PBIS Indiana District Awareness Session

1. PBIS Indiana District Awareness Session Center for Education and Lifelong Learning The Equity Project at Indiana University www.indiana.edu/~pbisin

2. 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

3. 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 cultureas 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.

4. 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

5. 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

6. What is School-wide Positive Behavior Support? School-wide PBS: A systems approach for establishing the social cultureand 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)

7. 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 • 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

8. Social Competence & Academic Achievement Elements of Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

9. 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 • Reduction of about one half in office referrals • Suspensions reduced by 66% • Increased attendance • Increased instructional time • Improved satisfaction of all • Commonlanguage and consistentprocesses • Drop out rate decreased by half • Unsafe incidents decreased by 2/3. www.pbis.org

10. Impact From 10.4 per day To 1.6 per day

11. 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

12. Under-representation Over-representation Proportionality

13. 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

14. Disproportionality in School Discipline at the National Level: 1972, 2000, 2003

15. For What Behaviors are Students Referred? • White students referred more for: • Smoking • Vandalism • Leaving w/o permission • Obscene Language • Black students referred more for: • Disrespect • Excessive Noise • Threat • Loitering Of 32 infractions, only 8 significant differences:

16. Social Competence & Academic Achievement Elements of Culturally Responsive SW PBS Cultural Equity OUTCOMES Cultural Knowledge and Self-Awareness Cultural Validity DATA SYSTEMS Supporting Staff Behavior Supporting Decision Making PRACTICES Cultural Relevance and Validation Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011) Supporting Student Behavior

17. Culture: What Is It? 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. 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.

19. CR-PBIS is new… • It’s the integration of culturally responsive practice within the evidence-based school-wide PBS framework

20. 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

21. 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

22. 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)

23. Three Things To Remember About Culture... • Culture is dynamic, not static • 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: socio-economic status, education, occupation, personal experience, community, family and individual personality.

24. CORK SCREW of CR Lens Application of Skill Skill Cultural Knowledge Cultural Knowledge Skill Cultural Awareness Cultural Knowledge Cultural Awareness Self-awareness

25. 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

26. 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

27. 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; Rewarding Expected Behavior; Continuum of Responses to Misbehavior • Domain 2: • Classroom Environment Evaluate Instruction Effective Instructional Delivery; Actively Engage Students through a variety of strategies • Domain 4: Professional Responsibilities • Domain 3: • Instruction or • Delivery of Services

28. Who will lead the efforts?What is the commitment?

29. 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

30. 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

31. 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

33. District Leadership Team • Superintendent/Asst. • Decision Makers • Curriculum Director • Special Education Director • Diversity Coordinator • Family/Community Member • Other Individuals of related efforts

34. 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

36. 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

37. Big Ideas-Superintendent • Supports process to happen district-wide • Makes schools/principals accountable • Attends district leadership team meetings • Keeps Board and community informed

38. District Coordinator-Required • 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

39. 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

40. Internal Coach • Provide information and building- based 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

41. Big Ideas-Coaching • Key to sustainability • Builds local capacity • Facilitates but is not “PBS” in the school/district.

42. 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

43. 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.

44. Leadership Next Steps • Review and Discuss Commitment and Priorities. • District Leadership Functions/Tasks • Coaching/ Training Capacity • Interest from Administrators and Faculty • District Sustainability Structure

45. Next Steps • 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.

46. Data Systems • 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