implementation of school-wide positive behavior support · pdf file ·...

Implementation of School-Wide Positive Behavior Support Policy in Los Angeles:

Strategies, Techniques and Tools

Presented by:Laura Zeff, BCBA

&Nancy Franklin, BCBA

Los Angeles Unified School District

The total area of the LAUSD is 710 square miles.

LAUSD is divided into 8 Local Districts

LAUSD Number of Schools

• Elementary 534

• Middle 129

• Senior High 129

• SPAN Schools (not magnets) 19

• Charter Schools (Independent) 153

• Continuation Senior Highs 40

• Special Education 19

• Community Day Schools 11

TOTAL number of K-12 schools – 1,034

LAUSD Student Information

• American Indian/Alaskan Native – 0.4%

• Asian – 6.1%

• Black – 9.2%

• Filipino – 0.1%

• Hispanic – 74.9%

• Pacific Islander – 0.4%

• White – 8.9%

Total K-12 enrollment - 678,441

Employees• K-12 Teachers 29,006• Early Childhood Teachers 728• TOTAL TEACHERS 29,734

• K-12 Administrators 1,969• Early Childhood Administrators 51• TOTAL ADMINISTRATORS 2,020

• Other Certificated Support Personnel 4,422• Regular Classified Personnel 30,545

Total Employees - 66,721

Discipline Foundation Policy: School-Wide Positive Behavior Support

You can lead a horse to water,

but you can’t make him drink.

But, you can salt the oats!!!

the Discipline Policy

them implement.

school team

KEYS TO SUCCESS:

1. Make it real

2. Keep it alive

3. Use a clear, consistent message

4. Create tools to support implementation of SWPBS and the use of data

How have we “salted the oats”?

Make it real.

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Classroom & Small Group Strategies

(10-20% of students)

Universal(All Students)

School-wide, Culturally Relevant

Systems of Support(75-85% of students)

• Intensive social skills training• Individual behavior management plans• Parent training and collaboration• Multi-agency collaboration (wrap-around) services• Alternatives to suspension and expulsion• Community and service learning

• Intensive social skills training• Self-management programs• Parent training and collaboration• School based adult mentors• Increased academic support and practice• Alternatives to out-of-school suspension• Community and service learning

• Effective academic support• Social skills training• Positive, proactive discipline• Teaching school behavior expectations• Active supervision and monitoring• Positive reinforcement systems• Firm, fair, and corrective discipline• Effective classroom management• Community and service learning

Adapted from: Sprague & Walker, 2004

1

Positive Interactions

Negative or Corrective

Interactions

1

Keep it alive.

Implementation Logic Used

• Central Leadership Team - (Meets weekly)

• Working Groups - (Meets every other month)

–Local District Lead

–Local District Staff

–Safe and Healthy School Facilitator

–Behavior Specialist

• Task Force - (Meets three times per year)

–All stakeholders

2

Integrate with other District Initiatives

RtI2 embraces evidence-based instruction and the District’s Discipline Foundation Policy.

Multi-Tiered Framework for Instruction, Intervention, and Support

2

This Reference Guide aligns to the policies described in BUL-3638: Discipline Foundation Policy: School-Wide Positive Behavior Support

Guidelines For Determining Appropriate Behavior Instruction and Intervention

2

This Bulletin aligns LAUSD suspension policies and procedures…….with the Discipline

Foundation Policy: School-Wide Positive Behavior Support…

Guidelines for Student Suspension2

An essential component of the Discipline Foundation Policy requires school

administrators to ensure that a method of recording, collecting and analyzing behavior

discipline data is in place.

Online Office Discipline Referral2

Public Service Announcements

Use a clear, consistent message.

Administrative Leadership and Support

School leaders actively support the adoption, implementation and maintenance of School-Wide Positive Behavior

Support.

Team-based Implementation

The School-Wide Positive Behavior Support team is composed of members from all stakeholder groups

(administrator, general educator, special educator, classified staff, support staff, parents, and students).

Behavioral Expectations Defined

A small number (3–6) of positively stated expectations are in place for all students and staff. Behavior

expectations need to be concrete, positive behaviors so that every student, staff, and family can remember and

follow them.

Behavior Expectations Taught

Behavioral expectations are taught to all students through explanation, modeling, practicing, and processing on a

regular and ongoing basis.

Acknowledge and Reinforce Appropriate Behavior

Appropriate behaviors are modeled by all students, staff, and families and are acknowledged and reinforced on a

regular and ongoing basis.

Monitor and Correct Behavioral Errors

Consequences are consistent and are developed for a continuum of behavioral errors.

Data-based Decision Making

Data is analyzed and used to guide decisions.

Family and Community Collaboration

Partnerships are built between the school, home, and community.

Eight Key Features of

School-Wide Positive Behavior Support3

Create tools to support implementation of

SWPBS and the use of data.

"ON-LINE" TEAM IMPLEMENTATION CHECKLIST (TIC)

SUBMISSION RATES BY LOCAL DISTRICT

98

87

100

62

87

63

10094

86

0

10

20

30

40

50

60

70

80

90

100

LD 1 LD 2 LD 3 LD 4 LD 5 LD 6 LD 7 LD 8 Total

Average

% C

om

ple

tin

g O

n-L

ine T

IC



86.4

100.0 100.0 100.095.2

98.1

82.577.3

92.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

1 2 3 4 5 6 7 8 9

% C

om

ple

tin

g O

n-L

ine T

IC



68.9

99.196.2

99.1 97.1

88.5

64.2

85.1 87.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

1 2 3 4 5 6 7 8 9

% C

om

ple

tin

g O

n-L

ine T

IC



99.098.0

100.0

98.0

100.0

87.0

94.0

100.0

97.0

80.0

82.0

84.0

86.0

88.0

90.0

92.0

94.0

96.0

98.0

100.0

1 2 3 4 5 6 7 8 9

% C

om

ple

tin

g O

n-L

ine

TIC

SPRING 2009

Total Average

Total Average

Total Average

FALL 2009

FALL 2010SPRING 2010

4

Local District by Level of Implementation of Start-up Activities

12.5%101 Sites6.2%

6 Sites

35.3%18 Sites

13.3%14 Sites

38.1%48 Sites

13.0%14 Sites6.1%

8 Sites

8.3%9 Sites

16.8%18 Sites

5.6%7 Sites

5.7%6 Sites

.

3.9%2 Sites

6.3%5 Sites

7.2%7 Sites

7.7%62 Sites

39.4%52 Sites

45.4%49 Sites

39.3%42 Sites

27.8%35 Sites

45.7%48 Sites

29.4%15 Sites

42.5%34 Sites

46.4%45 Sites

39.7%320 Sites

40.1%323 Sites

40.2%39 Sites

31.4%16 Sites

35.2%37 Sites

28.6%36 Sites

43.9%47 Sites53.8%

71 Sites

33.3%

36 Sites

51.3%41 Sites


Fully Implementing(Above 79% ofResponses were"Achieved")

Partially Implementing (50-79% of Responseswere "Achieved")

Minimally Implementing (Below 50% ofResponses were"Achieved")

Did Not Submit


13.5%18 Sites

0.0% 0.0% 0.0%

4.8%5 Sites

1.9% (1)

i

17.5%14 Sites

22.7%22 Sites

7.6%60 Sites

3.8%5 Sites

i

12.3%13 sites

12.1%13 Sites

9.7%11 Sites

11.5%12 Sites

5.8%3 Sites

i

6.3%5 Sites

7.2%7 Sites

8.6%69 Sites

33.1%44 Sites

44.3%47 Sites

51.4%55 Sites 47.8%

54 Sites

37.5%39 Sites

57.7%30 Sites

32.5%26 Sites

40.2%39 Sites

43.1%334 Sites

48.9%65 Sites

43.4%

46 Sites

36.4%39 Sites 42.5%

48 Sites46.2%48 Sites

34.6%18 Sites 43.8%

35 Sites

29.9%29 Sites

40.7%328 Sites


Fully Implementing

(Above 79% of

Responses were

"Achieved")

Partially Implementing

(50-79% of Responses

were "Achieved")

Minimally Implementing

(Below 50% of

Responses were

"Achieved")

Did Not Submit


7.6%60 Sites

22.7%22 Sites

17.5%14 Sites

1.9% 1 Site

4.8%5 Sites

0.9%1 Site

3.8%0.9%1 Site

13.5%18 Sites

8.6%69 Sites

7.2%7 Sites

6.3%5 Sites

5.8%3 Sites

11.5%12 Sites9.7%

11 Sites

12.1%13 Sites

12.3%13 sites

3.8%5 Sites

43.1%334 Sites

40.2%39 Sites

32.5%26 Sites

57.7%30 Sites

37.5%39 Sites

47.8%54 Sites

51.4%55 Sites

44.3%47 Sites

33.1%44 Sites

40.7%328 Sites

29.9%29 Sites

43.8%35 Sites

34.6%18 Sites

46.2%48 Sites

42.5%48 Sites

36.4%39 Sites

43.4%

46 Sites

48.9%65 Sites


Fully Implementing

(Above 79% of

Responses were

"Achieved")

Partially Implementing

(50-79% of Responses

were "Achieved")

Minimally Implementing

(Below 50% of

Responses were

"Achieved")

Did Not Submit

Local District by Level of Implementation of Start Up Activities

0.0% 0.0% 0.0%2.1%17 Sites

6.0%5 Sites

13.0%7 Sites

1.8%2 Sites

1.8%2 Sites

0.8%1 Site

36.9%292 Sites

38.3%36 Sites

40.5%34 Sites

51.9%28 Sites

37.6%38 Sites

33.0%37 Sites

33.3%35 Sites

38.5%42 Sites

31.6%42 Sites

29.5%234 Sites

28.7%27 Sites

32.1%27 Sites

22.2%12 Sites

25.7%26 Sites

32.1%36 Sites

33.3%35 Sites

28.4%31 Sites

30.1%40 Sites

31.4%249 Sites

33.0%31 Sites

21.4%18 Sites

36.6%37 Sites

33.0%37 Sites

33.3%35 Sites

31.2%34 Sites

13.0%7 Sites

37.6%50 Sites

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


Fully Implementing

(Above 79% of

Responses were

"Achieved")

Partially

Implementing (50-

79% of Responses

were "Achieved")

Minimally

Implementing

(Below 50% of

Responses were

"Achieved") Did Not Submit

FALL 2010

FALL 2009SPRING 2009

SPRING 2010

4

http://Disciplinepolicy.lausd.net4

Attachments to LAUSD Reference Guide 5052.1Tier I, II and III Instruction and Intervention

Tier I: Universal Instruction and

Intervention

Tier II: Selected Instruction and

InterventionTier III:

Targeted/Intensive

Instruction and Intervention

4

Behavior Instruction and Intervention Tier I Supports4

ICEL by RIOT Matrix4

4 ODRhome.lausd.net

Where do we go from here?

Next Steps:• Evaluation of Implementation

– Random selection of 148 schools• Review and analyze data

– Rubric of Implementation– Team Implementation Checklist– Surveys– Attendance, Achievement, Suspension, Demographic data

– Develop a 3 – 5 year plan for continued implementation of School-Wide Positive Behavior Support throughout the District

Action is the foundational key to all success.

Pablo Picasso

Thank you for your time!!

For information, please contact:

Laura Zeff, [email protected]

818-425-1692

Nancy Franklin, [email protected]

661-313-6075

implementation of school-wide positive behavior support · pdf file ·...

Documents