Introduction to Schoolwide Positive Behavior Intervention Supports L. Spraggins

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

2. If your assembly is like this… Schoolwide PBS

3. Introduction to Schoolwide PBIS: 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 PBIS practices • Describe SWPBIS outcomes: does this work? Schoolwide PBS

4. The Texas Behavior Support Initiative is… • Knowledge and skills on the use of positive behavior supports for all students, including those with disabilities • Schoolwide, classroom and individual systems of support • Data collection tools to inform decision-making for program improvement Schoolwide PBS

5. Refer to handout Foundation for PBIS • 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 Schoolwide PBS

6. Rational for PBIS Schoolwide Performance Based Monitoring Analysis System Indicator 16 DAEP Placements Indicator 17 In School Suspension Indicator 18 Out School Suspension Schoolwide PBS

7. Rational for PBIS Schoolwide State Performance Plan 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 Schoolwide PBS

8. 2009-2010 Rational for PBIS Schoolwide State Performance Plan 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 Schoolwide PBS

9. ABC ISD PBMAS2009 & 2010 COMPARISON Schoolwide PBS

10. Sobering Facts Schoolwide PBS

11. Family Factors • Parenting Concerns • Stressful Family Life Events • Low Social Support • Family Instability Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org Schoolwide PBS

12. Schoolwide PBS

13. School Discipline Challenges • Challenging Behaviors • Exist in every school and community • Vary in intensity and frequency • Connect with a variety of risk factors • Led to academic and social deficits Schoolwide PBS

14. 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 Schoolwide PBS

15. Collaborative for Academic, Social and Emotional Learning Schoolwide PBS www.casel.org

16. Researchers are now documenting impacts of SEL on the adult school community: • Teacher retention (Murray) • Relational trust (Bryk & Schneider) • Improved instruction (Rimm-Kaufman) Schoolwide PBS

17. What Does the Research Tell Us About Academic Impacts? • Zins, Weissberg, Wang, and Walberg (2004) summarized growingevidence-based support for improvements in: • Attitudes (motivation, commitment) • Behavior (participation, study habits) • Performance (grades, subject • mastery) Schoolwide PBS

18. Impacts: SEL & School Attitudes • Stronger sense of community (bonding) and view of school as caring • Higher academic motivation and educational aspirations • Better understanding of consequences of behavior • Able to cope more effectively with school stressors • More positive attitudes toward school and learning Schoolwide PBS

19. Impacts: SEL & School Behaviors • Greater effort to achieve • More classroom participation/higher engagement • Fewer absences; maintained/improved attendance • On track to graduate; fewer drop-outs • More prosocial behavior • Reductions in aggression and disruptions • Lower rate of conduct problems • Fewer suspensions Schoolwide PBS

20. Impacts: SEL & Academics • Improved math, language arts, and social studies skills • Increases in performance over time • Higher achievement test scores and/or grades • Better problem solving and planning • More use of higher level reasoning strategies • Improved non-verbal reasoning Schoolwide PBS

21. Breakthrough CASEL Researchconducted by Joseph Durlak of Loyola University and Roger Weissberg of CASEL and the University of Illinois (2005), • Meta-analysis of 270 studies shows: • SEL instruction --> 14% increase in achievement test scores Schoolwide PBS

22. Schoolwide PBS

23. Texas Collaborative of Social and Emotional Development Schoolwide PBS www.txceds.org

24. Schoolwide PBS

25. Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary Grades Kent McIntosh University of Oregon Schoolwide PBS 40

26. Schoolwide PBS

27. School Challenges Predict Life Long Challenges • Startling Statistics for Students with Learning and Behavior Challenges: -27% drop out rate for students with learning disabilities -50% drop out rate for students with emotional disturbance -70% arrest rate within three years of leaving school for students with academic and social failures Schoolwide PBS

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

29. 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 PBMAS DATA Schoolwide PBS

30. 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 Schoolwide PBS

31. PEIMS Disciplinary Action Summary 2009-2010 Action Sub-total

32. PEIMS DATA2009 & 2010 COMPARISON Schoolwide PBS

33. 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) Schoolwide PBS

34. Reflection • Does your school discipline process: • Teach replacement behaviors or 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? Schoolwide PBS

35. Schoolwide PBS

36. Look at what you have in place already Schoolwide PBS

37. PBIS Schools • Shared values regarding school mission and purpose (administration, staff, families, students) • Clear expectations for learning and behavior • Multiple activities designed to promote pro-social behavior and connection to school traditions • A caring social climate involving collegial relationships among adults and students • Students have valued roles and responsibilities in the school Schoolwide PBS

38. PBIS Introduction • 1:40-4:42 Schoolwide PBS

39. What is PBIS? • 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 Schoolwide PBS

40. Social Competence & Academic Achievement Positive Behavior Support Systems OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior Schoolwide PBS

41. From a Graphic to Reality PBIS is a process 5:45-6:42 Schoolwide PBS

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

43. Goals of the Process • Establishment of district commitment to implement a process to support the whole child and incorporate in the District Improvement Plan • Commitment to enhance the educational community with new staff that will make the same commitment to ensure sustainability • District establishment of guidelines for accountability systems for campuses • District level leadership to support the process Schoolwide PBS

44. Nuts and Bolts • Team needs a minimum of 36 hours for planning • The coach serves as both a trainer and a facilitator in the process Three options for training/support: • External coach • Internal coach models • Resources Provided Schoolwide PBS

45. Nuts and Bolts • Administrative presence is required at meetings • Establish a mission/theme/motto • Conduct surveys and the evaluation of a variety of data sources • Develop a system to use office discipline referral and other data to make decisions • Prioritize the behavioral needs and the areas in the school Schoolwide PBS

46. Essential Practices of PBIS • Set schoolwide behavior expectations • Regularly teach expected behavior • Consistently recognize expected behavior • Actively monitor students Schoolwide PBS

47. Honey Island Elementary SchoolPBIS School Wide Expectations Schoolwide PBS

48. Honey Island Elementary SchoolPBIS School Wide Expectations Each Teacher will have a CHAMPs board, expectations, goals, and consequences posted in the classroom. Schoolwide PBS

49. Schoolwide PBS

50. A Team Meeting • 9:30-9:57 Schoolwide PBS