Title: Supporting and Sustaining Schoolwide Positive Behavioral Supports: District Level Commitment Council
1Supporting and Sustaining School-wide
Positive Behavioral Supports District Level
CommitmentCouncil for Exceptional Children,
April 11, 2003 Karen C. Pukys Samuel A.
DiGangiAngel Jannasch-Pennell Seri A. SmithC.
Robert Frey
2Agenda
- Overview of the Arizona Behavioral Initiative
- Dysart Unified School District and SWPBS
- Dysart High School
- Kingswood Elementary School
- Taking sustainable SWPBS to scale in Dysart
- Question and Answer
3Arizona Behavioral Initiative
- The ABI is a systems approach designed to
enhance the capacity of schools to - Educate all students in a safe and disciplined
learning environment - Identify, implement and maintain best practices
that are appropriate to the context of the
school.
4ABI Project Partners
- Arizona State University
- University of Arizona
- Northern Arizona University
- Arizona Department of Education
- Support from the National Center for Positive
Behavioral Interventions - Participating schools and districts
5ABI Partner Schools
6ABI Partner Schools -
- Prerequisites
- Discipline among top 3 goals
- Agreement or plan to achieve agreement for active
support and participation by 80 of staff - Administrative support and participation
7Schools compete to participate through a state
capacity building grant that funds
- Tuition for coursework
- Travel
- Stipends
- Substitutes
- Supplies
- Related Training
8Partner School Requirements
- Site-based team attends 3 days of training in
initial year - Hold regular, sustained meetings (on site)
- Conduct a needs assessment across systems of the
school - Gather input from all stakeholders
- Collect, use and report data
9Data to be Reported
- Office Referrals
- Standardized Test Scores
- Attendance
- Drop outs
- Suspensions/Expulsions
- School Climate Information
10Expected Outcomes
- Safer schools
- Fewer behavior problems
- Increased academic achievement
- Improved school climate
- A lower drop-out rate
11Support to Partner Schools
- Site visits
- Assistance with data collection, team
development, and staff workshops - Off-site consultation
- Referral to additional resources (university,
Dept of Ed, community) - Conferences
- Coursework PBIS DE required under grant
- Website http//abi.ed.asu.edu
12Resources for Other Schools
- Off-site consultation
- Referral to additional resources (university,
Dept of Ed, community) - Conferences
- Coursework PBIS Distance Education
- Website http//abi.ed.asu.edu
13Arizona School Evaluation Tool (AzSET)(Ferro,
Davidson, Pukys, Oakes, 2002)
- A strategic planning tool
- Examines systems within schools, including
- Leadership team
- School-wide system
- Classroom system
- Non-classroom system
- Individual student system
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15Dysart Unified Schools
- 4 years ago
- (1) high school
- (1) middle school
- (5) K-6 elementary schools
- Today
- (2) high schools (Willow Canyon HS opens Fall 03)
- (9) K-8 elementary schools (2 of these Fall 03)
- Demographic shift is part of rapid growth
- Adding 1-2 schools each year until 2010
16Demographic Data
- 9,000 students
- Several schools, including DHS have large numbers
of ELL students - Majority of schools are Title I
- 10.5 SPE
- 28 rate of growth per year
17SWPBS at Dysart High School
- Project history
- Leadership Team formed- to evaluate systems
- Common language Be safe, respectful, and
responsible - Targeted curricular supports for students
experiencing or at risk for academic failure - Behavior Support Team - for focus on individual
students with significant problem behavior
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19BST Process
- Concern is brought to team (social-behavioral or
academic) - Team schedules a meeting to include the parent,
student, referring teachers, other teachers as
appropriate, and BST team members - Problem behavior(s) identified recommendations
made by team (student centered) - Schedule follow up meeting as necessary
- Possibly implement weekly progress report
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22SWPBS at Dysart High School has resulted in
- Increased awareness by teaching staff of
classroom management strategies - Positive attitude toward and ownership of
discipline by all stakeholders - Increased emphasis on collaboration and problem
solving - Individual students are supported and empowered
to change their behavior - Lowe rate of disciplinary referrals, increased
attendance, reduced drop outs
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30Next Steps at the high school level
- Staff development on classroom management
techniques and function-based support (new and
continuing staff) - Every teacher is a reading teacher
- Increased emphasis on school-wide supports
- Implement SWPBS at new high school campus
- Improved district-wide coordination of ABI and
positive behavioral supports
31Kingswood Elementary
- K-8 school of 1,000 students
- Very diverse population
- New administration 2001-2002
- Leadership team active since 1999-00
- High teacher attrition rate prior to new admin
team - Growing commitment and buy in to SWPBS
32Paul Tighe, PrincipalKingswood Elementary
Defining SWPBS
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
33SWPBS at Kingswood
- Common language 3 Bs
- Kingswood Kash
- Behavior Card
- Simple acknowledgment of positive behavior
- Family Support Team (FST)
- Non-classroom areas targeted
- Hallway behavior taught - quiet signal
- Bus behavior (referrals down 68)
- Recess before lunch (referrals down 75)
34Michael Stewart, Computer TeacherKingswood
Elementary Impact of Common Language
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
35Paul Tighe, PrincipalKingswood Elementary,
Describing the FST
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
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37What is next at Kingswood with SWPBS?
- Literacy focus
- Kids at Hope
- Work on dismissal behavior
- Increase staff buy in to support the common
language - Strengthen positive support on the busses
- Recruit new members for ABI Leadership Team
38Evidence of District-wide Buy-in
- Successful team coordinators and administrators
are now coaches - Superintendents office is interested
- Schools that were reluctant in to adopt are
forming teams and assessing their systems
39Next Steps towards district-level
sustainability
- Use evidence of link between behavior and
academic achievement - Continue and expand efforts to link ABI efforts
to other projects (work smarter, not harder) - New implementations targeted with veteran
ABI-trained staff assigned as principals at new
school - Willow Canyon High School
- Surprise Farms Elementary
- Support newly active building level teams with
in-district coaches (add one school per year)
40Next Steps, continued
- Regular building level team leader meetings to
build district wide coordination and
collaboration - Continue to build top down support through
- Administration (general education)
- School board
- Community
- Plan for district Behavioral Support Specialist
position - Continue to make use of ABI resources available
to all schools
41Future Directions - Statewide
- Coaching network
- Technology aspects (web-based applications,
coursework, digital video) - Partnerships with existing programs and general
education
42Seeing the Big Picture
Click to Play movie (Broad Band users)
Click to Play movie (Dial Up users)
43Thank you for coming!
- For a copy of this presentation, please visit our
website at http//abi.ed.asu.edu or send email to
pukys_at_asu.edu