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What's
New???
PBS
Making a Difference
in
Bridgeport
Public Schools
by
Susan G. Smith, Director of Social
Work
(From
left to right: Susan Smith, Director of Social
Work; Mayra Perez, PBS Coordinator; Melissa
Perrotta, PBS Specialist; Kathy Brown, PBS
Specialist)
School-wide
Positive Behavior Supports (PBS) is a systems’
approach to discipline that emphasizes prevention,
instruction about social skills, and data-based
decision-making to reduce problem behavior and
improve academic performance. PBS helps
develop a school-wide foundation that supports
staff to teach and promote positive behavior in
all students. It helps create and maintain a
safe learning environment and a positive school
climate.
PBS is proactive, based on researched data, and
focuses on a 3-tiered
strategy.
Tier
I/Universal Level
- Interventions
are available to all students across all settings
and approximately 80-90% of the student population
responds positively to them. In general,
approximately 10-15% of students may be at risk
for developing some behavioral problems and will
require additional
interventions
Tier
II/Targeted Level -
Approximately 5-10% of students may require more
individualized interventions
Tier
III/Intensive
Level -
To assist students with behavioral issues.
Based on this model, there is a continuum of
interventions available to
students.
 
In Bridgeport, all
PBS schools are developing or refining their
school-wide interventions. Those schools,
that have been successful with these
interventions (what PBS calls “implementing to
fidelity”) are now working on more targeted
interventions for the students who need more
assistance. We use a data tool called the
SET (school-wide evaluation tool) to help us
determine “fidelity.”
Other
data tools used include the School Climate Survey
(SCS) and the School Incident Report (SIR).
Reports are developed by our partners at the
Yale Consultation
Center and
shared with schools teams for action
planning.
PBS started in Bridgeport in
2003. It has been funded at times through a
variety of federal grants including the Elementary
School Counseling grant and the American Recovery
Reinvestment Act. PBS is supported by the
district, school staff, students, parents, and
community partners. Schools utilize their
staff as resources and training is provided by the
district for administrators, coaches, teams,
coordinators, and parents at different levels of
implementation. In the past, schools
received funds for start-up activities such as
“kick-off,” implementation of an acknowledgment
system, trainings, and supplies. Most recently,
schools have been working on fundraising
activities and seeking community support for PBS
to become sustainable.
Here are some quotes shared with members of the
department of Social Work that captures the
overall success of PBS in the Bridgeport Public
Schools:
Ø
“I think that it is an excellent, well-thought,
organized, motivating, & exciting
initiative. I hope that it continues to be
successful”- staff
Ø
“Thanks to PBS, I can reinforce my child at
home. He knows that Ms. D. (principal), Ms.
Y, and I communicate with each other” -
parent
Ø
“Even those who thought behavior would never
change for some students were amazed at the
results”- staff
Ø
“I was amazed to see that CMT scores were getting
better each year that PBS was in the building”-
staff
Ø
“ I like going to the school store to
help. I get to count coupons and give prizes
to the little kids”- student
Ø
“The suspension rate has decreased because
of PBS”- staff
Ø
"Since entering PBS…, we
have seen a change in school climate. Students are
more active participants…, teachers have a
renewed vigor …, and we are all one step
closer to creating college ready scholars who are
prepared to succeed in life”-
staff.
Every school in the district can identify several
areas of success with PBS. Some of the
highlights of our district work are as
follows: Beardsley
and Edison
are excelling at using data on a regular basis for
action planning, especially around developing and
using a continuum of interventions to address both
behavioral and academic issues.
Barnum
and Roosevelt
have been making great strides with involving
parents in PBS meetings, trainings, and
school-wide activities. Winthrop
and Wilbur
Cross send newsletters
home to parents that update them on PBS
activities. Creative fundraising activities
to support PBS such as the “Fitness Challenge” at
Seaside Park, “McNight” at local McDonald’s, “Ice
Cream Socials” at local ice cream shops, and
“Movie Night&r dquo; for parent and their
children have been organized at Columbus,
Classical
Studies,
Madison
and Longfellow.
Central
High
School
is now planning their first PBS “kick-off” with
the 9th graders.
Many schools are observing and experiencing the
positive effects of PBS and have become more
involved in the process. Some of the changes
shared by staff and parents from different schools
include: improvements in students’ behavior,
decrease in office discipline referrals, and
overall improvements in school climate. This
past year, the CMT scores indicated improvements
across the district. While there is no
current research that specifically notes a direct
relationship between PBS and CMT/standardized
tests, some staff and parents have shared that
having PBS in their school does make a
difference.
PBS schools have put a tremendous amount of effort
into planning and implementing Positive Behavior
Supports. As the schools move towards PBS
sustainability, we are optimistic that PBS will be
embedded as a critical thread in the fabric of
each school.
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