San Jose Unified School District School-wide PBS Initiative Leadership Team

1. San Jose Unified School DistrictSchool-wide PBS InitiativeLeadership Team Rob Horner Celeste Rossetto Dickey University of Oregon Pbis.org

2. Purposes • Define core features of School-wide PBS • Define implementation steps • Define role of District Leadership Team • Outcomes • Schedule for Training • Identification of Trainers, Coaches, Evaluators • Schedule for Leadership Team Actions

3. Basic Messages • The social behavior of students affects the effectiveness of schools as learning environments. • Improving the social behavior of students requires investing in the school-wide social cultureas well as in strategies for classroom, and individual student intervention.

4. Logic for School-wide PBS • Schools face a set of difficult challenges today • Multiple expectations (Academic accomplishment, Social competence, Safety) • Students arrive at school with widely differing understandings of what is socially acceptable. • Traditional “get tough” and “zero tolerance” approaches are insufficient. • Individual student interventions • Effective, but can’t meet need • School-wide discipline systems • Establish a social culture within which both social and academic success is more likely

5. The Challenge • 80% of principals indicate that “too much time is spent dealing with disruptive and dangerous students.” • National Association of Elementary School Principals, 1997 • 81% of teachers polled state that their worst behaved students are a barrier to effective education in their classrooms Public Agenda, 2004

6. What is School-wide Positive Behavior Support? • School-wide PBS: A systems approach for establishing the social cultureand individualized behavioral supports needed for schools to achieve both social and academic success for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for 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. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

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

9. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 27

11. Discipline Matrix

12. What do you see in schools using SW-PBS? • Students who are able to tell you the expectations of the school. • Students who identify the school as safe, predictable and fair. • Students who identify adults in the school as actively concerned about their success.

13. What do you see in schools using SW-PBS? • Team-based systems for Targeted, and Intensive behavior support for children with more significant needs.

14. What do you see in schools using SW-PBS? • Teams meeting regularly to: • Review their data • Determine if PBS practices are being used • Determine if PBS practices are being effective • Identify the smallest changes that are likely to produce the largest effects • But focusing on the use of evidence-based practices

15. What do you see in schools using SW-PBS? • Faculty and staff who are active problem solvers. • They have the right information • They have efficient organizational structures • They have effective outcome measures • They have support for high-fidelity implementation and active innovation.

17. Schools at criterion average a 25% lower ODR rate

18. Implementing PBIS is related to reduction in Office Discipline Referrals

19. ODR/100 1.13 .51 .39 .08 TIC Total 76% 82% 82% 88%

21. Kent

22. The Effects of School-wide PBS within a Randomized Control Effectiveness Trial Rob Horner, George Sugai, Keith Smolkowski, Lucille Eber, Jean Nakasato, Anne Todd, Jody Esperansa OSEP TA Center on Positive Behavior Support www.pbis.org In press in the Journal of Positive Behavior Intervention

23. Why should we be committed to implementation of SW-PBIS? IL • SW-PBS benefits children • Reduction in problem behavior • Office discipline referrals • Suspensions • Expulsions • Improved effectiveness for intensive interventions • Increased student engagement • Risk and protective factors improve • Students perceive school as a safer, more supportive environment • Improved academic performance • When coupled with effective instruction • Improved family involvement summary Illinois ISAT

24. Field Elementary School • Literacy • In 2004–05, 44% students required intensive support for reading and writing • Social Behavior • In 2003-04 Averaging 10.4 discipline referrals per day

25. Positive Behavior Supports

26. Impact MU College of Education — 140 years of discovery, teaching and learning To 1.6 per day From 10.4 per day

27. Impact • Literacy • In 2004–05, 44% students required intensive support for reading and writing. This number shrunk to 31% in 2007–08. • Shifted to a structured, explicit, research-based core literacy program with three tiers: • One: Benchmark • Two: Strategic Intervention • Three: Intensive Intervention • Monitor progress in fall, winter and spring

28. Impact • Improved Academic Standing • Annual Yearly Progress • In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%). • African American: 0% improved to 16% • Caucasian: 18% improved to 57% • Students with disabilities: 0% improved to 25% • English Language Learners: 0% improved to 27%

29. Why should we be committed to implementation of SW-PBS? • Benefits to faculty and staff: • Improved consistency across faculty • Better collaboration in support of individual students • Improved classroom management • Classroom routines • Strategies for preventing and pre-empting problem behavior • Reduced faculty absenteeism • Increased faculty retention • Improved substitute performance/perception • Increased ratings of faculty “effectiveness” • Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems. Scott.. effectiveness

30. Why should we be committed to implementation of SW-PBS? • Benefits to District/Community • Improved cost effectiveness • 1 ODR = 15 min staff time; 45 min student time • Sustained effects across administrator, faculty, staff, student change. • Avoids cost of continually re-creating systems that draw resources away from effective education. • Administrative benefits of scale • Cost savings for data systems • Effective transitions among faculty when they shift from one school to another. • Effective innovation • Data systems promote innovation. • Focus on research-based practices Kennedy

32. Savings in Administrative time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 216 min 43,650 minutes 728 hours 121 6-hour school days What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School

33. Sustaining and Scaling SWPBS • Investing in the Systems needed to nurture and support effective Practices • Policies (LAUSD) • Staffing FTE (behavioral expertise) • Evaluation Data/Systems • Administrative Priority (over time) • Logical use of initiatives/incentives • Current Research Jennifer Doolittle

34. Pre Post

35. An effective implementation process • Commitment • Administrator • Faculty • Team • Team-based processes • Coaches (local Trainers) • Behavioral Expertise • Contextual Fit (Adapt to specific context) • 2-3 Year process Team Schedule

36. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

37. Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local Demonstration Schools

38. Next Steps • Complete Blueprint Evaluation • Define our current strengths, and how school-wide PBS will build our strengths • Build a schedule for training teams • Define (a) Coordination, (b) Training, (c) Coaching, (d) Evaluation roles. • Outcomes: • Establish schedule and role for leadership team • Define “Trainer” and “Coaching” capacity • Define Role for Evaluation of School-wide PBS • Define plan to build SWIS and TIC capacity • Define coordinator role and expectations for initiative

39. Team Training • Cohort A (08-09) • Cohort B • Cohort C

40. Coaching/ Training Capacity • San Jose PBIS Trainer • Two PBIS coaches

41. Evaluation • Use of TIC and SWIS data • Team prompting • District request and use of data • Build in to Annual School Improvement Planning

42. District Sustainability Structure • Policy • Job Descriptions • Staff/ Faculty Orientation of 09’ • Faculty/ Admin Annual Evaluations • Presentation schedule for School Board • School Improvement Planning • Use of RtI Approach to Integrate Initiatives

43. Summary • Invest in prevention • Build a social culture of competence • Focus on different systems for different challenges • Build local capacity through team processes, and adaptation of the practices to fit the local context • Use data for decision-making • Begin with active administrative leadership Examples