edu/ Illinois PBIS http://www.pbisillinois.org/

63. Next Steps If your school is interested… 1.Create a team or identify two campus coaches 2.Register to attend the coaches trainings or send teams(3-4 days) to trainings, TBA. 3. Contact Lisette Spraggins at 325-675-8676