School-wide Positive Behavior Support District Planning Shawn Fleming La. Dept. of Education

1. LA PBS District Planning 2006

2. School-wide Positive Behavior Support District Planning Shawn Fleming La. Dept. of Education (225) 219-7364 shawn.fleming@la.gov LA PBS District Planning 2006

3. AGENDA • PBS Overview • District Discipline Data • Critical Elements • Evaluation • Benchmarks of Quality • District Planning • Self Assessment • Action Planning 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 8th graders was a moderate or serious problem (LA Ranked 47 out of 51) • 19 % of school officials reported that physical conflicts among 4th graders were a moderate or serious problem (LA Ranked 50 out of 51) • 26 % of school officials reported that physical conflicts among 8th graders were a moderate or serious problem (LA Ranked 47 out of 51) LA PBS District Planning 2006

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

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

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

10. 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. Traditional Discipline versus PBS LA PBS District Planning 2006

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

12. “If a child doesn’t know how to read, we teach.” 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, “If a child doesn’t know how to behave, we……teach! we……punish? “Why can’t we finish the last sentence as automatically as we do the others?” John Herner (NASDE President) Counterpoint 1998, p.2 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 LA PBS District Planning 2006

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

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

17. Blended Initiatives Behavioral Systems Academic Systems 1- 5% Intensive, Individual Interventions Specific students Intensive, Individual Interventions Specific students 1-5% Targeted Group Interventions Targeted students 5-10% Targeted Group Interventions Targeted students 5-10% Universal Interventions All students 80-90% Universal Interventions All students 80-90% LA PBS District Planning 2006 Dr. George Sugai, Co-Director Center on PBS

18. Levels of PBSAdapted 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 2006

19. Primary Prevention : School - wide and Classroom - wide Systems for All Students, 100% of Students Staff, & Settings Designing a Universal System LA PBS District Planning 2006 Adapted from the Center for Positive Behavior Interventions and Supports (2002)

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. 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” LA PBS District Planning 2006

22. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Information SYSTEMS PRACTICES Supporting Student Behavior Supporting Staff Behavior Center for Positive Behavior Interventions and Supports (2002) LA PBS District Planning 2006

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

24. Information Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Center for Positive Behavior Interventions and Supports (2002) Supporting Student Behavior LA PBS District Planning 2006

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

29. WHAT LA PBS District Planning 2006

30. WHEN LA PBS District Planning 2006

31. WHEN LA PBS District Planning 2006

32. WHERE LA PBS District Planning 2006

33. WHO Referrals per Student LA PBS District Planning 2006

34. PRACTICES Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Information Supporting Staff Behavior SYSTEMS Center for Positive Behavior Interventions and Supports (2002) Supporting Student Behavior LA PBS District Planning 2006

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

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

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

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

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

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

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

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

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

49. LA PBS District Planning 2006

50. Attitude Survey - Respect Before PBS in Jan. ‘04 & 6-weeks into PBS LA PBS District Planning 2006