Transcript Durham Public Schools: District Implementation of PBS

Durham Public Schools:
District Implementation of
Positive Behavior Support
Jennifer Snyder
November 13, 2006
NASDSE Conference
Williamsburg, VA
Presentation Agenda
 Review Positive Behavior Support (PBS) as
evidence-based practice
 Overview of Durham Public Schools (DPS)
 History of PBS in DPS
 District Data & Results
 Implementation Keys
 Conclusions
 Contact Information
Review Positive Behavior Support (PBS)
 Collaborative process for assessment and
development of effective interventions
 Emphasizes the use of prevention, teaching,
and reinforcement-based strategies to
achieve meaningful outcomes
 Aim is to build effective environments in
which positive behavior is more effective than
problem behavior
Review of PBS as Evidence-based
Practice
 Research studies have demonstrated that
when PBS strategies are implemented
school-wide:
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Children with and without disabilities benefit by
having an environment that is conducive to
learning
Children learn more about their own behavior
Children learn to work together and support each
other as a community of learners
ERIC/OSEP Digest #E580
Author: Cynthia Warger
September 1999
Overview of Durham Public Schools
(DPS)
 As of the 20th day of 2006-07:
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46 Schools
2,300 teachers
31,981 students
Seventh largest school district in the state
DPS Student Demographics
 50% participate in free/reduced lunch
program
 Race/Ethnicity composition of student
population:
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54.0% African-American
24.3% white
15.7% Hispanic
3.4% multiracial
2.4% Asian
0.2% Native American
PBS in DPS: Timeline
 Funding Source: State Improvement grant in
2000
 Oak Grove and RN Harris Elementary
Schools served as pilot sites
 2002-03 additional schools showed interest
 2003-04 moved to district-wide
implementation at elementary level
 2004-05 included secondary schools
DPS Results Data
 Data compares out of school suspension
numbers for 6 DPS schools
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4 Elementary
2 Secondary
 All 6 are schools successfully implementing
PBS and meet district criteria for “developed”
teams
First Semester Out of School
Suspensions by Year (Elementary)
60
Number of Suspensions
50
40
2003/04
30
2004/05
20
10
0
School A
School B
School C
School D
First Semester Out of School
Suspensions by Year (Secondary)
700
Number of Suspensions
600
500
400
2003/04
2004/05
300
200
100
0
School E
School F
Gained Instructional Hours
by Race
African American: 3456
Hispanic: 276
Caucasian: 156
Other (Asian, Native American,
Multi Racial): 48
DPS Data Summary Results
 Schools successfully implementing PBS have gained
instructional time for all students (total of 3936 hours)
 African-American students have gained the most
instructional time
 Next steps in DPS:
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Continue to support schools in building comprehensive
PBS
Work to bring all schools on board through training and
site based support
PBS in DPS: Implementation Keys
 Utilize Coaches (12) to implement PBS in the
district
 Role of Coach:
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Support development of PBS school-based
teams
Provide training on school-wide PBS,
classroom management, and individual
behavioral strategies
Support schools with data collection and
review process
PBS in DPS: Implementation Keys
 Offer a variety of trainings to best meet the needs of
teachers and schools
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Large district-wide trainings on the three PBS modules
to teach school-based PBS teams how to effectively
implement and facilitate behavior management
processes at their schools
Smaller site-based trainings at all schools to provide
specific behavior-related in-service opportunities to
teachers
Individual teacher observation and consultation
PBS Outcomes and Conclusions
 Proven to effectively reduce inappropriate behavior in
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schools
Reduction of discipline referrals and increase in
instructional time
Many behavioral barriers to learning are removed
and students can focus more on academics
Teachers have additional resources for dealing
effectively with difficult behavior
Positive change in overall philosophy and school
climate: Instrumental in creating a more positive
learning environment for students and staff
Closing
 Questions?
 Comments?
 Contact information:
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Jennifer Snyder:
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SADFS Specialist
[email protected]
Joelle Powers:
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K-12 Director of Student Services
[email protected]