Presented by
Heather Batko, Renée Rosa-Esperanza
Reznik and Pamela Torrence
Challenges & Changes in Education
 Common Core has raised
 Government leaders
the standards for content
taught
 Intense pressure to have
students perform on
standardized tests
 Less support from
parents
 Intense public scrutiny
trying to destroy unions
 Government leaders
trying to implement
merit based pay
 Tough economic times
means schools are being
forced to achieve results
with less resources
Impact on Education
•
Schools need to efficiently deliver high quality
instruction.
•
One way to preserve instruction time is by
reducing or eliminating time and resources
spent dealing with behavioral issues
School-Wide Positive Behavior
Support System
•
In order to keep the focus on instruction,
many schools are adopting a School-Wide
Positive Behavior Support system. (SWPBS)
•
Some systems have helped improve students’
behavior while others have not.
Research Question
 What are the essential components of
an effective school-wide positive
behavior support system?
Literature
Review
of Research
•
•
There are a variety of SchoolWide Positive Behavior
Support (SWPBS) systems.
•
Successful systems have
three essential components
.
Component
One
Establish
strong
leadership
team.
Leadership Teams
 Collaborates & gathers
input from whole staff
 Unifies and motivates
staff
 Guides the design &
implementation
 Helps staff overcome
roadblocks
 Does NOT develop ideas
and pass them down.
Component
Two
Teaching
Appropriate
Student
Behaviors:
A Positive
Systematic
Approach
A Positive Systematic Approach
 Clear rules &
expectations
 Simple procedures
 Consistently taught
 Proactive & positive
reinforcement
 Three-tiered system of
interventions and
consequences.
Why not harsh punishment?
 Outdated practices
recommend delivering
harsh punishments to
reform or prevent bad
behavior.
 Punishments did little to
improve behavior.
 Zero tolerance policies
often increase drop-out
rate.
Component
Three
Using
Data
Systematic Use of Data
 Necessary for sustaining
system.
 Leadership team needs
to establish systematic
procedure for collection
and analysis of data.
 Helps schools know if
the system is working.
 Help identify students
for interventions.
Data Collection Questions
 What kind of data
should be collected?
 How it will be collected?
 How often?
 How will it be shared?
 How will it be used to
alter system?
 How will it help kids?
Elementary School A Methods
• Settings :
School in suburban district just outside of large mid-western city
Pristine, ten year old modern facility
Classrooms equipped with new technology such as SMART boards
• Subjects:
Students, staff, parents, & administrators
Students are predominantly Caucasian & live in single family homes
Just over 100 students receive free or reduced lunch.
90% or more of students pass reading and math MEAP tests
Large amount of parent volunteers
Experienced and educated staff
• Instruments , Measures & Methods
Electronic yearly surveys for staff, students and parents
SASI program for referrals
PBS surveys each trimester for staff
Elementary School B Methods
•
Settings :
Located in a suburban area
Constructed in the mid-70’s and has 53,600 square feet
Includes 25 classrooms, 1 media center, 2 gymnasiums and 1 computer lab.
Classrooms equipped with new technology such as SMART boards, projector, audio system
•
Subjects:
One administrator
Experienced and educated staff- 26 teachers total, 20 with Masters,2 with Ed. Specialist
and 1 with a Doctorate
Educates 490 students from kindergarten through fifth grade
Ethnicities include African American, American Indian, Asian American, Caucasian,
Hispanic, and Multi-racial students
Majority of the students are Caucasian.
Limited parent involvement
•
Instruments, Measures & Methods:
Electronic yearly surveys for staff and students
Parents were given a paper copy of survey
Elementary School C Methods
•
Settings :
Located in a large urban environment within a predominately working class
Hispanic/Latino neighborhood
School is comprised of three buildings with a gymnasium, computer lab, library & a parent
center
Most classrooms are equipped with TEAM boards, document cameras, brand new
computers & individual student netbooks
•
Subjects:
One administrator
One Office of Academic of Evaluation
One Literacy Coach
The majority of the staff are bilingually endoresed and hold Master degrees with two in
Educational Leadership
Instructs more than 800 students from pre-Kindergarten through eighth grade
93% of the students population is Hispanic/Latino
72% Limited English Proficient
8% receive Special Education resources
83% receive free or reduced lunch
Elementary School C Methods
• Instruments, Measures & Methods:
Annual electronic surveys for staff, students and parents
Data collection & monitoring system
Elementary School A Results
 Strong leadership team trained at MISD proved to be
essential.
 Leadership team guides analysis of staff, students and
parents surveys.
 None of the surveys indicate a desire to go back to past
practices.
 Positive comments such as
 “Tickets and store are a hit”
 “Kids are excited”
 “Positive words go a long way”
Elementary School A Results
 Establishing a positive, proactive system proved to be a
challenging but necessary task
 Overwhelmingly large majority of parents “agreed” or
“strongly agreed” that the “policies were fair and
effective”
 In a school with nearly 900 students, there were only
43 referrals to the office.
 Area of weakness for Elementary School A is using
data to address the needs of students with repeat
referrals.
Elementary School B Results
 Needs to create a simple, consistent behavior system that
all staff members will follow
 Needs a positive systematic approach that is consistently
taught
 Surveys need to be conducted by parents, teachers and
students to see if students are motivated by the program
 Different tiers need to be in place to reach all students
 Data needs to be collected to see if the SWPBS is
eliminating inappropriate behaviors
Elementary School C Results
 Need to dialogue with staff to create motivation and
excitement
 Effectively training the staff for consistent
implementation practices and the incorporation of a
systematic three-tiered approach would provide
benefits
 Determining criteria for data collection would allow
for proper monitoring
 Establishing annual electronic surveys for staff,
students and parents is necessary
Elementary School A Conclusion
 System is being sustained due to the strong leadership
team. Staff surveys indicate that they feel involved in
process.
 The program is well received by parents and students
due to the positive approach.
 Data is being used to refine some areas of the system.
However, interventions for students with repeat
referrals are not being implemented.
Elementary School B Conclusion
 System is not being sustained due to no leadership
team. Staff survey indicated 53% of staff feel the
school does not use talents to help each other.
 Need to implement a SWPBS; teachers are doing
individual classroom behavior plans
 The program is well received by most parents and
students. Although, some students are not motivated.
 Data is not being used since teachers are doing their
own behavior management
Elementary School C Conclusion
 SWPBS has not been properly established. Therefore,
the foundation for sustainability is already weak.
 PBS team would need specialized training; They need
to throughly present research-based information to
staff.
 Surveys and data collection is necessary to effectively
monitor the progress of the program.
 Full implementation of SWPBS would need an
understood a systematic approach.
Final Thoughts
References
Fullan, M. (2010). Motion leadership: The skinny on becoming change savvy.
Thousand Oaks, CA. Corwin SAGE.
Horner, R. & Sugai, G. (2006) A promising approach for expanding and
sustaining school-wide positive behavior support. School
Psychology Review, 35 (2), 245.
Ross, S. W. & Horner, R.H. (2007). Teacher outcomes of school-wide positive
behavior support. Teaching Exceptional Children Plus, 3(6).
Simonsen, B. Sugai G., & Negron, M. (2008). Schoolwide positive behavior
supports: primary systems and practices. Teaching Exceptional
Children, 40(6), 32-40.
Sprick, R. (2009). Doing discipline differently. Principal Leadership (Middle
School Ed.), 9(5), 18-22