LA PBS District Planning 2006 1

School-wide Positive Behavior Support District Planning

Shawn Fleming La. Dept. of Education (225) 219-7364 [email protected]

LA PBS District Planning 2006 2

AGENDA

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

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)

LA PBS District Planning 2006 4

Number of

Suspensions

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

100000 ISS (state) OSS (state) 90000 80000 70000 60000 50000 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 LA PBS District Planning 2006 5

Number of

Expulsions

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

4500 ISE (state) OSE (state) 4000 3500 3000 2500 2000 1500 1000 500 0 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 LA PBS District Planning 2006 6

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) 2) 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 7

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 8

Population Educated over Time

2010: ~98%?

1975: ~75% 1950: ~50% 1900: ~6% LA PBS District Planning 2006 9

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.

LA PBS District Planning 2006 10

SWPBS is based on

co-constructing expectations

and

teaching

them to all.

LA PBS District Planning 2006 11

“If a child doesn’t know how to read, 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, we teach .” “If a child doesn’t know how to behave, “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 12

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 13

Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting 14

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 15

Designing Comprehensive Systems

CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

~5% ~15%

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff, & Settings

~ 80% of Students

LA PBS District Planning 2006 16

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

Blended Initiatives Academic Systems Behavioral Systems

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

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 LA PBS District Planning 2006 18

Designing a Universal System

Primary Prevention : School -wide and Classroom -wide Systems for All Students, Staff, & Settings

100% of Students

LA PBS District Planning 2006 19

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

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 20

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 21

Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior PRACTICES

Center for Positive Behavior Interventions and Supports (2002)

Supporting Student Behavior LA PBS District Planning 2006 22 Supporting Decision Making

School Leadership Team District Coordination and Facilitation Systems Staff Communication and Motivation

Center for Positive Behavior Interventions and Supports (2002)

LA PBS District Planning 2006 23 Evaluation

Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior PRACTICES

Center for Positive Behavior Interventions and Supports (2002)

Supporting Student Behavior LA PBS District Planning 2006 24 Supporting Decision Making

Data System Definitions Establishing a Data-based Decision-making System Referral Form

LA PBS District Planning 2006

Referral Process

25

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 26

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 27

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 28

WHAT Referrals per Problem Behavior

50 40 30 20 10 0 Lang A chol A rson B omb Combs Defian Disrupt Dress A gg/fgt Theft Harass P rop D S kip Tardy Types of Problem Behavior Tobac V and W eap LA PBS District Planning 2006 29

WHEN Office Referrals per Day per Month

Last year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months LA PBS District Planning 2006 30 Apr May Jun

WHEN Referrals by Time of Day

30 25 20 15 10 5 0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Tim e of Day 1:00 1:30 2:00 2:30 3:00 3:30 LA PBS District Planning 2006 31

WHERE

Referrals by Location

50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall School Locations Libr Play G Spec Other LA PBS District Planning 2006 32

WHO

Referrals per Student

20 10 0 Students LA PBS District Planning 2006 33

Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior PRACTICES

Center for Positive Behavior Interventions and Supports (2002)

Supporting Student Behavior LA PBS District Planning 2006 34 Supporting Decision Making

Teaching Rules/Setting Reinforcement System Expectations

PRACTICES

Principles of Behavior Supporting Student Behavior LA PBS District Planning 2006 35 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 LA PBS District Planning 2006 36

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 37

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 38

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 39

V. P. Elementary

January 2005 (6 months implementation) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Te am Fa c.

C om m .

Eff . Pr o ce du re s D ata Ex pe ct/ R u le s R ei nfo rc em en t Le ss o n Pl an Im pl s em en ta tio n Pl an

LA PBS District Planning 2006

C ri si s Ev al ua tio n

40

To ta l

F. Jr. H.S.

January 2006 (5 months implementation)

Ferriday Jr. H.S. Jan. 2006

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Tea m Fac.

Co mm.

res D ata ules Ef f. Pro cedu Ex pe ct/R R ein force LA PBS District Planning 2006 men t s Le sso n Plan Im plem ent ation Pla n C risi s Ev alu ation 41 Total FSH

ZES Feb. 2006 Benchmarks

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Te am Fa c.

C om m .

Ef f. Pr oc ed ur es D at a Ex pe ct /R ul es R ei nf or ce m en t Le ss on P la ns Im pl em en ta tio n P la n LA PBS District Planning 2006 C ris is Ev al ua tio n 42 To ta l ZES

Horseshoe Drive Elementary January 2005 (1 year)

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Te am Fa c.

C om m .

E ff.

P roc edu re s D at a E xpe ct /R ul es R ei nf or ce m ent

LA PBS District Planning 2006

Le ss on P Im pl la ns em ent at ion P la n C ri si s E va lua tion To ta l

43

100

Horseshoe Drive Elementary SET Scores 2003 & 2005

Horseshoe Drive Elementary School SET Scores 2003 & 2005 100 100 100 100 100 90 87.5

80 96.7

60 40 20 0

(A) Expectations Defined (B) Expectations T aught (C) Reward System (D) Violations System (E) Monitoring (F) Management (G) District Support

May-03

LA PBS District Planning 2006

May-05

44 Mean Score

St. John Parish SWPBS Benchmark Scores (January 2005)

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Te am Fa c.

C om m Eff .

. Pr oc ed ur es D ata Ex pe ct/ Ru le R s ei nfo rc em en t Le ss on

LA PBS District Planning 2006

Pl pl an em s en ta tio n Pl an C ris is Ev al ua tio n

45

To ta l

East St. John Elementary East St. John High Fif th 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 PBS District Planning 2006 46

La. Freshman High School SWPBS Implemented Jan. 2004

Average Number of Classroom referrals per day by year

5 2 1 4 3 0 Sept Oct Nov Dec LA PBS District Planning 2006 Jan Feb 47 March 2003-2004 April

La. Freshman High School SWPBS Implemented Jan. 2004

Average Number of Classroom referrals per day by year

5 2 1 4 3 0 Sept Oct Nov Dec LA PBS District Planning 2006 Jan Feb 48 March 2003-2004 2004-2005 April

2003 – 2004 School Year 2004 - 2005 School Year Afternoon Detention 3 Days per Week 75 – 90 Students Friday Clinic Every Friday 14 – 20 Students LA PBS District Planning 2006 Afternoon Detention 2 Days per Week 30 – 50 Students Friday Clinic Once a month 8 - 12 Students 49

Attitude Survey - Respect

Before PBS in Jan. ‘04 & 6-weeks into PBS

Teacher Response Level of RESPECT Between Students Student Response 25.5% Better since PBS Between Students & Teachers Between Teachers 35.6% Better since PBS 23.6% Better since PBS LA PBS District Planning 2006 53.0% Better since PBS 76.5% Better since PBS 53.9% Better since PBS 50

120

La. Freshman High School

Number of Suspensions by Quarter (Nine Weeks)

2003-2004 2004-2005

80 40 0

1st 2nd LA PBS District Planning 2006

Nine Weeks

3rd 51 4th

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 LA PBS District Planning 2006 52

Result of Student Problem Behavior

ODRs and Suspensions by semester

300 Total ODRs Suspensions 250 200 150 100 50 0 Fall 2003 Spring 2004 LA PBS District Planning 2006 Fall 2004 53 Spring 2005

Administrator Wasted Minutes

9000 8000 7000 6000 5000 4000 3000 2000 1000 0 ODRs (10 minutes) Suspension (30 minutes) Total Fall 2003 Spring 2004 LA PBS District Planning 2006 Fall 2004 54 Spring 2005

Student Wasted (i.e., non-instructional) Days

Began implementing PBS 250 ODRs (30 min. ODR) Suspensions Total 201 200 173 60% reduction!

150 100 69 74 50 0 Fall 2003 Spring 2004 LA PBS District Planning 2006 Fall 2004 55 Spring 2005

0.2

0 -0.2

-0.4

-0.6

-0.8

School Attendance Change 2003-2004 to 2004-2005

SWPBS Demonstration Sites vs. Comparison Schools 0.8

0.6

Middle Elementary 0.4

PBS 80/80 Non 80/80 Non PBS LA PBS District Planning 2006 56

Average SPS Growth of SWPBS Demonstration Sites and Their Respective Districts 16 Growth SPS 2004-2005 Average District Growth 14 12 10 8 6 4 2 0 Early Learning Center, St.

Martin Parish Horseshoe Drive Elementary School, Rapides Parish Johnston Street Elementary, Iberia Parish George Cox Elementary, Jefferson Parish Luling Elementary, St.

Charles Parish JH Williams Middle School, Vermilion Parish Jonesville Junior High School, Catahoula Parish Denham Springs Freshman High School LA PBS District Planning 2006 57

Mean Points of Change in SPS Scores from 2003 to 2005

12 10 8 2 0 6 4 80/80 Schools Non 80/80 Schools Non PBS Schools LA PBS District Planning 2006 58

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

80/80 PBS Schools' Status in 2003-2004 Non PBS Schools' Status in 2003-2004

2 4 Not in SI In SI 1 Not in SI In SI 1 5 7

80/80 PBS Schools' Status in 2004-2005

0

Non PBS Schools' Status in 2004-2005

4 Not in SI In SI 1 Not in SI In SI 1 5 9 LA PBS District Planning 2006 59

In-School Suspension Rates

14 12 10 8 2 0 6 4 High Implementation PBS Schools State Average 2003-2004 2004-2005 LA PBS District Planning 2006 60

Out-Of-School Suspension Rates

14 12 10 8 2 0 6 4 2003-2004 2004-2005 High Implementation PBS Schools State Average LA PBS District Planning 2006 61

In-School Expulsion Rates

1 2003-2004 2004-2005 0.75

0.5

0.25

0 High Implementation PBS Schools State Average LA PBS District Planning 2006 62

Out-Of-School Expulsion Rates

1 2003-2004 2004-2005 0.75

0.5

0.25

0 High Implementation PBS Schools LA PBS District Planning 2006 State Average 63

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 LA PBS District Planning 2006 64

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 LA PBS District Planning 2006 65

Designing Secondary Systems

Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

~5% ~15% ~ 80% of Students

LA PBS District Planning 2006 66

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

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 LA PBS District Planning 2006 67

Nonclassroom Systems



Positive expectations & routines taught & encouraged



Active supervision by all staff

• Scan, move, interact 

Precorrections & reminders



Positive reinforcement provided by all staff

LA PBS District Planning 2006 68

Targeted At-Risk Student Approaches to Intervention

 Behavior Education Program (BEP)  Verbal De-escalation Training  Social Skills Training  Conflict Resolution Training  Anger Management Training LA PBS District Planning 2006 69

Designing Individual Systems

~5%

Tertiary Prevention Specialized Individualized Systems for Students with High-Risk Behavior -

~15%

:

~ 80% of Students

LA PBS District Planning 2006 70

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

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% 5-10% 80-90% 80-90% LA PBS District Planning 2006 71 Center for Positive Behavior Interventions and Supports (2001)

Individual Student System

 Behavioral expertise at school &/or district levels  Function-based behavior support planning  Team- & data-based decision making  Comprehensive person-centered wraparound processes planning &  Targeted social skills instruction & self-management  Individualized instructional & curricular accommodations LA PBS District Planning 2006 72

State/District Elements

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

PBS Organizational Logic

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

Activity

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

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 LA PBS District Planning 2006 76

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 LA PBS District Planning 2006 77

Visibility

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

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 LA PBS District Planning 2006 79

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 LA PBS District Planning 2006 80

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 LA PBS District Planning 2006 81

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 LA PBS District Planning 2006 82

Demonstration Sites

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

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 LA PBS District Planning 2006 84

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 85