PBIS Indiana Principal Awareness Session Center for Education and Lifelong Learning The Equity Project at Indiana University www.indiana.edu/~pbisin.
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PBIS Indiana Principal Awareness Session Center for Education and Lifelong Learning The Equity Project at Indiana University www.indiana.edu/~pbisin 1 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 2 Today’s Purposes • Identify key features of SW-PBS that integrates culturally responsive practice. • Define implementation steps • Describe school leadership team roles and goals • Understand school readiness commitments • Outline next steps 3 Basic Messages • Academic success correlated with social success • Improving social success requires investing in the school-wide social culture. • Improvement efforts must address equity. 4 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) 5 School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Tier 3/Tertiary Interventions 1-5% 1-5% Tier 3/Tertiary Interventions •Individual students •Assessment-based •High intensity Tier 2/Secondary Interventions •Individual students •Assessment-based •Intense, durable procedures 5-15% 5-15% Tier 2/Secondary Interventions •Some students (at-risk) •High efficiency •Rapid response •Small group interventions •Some individualizing •Some students (at-risk) •High efficiency •Rapid response •Small group interventions • Some individualizing Tier 1/Universal Interventions 80-90% •All students •Preventive, proactive 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 80-90% Tier 1/Universal Interventions •All settings, all students •Preventive, proactive 6 What We Are Learning Schools have successfully initiated and sustained SW-PBS approaches in 50 states (plus D.C.) in over 16,000 schools • • • • • • • • www.pbis.org 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. 7 Impact From 10.4 per day To 1.6 per day 8 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 9 Under-representation 10 Overrepresentation Proportionality 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 11 Disproportionality in School Discipline at the National Level: 1972, 2000, 2003 Percent of Students Suspended 16 14 12 Relative Risk Ratios: 1972: 1.94 2000: 2.59 2003: 2.84 13.9 13.2 10 8 6 5.09 4.88 6 African American White 3.1 4 2 0 1972 2000 2003 12 For What Behaviors are Students Referred? Of 32 infractions, only 8 significant differences: • White students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language • Black students referred more for: Disrespect Excessive Noise Threat Loitering 13 Social Competence & Academic Achievement Elements of Culturally Responsive SW PBS Cultural Equity OUTCOMES Cultural Knowledge and SelfAwareness 14 Supporting Staff Behavior Cultural Validity PRACTICES Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011) Cultural Relevance and Validation Supporting Student Behavior Supporting Decision Making 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 15 • CR practice, itself, is not new. CR-PBIS is new… • It’s the integration of culturally responsive practice within the evidence-based schoolwide PBS framework 16 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 17 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 18 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) 19 Developing a CR Lens Application of Skill Skill Cultural Knowledge Cultural Knowledge Skill Cultural Awareness Cultural Knowledge Cultural Awareness 20 Self-awareness 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 identifying 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 21 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 Attend to equitable outcomes Begin with active administrative leadership 22 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT SYSTEMS Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems Family Systems School-wide Systems 23 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 24 Products • School-wide Expectations • Location Specific Rules • Adult Responsibilities • Lesson Plans • Reinforcement System • Infraction System • Data 25 School-wide Expectations: • 3-5 Briefly stated • Guide the behavior of everyone • Broad • Non-overlapping • Input from all Show Respect Act Responsibly Be Safe Be Honest 26 Be Honest Be Safe Act Responsibly Show Respect TEACHING MATRIX LOCATION--SPECIFIC BEHAVIORS Everywhere Always Arrival Hallway Cafeteria 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 Throw trash in baskets Leave displays untouched Use courteous words and actions with others Keep volume at 2 or below Follow through with agreements Turn off and stow all electronics Arrive by 8:30 Act in ways that make it unlikely Walk people will be hurt Watch where you are going Tell the truth Go directly to your destination Stay seated unless given permission to get up. Memorize your number Walk at all times Walk at all times Keep unwanted, unfriendly Touch only your own food and overfriendly hands Keep unwanted, unfriendly and and feet to self overfriendly hands and feet to self Go directly to your Pay for your food destination 28 Identify self when asked HOW DO WE TEACH BEHAVIOR? • Teach As You Teach Core Academics • Teach in location where behavior is expected • Teaching entire school the expectations and rules • Use On-going Direct Instruction • Specially designed lessons, specific social skills • Embed in Existing Curriculum • Conduct Booster Training • Re-teach and restructure teaching when necessary • Keep it Out There • Visual Displays-posters, agenda covers, • Daily announcements 29 EXAMPLE Arrival Adult Procedures •Arrive at duty post by 8:30 •Move and scan within assigned area •Greet and interact with students •Remind students about expected behaviors •Greet students at classroom doors if no duty 35 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 36 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 38 EXAMPLE OF LOCATION VS. OFFICE REFERRAL 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. TO CONCLUDE • Create environments • Prevent rather than punish • Teach rather than tell • Engage students • State/demonstrate the expectation • Reinforcement appropriate behavior • Respond to rule infractions with the least restrictive interventions • Create a system for a continuum of supports 40 Who will lead the efforts? What is the commitment? 41 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 42 GETTING STARTED • School Readiness prior to school team training • Representative School Leadership Team Year 1 • Create plan and establish good data system • Communicate with faculty, parents, students • Work sessions to gain skills and develop plan• School Team--6 full days throughout Year • Internal and External Coaches—4-6 additional days • Meet to work on plan • 2-3 hours per month 43 MULTI-YEAR PLAN Year 1 • Leadership team • Builds new/enhances current school-wide plan • Leads faculty in sustained conversations/activities to develop culturally responsive practices. • Administration and Faculty commit to data collection • Establish initial classroom systems Year 2 • Whole school implementation • Problem solving with data—focus on equity • Continue to enhance classroom systems • Continue to enhance culturally responsive practices • Plan for secondary and third level interventions Year 3 • Oversee Implementation of Secondary and Third level Interventions • Continue on going monitoring and problem solving • Continue to enhance culturally responsive practices 44 PUTTING TOGETHER THE TEAM • • • • • • • • • • External and/or Internal Coach Administrator Guidance Counselor Building Representation – Grade level, team, departments? Persons with behavioral expertise Person from individual support planning team Person from related existing initiative—SIP Credibility, Leadership, Facilitation, Union Students and Families Community Representatives 45 SCHOOL READINESS CHECKLIST • Checklist of Readiness Activities • School Commitment Document • Research tells us that establishing readiness is highly correlated with successful implementation and sustainability. • Complete all items, attach documentation and submit to district team and to PBIS Indiana by April 25th. 46 CHECKLIST OF READINESS ACTIVITIES • Seven Categories • 1-3 Items per category • 17 total items • Each item assessed as: • Achieved • In Progress • Not Started 47 LEADERSHIP • Team formed with broad representation • Team meets at least once a month • Team has attended/viewed overview presentation http://www.indiana.edu/~pbisin/pres/PBIS_Overview/ 48 FUNDING • Funding allocated to support PBIS implementation • Release time • Reward System • Signage and Materials 49 VISIBILITY • Faculty and staff have attended/viewed overview presentation • Majority of staff are interested in implementing PBIS 50 POLITICAL SUPPORT • Principal understands 3-5 year commitment • Principal will communicate importance of PBIS • School Improvement Plan/RtI Plan include school wide discipline as a major goal 51 TRAINING • Building leadership will be active participant in training • PBIS Team will attend entire training • Commitment to additional work Team meets regularly in between training days Team meets at least once a month 52 COACHING •PBIS coach Identified Available for providing additional support to team Attends all training days • Team • Coach and District Coordinator 53 EVALUATION • Complete school profile and data audit* • On-going implementation assessment • Data system can generate summaries of ODR— “The Big 5” • Disaggregated data available regularly • ODR Data accurate and current • Data collected and submitted to District Coordinator 3 times annually 54 Data System (Outcome Data) • Office 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/Expulsions • • • • Disaggregated Overall Rate #of students Number of days 55 IMPLEMENTATION MEASURES Self Assessment Survey (SAS)* Assesses Current Status of 4 Discipline Systems Entire Faculty--Pre and Post Culturally Responsive Assessment (CRA)* Self-Assessment of Use of Culturally Responsive Practices—Entire Faculty—Pre and Post Team Implementation Checklist During planning year, team assesses progress Benchmarks of Quality Team and coach assess implementation of universal plan 56 SCHOOL COMMITMENT • Eleven points of agreement • Training attendance • Implementation commitment • 3-5 year process • Commitment to equity • Read, Understood, & Signed by school team 57 NEXT STEPS • Team and Faculty see overview and establish support • Name Coach(es)—with district • Create School Leadership Team • Communicate with district leadership team • School Profile and Data Audit submitted by April 25 • School Readiness Checklist (and evidence) submitted by April 25 58