Lucille Eber, Statewide DirectorIllinois PBIS Network and National PBIS TA Center
Capacity Building to Support Positive School Climate and
Improve Outcomes for All Students
7th Annual NYC PBIS
Leadership SummitJune 13, 2014
BIG Ideas for Today
1. MTSS in NYC – Celebration and Opportunities2. Connections to National Efforts and Opportunities3. Partnerships to enhance MTSS
impact on ALL students ”A Shared Path to Success”
CONNECTIONS AND PARTNERSHIPS• Understanding how academics and behavior
connect
4
Danielson’s Framework for Teaching
4
Planning and
Preparation Classroom Environme
ntInstruction
ProfessionalResponsibiliti
es
What a teacher knows and does in
preparation for teaching.
All aspects of teaching that lead
to a culture for learning in the
classroom.
Professional responsibilities and behavior in and out of the
classroom.What a teacher does to engage students in
learning.
DANIELSON DOMAIN 2: CLASSROOM ENVIRONMENT• 2a- Creating an Environment of Rapport and
Respect• 2b- Establishing a Culture for Learning• 2c- Managing Classroom Procedures• 2d- Managing Student Behavior• 2e- Organizing Physical Space
5
DOMAIN 2D: MANAGING STUDENT BEHAVIOR • Indicators:• Clear standards of conduct, possibly posted, and
possible referred to during a lesson• Absence of acrimony between teacher and students
concerning behavior• Teacher awareness of student conduct• Preventive action when needed by teacher• Absence of misbehavior• Reinforcement of positive behavior
6
EDUCATION AND JUSTICESETTING THE STAGE FOR OPPORTUNITY
NEW FEDERAL GUIDANCE ON SCHOOL DISCIPLINE AND DISCRIMINATION
• U.S. Departments of Education and Justice collaborative Supportive School Discipline Initiative refocusing school discipline:
To create safe, positive, equitable schools Emphasize prevention and positive approaches to
keep students in school and learning
For Guidance Package and Additional Resources: http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
ED MH JJ
Partnerships
NEW FEDERAL GUIDANCE ON SCHOOL DISCIPLINE AND DISCRIMINATION
• U.S. Departments of Education and Justice collaborative Supportive School Discipline Initiative refocusing school discipline:
To create safe, positive, equitable schools Emphasize prevention and positive approaches to
keep students in school and learning
For Guidance Package and Additional Resources: http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
Zero Tolerance Does
NOT Work…
….Results in Inequity
MONITORING EQUITY• To improve outcomes for ALL students,
important to track the most vulnerable to determine effectiveness of multi-tiered systems of behavior support. Ethnicity Disability Ethnicity & Disability
IMPACT OF PBIS ON STUDENTS WITH DISABILITIES
• Nationally, students with disabilities suspended from school at TWICE the rate of non-disabled peers (Losen & Gillespie, 2012).
• At greater risk of academic failure and drop out of school.
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions• FBA-BIP• Parent Training and Collaboration• Wraparound Systems of Care
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• Check In, Check Out• Behavior Contracts• Daily home/school notes• Small group social skills training• Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions• Core Behavioral and SEL
curriculum (School and Class-wide)• Social Skills Teaching and
Reinforcement Systems• All Students/ All Environments
SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS:MULTI-TIERED SUPPORT SYSTEMS
Academic Systems Behavioral Systems
Adapted from llinois 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/schoolwide.htm
12
MTSS-BEHAVIORPOSITIVE BEHAVIOR INTERVENTION &
SUPPORT (WWW.PBIS.ORG)
Currently in over 20,000 schools nationwide
• Decision making framework to guide selection and implementation of best practices for improving academic and behavioral functioning– Data based decision making– Measurable outcomes– Evidence-based practices– Systems to support effective implementation
STUDENTS WITH IEPS SUCCEED AS SCHOOLS BUILD TIER 2 CAPACITY
ADVANTAGES
• Promotes effective decision making• Improves climate & learning environment• Changes adult behavior• Reduces punitive approaches• Reduces OSS and ODRs• Improves student academic performance
REDUCING SUSPENSIONS FOR STUDENTS WITH DISABILITIES
• Data were analyzed from 166 IL elementary schools over 3 years. Students with disabilities had a 72% reduction in OSSs ,
and Students without disabilities also had substantial 59%
reduction. • Go to www.pbisillinois.org/publications/reports
REDUCED SUSPENSIONS FOR STUDENTS WITH DISABILITIES IN MIDDLE SCHOOLS
• A 72 % decrease in OSSs for students without disabilities, on par with a 68% decrease for students with disabilities . Steadily reduced risk of suspensions for students with disabilities.
2 DANVILLE CCSD 118 MIDDLE SCHOOLS SUCCESS FOR STUDENTS WITH DISABILITIES
• OSSs declined by 56% for students with disabilities, and 27% for students without disabilities.
• Students with disabilities were less likely to be suspended than students without disabilities.
MTSS IMPLEMENTATION LOGIC
Leadership Team
Training Coaching Evaluation
Active Coordination with Clusters and Cross-Functional Teams at Networks
PBIS School Exemplars and
Lab Sites
Capacity-Building for Multi-tiered Systems of Support
Behavioral Expertise
Behavioral Prevention Multi-Tiered Systems Support(DSISS, RSE-TASC, OSYD, OSS, School Health/ Mental Health)
MORE SPECIFICALLY:• How schools can expand their continuum of
multi-tiered systems of behavioral support;• With the goal of a stronger prevention and
intervention systems to address the mental health needs of all students?
Build deliberate partnerships with mental health and other community Partners and providers?
A FOUNDATION…BUT MORE IS NEEDED…
• Many schools implementing PBIS struggle to implement effective interventions at Tiers 2 and 3.
• Youth with “internalizing” issues may go undetected.
• PBIS systems (although showing success in social climate and discipline) often do not address broader community data and mental health prevention.
A MORE “MAINSTREAM” CONVERSATIONMENTAL HEALTH
• More awareness of the need to do more.• A recognition that schools have a role.• A need to increase access.• But outcomes are more than access.• Prevention, as well as access.
THE CONTEXT FOR NEEDED PARTNERSHIPS :
• One in 5 youth have a MH “condition”.• About 70% of those get no treatment.• School is “defacto” MH provider.• Juvenile Justice system is next level of system default.• Suicide is 4th leading cause of death among young adults.• Factors that impact mental health occur “round the clock”.• It is challenging for educators to address the factors beyond
school.• It is challenging for community providers to address the
factors in school.
INNOVATIONS&
FUTURE DIRECTIONS
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
80% of Students
15%
5%
SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS and
SUPPORT
MH/COMMUNITY PARTNERS EMBEDDED WITHIN THE SYSTEM• Need to expand current continuum of
interventions and data sources used.• Push forward with Innovations. • BUT…use the logic of Implementation
Science and use Data…
CONNECTIONS AND PARTNERSHIPS• OSEP National PBIS Technical Assistance
Center (pbis.org)• Center for School Mental Health (
csmh.umaryland.edu)• NASDSE (ideapartnership.org)• National COP for SBH (sharedwork.org)
Advancing Education
Effectiveness: Interconnecting School Mental
Health and School-Wide
Positive Behavior Support
Editors: Susan Barrett, Lucille Eber and Mark Weist
DEVELOPMENT OF AN INTERCONNECTED SYSTEMS FRAMEWORK FOR SCHOOL MENTAL HEALTH
• Access on the Center for School Mental Health or National PBIS websites:
‒ http://csmh.umaryland.edu/Resources/ Reports/SMHPBISFramework.pdf
‒ http://www.pbis.org/school/school_mental_health/interconnected_systems.aspx
• Edited by: Susan Barrett and Lucille Eber, National PBIS Center Partners; and Mark Weist, University of South Carolina (and Senior Advisor to the University of Maryland, Center for School Mental Health)
ISF DEFINED• Structure and process for education and mental
health systems to interact in most effective and efficient way.
• Guided by key stakeholders in education and
mental health/community systems.
• Who have the authority to reallocate resources, change role and function of staff, and change policy.
ISF DEFINED• Tiered prevention logic.• Cross system problem solving teams. • Use of data to decide which evidence based
practices to implement.• Progress monitoring for both fidelity and
impact. • Active involvement by youth, families, and
other school and community stakeholders.
• A MH counselor is housed in a school building 1 day a week to “see” students.
• MH person participates in teams at all 3 tiers.
Traditional Preferred
• No data to decide on or monitor interventions.
• MH person leads group or individual interventions based on data.
Traditional Preferred
• School personnel only attempting to “do mental health”.
• A blended team of school and community providers “divide and conquer” based on strengths of our team.
Traditional Preferred
School Data Community Data Student and System Level
• Academic (Benchmark, GPA, Credit accrual etc)
• Discipline• Attendance• Climate/Perception• Visits to Nurse,
Social Worker, Counselor, etc.
• Screening from one view
• Community Demographics
• Food Pantry Visits• Protective and Risk
Factors• Calls to crisis centers,
hospital visits• Screening at multiple
views
I FEEL CONNECTED TO MY SCHOOL
44%
11%11%
11%
22%
Pre-TestStrongly Disagree Disagree
Neither Agree nor Disagree Agree
Strongly Agree
33%
22%
45%
Post-TestStrongly Disagree Disagree
Neither Agree nor Disagree Agree
Strongly Agree
NYC-PBIS PROMISE ZONE
Student, Family,
and School
NYC PZ School Outcome Data
A B C D E86.0%
87.0%
88.0%
89.0%
90.0%
91.0%
92.0%
93.0%
94.0%
95.0%
Attendance RateAll schools had improved attendance
Data obtained from NYCDOE website
NYC PZ School Outcome Data- ELAA
2010
A 20
11A
2012
B 20
10B
2011
B 20
12
C 20
10C
2011
C 20
12
D 20
10D
2011
D 20
12
E 20
10E
2011
E 20
12
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
Level 1 Level 2 Level 3 Level 4 Level 3&4
NY State EnglishLanguage Arts Exam
All StudentsIn 3rd to 8th
Grades
Perc
enta
ge o
f Stu
dent
s
Data obtained from NYCDOE website
60% of PZ schools increased the percentages of students at Levels 3&4 from 2011 and 2012
60% of PZ schools reduced the percentage of students at Level 1 from 2011 and 2012
80% of PZ schools reduced percentage of students at Level 2 from 2011 and 2012
Promise Zone Student Outcome
PZ STUDENTS WITH IMPROVED ATTENDANCE
# DAYS GAINED
A B C D E ALL0%
10%
20%
30%
40%
50%
60%
70%
80%
A B C D E ALL0
50100150200250300350400450500
Equivalent to 2.52 School YearsData obtained from ARIS N=109
MH/COMMUNITY PARTNERS EMBEDDED THROUGHOUT THE SYSTEM (ALL TIERS)
• Need to expand current continuum of interventions and data sources used to guide system design.
• Be creative, be brave, push forward with innovations.
• If the “rules’ don’t work, find ways to change them! • BUT….make careful choices based on data.• Partner to evaluate the practices that expand access
and options.
WHERE DO SPECIFIC “MH” INTERVENTIONS FIT?That depends on the data of the school and community
Examples of Expanded View of data:
• Child welfare contacts • Violence rates• Incarceration rates• Deployed families • Homeless families • Unemployment spikes
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
80% of Students
15%
5%
SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS and
SUPPORT
TRAUMA• Death/loss of a loved one• Abuse/neglect• Car accident• Chronic poverty• Community violence• Bullying• Medical illness• Natural disaster“Trauma is a fact of life. It does not, however, have to be a life sentence.” — Peter A. Levine, Ph.D. Levine, P. (2012). In an unspoken voice: How the body releases trauma and restores goodness. Berkley, CA: North Atlantic Books.
COMPLEX TRAUMA DOMAINS
• Affect and Behavioral Regulation
• Attention/Consciousness• Self-Perception• Relationships• Somatization• Systems of Meaning
DeRosa, R., Habib, M., Pelcovitz, D., Rathus, J., Sonnenklar, J., Ford, J., Kaplan, S. (2005). SPARCS: Structured Psychotherapy for Adolescents Responding to Chronic Stress: A Trauma-Focused Guide. Great Neck, NY: North Shore-Long Island Jewish Health system, Inc.
FACILITATION TECHNIQUES FOR INSTRUCTIONAL GROUPS• Psychoeducation
• Skill based• Role-Play• Group Discussion• Games• Experiential Instruction• Teambuilding/Group Cohesion
A TYPICAL GROUP INSTRUCTIONAL SESSION• Check-In• Practice from Last Session• Mindfulness Exercise• Session-specific Content and Activities
– Example: Bottle about to Burst• Check-Out• Remind to Practice
DeRosa, R., Habib, M., Pelcovitz, D., Rathus, J., Sonnenklar, J., Ford, J., Kaplan, S. (2005). SPARCS: Structured Psychotherapy for Adolescents Responding to Chronic Stress: A Trauma-Focused Guide . Great Neck, NY: North Shore-Long Island Jewish Health system, Inc.
SCHOOLS AND MENTAL HEALTH: A TRUE COLLABORATION
• “Upper Tier 2” intervention.• We sit on the Tier 2 team.• School staff identify students.• School staff make initial contact with
parents/guardians.• We screen and assess students.• Co-facilitate SPARCS groups.
Remain Open to Thinking Differently
About SystemsAbout DataAbout Practices
Non Example of
Alternatives to
Suspension!
Restorative Practices in Schools are inspired by the philosophy and
practices of restorative justice, which puts repairing harm done to
relationships and people over and above the need for assigning blame
and dispensing punishment.
Illinois Balanced and Restorative Justice
GOALS OF RESTORATIVE JUSTICE IN SCHOOLS (GONSOULIN, SCHIFF, AND HATHEWAY 2013):
1. Create a restorative and inclusive school climate rather than a punitive one;
2. Decrease suspensions, expulsions, and disciplinary referrals by holding youth accountable for their actions through repairing harm and making amends;
3. Include persons who have harmed, been harmed, and their surrounding community in restorative responses to school misconduct;
4. Reengage youth at risk of academic failure and juvenile justice system entry through dialogue-driven, restorative responses to school misbehavior.
Illinois Balanced and Restorative Justice
• Tell me what happened.• What were you thinking at the time?• What do you think about it now?• Who did this affect?• What do you need to do about it?• How can we make sure this doesn’t happen again?• What can I do to help you?
THE RESTORATIVE CHAT:USED BY ADMINISTRATORS WHEN PROCESSING SUSPENSIONS WITH STUDENTS
A CONTINUUM OF RESTORATIVE PRACTICES
Intensive Intervention
Return from suspensionAdministrative transfer or school crime diversion: Victim offender meetings Family/community group
conferences Restitution
Early Intervention
Alternatives to suspension: Youth/peer court Peer mediation Conflict resolution
training Restitution
Prevention & Skill Building
Peace-keeping circles for: Morning meetings Social/emotional
instruction Staff meetings
Prevention & Skill Building
Define and teach expectations
Establish consequence system
Collection and use of data
Early Intervention
Check-in/ Check-out Social Skills Curricula
Intensive Intervention
Function-based support Wraparound support
A CONTINUUM OF SWPBIS PRACTICES
~80% of Students
~15%
~5%
ALTON HS INTEGRATION OF RESTORATIVE JUSTICE ENHANCES TIER 2 SUPPORTS
After-school group initiated to reduce OSSs for students with substance or physical aggression related discipline referrals • FY12 - 67% of students completed the program• FY13 - 73% of students completed program when enhanced by
restorative practices
Closing Thoughts
The Context May Change…
Who Delivers the Messages….Who funds the work….What we call what we do…..
Keep Consistent with the core features of what works!
BOB• 1st Grade student• Was in the district for Kindergarten and did not
present with any behavioral problems• During the fall of first grade, Bob, would run out of
the classroom and hide in the school. 911 had to be called on one occasion. The district also called MH Crisis Team and the student was out of school for 10 days via the DMH crisis program
• Parents refused a partial day program. A referral for special education testing was made.
• Since staff was participating in the FBA/BIP training series, they decided to begin the FBA/BIP process for this student while the case study was occurring.
• The district coach stated that the reasons for beginning this process was because the district was “ready to outplace the student”.
BOB SMITH’S FBA
BOB• IEP was finalized in December – OHI for ADHD• Parents did not want/agree to medication• Bob was moved to a co-taught classroom to
start his day. • He is in regular education 80% of his day.
PROGRESS DATA • CICO DPR data – 80% of points except on 2
days• Prior to the intervention and IEP – Out of
school for 10 full days. Post – left early for 1 day due to behavior
• Academic information: Bob did not progress academically during the fall. After January he has started to make progress and complete assignments.
GUIDING STUDENTS TO POSITIVE BEHAVIOR• The most critical step to building a safe, respectful, and productive learning
environment is establishing a positive school climate where students and adults have strong, positive relationships and students understand what is expected of them as learners at school.
• Schools should nurture students by providing them with positive behavioral supports and meaningful opportunities for improving social and emotional skills, such as recognizing and managing emotions, developing caring and concern for others, making responsible decisions, establishing positive relationships, and handling challenging situations in a constructive way.
• School principals and staff members must establish and maintain a positive school climate and must effectively communicate, teach, and model the positive behaviors they expect students to exhibit in the classroom and in other parts of the school throughout the day.
BALANCED AND RESTORATIVE JUSTICE STRATEGIESBalanced and restorative justice strategies are ways of thinking about andresponding to conflicts and problems by involving all participants to identify whathappened, describe how it affected everyone, and find solutions to make things right.
These strategies are also called “Restorative Justice” and “Restorative Practices.”
The following is a listing of generally accepted restorative strategies. Thesestrategies may be used at the discretion of the principal in lieu of, or in addition to,certain other interventions set forth in the SCC, when all parties voluntarily agreeto participate and the appropriate resources are available to support meaningfuleffort. This list is not exhaustive of all balanced and restorative justice strategies.
A guide for implementing these strategies is available by contacting the Departmentof Youth Development and Positive Behavior Supports at 553-1830.
RESTORATIVE PRACTICES
2013-2014 CPS OSEL Restorative Practice Guidelines
THE NEED TO BE PLAN-FUL:
• Exploration-Adoption• Installation• Initial Implementation• Full Implementation• Innovation• Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
NYC DISCIPLINE CODE• “Each school is expected to promote a positive school culture and
climate that provides students with a supportive environment in which to grow both socially and academically. Schools are expected to take a proactive role in nurturing students’ pro-social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning.”
• “Establishing a school-wide tiered framework of behavioral supports and interventions guides the entire school community toward following the school’s rules and expectations, as well as the delivery of consistent and appropriate consequences, e.g., PBIS (Positive Behavioral Interventions and Supports).”
70
MTSS IMPLEMENTATION LOGIC
Leadership Team
Training Coaching Evaluation
Active Coordination with Clusters and Cross-Functional Teams at Networks
PBIS School Exemplars and
Lab Sites
Capacity-Building for Multi-tiered Systems of Support
Behavioral Expertise
Behavioral Prevention Multi-Tiered Systems Support(DSISS, RSE-TASC, OSYD, OSS, School Health/ Mental Health)
The knowledge, the skills and the expertise for the evidence-base for ensuring effective school climate, supportive mental health and preventive discipline is in this room!
…THE ROOTS ARE DEEP