Safe

1

• Safe Drug Free Schools Coordinators Meeting
• December 7, 2009
• Heather Reynolds, PBS Consultant

2
(No Transcript)
3
Schools need PBS because
http//www.ncpublicschools.org/docs/research/disci
pline/reports/suspensions/200607suspensionsreport.
pdf
4
Typical responses are inefficient because they.

• Foster environments of external control
• Reinforce antisocial behavior
• Shift accountability away from school
• Weaken the relationship between academic social
  behavior programming

5
Traditional Discipline versus PBS

• Positive Behavior Support
• - Replaces undesired behavior with a new
  behavior or skill.
• - PBS alters environments,
• teaches appropriate skills, and rewards
  appropriate behavior.

• Traditional Discipline
• - Focused on the students problem behavior
• - Goal was to stop undesirable behavior, through
  the use of punishment.

6
Effectiveness of PBS

• From a synthesis of more than 100 research
  articles
• PBS is effective in reducing problem behavior
  by 80 percent in two-thirds of cases
• ERIC/OSEP Special Project (1997) School-wide
  Behavior Management Systems. Research Connections
  in Special Education, Number 1, 1-8.

7
Schools need PBS because

• PBS is prevention-focused
• PBS helps schools put in place the systems to
  support long term change
• Ensures that students have had behavior
  instruction, before expecting students to master
  social skills

8
Why PBS?

• Implementing schools see long term
  change
• Reduction of ODRs
• Reduction of suspensions
• Increased staff morale and retention
• Positive school climate

9
Office Discipline Referrals
Love Memorial Elementary School - Lincoln
EOG Scores

• 2006-2007-114 Referrals
• 2007-2008-86 Referrals
• 2008-2009-73 Referrals

10
Charlotte/Mecklenburg Implementation Data

• Elementary PBIS schools increased the number of
  students passing the EOG reading test as they
  progressed from grades 3 to 5 by 13.9, compared
  to 7.7 for similar non-implementing schools.
• Elementary bus behavior decreased by 5.73
  between first and fourth quarter for 2006-07.

11
Marion Intermediate School - Cleveland
12
Smith Middle School, Chapel Hill Carrboro
Office Referrals
13
Smith Middle School, Chapel Hill Carrboro
Math Percent Proficient Growth
14
Smith Middle School, Chapel Hill Carrboro
Reading Proficiency
15
A Great Place to Work
Smith Middle School, Chapel Hill Carrboro
16
Referrals Decrease as Enrollment Increases
Cedar Creek Middle Franklin County
17
Academic Improvement
Cedar Creek Middle Franklin County
Math EOG 2007-2008 2008-2009
2007-2008 2008-2009 Reading EOG
18
Staff Retention
Cedar Creek Middle Franklin County
19
Total Referrals per Student
Mt. Vernon Middle Wake
20
Data - Academic
Mt. Vernon Middle Wake
21
Troutman Middle SchoolIredell-Statesville
P BS Bullying Data
22
Washington HighBeaufort
23
Triton High - HarnettSuspension Rate
24
Triton High Harnett Co.Test Scores
25
Triton High Harnett Co.Most Important
Reduced Drop Outs
26
To What Extent is There an Impact on Student
Behavior?
27
North CarolinaPositive Behavior Support
Initiative
To What Extent is There an Impact on Student
Behavior?
There has been a consistent decrease in reported
suspensions across schools implementing PBS over
the past three years.
28
North CarolinaPositive Behavior Support
Initiative
To What Extent has Academic Performance Changed?
Among PBS schools, those with lower rates of
office discipline referrals have a higher
percentage of students proficient on Reading EOG
assessments.
29
Schools Implementing PBS in NC
30
WHATS THE PAYOFF?

• More instructional time
• Improved attendance from staff and students
• Increased student proficiency
• Increased parent participation and partnerships
• Improved community involvement and support
• Lower staff attrition rates

31
What is PBS?
32
Positive Behavior Support (PBS) Defined
Climate Change
Proactive
Instruction
PBS is a broad range of systemic and
individualized strategies for achieving important
social and learning outcomes while preventing
problem behavior. OSEP Center on PBIS
Collaborative Process
Positive Reinforcement
data
33
Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
34
Designing Comprehensive Systems
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
Adapted from the Center for Positive Behavior
Interventions and Supports (2002)
35
How do schools implement PBS?
36
Features of a Comprehensive System of PBS

• Total staff commitment to managing behavior
• Clearly defined and communicated expectations and
  rules
• Clearly stated procedures for rewarding
  appropriate behavior and for correcting
  rule-breaking behaviors
• An instructional component for teaching students
  self-control, expected behaviors, and social
  skills strategies
• A support plan to address the needs of students
  with chronic, challenging behaviors

37
KEYS TO SUCCESSFULIMPLEMENTATION OF PBS

• Administrative Leadership
• Team-Based Implementation
• Define Behavioral Expectations
• Teach Behavioral Expectations
• Acknowledge Reward Student Adult Performance
• Monitor and Correct Behavioral Errors
• Use Data for Decision Making
• Build Parent Collaboration

38
Create a Positive Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values
39
Create a Positive Culture

• Predictable
• common language
• common vision (understanding of expectation)
• common experience (everyone knows)
• Positive
• regular recognition for the positive behavior
• Safe
• violent and disruptive behavior is not tolerated
• Consistent
• adults use similar expectations

40
Build a Culture of Competence

• Define behavioral expectations
• Teach behavioral expectations
• Monitor and reward appropriate behavior
• Provide corrective consequences for behavioral
  errors
• Information-based problem solving
• Expect students with chronic problem behavior to
  need extra support

41
How is PBS connected to RtI?
42
Problem-Solving ModelsResponsiveness to
Instruction Positive Behavior Support
43
Problem Solving Model (PSM) Defined

• Problem-solving model (PSM)
• An approach to developing interventions and
  ensuring positive student outcomes, rather than
  determining failure or deviance (Deno, 1995).
• Seven step cyclical process that is inductive,
  empirical, and rooted in behavioral analysis
• See graphic

44
(No Transcript)
45
Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
46
Designing Comprehensive Systems
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
Adapted from the Center for Positive Behavior
Interventions and Supports (2002)
47
Responsiveness to Instruction (RtI) Defined

• This model has been developed to assist parents
  and teachers who need help designing educational
  solutions for problems that arise in schools.
• RtI focuses on
• Measurement of intervention effectiveness
• Early identification and early intervention
• A graduated series of increasingly intense
  interventions guided by data based decision
  making - Problem Solving Model in Detail
  Preparation for Implementation, Dr. Tom Jenkins

48
(No Transcript)
49
Conclusion 1

• Both RtI PBS are problem-solving models
• RtI PSM
• PBS PSM

50
School Improvement
51
Conclusion 2

• RtI PBS also share a systematic, data-driven,
  leveled approach to intervention based on the
  level of need the student exhibits as determined
  by a team of professionals

52
(No Transcript)
53
(No Transcript)
54
Yellow PBS Blue RtI Green Both
55
PBS RtI

• Complement each other
• Provide framework/process to help schools meet
  the needs of ALL students
• Provide structured ways to intervene so that no
  students fall through the cracks
• Collect evidence that can be used for assessment,
  decision-making, and action-planning

56
For more informationRtI

• http//www.ncpublicschools.org/ec/development/lear
  ning/responsiveness/
• RtI Contacts
• EC Division Regular Ed
• Sherry Abernethy Amy Scrinzi
• sabernethy_at_dpi.state.nc.us
  ascrinzi_at_dpi.state.nc.us

57
For more informationPBS

• www.ncpublicschools.org/positivebehavior/
• PBS Consultant
• Heather Reynolds
• hreynolds_at_dpi.state.nc.us
• 919-807-4059