Introduction to Schoolwide Positive Behavior Intervention Supports L. Spraggins

1. Introduction to Schoolwide Positive Behavior Intervention Supports L. Spraggins Behavior Consultant Region 14 Education Service Center lspraggins@esc14.net

2. 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?

3. 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

4. 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

5. Rational for PBIS Schoolwide Performance Based Monitoring Analysis System Indicator 16 DAEP Placements Indicator 17 In School Placement Indicator 18 OSS (Live this year)

8. AISD PBMAS2009 & 2010 COMPARISON

9. 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

10. 2009-2010 Rational for PBIS Schoolwide State 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

13. SPP4 AISD Met State Target Yes!!!!

14. PEIMS DATA2009 & 2010 COMPARISON

15. Sobering Facts

17. 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

18. 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

19. Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary Grades Kent McIntosh University of Oregon 40

21. 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

22. Collaborative for Academic, Social and Emotional Learning www.casel.org

23. Researchers are now documenting impacts of SEL on the adult school community: • Teacher retention (Murray) • Relational trust (Bryk & Schneider) • Improved instruction (Rimm-Kaufman)

24. What Does the Research Tell Us About Academic Impacts? • Zins, Weissberg, Wang, and Walberg (2004) summarized growingevidence-based support for improvements in: • Attitudes (motivation, commitment) • Behavior (participation, study habits) • Performance (grades, subject • mastery)

25. 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

26. 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

27. 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

28. Breakthrough CASEL Research Collaborative for Academic, Social and Emotional Learningconducted 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

30. Texas Collaborative of Social and Emotional Development www.txceds.org

31. PBIS 3-D MODEL3-D is Better!!! Look at the new triangle what do you see with the people at your table?

32. Common Response to Behavioral Problems • Increase monitoring and supervision of the student • Restate rules • Apply sanctions: • Refer to office • Suspend • Expel

33. 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

34. 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

35. 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)

36. 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?

38. Look at what you have in place already

39. 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

40. PBIS Introduction • 1:40-4:42

41. 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

42. Social Competence & Academic Achievement Positive Behavior Support Systems OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

43. 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

44. 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

45. 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

46. 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

47. 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

48. A Team Meeting

49. Honey Island Elementary SchoolPBIS School Wide Expectations

50. Honey Island Elementary SchoolPBIS School Wide Expectations Each Teacher will have a CHAMPs board, expectations, goals, and consequences posted in the classroom.