la pbs district planning 2006 1. 2 school-wide positive behavior support district planning shawn...
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LA PBS District Planning 20061
LA PBS District Planning 20062
School-wide Positive Behavior Support District Planning
Shawn FlemingLa. Dept. of Education
(225) [email protected]
LA PBS District Planning 20063
AGENDA PBS Overview
•District Discipline Data •Critical Elements•Evaluation
Benchmarks of Quality District Planning
•Self Assessment•Action Planning
LA PBS District Planning 20064
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 20065
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)
LA PBS District Planning 20066
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)
LA PBS District Planning 20067
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.
LA PBS District Planning 20068
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 20069
Population Educated over Time
1900:
1950:
1975:
2010:
~50%
~6%
~75%
~98%?
LA PBS District Planning 200610
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 200611
SWPBS is based on
co-constructing expectations
and teaching them to all.
LA PBS District Planning 200612
“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?
LA PBS District Planning 200613
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 200614
SYST
EMS
PRACTICES
Information
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence,Academic Achievement, and Safety
LA PBS District Planning 200615
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 200616
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)
LA PBS District Planning 200617
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
LA PBS District Planning 200618
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 200619
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
LA PBS District Planning 200620
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 200621
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 200622
SYST
EMS
SupportingStaff Behavior
PRACTICES
Information
SupportingDecisionMaking
Supporting Student Behavior
OUTCOMES
Social Competence &Academic Achievement
Center for Positive Behavior Interventions and Supports (2002)
LA PBS District Planning 200623
Center for Positive Behavior Interventions and Supports (2002)
SchoolLeadership
Team
Systems
Staff Communication and Motivation
Evaluation
District Coordination and Facilitation
LA PBS District Planning 200624
SYST
EMS
PRACTICES
Information
SupportingStaff Behavior
SupportingDecisionMaking
Supporting Student Behavior
OUTCOMES
Social Competence &Academic Achievement
Center for Positive Behavior Interventions and Supports (2002)
LA PBS District Planning 200625
Establishing a Data-basedDecision-making System
Data System Definitions
Referral Form Referral Process
LA PBS District Planning 200626
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 200627
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 200628
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
LA PBS District Planning 200629
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
LA PBS District Planning 200630
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
LA PBS District Planning 200631
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
LA PBS District Planning 200632
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
LA PBS District Planning 200633
Referrals per Student
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
WHO
LA PBS District Planning 200634
SYST
EMS
PRACTICES
Information
SupportingStaff Behavior
SupportingDecisionMaking
Supporting Student Behavior
OUTCOMES
Social Competence &Academic Achievement
Center for Positive Behavior Interventions and Supports (2002)
LA PBS District Planning 200635
PRACTICES
Supporting Student Behavior
Principles of Behavior
Expectations
Reinforcement System
Teaching
Rules/Setting
Interventions for Rule
Violations
LA PBS District Planning 200636
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 200637
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 200638
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 200639
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 200640
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
LA PBS District Planning 200641
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
LA PBS District Planning 200642
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
LA PBS District Planning 200643
Horseshoe Drive Elementary January 2005 (1 year)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
LA PBS District Planning 200644
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
LA PBS District Planning 200645
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
LA PBS District Planning 200646
Results from PBS Buying back instructional time. Environments where teachers want
to teach and students are ready to learn.
LA PBS District Planning 200647
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 PBS District Planning 200648
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
LA PBS District Planning 200649
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
LA PBS District Planning 200650
Attitude Survey - RespectBefore PBS in Jan. ‘04 & 6-weeks into PBS
Level of RESPECT
StudentResponse
Teacher Response
BetweenStudents
25.5%Better since PBS
53.0%Better since PBS
BetweenStudents &Teachers
35.6%Better since PBS
76.5%Better since PBS
BetweenTeachers
23.6%Better since PBS
53.9%Better since PBS
LA PBS District Planning 200651
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
LA PBS District Planning 200652
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 200653
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
LA PBS District Planning 200654
Administrator Wasted Minutes
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
Fall 2003 Spring 2004 Fall 2004 Spring 2005
Nu
mb
er
of
wa
ste
d m
inu
tes
ODRs (10 minutes)
Suspension (30 minutes)
Total
LA PBS District Planning 200655
74
201
69
173
0
50
100
150
200
250
Fall 2003 Spring 2004 Fall 2004 Spring 2005
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!
LA PBS District Planning 200656
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
LA PBS District Planning 200657
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
LA PBS District Planning 200658
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
LA PBS District Planning 200659
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
LA PBS District Planning 200660
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
LA PBS District Planning 200661
Out-Of-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
LA PBS District Planning 200662
In-School Expulsion Rates
0
0.25
0.5
0.75
1
High Implementation PBS Schools State Average
Per
cen
tag
e R
ate
2003-2004
2004-2005
LA PBS District Planning 200663
Out-Of-School Expulsion Rates
0
0.25
0.5
0.75
1
High Implementation PBS Schools State Average
Pe
rce
nta
ge
Ra
te
2003-2004
2004-2005
LA PBS District Planning 200664
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 200665
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 200666
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%
LA PBS District Planning 200667
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 200668
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 200669
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 200670
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Designing Individual Systems
:
-
~ 80% of Students
~15%
~5%
Tertiary PreventionSpecialized Individualized Systems for Students with High-Risk Behavior
LA PBS District Planning 200671
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
Center for Positive Behavior Interventions and Supports (2001)
LA PBS District Planning 200672
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
LA PBS District Planning 200673
State/District Elements Leadership Team/Commitment Coordination Funding Visibility Political Support Training Capacity Facilitator Capacity Demonstration sites Evaluation
LA PBS District Planning 200674
PBS Organizational Logic
Leadership Team
FundingVisibility Political
Support
Training
Facilitating Evaluation
Coordination
SWPBS Demonstration Sites
LA PBS District Planning 200675
Activity Complete the PBS Implementation
and Planning Self-Assessment District Team Self Assessment
LA PBS District Planning 200676
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 200677
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 200678
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 200679
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 200680
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 200681
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 200682
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 200683
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 200684
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 200685
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