1. LA PBS District Planning 2006 1

2. 2 School-wide Positive Behavior Support District Planning Shawn Fleming La. Dept. of Education (225) 219-7364 shawn.fleming@la.gov

3. LA PBS District Planning 2006 3 AGENDA  PBS Overview District Discipline Data Critical Elements Evaluation Benchmarks of Quality  District Planning Self Assessment Action Planning

4. LA PBS District Planning 2006 4 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)

5. LA PBS District Planning 2006 5 Number of Suspensions in Louisiana (in-school and out-of school)

6. LA PBS District Planning 2006 6 Number of Expulsions in Louisiana (in-school and out-of school)

7. LA PBS District Planning 2006 7 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.

8. LA PBS District Planning 2006 8 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

9. LA PBS District Planning 2006 9 Population Educated over Time 1900 : 1950 : 1975 : 2010: ~50% ~6% ~75% ~98%?

10. LA PBS District Planning 2006 10 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.

11. LA PBS District Planning 2006 11 SWPBS is based on co-constructing expectations and teaching them to all.

12. LA PBS District Planning 2006 12 “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?

13. LA PBS District Planning 2006 13 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

14. LA PBS District Planning 2006 14 SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence, Academic Achievement, and Safety

15. LA PBS District Planning 2006 15 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.

16. LA PBS District Planning 2006 16 Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

17. LA PBS District Planning 2006 17 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

18. LA PBS District Planning 2006 18 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

19. LA PBS District Planning 2006 19 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

20. LA PBS District Planning 2006 20 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.

21. LA PBS District Planning 2006 21 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”

22. LA PBS District Planning 2006 22 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)

23. LA PBS District Planning 2006 23 Center for Positive Behavior Interventions and Supports (2002) School Leadership Team Systems Staff Communication and Motivation Evaluation District Coordination and Facilitation

24. LA PBS District Planning 2006 24 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)

25. LA PBS District Planning 2006 25 Establishing a Data-based Decision-making System Data System Definitions Referral FormReferral Process

26. LA PBS District Planning 2006 26 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

27. LA PBS District Planning 2006 27 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

28. LA PBS District Planning 2006 28 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

29. LA PBS District Planning 2006 29 WHAT

30. LA PBS District Planning 2006 30 WHEN

31. LA PBS District Planning 2006 31 WHEN

32. LA PBS District Planning 2006 32 WHERE

33. LA PBS District Planning 2006 33 Referrals per Student WHO

34. LA PBS District Planning 2006 34 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)

35. LA PBS District Planning 2006 35 PRACTICES Supporting Student Behavior Principles of Behavior Expectations Reinforcement System Teaching Rules/Setting Interventions for Rule Violations

36. LA PBS District Planning 2006 36 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

37. LA PBS District Planning 2006 37 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

38. LA PBS District Planning 2006 38 Timeline for Completing the Benchmarks of Quality of SWPBS  When to complete? Within 3-6 months after completing SWPBS training Every Spring (April/May)

39. LA PBS District Planning 2006 39 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

40. LA PBS District Planning 2006 40 V. P. Elementary January 2005 (6 months implementation)

41. LA PBS District Planning 2006 41 F. Jr. H.S. January 2006 (5 months implementation)

42. LA PBS District Planning 2006 42 ZES Feb. 2006 Benchmarks

43. LA PBS District Planning 2006 43 Horseshoe Drive Elementary January 2005 (1 year)

44. LA PBS District Planning 2006 44 Horseshoe Drive Elementary SET Scores 2003 & 2005

45. LA PBS District Planning 2006 45 St. John Parish SWPBS Benchmark Scores (January 2005)

46. LA PBS District Planning 2006 46 Results from PBS  Buying back instructional time.  Environments where teachers want to teach and students are ready to learn.

47. LA PBS District Planning 2006 47 La. Freshman High School SWPBS Implemented Jan. 2004

48. LA PBS District Planning 2006 48 La. Freshman High School SWPBS Implemented Jan. 2004

49. LA PBS District Planning 2006 49 2003 – 2004 School Year 2004 - 2005 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 8 - 12 Students

50. LA PBS District Planning 2006 50 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

51. LA PBS District Planning 2006 51 La. Freshman High School

52. LA PBS District Planning 2006 52 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

53. LA PBS District Planning 2006 53 Result of Student Problem Behavior Frequency of Incidents

54. LA PBS District Planning 2006 54

55. LA PBS District Planning 2006 55 Began implementing PBS Student Wasted (i.e., non-instructional) Days 60% reduction!

56. LA PBS District Planning 2006 56 School Attendance Change 2003-2004 to 2004-2005 SWPBS Demonstration Sites vs. Comparison Schools

57. LA PBS District Planning 2006 57 Average SPS Growth of SWPBS Demonstration Sites and Their Respective Districts

58. LA PBS District Planning 2006 58 Mean Points of Change in SPS Scores from 2003 to 2005

59. LA PBS District Planning 2006 59 PBS Schools vs. Non-PBS Schools with change in SI

60. LA PBS District Planning 2006 60 In-School Suspension Rates

61. LA PBS District Planning 2006 61 Out-Of-School Suspension Rates

62. LA PBS District Planning 2006 62 In-School Expulsion Rates

63. LA PBS District Planning 2006 63 Out-Of-School Expulsion Rates

64. LA PBS District Planning 2006 64 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

65. LA PBS District Planning 2006 65 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

66. LA PBS District Planning 2006 66 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%

67. LA PBS District Planning 2006 67 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

68. LA PBS District Planning 2006 68 Nonclassroom Systems  Positive expectations & routines taught & encouraged  Active supervision by all staff Scan, move, interact  Precorrections & reminders  Positive reinforcement provided by all staff

69. LA PBS District Planning 2006 69 Targeted At-Risk Student Approaches to Intervention  Behavior Education Program (BEP)  Verbal De-escalation Training  Social Skills Training  Conflict Resolution Training  Anger Management Training

70. LA PBS District Planning 2006 70 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

71. LA PBS District Planning 2006 71 Center for Positive Behavior Interventions and Supports (2001)

72. LA PBS District Planning 2006 72 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

73. LA PBS District Planning 2006 73 State/District Elements  Leadership Team/Commitment  Coordination  Funding  Visibility  Political Support  Training Capacity  Facilitator Capacity  Demonstration sites  Evaluation

74. LA PBS District Planning 2006 74 PBS Organizational Logic Leadership Team Funding Visibility Political Support Training Facilitating Evaluation Coordination SWPBS Demonstration Sites

75. LA PBS District Planning 2006 75 Activity  Complete the PBS Implementation and Planning Self-Assessment  District Team Self Assessment

76. LA PBS District Planning 2006 76 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

77. LA PBS District Planning 2006 77 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

78. LA PBS District Planning 2006 78 Visibility  Dissemination strategies to keep stakeholder aware of activities and accomplishments Websites, newsletters, etc.  Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments

79. LA PBS District Planning 2006 79 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

80. LA PBS District Planning 2006 80 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

81. LA PBS District Planning 2006 81 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

82. LA PBS District Planning 2006 82 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

83. LA PBS District Planning 2006 83 Demonstration Sites  At least 10 schools identified as demonstration sites of process and outcomes Initial implementation of small number of schools is recommended

84. LA PBS District Planning 2006 84 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

85. LA PBS District Planning 2006 85 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