School Climate and SWPBS: Assessing Needs and Outcomes Northeast - PowerPoint PPT Presentation

School Climate and SWPBS: Assessing Needs and Outcomes Northeast PBIS Network Leadership Forum May 17-18, 2012 George Bear, Debby Boyer, Sarah Hearn, Linda Smith Delaware PBS Project, 5/2012

The Delaware Positive Behavior Support Project is a collaboration with the DE Department of Education, the UD Center for Disabilities Studies, and Delaware Public Schools. Delaware PBS Project, 5/2012

Overview • SWPBS in Delaware • DE School Climate Survey: Student, Teacher/Staff, and Home • DE Assessment of Strengths and Needs for Positive Behavior Support (DASNPBS) • DE-PBS Key Features Evaluation Delaware PBS Project, 5/2012

Delaware PBS Celebrations • Support for SWPBS implementation • Local expertise • Enthusiastic shift to positive, preventative focus • Majority of districts identified Coaches • Emergence of data-based planning & evaluation • Statewide administration of School Climate Survey Delaware PBS Project, 5/2012

Delaware PBS Concerns • Rapid SWPBS implementation • Over reliance on external control • Lack of understanding and consistency with research-based practices • District Coaches’ capacity and expertise varies • Limited use of multiple data sources for decisions Delaware PBS Project, 5/2012

Quick Delaware Statistics DELAWARE INFORMATION • “The First State” • 2nd Smallest State in the US with a length of 96 miles long and a width between 9 and 35 miles • 3 counties with 42 LEAs – approximately 220 Public Schools DELAWARE PBS TIMELINE 2000- 2003 2004 2006- 1999 2002 2005 2009 2010 2011 2012 2001 2008 PBS Shift to Revision of Pilot DE APBS DE Needs Key Key Feature Project develop SET to School Network Assess- Feature Evaluation began School- capture Climate ment Evaluation Scoring Pilot with wide PBS DE-PBS Survey Question & 10 Key focus on systems model Pilot Features PBS Revision of PBS of PBS in School Student Individual Lucille DE Evaluation Pilot Climate Supports Eber, Revision Survey Survey National Engage- TA ment Provider Items Delaware PBS Project, 5/2012

Delaware School-wide PBS Schools 160 64% 64% 62% 61% 140 140 58% 140 133 132 124 51% 120 Number of Schools 109 100 37% 80 80 26% 55 60 40 7% 16 20 1% 3 0 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 School Years Total Number of Schools in Delaware: 220 Delaware PBS Project, 5/2012

Delaware PBS Project Vision and Key Features The vision of the project is to create safe and caring learning environments that promote the social-emotional and academic development of all children. • 10 Key Features created (see handout) • Includes traditional elements of PBIS plus adds features important to our state’s implementation Delaware PBS Project, 5/2012

Key Feature 3 Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and school-wide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations. Delaware PBS Project, 5/2012

Key Feature 4 Recognize the critical importance of developing self- discipline. Achieving this long-term goal requires much more than strategies for preventing and correcting behavior problems. Thus, schools either implement evidence-based programs in character education and social and emotional learning or infuse lessons throughout the curriculum that teach such social and emotional competencies as positive peer relations, empathy, resisting peer pressure, conflict resolution, and social and moral responsibility. Delaware PBS Project, 5/2012

Key Feature 9 In translating the above beliefs into practice, schools value the importance of data-based decision making, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data. Delaware PBS Project, 5/2012

Blue Hen Elementary School High ODR Rate Frequent Basic SWPBS Administrative Implementation Changes Ineffective Focus on Classroom Reinforcers v. Management- Instruction & aka YELLING Consistency Limited Use of Data Delaware PBS Project, 5/2012

Blue Hen Demographics School Demographics Fall Enrollment Enrollment by Other Student Race/Ethnicity Characteristics 2010-11 2011-12 2010-11 2011-12 2010- 2011- Kinder- 79 95 11 12 African garten 76.9% 77.7% American English Grade 1 90 90 Language 2.9% 2.5% Asian 0.4% 0.4% Learner Grade 2 81 91 Hawaiian 0.2% 0.2% Grade 3 102 87 Low 88.5% 88.8% Hispanic/ Income 18.5% 16.9% Grade 4 101 104 Latino White 3.3% 3.8% Grade 5 97 88 Special Educa- 19.5% 16.6% Multi- Total 550 555 tion 0.7% 1.1% Racial Delaware PBS Project, 5/2012

Blue Hen – Referrals by Student 100% 13% 90% 80% 13% 70% 60% 50% 6+ Referrals 2 - 5 Referrals 40% 74% 0 - 1 Referrals 30% 20% 10% 0% Delaware PBS Project, 5/2012

Average Daily Referrals Per Month Compared to State Elementary PBS Average 2010-2011 10.00 9.59 9.53 9.24 9.00 8.00 Average Daily Referrals Per Month 6.93 6.75 7.00 6.41 6.25 6.00 5.24 5.00 4.37 4.00 3.10 3.00 2.33 2.24 2.00 2.02 1.85 1.83 1.66 1.66 1.51 1.23 1.14 1.00 0.00 0.27 0.00 Individual School Elementary PBS Average Month Delaware PBS Project, 5/2012

Limitations of Common PBS Evaluation Tools • School-wide Evaluation Tool (SET) • Office Discipline Referrals Delaware PBS Project, 5/2012

SET Strengths and Weaknesses – Does not tie with DE Key Features – Not qualitative – Not tied to all Professional Development – Large focus on rewards – Self-report from administrator is a large factor – Measures one level of SW (after 80/80 no further formal evaluations are conducted) – Ceiling effect – doesn’t differentiate schools Delaware PBS Project, 5/2012

Blue Hen Elementary SET-D Results 100 100 100 100 100 100 100 100 100 100 94 92 90 88 88 90 85 80 75 75 70 60 2006-2007 50 2007-2008 40 30 25 20 10 0 Delaware PBS Project, 5/2012

Limitations of ODRs • Inconsistencies across schools, teachers, and administrators • Reflect adult behavior as well as student behavior • Incomplete picture of behavior problems • Doesn’t include minor classroom disruption, internalizing problems, social-cognitive deficits, etc. • Unable to capture positive behaviors, relationships, and perceptions of school • Underestimates the severity of disciplinary problems Delaware PBS Project, 5/2012

Delaware School Climate Survey Delaware PBS Project, 5/2012

Why create our own school climate surveys? • Ensure schools have a valid and reliable measure • Developed with input from stakeholders and scale is specific to the project • Brevity – User friendly • Free to schools • Same items 3-12 grades (readability level = 2.6) • Two formats available: online and paper Delaware PBS Project, 5/2012

School Climate School climate refers to the “quality and character of school life” which includes “norms, values, and expectations that support people feeling socially, emotionally, and physically safe” (Cohen, McCabe, Michelli, & Pickeral, 2009, p. 182). Delaware PBS Project, 5/2012

Why is school climate important? School Climate is linked to a wide range of academic, behavioral, and socio-emotional outcomes for students: • Academic achievement • Student academic, social, and personal attitudes and motives • Attendance and school avoidance • Behavior problems, delinquency, victimization • Emotional well-being Delaware PBS Project, 5/2012

School Climate also is linked to outcomes for teachers : • Less burnout and greater retention in the profession • Greater implementation fidelity of new curriculum and interventions • Greater levels of job satisfaction Delaware PBS Project, 5/2012

Subscales of Delaware School Climate Surveys 2012 Student Survey Teacher/Staff Survey Home Survey Part I Teacher-Student Relations Teacher-Student Relations Teacher-Student Relations Student-Student Relations Student-Student Relations Student-Student Relations School Safety School Safety School Safety Bullying School-Wide Bullying School-Wide Bullying School-Wide Clarity of Expectations Clarity of Expectations Clarity of Expectations Fairness of Rules Fairness of Rules Fairness of Rules Respect for Diversity Respect for Diversity Respect for Diversity (Student Engagement Teacher-Home Communications Teacher-Home Communications School-Wide 1 ) (Student Engagement (Student Engagement School-Wide 1 ) School-Wide 1 ) (Staff Relations 1 ) Total School Climate Total School Climate Total School Climate

Part II Use of Positive Behavioral Use of Positive Behavioral Techniques Techniques Use of Punitive Techniques Use of Punitive Techniques Use of Social Emotional Use of Social Emotional Learning Techniques Learning Techniques Part III (individual level) Student Engagement 1 Bullying Victimization 1, 2 1 New subscales for 2012. 2 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version.