Transcript San Jose Unified School District School-wide PBS Initiative Leadership Team Rob Horner Celeste Rossetto Dickey University of Oregon Pbis.org.

San Jose Unified School District
School-wide PBS Initiative
Leadership Team
Rob Horner
Celeste Rossetto Dickey
University of Oregon
Pbis.org
Purposes
• Define core features of School-wide PBS
• Define implementation steps
• Define role of District Leadership Team
• Outcomes
▫ Schedule for Training
▫ Identification of Trainers, Coaches, Evaluators
▫ Schedule for Leadership Team Actions
Basic Messages
• The social behavior of students affects the
effectiveness of schools as learning
environments.
• Improving the social behavior of students
requires investing in the school-wide social
culture as well as in strategies for classroom,
and individual student intervention.
Logic for School-wide PBS
• Schools face a set of difficult challenges
today
 Multiple expectations (Academic accomplishment, Social
competence, Safety)
 Students arrive at school with widely differing
understandings of what is socially acceptable.
 Traditional “get tough” and “zero tolerance”
approaches are insufficient.
• Individual student interventions
 Effective, but can’t meet need
• School-wide discipline systems
 Establish a social culture within which both social
and academic success is more likely
The Challenge
• 80% of principals indicate that “too much time is
spent dealing with disruptive and dangerous
students.”
 National Association of Elementary School
Principals, 1997
• 81% of teachers polled state that their worst
behaved students are a barrier to effective
education in their classrooms
Public Agenda, 2004
What is
School-wide Positive Behavior Support?

School-wide PBS: A systems approach for establishing the social
culture and individualized behavioral supports needed for schools to
achieve both social and academic success for all students.

Evidence-based features of SW-PBS







Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for 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)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Student Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Be
Respectful
Be
Responsible
Be-There
Be-Ready
CLASS
HALL
GYM
Positive
comments
to each
other
Have
books and
pencil
Get to
Class on
Time
Talk
Quietly
Share
Use white
phone to
call home
Walk on
Right
Wear
Soft-Soled
Shoes
Sit quietly
Get to
Class on
Time
Stop play
when
asked
Follow
Directions
Hands and
Feet to self
COMMONS BUS
Keep
hands
and feet
to self
Hand
holding only
OFFICE
Discipline Matrix
Location 1
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
Location 2
Location 3
Location 4
Location 5
Location 6
What do you see in schools using
SW-PBS?
• Students who are able to tell you the
expectations of the school.
• Students who identify the school as safe,
predictable and fair.
• Students who identify adults in the school as
actively concerned about their success.
What do you see in schools using
SW-PBS?
• Team-based systems for Targeted, and Intensive
behavior support for children with more
significant needs.
What do you see in schools using
SW-PBS?
• Teams meeting regularly to:
▫
▫
▫
▫
Review their data
Determine if PBS practices are being used
Determine if PBS practices are being effective
Identify the smallest changes that are likely to
produce the largest effects
 But focusing on the use of evidence-based practices
What do you see in schools using
SW-PBS?
• Faculty and staff who are active problem solvers.
▫
▫
▫
▫
They have the right information
They have efficient organizational structures
They have effective outcome measures
They have support for high-fidelity
implementation and active innovation.
Comparison of SET Score and Reduction in ODR
Maryland
97%
100%
94%
86%
90%
87%
90%
97%
80%
89%
88%
78%
80%
73%
70%
60%
57%
57%
55%
55%
50%
50%
42%
37%
40%
30%
26%
22%
20%
10%
S
S
Cr
e
ek
M
M
De
ep
Po
co
m
ok
e
ES
Po
co
m
ok
e
te
s
Es
ta
ar
s
M
n
gt
o
Fe
at
he
rb
ed
Le
xin
In
te
rm
ed
ia
te
Pa
rk
ick
m
cC
or
M
Sp
rin
g
Sh
ad
y
sh
er
G
re
en
Da
La
ur
e
lW
oo
ds
0%
SET Score
ODR Reduction
Mean ODRs per 100 students per Day
ODR rates (Majors only) for Schools Meeting and
Not Meeting PBS Implementation Criteria: Illinois
Elementary Schools
0.9
Schools at criterion average a 25% lower ODR rate
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Not at Criterion: N = 87
At Criterion: N = 53
Implementing PBIS is related to reduction
in Office Discipline Referrals
SET Total Score and ODR/100 Students/Year:
One Chicago School
SET Total: ODR per 100
140
120
100
80
SET
ODR
60
40
20
0
01-02
02-03
03-04
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Irving ES
200102
Irving ES
200203
Irving ES
200304
Irving ES
200405
Irving ES 200102
Irving ES 200203
Irving ES 200304
Irving ES 200405
Pct6up
12%
3%
3%
0%
Pct2to5
24%
17%
8%
3%
Pct0to1
65%
80%
89%
97%
ODR/100
1.13
.51
.39
.08
82%
82%
88%
TIC Total
76%
Irving Triangle (0-1); SET and ODR Summary
120
Pecent or Rate
100
80
% 0-1
60
TIC
ODR
40
20
0
01-02
02-03
03-04
04-05
Illinois Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70.00%
62.19%
60.00%
50.00%
46.60%
40.00%
30.00%
20.00%
10.00%
0.00%
PBIS NOT in place N = 69
PBIS IN place N = 52
Kent
The Effects of School-wide PBS within
a Randomized Control Effectiveness
Trial
Rob Horner, George Sugai, Keith Smolkowski,
Lucille Eber, Jean Nakasato, Anne Todd,
Jody Esperansa
OSEP TA Center on Positive Behavior Support
www.pbis.org
In press in the Journal of Positive Behavior Intervention
Why should we be committed to
implementation of SW-PBIS?
• SW-PBS benefits children
IL
▫ Reduction in problem behavior




Office discipline referrals
Suspensions
Expulsions
Improved effectiveness for intensive interventions
summary
▫ Increased student engagement
 Risk and protective factors improve
 Students perceive school as a safer, more supportive
environment
▫ Improved academic performance
 When coupled with effective instruction
▫ Improved family involvement
Illinois ISAT
Field Elementary School
• Literacy
 In 2004–05, 44% students
required intensive support for
reading and writing
• Social Behavior
 In 2003-04 Averaging 10.4
discipline referrals per day
Positive Behavior Supports
Impact
MU College of Education
—
140 years of discovery,
teaching and learning
To
1.6
per
From 10.4 per
day
day
Impact
• Literacy
 In 2004–05, 44% students required
intensive support for reading and writing.
This number shrunk to 31% in 2007–08.
 Shifted to a structured, explicit, research-based core
literacy program with three tiers:
 One: Benchmark
 Two: Strategic Intervention
 Three: Intensive Intervention
 Monitor progress in fall, winter and spring
Impact
• Improved Academic Standing
▫ Annual Yearly Progress
 In 2007, 27% of Field’s students scored
proficient in 2007 (up from 5%).
 African American: 0% improved to 16%
 Caucasian: 18% improved to 57%
 Students with disabilities: 0%
improved
to 25%
 English Language Learners: 0%
improved to 27%
Why should we be committed to
implementation of SW-PBS?
• Benefits to faculty and staff:
▫ Improved consistency across faculty
 Better collaboration in support of individual students
▫ Improved classroom management
 Classroom routines
 Strategies for preventing and pre-empting problem behavior
▫
▫
▫
▫
Reduced faculty absenteeism
Increased faculty retention
Improved substitute performance/perception
Increased ratings of faculty “effectiveness”
 Staff perceive themselves as more effective due to coherent
planning, improved student behavior, effective strategies for
addressing problems.
Scott.. effectiveness
Why should we be committed to
implementation of SW-PBS?
• Benefits to District/Community
▫ Improved cost effectiveness
 1 ODR = 15 min staff time; 45 min student time
Kennedy
▫ Sustained effects across administrator, faculty, staff, student change.
 Avoids cost of continually re-creating systems that draw resources away from
effective education.
▫ Administrative benefits of scale
 Cost savings for data systems
 Effective transitions among faculty when they shift from one school to another.
▫ Effective innovation
 Data systems promote innovation.
 Focus on research-based practices
T otal O ffic e D is c ipl ine R efer r al
Kennedy Middle School
1500
1200
900
600
300
0
95-96
96-97
97-98
School Years
98-99
What does a reduction of 850 office referrals and 25
suspensions mean?
Kennedy Middle School
• Savings in Administrative
time
• Savings in Student
Instructional time
• ODR = 15 min
• Suspension = 45 min
• ODR = 45 min
• Suspension = 216 min
• 13,875 minutes
• 231 hours
• 43,650 minutes
• 728 hours
• 29, 8-hour days
• 121 6-hour school days
Sustaining and Scaling SWPBS
• Investing in the Systems needed to nurture and
support effective Practices
▫
▫
▫
▫
▫
Policies (LAUSD)
Staffing FTE (behavioral expertise)
Evaluation Data/Systems
Administrative Priority (over time)
Logical use of initiatives/incentives
• Current Research Jennifer Doolittle
FRMS Total Office Discipline Referrals (Majors)
Sustained Impact
Total ODRs
3000
2500
2000
Pre
Post
1500
1000
500
0
94- 95- 96- 97- 98- 99- 00- 01- 02- 03- 04- 05- 0695 96 97 98 99 00 01 02 03 04 05 06 07
Academic Years
An effective implementation process
• Commitment
 Administrator
 Faculty
 Team
•
•
•
•
•
Team-based processes
Coaches (local Trainers)
Behavioral Expertise
Contextual Fit (Adapt to specific context)
2-3 Year process
Team
Schedule
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
10%
Skill
Implementation
5%
Classroom
Application
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Visibility
Political
Support
Funding
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Local Demonstration Schools
Evaluation
Next Steps
• Complete Blueprint Evaluation
• Define our current strengths, and how school-wide PBS
will build our strengths
• Build a schedule for training teams
• Define (a) Coordination, (b) Training, (c) Coaching, (d)
Evaluation roles.
• Outcomes:
▫
▫
▫
▫
▫
Establish schedule and role for leadership team
Define “Trainer” and “Coaching” capacity
Define Role for Evaluation of School-wide PBS
Define plan to build SWIS and TIC capacity
Define coordinator role and expectations for initiative
Team Training
• Cohort A (08-09)
• Cohort B
• Cohort C
Coaching/ Training Capacity
• San Jose PBIS Trainer
• Two PBIS coaches
Evaluation
• Use of TIC and SWIS data
• Team prompting
• District request and use of data
• Build in to Annual School Improvement
Planning
District Sustainability Structure
•
•
•
•
•
•
Policy
Job Descriptions
Staff/ Faculty Orientation of 09’
Faculty/ Admin Annual Evaluations
Presentation schedule for School Board
School Improvement Planning
• Use of RtI Approach to Integrate Initiatives
Summary
• Invest in prevention
• Build a social culture of competence
• Focus on different systems for different
challenges
• Build local capacity through team processes, and
adaptation of the practices to fit the local context
• Use data for decision-making
• Begin with active administrative leadership
Examples