Liberty Central School District PBIS Districtwide

1. Liberty Central School DistrictPBIS Districtwide “Fourward”Thinking Looking Ahead through Analysis of Four Years of Implementation Liberty is Facts about the Liberty Central School District Student Population in 2000 increased by 200 students from 2001-2004 Free and Reduced-priced Lunch rate 48% Students with Disabilities Ranges from 15-17% Population 70% White 15% Hispanic 12% Black 3% other Located 200 miles northwest of New York City, Liberty is one of the largest school districts in an economically depressed region. There is no university or city located within the county. Liberty shares in the county statistics for risk factors for students as measured by the PRISM report produced by the state Office of Alcohol and Substance Abuse. We are among the top ten percent in New York State for teen pregnancy, alcohol use by teens and adults, the number of DWI offences, incarcerated youth, single parent families, and families at the poverty level.Liberty is Facts about the Liberty Central School District Student Population in 2000 increased by 200 students from 2001-2004 Free and Reduced-priced Lunch rate 48% Students with Disabilities Ranges from 15-17% Population 70% White 15% Hispanic 12% Black 3% other Located 200 miles northwest of New York City, Liberty is one of the largest school districts in an economically depressed region. There is no university or city located within the county. Liberty shares in the county statistics for risk factors for students as measured by the PRISM report produced by the state Office of Alcohol and Substance Abuse. We are among the top ten percent in New York State for teen pregnancy, alcohol use by teens and adults, the number of DWI offences, incarcerated youth, single parent families, and families at the poverty level.

2. Liberty Students 2001 70.5%WHITE 12.5%Black 14%Hispanic 3% other 2006 70%White 13%Black 16%Hispanic 1%other Free and Reduced Price Lunch 2001 48% 2006 65% Slight increase in Free and reduced price lunch 48% to 65% Attributable in part to the use of swipe cards in the cafeteria Chose to look at 2005-2006 population as it represented 3 full years of districtwide pbis implementation In that time Only elementary building administration remained stable Also supt. Began 2003 Chose grade 3 as they had the transition from Pre K to ES Chose grade 6 had a transition form ES to Ms Grade 10 had transition from Ms to HS Enrollment Each grade 3,6 and 10 was brought up through central registration for each year 2003-04, 2004-5, 2005-06 The list were reviewed to see which student were continuously enrolled during the three year period If not continuously enrolled the student was eliminated form the study From their a random sampling was applied to each grade level for 20% of all student That meant a total of 24 students in grade 3, 31 in grade 6 and 33 in grade 10Slight increase in Free and reduced price lunch 48% to 65% Attributable in part to the use of swipe cards in the cafeteria Chose to look at 2005-2006 population as it represented 3 full years of districtwide pbis implementation In that time Only elementary building administration remained stable Also supt. Began 2003 Chose grade 3 as they had the transition from Pre K to ES Chose grade 6 had a transition form ES to Ms Grade 10 had transition from Ms to HS Enrollment Each grade 3,6 and 10 was brought up through central registration for each year 2003-04, 2004-5, 2005-06 The list were reviewed to see which student were continuously enrolled during the three year period If not continuously enrolled the student was eliminated form the study From their a random sampling was applied to each grade level for 20% of all student That meant a total of 24 students in grade 3, 31 in grade 6 and 33 in grade 10

3. The Liberty Central School District (LCS) embarked on a long-term implementation of Positive Behavior and Intervention Supports to bring about organization and culture change. The main aspects of our implementation focused on: Collaboration: Building staff, district office, regional support center Analysis: Data across district, three school buildings and the region Intervention: Strategies for grades K-12 for district-wide implementation Consistency: Behavior Expectations set throughout the school system Our mission that all students will be able to dream, contribute and thrive in a diverse community The majority of our students live in the village of Liberty The remainder live in the hamlets of the town. All three of our school buildings are located in the village. The Main Street Elementary School houses students in grades PreK – 4. The Middle School, grades 5-7, and High School, grades 8-12, share a campus. Our mission that all students will be able to dream, contribute and thrive in a diverse community The majority of our students live in the village of Liberty The remainder live in the hamlets of the town. All three of our school buildings are located in the village. The Main Street Elementary School houses students in grades PreK – 4. The Middle School, grades 5-7, and High School, grades 8-12, share a campus.

4. Winter 2001 looked at change in practice through SETRC Student Support Project Regional center for pbis in Spring of 2002 A timeline is provided to assist with understanding the implementation process in a district that was experiencing limited funds, was identified as a school in need of improvement based on standard test scores at grade 8, had administrative turnover in the high school and increasing enrollment (with its related problems) at a time of reduced resources. The latter refers to both staff and funds. Fall 2001- Winter 02 Middle School and High School teams attended locally (BOCES) sponsored individual intervention training. Each team applied the PBIS processes to a case. minimal change . However questions were raised based on the PBIS pyramid. Why do for this one kid when so many others do the right thing and do not get such rewards? These results led to the implementation process below. What follows represents some of the highlights of this process The administration supported a team (consisting of a counselor, district level administrator, and an external coach) to participate in an awareness session sponsored by SED and OMH. Part of the day was to plan how to implement PBIS. The main presenters for this workshop were staff from the Illinois Department of Education. SED and OMH developed a partnership with Illinois that would lead to support of the staff development to come and the formation of the regional PBIS support centers to sustain this initiative in schools. The decision to implement this program district wide began with identifying the administrator, a counselor, and two teachers from each building to send to the regionally based programs. The external coach attended the meetings with the group. The teams were given assignments to review data prior to the first session. They did this, and were able to work on the matrix at that session. This led to the four expectations developed for the district. Each building team defined the expectations to match the grade levels and needs of their students. TeamsMet in Summer to be ready for 02-03 The kick off started for staff and students. The teams developed a schedule to meet to discuss implementation strategies. The elementary and middle school teams had a schedule for referral celebrations. Continuation of staff development for the coaches and the teams was provided through the regional center. Winter 2001 looked at change in practice through SETRC Student Support Project Regional center for pbis in Spring of 2002 A timeline is provided to assist with understanding the implementation process in a district that was experiencing limited funds, was identified as a school in need of improvement based on standard test scores at grade 8, had administrative turnover in the high school and increasing enrollment (with its related problems) at a time of reduced resources. The latter refers to both staff and funds. Fall 2001- Winter 02 Middle School and High School teams attended locally (BOCES) sponsored individual intervention training. Each team applied the PBIS processes to a case. minimal change . However questions were raised based on the PBIS pyramid. Why do for this one kid when so many others do the right thing and do not get such rewards? These results led to the implementation process below. What follows represents some of the highlights of this process The administration supported a team (consisting of a counselor, district level administrator, and an external coach) to participate in an awareness session sponsored by SED and OMH. Part of the day was to plan how to implement PBIS. The main presenters for this workshop were staff from the Illinois Department of Education. SED and OMH developed a partnership with Illinois that would lead to support of the staff development to come and the formation of the regional PBIS support centers to sustain this initiative in schools. The decision to implement this program district wide began with identifying the administrator, a counselor, and two teachers from each building to send to the regionally based programs. The external coach attended the meetings with the group. The teams were given assignments to review data prior to the first session. They did this, and were able to work on the matrix at that session. This led to the four expectations developed for the district. Each building team defined the expectations to match the grade levels and needs of their students. TeamsMet in Summer to be ready for 02-03 The kick off started for staff and students. The teams developed a schedule to meet to discuss implementation strategies. The elementary and middle school teams had a schedule for referral celebrations. Continuation of staff development for the coaches and the teams was provided through the regional center.

5. Highlights 02-03 Elementary team targeted bus behavior. Middle School team targeted hallway behavior. The High School team focused on being on time to class. Ongoing analysis of data and more staff development occurred for each team. In addition, the teams brought the information on the data to the building staff at faculty meetings. The High School team was faced with a group of staff members who wanted a separate discipline committee. The administrator stated that this would be part of PBIS as that is exactly what PBIS analyzes and makes decisions about for the building Summer 2003 Each team was able to meet and be paid for meeting through the SSP grant funds. Lesson plans for teaching expectations were developed in the elementary and middle schools. The high school developed a transition program for the grade 8 students. In addition, they developed study hall expectations for staff and students Ongoing analysis of data and more staff development occurred for each team. In addition, the teams brought the information on the data to the building staff at faculty meetings. The High School team was faced with a group of staff members who wanted a separate discipline committee. The administrator stated that this would be part of PBIS as that is exactly what PBIS analyzes and makes decisions about for the building Summer 2003 Each team was able to meet and be paid for meeting through the SSP grant funds. Lesson plans for teaching expectations were developed in the elementary and middle schools. The high school developed a transition program for the grade 8 students. In addition, they developed study hall expectations for staff and students

6. Highlights 2003-2004 Focus on targeted and intensive interventions for students Elementary School team continued bus expectations, taught hallway and cafeteria behavior. Middle school team continued hallway, focus on classroom behavior through lesson plans High school staff implemented the grade 8 orientation, study hall expectations (team goes to Chicago) A challenge of the new staff and new administrators across the district was seen and accommodated for through sharing of information at faculty meetings. Mini-grants were available from the regional support center to support implementation. Each building took advantage of these. The high school used funds for a booster/team-building trip for grade 9 students. The middle school used the funds to purchase materials for a game room as a referral free celebration and started a Choice program. The elementary school used the funds to expand their Celebrate Success awards. Each building team furthered their use of data analysis and participated training activities that occurred at the regional and state level. The High School was invited to present and participate in the Illinois state conference on PBIS for high schools. Summer 2004 The administration was creative in finding funds to support the team to meet in the summer as the SSP grant ended. This was accomplished and support for the coming year for the external coach and PBIS activities was secured through Title grant monies. The High School expanded on its transition program for grade 8 and added a booster program specifically targeted for each grade level. The middle school expanded its approach to classroom expectations and the elementary school expanded its lesson plans for teaching expectations. A brief overview of PBIS was included in the new teacher orientation A challenge of the new staff and new administrators across the district was seen and accommodated for through sharing of information at faculty meetings. Mini-grants were available from the regional support center to support implementation. Each building took advantage of these. The high school used funds for a booster/team-building trip for grade 9 students. The middle school used the funds to purchase materials for a game room as a referral free celebration and started a Choice program. The elementary school used the funds to expand their Celebrate Success awards. Each building team furthered their use of data analysis and participated training activities that occurred at the regional and state level. The High School was invited to present and participate in the Illinois state conference on PBIS for high schools. Summer 2004 The administration was creative in finding funds to support the team to meet in the summer as the SSP grant ended. This was accomplished and support for the coming year for the external coach and PBIS activities was secured through Title grant monies. The High School expanded on its transition program for grade 8 and added a booster program specifically targeted for each grade level. The middle school expanded its approach to classroom expectations and the elementary school expanded its lesson plans for teaching expectations. A brief overview of PBIS was included in the new teacher orientation

7. Highlights for 2004-2005 High School began with PBIS staff development days Middle School Booster activities to bring awareness new administration, revitalize staff Elementary continued the overall focus All buildings continue to expand efforts for students at the top of the pyramid. Middle School and High School teams are now looking at data pre and post interventions to see what is having a positive effect on expected behavior and what is not. The elementary school staff have participated in a student mentoring program since 2002. This is now expanded across the district and is used as part of the interventions planned for students. PBIS featured prominently in the conversations as a means to change culture, to motivate students, and as a component of new staff orientation, induction and mentoring. Funds for the necessary staff development, the fees for the external coach, and reinforcement activities is a challenge without the SED/OMH direct grant funding that was available to Cohort 1 groups from 2001-2003. Materials and events to support the teaching of expectations without additional monies must be secured to sustain the program. The process of change is in place and can be seen. Without the support and resources PBIS teams cannot move forward. Summer 2005 Continue meeting by building teams for data analyses and planning purposes. Review of Data and SET, All buildings continue to expand efforts for students at the top of the pyramid. Middle School and High School teams are now looking at data pre and post interventions to see what is having a positive effect on expected behavior and what is not. The elementary school staff have participated in a student mentoring program since 2002. This is now expanded across the district and is used as part of the interventions planned for students. PBIS featured prominently in the conversations as a means to change culture, to motivate students, and as a component of new staff orientation, induction and mentoring. Funds for the necessary staff development, the fees for the external coach, and reinforcement activities is a challenge without the SED/OMH direct grant funding that was available to Cohort 1 groups from 2001-2003. Materials and events to support the teaching of expectations without additional monies must be secured to sustain the program. The process of change is in place and can be seen. Without the support and resources PBIS teams cannot move forward. Summer 2005 Continue meeting by building teams for data analyses and planning purposes. Review of Data and SET,

8. Highlights 2005-2006 Strategic Action Plans developed MS recognized in region as model and resource All buildings invest in targeted interventions Check and Connect in MS FBA/BIPS expanded in ES HELP in HS BOE presentations by each building team Discussion continues at DLT to get stipends for internal coaches Teams allocated time to meet during half day conferences Coaches meeting occurs during the school day Present to the Core Team the results of PBIS to date ES continues work for individual interventions as a team MS and HS work with SETRC for intensive interventions Summer 2006 Review and revise the action plans for the coming school year Revitalize teams in ES and MS using the TIPS process Each school refined recognition system and developed a matrix for acknowledgement for student behaviorBOE presentations by each building team Discussion continues at DLT to get stipends for internal coaches Teams allocated time to meet during half day conferences Coaches meeting occurs during the school day Present to the Core Team the results of PBIS to date ES continues work for individual interventions as a team MS and HS work with SETRC for intensive interventions Summer 2006 Review and revise the action plans for the coming school year Revitalize teams in ES and MS using the TIPS process Each school refined recognition system and developed a matrix for acknowledgement for student behavior

9. Highlights 2006-2007 Motivation is the topic for the opening day links made to PBIS in buildings HS begins year with grade level meetings for students Challenges Administration Change Resources Tiered Intervention Planning (TIPS)

10. Choosing the Sample group Grade 3 Grade 6 Grade 10 Current grade in 2006-2007, data is from 2003-2004 We both do this I start Data shows form 2003-2006 LAST 3 school years random selection 1/3--demographics Consistently enrolled Currently enrolled student 3-6—10 Attendance, behavior, academics Results poverty, high needs ethnicity, special ed, frpl, # Attendance, behavior, academics less when younger dropped out of band orchestra in grade 7 failed tech two excelled in grades in music large # of late to school current grade 3 vs grade 3 02-03 Each student’s record was further reviewed for attendance, discipline, grades The records of students were targeted for detail investigation if students had issues that included at least two categories ten or more absences in a school year, failure of one or more classes, and/or more than 5 ODR—higher rate of discipline referrals than their peers.We both do this I start Data shows form 2003-2006 LAST 3 school years random selection 1/3--demographics Consistently enrolled Currently enrolled student 3-6—10 Attendance, behavior, academics Results poverty, high needs ethnicity, special ed, frpl, # Attendance, behavior, academics less when younger dropped out of band orchestra in grade 7 failed tech two excelled in grades in music large # of late to school current grade 3 vs grade 3 02-03 Each student’s record was further reviewed for attendance, discipline, grades The records of students were targeted for detail investigation if students had issues that included at least two categories ten or more absences in a school year, failure of one or more classes, and/or more than 5 ODR—higher rate of discipline referrals than their peers.

18. 3rd Grade Study Group

19. 3rd Grade Study Group Interventions

20. 6th Grade Study Group 34% of students had attendance concerns (10 or more absences) 16% of students had discipline concerns (3 or more ODRs) 22% of students had academic concerns (AIS) Of The 11 Students With Attendance Concerns 18% had discipline concerns 27% had academic concerns Of The 5 Students With Discipline Concerns 40% had attendance concerns 20% had academic concerns Of The 7 Students With Academic Concerns 14% had discipline concerns 43% had attendance concerns

21. 6th Grade Study Group Interventions

22. 10th Grade Study Group 34% of students had attendance concerns (10 or more absences) 16% of students had discipline concerns (5 or more ODRs) 22% of students had academic concerns (Credits toward graduation) Of The 10 Students With Attendance Concerns 60% had discipline concerns 60% had academic concerns Of The 12 Students With Discipline Concerns 50% had attendance concerns 42% had academic concerns Of The 6 Students With Academic Concerns 83% had discipline concerns 83% had attendance concerns

23. 10th Grade Study Group Interventions

26. Observations and Conclusions

27. Concerns Changes in Administration Change in dollars available from regional support center for special projects, end of SETRC support Need for ongoing data review at a more intensive level

28. Continuing the story- The way “Four”ward

29. Need means to address the continued reliance on traditional reactive strategies of time out, suspension and outside referrals. Policies and procedures to support prevention strategies for successful for proactive interventions for students with behavior, attendance, and other needs. Building principals added a line in their budgets support staff development and program costs for PBIS. Stipend for coaches

30. Tiered Intervention Planning and Support- TIPS I-Classroom teacher identifies strengths and needs of student and plans intervention II-Referral made for TIPS review, plan developed using problem-solving process III-Review of plan and consideration for next steps

32. Data

33. Practices In-house training and strengthening of TIPS is needed. Strengthen family involvement in the process The active use of recognition systems and teaching of expected behaviors and routines is needed. Use an existing grant to strengthen the FBA/BIP process and implementation of intensive interventions

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