Transcript Document

PBIS Indiana
District Awareness Session
Center for Education and Lifelong Learning
The Equity Project at Indiana University
www.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
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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)
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
80-90%
Tier 1/Universal Interventions
•All settings, 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
Elements
of Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What We Are Learning
Schools have successfully initiated and sustained
SW-PBS approaches in 50 states (plus D.C.) and
in over 16,000 schools
•
•
•
•
•
•
•
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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?
• Savings in
Administrative time
• ODR = 15 min
• Suspension = 45 min
• Savings in
Student
Instructional time
• ODR = 45 min
• Suspension = 300 min
• 73,350 minutes
• 1222 hours
• 273,840 minutes
• 4564 hours
• 152 8-hour days
• 760 6-hour
school days
12
North side Middle School
Under-representation
13
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
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
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
Social Competence &
Academic Achievement
Elements of
Culturally
Responsive
SW PBS
Cultural Equity
OUTCOMES
Cultural
Knowledge
and SelfAwareness
17
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
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)
18
Culture: What Is It?
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 schoolwide 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...
•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: socioeconomic status, education, occupation,
personal experience, community, family and
individual personality.
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•Culture is dynamic, not static
CORK SCREW of CR Lens
Application of Skill
Skill
Cultural
Knowledge
Cultural
Knowledge
Skill
Cultural
Awareness
Cultural
Knowledge
Cultural
Awareness
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 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 1: Planning
and Preparation
Preparation;
Caring and Supportive
Relationships;
Teach Responsibility (with
student input)
Structure, Predictability;
Establish, Teach Expectations;
Managing Behavior;
Maximize Positive Interactions;
• Domain 2:
Classroom
Environment
Rewarding Expected Behavior;
Continuum of Responses to
Misbehavior
Effective Instructional
Delivery;
Evaluate Instruction
• Domain 4: Professional
Responsibilities
Actively Engage Students
through a variety of
strategies
Domain 3:
Instruction or
Delivery of Services
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
EQUITY
FUNDING
VISIBILITY/
2 WAY
COMMUNICATIO
N
Political
SUPPORT
POLICY
District LEADERSHIP TEAM
(Coordination)
TRAINING
COACHING
EVALUATION
LOCAL SCHOOL/DISTRICT IMPLEMENTATION
DEMONSTRATIONS
BEHAVIORAL
EXPERTISE
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
EQUITY
FUNDING
VISIBILITY/
2 WAY
COMMUNICATIO
N
Political
SUPPORT
POLICY
District LEADERSHIP TEAM
(Coordination)
TRAINING
COACHING
EVALUATION
LOCAL SCHOOL/DISTRICT IMPLEMENTATION
DEMONSTRATIONS
BEHAVIORAL
EXPERTISE
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 CoordinatorRequired
 May also serve as External Coach
 Coordinates coaches meetings/networking
 Serves on district leadership team
 Updates DLT
 Logistics related to trainings
 Collects data to submit to PBIS Indiana
 Link to PBIS Indiana
 Assists with integration
 Link 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 buildingbased 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.
2.
3.
4.
5.
6.
7.
8.
Form a District Leadership Team
District Readiness/Self- Assessment
Make decisions related to capacity
Review School Readiness Checklist with
Principals
Interested principals register for Feb. sessions
Appoint District Coordinator
Make decisions about coaching
Work with data systems so that schools have
the data that they need.
Data Systems
• Office Discipline Referrals
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•
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•
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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