culturally responsive positive behavior supports: a district success story rti conference...
TRANSCRIPT
RTI Conference Wilmington, Ohio 2010
Culturally Responsive Positive Behavior Supports:
A District Success Story
RTI Conference Wilmington, Ohio 2010
Objectives• Examine the stages of implementation
• Discuss strategies that develop capacity for implementing multi-tiered Culturally Responsive Positive Behavior Supports district-wide
• View examples of tools and resources used to facilitate district-wide
implementation • Learn critical data-based actions needed to sustain implementation
efforts across time and changing leadership/personnel
• Hear from practitioners involved in district-wide implementation efforts
RTI Conference Wilmington, Ohio 2010
Agenda
• Starting with the Big Picture: Rationale for District-wide Implementation
• Progressing through the Stages of Implementation– Stage Description– District Example– Planning Activity
• Lessons Learned and Next Steps• Wrap Up
RTI Conference Wilmington, Ohio 2010
Starting with the Big Picture:
Rationale for
District-wide Implementation
RTI Conference Wilmington, Ohio 2010
Small-scale or school by school reform efforts without district level intervention are often not sustainable over a long period of time. (Anderson, 2003)
RTI Conference Wilmington, Ohio 2010
Meta-analysis of research on the impact of site-based management (SBM) on improving student outcomes and teaching quality found little evidence that SBM produces much if any improvements in the quality of education in the absence of both pressure and support from district and state levels of education (Leithwood).
RTI Conference Wilmington, Ohio 2010
By taking a district approach to improvement efforts, it is more likely that new programs will be incorporated into the district’s standard operations. It is also more likely that experimental approaches can be taken to scale through the district’s structures.
(Anderson, 2003)
RTI Conference Wilmington, Ohio 2010
Cincinnati Public SchoolsBasic Facts
Total Enrollment•33,781
65 Total Schools
•47 Elementary•18 Secondary
RTI Conference Wilmington, Ohio 2010
Cincinnati Public Schools Basic Facts
Subgroup Distribution–African American 69.4%–Caucasian 23.8%–Multiracial 4.3%–Asian 0.8%–Hispanic 1.6%–Native American 0.1%
Information taken from district Report Card
RTI Conference Wilmington, Ohio 2010
Cincinnati Public SchoolsBasic Facts
• 2.5% (over 100 languages spoken)
Limited English Proficiency
• 20.3%
Students with Disabilities
• 59.9%
Economically Disadvantaged
RTI Conference Wilmington, Ohio 2010
Cincinnati Public Schools
Positive School Culture
District-Wide Initiative
RTI Conference Wilmington, Ohio 2010
Positive School Culture combines a Positive Behavior
Supports model with culturally responsive practices.
RTI Conference Wilmington, Ohio 2010
Cincinnati Public School’s Positive School Culture
Positive Behavior Supports involves broad range systemic and individualized strategies that positively impact student behavior.
These research-validated practices include the:– clearly defined rules and behavioral expectations,– teaching of appropriate behavior, – consistent and proactive management practices, – systematic correctional and acknowledgement of student
behavior.
•
RTI Conference Wilmington, Ohio 2010
Cincinnati Public School’s Positive School Culture
On-going data collection is a core feature of Positive Behavior Supports, emphasizing the need to use student data for making decisions about the level of support needed for students across three tiers: (a) universal school-wide supports, (b) targeted interventions, and (c) intensive individualized interventions.
RTI Conference Wilmington, Ohio 2010
Cincinnati Public School’s Positive School Culture
Culturally responsive practices are specific educational practices, teaming processes, instructional strategies, and curricula content designed to increase achievement among historically underachieving culturally diverse students (National Center for Culturally Responsive Educational Systems, 2004).
RTI Conference Wilmington, Ohio 2010
Cincinnati Public School’s Positive School Culture
Key principles of culturally responsive practices includes:– students’ culture, language, heritage and
experiences are valued and used to facilitate learning and development,
– culturally responsive, respectful, rigorous, and relevant programs, curricula, and resources are provided, and
– all students have access to high quality educational practitioners (Martin & Schaeffer, 2007).
RTI Conference Wilmington, Ohio 2010
Components of CPS Positive School Culture Initiative
• Alternative to Suspension and Expulsion Programs
• Collaborative Strategic Planning
• Big Ideas of PBS & CRP
• Pyramid Of Interventions
Framework
Content
Alternative Disciplinary Response
Process
RTI Conference Wilmington, Ohio 2010
Positive School Culture Standards & Practices
• Clear Expectations• Comprehensive
Instruction• Consistent
Encouragement • Consistent
Correction • Data Collection
• Data Analysis• Leadership• Professional
Learning • Classroom PSC• Tiers of Support• Community
Connections
Content
RTI Conference Wilmington, Ohio 2010
Alternative to Suspension/Expulsion Programs
Extend the continuum of supports for students removed from their regular school because of behavior infractions. •Program Components:
Educational Social and Behavioral Supports
• These programs allow students to: Continue receiving academic instruction Benefit from services to strengthen their social
competencies and study skills.
Alternative Disciplinary Response
RTI Conference Wilmington, Ohio 2010
Suspension/Expulsion Data by Year: CPS
Year Suspensions Expulsions 2002-2003 12,774 722 2003-2004 15,649 963 2004-2005 1,155* 20 2005-2006 322* 14 2006-2007 478 10 2007-2008 566 NR 2008-2009 744 NR
The Stages of Implementation Are:
• Exploration and Adoption• Program Installation• Initial implementation• Full Operation• Innovation• Sustainability
RTI Conference Wilmington, Ohio 2010
RTI Conference Wilmington, Ohio 2010
Exploration & Adoption
• The purpose of Exploration and Adoption is to assess the potential match between community needs, evidence-based practice and program needs; and community resources and to make a decision to proceed [with the selection of a specific evidence-based practice/intervention].
NIRN 2009
RTI Conference Wilmington, Ohio 2010
Critical Steps in the Exploration an Adoption Process
• Identify the need for an intervention considering the information available
• Acquire information via interactions with one another and research
• Assess the fit between the intervention program and learning community context
• Prepare the organization, staff, and resources by mobilizing information and support.
RTI Conference Wilmington, Ohio 2010
Identifying the Need: Decrease the number of suspensions & expulsions
Baseline (Prior to 2004)
Over 15,000 Suspensions
900 Expulsions
RTI Conference Wilmington, Ohio 2010
The Vision
To create and maintain a safe and orderly educational community that keeps students in school and engaged in learning.
RTI Conference Wilmington, Ohio 2010
Acquire Information & Assess The Fit
• District-wide Discipline Committee
• Researched Evidenced and Promising Practices
• “Tested” 3 Approaches (2001)
• Adopted PBS Framework as District-wide Intervention
RTI Conference Wilmington, Ohio 2010
Prepare the Organization
• Presented to district-wide committee
• Provided information to key district level & community leaders
• Provided team training to selected “Test” buildings
RTI Conference Wilmington, Ohio 2010
Program Installation
• Resources and structural supports necessary to initiate the program are put in place or preparations are made to begin putting them into place.
• Including ensuring the availability of funding streams, human resource strategies, and policy development as well as creating referral mechanisms, reporting frameworks, and outcome expectations.
NIRN,2008
RTI Conference Wilmington, Ohio 2010
Preparing for Program Installation: Making the Contextual Fit
Contextualizing Variables1. Objective
2. Present Structures
3. District Language
4. Present Policies
5. Concurrent Related District Initiatives
6. District History with Change Initiatives
District Emphasis1. Decrease suspension and expulsion2. District-wide Discipline Committee, PD
partner, school-based behavior committees
3. De-emphasize “behavior management” focus on positive culture/climate
4. District Strategic Plan/Code of Conduct5. Pyramid of Intervention Framework6. Many changes initiatives. Planning seen
as “all talk and no action” Emphasis on involving the community.
RTI Conference Wilmington, Ohio 2010
The First Charge of the District PSC Committee
To develop shared values and social/behavioral expectations for staff and students in Cincinnati Public Schools and to prepare a format that schools can use as a template for implementing district identified practices.
RTI Conference Wilmington, Ohio 2010
Program Installation 2003-2004
•Systematic use of PBS Blueprint
•Expanding district-level team
•Forming sub-committees
•Development of implementation plan & support documents
•Broad awareness training
•Beginning implementation
RTI Conference Wilmington, Ohio 2010
District Structure for Supporting PSC Installation
District-Wide PSC
Committee
Data Reporting
Code of Conduct
Professional Development
Plan
School-based PSC
CommitteesSchool Staff Other Key
Stakeholders
Alternative to Suspension/
Expulsion Program
PSC Framework, Data System,
Supports, School Connection
RTI Conference Wilmington, Ohio 2010
Program Installation
External Consultant Support• Facilitate sub-
committees• Products & workbooks
to guide the work• Assisting with district
PD/TA planning
RTI Conference Wilmington, Ohio 2010
Initial implementation• Implementation requires changes in the context of personal,
administrative, educational, economic, and community factors.
• Implementation also includes changes in skill levels, organizational capacity and organizational culture; and requires education, practice, and time to mature Joyce & Showers (2002).
• Implementers must combat compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new.
NIRN, 2008
RTI Conference Wilmington, Ohio 2010© Fixsen & Blase, 2008
Performance Assessment (Fidelity):
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Driver
sOrganization
Drivers
Student Benefits
RTI Conference Wilmington, Ohio 2010
Initial implementation
• Distribution of support documents• Customization of district data systems• Action planning at building level• Collaboration with internal and external
partners• District-wide PD/TA planning
RTI Conference Wilmington, Ohio 2010
Customization of District Data Systems
• Cognos Reports–Confidential Building Referrals–SWIS-like Reports
• Pyramid Data• Implementation Guide Online Reports• Online Needs Assessment Data (in progress)
RTI Conference Wilmington, Ohio 2010
District-wide PD/TA Roll Out
Phase I: District-wide PD Training
Principal Awareness
Team of 3 School Teams
Targeted groups
RTI Conference Wilmington, Ohio 2010
Use of Support Documents
• PSC Manual – Implementation Tools– Code of Conduct– Alternative to Suspension and Expulsion Program
Description– Positive School Culture Guide and Action Planning
Document• PSC Implementation Assessment Tools• PSC Principal Briefs• Narrated Powerpoint Presentations
Initial Team TrainingTrain-the-trainer Topics
3 Member Team: (1) Principal (2) Members of School’s PSC team
Session 1: Foundations of SW PBSEstablishing PSCUsing district documents to plan
Session 2:Revisit documents for planningReview role of team of 3 & Building CommitteeAccessing data through SASI data systemsUsing data to inform action planning
Session 3:Using PSC data graphs for decision makingExamples of encouragement & correction systems
Session 4:Characteristics and examples of targeted tier supportsEvaluating school-wide plansPreparation for next year
RTI Conference Wilmington, Ohio 2010
Action Planning at Building Level
The PSC building team met regularly to:• Review data •Develop and implement action steps•Monitor plans and outcomes• Engage the entire school community involved in
the process
RTI Conference Wilmington, Ohio 2010
Full Operation• Full implementation occurs once the new learning becomes integrated
into practitioner, organizational, and community practices, policies, and procedures.
• Once an implemented program is fully operational practitioners carry out the evidence-based practice or program with proficiency and skill, managers and administrators support and facilitate the new practices, and the community has adapted to the presence of the innovation.
• The innovation becomes “accepted practice”.
• Anticipated benefits are realized and the new evidence-based procedures and processes become routinized.
Moving towards full operation through implementation & monitoring
Adult Implementation of PSC Strategy
Student Performance of
Expected Behavior
Impact on Overall School Discipline and
Climate
RTI Conference Wilmington, Ohio 2010
ImprovedAcademic
Achievement
RTI Conference Wilmington, Ohio 2010© Fixsen & Blase, 2008
Performance Assessment (Fidelity):
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Driver
sOrganization
Drivers
Student Benefits
RTI Conference Wilmington, Ohio 2010© Fixsen & Blase, 2008
Performance Assessment (Fidelity): PSC Implementation Assessment Tools
Coaching: Expert Cadre
Training: District-wide PD Plan, PSC Team Training,
Selection: District-wide PSC
Team
Systems Intervention: PBS + CRP= PSC
Facilitative Administration: District Level Committee, Building Level PSC Committee
Principal Leadership
Decision Support Data System: Customized Cognos Data System
Com
pete
ncy
Driver
sOrganization
Drivers
Student Benefits
RTI Conference Wilmington, Ohio 2010
Most schools cannot improve instruction and achievement without some outside help, whether from the district office or some other external partner.
MacIver & Farley-Ripple, 2008
RTI Conference Wilmington, Ohio 2010
Adding Coaching Support to: District-wide PD Plan
Training Steps
KnowledgeMastery
SkillMastery
On-the-JobApplication
Theory 20-30% 10% 2-5%
PlusDemonstration
30-50% 10-30% 5-10%
PlusPractice &Feedback
50-70% 40-70% 10-15%
PlusCoaching
90% 90% 80-90%
(% of Staff Demonstrating Mastery and Application, from Joyce & Showers, 1995)
RTI Conference Wilmington, Ohio 2010
School-based Implementation
School Based Leadership
Ongoing PD & Coaching Support
Data Systems & Resources
RTI Conference Wilmington, Ohio 2010
Full Operation
• Integrating multiple initiatives into a comprehensive strategic plan
• Strengthening tiers of support• Continuing PSC/PBS implementation
efforts through expanding internal capacity building structures
• Revising support products• Continued Team Training
RTI Conference Wilmington, Ohio 2010
2nd Phase - PSC Team TrainingTopic Location
Establishing and Teaching Clear School-wide Expectations In-building Prep
Facilitated Teamwork to Plan for Establishing and Teaching Clear Schoolwide Expectations
Onsite Training
Consistent Systems of Encouragement, Correction, Data Collection & Analysis, Leadership and Professional Development
In-building Prep
Facilitated Teamwork to Plan Systems for Encouragement, Correction, Data Collection & Analysis, Leadership and Professional Development
Onsite Training
Positive School Culture in the Classroom for Elementary Schools Onsite Training
Secondary School Positive School Culture in the Classroom Onsite Training
RTI Conference Wilmington, Ohio 2010
District-wide PD/TA Roll Out
Phase I: District-wide Awareness and Basic Training
Principal Awareness
Team of 3 School Teams
Targeted groups
Phase II: Team & PSC Coaching Support
PSC TeamsInstructional
Support Team(2005-2007)
PSC Expert Cadre(2008 – Current)
RTI Conference Wilmington, Ohio 2010
Preparing IST & Expert Cadre
• Instructional Support Teams– Received training in use and facilitation of the PSC Implementation
Guide– Regular collegial support and problem solving meetings
• Expert Cadre– 1st year Preparation Training
• Basic Consultation & Facilitation• PSC/PBS Foundations• Presentation Skill Development
– 2nd year Quarterly Meetings• Team training Prep• Collegial Support• Entry skills and rapport building
The Essential
Piece
RTI Conference Wilmington, Ohio 2010
District-wide PD/TA Roll Out
Phase I: District-wide Awareness and Basic Training
Principal Awareness
Team of 3 School Teams
Targeted groups
Phase II: Team & Support Personnel Training
PSC Teams
Instructional Support Team
Expert Cadre
Phase III: Building Team Training
PSC Team Staff
RTI Conference Wilmington, Ohio 2010
Use of Support Documents
• PSC Manual – Implementation Tools– Code of Conduct– Alternative to Suspension and Expulsion Program
Description– Positive School Culture Guide and Action Planning
Document• PSC Implementation Assessment Tools• PSC Principal Briefs• Narrated Powerpoint Presentations
RTI Conference Wilmington, Ohio 2010
3rd Phase PSC Team TrainingTopic Location
Using Data-based Decision Making to Sustain PSC Practices
Onsite
Implementing Tier II PSC Supports Onsite
RTI Conference Wilmington, Ohio 2010
“The effect sizes of principals promoting and participating directly with teachers in the formal and informal learning of the use of data to influence appropriate instructional activities was more than twice as powerful as any other leadership dimension.”
Fullan, 2008
RTI Conference Wilmington, Ohio 2010
The Work of the PSC Team
Reviews implementation and student impact data regularly
Ensures data are valid and reliable Determines decision rules to
decide whether sufficient progress is being made
Determines whether the plan is having a positive impact on student behavior
Decide if and how to improve the plan
Modify implementation actions if needed
Data-based Action Planning
ImplementationEvaluation
RTI Conference Wilmington, Ohio 2010
Degree of Implementation
PSC Standard Mean Standard Deviation
Clear Expectations 89.7% 15.6
Comprehensive Instruction
79.7% 16.3
Consistent Encouragement
82.0% 16.0
Consistent Correction 78.8% 18.2
Data Collection 80.6% 17.6
Data Analysis 80.6% 19.4
Leadership 85.2% 17.2
Professional Development
83.7% 17.8
RTI Conference Wilmington, Ohio 2010
Goal: PSC in Every Classroom, in Every School, for Every Student!
RTI Conference Wilmington, Ohio 2010
Next Steps: Continue Progressing Towards Sustainability
Exploration & Adoption
Program Installation & Initial Implementation
Full Operation
Innovation
Sustainability
RTI Conference Wilmington, Ohio 2010
instructional change leading to improved student
outcomes
instructional change
maintained over substantial time
many users who feel empowered
to make new changes
many users
revisions reshape original
design
DEPTH
SUSTAINABILITY
SPREAD
EVOLUTION
SHIFT
Cynthia Coburn, 2009
RTI Conference Wilmington, Ohio 2010
Next Steps
PD
•Continued Team Training
•Emphasis on Tier II & Tier III Supports
•Classroom Supports
Coaching
Support
•Continued Support of Expert Cadre
•Training for Turn Around Teams
Resource
Developme
nt
•Tier II & III Planning Workbooks & Resources
•Addition of Tiers I & II to Implementation Guide and Needs Assessment Tools
RTI Conference Wilmington, Ohio 2010
Lessons Learned
The knowledge and skills needed by consultants supporting urban systems require specific professional learning in the areas of systems level change, developing collaborative working relationships with diverse stakeholders, acknowledging and building on strengths while courageously addressing barriers to high performance.
RTI Conference Wilmington, Ohio 2010
Effective external consultant services to urban school systems
• Understanding unique characteristics of complex urban systems
• Demonstrating cross-cultural competence
• Supporting development of internal system capacity
RTI Conference Wilmington, Ohio 2010
Effective external consultant services to urban school systems
• Competencies in collaborative consultation
• Application of systems change theories in urban schools
• Planning for sustaining change from multiple points of entry
• Applying cultural reciprocity within consultation for systems change
RTI Conference Wilmington, Ohio 2010
Effective external consultant services to urban school systems
Flexibility Persistence Tolerating ambiguity Focus on strengths and
assets High standards and
expectations Humility
Knowing & validating the culture of the system
Meeting people where they are
Walking with them through the process
Improvisation & creativity Contextualizing
Contact Information & Acknowledgements
Empowering Education Consultation & Systems Support Services1 (888) 892-5133www.empoweringeducation.net
We greatly appreciate those who have worked to develop resources from which we have borrowed and learned. Much thanks goes to the OSEP Center for Positive Behavior Interventions and Supports (www.pbis.org) and to all of their contributors. Thanks also to The National Center for Culturally Responsive Educational Systems NCCRESt.
RTI Conference Wilmington, Ohio 2010