Introduction to Schoolwide Positive Behavior Supports L. Spraggins Behavior Consultant

1. Introduction to Schoolwide Positive Behavior Supports L. Spraggins Behavior Consultant Region 14 Education Service Center lspraggins@esc14.net

2. Introduction to SchoolwidePBS: Agenda • Overview of TBSI and Background • School Discipline Challenges • What is Schoolwide Positive Behavior Support? • State and Federal Legal Background • Texas Behavior Support Initiative • Discuss school discipline challenges and practices • Describe Schoolwide PBS practices • Describe SWPBS outcomes: does this work? • Panel discussion with three principals in Region 14

3. Refer to handout Foundation for PBS • National • IDEA, 1997 • No Child Left Behind, 2001 • Surgeon General’s Report, 2001 • Minority Students in Special and Gifted Education, 2002 • Twenty-third Annual Report to Congress, 2002 • Texas • Critical Issues Paper, 1997 • TX Behavior Network, 1998 • TX Improvement Planning, 2001 • Personnel Needs Survey, 2001 • Senate Bill 1196, 2001 • TBSI, 2002 and 2004

4. Rational for PBS Schoolwide Performance Based Monitoring Analysis System Indicator 16 DAEP Placements Indicator 17 In School Placement

5. Rational for PBS Schoolwide State Performance Plan Indicator 4a: Percentage of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year

6. 2009-2010 Rational for PBS Schoolwide State Performance Plan Indicator 4b: Percentage of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days by race and ethnicity

7. You know that… • Academic and social failures are related...students with problem behavior typically experience academic and social-behavior deficits • Academic failure is among the most powerful predictors of antisocial behavior

8. Common Response to Behavioral Problems • Increase monitoring and supervision of the student • Restate rules • Apply sanctions: • Refer to office • Suspend • Expel

9. Sanctions Produce Immediate, Short-Lived Relief • Remove student • Relieve ourselves and others • Assign responsibility for change to student &/or others (family) • Displace the problem elsewhere

10. False Sense of Effectiveness • Schools that use sanctions alone, have more antisocial behavior than those that use positive behavior supports (Mayer,1991; Skiba & Peterson,1999) • Vandalism, aggression, truancy, dropout • Punishment impairs child-adult relationships and attachment to schooling • Punishment weakens academic outcomes and maintains the antisocial trajectory

11. If a child doesn’t know how to read, we teach • If a child doesn’t know how to multiply, we teach • If a child doesn’t know how to spell, we teach • If a child doesn’t know how to drive, we teach • If a child doesn’t know how to behave, we send home punish…ISS…OSS…DAEP Why can’t we finish the last sentence as automatically as we do the others? Tom Herner (NASDE 1998 p.8

12. Reflection • Does your school discipline process: • Teach alternative ways to behave? • Help students accept responsibility? • Place high value on academic engagement and achievement? • Focus on restoring the environment and social relationships in the school?

15. 4% (04) 9% (05) 87% (09)

16. 9% (08) 16% (07) 75% (13)

17. 10% (10) 17% (09) 73% (18)

18. Levels of PBS Adapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003) • School-wide – Procedures and processes intended for all students, staff, in specific settings and across campus • Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms • Targeted Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) • Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

19. What is PBS? • Systemic approach based on an extensive body of evidence-based practices • Prevention, rather than punishment-based • Focus on teaching academic, social and behavioral expectations • Emphasis on culturally appropriate practices

20. What Does Schoolwide PBS Look Like? • Representative school team • Core teams should include: • Campus administrator or designee • General and special education personnel representing major school stakeholder groups • Other personnel or stakeholders (e.g., related service staff, classified staff, parent, school resource officer) • Campus level core team training required

21. Responsibilities of the School-wide PBS Team • Assess the current behavior management practices • Examine patterns of behavior • Obtain staff commitment • Develop a school-wide plan • Obtain parental participation and input • Oversee, monitor, and evaluate all planned objectives and activities developed by team

22. Nuts and Bolts • Administrative support • Establish a mission/theme/motto • Conduct surveys and the evaluation of a variety of data sources • Prioritize the behavioral needs and the areas in the school • Create explicit expectations, lesson plans and a hierarchy of consequences • Create a positive reinforcement program • Schedule for teaching expectations

23. Essential Practices of PBS • Set schoolwide behavior expectations • Regularly teach expected behavior • Consistently recognize expected behavior and actively supervise students • Develop a system to use office discipline referral and other data to: • make decisions • provide feedback to stakeholders • seek information from stakeholders

24. How Do I Know My School is Implementing Schoolwide PBS? • Behavior skills taught 20+ times/year • Students actively supervised • Students acknowledged frequently • 4:1 postive:negative interactions • More than 80% students & adults can describe school-wide expectations • Safe, respectful, responsible • Benchmarks of Quality (BOQ)

25. Elements of School-wide PBS • Establish a team/faculty buy-in • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

26. Center School

27. Center School • Average # of referrals per day per month • Baseline 01-02: 5.85 • 1st Year 02-03: 5.22 • 2nd Year 03-04: 5.03 • Percent Change in Office Discipline Referrals between: • Baseline & Year 1: 11% decrease • Between Year 1 & Year 2: 4.7% decrease • Between Year 1 & Year 2: 15% decrease

28. Middle School School Environmental Safety Incident Reporting

29. Middle School • 01-02 Did not track dress code infractions, 02-03 Started tracking dress code infractions • Average # of referrals per day per month • Baseline 01-02: 6.53 • 1st Year 02-03: 9.01 • 2nd Year 03-04: 6.18 • Percent Change in Office Discipline Referrals: • Between Baseline & Year 1: 38% increase • Between Year 1 & Year 2: 31% decrease • Between Baseline & Year 2: 5% decrease • Maintained Letter Grade A

30. 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

31. Qualitative Outcomes • Elementary School: School develops parent store • Middle School: Students pooled their $$$ to buy Christmas items for a family in need • High School: “Ludacris” to boost school spirit • High School: Mentor program developed • District: High School students develop bus video for elementary school students

40. Honey Island Elementary SchoolPBS School Wide Expectations

41. Honey Island Elementary SchoolPBS School Wide Expectations Each Teacher will have a CHAMPs board, expectations, goals, and consequences posted in the classroom.