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