Introduction to Schoolwide Positive Behavior Supports

L. Spraggins

Behavior Consultant

Region 14 Education Service Center

lspraggins@esc14.net

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

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

Refer to handout

Rational for PBS Schoolwide

Performance Based Monitoring

Analysis System

Indicator 16 DAEP Placements

Indicator 17 In School Placement

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

Rational for PBS SchoolwideState 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

2009-

2010

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

Common Response to Behavioral Problems

• Increase monitoring and supervision of the student

• Restate rules• Apply sanctions:

– Refer to office– Suspend– Expel

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

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

• 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

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?

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

dent

s w

ith O

DR

s

1

Percentage of Students with ODRs (No minors)2003-04 N = 511 Elementary Schools 233,016 students

% 6+

% 2-5

% 0-1

87% (09)

9% (05)

4% (04)

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

den

ts w

ith O

DR

s

1

Percentage of Students with ODRs (No minors)2003-04 N = 155 Middle Schools 100,234 students

% 6+

% 2-5

% 0-1

75% (13)

16% (07)

9% (08)

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

dent

s w

ith O

DR

s

1

Percentage of Students with ODRs (No minors)2003-04 N = 29 High Schools, 23,571 Students

% 6+

% 2-5

% 0-1

73% (18)

17% (09)

10% (10)

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

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

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

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

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

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

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)

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

Center School

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

Middle School

0

200

400

600

800

1000

1200

1400

1600

1800

Referrals SEISER Incidents

2001-2002

2002-2003

2003-2004

School Environmental Safety Incident Reporting

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

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

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

Honey Island Elementary SchoolPBS School Wide Expectations

Honey Island Elementary SchoolPBS School Wide Expectations

Each Teacher will have a

CHAMPs board, expectations,

goals, and consequences posted in the

classroom.

• Materials that should be in the books• (Need all of these items to exit)• Mission Statement• Motto• Campus Improvement Plan• Student Handbook• Referrals• Calendar/Timeline of implementation• Rules/Expectations• Lesson Plans• Positive Reinforcement Plan• __________________Finished the training with all• (campus name)• of the checked items completed on ______________• (date)• Signature of principal___________________

Expectation Examples

HIGH 5’S Be respectful Be there, be ready Be a problem-

solver Follow directions Hand & feet to self

Be respectfulBe responsibleBe ready to learn

Developed by the Indiana State Improvement Grant Team (IN-SIG) supported by the USDOE/OSEP/IDOE Center for Exceptional Learners 2009

Four For Life

Are you ready for life? • Be Safe • Be Responsible • Be Respectful • Be on Time

SAFE ORGANIZED ACCOUNTABLE RESPECTFUL Cafeteria

*walk *sit while eating *in own space

*get supplies *eat first, visit last *clean-up when done

*only take what you need

*be kind and friendly *say please and thank you

Hallway *walk on the right *face front *in own space

*carry materials appropriately

*Keep locker space clean

*use a Level One voice

Playground

Dismissal

Restroom

66

Developed by the Indiana State Improvement Grant Team (IN-SIG) supported by the USDOE/OSEP/IDOE Center for Exceptional Learners 2008

Reflection Questions• Answer these questions about your SW-PBS team:1. Is student behavior improving at your school?

Explain why behavior  is improving or is not improving

2. Do you understand the Top 10 Behavioral Principles? If no, which ones are difficult to understand and apply?

3. Do you think your school personnel (staff, teachers, administrators) understand and apply these Behavioral Principles?    If no, which are the hardest for personnel to implement? What ideas do you have to support school personnel to implement these Principles more consistently?

Reflection Questions

• Answer these questions about your SW-PBS team:• 4. Do you understand the basic elements of SWPBS?

If no, which of the elements are unclear? • 5. Do you understand the roles of the SWPBS team? • 6. Are you excited about being a part of a SWPBS

team that can improve the behavior of students, increase academic performance, create more consistency from personnel, and create a more positive school environment?

Congratulations!

• You have completed Florida's PBS Project School-wide Positive Behavior Support Module 1: Introduction to School-wide Positive Behavior Support.

• If you would like a certificate of completion please print this page.

• We hope that you enjoyed the training module!

Recommendations for Training

• At least 80% of faculty, staff, and administration should have some training in the basic principles of behavior.

• All can benefit whether the training is new or a review for staff

• Training options:– Online tutorial http://serc.gws.uky.edu/pbis/ – ABC Activity (see Misc. Section pgs. 124-126)– Lecture and quiz