Embedding PBS Activities into a School Improvement Plan

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Embedding PBS Activities into a School
Improvement Plan

• Presented by
• Rosemary Enlow
• Janel Bourgeois
• Tasha Anthony
• Session 35A 930 a.m.
• 35B 200 p.m.

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Purpose

• This 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

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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
• 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.
• 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.

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Focus on Behavior contd

• 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

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NCLB Requirements for School Improvement

• The 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

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Requirements (contd)

• 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

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PBS is based on Coordinated Teamwork
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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?

Joey in front with
5 Fights, 2 Curses...
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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.

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PBS is based on constructing and teaching
expectations to students and staff.

• If a child doesnt know how to read, we teach.
• If a child doesnt know how to swim, we teach.
• If a child doesnt know how to multiply, we
  teach.
• If a child doesnt know how to drive, we teach.
• If a child doesnt know how to behave,
• we..... .teach? punish?
• Why cant we finish the last sentence as
  automatically as we do the others?
• John Herner (NASDE President) Counterpoint
  1998, p.2

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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

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Why SWPBS in LA?
Center for Positive Behavior Interventions and
Supports (2001)
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Changing School Environments and Improving
Academic Achievement
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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)

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Data Tools

• Data Notebook
• Teacher Questionnaires
• Parent Questionnaires
• Faculty Needs Assessment
• Classroom Observations
• Student Questionnaires
• Analysis of this data will help guide your
  approach to PBS as well as other school-level
  data.

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LANA Instructional Staff Questionnaire
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LANA Student Questionnaires
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Using LANA Data Tools

• 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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Instructional Staff Teaching Strategies
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LANA Parent Questionnaires
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Data Tools (contd)

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

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Action Plan

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

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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

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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

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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.

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Activities

• An activity is what will be performed the
  actual task required to implement the identified
  strategy.

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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

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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.

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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.

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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 observations
• Teacher reflection
• Behavior data graphically represented

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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.

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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 surveys
• Classroom observations
• Student/Staff feedback
• Discipline Data (Charted)

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Contact Information

• Phone [phone]
• Emails
• Rosemary.Enlow_at_la.gov
• Janel.Bourgeois_at_la.gov
• Tasha.Anthony_at_la.gov

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Complete Your Evaluations Rosemary Enlow Janel
Bourgeois Tasha Anthony Session 35 A 930
a.m. 35 B 200 p.m.
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