School-wide Positive Behavioral Interventions and Supports: District Leadership Session

School-wide Positive Behavioral Interventions and Supports:District Leadership Session

Purposes

• Identify key features of School-wide PBIS that integrates culturally responsive practices.

• Define implementation steps• Describe District Leadership Team tasks• Outline Next Steps

Basic Messages

• Social Success is related to Academic 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.

Logic for School-wide PBS• Schools face difficult challenges

– Multiple expectations (Academic Performance, Teacher Evaluation, School 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 culture to promote both social and

academic success.

What is School-wide Positive Behavior Interventions and Supports?

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-PBIS• 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

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SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic AchievementElements

of PositiveBehaviorSupport

Processes• School-based team planning• Access to Coaching • Involves input from all faculty/staff,

students and families• Problem solving approach• Data-based decision making• Continuum of behavior supports• Monitor, evaluate, and modify

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The What• School-wide Expectations • Location Specific Rules• Adult Responsibilities• Explicit Plans to Teach Behaviors• Reinforcement System• Infraction System• Data

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School-wide Expectations:

•3-5 Briefly stated•Guide the behavior of everyone•Broad•Non-overlapping•Input from all

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TEACHING MATRIXLOCATION--SPECIFIC BEHAVIORS

Everywhere Always Arrival Hallway Cafeteria

Show

Re

spec

t

Use words and actions that are kind and welcoming

Include others

Stay on sidewalk Take turns at door Greet others

Keep to the right Follow directions of any

and all adults Keep volume at level 1 or

below

Use courteous words and actions with others

Keep volume at 2 or below

Act

Re

spon

sibl

y

Follow through with agreements

Turn off and stow all electronics

Arrive by 8:30

Throw trash in baskets Leave displays untouched

Stay seated unless given permission to get up. Memorize your number

Be S

afe

Act in ways that make it unlikely people will be hurt

Walk Watch where you are

going

Walk at all times Keep unwanted, unfriendly

and overfriendly hands and feet to self

Walk at all times Touch only your own food Keep unwanted, unfriendly and

overfriendly hands and feet to self

Be

Hon

est Tell the truth Go directly to your

destination Go directly to your

destination Identify self when asked

Pay for your food

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EXAMPLE

Reinforcement System

•Frequent verbal praise, or positive feedback (4:1-- positive to negative)

•Random individual “Gotchas”

•Planned and unannounced equal opportunity reinforcement

•Group rewards/celebration—whole grade level, school

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Infraction System• Anticipate problem behavior and

provide pre-correction and other prevention measures

• Implement standardized response procedure

• Location v. Office Managed• Intervention Menu

• Staff attempt interventions before office referral

• Complete referral form to refer behavior to office

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Discipline offenses handled by the Teacher/Staff

Physical Aggression - Non-serious, physical contact that could might develop into a non-safe situation.

Inappropriate Language - Low intensity instance of profanity or rude language

Teasing/Taunting – Disrespectful messages or gestures that do not include serious threat or intimidation

Defiance/Disrespect -Brief or low intensity failure to respond to adult requests

Discipline offenses that result in an Office Referral

Fighting/Serious Physical Aggression -Actions involving serious physical contact where injury is intended or highly likely, such as two individuals exchanging blows that could result in serious injury.

Abusive Language -Words used to threaten harm or profanity used to hurt another individual.

Defiance/Disrespect -Refusal to follow directions, and/or socially rude interactions that continue despite several interventions and/or seriously interferes with the learning or activity of others.

EXAMPLE OF LOCATION VS. OFFICE REFERRAL

TO CONCLUDE• Create environments• Prevent rather than punish• Teach rather than tell

– Engage students

• Reinforce appropriate behavior• Respond to rule infractions with the least

restrictive interventions• Create a system for a continuum of supports

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What We Are LearningSchools have successfully implemented SW-PBIS approaches in 50 states (plus D.C.) and in over 19,000 schools

◦ Reduction of office referrals by 48%◦ 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

From 1089 office referrals to 547. (542)From 453 suspensions to 223. (230)

Central Middle School

• Savings in Administrative time

• ODR = 15 min• Suspension = 45 min

• 18, 480 minutes• 308 hours

• 38.5 8-hour days

• Savings in Student Instructional time

• ODR = 45 min• Suspension = 300 min

• 93, 390 minutes• 1, 557 hours

• 259 school days*(*minimally)

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• Consistently documented over the last 30 years.

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

– Office referrals– Expulsions– Corporal Punishment

• Students with disabilities over-represented:– Approx. 20-24% of suspensions

• Make up 11-14% of population

Disproportionality in school discipline

SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.

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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:

Russell J. Skiba, et al., The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment, 34 Urban Rev. 317, 317–42 (2002).

What do you see in schools using SW-PBIS that integrates culture?

• Staff engaged in developing awareness• Staff having difficult conversations• Students

- view school adults as caring and supportive- know the expectations of the school- say adults are fair

• Teams meeting regularly to• Review disaggregated data• Determine if practices are

• being used• effective• equitable

• Develop targeted and individualized supports

Who will lead the efforts?What is the commitment?

FUNDING VISIBILITY/ 2 WAY

COMMUNICATION

Political SUPPORT

POLICY

District LEADERSHIP TEAM (Coordination)

TRAINING

EQUITY

COACHING

EVALUATION BEHAVIORAL EXPERTISE

LOCAL SCHOOL/DISTRICT IMPLEMENTATION DEMONSTRATIONS

Organization Corporation/District Leadership‒ District representatives select schools, coaches, and provide support

through completing identified tasks. District Coordinator‒ Attends all school team training, liaison with CELL, coordinates data

submission. School-wide PBIS Team‒ Represents school demographics, includes parents, creates plans,

attends trainings, meets regularly, leads implementation Coach‒ Provides technical assistance to school‒ Links school to trainer, resources‒ Provides reminders, assists with timelines

CELL Consultant/Trainer‒ Provides Technical Assistance to Coaches‒ Provides Coaches’ and Team Training

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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

District Leadership Team

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

District Leadership Team

• Receive instruction and assistance from CELL

• Meet at least quarterly• Work on tasks

– Form A

• Monitor Implementation and Outcomes

• Develop 3-5 year action plan

Superintendent

• Commitment• Lead and support schools’ efforts • 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 SW-PBIS to other initiatives• Integrate SW-PBIS in district planning

District Coordinator-Required

• Coordinates coaches • Serves on district leadership team• Updates district leadership• Coordinates trainings-links to CELL• Submits data to District Leaders and CELL• Assists with integration• Link to community/district resources

External Coach

• May 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

Building Principals• Develop short/long term goals/outcomes• Include behavior/discipline as a SIP goal--articulate the

integration• Commitment

- communication - among staff/staff meetings- with families/community

- budget- time-allow for team to meet regularly

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

happening

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. Review Information, Tasks and Commitments3. Make decisions related to capacity/budget4. Review School Readiness Checklist with

Principals (Form B)5. Complete District Leadership Tasks (Form A)6. Contact CELL regarding plans7. Appoint District Coordinator8. Complete remaining District and School

Leadership Tasks and Forms.