schoolwide pbs: module 1 1 module 1: introduction to schoolwide positive behavior supports

Schoolwide PBS: Module 1 1

Module 1:

Introduction to Schoolwide Positive Behavior Supports


The Texas Behavior 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


Introduction to SchoolwidePBS: Agenda

• Overview of TBSI and Background– School Discipline Challenges– What is Schoolwide Positive Behavior Support?– State and Federal Legal Background– Texas Behavior Support Initiative

• Discuss school discipline challenges and practices

• Describe Schoolwide PBS practices• Describe SWPBS outcomes: does this

work?


TBSI Training Requirements• Campus level core team training

required• Core teams should include:

– Campus administrator or designee– General and special education

personnel representing major school stakeholder groups

– Other personnel or stakeholders (e.g., related service staff, classified staff, parent, school resource officer)


Schoolwide PBS Training Modules

• Module 1: Introduction to Schoolwide PBS

• Module 2: Getting Teams Started • Module 3: Setting Schoolwide

Behavior Expectations • Module 4: Teaching Expected

Behaviors/Guidelines for Success


Schoolwide PBS Training Modules

• Module 5: Promoting Compliance to Behavioral Expectations

• Module 6: Systematic Supervision of Common Areas

• Module 7: Data Collection and Analysis

• Module 8: Involving Parents• Module 9: Maintenance of

Schoolwide PBS


Foundation for PBS• 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


School Discipline Challenges

• Challenging Behaviors– Exist in every school and community

– Vary in intensity and frequency

– Connect witha a variety of risk factors

– Led to academic and social deficits


Did you know?• 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


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


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


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


Reflection• Does your school discipline process:

– Help students accept responsibility?– Place high value on academic

engagement and achievement?– Teach alternative ways to behave?– Focus on restoring the environment and

social relationships in the school?


Schools That Reduce Delinquency and Disruption

• 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


What is PBS?

• 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


What Does Schoolwide PBS Look Like?

• Representative school team

• Administrative support

• Ongoing assessment and planning


Essential Practices• Set schoolwide behavior

expectations• Regularly teach expected behavior• Consistently recognize expected

behavior and actively supervise students

• Develop a system to use office discipline referral and other data to: – make decisions– provide feedback to stakeholders– seek information from stakeholders


How Do I Know My School is Implementing Schoolwide PBS?• Behavior skills taught 20+ times/year

• Students actively supervised

• Students acknowledged frequently

– 4:1 postive:negative interactions

• More than 80% students & adults can describe school-wide expectations

– Safe, respectful, responsible


Does SWPBS 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• PBS 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

http://www.swis.org/


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 PBS 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

…the relationship between behavior and

learning must not only be considered but acted

upon….IDEA, 1997

schoolwide pbs: module 1 1 module 1: introduction to schoolwide positive behavior supports

Documents

schoolwide pbs module

schoolwide pbs practices

analysis module

parents module

disabilities schoolwide

behavioral expectations

behavior challenges

school challenges