la pbs district planning 2006 1. 2 school-wide positive behavior support district planning shawn...

LA PBS District Planning 20061


School-wide Positive Behavior Support District Planning

Shawn FlemingLa. Dept. of Education

(225) [email protected]

mailto:[email protected]


AGENDA PBS Overview

•District Discipline Data •Critical Elements•Evaluation

Benchmarks of Quality District Planning

•Self Assessment•Action 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 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)


Number of Suspensions in Louisiana (in-school and out-of school)

50000

60000

70000

80000

90000

100000

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISS (state)

OSS (state)


Number of Expulsions in Louisiana (in-school and out-of school)

0

500

1000

1500

2000

2500

3000

3500

4000

4500

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

ISE (state)

OSE (state)


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:1) 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.

2) 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.


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


Population Educated over Time

1900:

1950:

1975:

2010:

~50%

~6%

~75%

~98%?


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.


SWPBS is based on

co-constructing expectations

and teaching them to all.


“Why can’t we finish the last sentence as automatically as we do the others?”John Herner (NASDE President) Counterpoint 1998, p.2John 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 teach.”

we……teach! we……punish?


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


SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence,Academic Achievement, and Safety


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.


Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)


Academic Systems Behavioral Systems

Blended Initiatives

5-10% Targeted Group InterventionsTargeted studentsTargeted Group Interventions

Targeted students5-10%

Intensive, Individual InterventionsSpecific students

1- 5%1-5%Intensive, Individual InterventionsSpecific students

Universal InterventionsAll students

80-90% 80-90%Universal InterventionsAll students

Dr. George Sugai, Co-DirectorCenter on PBS


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



Designing a Universal System

Primary Prevention :School -wide and

Classroom -wide Systems for All Students,Staff, & Settings

100% of Students


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.


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”


SYST

EMS


PRACTICES

Information


Supporting Student Behavior

OUTCOMES

Social Competence &Academic Achievement

Center for Positive Behavior Interventions and Supports (2002)



SchoolLeadership

Team

Systems

Staff Communication and Motivation

Evaluation

District Coordination and Facilitation


SYST

EMS

PRACTICES

Information




OUTCOMES




Establishing a Data-basedDecision-making System

Data System Definitions

Referral Form Referral Process


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


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


Discipline Data Elements and Output

Graphical displays ofAverage referrals per day per month Referrals by problem behavior Referrals by locationReferrals by timeReferrals by student Referrals by staff


0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Problem Behavior

WHAT


0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

WHEN


0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

WHEN


0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

WHERE


Referrals per Student

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

WHO


SYST

EMS

PRACTICES

Information




OUTCOMES




PRACTICES


Principles of Behavior

Expectations

Reinforcement System

Teaching

Rules/Setting

Interventions for Rule

Violations


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


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


Timeline for Completing the Benchmarks of Quality of SWPBS

When to complete?•Within 3-6 months after completing

SWPBS training

•Every Spring (April/May)


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


V. P. Elementary January 2005 (6 months implementation)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Team

Fac.

Com

m.

Eff. P

roce

dure

sDat

a

Expec

t/Rule

s

Reinf

orce

men

t

Less

on Pla

ns

Impl

emen

tatio

n Pla

n

Crisis

Evalu

atio

nTo

tal


F. Jr. H.S. January 2006 (5 months implementation)

Ferriday Jr. H.S. Jan. 2006

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Team

Fac. C

omm

.

Eff. P

roce

dure

sDat

a

Expec

t/Rule

s

Reinfo

rcem

ent

Less

on P

lans

Imple

men

tatio

n Plan

Crisis

Evalua

tion

Total

FSH


ZES Feb. 2006 Benchmarks

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Team

Fac. C

omm

.

Eff. P

roce

dure

sDat

a

Expec

t/Rule

s

Reinf

orce

men

t

Less

on P

lans

Impl

emen

tatio

n Plan

Crisis

Evalu

ation

Total

ZES


Horseshoe Drive Elementary January 2005 (1 year)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Horseshoe Drive Elementary SET Scores 2003 & 2005

Horseshoe Drive Elementary School SET Scores 2003 & 2005100

90

100

87.5

100 100 10096.7

0

20

40

60

80

100

(A)Expectations

Defined

(B)Expectations

Taught

(C) RewardSystem

(D) Violations

System

(E)Monitoring

(F)Management

(G) DistrictSupport

Mean Score

% o

f F

eatu

res

Impl

emen

ted

May-03 May-05


St. John Parish SWPBS Benchmark Scores (January 2005)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

en

tag

e o

f ele

men

t re

po

rted

East St. John Elementary

East St. John High

Fifth Ward Elementary

Glade School

La Place Elementary

Redirection Center

West St. John Elementary


Results from PBS Buying back instructional time. Environments where teachers want

to teach and students are ready to learn.


La. Freshman High School SWPBS Implemented Jan. 2004

Average Number of Classroom referrals per day by year

0

1

2

3

4

5

Sept Oct Nov Dec Jan Feb March April

Avera

ge r

efe

rrals

per

day

2003-2004


La. Freshman High School SWPBS Implemented Jan. 2004

Average Number of Classroom referrals per day by year

0

1

2

3

4

5

Sept Oct Nov Dec Jan Feb March April

Avera

ge r

efe

rrals

per

day

2003-2004

2004-2005


2003 – 2004School Year

2004 - 2005School Year

Afternoon Detention

3 Days per Week75 – 90 Students

Afternoon Detention2 Days per Week30 – 50 Students

Friday ClinicEvery Friday

14 – 20 Students

Friday ClinicOnce a month8 - 12 Students


Attitude Survey - RespectBefore PBS in Jan. ‘04 & 6-weeks into PBS

Level of RESPECT

StudentResponse

Teacher Response

BetweenStudents

25.5%Better since PBS


BetweenStudents &Teachers



BetweenTeachers




Number of Suspensions by Quarter (Nine Weeks)

0

40

80

120

1st 2nd 3rd 4th

Nine Weeks

Nu

mb

er

of

Su

sp

en

sio

ns

2003-2004

2004-2005

La. Freshman High School


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


Result of Student Problem Behavior

ODRs and Suspensions by semester

0

50

100

150

200

250

300

Fall 2003 Spring 2004 Fall 2004 Spring 2005

Total ODRs

Suspensions

Fre

quen

cy o

f In

cide

nts


Administrator Wasted Minutes

0

1000

2000

3000

4000

5000

6000

7000

8000

9000


Nu

mb

er

of

wa

ste

d m

inu

tes

ODRs (10 minutes)

Suspension (30 minutes)

Total


74

201

69

173

0

50

100

150

200

250


To

tal n

um

be

r o

f D

ay

s w

ith

ou

t In

str

uc

tio

n

ODRs (30 min. ODR)

Suspensions

Total

Began implementing PBSStudent Wasted (i.e., non-instructional) Days

60% reduction!


School Attendance Change 2003-2004 to 2004-2005SWPBS Demonstration Sites vs. Comparison Schools

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

PBS 80/80 Non 80/80 Non PBS

Middle

Elementary


Average SPS Growth of SWPBS Demonstration Sites and Their Respective Districts

0

2

4

6

8

10

12

14

16

Early LearningCenter, St.

Martin Parish

HorseshoeDrive

ElementarySchool,

Rapides Parish

Johnston StreetElementary,Iberia Parish

George CoxElementary,Jef ferson

Parish

LulingElementary, St.Charles Parish

JH WilliamsMiddle School,

Vermilion Parish

JonesvilleJunior High

School,Catahoula

Parish

DenhamSprings

Freshman HighSchool

Av

era

ge

SP

S G

row

th 2

00

4-2

00

5

Growth SPS 2004-2005

Average District Growth


Mean Points of Change in SPS Scores from 2003 to 2005

0

2

4

6

8

10

12

80/80 Schools Non 80/80 Schools Non PBS Schools


PBS Schools vs. Non-PBS Schools with change in SI

80/80 PBS Schools' Status in 2003-2004

4

5

Not in SI

In SI 1

Non PBS Schools' Status in 2003-2004

2

7

Not in SI

In SI 1

80/80 PBS Schools' Status in 2004-2005

9

0

Not in SI

In SI 1

Non PBS Schools' Status in 2004-2005

4

5

Not in SI

In SI 1


In-School Suspension Rates

0

2

4

6

8

10

12

14

High Implementation PBS Schools State Average

Per

cen

tag

e R

ate

2003-2004

2004-2005


Out-Of-School Suspension Rates

0

2

4

6

8

10

12

14


Per

cen

tag

e R

ate

2003-2004

2004-2005


In-School Expulsion Rates

0

0.25

0.5

0.75

1


Per

cen

tag

e R

ate

2003-2004

2004-2005


Out-Of-School Expulsion Rates

0

0.25

0.5

0.75

1


Pe

rce

nta

ge

Ra

te

2003-2004

2004-2005


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


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



Designing Secondary Systems

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

~ 80% of Students

~15%

~5%


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


Nonclassroom Systems

Positive expectations & routines taught & encouraged

Active supervision by all staff•Scan, move, interact

Precorrections & reminders Positive reinforcement

provided by all staff


Targeted At-Risk Student Approaches to Intervention

Behavior Education Program (BEP)

Verbal De-escalation Training

Social Skills Training

Conflict Resolution Training

Anger Management Training



Designing Individual Systems

:

-

~ 80% of Students

~15%

~5%

Tertiary PreventionSpecialized Individualized Systems for Students with High-Risk Behavior


Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Designing School-Wide Systems for Student Success



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


State/District Elements Leadership Team/Commitment Coordination Funding Visibility Political Support Training Capacity Facilitator Capacity Demonstration sites Evaluation


PBS Organizational Logic

Leadership Team

FundingVisibility Political

Support

Training

Facilitating Evaluation

Coordination

SWPBS Demonstration Sites


Activity Complete the PBS Implementation

and Planning Self-Assessment District Team Self Assessment


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


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


Visibility Dissemination strategies to keep

stakeholder aware of activities and accomplishments•Websites, newsletters, etc.

Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments


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


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


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


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


Demonstration Sites At least 10 schools identified as

demonstration sites of process and outcomes•Initial implementation of small

number of schools is recommended


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


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

la pbs district planning 2006 1. 2 school-wide positive behavior support district planning shawn...

Documents

school officials

school expulsionsla

school suspensionsexp

iss state

serious problem la

student attendancesus

total student countexpulsions

total student countsuspension