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PBIS in Urban Settings

PBIS in Urban Settings. Presented by Christine McGrath, Ph.D., PBIS Trainer The May Institute Association for Positive Behavior Supports March 27, 2009. Goals of Session. Overview of Urban Systems PBIS in an urban school district in New England Meriden, CT Lessons learned.

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PBIS in Urban Settings

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  1. PBIS in Urban Settings Presented by Christine McGrath, Ph.D., PBIS Trainer The May Institute Association for Positive Behavior Supports March 27, 2009

  2. Goals of Session • Overview of Urban Systems • PBIS in an urban school district in New England • Meriden, CT • Lessons learned

  3. Challenges –Urban Systems • Staff turnover • More challenging behavior • Lower SES level • Increased diversity • Academic deficits • Competing Initiatives

  4. 4 Survey of Barriers to Implementation and Sustainability of SW-PBS in Urban Settings 10. Cultural difference between teacher-student 9. History of failed initiatives 8. Competing initiatives that drain resources 7. High proportion of inexperienced, short term teachers 6. Disconnect between school and district administration 5. Administrative turnover 4. Continuous change in district leadership and priorities 3. High bureaucratic complexity 2. Inadequate prepared teaching force 1. Teacher turnover

  5. Continuum of PBS in Schools 1-5% Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior 6+ referrals ~10% 2-5 referrals ~10% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff & Settings ~80-85% of Students 0-1 referral Crone & Horner (2003)

  6. Continuum of PBIS in Urban Schools 6+ referrals 9% Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior ~10% 2-5 referrals ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 0-1 referral ~76% of Students Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff & Settings Turnbull, et. al (2002)

  7. SW-PBIS Primary Outcomes • Decrease in • office referrals • suspensions & detentions • disruptive classroom behavior Improves the school behavioral climate: • Increase in • academic performance • on-task behavior • parent, student & staff satisfaction • staff retention

  8. Implementing School-wide Positive Behavioral Interventions and Supports in an Urban School District: Meriden, CT

  9. District Characteristics Meriden Public Schools • Approximately 8,864 pre KG-12th grade students. • Comprised of 41% Hispanic,43% White,14% Black • 29% students report a language other than English spoken at home. • 58% qualify as low income. • 9% English Language Learners.

  10. Development of District wide Leadership Team • Representative District PBIS team formed in Spring 2005 • Meets quarterly • Compiled long-term action plan • Planned for “going to scale” • Provides support to PBS Coaches and PBS Coordinator • Completes self-assessment quarterly • Examines district-wide student discipline data for overall trends, implications, and intervention strategies • Outlined long-term funding for PBS initiative

  11. Political Support • Student social behavior identified as one of the top 3 goals for the district. • Active participation and support of the Superintendent & Associate Superintendent secured. • Associate Superintendent reports annually to the Superintendent and Board of Education with PBIS Trainer on activities and outcomes.

  12. Coordination • District PBIS Coordinator identified (2005) to oversee implementation • Principal, Benjamin Franklin Elementary School • Coordinator receiving on-going training with May Institute PBIS Trainer

  13. Visibility • District team developed newsletter to share with district administrators and board of education • Individual schools sharing information with stakeholders about activities and outcomes: • Monthly reports to staff • Parent open houses and letters • Postings on websites

  14. Coaching Capacity • Leadership Team developed PBIS Coaching Network to build & sustain School-wide PBIS in the district • 2 to 3 PBIS Coaches from each school implementing SW-PBIS • Coordinator and/or Trainer meets monthly with all PBIS Coaches for information sharing, implementation strategies, fundraising, and problem solving.

  15. Demonstrations • Currently, 10 schools within district have adopted SW-PBIS • 8 elementary schools • 2 middle schools • Exemplar schools within the district identified that display: • Fidelity of implementation of SW-PBIS • Positive outcomes • Decrease in office discipline referrals • Increased staff satisfaction of SW Discipline

  16. SW-PBS Implementation & Evaluation • District-wide evaluation processes assess : • Fidelity of implementation of SW-PBIS (School-wide Evaluation Tool (SET)) • Impact of SW-PBIS on student outcomes (ODRs and suspensions) • Extent of implementation of the action plan

  17. Implementation and Outcomes: Meriden Public Schools

  18. PBS Implementation • Organized into 4 Cohorts: • Cohort 1: Middle School 1 • (2004-2005) • Cohort 2: Elementary Schools 1 & 2 • (2005-2006) • Cohort 3: Elementary Schools 3, 4, 5 & 6, Middle School 2 • (2006-2007) • Cohort 4: Elementary Schools 7 & 8 • (2007-2008)

  19. PBS Implementation: SET Scores

  20. Overall Impact of PBS on the Meriden Public Schools • Dramatic reduction in the number of referrals that Administrators must deal with. • Providing more time for attention to our core mission of teaching and learning. • Overall 38% reduction in ODRs at 7 implementing schools • (Range: 19% to 66% reduction) • Improved over all school climate • Improved relationships with parents, families, and guardians

  21. Implementation and Outcomes: Cohort 2 Elementary School 2: Benjamin Franklin Elementary

  22. Benjamin Franklin Elementary School • RESPECT SOS • Respect for Self • Respect for Others • Respect for School

  23. Benjamin Franklin Elementary School • Bulldog Bucks • Token economy of Benjamin Franklin School • Rewarded to students for demonstration of Respect for Self, Others, and School

  24. Cohort 2 Data

  25. Cohort 2 Longitudinal Data

  26. SW-PBIS Behavioral Outcome Data: Time Lost…

  27. Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved • Dramatic reduction in the number of referrals that Administrators must deal with. • Providing more time for attention to our core mission of teaching and learning. • Overall 76.5% reduction in ODRs: Improved overall school climate • 149 hours saved in administrator time • 298.5 hours saved in instructional time

  28. Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved • Improved relationships with parents, families, and guardians • Dramatic improvement in overall school academic achievement. • School “In Need of Improvement” designation removed from school, Fall 2007.

  29. Continuum of PBS in Schools 1-5% Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior 6+ referrals ~10% 2-5 referrals ~10% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff & Settings ~80-85% of Students 0-1 referral

  30. Targeted Intervention • H.U.G. Program: Hello, Update, Good-bye • Students from the targeted group • Tier Two intervention for students at risk for office discipline referrals (2-6) • Daily Record (point sheet) • Check in/Check out

  31. HUG Students Enter in the Morning

  32. H.U.G. Behavioral Outcome Data

  33. H.U.G. Behavioral Outcome Data: 4th Grade Cohort

  34. H.U.G. Academic Outcome Data: 4th Grade Cohort

  35. H.U.G. Academic Outcome Data: 4th Grade Cohort

  36. Impact of PBS on Benjamin Franklin Elementary School • Dramatic reduction in the number of referrals that Administrators must deal with for at-risk students. • 49% reduction in ODRs for 4th grade students in H.U.G. intervention • 11.4% and 7.25% improvement in CMT Reading Scores for 4th grade students in H.U.G. intervention (larger increase than peers) • Improved relationships with parents, families, and guardians

  37. Lessons Learned During Implementation • Never underestimate the power of Data. • ‘Buy in’ of district and school-based administration is crucial to a successful implementation. • Trust your consultants.

  38. Lessons Learned During Implementation • Build districts capacity – must have trained faculty and need to develop institutional knowledge. • Take your time with planning and implementation. • Watch out for over zealous teams that may not have a complete understanding of the PBS process. • The process is the most important aspect of implementation. • Targeted and Intensive Team interventions are difficult to develop but are essential. • Train, train and retrain. Constantly revisit the training of faculty and students through out the year – a once and done training will not sustain itself.

  39. Contact Information • For more information contact • Chrissy McGrath • e-mail: cmcgrath@mayinstitute.org

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