Discipline in Louisiana Schools

Why Focus on Discipline in LA?According to the NAEP background survey administered in 2003:44 % of school officials reported that classroom misbehavior of 8th graders was a moderate or serious problem. (LA Ranked 47 out of 51)19 % of school officials reported that physical conflicts among 4th graders were a moderate or serious problem. (LA Ranked 50 out of 51)26 % of school officials reported that physical conflicts among 8th graders were a moderate or serious problem. (LA Ranked 47 out of 51)

Why Focus on Discipline in LA?SIS data 5 year Trend

Chart1

2556385068

2777896069

2972107000

3002247369

3160257744

Suspensions

Expulsions

School Year

Number of Incidents

5 Year Trend of Disciplinary Actions

Sheet1

School YearSuspensionsExpulsions

1999-20002556385068

2000-20012777896069

2001-20022972107000

2002-20033002247369

2003-20043160257744

Sheet2

Sheet3

Why Focus on Discipline 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.

Why Focus on Discipline in LA?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 toolsEach city, parish, and other local public school board should be responsible for the development of school master plans for supporting student behavior and discipline based upon the model master plan developed and approved by BESE

Why SWPBS in LA?

SupportingDecision MakingSupportingStaff BehaviorPositive Behavior SupportSupportingStudent Behavior

1. SWPBS is based on Coordinated Teamwork

Look at old issues from a NEW perspectiveExplore the validity of first impressionsStimulate creativityThink outside-the-box

(Florida Positive Behavior Support Project at USF, 2004)

Have you ever been part of this team? No agenda is preparedMeeting starts lateNo time schedule has been set for the meetingNo one is preparedNo facilitator is identifiedNo one agrees on anythingNo action plan is developedEveryone is off taskNegative tone throughout the meeting

Establishing a Foundation for Collaboration and OperationNecessary first stepWithout this many schools cannot sustain long-term change

A School-based PBS Team

School Advisory Councils must be committed to school-wide PBS and actively participate on the teamPBS team should remain small (3-7 participants)Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, parentsConsider Core Team versus Peripheral Team

School-based PBS TeamMeets FrequentlyDuring initial planning, teams may need to meet more oftenTeam should meet at least once a month to:Analyze existing dataMake changes to the existing databaseProblem-solve solutions to critical issuesBegin to outline actions for the development of a plan

Enhancing Meeting SuccessAdministrator identifies how to free staff time for participation on the PBS TeamClearly schedule meeting dates and timesAdministrators remind staff of the significant impact and ultimate success

2. SWPBS is Data DrivenWho 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?

Who?Students per Number of Referrals

What?

When?

Where?

3. SWPBS Emphasizes PreventionPrevention Decrease development of new problem behaviorsPrevent worsening of existing problem behaviorsEliminate triggers & maintainers of problem behaviorsTeach, monitor, & acknowledge prosocial behavior

3-tiered prevention logic that defines continuum of behavior support.

4. SWPBS is based on co-constructing expectations and teaches them 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

5. SWPBS requires systems to monitor and acknowledge pro-social behaviorsof staff and students

Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)School-wide intended for all students, staff, in specific settings and across campusClassroom reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classroomsTargeted Group addresses students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that does not respond to school-wide interventionsIndividual Student reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior

Center for Positive Behavior Interventions and Supports (2001)Why SWPBS in LA?

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

Traditional Discipline versus PBSTraditional Discipline: - Focused on the students problem behavior - Goal was to stop undesirable behavior, through the use of punishment.Positive Behavior Support: - Replaces undesired behavior with a new behavior or skill.

- PBS alters environments, teaches appropriate skills, and rewards appropriate behavior.

Elements of School-wide PBSEstablish a team/faculty buy-inEstablish a data-based decision-making system Modify discipline referral process/formsEstablish expectations & rulesDevelop lesson plans & teachCreate a reward/incentives programRefine consequencesMonitor, evaluate, and modify

Responsibilities of the School-wide PBS Team

Assess the current behavior management practicesExamine patterns of behaviorObtain staff commitmentDevelop a school-wide planObtain parental participation and inputOversee, monitor, and evaluate all planned objectives and activities developed by team

Features of a Comprehensive System of PBSTotal staff commitment to managing behaviorClearly defined and communicated expectations and rulesConsequences and clearly stated procedures for rewarding appropriate behavior and for correcting rule-breaking behaviorsAn instructional component for teaching students self-control, expected behaviors, and social skills strategiesA support plan to address the needs of students with chronic, challenging behaviors

Overall Features ofSchool-wide PBS (Sugai, 2001)Create a continuum of behavior supports from a systems perspectiveFocus on behavior of adults in school as unitEstablish behavioral competenceUtilize effective, efficient & relevant data-based decision-making systemsGive priority to academic successInvest in research-validated practicesArrange environment for working smarter

Results of School-wide PBSWhen PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning

All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners

In SummaryThe Process for School-wide PBS Includes:A committed team leading all PBS effortsPositively stated behavior expectations/rulesA method for identifying current problems (data)Lesson plans to teach expectations/rulesProcedures for encouraging expected behaviorsProcedures for discouraging violations of school-wide expectations/rulesA plan for monitoring implementation and effectiveness

Utilizing Discipline Plans to Change School Environments and Improve Academic Achievement

BESEs Model Master Plan

Definition of Discipline:The steps or actions which teachers, administrators, support staff, parents, and students follow to enhance student academic and social successGoal of Plan: To educate all students by establishing efficient and effective systems and practices that support staff efforts and positive student behavior through the utilization of existing data to guide decision-making

BESEs Model Master PlanState-Level ActivitiesImproving communication, coordination, and collaboration between schools and agencies serving childrenImproving Safe School PlanningRevising school zero tolerance policies to guarantee compliance with all applicable provisions of law to ensure that schools do not make inappropriate referrals to agencies serving childrenProviding improved mental health services in or through schools

BESEs Model Master PlanState-Level Activities (cont.)Providing better assistance to parents in knowing about and accessing family strengthening programsImproving the coordination of special education and agencies serving childrenImproving classroom management using positive behavioral supports and other effective disciplinary toolsImproving methods and procedures for the handling of school suspensions and the referral of students to alternative schools

BESEs Model Master PlanState-Level Activities (cont.)Providing better assistance to parents by providing knowledge about and access to family strengthening programsProviding better and more useful reporting on an annual basis of school behavioral and disciplinary problemsAssisting each city, parish, and other local public school board with the development of a master plan for each school

School-Level Planning GoalAssure classroom management using positive behavioral supports and effective disciplinary tools through the:Establishment and utilization of a school-based leadership team to meet on a regularly scheduled basis to review data and guide processEstablishment of a data-based decision making processIdentification of data-driven academic, career and technical, discipline/behavioral performance results in the School Improvement PlanDevelopment of school plan through step-wise process

School-Level Leadership TeamEach leadership team shall, to the extent possible: Include school administrators, teachers, parents, guidance counselors, and school bus operatorsEstablish clearly defined behavioral expectationsUse data to make environmental changes, monitor, evaluate, and modify the model planReview/revise plans that align with Master Plan for Discipline to ensure that all plans meet statutory requirements

School-Level Data Based Decisions

Current data systems are set up to meet state & district needsIn this day of accountability, schools need access to meaningful information - School ImprovementGraphical displaysTimelyUser friendly

Critical QuestionsHow many office discipline referrals are thereper day each month?Need the number of days a monthbased on location?based on the type of behavior?by student?by time of day?by which staff?originating from special education and general education?What is the range of consequences provided based on the type of behavior exhibited?

Average Referrals Per Day Per Month

Referrals By Problem Behavior

Referrals By Location

Referrals By Time Of Day

Referrals By Student

Referrals By Staff

Data SystemsThe Department will require that schools make data-based decisions - provide schools with necessary information to make decisions.

These features and/or elements are anticipated for the school level, not to report to the Department.

Purpose of DataWith a school-wide data collection system, schools are better prepared to respond proactively to situationsSchools can begin to identify problems and generate solutionsMonitor and evaluate success of interventionsRecommended that data are entered daily, but at least weekly (at a minimum)

Data-based (Guided) Decision-makingProvides teams with access to comprehensive, accurate, and timely data Impacts behavior for the entire school, classroom settings, targeted groups, and individual students Increases the probability that systems changes and interventions will be more successful Provides a resource for evaluating effectiveness

Creating a School Level Discipline Plan

School-Level Step-Wise PlanningRequired: School consistently and uniformly utilizes two BESE-approved Discipline Referral forms (or forms that contain all necessary components) Optional: School has created an addendum to BESE-approved forms to assist with data collectionOptional: School has a Zero-Tolerance PolicyRequired: Team has reviewed Zero-Tolerance Policy to ensure complianceIf needed: Team has revised Zero-Tolerance PolicyRequired: Team has reviewed procedures for handling suspensions and expulsions

School-Level, Step-Wise PlanningRequired: Team has reviewed procedures for referrals to Alternative Education Programs.Required: Team has reviewed Code of Student Conduct for Compliance.Required: Team has refined consequences to create a reward/incentives program for positive behavior.Required: Team has created a procedure to ensure consistent delivery of the rewards/incentives program.Required: Team has identified the clearly defined behavioral expectations in a small set of school rules.

School-Level, Step-Wise PlanningRequired: Team has worked with teachers to develop lesson plans to teach expectations.Required: Team has worked with teachers to establish a schedule for direct instruction at the beginning and throughout school year.Required: Team works and will continue to work with the principal to develop and submit annual report.Required: Team has reviewed programs for Substance Abuse prevention (R.S. 17:404).

School-Level, Step-Wise PlanningRequired: Team has reviewed the SDFSC plan and the Crisis Management Plan.If needed: Plans have been updated/revised.Required: Team has a plan and continues to develop a plan to improve and strengthen parental and community involvement and partnerships.Required: Team works and continues to work with counselors to develop a plan to identify the mental health needs of students and match needs with available resources.

School-Level, Step-Wise PlanningRequired: Team is working to help improve communication, coordination, and collaboration between the school and agencies that serve children.Required: Team is working with the local youth planning boards.Required: Team has reviewed/established procedures to ensure that record transfers occur no later than 10 days from receipt of written request.Required: Team has reviewed/established procedures to ensure that information pertaining to suspensions and/or expulsions is included on student transfer records.

School-Level, Step-Wise PlanningRequired: Team has reviewed established procedures/trainings to ensure that all staff cooperates fully with CWA. Required: Team has reviewed and is working to ensure that student and parent/guardian statements of compliance, with all necessary components, are disseminated and collected at the beginning of each school year.

When school-wide data are collected and entered, the school can begin to identify problems and generate solutions. Through the continuous and consistent process of data collection and the ongoing analysis of data generated, schools can also monitor and evaluate the successfulness of their interventions. Therefore, it is essential that schools establish a formal school-wide data collection system in order to be better prepared to respond proactively and within a timely manner to events occurring across campus.When discussing school-wide data collection, it is preferable that the data collected are entered into the schools database on a daily basis