Positive Behavioral Support: Developing Sustainable

Supports for All Students

Shawn FlemingWendy LafleurGiselle Juneau

AGENDA

PBS Overview District Planning Critical Elements District Presentations

Evangeline Parish, Wendy Lafleur St. John Parish

Why Focus on Discipline in LA?

According to the NAEP background survey administered in 2003:44 % of school officials reported that classroom

misbehavior of 8th graders was a moderate or serious problem (LA Ranked 47 out of 51)

19 % of school officials reported that physical conflicts among 4th graders were a moderate or serious problem (LA Ranked 50 out of 51)

26 % of school officials reported that physical conflicts among 8th graders were a moderate or serious problem (LA Ranked 47 out of 51)

Traditional Discipline vs. PBS Traditional Discipline:

Focused on the

student’s problem behavior

Goal was to stop undesirable behavior, through the use of punishment.

Positive Behavior Support:

Replaces undesired behavior with a new behavior or skill.

Alters environments, Teaches appropriate

skills, and rewards appropriate behavior.

Number of Suspensions in Louisiana (in-school and out-of school)

0

50,000

100,000

150,000

200,000

2002-03 2003-04 2004-05

Nu

mb

er o

f su

spen

sio

ns

# of ISS

# of OSS

Number of Expulsions in Louisiana (in-school and out-of school)

0

1,000

2,000

3,000

4,000

5,000

2002-03 2003-04 2004-05

Nu

mb

er o

f Exp

uls

ion

s

# of ISE

# of OSE

Juvenile Justice Reform Act (1225) 79 of the 143 legislators co-authored this bill

that was unanimously passed

“The legislature hereby finds and declares that:1) the good behavior and discipline of students are

essential prerequisites to academic learning, the development of student character, and the general, as well as educational, socialization of children and youth.

2) Bad behavior and lack of discipline in many schools of the state are impairing the quality of teaching, learning, character development, and, in some schools, are creating real and potential threats to school and public safety.

Juvenile Justice Reform Act (1225)

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

SWPBS is a process that: Establishes an effective and efficient

system to address behavioral issues. Utilizes proactive educational positive

practices that support success. define, teach, and support student and staff

appropriate behaviors

Relies on data-based decisions to target interventions and evaluate progress.

SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

Supporting Student Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence,Academic Achievement, and Safety

Positive Behavior Support is… A collaborative, assessment-based approach to

developing effective interventions for problem behavior

Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

Aim is to build effective environments in which positive behavior is more effective than problem behavior

Features of School-wide PBS(Sugai, 2001)

Create a continuum of behavior supports from a systems perspective

Focus on behavior of adults in school as unit Establish behavioral competence Utilize effective, efficient & relevant data-based

decision-making systems Give priority to academic success Invest in research-validated practices Arrange environment for “working smarter”

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

Academic Systems Behavioral Systems

Blended Initiatives

5-10% Targeted Group InterventionsTargeted studentsTargeted Group Interventions

Targeted students5-10%

Intensive, Individual InterventionsSpecific students

1- 5%1-5%Intensive, Individual InterventionsSpecific students

Universal InterventionsAll students

80-90% 80-90%Universal InterventionsAll students

Dr. George Sugai, Co-DirectorCenter on PBS

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

100% of Students

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Designing a Universal System

What does PBS look like? SW-PBS (Universal)

SWPBS Team meets regularly

Administrators are active participants

Data-driven school-wide decisions regarding behavior

Behavior is indicated as an objective on the School-Improvement Plan (SIP)

All members and staff are: Able to identify team leader Involved with the development of school-wide

plan

What does PBS look like? SW-PBS (Universal)

3-5 Positively Stated School-wide Expectations Taught to all students: >80% of students can state the School-

wide expectations

Reinforcement System encourages students following expectations Teachers/staff are reinforced for implementing plan

Positive adult-to-student interactions exceed negative

Effective consequences for rule violations

Problem behavior is addressed through function-based interventions

PBS is Data Driven Implementation Evaluation

Does the team assess implementation of PBS elements?

Are team activities guided by assessment and other data sources?

Assessment of Goodness-of-Fit and/or Social Validity of Interventions

Problem Identification and Outcome Evaluation Office Discipline Referrals Suspensions/Expulsions Student/Teacher absenteeism and drop-out rates Academic performance

School-Level Data Based Decisions

Data systems initially designed to meet state & district needs

In this day of accountability schools need access to meaningful information - School Improvement Graphical displays Timely User friendly

Specific Data Neededto Answer Questions

Who? Are there many students receiving referrals or only a

small number of students with many referrals? What?

What problem behaviors are most common? When?

Are there specific times when problems occur? Where?

Are there specific problem locations?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Problem Behavior

WHAT

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

WHEN

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

WHEN

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

WHERE

Referrals per Student

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

WHO

SWPBS Critical Elements PBS Team Faculty Commitment Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Expectations & Rules Reward/Recognition Program Lesson Plans Developed (Expectations/Rules Taught) Implementation Plan Crisis Plan Evaluation

State/District Elements

Leadership Team/Commitment Coordination Funding Visibility Political Support Training Capacity Facilitator Capacity Demonstration sites Evaluation

PBS Organizational Logic

Leadership Team

FundingVisibility Political

Support

Training

Facilitating Evaluation

Coordination

Leadership Team

Broad Representation of Stakeholders Administration Regular Education Special Education Families Mental Health

Determine number of schools to involve Complete Self-assessment Complete 3-5 year prevention-based action

plan Defines regular meeting schedule and process

Funding

Stable funding sources cover at least 3 years of activities General Fund Grants only to support start-up Collaboration from multiple funding sources

Safe/Drug Free Title I, IV, etc. IDEIA

Visibility

Dissemination strategies to keep stakeholder aware of activities and accomplishments Websites, newsletters, etc.

Leadership team disseminates, celebrates, and acknowledges outcomes and accomplishments

Political Support

Student social behavior is among top five goals for the political unit

Leadership team reports to the political unit at least annually on activities and outcomes

PBS policy statement developed and endorsed

Participation and support by administrators

Training Capacity

Establish Trainers to build and sustain SWPBS practices Demonstrated fluency with key

concepts/features, practices and systems Participation in trainings Demonstrated success with training adults Experience with examples of

implementation of SWPBS from multiple schools

Facilitator Capacity

Facilitator support network that builds and sustains SW-PBS Organization of personnel and resources

for facilitating, assisting, maintaining, and adapting local school implementation efforts

Facilitators available at least monthly for emerging teams and quarterly for established teams

Coordination

FTE Manages day-to-day operations Knowledgeable about:

SWPBS practices and systems Organizational change strategies Assessment –based action planning Coordination, facilitation and training Regular program evaluation strategies

Demonstration Sites

At least 10 schools identified as demonstration sites of process and outcomes Initial implementation of small number of

schools is recommended

Evaluation

Process for assessing Extent that teams use SW-PBS Impact of SW-PBS on student outcomes Extent that the leadership’s action plan is

implemented

Evangeline Parish

PBS District Team, Plan and Activities Wendy LeFleur

Evangeline Parish

District Wide Perspective

Attendance

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave………”

If we can’t reach, how can we teach?

Children need to be

IN SCHOOL!!!

Behavior

What do we do with students who are in school but are having

problems?

Throw them out????

Teach Replacement Skills

District Wide PBS Leadership Team

Superintendent

(Child Welfare & Attendance Supervisor)

(Elementary Curriculum Supervisor)

(Administrator of Curriculum & Instruction)

(Deputy Administrator for Desegregation)

(Supervisor Special Education)

(Title I Supervisor)

Piloted (Administration 5-12th)

Pilot (Administrative Representative PreK-4th)

District Wide PBS PlanCoordination

Interrelated facets of students

Funding

Special Education (Early Intervention)

Title I

Non-Uniform Days

Time

Donations

Attendance

Achievement

Behavior

District Wide PBS Plan

Political Support(Mandated by Juvenile Justice Reform Act 1225)

Superintendent (Located in SIP)

School Board Members (Stated that they were not giving High School students a lollipop)

Principals

Visibility

Supervisors

Principals

Piloted at VPL success

District Wide Mandates

District Wide PBS Plan

Training Capacity

One facilitator

(Helped to form PBS Teams at 11 different school sites & was instrumental in the implementation of programming)

Now – Supervisor of Special

Education Child Welfare &

Attendance Supervisor

Future – Other Supervisors Competent Assistant

Principals

District Wide PBS Plan

Evaluation

Self-evaluation reports (JPAMS)

Parish Discipline Statistics

Test Scores

Results

(We are still setting up some schools!)

District Wide Outcomes

Referrals Suspensions Expulsions

2004-2005 9830 2290 56

2005-2006 9539 2275 60

Variance - 291 -15 + 4

0

2000

4000

6000

8000

10000

Referrals

2004-05

2005-06

2265

2270

2275

2280

2285

2290

Suspensions

2004-05

2005-06

District Wide PBS Plan

0

500

1000

1500

2000

2500

2004-05 2005-06

Student Count

Referrals

Suspensions

Expulsions

MHS (12th-5th) 2004-05 2005-06

School Count 738 776

Referrals 2126 1487

Suspensions 302 265

Expulsions 9 4

Summary of Number of Referrals & Suspensions by School (Along with Student

Count)

0

500

1000

1500

2000

2500

3000

BHS MHS PPHS VPHS

Student Count

Referrals

Suspensions

BHS MHS PPHS VPHS

Referrals 468 1487 1013 2543

Suspensions 100 265 318 680

Student Count

289 776 774 804

Summary of Number of Referrals & Suspensions by School

(Along with Student Count)

0

500

1000

1500

2000

BCE CE EC ME VE VPE WWS

Student Count

Referrals

Suspensions

BCE CE EC ME VE VPE WWS

Referrals 468 748 896 562 158 1641 341

Suspensions 167 169 231 94 81 140 30

Student Count 760 384 118 560 378 730 327

District Expulsions (by Grade)

Now we can target behaviors, set up interventions, track and evaluate the successfulness of programs.

0

5

10

15

20

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

2005-2006Expulsions

St. John Parish

PBS District Team and Plan

6/20/2003 3

WestFeliciana

Washington

St. Tammany

Tangipahoa

St.Helena

Livingston

CoupeePt.

East

Avoyelles

East

Baton RougeW.

IbervilleOrleans

St. John

St.Charles

St. Bernard

Plaquemines

Jefferson

AscensionSt.

JamessAssumption

LafourcheSt.Mary

Terrebonne

Beauregard Allen

Calcasieu

Cameron

JeffersonDavis

Evangeline

St. Landry

Acadia

Vermilion

Lafayette

St.Martin

Iberia

Vernon Rapides

Winn

Grant

LaSalleCatahoula

Concordia

Caldwell

Natchitoches

Caddo

Bossier

RedRiverDeSoto

Sabine

Webster

Bienville

Claiborne

Lincoln

Jackson

Union Morehouse

OuachitaRichland

FranklinTensas

Madison

CarrollWest East

St. John Parish