New York City PBIS Technical Assistance Center Update: Adaptation, Alignment, and Integration

1. New York City PBIS Technical Assistance Center Update:Adaptation, Alignment, and Integration National PBIS Leadership Forum SatishMoorthy, NYC PBIS Chicago: October, 2011

2. NYC PBIS Big Ideas for Today • Learn about our Progress and Expansion • Learn about our Integrative Implementation Demonstrations • Systems alignment: A Global Perspective on Implementation (Federal, State, City)

3. The Big Picture in the Big Apple • 9 years of PBIS in New York City • >200 schools trained (12.5% of NYC public schools) • Training at all 3 Tiers of PBIS • Success in Implementation of PBIS is dependent on INTEGRATION with District and School-based Policies and Initiatives. • Focus for 2011: Capacity building in Districts/Networks

4. Big 5 PBIS “Commitments” for Student Achievement (at school, city, state levels) • Commitment to Coordinated (Cross-Functional) Teams • Commitment to Capacity-Building • Commitment to Sustainability • Commitment to Policy Alignment and Coherence (INTEGRATION) • Commitment to Ongoing Progress Monitoring (FIDELITY)

5. School-wide Positive Behavioral Interventions and Supports (PBIS) • Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

6. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive • 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/schoolwide.htm

7. Schools adopting SWPBIS by year 14,325 Schools Adopting School-wide PBIS

8. Schools adopting SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools NYC at 200 schools (19th overall) Illinois Florida Maryland Texas New York NYC

9. PBIS Schools by Type and Year: New York City Schools Trained: Cumulative by year

10. New York City-PBIS SchoolsRegional Expansion / SustainabilityNumber Schools Trained and ActiveCumulative • Yr 1: 2002-2003 • Yr 2: 2003-2004 • Yr 3: 2004-2005 • Yr 4: 2005-2006 • Yr 5: 2006-2007 • Yr 6: 2007-2008 • Yr 7: 2008-2009 • Yr 8: 2009-2010 • Yr 7: 2010-2011

11. NYC PBIS Schools by Borough Manhattan:  28 Bronx:  105 Brooklyn:  81 Queens: 58 Staten Island: 17

12. What is School-wide Positive Behavior Interventions and Supports? • School-wide PBIS is: • A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for ALL STUDENTS.

13. Urban Challenges for PBIS • Poverty and Health • Disproportional Rates of Suspensions of SWD by Race/Ethnicity • How do we move from reactive approaches to the “problem”, to preventative (e.g., culturally responsive) • How can we prevent? How do we include diverse communities, within school and in our neighborhoods?

14. The Urban Context • NYC Population: 8,214,426 (Census Est. 2006) (42.5% of total NY State population) • Urban Population Density (2006): • NYC: 26,402 per sq. mile • Chicago: 12,750 per sq. mile • Los Angeles: 7,877 per sq. mile

15. The Context: New York City • 9.5% Unemployment Rate 2009 (from 4.5% in May ‘08) (nyc.gov) • 35.9% of residents foreign born (2000 Census) • 47.6% language other than English spoken at home (2000 Census) • Estimated 170 languages spoken

16. NYC by Ethnicity (2000 Census) • Population: 8,214,426 (Census Est. 2006) • 35.1% White • 27.0% Hispanic/ Latino • 24.5% African American • 9.8% Asian

17. Under 18: % Poverty and % Uninsured –NYC U.S. <18 Poverty Rate 18.5% U.S. <18 Uninsured Rate 11.9%

18. NYC Public Schools: Quick Facts • Key Facts:1.1 million students1,600+ schools335 new schools since 2002 80,000 teachers$21 billion annual budget • Source: schools.nyc.gov

19. NYC Schools Ethnic Demographics • 1.1 million students • 39.4% Hispanic • 32.8% African-American • 14.3% White • 13.6% Asian/ Pacific Islander • 4% Native American

20. Student Demographics • Students Receiving DOE Special Education Services (includes all public, non-public, pre-school & school age): 161,820 • English Language Learners: 146,132 • Students Eligible for Free/Reduced Lunch: 784,963 (76.3%)

21. Scaling Up Challenges Competing Demands on Educators, Administrators, Districts • Improving Low-Performing Schools • Providing Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment, • Safe and Supportive Schools, • Supporting Systems of Care for At-Risk Students • Disproportionality in SpEd and Suspensions (African American Students)

22. Four Areas for NYC PBIS Integration 1) Response to Intervention and Universal Design for Learning (FAPE and Common Core) IDEA 2) Systems of Care and Wraparound Social Services – Safe and Drug Free Schools 3) Culturally Responsive Positive Behavioral Support Systems – Civil Rights Act 4) Bully Prevention and Safe Schools – ESEA, Safe and Drug Free Schools

23. Integrative PBIS Domain #1 • 1) Response to Intervention and Universal Design for Learning (FAPE and Common Core, FBA-BIP and MDR)

24. IDEA Part B Comparison of State Level LRE Data (DAC- IDEA Data, 2008) Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day. This definition includes students with disabilities in public schools, separate alternative schools, residential facilities. parentally placed in private schools, correctional facilities, and home or hospital environments. State Performance Plan Indicator 5: Least Restrictive Environment – School Age 48. Hawaii 28.93 49. New Jersey 29.19 50. New Hampshire 30.26 51. New York 32.46 52. District of Columbia 51.96

25. Universal Design Origins in Architecture • Developed into… • Ramps and curb cuts • Automatic door-opening devices • Accessible toilets • Fire alarm systems with lights • Closed-captioning • Texting Division of Students with Disabilities and English Language Learners (DSWDELL)

26. NYC Special Education Reform 2010-12 • Four Components •Academics & Instructional Supports: e.g., ELA, Math, Social Studies, Science, Arts, •Social, Emotional and Behavioral Development: e.g., Classroom Management Strategies, School-Wide Systems, Individual Interventions •School Operations: e.g., Scheduling, Staffing, Budget & Funding, Data Systems, Compliance •Long Term Planning: e.g., Transition Planning, Graduation Planning, Articulation Planning

27. Timeline for PBIS and Special Ed Reform • Phase 1 Response to Intervention Pilot for 25 schools. • 10 School Support Networks and 250 schools participating in Phase 1 (2010-2012). • All 60 School Support Networks and 1700 schools will be participating in 2012-13.

28. Integrative PBIS Domain #2 • 2) Systems of Care – New York Promise Zones

29. Integrating PBISPromise Zones for Urban Education • Systems of Care Pilot funded by NY State Office of Mental Health • Endorsed by State Commissioners of all child-serving agencies • Key features: • An External Change Partner • The School Support Team and Social Worker • A Community Services Support Network

30. “Could someone help me with these? I’m late for math class.”

31. PBIS and Systems of Care • School-wide PBIS as a foundation (5 high-needs schools in the Bronx) • Community Mental Health Partner (State funded) • Capacity-building for Tier 3 team (Pupil Personnel Team) • Connecting to community-based agencies and supports for at-risk youth and families

33. Systems of Care Evaluation • Process and/or Implementation Evaluation • Replicability of model for collaborative planning and service delivery • Student Outcome Evaluation • Increased Positive Engagement in the Instructional Process

34. Evaluation Timelines • January- June 2011 • BASELINE for both Process and Outcomes • September 2011 - June 2012 • Ongoing Data Collection

35. Integrative PBIS Domain #3 • 3) Safe and Supportive Schools - Bully Prevention

36. Safe and Supportive Schools Integration • In 2010: SW-PBIS is now Recommended Discipline Policy in NYC!!!

37. Reducing School Violence and Suspensions 2007-2009 • Of 14NYC PBIS schools cited as Persistently Dangerous by the State: • 11 showed increases in attendance • 12 showed decreases in violent incidents • 9 showed significant decreases in total suspensions • 12 were removed from the Persistently Dangerous List • Of 16 cited in 2008 by the State for Disproportional Rates of Suspensions of Students with Disabilities (SPP #4) that have been in NYS PBIS for more than a year: • 14 (or 88%) saw either significant reductions in suspensions (9) or no increase (5)

38. PBIS/ School Safety Implementation • Training Youth Development Staff (in charge of Safety and Suspensions) in PBIS • Half-Day Modules: • Basic Principles of ABA/ Behavior • Competing Behavior Pathway • School-wide PBIS • Youth Development Staff attend PBIS along with school-based teams

39. Integrative PBIS Domain #4 • 4) Culturally Responsive PBIS Systems • Addressing Disproportionality in Suspensions (SPP 4B)

40. Addressing Disproportionality Focus: Disproportional Rates of Long-Term Suspensions (>10 days) of Black or African-American Students with Disabilities, where Black and African American Students are more than 2 times as likely to be suspended than other students with IEPs Action: PBIS has been identified as a recommended approach to address disproportionality

41. Digging Deeper • Deeper analysis shows 91 schools with the highest disproportionality • Where risk of suspension of Black or African American student with disabilities is more the 2 times as likely as that of all other students with disabilities • 2.0 Relative Risk threshold is set by the State (shows over 330 schools)

42. PBIS/ Culturally Responsive Integration 2010-12 • Collaboration with New York University TAC for Disproportionality • 2 Levels of Intervention (Culturally Responsive Schools) • School-Based (8 schools in pilot) • Leadership training and capacity building

43. 11 PBIS Schools with the highest rates of Disproportionality in Rates of Long-term Suspensions by Race/Ethnicity SPPI 4BComparison of 2009-10 to 2010-11 N=11

44. Suspensions Percent of PBIS Schools Percent of Non-PBIS Schools Comparison within 91 NYC Schools with the highest levels of Disproportionality in Suspensions of Students with Disabilities Initial Referrals N=80 N=11

45. Systems Alignment: A Global Perspective on PBIS Implementation

46. PBIS Implementation Logic Visibility Funding Alignment Political Support Policy NYC PBIS Technical Assistance Center Active Coordination with Children First Networks Behavioral Expertise Training Coaching Evaluation Local School Teams/Demonstrations

47. National PBIS TAC NYSED Statewide PBIS TAC NYCDOE RSE-TASC PBIS PBIS DSWDELL D75 PBIS TAC PBIS Schools

48. Systems Change Implementation Teams Federal Departments NY State Education NYC DOE ALIGNMENT Schools Teachers/ Staff Effective Practices FORM FOLLOWS FUNCTION

49. National PBIS TAC NYSED Statewide PBIS TAC NYCDOE RSE-TASC PBIS PBIS DSWDELL D75 PBIS TAC PBIS Schools

50. NYC PBIS Coordination • NYC PBIS provides: (1) research-based professional development for school-based teams (all 3 tiers including FBA-BIP), (2) technical support and implementation assistance, and (3) training on data collection and progress monitoring of PBIS practices. (4) internal and External Coach Networking