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Paul J. Pattavina, PhD Special Education Supervisor

PBIS Implementation Report #3: Impact of PBIS training on discipline practices in GPS - Executive summary for the Groton Board of Education- 4/24/12. Paul J. Pattavina, PhD Special Education Supervisor. Essential Questions. What is PBIS and why is Groton involved?

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Paul J. Pattavina, PhD Special Education Supervisor

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  1. PBIS Implementation Report #3: Impact of PBIS training on discipline practices in GPS-Executive summary for the Groton Board of Education-4/24/12 Paul J. Pattavina, PhD Special Education Supervisor

  2. Essential Questions • What is PBIS and why is Groton involved? • What schools are involved in PBIS training? • What are the major components of PBIS? • Are there any specific practices recommended by PBIS? • How have discipline practices and student behavior in individual schools been effected by PBIS training? Pattavina 4/24/12

  3. Introduction: What is PBIS? • PBIS: Positive Behavior Interventions and Support • A framework for improving student academic and behavior outcomes for all students – primarily through a school wide student discipline system that is proactive and positive rather than punitive and disciplinary • Based on decades of research concerning behavioral learning principles Pattavina 4/24/12

  4. Why is Groton involved with PBIS? • GPS became involved with PBIS in the 2006-07 year with a corrective action plan to address excessive suspensions and expulsions of students with disabilities • Since then, PBIS has been systematically integrated in all GPS. As of 1/1/12, PBIS is an integral part of our Safe School Climate Plan Pattavina 4/24/12

  5. How does PBIS work? • Practices are coordinated school wide - based on values and expectations shared by at least 80% of staff, stated positively and communicated clearly to all students • Appropriate and expected behaviors are taught to all students • Incentives are provided to encourage appropriate behavior • Strategies are in place to discourage inappropriate behaviors • Program decisions are driven by student performance data that is collected and reviewed routinely • Decisions about programming are made collaboratively, based on student performance data • PBIS is NOT a model curriculum, intervention, or practice - it is a framework for establishing a proactive, school wide system of discipline Pattavina 4/24/12

  6. SUPPORTING SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT. OUTCOMES DATA SUPPORTING DECISION MAKING SYSTEMS SUPPORTING STAFF BEHAVIOR PRACTICES SUPPORTING STUDENT BEHAVIOR Pattavina 4/24/12

  7. Fundamental components of PBIS • clear behavioral expectations • systemic ways to encourage appropriate behavior • systemic ways to discourage inappropriate behavior, • ways to teach expected behaviors and social skills • a method to monitor effectiveness, including data-driven decision making practices. Pattavina 4/24/12

  8. 3- step prevention process • 1. School-wide and classroom systems for ALL students, staff, and settings. • 2. Specialized group systems for students with at-risk behavior. • 3. Specialized, individual support for high-risk behavior. (repeat offenders) Pattavina 4/24/12

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  10. Benefits of PBIS Schools that establish PBIS with integrity and durability have teaching and learning environments that: • Are less reactive, aversive, dangerous, and exclusionary • Are more engaging, responsive, preventive, and productive • Address disciplinary issues (e.g., attendance, tardies, antisocial behavior) • Improve supports for students whose behaviors require more specialized assistance • Most importantly, maximize academic engagement and achievement for all students Pattavina 4/24/12

  11. How have Groton schools become involved with PBIS? Pattavina 4/24/12

  12. At the end of the 2011-12 school year, staff training in PBIS will have progressed in individual schools as follows: • Completed 4th year: Claude Chester • Completed 3rdyear: Fitch Middle , Catherine Kolnaski • Completed 2ndyear: Barnum, Mary Morrison, Pleasant Valley • Completed 1styear: North East, SB Butler, Fitch High • Starting in 2012-13: Cutler Middle , West Side Middle Pattavina 4/24/12

  13. Getting started with PBIS training in schools • 80% buy-in by staff • District level support assured • Building level teams (8-10) representative of all levels of staff receive extensive PBIS training – over a 3-5 year period • Expectations for students defined • Expected behaviors for students are taught • System for rewarding behavior created • System for responding to misbehavior designed • System for monitoring & decision making in place Pattavina 4/24/12

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  15. What is an example of how behavioral expectations are communicated clearly to all students? Pattavina 4/24/12

  16. S.O.A.R • SAFETY • OPEN-MINDEDNESS • ACHIEVEMENT • RESPECT AND RESPONSIBILITY In the hallway, classroom, rest rooms, cafeteria, arrival and dismissal areas, common areas, and the bus. Pattavina 4/24/12

  17. School Logo Responsible Respectful Safe Honest The Path to Excellence Begins Here! Pattavina 4/24/12

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  20. What is an example of how expected behaviors are encouraged and taught? Pattavina 4/24/12

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  23. Reward system • Passport to S.O.A.R • Stamps for kids that are doing the RIGHT things • Tiered reward system Pattavina 4/24/12

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  25. What kinds of student performance data is being collected? Pattavina 4/24/12

  26. SWIS: School Wide Information System Referrals to the office are broken down to: • Type of offense • Location • Time of day 4. Referring adult 5. Possible motivation 6. Frequency of referrals by same student Pattavina 4/24/12

  27. Middle School Level 1 Tracking Form Pattavina 4/24/12

  28. CATHERINE KOLNASKI MAGNET SCHOOL DISCIPLINE FORM Pattavina 4/24/12

  29. What is an example of how program decisions are driven by student performance data? Pattavina 4/24/12

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  32. What kinds of discipline practices are recommended by PBIS? Pattavina 4/24/12

  33. Tier 1 management strategies • 1. providing a high degree of structure and predictability • 2. presenting positively stated expectations • 3. actively engaging students in successful learning activities • 4. using a continuum of strategies to encourage and teach appropriate behavior • 5. using a continuum of strategies to respond to inappropriate behavior Pattavina 4/24/12

  34. Tier I – Universal Interventions - (100 % of Student Population) Pattavina 4/24/12

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  36. How have discipline practices been effected by PBIS training? Pattavina 4/24/12

  37. PBIS PROGRESS SURVEY • SCHOOL: • DATE: • SURVEY COMPLETED BY: • Names/Roles of PBIS Team members in this school: • Who enters SWIS data at this school? • How many days of PBIS training have each staff on the team completed? • How often is SWIS data summarized for staff; and used at team meetings? • To what extent are the 8 steps of PBIS implementation in place at this school? • What is this school’s SET score? • How have PBIS expectations been taught to staff; and to students? • In what way(s) have discipline practices in this school changed as a result of PBIS training? • What kind(s) of school wide events or activities were scheduled in this school in the 10-11 year to reinforce or promote PBIS ideas? • How many students in this school received 3 or more disciplinary referrals since 1/2/11? • What are the 3 most commonly reported behavior problems in this school this year? • What is the most common administrative decision associated with the most frequently reported behavior problems at this school? • What are the characteristics of staff who have the top 3 highest rates of disciplinary referrals? • What months have the highest and lowest disciplinary referrals? • How have disciplinary referral patterns changed (if at all) since last year at this time? • Calculate the average cost-benefits of PBIS by comparing the average # of minutes consumed by disciplinary referrals for students and administrators over the past 2 years. Multiply the total # of ODR’s in the current year by 25 minutes each for students; and 15 minutes each for administrators. Then do the same for the prior year and compare the totals for a gross estimate of the amount of ‘bang for the buck’. For a more detailed explanation of the formula go to www.pbismaryland.org/costbenefit.xls. Pattavina 4/24/12

  38. The following figure shows a sample way to calculate the cost/benefit of PBIS training. Pattavina 4/24/12

  39. Summary • PBIS: Positive Behavior Interventions and Support – a proactive, school wide approach to discipline, focusing on improving behavioral and academic outcomes for all students. • GPS began in 2006-07 as part of a corrective action plan for excessive suspensions – now is integral part of district’s Safe School Climate Plan. • As of the 2012-13 year, all GPS’ will be involved to varying degrees. • The major components are: clear behavioral expectations, systemic ways to encourage appropriate behavior, systemic ways to discourage inappropriate behavior, ways to teach expected behaviors and data-driven decision making practices. • Practices expected of all teachers at Tier I: providing a high degree of structure and predictability, presenting positively stated expectations, actively engaging students in successful learning activities, using a continuum of strategies to encourage and teach appropriate behavior and using a continuum of strategies to respond to inappropriate behavior. • School wide discipline practices are changing in all GPS through PBIS. Pattavina 4/24/12

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