Great Expectations Lead to Great Outcomes

Act 136 (Passed 2010)

Requires school districts to provide ongoing classroom management training related to

positive behavior interventions & support reinforcement conflict resolution mediation cultural competence restorative practices guidance and discipline adolescent development

What is School Wide Positive Behavior Intervention and Support?

A framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students

Top 5 Referral Concerns Across EBR Schools During 2013-2015

0

200

400

600

800

1000

1200

1400

1600

1800

2000

Figh,ng Wilful Disobedience School Disturbances/ Habitual Viola,ons

Treats Authority with Disrespect

Guilty of Conduct or Habits Injurious to Self and Others

Elem

Mid

HI

SA

Referrals By Problem Behavior District Elementary Schools Summary

2013-14

Total ODR Incidents- 7979

Top 5 Referral Concerns Instigates or participates in fights while under school supervision ..1,643 Willful Disobedience .1,564 Disturbs the school or habitually violates any rule 1,024 Treats authority with disrespect ....953 Is guilty of conduct or habits injurious to his/ her associates .844

The top 5 referrals accounted for 6,028 ODRs (76%) in EBR Elem Schools during 2013-2014

Referrals By Problem Behavior District Middle Schools Summary

2013-14 Total ODR Incidents- 6,577

Top 5 Referral Concerns Willful Disobedience ------------------------------------------- 1,438 Instigates or participates in fights while under school Supervision .. 1,258 Disturbs the school or habitually violates any rule ---- 961 Treats an Authority With Disrespect----------------------- 747 Uses profane or obscene language -------------------------- 426

The top 5 referrals account for 4,830 ODRs (73%)

Referrals By Problem Behavior District High Schools Summary

2013-2014

Total Incidents- 7,624

Top 5 Referral Concerns Willful Disobedience ---------------------------------------------------------1,884 Is habitually tardy and / or absent-------------------------------------- 1,296 Leaves school premises/ or classroom w/o permission------------ 997 Treats an Authority With Disrespect------------------------------------ 960 InsJgates or parJcipates in ghts while under school Supervision.. 698 Cyber bullying/ Cyber harassment------------------------------------- 5

The top 5 referrals account for 5,835 ODRs (77%)

SUPERINTENDENTS ACADEMY SCHOOLS REFERRALS BY PROBLEM BEHAVIORS (2013-14)

District Wide there were 3096 ODRs reported by SA schools.

SIX LEADING DISTRICT WIDE REASONS FOR OFFICE DISCIPLINARY REFERRALS (ODRs) BY SA SCHOOLS:

InsJgates or parJcipates in ghts while under school Supervision - 556 Willful Disobedience --------------------------------------------------------- ----517 Treats an Authority With Disrespect------------------------------------ --- 588 Disturbs the school or or habitually violates any rule---------------- ---- 366 Leaves school premises/ or classroom w/o permission------------ --- 303 Use profane and/or obscene language --------------------------------------- 216 TOTAL-------------------------------------------------------------------------2546 The Leading 6 reasons for ODR noted above represented 82 % of

all ODRs at the Superintendents Academy Schools

Team work is vital to developing school culture and behavior expectations

. The PBIS Leadership Team is comprised of representatives from : Behavior Strategists Child Welfare and Attendance ESS Supervisors Executive Assistant to the Superintendent I Care PBIS Team Leaders Principals Pupil Appraisal Transportation

School Level Team Comprised of : Ancillary Staff Bus Drivers ESS Teachers General Education Teachers Parents School Administrators School Stakeholders Students

If a child doesnt know how to read, we teach. If a child does not know how to swim, we teach If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach If a child does not know how to behave, we. teach? . Punish?

Adapted from Tom Horner, Counterpoint (1998, p2)

Traditionally, reactive strategies are used to deal with behaviors that interfere with classroom instruction Verbal

reprimands Time out within

the classroom Phone the

parent Time out room

Behavior clinic after school

Suspension Expulsion Office referral

The most typical strategies used to address misbehaving students are: Detention Suspension Expulsion

Get tough on offenders!!!

Evidence based research is clear

Punitive methods alone do not teach

acceptable replacement behaviors Punitive methods most often

influence students toward forming many of the escape and avoidance behaviors that produce challenges to classroom instruction

All behavior serves a purpose

What are the purposes? How do we determine purposes?

Attention (social reinforcement)

Tangible reward Escape Avoidance

Direct observation Direct Assessment Indirect assessment interviews survey questionnaires review records

Problems with Reactive Strategies Punishment alone will not lead to durable change in

behavior. (Braaten, 1994) Reactive strategies that rely primarily on punishment

assume that individual know what is expected, how to do it, and are properly motivated. Unfortunately it fails to teach the expected behavior. (Horner & Sugai 1999)

Some forms of punishment may actually be rewarding and maintain problem behaviors. (Gresham, 1991; March & Horner, 2002)

The Challenge

Punishing problem behaviors (without a proactive support system) is associated with increases in

(a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.

Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999 March & Horner, 2002

Schools that are Least Effective in Supporting Students with Problem Behavior

Have unclear and/or negative behavioral expectations. Have inconsistent implementation of consequences

for problem behavior. Lack agreement among staff on behavioral

expectations and consequences Do not accommodate individual student differences

Gottfredson, Gottfredson, Mayer, 1995 Mayer, Butterworth, Nafpaktitis, & Sulzar-

Azaroff, 1983

Features of School-wide Positive Behavior Support Establish regular, predictable, positive learning &

teaching environments.

Train adults & peers to serve as positive models.

Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing.

Improve social competence.

Develop environments that support academic success. Sugai 2001

Practices and Systems for School-wide Positive Behavior Support

Practices

Define expectations Teach expectations Monitor expected

behavior Acknowledge expected

behavior Correct behavioral

errors (continuum of consequences)

Use information for decision-making

System Needs Admin Leadership Team-based

implementation School wide buy in Budgeted support Development of data

driven decision making system

Training opportunities

School-wide Behavior Support Means: You do not ignore problem behavior

Continue to discourage and monitor problem

behaviors Office Discipline Referral Forms (COGNOS)

Clear guidelines for what is handled in class versus sent to the office

Prevent problem behaviors from being rewarded. Understand that negative consequences do NOT

change behavior patterns. Negative consequences yield short term results. Teaching is what changes behavior.

Use Readily Available Information to Make Decisions

A) archival records B) survey/interviews C) direct observations

COGNOS is a web-based application that allows schools to quickly organize and interpret their office discipline data.

What must we do to effect change?

Multi-tiered systems of support grounded in: Evidence-based academic instruction that is motivating and engaging

An instructional approach to behavior A belief that academic and behavioral

instruction go hand in hand Identify students early and provide them

what they need

Monitoring

Benchmark of Quality (completed in the Fall (September) and Spring (March)

PBIS Team develops Action Plan PBIS Monthly Report is submitted

monthly On site monitoring (monitors do campus

walk throughs, attend PBIS meetings, interact with staff and students) occur at least once ech quarter

PBIS should unify all initiativesits not one more thing

Attendance Special Education

Discipline

Literacy

School Climate

Understanding Cultural Needs

Response to Intervention

PBIS

Multi-tiered Tiered Systems of Support

Tier 3 < 10% Tier 2 10-15 % Tier 1 80-90 %

Academic Supports Behavioral Supports

Tier 1

Academic Supports Behavioral Supports

Universal Interventions

Focus is in each class/ subject

Focus is on all students Preventative (proactive)

Universal Interventions

Focus is on all settings Focus is on all students Preventative (proactive)

Tier 2

Targeted Group Academic

Interventions (10 15 % of Students)

Targeted Group Behavioral Interventions

(10-15 % of students)

Students have been identified as At Risk

Interventions are by design implemented with High Efficiency

The expectation is A positive Response to Intervention

Students have been identified as

At Risk

Intervention are by design implemented with High Efficiency

The expectation is A positive Response to Intervention

Tier 3: The most individualized, and

intensive level of support Academic Supports Intensive, Individual (5-10 % of students)

Behavior Supports Intensive, Individual (5-10 % 0f students)

Goal is to reduce harm

More extensive planning and monitoring is reserved for students with complex, long term resistant behavioral and academic issues

Next Steps

Professional Development Availability to In-service Schools Development of School Level Team Updated OR Revised Master Plan Based

on 2013-2014 Cognos Data. Analyze Benchmarks of Quality (BoQ) Timely Submission of Documents to

District