Universal PBIS & The School Administrator’s role: Process Compliance & Accountability

1. Universal PBIS& The School Administrator’s role:ProcessCompliance &Accountability

2. Presentation Purpose To provide guidance to school-building level administrators regarding process, compliance and accountability related to implementation of universal PBIS.

3. 2010-11 State-Wide Instances of Removal from Classroom • When applying just 6.5 hours (1 missed school day excluding 30 min for lunch) for each instance, it totals 1,035,145 hours removed from regular/assigned classroom. • Louisiana Department of Education

4. Evidence about the Effects of Suspension and Expulsion • There is little scientific research to show that zero-tolerance or other “get-tough” measures are effective in reducing school violence or increasing school safety. • Several studies have found negative outcomes following suspension and expulsion, such as delinquency, substance abuse and school dropout • The three student discipline issues most frequently rated as serious or moderate problems by principals at elementary and secondary level schools were tardiness, absenteeism, and physical violence • Suspension and Expulsion At-A-Glance, Institute for Democracy, Education and Access (2003)

5. The Challenge… • Implementing the process as an administrator • Being in compliance with the legal requirements • Being accountable as the school’s leaders

6. Module 1: PBIS Process

7. Background: School-Wide PBIS • School-Wide Expectations and rules taught in settings during first week of school • School-Wide Reinforcement System in use • Minor/Major problem behavior defined • Leveled system for dealing with minor/major problem in use In order for the PBIS process to be implemented in any school it requires Administative Support and Guidance

8. School-Wide Positive Behavior Support Procedures and processes intended for all students, staff, in specific settings and across campus; FOCUSES ON PREVENTION!

9. Critical Elements of SWPBIS 1. Expectations developed 2. Positively stated rules developed for specific settings that align with expectations 3. Lesson plans developed for teaching expectations/rules 4. Reinforcement System Developed a. Student Reinforcement System is established (what, when, how) b. Faculty Involvement Strategies for sharing data Staff Reinforcements 5. Discipline Referral Process a. Minor vs. Major Behavior definitions and examples b. Discipline flow chart developed (protocol for minor, major, crisis) c. Principles of Behavior taught/reviewed with staff 6. Training/Resources Developed for Act 136 Training 7. Analyze Big 5 Data and other data sources on a regular basis and share with faculty 8. PBIS Team Established a. Membership, meeting times, leader, roles, agenda, etc. b. Alignment and communication with other initiatives 9. Implementation plan established Faculty In-service Communicating PBIS with families Master Model Discipline Plan Book of Products 10. Evaluation Measures Utilized *Benchmarks of Quality, Surveys, etc.

10. Critical Elements of SWPBIS 1. Expectations developed 2. Positively stated rules developed for specific settings that align with expectations 3. Lesson plans developed for teaching expectations/rules 4. Reinforcement System Developed a. Student Reinforcement System is established (what, when, how) b. Faculty Involvement Strategies for sharing data Staff Reinforcements 5. Discipline Referral Process a. Minor vs. Major Behavior definitions and examples b. Discipline flow chart developed (protocol for minor, major, crisis) c. Principles of Behavior taught/reviewed with staff 6. Training/Resources Developed for Act 136 Training 7. Analyze Big 5 Data and other data sources on a regular basis and share with faculty 8. PBIS Team Established a. Membership, meeting times, leader, roles, agenda, etc. b. Alignment and communication with other initiatives 9. Implementation plan established Faculty In-service Communicating PBIS with families Master Model Discipline Plan Book of Products 10. Evaluation Measures Utilized *Benchmarks of Quality, Surveys, etc.

11. Critical Elements of SWPBIS 1. Expectations developed 2. Positively stated rules developed for specific settings that align with expectations 3. Lesson plans developed for teaching expectations/rules 4. Reinforcement System Developed a. Student Reinforcement System is established (what, when, how) b. Faculty Involvement Strategies for sharing data Staff Reinforcements 5. Discipline Referral Process a. Minor vs. Major Behavior definitions and examples b. Discipline flow chart developed (protocol for minor, major, crisis) c. Principles of Behavior taught/reviewed with staff 6. Training/Resources Developed for Act 136 Training 7. Analyze Big 5 Data and other data sources on a regular basis and share with faculty 8. PBIS Team Established a. Membership, meeting times, leader, roles, agenda, etc. b. Alignment and communication with other initiatives 9. Implementation plan established Faculty In-service Communicating PBIS with families Master Model Discipline Plan Book of Products 10. Evaluation Measures Utilized *Benchmarks of Quality, Surveys, etc.

12. The Office Discipline Referral Process • Contains definitions of: major discipline incidents, minor discipline incidents, crisis incidents, a continuum of discipline procedures • Can be summarized in a narrative or graphic form • Is presented to all staff for approval • Is trained to all staff • Teachers should post this referral process in their classrooms!

13. Observe Problem Behavior In a Nutshell ...... Discipline Process Is Behavior Major? Yes, Immediate Administrative Response Needed If Not Handle in Classroom Call Extension: 214 & Provide Details If Yes, but not crisis Problem Solve Submit Office Referral to Grade Level Dean Teacher Determined Consequences Deans/Admin Notified Immediately File Minor Infraction Report in Classroom and with Dean Situation Assessed by Admin & Action Implemented Administrative Consequences Assigned prior to re-entry of class Follow-up Minor: Classroom disruption, minor profanity, cheating, etc. Major: Minor behavior that has not improved with interventions, major profanity Yes, Immediate Response: Potentially unsafe environment, suspicion of criminal behavior

14. So many committees, so little time… • Most schools have numerous committees that actually do some of the same things • Most committees are comprised of the same team members • Consider how SWPBIS should compliment other initiatives/committees such as SBLC, RtI, etc.

15. Activity Working Smarter PART 1 • List all the committees and initiatives that are currently on your campus and complete the requested information in the columns PART 2 • Based on your results, what committees can you: (a) eliminate? (b) combine? (c) provide more support?(d) infuse PBIS into? (e) distribute membership responsibility? PART 3 • How can you return to school and feasibly consolidate? support or realign?

17. Action Plan! • Module 1 • Discipline Referral Process • Minors & Majors • Flowchart • Shared and Taught with all • Working Smarter • Initiatives, Committees & Team

18. Module 2: Compliance

19. What are the “Legal Requirements” for Administrators? • 1. Master Model Discipline Plan (MMDP) (R.S. 17:252) ; • 2. Act 136: Training for School Personnel in Classroom Management (R.S. 17:252 (D)).

20. Juvenile Justice Reform Act (1225) • Passed in 2003 • 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

21. Master Model Discipline Plan (MMDP) • Worksheets required each year by each school according to the LA Department of Education • Monitoring Rubric • Assurance signed by Superintendent • Report: each school answers these questions, reports them to the district contact, and then the district contact creates an annual report to be provided to the school board • MMDP Worksheet: each school completes • MMDP Master Plan: each school completes • District retains a copy of MMDP documents each year

22. Monitoring Rubric

23. Monitoring Rubric (cont.)

24. Superintendent Assurance

25. Annual School Report

26. MMDP: Worksheet & Plan

27. Scavenger Hunt • Look at the School Model Master Plan. Can you number at least 5 items that require the School Administrator to make a decision? Group Share

28. Ensuring & Sustaining Safe, Supportive & Successful Classrooms = ACT 136 • The school master plans required of city, parish, and other local public school boards by this Section shall make provision for pre-service and ongoing grade appropriate classroom management training for teachers, principals, and other appropriate school personnel regarding positive behavioral supports and reinforcement, conflict resolution, mediation, cultural competence, restorative practices, guidance and discipline, and adolescent development.

29. Scavenger Hunt • Look at the Teacher Training Requirements. Can you find at least 5 training requirements that are required to be provided? Group Share

30. Meeting Classroom Management Training Requirements

31. How to Determine Training Needs I. Inventory current training Resources available A. Look at Regional, District and School level resources i. Personnel for Training ii. Financial Resources iii. Training Time B. Determine Needs in your school or District II. Utilize discipline data to determine what your training needs are for Yellow/Red Zone

32. How to Determine Training for Teachers with Specific Needs • 1. Review Discipline Data • Question: What Data will you review to make this determination? Share with learning partner. • Whole Group Share.

33. Administrator’s “Hard” Evidence of Compliance • Model Master Plan • Teacher Training in Classroom Management

34. Administrator’s “Soft” Evidence • Leadership Team that regularly meets and is empowered to work with Administrator in making decisions regarding school Discipline plan and school practices • Regular review of Discipline Data • Expectations that are part of the “school culture” and embedded in the language of the school • Reward system (tangibles and intangibles) that is meaningful and well thought out

35. List Compliance Action Items Discussed • Partner Sharing • Whole Group Share

36. Action Plan! • Module 1: Compliance • Master Model Discipline Plan (MMDP) • Monitoring Rubric • Assurance signed by Superintendent • Report: each school answers these questions, reports them to the district contact, and then the district contact creates an annual report to be provided to the school board • MMDP Worksheet: each school completes • MMDP Master Plan: each school completes • Act 136, Classroom Management • Providing training

37. Module 3: Accountability

38. Module 3: Accountability • Book of Products • Agendas/minutes from meetings • Going through the motions to meet mandates • Data • SETs: when and how to use the data • Benchmarks of Quality: when and how to use the data • Identifying teachers in need of assistance • Administrators’ point of view • Walk- throughs

39. Book of Products Administrators need to review Book of Products twice a year. Things to look for -Team Action Plan filled out and updated to the year -Referral Process Flow Chart: show evidence of use -Expectations and Rules: still applicable for each school year

40. -Lesson Plans, Time Line and Lessons: Check to make sure lesson plans are updated and timelines are correct for the school year. -School Improvement Plan: Make sure the SIP is current -Master Model Plan: Make sure MMP is current -Crisis Plan: Make sure it is current and applicable for the school year. -Reinforcement Systems: Evidence showing that they are updated throughout the year, utilized and connected to the expectations.

41. Agendas/Minutes from Meetings -SWPBIS Team Meeting Agendas: Have agendas and sign-in sheets. -Data and Interventions: Have current behavioral data, listing of interventions utilized and results of interventions documented. It is KEY to have evidence showing that meetings are being held and productive. By having evidence, the school is able to address its problems in a data driven environment.

42. Going Through the Motions to Meet Mandates Administrators should never allow the team to go through the motions without having evidence of what their goals are and how they will achieve their outcomes. By tracking this information this should allow for a more congruent system for the administrators to monitor all aspects of their school.

43. Data All schools should be data driven. Academics are not arbitrarily decided, therefore, behavior/school climate should not be arbitrarily decided.

44. Things to Look for when Examining Data • When/where/time of behavior incidents. • # of behavior per student • # of behavior by teacher • Grade levels • Frequency • Attendance • 504 referrals • SPED referrals You are looking for any trend or combination of concerned areas that will help generate and guide interventions.

45. Data Interventions It is key for administrators to collect data on interventions used to address data driven concerns. Data is needed to determine if the interventions are ineffective and to develop alternative interventions to achieve success. Data is the MACHINE that should run a school. Data allows an administrator to make decisions that will directly and indirectly affect the success of a school.

46. Benchmarks of Quality & SETs • Benchmarks of Quality is a self assessment that will allow all teachers and administrators to have a point of reference as to where they are in the PBIS process. • SETs must be administered by someone who has been trained in the SET and has expert knowledge of the PBIS process.

47. How well are your teachers connected to the students? • Through the data process the administrator and PBIS team can recognize a teacher(s) that may need technical assistance.

48. Identifying Teachers in Need of Technical Assistance A Positive Climate for Learning Well Connected Somewhat Connected Not Connected Family Peers School Classroom Society Community Neighborhood Work Teacher Student

49. Tips to Help Prevent Problem Behaviors • Discuss methods to proactively teach skills, procedures, schedules, consequences, and expectations, and develop a plan for implementation in participant’s school/classroom. • Identify replacement skills to address problem behaviors with in the school/classroom. • Develop specific skill steps via task analysis. • Practice using Proactive Teaching. • Track patterns of problem behaviors school wide.

50. Proactive Teaching Proactively Teach Rules Procedures Skills Consequences These things must be in place and aligned with the expectations of the school and classrooms.