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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?
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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
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
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
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
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?
4% (04) 9% (05) 87% (09)
9% (08) 16% (07) 75% (13)
10% (10) 17% (09) 73% (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
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 • 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 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 Each Teacher will have a CHAMPs board, expectations, goals, and consequences posted in the classroom.