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Introduction to Schoolwide Positive Behavior Supports

L. Spraggins

Behavior Consultant

Region 14 Education Service Center

lspraggins@esc14.net

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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

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The Texas Behavior Support Initiative is…

• Knowledge and skills on the use of positive behavior supports for all students, including those with disabilities

• Schoolwide, classroom and individual systems of support

• Data collection tools to inform decision-making for program improvement

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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

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Rational for PBS Schoolwide

Performance Based Monitoring

Analysis System

Indicator 16 DAEP Placements

Indicator 17 In School Placement

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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

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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

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School Discipline Challenges

• Challenging Behaviors– Exist in every school and community

– Vary in intensity and frequency

– Connect with a variety of risk factors

– Led to academic and social deficits

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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

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School Challenges Predict Life Long Challenges

• Startling Statistics for Students with Learning and Behavior Challenges:

-27% drop out rate for students with learning disabilities

-50% drop out rate for students with emotional disturbance

-70% arrest rate within three years of leaving school for students with academic and social failures

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Common Response to Behavioral Problems

• Increase monitoring and supervision of the student

• Restate rules• Apply sanctions:

– Refer to office– Suspend– Expel

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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

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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

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• 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

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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?

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Schools That Reduce Delinquency and Disruption

• Shared values regarding school mission and purpose (administration, staff, families, students)

• Clear expectations for learning and behavior

• Multiple activities designed to promote pro-social behavior and connection to school traditions

• A caring social climate involving collegial relationships among adults and students

• Students have valued roles and responsibilities in the school

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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

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SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport Systems

OUTCOMES

Social Competence &Academic Achievement

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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

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Nuts and Bolts

• Team needs a minimum of 36 hours for planning

• Region 14 provides substitute

reimbursement (while funds are available)• Three options for training/support: Problem Solving Team Model Coaching Model Resources Provided

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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

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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

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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)

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Does SWPBS Work?

• Lucky High School– In the beginning…

• “Low performing” school • High drop out rate• School crime • 60% low income/poverty• Frustrated staff • Attendance and tardy problems

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What are They Up To?• PBIS team established and maintained (four years)• School expectations set, rule teaching plan, teaching

schedule• PBS Handbook developed

– Rules– Lesson plans– Increase consistency among adults

• www.Swis.org system in place to track discipline referrals• Involve students

– Leadership activities– School plays

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SET Summary ScoreSchool Defined Taught Rewards Violations Evaluation LeadershipDistrictLHS 01 25 33 16 62.5 37.5 55 67LHS 02 100 100 83 67 62.5 100 83LHS 03 100 87 83 100 100 100 100

LHS SET Scores

0

10

20

30

40

50

60

70

80

90

100

Defined Taught Rew ards Violations Evaluation Leadership District

% in

pla

ce

LHS 01

LHS 02

LHS 03

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Nine School StudySprague, Walker et al. (2001)

• Schoolwide PBS plus Second Step Violence Prevention:–One Year Implementation–Baseline to Treatment–Treatment to Comparison

• Six elementary and three middle schools

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Second Step Violence Prevention Curriculum

• Higher order social skills:– Empathy– Anger Management– Problem Solving

• conflict resolution• dealing with bullies• responsible decision making

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Percent Change in Referrals

Elem TreatElem Comp

Mid TreatMid Comp

0

50

100

-50

% C

hang

e in

Di s

cip l

ine

Re

ferr

als

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• State of Texas

• 8,000 Schools

• 800 Schools PBS Schoolwide

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Region 14• Year 3• Sweetwater East Ridge• Breckenridge Jr H.S.• Albany Nancy Smith• Year 2• Breckenridge South

Elementary• Sweetwater Elementary• Year 1• Rotan• Cisco• Hobbs• Sweetwater Intermediate• Sweetwater Jr. High School

10%

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Campus DataOffice Discipline Referrals

• 04-05 1286 Acceptable

• 05-06 979 Recognized

• 07-08 676

• 08-09 400

Within approximately +/- 15 OFD

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Upcoming Trainings• RTI Overview December 16, 2008

• Planning dates: January 20, February 3, February 23, 2009

• Behavior Blast Week July 7-10

• Launch will be July 7th and 8th Two day symposium

• Coach Training Fall 2009

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Region 14 PBS Super Stars

Albany Nancy Smith ElementaryDoyleen Terrell, Principal

Breckenridge Junior High/South ElementaryBrent Evans, Principal

Sweetwater IntermediateHeather Moore, Principal

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If your school is interested…

1. Create a team or identify two campus coaches

2. Register to attend the coaches trainings or send teams(3 days)

3. Contact Lisette Spraggins

at 325-675-8676

…the relationship between behavior and

learning must not only be considered but acted

upon….IDEA, 1997

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