1. Paul J. Pattavina, PhD Special Education Supervisor PBIS Implementation Report #3: Impact of PBIS training on discipline practices in GPS - Executive summary for the Groton Board of Education- 4/24/12

2. Essential Questions What is PBIS and why is Groton involved? What schools are involved in PBIS training? What are the major components of PBIS? Are there any specific practices recommended by PBIS? How have discipline practices and student behavior in individual schools been effected by PBIS training? Pattavina 4/24/12

3. Introduction: What is PBIS?  PBIS: Positive Behavior Interventions and Support  A framework for improving student academic and behavior outcomes for all students – primarily through a school wide student discipline system that is proactive and positive rather than punitive and disciplinary  Based on decades of research concerning behavioral learning principles Pattavina 4/24/12

4. Why is Groton involved with PBIS? GPS became involved with PBIS in the 2006-07 year with a corrective action plan to address excessive suspensions and expulsions of students with disabilities Since then, PBIS has been systematically integrated in all GPS. As of 1/1/12, PBIS is an integral part of our Safe School Climate Plan Pattavina 4/24/12

5. How does PBIS work?  Practices are coordinated school wide - based on values and expectations shared by at least 80% of staff, stated positively and communicated clearly to all students  Appropriate and expected behaviors are taught to all students  Incentives are provided to encourage appropriate behavior  Strategies are in place to discourage inappropriate behaviors  Program decisions are driven by student performance data that is collected and reviewed routinely  Decisions about programming are made collaboratively, based on student performance data  PBIS is NOT a model curriculum, intervention, or practice - it is a framework for establishing a proactive, school wide system of discipline Pattavina 4/24/12

6. OUTCOMES SUPPORTING DECISION MAKING DATA PRACTICES SUPPORTING STUDENT BEHAVIOR SYSTEMS SUPPORTING STAFF BEHAVIOR SUPPORTING SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT. Pattavina 4/24/12

7. Fundamental components of PBIS clear behavioral expectations systemic ways to encourage appropriate behavior systemic ways to discourage inappropriate behavior, ways to teach expected behaviors and social skills a method to monitor effectiveness, including data-driven decision making practices. Pattavina 4/24/12

8. 3- step prevention process 1. School-wide and classroom systems for ALL students, staff, and settings. 2. Specialized group systems for students with at-risk behavior. 3. Specialized, individual support for high-risk behavior. (repeat offenders) Pattavina 4/24/12

10. Benefits of PBIS Schools that establish PBIS with integrity and durability have teaching and learning environments that: Are less reactive, aversive, dangerous, and exclusionary Are more engaging, responsive, preventive, and productive Address disciplinary issues (e.g., attendance, tardies, antisocial behavior) Improve supports for students whose behaviors require more specialized assistance Most importantly, maximize academic engagement and achievement for all students Pattavina 4/24/12

11. How have Groton schools become involved with PBIS? Pattavina 4/24/12

12. At the end of the 2011-12 school year, staff training in PBIS will have progressed in individual schools as follows: Completed 4 th year:Claude Chester Completed 3 rd year:Fitch Middle, Catherine Kolnaski Completed 2 nd year: Barnum, Mary Morrison, Pleasant Valley Completed 1 st year:North East, SB Butler, Fitch High Starting in 2012-13:Cutler Middle, West Side Middle Pattavina 4/24/12

13. Getting started with PBIS training in schools 80% buy-in by staff District level support assured Building level teams (8-10) representative of all levels of staff receive extensive PBIS training – over a 3-5 year period Expectations for students defined Expected behaviors for students are taught System for rewarding behavior created System for responding to misbehavior designed System for monitoring & decision making in place Pattavina 4/24/12

15. What is an example of how behavioral expectations are communicated clearly to all students? Pattavina 4/24/12

16. S.O.A.R SAFETY OPEN-MINDEDNESS ACHIEVEMENT RESPECT AND RESPONSIBILITY In the hallway, classroom, rest rooms, cafeteria, arrival and dismissal areas, common areas, and the bus. Pattavina 4/24/12

17. School Logo Honest Respectful Responsible Safe The Path to Excellence Begins Here! Pattavina 4/24/12

20. What is an example of how expected behaviors are encouraged and taught? Pattavina 4/24/12

23. Reward system Passport to S.O.A.R Stamps for kids that are doing the RIGHT things Tiered reward system Pattavina 4/24/12

25. What kinds of student performance data is being collected? Pattavina 4/24/12

26. SWIS: School Wide Information System Referrals to the office are broken down to: 1.Type of offense 2.Location 3.Time of day 4. Referring adult 5.Possible motivation 6. Frequency of referrals by same student Pattavina 4/24/12

27. Middle School Level 1 Tracking Form Pattavina 4/24/12

28. CATHERINE KOLNASKI MAGNET SCHOOL DISCIPLINE FORM Pattavina 4/24/12

29. What is an example of how program decisions are driven by student performance data? Pattavina 4/24/12

32. What kinds of discipline practices are recommended by PBIS? Pattavina 4/24/12

33. Tier 1 management strategies 1. providing a high degree of structure and predictability 2. presenting positively stated expectations 3. actively engaging students in successful learning activities 4. using a continuum of strategies to encourage and teach appropriate behavior 5. using a continuum of strategies to respond to inappropriate behavior Pattavina 4/24/12

34. Tier I – Universal Interventions - (100 % of Student Population) Pattavina 4/24/12

36. How have discipline practices been effected by PBIS training? Pattavina 4/24/12

37. PBIS PROGRESS SURVEY SCHOOL: DATE: SURVEY COMPLETED BY: Names/Roles of PBIS Team members in this school: Who enters SWIS data at this school? How many days of PBIS training have each staff on the team completed? How often is SWIS data summarized for staff; and used at team meetings? To what extent are the 8 steps of PBIS implementation in place at this school? What is this school’s SET score? How have PBIS expectations been taught to staff; and to students? In what way(s) have discipline practices in this school changed as a result of PBIS training? What kind(s) of school wide events or activities were scheduled in this school in the 10-11 year to reinforce or promote PBIS ideas? How many students in this school received 3 or more disciplinary referrals since 1/2/11? What are the 3 most commonly reported behavior problems in this school this year? What is the most common administrative decision associated with the most frequently reported behavior problems at this school? What are the characteristics of staff who have the top 3 highest rates of disciplinary referrals? What months have the highest and lowest disciplinary referrals? How have disciplinary referral patterns changed (if at all) since last year at this time? Calculate the average cost-benefits of PBIS by comparing the average # of minutes consumed by disciplinary referrals for students and administrators over the past 2 years. Multiply the total # of ODR’s in the current year by 25 minutes each for students; and 15 minutes each for administrators. Then do the same for the prior year and compare the totals for a gross estimate of the amount of ‘bang for the buck’. For a more detailed explanation of the formula go to www.pbismaryland.org/costbenefit.xls. Pattavina 4/24/12

38. The following figure shows a sample way to calculate the cost/benefit of PBIS training. Pattavina 4/24/12

39. Summary PBIS: Positive Behavior Interventions and Support – a proactive, school wide approach to discipline, focusing on improving behavioral and academic outcomes for all students. GPS began in 2006-07 as part of a corrective action plan for excessive suspensions – now is integral part of district’s Safe School Climate Plan. As of the 2012-13 year, all GPS’ will be involved to varying degrees. The major components are: clear behavioral expectations, systemic ways to encourage appropriate behavior, systemic ways to discourage inappropriate behavior, ways to teach expected behaviors and data-driven decision making practices. Practices expected of all teachers at Tier I: providing a high degree of structure and predictability, presenting positively stated expectations, actively engaging students in successful learning activities, using a continuum of strategies to encourage and teach appropriate behavior and using a continuum of strategies to respond to inappropriate behavior. School wide discipline practices are changing in all GPS through PBIS. Pattavina 4/24/12