Fix School Discipline Toolkit for Educators - Page 16

Why is SWPBIS a proven better approach than quick removals? In general, schools that adopt a proactive approach to improving school climate through the creation of positive behavior incentives, classroom management and conflict resolution training for teachers and staff, and encouragement of greater parental involvement demonstrate low rates of suspension and reductions in office discipline referrals of up to 50% per year.32 A 2008 study of 28 K-12 schools and early childhood programs found that implementation of SWPBIS resulted in a significant reduction of office discipline referrals and suspensions, with middle and high schools experiencing the most benefit. These reductions helped recover 864 days of teaching, 1,701 days of learning, and 571 days of leadership. Implementation was associated with academic gains in math for the vast majority of schools who implemented with fidelity.33 Secondary benefits of SWPBIS include improved academic achievement, reduced dropout rates, higher teacher retention and a more positive school culture.34 Are there other districts and schools in California effectively implementing SWPBIS? Yes! 714 in 2012-13. As of 2012-13 school year, the school’s graduation rate had increased from 76% to 88%.35 To help you get started, we have uploaded a number of the training materials, policies and procedures, handbooks, and tools used by these and other school districts and schools to FixSchoolDiscipline.org. Where can I go for additional information, resources and research? California Services for Technical Assistance and Training– www.CalSTAT.org Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports – www.PBIS.org California Technical Assistance Center on Positive Behavioral Interventions and Supports – www.pbiscaltac.org Safe and Civil Schools http://www.safeandcivilschools.com/ Pioneer High School in Woodland Joint Unified School District, where implementation of the system of SWPBIS has resulted in a 62% reduction in suspensions and significant increases in school attendance and achievement. See the next page for more information on how Pioneer High School did it! Similarly at Garfield High School, SWPBIS resulted in a reduction from 510 suspensions during the 2007-08 school year to 1 suspension during the 2012-13 school year. Additionally, the school experienced significant improvement in API points: 597 points in 2007-08 to 32 Raffaele Mendez, L.M., Knoff, H.M., &Ferron, J.M. (2002).School demographic variables and out-of-school suspension rates: A quantitative and qualitative analysis of a large, ethnically diverse school district,Psychology in the Schools, 39 (3), 259-277 33 Losen, D. J. (2011), Discipline Policies, Successful Schools, and Racial Justice, The Civil Rights Project at UCLA and National Education Policy Center, citing Muscott, H.S. et al. (2008), Positive behavioral interventions and supports in New Hampshire: effects of large-scale implementation of schoolwide positive behavior support on student discipline and academic achievement, Journal of Positive Behavior Interventions, 10, 190-205. 34 Id. 14 How we can fix school discipline 35 CDE Dataquest