Urban Implementation of PBIS

1. Urban Implementation of PBIS John Riley Hill, Ph.D. Curriculum and Instruction Keona Jones, Principal Thurston Woods Campus 2012 and 2013 Wisconsin PBIS School of Distinction October 11, 2013

2. Session Objectives • Participants will: • learn the importance of planning and developing an infrastructure to support PBIS before implementation. • identify different strategies used with a district-wide initiative. • learn how to support schools in a time of declining resources and staff. • learn the critical role of the principal in the implementation of PBIS.

3. Background Information

4. K-12 Education Landscape in Milwaukee • Statewide Open Enrollment • 6,696 students out/ 661 in (2012-2013) • Chapter 220 • 1,792 students out/ 274 in (2012-2013) • Milwaukee Parental Choice Program - Vouchers • 24,941 students (2012-2013) • 2R Charters • 7,156 students (2012-2013)

5. District Information • 78,461 Students (2012-2013) • 55.8% African American • 24.0% Hispanic • 13.9% White • 5.5% Asian • .08% Native American • 82.7% Students receive Free or Reduced Lunch • 9.6% Students are English Language Learners • 20.6% Students with Special Needs

6. Beginnings

8. Council of Great City Schools • “The discipline process within the Milwaukee Public Schools is oriented toward setting forth punitive consequences, rather than toward reinforcing positive behavior. No district-wide framework exists for a research-based program to encourage positive behavior; nor is there a consistent program of interventions designed to build positive behavior.” (p. 5, 2008)

9. Council of Great City Schools • “Student suspension-rate data and multiple interviews indicate that implementation of the district’s suspension policies varies across schools. This evidence suggests that the district operates as a system of schools, rather than as a school system.” (p. 3, 2008) • “The number of suspensions is higher in the MPS than it is in any other urban district the Council has visited.” (p. 10, 2008)

10. MPS Data for 2007-2008 • The Council of Great City Schools examined the data listed below: • During the course of the year, 94,349 students attended MPS. • Staff wrote 161,981 incident referrals. • Administrators issued 87,051 suspensions. • That resulted in 148,737 days of suspension served by MPS students.

11. Referral Reasons

12. Implementing Pbis in mps

13. Four Frame Model Bolman and Deal, 1997

14. Implementation Research • Knowledge of implementation research critical to success • Diffusion, Forces of Change, Managing Change, and Planning and Implementing Change • Stages of Implementation (Fixsen, Blasé, Horner, Sugai, 2009) • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability

15. Planning • It is important to take the time to plan in the beginning and build the systems to support and sustain. • What are existing resources? • What can be reallocated? • What can we stop doing? • What comes first, second, third, etc.?

16. Multi-Generational Plan • Classic example of a multi-generational plan was the plan used by NASA to land on the moon. • Each program was designed to accomplish certain goals • Mercury – Man into space, Orbit the earth • Gemini – Two men into space, Spacewalk, Rendezvous • Apollo – Three men into space, Orbit moon, Land on moon • Programs built upon what the prior program(s) accomplished

17. Projected PBIS Cohorts2009-2010 Plan

18. Build Sustainability • Revised Incident Referral Form • Developed Reports • Replicated SWIS Reports • Built PBIS into Administrative Policy • Incorporated PBIS into the Discipline Process • Created Coaching and Supervisory Positions (Reallocation)

19. Discipline Policy

20. Knowledge Reuse • Learn from others’ experiences. • Use the existing knowledge on implementing PBIS and behavioral interventions. • Tap in to the available expertise on PBIS and behavioral interventions. • What have other schools, districts, networks, or states done to achieve success? • What mistakes have other schools, districts, networks, or states committed?

21. Expert Advice • Nancy Franklin, Los Angeles Unified School District • Lucille Eber, Illinois PBIS Network • Rob Horner, University of Oregon • Heather George, Florida PBIS • Susan Barrett, Maryland PBIS • JoAnne Malloy, University of New Hampshire

22. Site Visits and Conferences • Cincinnati Public Schools • Los Angeles Unified School District • APBS International Conference • PBIS National Forum • Wisconsin PBIS Leadership Conference

23. Strategic • Be Strategic • Conduct a Stakeholder Analysis • Who will be your champions and why? • Who will be resistors and why? • Identify opportunities for immediate success • Build on early “wins” • Communicate success early – high risk/ high reward • Look at ways to achieve sustainability in existing systems and structures

24. Strategic • Connect PBIS to other areas, groups, and programs when possible • Merge with academics (Response to Intervention) • Connect with key staff • Transportation, Technology, Specialized Services, Recreation • Show how some programs can fit within the framework • Identify existing practices that are part of PBIS • Build a base of support/ spread the word

25. Bottom-Up/Top-Down • Worked with the Milwaukee Teachers’ Education Association (MTEA) to plan how PBIS would be rolled-out to the district. • Spent a year working together • Used an existing joint Safety and Discipline Labor Management Committee • Desire to be included in the research and planning • Collaboration is not always easy • Starts and Stops

26. Common Message: Only One Chance for a First Impression • Joint MTEA & MPS Mediasite presentation on PBIS • Presentation gave an overview of the critical data around discipline in MPS and what PBIS is • The presentation served as an “infomercial” on PBIS to peak interest among school staff members • Schools decided whether or not to send an exploratory team to in-depth presentation • Team personnel/positions of the exploratory team were agreed upon by the union and administration http://mslweb.milwaukee.k12.wi.us/mediasite/Viewer/?peid=404a129142d5486b956ec3b7c3ab4bcb1d

27. In-Depth Presentation • In-depth presentation for school teams by Dr. Lucille Eber, Director of Illinois PBIS Network on March 16, 2009 • Over 100 schools signed up to attend the In-depth presentation • Due to the large response, a morning and an afternoon presentation were held • Approximately 500 individuals attended the morning session and 450 individuals attended the afternoon session

28. Selection Process • Schools were selected to be part of the first cohort using a holistic approach in order to have representation of all the following: • School structures • Student demographics • Academic and discipline performance • Traditional calendar and year-round calendar • Non-charter, charter, and partnership • Expanding schools • Administrative experience (retirements, APIC’s, etc.) • Variety of programs at the schools (SS/HS, RJ, L&L, etc.)

29. Semper Fidelis • Stay true to the training and the tools • There are many existing PBIS tools to assess fidelity of implementation and guide implementation efforts • Commit to a training model and maintain quality and fidelity of the training • Avoid alterations to the design of trainings • Include local examples • Use trainers

30. Brand is Important • Communications and Public Affairs created the PBIS logo.

31. Communication is Key • Clear, Consistent, and Concise Messages • Share the success stories and results early and often • Use data whenever possible • Talk to whoever will listen (present to anyone/ group that asks) • Communication examples include the following: • Thursday Updates (Administrative Bulletin) • Word of mouth • Local Media • Electronic Media

32. Electronic Media • Newsletters no longer just share success stories, but also are instructional • RtI/PBIS Website • YouTube Channel: MPSPBIS • Video modules demonstrating… • External coaches use email more to provide technical assistance to schools • Video Conferencing

34. PBIS Newsletter

38. Organization • Keep it simple and organized • Organized website (information is easy to find) • School Binders • Calendars for team, schools, and coaches • Clearly defined roles • Define use of reports • Set requirements, but also provide opportunities for customization to fit school culture

39. Team Facilitator Calendar

40. We are in the People Business • Get good people on your team • External Coaches and Supervisors are the face of the district PBIS Team • Provide sufficient professional development • Be clear about expectations and roles • Coaching binder and tools • Monitor – inspect what you expect • Team chemistry is important • Identify priorities and set goals

41. Accountability • Coaches submit their calendars through Outlook • Coaches complete documentation logs • Communicate with the principals • What is going well • What needs to be strengthened • How can you improve • How I can help you improve

42. District Results

43. 2.5 Percentage Point Increase

44. 66% Reduction

45. 10.8 Percentage Point Decrease

46. *2012-2013 totals include both Tier 2 and Tier 3 Interventions

47. District Results: Benchmarks of Quality

48. District Results: Benchmarks of Advanced Tiers

50. Ms. Keona Jones, Principal Thurston Woods Campus