Implementing SWPBIS in Urban Secondary Educational Settings Presented by: Barbara Kelley OC-PBIS Coordinator

1. Implementing SWPBIS in Urban Secondary Educational SettingsPresented by:Barbara KelleyOC-PBIS Coordinator

2. About us PBIS is a county-wide, k-12 effort to improve school cultures. Outcomes Increase Academic Achievement and Social Competence for all students Decrease Office Discipline Referrals Increase Attendance Create safe and positive school climate for all stakeholders 2 and 3 year commitment School team-based, grass roots effort-systems change Who am I and what is my role?

3. Objectives Overview of SWPBS Application/Literature PBIS inurban settings Chicago Urban High School Tennessee Urban Middle School Orange County Urban schools Identify AUHSD needs

4. Problem behaviors and their challenges� Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, inappropriate use of school materials, weapons, harassment, unprepared to learn, not following directions, parking lot violation, irresponsible, trespassing, disrespectful, banned items, failure to complete homework, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc�.. Exist in every school Vary in intensity Are associated with variety of contributing variables Are a concern in every community List of problem behaviors and�.List of problem behaviors and�.

5. 2001 Surgeon General Report Number of assaults and other antisocial behavior are increasing Risk factors such as antisocial peer networks and reinforced deviancy are prevalent Occur and are reported at disproportionate rates among race, gender, and special education Are associated with low academic achievement and high drop out rates NEED: can not continue with the same reactive practices Disproportional problems with certain groups Problem behaviors lead to poor social and academicoutcomes NEED: can not continue with the same reactive practices Disproportional problems with certain groups Problem behaviors lead to poor social and academicoutcomes

6. Safe School Initiative Findings(U.S. Secret Service and Dept. of Education) 10 Key Findings Incidents of targeted violence at school rarely sudden, impulsive acts Prior to most incidents, others knew Most attackers did not directly threaten the targets No accurate or useful �profile� Most attackers had prior behavior problems Most had difficulty coping with significant losses or personal failures While there is no useful profile for predicting who will carry out violent acts on school campuses, there are behavioral markers for prevention strategiesWhile there is no useful profile for predicting who will carry out violent acts on school campuses, there are behavioral markers for prevention strategies

7. 10 Key Findings� Many attackers felt bullied, persecuted or injured by others Most attackers had access to and had used weapons prior to the attack Other students were involved in some capacity Despite prompt law enforcement responses, most incidents stopped by other means. Other students were involved in some way � unfortunately it is over before the police arrive, even with quick responseOther students were involved in some way � unfortunately it is over before the police arrive, even with quick response

8. Recommendations� U.S. Secret Service & Dpt. Of Ed. Formulate strategies for prevention in three principle areas Developing the capacity to pickup on and evaluate available or knowable information that might indicate that there is a rsk of a targeted school attack Employing the results of these risk evaluations in employing prevention strategies Develop positive, inclusive school environments Must collect good, reliable, useful school site behavioral data that is easily accessed, with staff trained in using data for decision making and matching research validated practices/interventions to needMust collect good, reliable, useful school site behavioral data that is easily accessed, with staff trained in using data for decision making and matching research validated practices/interventions to need

9. 2001 Surgeon General�s Report on Youth Violence: Recommendations Establish �intolerant attitude toward deviance� Break up antisocial networks�change social context Improve parent effectiveness Increase �commitment to school� Increase academic success Create positive school climates Teach & encourage individual skills & competence Intolerant attitude towards deviance � by changing the social context the kids are in, not just 0 tolerance. Create positive school climates-make it the thing or way to beIntolerant attitude towards deviance � by changing the social context the kids are in, not just 0 tolerance. Create positive school climates-make it the thing or way to be

10. Lessons Learned: White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student-teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterents Communicate, develop positive relationships between adults and students, academic and social success, positive climate for all kids Reactionary, punishing systems are not workingCommunicate, develop positive relationships between adults and students, academic and social success, positive climate for all kids Reactionary, punishing systems are not working

11. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? Surgeon General�s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort In summary, all reports say�In summary, all reports say�

12. Problembehaviors and their challenges� Leads to negative school climates and unsafe schools Are often managed by high rates of reactive strategies Suspensions Expulsions Detentions NEED: National � in order to develop positive, predictable school-wide climates we need to look at our understanding of and our reactions to problem behavior When schools have high rates of problem behavior we often react with suspensions, expulsions, and detentions. We are in fact reinforcing social deviancy with these reactionary punishers.NEED: National � in order to develop positive, predictable school-wide climates we need to look at our understanding of and our reactions to problem behavior When schools have high rates of problem behavior we often react with suspensions, expulsions, and detentions. We are in fact reinforcing social deviancy with these reactionary punishers.

13. How problems are commonly addressed in school settings Academic Problems Assume student is trying to make correct response Assume error was accidental Provide assistance Provide more practice Behavior/Social Problems Assume student is not trying to make correct response Assume error was deliberate Provide negative consequence Practice not required We can see how we address each based on our responses. Think abut how different problems are handled in a typical school A wrong answer does not lead to punishment OK only if behavior is within the child and teaching is ineffective.We can see how we address each based on our responses. Think abut how different problems are handled in a typical school A wrong answer does not lead to punishment OK only if behavior is within the child and teaching is ineffective.

14. Our response to problems lead to the assumption� Academic Problems that the student has been taughtthe skill and will perform correctly in future. Behavior/Social Problems that the student has "learned� their lesson and will behave in future. This is the basic distinction between the academic response and the behavioral response by the schools.This is the basic distinction between the academic response and the behavioral response by the schools.

15. Science of behavior has taught us that students� Are NOT born with �bad behaviors� Do NOT learn when threaten with negative consequences DO learn better ways of behaving by being taught directly & receiving positive feedback Will NOT change if we do NOT change what we are doing Learning Theory has established that behavior is learned, so you are not born with bad or good behaviors-they are learned behaviors. �Human beings ARE born with the need to belong, establish a perception of significance, capability and influence over their environment. �Which behaviors meet those needs are learned. �Some establish a sense of belonging by �bad behaviors� and others �good behaviors�. �It depends which is reinforced along the way. Learning Theory has established that behavior is learned, so you are not born with bad or good behaviors-they are learned behaviors. �Human beings ARE born with the need to belong, establish a perception of significance, capability and influence over their environment. �Which behaviors meet those needs are learned. �Some establish a sense of belonging by �bad behaviors� and others �good behaviors�. �It depends which is reinforced along the way.

16. Reasons behind students inappropriate behaviors� Different expectations throughout the environment Have not had opportunity to practice the correct response Difficulty predicting the correct response for the specific location Having little reason to perform the correct response Can�t predict, no teaching, no practicing new skill, and no reinforcement-doesn�t meet the students needs (get/avoid)Can�t predict, no teaching, no practicing new skill, and no reinforcement-doesn�t meet the students needs (get/avoid)

17. �Good instruction in a behaviorally chaotic environment will fail!�Horner, 2006 Annual ASWPBS conference Classroom instruction is ineffective without good classroom management May not seem chaotic however from student view teachers often have different expectations or enforcement of the rules differently and even enforce different rules. Very inconsistent environment when we look school wide. While many can survive this environment many need more support and consistent feedback to understand the rules. Better chance to hit the AYP when behavior is not an impedimentClassroom instruction is ineffective without good classroom management May not seem chaotic however from student view teachers often have different expectations or enforcement of the rules differently and even enforce different rules. Very inconsistent environment when we look school wide. While many can survive this environment many need more support and consistent feedback to understand the rules. Better chance to hit the AYP when behavior is not an impediment

19. School Wide Positive Behavior Support (SWPBS) is��. A team-based proactive systems approach to help schools create and maintain safe and effective learning environments, by implementing research-based educational practices with all school-aged children.

20. Applies behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments in which teaching and learning occurs. Allocation of servicesApplies behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments in which teaching and learning occurs. Allocation of services

21. Critical Elements Achievement of valued and desired outcomes Adoption and sustain used of research-validated practices and curricula that maximize achievement of student and teacher outcomes Team-based application of data-based decision making at many levels Development of systems (processes, routines, working structures, administrative support) to sustain achievement of valued and desired outcomes Achievement of valued and desired outcomes Adoption and sustain used of research-validated practices and curricula that maximize achievement of student and teacher outcomes Team-based application of data-based decision making at many levels Development of systems (processes, routines, working structures, administrative support) to sustain achievement of valued and desired outcomes

22. SWPBS Systems Support staff behaviors by focusing on creating and sustaining school-wide, classroom, and individual supports for all students by making problem behaviors less effective, less efficient, and less relevant, and desired behavior more functional Change climate by increasing desired behaviors which are evident in sch wide expectations by focusing on sch wide classroom non-classroom and individuals Systems support your teachers with a schoolwide focus on expected behaviors in the classroom, non-classroom and individual settings.Change climate by increasing desired behaviors which are evident in sch wide expectations by focusing on sch wide classroom non-classroom and individuals Systems support your teachers with a schoolwide focus on expected behaviors in the classroom, non-classroom and individual settings.

23. SWPBS Systems Common purpose& approach to discipline Clear set of positive expectations& behaviors Continuum of procedures for encouraging expected behaviors Continuum of procedures for discouraging inappropriate behavior Proceduresfor on-going monitoring & evaluation Define, Teach, Reinforce, Model, MonitorDefine, Teach, Reinforce, Model, Monitor

24. SWPBS Practices Focus on supporting student behavior Establishes a leadership team that guides the implementation of SWPBS strategies. Develops a set of 3-5 core behavioral expectations for all students in the school. Engages all school staff, parents, and students in maintaining expectations and employing SWPBS strategies. Discipline is about teaching, not punishing Paradigm shift from listing a set of �thou shalt not� (we can�t make a comprehensive list of what not to do, kids creative, will find one not on the list) to teaching the concept of expected behaviors. The concept of respect � what does respect look like across environments InclusiveDiscipline is about teaching, not punishing Paradigm shift from listing a set of �thou shalt not� (we can�t make a comprehensive list of what not to do, kids creative, will find one not on the list) to teaching the concept of expected behaviors. The concept of respect � what does respect look like across environments Inclusive

25. SWPBS Practices Teaches chosen 3-5 expectations across all areas of the school. This will limit �shoulding� on the students Provides motivation other that avoiding punishments for compliance with the expectations. Paycheck, teaching, may not be intrinsic Establishes a hierarchy of consequences as corrective procedures. Not equal but fair They should know� Can�t punish enough to matterThey should know� Can�t punish enough to matter

26. SWPBS Practices Teaching How TO do something Increases specific response Shape to become naturally supported by the environment Punishment How NOT to do something Decreases specific response When the punisher is not present in the environment not effective Can�t punish some enough to matter�then what do you do??? Encourage what you want to see more of�Can�t punish some enough to matter�then what do you do??? Encourage what you want to see more of�

27. Walter Knott Elementary Spanish version: Respect, Responsible, ReadySpanish version: Respect, Responsible, Ready

28. Paul Revere Elementary Angels are their partners: Kick-off uniforms proud, patriots proud to wear uniform Day at the game, their school, behavior expectations up on the monitorsAngels are their partners: Kick-off uniforms proud, patriots proud to wear uniform Day at the game, their school, behavior expectations up on the monitors

29. Buena Park Junior HighTeaching Matrix Ready Respectful ResponsibleReady Respectful Responsible

30. Willard Intermediate STARS Matrix Reach staff agreement, need to teach it if it is a choice, reinforce with STARS BUCKS, student store, dances, extra-curricular activities. Carry over with parents-spanish version for home behaviors that support school Small group of students checking in every period, specific behaviors being taught and reinforced all day long-student monitoring their own performance-Changing the behavior of the yellow and red kids. Pulling them down into the green. Reach staff agreement, need to teach it if it is a choice, reinforce with STARS BUCKS, student store, dances, extra-curricular activities. Carry over with parents-spanish version for home behaviors that support school Small group of students checking in every period, specific behaviors being taught and reinforced all day long-student monitoring their own performance-Changing the behavior of the yellow and red kids. Pulling them down into the green.

31. Nash Central HSNorth Carolina

32. THHS Behavioral Expectations Incorporating what already had into more manageable, teachable expectations Operationalize Trust, Honor, Hard Work, Service � then can teach and reinforce school-wide. Creates a common language, vision, experience for all students.Incorporating what already had into more manageable, teachable expectations Operationalize Trust, Honor, Hard Work, Service � then can teach and reinforce school-wide. Creates a common language, vision, experience for all students.

33. Trabuco Hills High School Reinforcer Teachers give to students when see what is on their matrix Weekly drawings � front of school parking passes, front of the line lunch passes, movie tickets, school merchandize, local fast food tickets Assemblies, pep rallies � drawing, skits etc.. incorporated into school activities larger value reinforcers given for drawings. Student planned-runTeachers give to students when see what is on their matrix Weekly drawings � front of school parking passes, front of the line lunch passes, movie tickets, school merchandize, local fast food tickets Assemblies, pep rallies � drawing, skits etc.. incorporated into school activities larger value reinforcers given for drawings. Student planned-run

34. Kraemer Middle School

35. The benefits of SWPBS� Reductions in office discipline referrals Better allocation of limited resources Increased perception that school is safe Increased academic gain when combined with effective instruction Swisdata � more sophisticated use of data for decision making Know how to allocate resources (sch wide, grade-wide, group, class, individudual)Swisdata � more sophisticated use of data for decision making Know how to allocate resources (sch wide, grade-wide, group, class, individudual)

36. The benefits of SWPBS� This framework can focus a school It will develop systems that fill in the �cracks.� Puts you in the seat to be proactive Will allow for more time for important but less urgent needs. Can demonstrate gains 80/80 fidelity to model: 80% of staff buy-in and 80% implementation of PBIS features for school-wide, classroom, non-classroom and individual systems80/80 fidelity to model: 80% of staff buy-in and 80% implementation of PBIS features for school-wide, classroom, non-classroom and individual systems

37. �We already had many of the components of SWPBS in place in our school. SWPBS is the GLUE that holds it all together�

38. Urban challenges at a Middle School Our students come from a VERY dangerous neighborhood (e.g., alcohol, drugs, and violence) and sometimes unpredictable home environments. Problems are solved physically in the neighborhood. Often the children are taught that if someone hits you, you hit back or someone disrespects you or your family, you fight back.

39. Urban challenges at a Middle School SWPBS helps our students understand that school is predictable and safe. We are also trying to teach the students problem solving skills instead of fighting. SWPBS is helping but as the data shows there are still concerns with aggression. Created perception of safety and predictability Teaching pro-social skills, not expecting kids to already know something not reinforced, taught or practiced in their environments.Created perception of safety and predictability Teaching pro-social skills, not expecting kids to already know something not reinforced, taught or practiced in their environments.

40. What is gained in Urban SWPBIS Middle School Recouped administrative time: 386 x 15 mins = 96.5 hours (12.86 days or 2.57 weeks) Retrieved academic learning time: 386 x 45 mins = 289.5 hours (38.6 days or 7.72 weeks)

41. SWPBIS High SchoolChicago, Illinois Chicago Public High School ~1,800 students Students represent > 75 countries Ethnic Diversity 36% African American 36% Hispanic 16% Asian 8% Caucasian 2% Native American 2% Other 21% Limited English Proficiency 19% drop out rate 30% mobility rate 20% special ed 89% free and reduced lunch

42. What is gained in Chicago PBIS H.S. Significant drop in Office Referrals Year 1-2 Year 2-3 an additional drop in Office Referrals by 20% 26.63 dress code referrals per every 100 students drops to 8.39 during year 3 Serious Defiance went from 1.64 per every 100 students in Year 2 to .05 per every 100 in year 3 Drops in ODR�s noted in 7/10 months April intervention brought 28% reduction in ODR�s September data indicated a 66% reduction in ODR�s

43. What does the literature say about urban applications of SWPBS? �Urban Applications of School-Wide Positive Behavior Support: Critical Issues and Lessons Learned�-Journal of Positive Behavior Interventions, Spring 2003 Few studies have evaluated SWPBS in urban schools characterized by severe poverty, community violence, and high base rates of problem behavior.

44. What does the literature say about urban applications of SWPBS? Data indicate inner-city schools differ from most schools not only in the severity but also the frequency of problem behavior. Authors found there were many more Tier II and III students needing extra or intensive support than the traditional model implies

45. Applies behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments in which teaching and learning occurs. Allocation of servicesApplies behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments in which teaching and learning occurs. Allocation of services

46. Allocation of services Suggests may want to target the 30% in yellow and bring into the green as a first priority. A place to start.Allocation of services Suggests may want to target the 30% in yellow and bring into the green as a first priority. A place to start.

47. What does the literature say about urban applications of SWPBS? (Bohanon;Fenning, et al, 6/06) Participation of parent and community stakeholders is crucial for sustainability include all on-site programs in the meetings reinforce a shared sense of community responsibility High no. of initiatives in urban schools team spent Year 1 getting �buy-in� and showing how PBS coordinated resources Year 2 & 3 of study showed significant decrease in office referrals Previous studies not taken into account system level challenges inherent in these communities. Previous studies not taken into account system level challenges inherent in these communities.

48. What does the literature say about urban applications of SWPBS? Year 3 school uniform policy put in place � increase in ODR, gradual decline in dress code violations Establishment of an ethnically diverse team is crucial Securing of financial resources is crucial to sustainability

49. Urban Schools vs. Rural/Suburban Risk factors of inner-city students Low SES English as a second language One-parent households/guardians Family stressors-unemployment, mental health issues, lower education level of parents, increased drug and alcohol use, crime and violence in neighborhood School culture in which non-compliance is the norm Peer reinforcement leads to students acceptance and expectation of disruptive behavior to be the normSchool culture in which non-compliance is the norm Peer reinforcement leads to students acceptance and expectation of disruptive behavior to be the norm

50. Urban vs. Rural/Suburban, cont. Community support Lack of business/retail support Community leaders not directly aligned with a school Students often live in a different neighborhood than the school they attend. Parental support Difficulty getting off work, transportation issues, inability to provide financial support, perception that school personnel can not be trusted Areas to specifically target in developing your action plan. Be intentional Areas to specifically target in developing your action plan. Be intentional

51. Urban vs. Rural/Suburban, cont. Multitude of initiatives in large urban schools Perception that SWPBS is one more thing on their plate Due to AYP issues, additional programs being added Numerous training obligations Demands on limited funding Use PBIS to work smarter not harder-combine initiatives, look at outcomes, combine committees with same outcome. No outcome, no committee Braiding the top three initiatives in the state: PLC< RTI, PBISUse PBIS to work smarter not harder-combine initiatives, look at outcomes, combine committees with same outcome. No outcome, no committee Braiding the top three initiatives in the state: PLC< RTI, PBIS

52. Urban vs. Rural/Suburban, cont. District Leadership More layers between school personnel and district decision makers Funding Sustainability Going system wide Difficulty accessing school board members Need for �marketing� to many different departments Frequent transfers of school principals-administrative support at the school level is crucial Diversity among schools Need district support to help remove roadblocks to systemic change efforts.Need district support to help remove roadblocks to systemic change efforts.

53. Your school/District Input your demographics Ask how much time is taken by administrator on average to deal with discipline referral and how much academic time is lost by the student�not to forget the impact on the teacher and other students Ask how much time is taken by administrator on average to deal with discipline referral and how much academic time is lost by the student�not to forget the impact on the teacher and other students

54. Your school/district Insert your behavioral and academic data Office referrals per day per month By behavior, student, time of day, location SUSPENSIONS/Detentions/Expulsions Attendance Academics-formative and summative

55. What is lost? What are the instructional minutes lost? Minors=15 minutes per referral What are the administrations lost minutes? Majors=30 minutes per referral Sense of safety Drop in referrals = recapture of minutes

56. Why we need it�input from current Urban school team members Reasons for wanting to implement SWPBS Discipline issues very high at our school Students need to be taught how to behave So there will be consistency in discipline throughout the school We needed something new-the same things were happening To provide a research-based framework For consistency in expectations and language To learn something new Why some other urban schools decided to begin implementing the PBIS systems approach to disciplineWhy some other urban schools decided to begin implementing the PBIS systems approach to discipline

57. Benefits/successes to date Having the data from SWIS to make decisions The ability to customize it to fit our school Team of committed staff members leading the efforts Students are using more positive methods when dealing with challenges Student Assistance Team is able to quickly analyze functions of behavior and provide teachers with immediate interventions And after they started, what they like�And after they started, what they like�

58. Feeder PBIS Schools Anaheim City School District Betsy Ross Elementary Paul Revere School Stoddard Elementary Buena Park Unified School District (neighbor) Buena Park Junior High James Whitaker Centralia School District Buena Terra School Centralia School Dysinger School G.B. Miller School Raymond Temple School San Marino School Los Coyotes School Walter Knott School

59. Orange County PBIS Participating Schools 91 Elementary Schools representing 19 school districts 28 Middle Schools representing 11 school districts 4 High Schools representing 3 school districts Training Opportunities 3 days of training throughout year 1 with Dr. George Sugai/Dr. Rob Horner providing Day 1 Training 1 additional day training year 2 6 Coaches Forum Meetings PBIS Annual Conference Sustaining Change/Braiding Initiatives

60. OC H.S. PBIS Training Attend Day 1 training with all schools-Dr. Rob Horner High School PBIS Community Of Practice Meetings Hosted by each high school Next meeting: 3/31 @IHS 8:00-10:30/11:00 Agendas include topics of interest relevant to high school implementation. Staff Buy-in How to teach expected behaviors How to use reinforcers Processes to include students, family and community How to use Data for decision making

61. Next Steps Collect behavioral data about your site Office Discipline Referrals per day per month By type of behavior By time of day By location By student Conversations at your school sites with leadership teams Do we have a problem? Do our students change their behavior after receiving consequences Start small-work smarter not harder Begin to build staff and parent buy-in for change, this is about changing adult behavior to bring about change in student behavior. Use existing leadership teams, create process for communication and dialogue Consider staff development possibilities � think out of the box Involve students, parents, community at beginning stages.Begin to build staff and parent buy-in for change, this is about changing adult behavior to bring about change in student behavior. Use existing leadership teams, create process for communication and dialogue Consider staff development possibilities � think out of the box Involve students, parents, community at beginning stages.

62. Secondary Team Input Think back on what you have heard today, what you have talked about and what you know about your schools-talk to the person next to you. How would creating a common vision, common language and common experience benefit your students/staff? Would your students benefit from defining your schools expected behaviors, teaching those behaviors, reinforcing and modeling the expected behaviors and monitoring the effect of these research validated practices? What more would you need to know to get started?

63. PBIS Support http://schoolimprovement.ocde.us http://PBIS.org bkelley@ocde.us cclouse@ocde.us