Enhancing a Collaborative and Collegial Culture With PBIS: A Leadership Opportunity

1. Enhancing a Collaborative and Collegial Culture With PBIS: A Leadership Opportunity PBIS Maryland: RTT 2010 June 23, 2010 Dr. Dave Reeder Director for Secondary Education Washington County Public Schools

2. Learning Outcomes What is the role of the principal in facilitating the success of PBIS? How can PBIS be used to enhance the culture of a school and promote a collaborative and collegial learning community? Why is the use of data important in supporting and sustaining collaborative and collegial PBIS processes in a school? How can PBIS processes complement and enhance other initiatives, processes, and attitudes in a school? What would be your vision of a fully implemented and successful PBIS initiative in your school?

3. Why PBIS, or any other “Positive” program? • It is a research-based, validated practice and school reform initiative • It incorporates the “science of behavior” • It enhances opportunities for academic achievement • It increases capacity for managing “red-zone” • It is in special education law & MSDE’s regulations for general education as well

4. What Do Principals Say “PBIS is an integral part of the success of our school. Our PBIS program helped improve our attendance, discipline, and educational outcomes. I believe all students should be intrinsically motivated but many need to begin with extrinsic motivators.” Dr. Steve Tarason – Principal at WHMS

5. What Do Principals Say “PBIS provides opportunities for school administrators to maximize leadership potential by encouraging select staff to lead specific, planned action steps that showcase individual teacher talents and result in a positive experience for all students.” Mrs. Peggy Pugh – Principal NMS

6. What Do Principals Say “The proactive approach to school-wide discipline has been instrumental in curbing inappropriate behaviors and positively influencing our overall school climate. As a principal, PBIS offers a blueprint to consistently define behavioral expectations and discipline procedures for all staff members to follow throughout the building.” Mr. Deron Crawford – Principal CMS

7. What Do Principals Say “ PBIS allows for a consistent system approach to enforcing and teaching expectations school-wide. This contributes to creating a positive culture for students and staff. The PBIS committee is data driven and solution oriented. Having PBIS in place provides support for new staff to the building which assists them with behavior management.” Mrs. Jenny Ruppenthal – Principal SpMS

8. Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework Behavioral Systems Academic Systems • Intensive, Individually Designed Interventions • Strategies to address needs of individual students with intensive needs • Function-based assessments • Intense, durable strategies • Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity • Targeted, Group Interventions • Small, needs-based groups for • at risk students who do not respond • to universal strategies • High efficiency • Rapid response • Targeted, Group Interventions • Small, needs-based groups for at-risk students who do not respond to universal strategies • High efficiency/ Rapid response • Function-based logic • Core Curriculum and • Differentiated Instruction • All students • Preventive, proactive • School-wide or classroom • systems for ALL students • Core Curriculum and • Universal Interventions • All settings, all students • Preventive, proactive • School-wide or classroom systems for ALL students and staff 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

9. Elementary Bester Elementary Eastern Elementary Fountaindale Elementary Pangborn Elementary Rockland Woods Salem Avenue Elem. Winter Street Elem. Secondary Antietam Academy – High Antietam Academy – Middle Boonsboro Middle Clear Spring Middle E.R. Hicks Middle Northern Middle North Hagerstown High Springfield Middle Western Heights Middle Washington County’s 16 PBIS Schools

10. Number of PBIS Schools in Maryland

11. Research Markoe, M. (2008). A Study of Administrators’ Attitudes and Perspectives of Positive Behavior Interventions and Supports. Dissertation Dr. Mike Markoe - Assistant Superintendent for WCPS

12. Themes and Findings • Promotes the recognition and rewarding of positive behaviors. • Perpetuates the establishment of consistent school-wide behavior expectations and uniform language. • Positive response by stakeholders to PBIS implementation. • Relationship appears to exist between PBIS implementation and a transformational leadership style.

13. Climate and Environment • “Education and psychosocial growth are best facilitated in an orderly environment characterized by fairness, justice, and clear standards of behavior that are supported and enforced by stakeholder groups. The first order of business is to build structures, processes, and helpful mechanisms that moves schools and school organizations from chaos to order” • (Joyner et. Al, 2004, p.94)

14. What Is PBIS? • Clearly defined & socially important outcomes for the students, their families, and teachers. • Research-validated practices. • Data-based decision making processes. • Systems to support high fidelity implementation.

15. What is PBIS? • PBIS is a systems integration approach to enhancing the capacity of schools to educate all students, especially those with challenging social behaviors. • It’s a systematic organization of school environments & routines so educators have increased capacity to adopt, use & sustain effective research-based behavioral practices & processes for all students.

16. Learning Outcome 1 What is the role of the principal in facilitating the success of PBIS?

17. Activity • Discuss and determine the role of the principal in the successful implementation and sustainability of PBIS in your school. • What behaviors does the principal exhibit that contributes to the success of the program?

18. PBIS is NOT. . . a specific PROGRAM and it will NOT look the same in every school.

19. 9 Critical Features of PBIS Implementation 1- Establish commitment 2- Establish & maintain school team 3- Self-assessment 4- Establish School-Wide Expectations 5- Establish on-going system of rewards

20. Critical Features of PBIS Implementation 6- Establish system for responding to behavioral violations 7- Establish information/data analysis system 8- Build capacity for Function-Based support 9- Build district level support

21. Learning Outcome 2 How can PBIS be used to enhance the culture of a school and promote a collaborative and collegial learning community?

22. Activity • Discuss the culture of your school and describe what a teacher, student, and parent would say if asked about your school. • What is the level of involvement by staff and students in the PBIS process.

23. Establish School-Wide Expectations • The Three R’s: Be Respectful, Be Responsible, Be Ready • ERH: Effort, Responsibility, Honesty • SMS: Respect, Responsibility, Resolve

24. Springfield Middle: Jen & Julie (Counselors) #1: PBS Team #2: Faculty Commitment #8: Implementation Plan

25. E.R. Hicks: Duane & Chrissy (Principal and Teaacher) # 3: Effective procedures for Dealing with Discipline #4: Data Entry & Analysis Plan Established #10: Evaluation of PBIS

26. CSMS: Deron & Jaime (Principal and Teacher) #5: Expectation & Rules Developed #6: Reward/Recognition Program Established #7: Lesson Plans for Teaching Expectations/Rules

27. CLASSROOM PROCEDURES Assertive Discipline techniques Supervised Time Out in class Time Out in Another class Teacher/Student Conference Teacher/Parent Conference Behavior Management Plan Lunch/Recess Detention After School Detention (Teacher Managed) Consult with Counselor/Behavior Resource/Psychologist/Grade Level Team ADMINISTRATIVE PROCEDURES Conference with Student Lunch/Recess Detention Phone contact with Parent Student phone call to Parent SST Conference Before/After School Detention ISS OSS Responding to Rule-Violating Behavior = Consequences

28. Processes • Classroom Focused Improvement Process (CFIP) • Coaching • Protocols • Professional Development • Professional Learning Communities • Continuous Improvement

29. Acknowledge Expected Behavior • Tangible rewards/acknowledgements Standard token economy practices using tickets, coupons, “gotchas” (daily) – used for school store, special activities, privileges, etc. • Social recognition Positive feedback - verbal praise, morning announcements, PTA Newsletter, walls of fame, positive referrals to office, etc.

30. Learning Outcome 3 Why is the use of data important in supporting and sustaining collaborative and collegial PBIS processes in a school?

31. Activity • Discuss the data sources that your PBIS committee uses to identify issues and make plans for improvement. • How important is the review of data in your school?

32. Monthly Data Analysis:Answering “The Big Five” 1. Do we have a problem? 2. What is the problem? 3. Where is the problem occurring? 4. When is the problem occurring? 5. With whom is the problem?

33. The Year In Review

34. What are the behaviors that need addressed?

35. When is it Happening?

36. Referrals by Time of Day

37. Where is it Happening?

39. What is the breakdown of staff referral and what does this indicate?Staff: 63 Referrals: 839

40. What is the extent of the problem?Students: 48 (6%) Referrals: 490 (60%)

43. Referrals by Problem Behavior

44. Pre Post

45. Multi-Year Data(Average Referrals Per Day Per Month)

46. POSITIVE BEHAVIORAL INTERVENTIONS and SUPPORTS Supporting Decision Making Data Systems Supporting staff behavior Practices Supporting Student Behavior

47. PBIS “3-Circles” Problem-Solving Worksheet Targeted Problem: _______________________ Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ______________________________________________________________________________________________________________________________________________________________________________________________________ DATA – Supports Decision Making SYSTEMS – Support Staff Behavior Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior

48. Learning Outcome 4 How can PBIS processes complement and enhance other initiatives, processes, and attitudes in a school?

49. Activity • Identify and discuss the initiatives that are currently in force in your system and school. • How are or could these initiatives be related in order to foster a systems approach to continuous improvement in your school?

50. Systems Consolidation • School Improvement Team (SIT) • Discipline and Attendance Committee • Student Services Team (SST) • Parent Teacher Association (PTA) • Instructional Leadership Team (ILT) • Social Committee • STARS Committee • Character Counts • Classroom Focused Improvement Process (CFIP)