PBIS Indiana District Awareness Session

Center for Education and Lifelong Learning The Equity Project at Indiana Universitywww.indiana.edu/~pbisin

Purposes

• Identify Key features of School-wide PBS and SWPBS that integrates culturally responsive practices.

• Define implementation steps• Describe District Leadership Team

Roles and Goals• Describe District Level Support

Structures Needed for Sustainability• Outline Next Steps

Basic Messages

• To improve academic successes of our youth, we must also improve their social success.

• Improving social success requires investing in the school-wide social culture as well as in strategies for classroom, and individual student intervention.

• School efforts to improve academic and social success must address equitable outcomes for all groups.

References, Resources, Credits

PBIS Indiana: www.indiana.edu/~pbisin

Florida's Positive Behavior Support (PBS) Project: www.flpbs.fmhi.usf.edu

Illinois PBIS Network: www.pbis.illinois.org

OSEP Technical Assistance Center on PBIS: www.pbis.org

School Wide Information System: www.swis.org

Logic for School-wide PBS• Schools face a set of difficult challenges today• Multiple expectations (Academic

accomplishment, Social competence, Safety)• Students and staff have widely differing

understandings of school behavioral expectations

• Traditional “get tough” and “zero tolerance” approaches are insufficient

• Individual student interventions• Effective, but cannot meet the demand

• School-wide discipline systems• Establish a social culture within which both

social and academic success is more likely

What is School-wide Positive Behavior Support?

School-wide PBS: A systems approach for establishing the social culture and individualized supports needed for all students to achieve both social and academic success.

Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent responses to problem behavior On-going collection and use of data for decision-

making Continuum of intensive, individual interventions. Administrative leadership – Team-based

implementation (Systems that support effective practices)

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic AchievementElements

of PositiveBehaviorSupport

What We Are LearningSchools have successfully initiated and sustained SW-PBS approaches in 50 states (plus D.C.) and in over 16,000 schools

• Reduction of about one half in office referrals

• Suspensions reduced by 66% • Increased attendance• Increased instructional time• Improved satisfaction of all• Common language and consistent processes• Drop out rate decreased by half• Unsafe incidents decreased by 2/3.

www.pbis.org

Impact

From 10.4 per day

To 1.6 per day

What does a reduction of 3912 office referrals and 326 suspensions mean?North side Middle School

• Savings in Administrative time

• ODR = 15 min• Suspension = 45 min

• 73,350 minutes• 1222 hours

• 152 8-hour days

• Savings in Student Instructional time

• ODR = 45 min• Suspension = 300 min

• 273,840 minutes• 4564 hours

• 760 6-hour school days

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Proportionality

Over-representation

Under-representation

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Minority disproportionality in suspension and expulsion has been consistently documented over the last 30 years.

• Black students suspended 2-3x as frequently• Racial/Ethnic Disproportionality also found in:

• Office referrals• Expulsion• Corporal Punishment

• Students with disabilities over-represented:• 11-14% of population• Approx. 20-24% of suspensions

Disproportionality in School Discipline at the National Level: 1972, 2000, 2003

0

2

4

6

8

10

12

14

16

1972 2000 2003

6

13.213.9

3.1

5.09 4.88

Per

cen

t o

f S

tud

ents

Su

spen

ded

African American

White

Relative Risk Ratios:1972: 1.942000: 2.592003: 2.84

For What Behaviors are Students Referred? For What Behaviors are Students Referred?

• White students referred more for:

SmokingVandalismLeaving w/o permissionObscene Language

• Black students referred more for:

DisrespectExcessive NoiseThreatLoitering

Of 32 infractions, only 8 significant differences:Of 32 infractions, only 8 significant differences:

PRACTICES

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SYST

EMS DATA

OUTCOMES

Social Competence &Academic Achievement

Cultural Equity

Cultural Knowledge

and Self-Awareness

Cultural Relevance and

Validation Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011)

Elements of Culturally Responsive SW PBS

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Culture: What Is It?

Culture: the language, beliefs, values, norms, behaviors, and material objects that are passed from one generation to another.  Every person on the planet is a member of at least one culture. (Glenn Hoffarth,2002)

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CR-PBIS is not….• PBIS, itself, is not new; it’s based on a long

history of behavioral practice and effective instructional design/strategies

• CR-PBIS is not a specific practice or curriculum; it’s a general approach to preventing problem behavior

• CR-PBIS is not limited to a particular group of people; but rather for all students and all adults

• CR-PBS is not incompatible with other efforts that based in prevention and education

• CR practice, itself, is not new.

CR-PBIS is new…• It’s the integration of culturally

responsive practice within the evidence-based school-wide PBS framework

Training Outlook

• Develop culturally responsive school-wide PBS plan by:• Explicitly discussing inequity based on race, ethnicity, poverty, and disability

• Training all school staff to become more self-aware about their beliefs and awareness of other cultures

• Using data to identify target areas • Engaging with students and families to

integrate different cultural perspectives

WHY be/come Culturally Responsive?

• Absence of any groups experience and voice leaves all groups at a disadvantage to appropriately and completely interact as humans.

• It detracts from all of our humanity when WE consciously or unconsciously leave out individuals’ culture.

• Prevents conflict and misunderstandings amongst different cultural groups

Self Awareness

• Participants will define culture• Participants will recognize they have a culture• Participants will compare their culture to another• Participants will identify potential personal bias and

influence of stereotypes

“Not only does culture allow us to maintain our sense of identity and how we perceive ourselves, it also represents the lens through which we view and evaluate the behaviors of others” ( Neal, McCray, Webb-Johnson, & Bridgest, 2003, p. 49)

Three Things To Remember About Culture...•Culture is dynamic, not static

•No culture is monolithic …. There are cultures within cultures

•Culture, language, ethnicity and race form part of our identity, values, beliefs and behaviors. Other influences include: socio-economic status, education, occupation, personal experience, community, family and individual personality.

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CORK SCREW of CR Lens

Cultural Awareness

Cultural Knowledge

Cultural Knowledge

Skill

Application of Skill

Skill

Cultural Awareness

Self-awareness

Cultural Knowledge

Schools using culturally responsive SW-PBS have:

• Staff engaged in • developing awareness of students’ and their own cultural

backgrounds.• difficult conversations that directly address disparities

evident in data. • Team-based systems for Targeted and Intensive behavior

support • Students identify faculty/staff as actively promoting their

success• Teams meeting regularly to:

• Review disaggregated data• Determine if PBIS and culturally responsive practices are being used• Determine if practices are being effective for all student subgroups

and their families

Summary Invest in prevention Build a social culture of competence Focus on different systems for different

challenges Build capacity through team processes,

and adaptation of the practices to fit local context

Use data for decision-making Directly engage in difficult conversations Begin with active administrative

leadership

SACM Tool and Teacher Evaluation

Domain 3: Instruction or Delivery of Services

•Domain 4: Professional Responsibilities

•Domain 2: Classroom

Environment

•Domain 1: Planning and Preparation

Preparation;Caring and Supportive

Relationships; Teach Responsibility (with

student input)

Structure, Predictability;

Establish, Teach Expectations;Managing Behavior;

Maximize Positive Interactions;

Rewarding Expected Behavior;

Continuum of Responses to Misbehavior

Effective Instructional Delivery;

Actively Engage Students through a variety of

strategies

Evaluate Instruction

Who will lead the efforts?

What is the commitment?

Organization District leadership team‒ District representatives select schools, coaches, and

provide initiative support School-wide PBIS Team‒ Represents school demographics, includes parents,

creates plans, meets regularly, leads implementation

Coach‒ Provides technical assistance to school‒ Links school to trainer, resources‒ Provides reminders, assists with timelines

Trainer‒ Provides Technical Assistance to Coaches‒ Provides Coaches’ and Team Training

Sustaining and Scaling SWPBS

• Investing in the Systems needed to nurture and support effective Practices• Policies• Shifting Staff roles (behavioral expertise)

• Evaluation Data/Systems• Administrative Priority (over time)• Logical use of initiatives/incentives

An effective implementation process

• Commitment• District• Administrator• Faculty• Teams

• Team-based processes• Coaches (local Technical Assistance)• Behavioral Expertise• Contextual Fit (Adapt to specific

context)• 3-5 Year process

FUNDING VISIBILITY/ 2 WAY

COMMUNICATION

Political SUPPORT

POLICY

District LEADERSHIP TEAM (Coordination)

TRAINING

EQUITY

COACHING

EVALUATION BEHAVIORAL EXPERTISE

LOCAL SCHOOL/DISTRICT IMPLEMENTATION DEMONSTRATIONS

District Leadership Team

• Superintendent/Asst.• Decision Makers• Curriculum Director• Special Education Director• Diversity Coordinator• Family/Community Member• Other Individuals of related efforts

District Leadership Team

• Receive Training and Assistance from

PBIS IN

• Meet at least quarterly

• Work on tasks outlined in self-

assessment

• Develop 3-5 year action plan

FUNDING VISIBILITY/ 2 WAY

COMMUNICATION

Political SUPPORT

POLICY

District LEADERSHIP TEAM (Coordination)

TRAINING

EQUITY

COACHING

EVALUATION BEHAVIORAL EXPERTISE

LOCAL SCHOOL/DISTRICT IMPLEMENTATION DEMONSTRATIONS

Superintendent

• Commitment-Provide leadership• Communicate district goals/expectations

to building administrators• Receive regular updates from building

administrators • Resources--FTE (coordinator/coach), budget• Data-Ensure data collection tools are

available and data are used to make informed decisions

• Connect local positive behavior supports with state and federal initiatives

• Integrates SWPBS in district strategic planning

Big Ideas-Superintendent

• Supports process to happen district-

wide

• Makes schools/principals accountable

• Attends district leadership team

meetings

• Keeps Board and community informed

District Coordinator-Required

May also serve as External CoachCoordinates coaches

meetings/networkingServes on district leadership teamUpdates DLTLogistics related to trainingsCollects data to submit to PBIS IndianaLink to PBIS IndianaAssists with integrationLink to community/district resources

EXTERNAL COACH• May also be district coordinator• Provide information and technical

assistance:• best practices• current research• funding sources

• Know and anticipate local needs and resources

• Keep teams focused/functioning• Understands use of data and data system• Frequent prompts to teams• Capacity to support additional schools

Internal Coach

• Provide information and building- based technical assistance:• best practices• current research• funding sources

• Keep team focused/functioning• Guides building implementation• Adapts to local context• Frequent Prompts to Faculty• Understands the use of data

Big Ideas-Coaching

• Key to sustainability

• Builds local capacity

• Facilitates but is not “PBS” in the

school/district.

Building Principals• Develop short/long term goals/outcomes• Include as a top three SIP goal--

articulate the integration• Commitment-

• communication • among staff/staff meetings• with familes/community

• budget• time-allow for team to meet regularly

• Connect building with central office• Data collection tools are in place and

collection is happening

Big Ideas-Principals

• Ensures readiness• Supports process to happen• Assures integration with other efforts • Leads by example• Attends trainings and team meetings• Actively involved in planning and

implementation.

Leadership Next Steps

•Review and Discuss Commitment and Priorities. •District Leadership Functions/Tasks

•Coaching/ Training Capacity•Interest from Administrators and Faculty

•District Sustainability Structure

Next Steps

1. Form a District Leadership Team2. District Readiness/Self- Assessment3. Make decisions related to capacity4. Review School Readiness Checklist with

Principals 5. Interested principals register for Feb.

sessions6. Appoint District Coordinator7. Make decisions about coaching8. Work with data systems so that schools

have the data that they need.

Data Systems• Office Discipline ReferralsOffice Discipline Referrals

• Avg/day/month• Behavioral Infraction• Location• Time of Day• # of students with 1, 2, etc.• Disaggregated (Ethnicity, IEP, Gender, etc.)• Administrative Consequence

• Suspensions/ExpulsionsSuspensions/Expulsions• Disaggregated • Overall Rate• #of students• Number of days