pbis in urban settings presented by christine mcgrath, ph.d., pbis trainer the may institute...

PBIS in Urban Settings

Presented by

Christine McGrath, Ph.D., PBIS TrainerThe May Institute

Association for Positive Behavior Supports

March 27, 2009

Goals of Session

• Overview of Urban Systems

• PBIS in an urban school district in New England

–Meriden, CT

• Lessons learned

Challenges –Urban Systems

• Staff turnover

• More challenging behavior

• Lower SES level

• Increased diversity

• Academic deficits

• Competing Initiatives

4

Survey of Barriers to Implementation and Sustainability of SW-PBS in Urban Settings

10. Cultural difference between teacher-student 9. History of failed initiatives 8. Competing initiatives that drain resources 7. High proportion of inexperienced, short term teachers 6. Disconnect between school and district administration 5. Administrative turnover 4. Continuous change in district leadership and priorities 3. High bureaucratic complexity

2. Inadequate prepared teaching force 1. Teacher turnover

Continuum of PBS in Schools

Primary Prevention:School-wide and Classroom-wide

Systems forAll Students, Staff

& Settings

Tertiary Prevention:Individualized

Systems for Studentswith High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Studentswith At-Risk Behavior

~10%

~80-85% of Students

~10%

0-1 referral

2-5 referrals

6+ referrals 1-5%

Crone & Horner (2003)

Primary Prevention:School-wide and Classroom-wide

Systems forAll Students, Staff

& Settings

Tertiary Prevention:Individualized

Systems for Studentswith High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Studentswith At-Risk Behavior

~10%

~76% of Students

~15%

0-1 referral

2-5 referrals

6+ referrals 9%

Turnbull, et. al (2002)

Continuum of PBIS in Urban Schools

Improves the school behavioral climate:

Increase in • academic performance

• on-task behavior

• parent, student & staff satisfaction

• staff retention

Decrease in

• office referrals

• suspensions & detentions

• disruptive classroom behavior

SW-PBIS Primary Outcomes

Implementing School-wide Positive Behavioral Interventions and Supports

in an Urban School District: Meriden, CT

District Characteristics

Meriden Public Schools

• Approximately 8,864 pre KG-12th grade students.

• Comprised of 41% Hispanic,43% White,14% Black

• 29% students report a language other than English spoken at home.

• 58% qualify as low income.

• 9% English Language Learners.

Development of District wide Leadership Team

• Representative District PBIS team formed in Spring 2005– Meets quarterly

– Compiled long-term action plan

– Planned for “going to scale”

– Provides support to PBS Coaches and PBS Coordinator

– Completes self-assessment quarterly

– Examines district-wide student discipline data for overall trends, implications, and intervention strategies

– Outlined long-term funding for PBS initiative

Political Support

• Student social behavior identified as one of the top 3 goals for the district.

• Active participation and support of the Superintendent & Associate Superintendent secured.

• Associate Superintendent reports annually to the Superintendent and Board of Education with PBIS Trainer on activities and outcomes.

Coordination

• District PBIS Coordinator identified (2005) to oversee implementation

– Principal, Benjamin Franklin Elementary School

• Coordinator receiving on-going training with May Institute PBIS Trainer

Visibility

• District team developed newsletter to share with district administrators and board of education

• Individual schools sharing information with stakeholders about activities and outcomes:– Monthly reports to staff

– Parent open houses and letters

– Postings on websites

Coaching Capacity

• Leadership Team developed PBIS Coaching Network to build & sustain School-wide PBIS in the district– 2 to 3 PBIS Coaches from each school implementing

SW-PBIS

• Coordinator and/or Trainer meets monthly with all PBIS Coaches for information sharing, implementation strategies, fundraising, and problem solving.

Demonstrations

• Currently, 10 schools within district have adopted SW-PBIS– 8 elementary schools

– 2 middle schools

• Exemplar schools within the district identified that display:– Fidelity of implementation of SW-PBIS

– Positive outcomes• Decrease in office discipline referrals

• Increased staff satisfaction of SW Discipline

SW-PBS Implementation & Evaluation

• District-wide evaluation processes assess :

– Fidelity of implementation of SW-PBIS (School-wide Evaluation Tool (SET))

– Impact of SW-PBIS on student outcomes (ODRs and suspensions)

– Extent of implementation of the action plan

Implementation and Outcomes:

Meriden Public Schools

PBS Implementation

• Organized into 4 Cohorts:

– Cohort 1: Middle School 1• (2004-2005)

– Cohort 2: Elementary Schools 1 & 2 • (2005-2006)

– Cohort 3: Elementary Schools 3, 4, 5 & 6, Middle School 2

• (2006-2007)

– Cohort 4: Elementary Schools 7 & 8 • (2007-2008)

PBS Implementation: SET ScoresMeriden Public Schools

SET Overall Mean Scores

41

46

70

53

31

53

39

26

34

50

78

95

8890

86

96

92

70

84

78

84

91

83

95

87

91 91

72

100

90

0

10

20

30

40

50

60

70

80

90

100

Washington Hale Franklin Putnam Hooker Barry Hanover Lincoln Sherman Pulaski

School

SE

T O

vera

ll M

ean

Sco

re

Baseline Year 1

Year 2 Year 3

Overall Impact of PBS on the Meriden Public Schools

• Dramatic reduction in the number of referrals that Administrators must deal with. – Providing more time for attention to our core mission of

teaching and learning.– Overall 38% reduction in ODRs at 7 implementing

schools • (Range: 19% to 66% reduction)

• Improved over all school climate

• Improved relationships with parents, families, and guardians

Implementation and Outcomes:

Cohort 2

Elementary School 2:

Benjamin Franklin Elementary

Benjamin Franklin Elementary School

• RESPECT SOS

– Respect for Self

– Respect for Others

– Respect for School

Benjamin Franklin Elementary School

• Bulldog Bucks

– Token economy of Benjamin Franklin School

– Rewarded to students for demonstration of Respect for Self, Others, and School

Cohort 2 Data

School-Wide Evaluation ToolBenjamin Franklin Elementary

75 75

6769

50

81

50

70

100

80

100

63

100 100

50

88

100 100 100 100 100

87.5

50

91

100

70

100

87.5

100

75

100

90

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingSystem forRew ardingBehavioral

Expectations

System forResponding to

BehavioralViolations

Monitoring &Decision-Making

Management District-LevelSupport

Overall

Systems Feature

Perc

en

tag

e o

f F

eatu

re Im

ple

men

ted

Baseline 2004-2005PBS Year 1 2005-2006PBS Year 2 2006-2007PBS Year 3 2007-2008

Cohort 2 Longitudinal Data

Benjamin Franklin Elementary School Office Referrals per Day per Month across Years

2.9

1.5

4.9

5.4

4.6

5.5

4.6

6.5

4.3

2.9

1.9

3.6

4.1

2.42.6

2.8

3.7

2.93.0

0.2

2.11.9

1.31.6 1.7

1.31.1

2.1

1.0

0.1

1.11.3

1.10.9

1.0 1.01.2 1.2

0.8

0.4

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

Sept Oct Nov Dec Jan Feb Mar Apr May June

Av

era

ge

OD

Rs

pe

r D

ay

pe

r M

on

th

Baseline 2004-2005PBS Year 1 2005-2006PBS Year 2 2006-2007PBS Year 3 2007-2008

OVERALL: 37% Decrease in total number of office discipline referrals PBS Year 1 compared to Baseline

Additional 48% decrease in total number of office discipline referrals PBS

Year 1 to Year 2

Additional 31% decrease in total number of office discipline referrals PBS

Year 2 to Year 3

SW-PBIS Behavioral Outcome Data: Time Lost…

2004-2005 2005 - 2006 2006 - 2007 2007 - 2008

Office Referrals 780 507 264 183

Administrator Time Required

11,700 Min.

195 Hours

7,605 Min.

127 Hours

3960 Min.

66 Hours

2745 Min.

46 Hours

Instructional Time Lost

23,400 Min.

390 Hours

15,210 Min.

253.5 Hours

7920 Min.

132 Hours

5490 Min.

91.5 Hours

Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved

• Dramatic reduction in the number of referrals that Administrators must deal with.

– Providing more time for attention to our core mission of teaching and learning.

– Overall 76.5% reduction in ODRs: Improved overall school climate

– 149 hours saved in administrator time

– 298.5 hours saved in instructional time

Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved

• Improved relationships with parents, families, and guardians

• Dramatic improvement in overall school academic achievement.

– School “In Need of Improvement” designation removed from school, Fall 2007.

Continuum of PBS in Schools

Primary Prevention:School-wide and Classroom-wide

Systems forAll Students, Staff

& Settings

Tertiary Prevention:Individualized

Systems for Studentswith High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Studentswith At-Risk Behavior

~10%

~80-85% of Students

~10%

0-1 referral

2-5 referrals

6+ referrals 1-5%

Targeted Intervention

• H.U.G. Program: Hello, Update, Good-bye

– Students from the targeted group

– Tier Two intervention for students at risk for office discipline referrals (2-6)

– Daily Record (point sheet)

– Check in/Check out

HUG Students Enter in the Morning

H.U.G. Behavioral Outcome DataB enj ami n Fr ankl i n E l ementar y Sc hool

H . U . G . Students

Offi c e D i s c i pl i ne R ef er r al s per Y ear

144

88

0

20

40

60

80

100

120

140

160

B ef or e HU G 2 0 0 5 - 2 0 0 6 HU G 2 0 0 6 - 2 0 0 7

OV E R A LL :

39% dec r eas e

i n offi c e

di s c i pl i ne

r ef er r al s

B enj ami n Fr ankl i n E l ementar y Sc hool

4th G r ade H . U . G . Students

Offi c e D i s c i pl i ne R ef er r al s per Y ear

5 5

2 8

0

10

20

30

40

50

60

B ef or e HU G 2 0 0 5 - 2 0 0 6 HU G 2 0 0 6 - 2 0 0 7

OV E R A LL :

49% dec r eas e

i n offi c e di s c i pl i ne

r ef er r al s

H.U.G. Behavioral Outcome Data:4th Grade Cohort

H.U.G. Academic Outcome Data: 4th Grade Cohort

A ver age C M T R eadi ng Sc or e G r owth A c r os s Y ear s

B enj ami n Fr ankl i n E l ementar y Sc hool

4th G r ade Students

29. 05

24. 69

39. 40

29. 63

0

5

10

15

20

25

30

35

40

45

2006-2007 2007-2008

Non-T ar geted

Students

HUG Students

H.U.G. Academic Outcome Data: 4th Grade Cohort

A ver age C M T R eadi ng Sc or e P er c entage of G r owth A c r os s Y ear s

B enj ami n Fr ankl i n E l ementar y Sc hool

4th G r ade Students

7. 18%

5. 70%

11. 40%

7. 25%

0

0

0

0

0

0

0

2006-2007 2007-2008

Non-T ar geted

Students

HUG Students

Impact of PBS on Benjamin Franklin Elementary School

• Dramatic reduction in the number of referrals that Administrators must deal with for at-risk students. – 49% reduction in ODRs for 4th grade students in H.U.G.

intervention– 11.4% and 7.25% improvement in CMT Reading Scores

for 4th grade students in H.U.G. intervention (larger increase than peers)

• Improved relationships with parents, families, and guardians

Lessons Learned During Implementation

• Never underestimate the power of Data.

• ‘Buy in’ of district and school-based administration is crucial to a successful implementation.

• Trust your consultants.

Lessons Learned During Implementation

• Build districts capacity – must have trained faculty and need to develop institutional knowledge.

• Take your time with planning and implementation.

• Watch out for over zealous teams that may not have a complete understanding of the PBS process.

• The process is the most important aspect of implementation.

• Targeted and Intensive Team interventions are difficult to develop but are essential.

• Train, train and retrain. Constantly revisit the training of faculty and students through out the year – a once and done training will not sustain itself.

Contact Information

• For more information contact

– Chrissy McGrath• e-mail:

cmcgrath@mayinstitute.org