Introduction to Schoolwide Positive Behavior Intervention Supports L. Spraggins

Introduction to Schoolwide Positive Behavior Intervention

SupportsL. Spraggins

Behavior Consultant

Region 14 Education Service Center

lspraggins@esc14.net

Introduction to Schoolwide PBIS: Agenda

• Overview of TBSI • Background • Rationale • Discuss school discipline

challenges and practices• Describe Schoolwide PBIS practices• Describe SWPBIS outcomes: does

this work?

The Texas Positive Behavior Intervention 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

SYSTEM

Foundation for PBIS• 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 PBIS Schoolwide

Performance Based Monitoring

Analysis System

Indicator 16 DAEP Placements

Indicator 17 In School Placement

Indicator 18 OSS (Live this year)

AISD PBMAS2009 & 2010 COMPARISON

2009 2010

DAEP 2 3

ISS 1 2

OSS Report only Report only

Rational for PBIS Schoolwide

State Performance Plan

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 PBIS SchoolwideState Performance Plan

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

SPP4

AISD Met State Target

Yes!!!!

PEIMS DATA2009 & 2010 COMPARISON

2009 2010

ISS 5,282 5,757

15-30 mins

1,439 Hours

OSS 503 528

DAEP 1,232 1,089

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

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

Academic, Behavioral, and Academic, Behavioral, and Functional Predictors of Chronic Functional Predictors of Chronic Problem Behavior in Elementary Problem Behavior in Elementary

GradesGrades

Kent McIntosh

University of Oregon

40

ORF Trajectories by Function (n = 47)

80

90

100

110

120

130

140

150

160

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

.Peer Attn

Esc. Task

or 1 ODRs 0

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

Collaborative for Academic, Social and Emotional Learning

www.casel.org

Researchers are now documenting impacts of SEL on the adult school community:

• Teacher retention (Murray)

• Relational trust (Bryk & Schneider)

• Improved instruction (Rimm-Kaufman)

What Does the Research Tell Us About Academic Impacts?

• Zins, Weissberg, Wang, and Walberg (2004) summarized growing evidence-based support for improvements in:

• Attitudes (motivation, commitment)• Behavior (participation, study habits)• Performance (grades, subject • mastery)

Impacts: SEL & School Attitudes• Stronger sense of community (bonding)

and view of school as caring

• Higher academic motivation and educational aspirations

• Better understanding of consequences of behavior

• Able to cope more effectively with school stressors

• More positive attitudes toward school and learning

Impacts: SEL & School Behaviors• Greater effort to achieve

• More classroom participation/higher engagement

• Fewer absences; maintained/improved attendance

• On track to graduate; fewer drop-outs

• More prosocial behavior

• Reductions in aggression and disruptions

• Lower rate of conduct problems

• Fewer suspensions

Impacts: SEL & Academics• Improved math, language arts, and social

studies skills

• Increases in performance over time

• Higher achievement test scores and/or grades

• Better problem solving and planning

• More use of higher level reasoning strategies

• Improved non-verbal reasoning

Breakthrough CASEL Research Collaborative for Academic, Social and Emotional

Learning

  conducted by Joseph Durlak of Loyola University and Roger Weissberg of CASEL and the University of

Illinois (2005),

• Meta-analysis of 270 studies shows:

• SEL instruction --> 14% increase in achievement test scores

•

Texas Collaborative of Social and Emotional Development

www.txceds.org

PBIS 3-D MODEL3-D is Better!!!

Look at the new triangle what do you see with the people at your table?

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

PBMAS DATA

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 replacement behaviors or 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?

Look at what you have in place already

PBIS Schools

• 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

•PBIS Introduction

• 1:40-4:42

What is PBIS?• 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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport Systems

OUTCOMES

Social Competence &Academic Achievement

District Readiness District level leadership to support the process

• District commitment to implement a process to support the whole child

• PBIS in the District Improvement Plan

• Commitment to enhance the educational community with new staff that will make the same commitment to ensure sustainability

• District establishment of guidelines for accountability systems for campuses

What Does Schoolwide PBIS Look Like?

• Representative school team

Core teams should include:– Campus administrator or

designee– General and special education

personnel– Other personnel or stakeholders

(e.g., related service staff, staff, parent, school resource officer)

• Campus level core team training required

Team Nuts and Bolts

• Administrative presence is required at meetings

• Establish a mission/theme/motto

• Conduct surveys and the evaluation of a variety of data sources

• Develop a system to use office discipline referral and other data to make decisions

• Prioritize the behavioral needs and identify problem areas in the school

Team Develops

• Schoolwide behavior expectations• Schedule for staff to regularly teach expected

behavior • A lesson plan for implementation• A positive reinforcement program to consistently

recognize expected behaviors from students• Reinforce consequences consistently• Standard Operating Procedures for monitoring

and supervision of students

Team Nuts and Bolts

• Team consistently communicates with the campus staff for feedback and integrates suggestions to establish buy-in

• Team meets regularly to analysis behavior data and create interventions

• Establish a re-teaching schedule to impact the problem areas

A Team Meeting

Honey Island Elementary SchoolPBIS School Wide Expectations

Honey Island Elementary SchoolPBIS School Wide Expectations

Each Teacher will have a

CHAMPs board, expectations,

goals, and consequences posted in the classroom.

How Do I Know My School is Implementing Schoolwide PBIS?

• Behavior skills taught 20+ times/year• Students actively supervised• Students acknowledged frequently

– 5:1 postive:negative interactions• More than 80% students & adults can

describe school-wide expectations– Safe, respectful, responsible

• Benchmarks of Quality (BOQ)

From a Graphic to Reality

PBIS is a process

5:45-6:42

Principal’s Comments

A Region 14 SchoolCampus Data

Office Discipline Referrals

• 04-05 1286 Acceptable• 05-06 979 Recognized• 07-08 676 Recognized• 08-09 400 Recognized

Within approximately +/- 15 OFD

Amarillo Independent School District

Palo Duro High School

April 3, 2011 ESC 14 Field Trip

Drew Daniel

Campus Buy In• We selected a core group of believers that

represented the entire campus population. (math, science, etc.)

• This group then promoted our D-Force concept in their respective departments which allowed for more honest and authentic discussions.

• All work was done for them. (Videos, posters, etc.)

• We gave all staff a D-Force t-shirt to promote unity.

Campus Buy In

•Change in campus mindset

•Distribution of incentives is done by the teachers.

•The staff received appreciation lunches at the end of each semester.

Tier One: School-wide

• All Staff, all students

• Proactive & preventative

• Structural & procedural

• Effective for 80-90% of students

Data

Data

Data

Data

Data Based

Decision Making

Intensive(Individual)

Targeted(Classroom)

School-Wide

Academic System Behavioral System

1% to 5%

5% to 10%

80% to 90%

High School 3# of Std % of Std Tier

# of Students with MORE than 10 Referrals 31 1.6%# of Students with 10 Office Referrals 10 0.5%# of Students with 9 Office Referrals 14 0.7%# of Students with 8 Office Referrals 16 0.9%# of Students with 7 Office Referrals 32 1.7%# of Students with 6 Office Referrals 28 1.5%# of Students with 5 Office Referrals 48 2.6%# of Students with 4 Office Referrals 62 3.3%# of Students with 3 Office Referrals 110 5.8%# of Students with 2 Office Referrals 155 8.2%# of Students with 1 Office Referral 319 17.0%

# of Students with NO Office Referrals 1056 56.1%Student Population 1881

Office Referrals 2619

Male Female Total Male Female TotalWhite 145 131 276 235 96 331

Hispanic 507 493 1000 843 507 1350African American 215 220 435 498 350 848

Asian 87 80 167 43 36 79Native American 3 0 3 11 0 11

957 924 1881 1630 989 2619

Offi ce Referrals

Tier 1 = 80% to 90% Tier 2 = 5% to 10% Tier 3 = 1% to 5%

2008-2009

Population

Does PBIS 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

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

schedule• PBIS 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

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

Nine School StudySprague, Walker et al. (2001)

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

• Six elementary and three middle schools

Second Step Violence Prevention Curriculum

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

• conflict resolution• dealing with bullies• responsible decision making

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

Benefits of PBIS

• The District can support the 3- tier model and use the Benchmarks Of Quality as the measurement of implementation fidelity

• “Not a program in a box” or “One size fits all” the process allows campuses to use their culture to be infused into the process

• Process can be used from Headstart -12th grade

Benefits of PBIS

• The PBIS process enables campuses to keep those processes that work and to infuse them into the 3-tier model. This enables campuses to provide “added value”, structure and cohesion to the existing programs

Benefits of PBIS

• Low cost compared to packaged programs

• Most schools use funds to:– Printing for new referrals– Materials and printing for signs and posters– Data collection tools i.e. RAMP, SWISS– Tangible positive reinforcers or donations

Benefits of PBIS• Not just looking at one facet of the campus

but, every area that the team may want to explore and improve i.e. classroom, hallway, and playground. The team can look at attendance, or tardies,

• All decisions are based on campus data• Addresses the various needs of the

students • Embedded in the process is the opportunity

for teacher/staff “buy in” activities to increase the likelihood of

Benefits of PBIS

Solid researched based process that

WORKS!!!!

Building Relationships and Building Relationships and Connections with StudentsConnections with Students

Reduction of Discipline Referrals Reduction of Discipline Referrals

Academic EngagementAcademic Engagement

Improved Test Scores Improved Test Scores is the is the

Name of the Game!Name of the Game!

…the relationship between behavior and

learning must not only be considered but acted

upon….IDEA, 1997