embedding pbs activities into a school improvement plan

Embedding PBS Activities

into a School Improvement Plan

Presented by:Rosemary EnlowJanel Bourgeois Tasha Anthony

Session 35A –9:30 a.m. 35B – 2:00 p.m.

PurposeThis presentation is designed to:

•Highlight school improvement requirements and best practices

•Review tools that allow all stakeholders to participate in a data collection/analysis process

•Provide a vision of how PBS aligns with scientifically based research strategies for attaining the academic goals identified in a SIP

Why Focus on Behavior in LA? 2003 – 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 for 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.”

Focus on Behavior cont’d 2003 – 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

NCLB Requirements for School ImprovementThe components of a School

Improvement Plan include:• Comprehensive Needs Assessment• School wide Reform Strategies• Instruction by Highly Qualified Teachers• High quality and ongoing professional

development• Strategies to attract high-quality highly qualified

teachers to high-need schools• Strategies to increase parent involvement

Requirements (cont’d)• Transitions from early childhood programs to

local elementary school programs (Head Start, Even Start, Early Reading First, etc.)

• Measures to include teachers in the decisions regarding the use of academic assessments

• Activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standard are provided effective, timely additional assistance

• Coordination and integration of Federal, State, and local services and programs

PBS is based on Coordinated Teamwork

PBS is Data Driven Who are the students with

multiple referrals? What are the most common

referral categories? When are the referrals occurring? Where are the referrals

originating? Why? Is there a system for follow-

up to the multiple referrals?

PBS Emphasizes Prevention

Prevention is• Decrease development of new

problem behaviors• Prevent worsening of existing

problem behaviors• Eliminate triggers &

maintainers of problem behaviors

• Teach, monitor, & acknowledge prosocial behavior

3-tiered prevention logic that defines continuum of behavior support.

PBS is based on constructing and teaching expectations to students and staff. “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, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as

automatically as we do the others?”John Herner (NASDE President) Counterpoint 1998, p.2John Herner (NASDE President) Counterpoint 1998, p.2

Levels of PBS Universal Interventions (Tier 1)

reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms designed to prevent the development of problem behaviors

Secondary Interventions (Tier 2) addresses more challenging students who exhibit difficult behavior

that limits their academic and social success that does not respond to school-wide interventions

Tertiary Interventions (Tier 3) reflect school-wide expectations for student behavior coupled with

team-based strategies applied with individual students based upon child-centered behavior

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Center for Positive Behavior Interventions and Supports (2001)

Why SWPBS in LA?

Changing School Environments and Improving Academic Achievement

Best Practices Data-Driven Decision Making Response to Intervention (RtI) Job-Embedded Professional

Development Deep Curriculum Alignment Meaningful Engaged Learning Strategic Instruction Model (SIM) Universal Design for Learning (UDL)

Data Notebook•Teacher Questionnaires•Parent Questionnaires•Faculty Needs Assessment•Classroom Observations •Student QuestionnairesAnalysis of this data will help guide your

approach to PBS as well as other school-level data.

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Data Tools

LANA Instructional Staff Questionnaire

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LANA Student Questionnaires

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Activity•Using results from a LANA Student

Questionnaire, place a checkmark next to the items that address PBS components.

•Identify the 3 strengths and weaknesses of the school.

•Let us hear your ideas for ways to address these components in the SIP.

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Using LANA Data Tools

Instructional Staff Teaching Strategies

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LANA Parent Questionnaires

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Other School level data•Walk around data•Referral data•Progress Monitoring•Classroom assessments•Attendance data

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Data Tools (cont’d)

Action Plan

An Action Plan is a detailed sequence of activities that will be performed to implement the

identified strategies.

Action Plan Clearly lists all major activities

necessary to implement strategies Includes activities to integrate

technology, family involvement, positive behavior support, and professional development

Has a logical sequence of events

Action Plan Names persons responsible and

target audience Clearly states how each activity will

be performed (Including who, what, and purpose/focus of the activity)

Gives specific time lines Identifies funding source Identifies procedures for evaluation

Indicator of Implementation

The indicator of implementation is the anticipated positive change that will occur as a result of the successful

implementation of the activity. The expected impact is an observable

change that will occur in the classroom or school.

Activities

An activity is “what” will be performed: the actual task required to implement the

identified strategy.

Characteristics of a good activity:

Clearly aligns and links to the strategy

Logically sequenced to ensure proper implementation

Clearly states who will be responsible

Includes a reasonable time frame

POINTS TO REMEMBER

Family Involvement, Professional Development, and Technology have always been interwoven into the Action Plan.

Positive Behavior Support shall also be interwoven in the same manner.

Sample #1 (Math) Indicator of Implementation: Students will

be engaged in hands-on activities; teachers will incorporate numeracy strategies; teachers will appropriately model school wide behavior expectations; students will be actively engaged in lessons, thereby reducing the number of behavior referrals.

Activity: Train all 4-8th grade math teachers in a 2-week summer institute focusing on instructional strategies designed to promote proficiency in utilizing numeracy strategies in mathematics.

Sample #1 (cont.) Persons Responsible: Math Coach;

Math Department Head Target Audience: 4th-8th math teachers Target Timeline: July 17-21, and 24-28,

2009 Funding: Title I; Title II; Title IV Evaluation:

Classroom observationsTeacher reflectionBehavior data graphically represented

Sample #2 (PD: ELA)

Indicator of Implementation: Teachers will positively impact student behavior by engaging students in differentiated learning activities.

Activity: Initial professional development to train all staff in literacy and use of daily formative assessment strategies to better address the learning needs of the students.

Sample #2 (cont.) Persons Responsible: Reading Coach;

PBS Behavior Strategists Target Audience: All staff Target Timeline: Quarterly review

sessions, Aug 2009 – Jun 2010 Funding: Title I; Title II; Title IV; IDEA; Evaluation:

School Climate surveysClassroom observationsStudent/Staff feedbackDiscipline Data (Charted)

Contact Information

Phone: 225-342-4776

Emails: Rosemary.Enlow@la.govJanel.Bourgeois@la.govTasha.Anthony@la.gov

Complete Your EvaluationsRosemary EnlowJanel Bourgeois Tasha Anthony

Session 35 A 9:30 a.m. 35 B 2:00 p.m.