Positive Behavioral Support: Developing Sustainable Supports for All Students

2. Positive Behavioral Support: Developing Sustainable Supports for All Students Shawn Fleming Wendy Lafleur Giselle Juneau

3. AGENDA • PBS Overview • District Planning Critical Elements • District Presentations • Evangeline Parish, Wendy Lafleur • St. John Parish

4. 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)

5. Traditional Discipline: Focused on the student’s problem behavior Goal was to stop undesirable behavior, through the use of punishment. Positive Behavior Support: Replaces undesired behavior with a new behavior or skill. Alters environments, Teaches appropriate skills, and rewards appropriate behavior. Traditional Discipline vs. PBS

6. Number of Suspensions in Louisiana (in-school and out-of school)

7. Number of Expulsions in Louisiana (in-school and out-of school)

8. 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: • 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.

9. 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

10. 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.

11. Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Decision Making Information Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

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

13. 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”

14. Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS) Adapted from the Center for Positive Behavior Interventions and Supports (2002)

15. Blended Initiatives Behavioral Systems Academic Systems 1- 5% Intensive, Individual Interventions Specific students Intensive, Individual Interventions Specific students 1-5% Targeted Group Interventions Targeted students 5-10% Targeted Group Interventions Targeted students 5-10% Universal Interventions All students 80-90% Universal Interventions All students 80-90% Dr. George Sugai, Co-Director Center on PBS

16. Primary Prevention : School - wide and Classroom - wide Systems for All Students, 100% of Students Staff, & Settings Designing a Universal System Adapted from the Center for Positive Behavior Interventions and Supports (2002)

17. SWPBS Team meets regularly Administrators are active participants Data-driven school-wide decisions regarding behavior Behavior is indicated as an objective on the School-Improvement Plan (SIP) All members and staff are: Able to identify team leader Involved with the development of school-wide plan What does PBS look like?SW-PBS (Universal)

18. 3-5 Positively Stated School-wide Expectations Taught to all students: >80% of students can state the School-wide expectations Reinforcement System encourages students following expectations Teachers/staff are reinforced for implementing plan Positive adult-to-student interactions exceed negative Effective consequences for rule violations Problem behavior is addressed through function-based interventions What does PBS look like?SW-PBS (Universal)

19. 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

20. 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

21. Specific Data Neededto Answer Questions • Who? • Are there many students receiving referrals or only a small number of students with many referrals? • What? • What problem behaviors are most common? • When? • Are there specific times when problems occur? • Where? • Are there specific problem locations?

22. WHAT

23. WHEN

24. WHEN

25. WHERE

26. WHO Referrals per Student

27. SWPBS Critical Elements • PBS Team • Faculty Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan • Expectations & Rules • Reward/Recognition Program • Lesson Plans Developed (Expectations/Rules Taught) • Implementation Plan • Crisis Plan • Evaluation

28. State/District Elements • Leadership Team/Commitment • Coordination • Funding • Visibility • Political Support • Training Capacity • Facilitator Capacity • Demonstration sites • Evaluation

29. PBS Organizational Logic Visibility Political Support Funding Leadership Team Coordination Training Facilitating Evaluation

30. 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

31. 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

32. Visibility • Dissemination strategies to keep stakeholder aware of activities and accomplishments • Websites, newsletters, etc. • Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments

33. 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

34. 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

35. 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

36. 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

37. Demonstration Sites • At least 10 schools identified as demonstration sites of process and outcomes • Initial implementation of small number of schools is recommended

38. 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

39. Evangeline Parish PBS District Team, Plan and Activities • Wendy LeFleur

40. Evangeline Parish

41. Attendance “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………” If we can’t reach, how can we teach? Children need to be IN SCHOOL!!! Behavior What do we do with students who are in school but are having problems? Throw them out???? Teach Replacement Skills District Wide Perspective

42. Superintendent (Child Welfare & Attendance Supervisor) (Elementary Curriculum Supervisor) (Administrator of Curriculum & Instruction) (Deputy Administrator for Desegregation) (Supervisor Special Education) (Title I Supervisor) Piloted (Administration 5-12th) Pilot (Administrative Representative PreK-4th) District Wide PBS Leadership Team Tap into Leadership

43. Coordination Interrelated facets of students Funding Special Education (Early Intervention) Title I Non-Uniform Days Time Donations District Wide PBS Plan

44. Political Support (Mandated by Juvenile Justice Reform Act 1225) Superintendent (Located in SIP) School Board Members (Stated that they were not giving High School students a lollipop) Principals Visibility Supervisors Principals Piloted at VPL success District Wide Mandates District Wide PBS Plan

45. Training Capacity One facilitator (Helped to form PBS Teams at 11 different school sites & was instrumental in the implementation of programming) Now – Supervisor of Special Education Child Welfare & Attendance Supervisor Future – Other Supervisors Competent Assistant Principals District Wide PBS Plan

46. Evaluation Self-evaluation reports (JPAMS) Parish Discipline Statistics Test Scores Results (We are still setting up some schools!) District Wide PBS Plan

47. District Wide Outcomes

48. District Wide PBS Plan

49. Summary of Number of Referrals & Suspensions by School (Along with Student Count)

50. Summary of Number of Referrals & Suspensions by School (Along with Student Count)