New York City Department of EducationNew York City Department of EducationPresentation forPresentation for

URBAN SPECIAL EDUCATION LEADERSHIPURBAN SPECIAL EDUCATION LEADERSHIPCOLLABORATIVECOLLABORATIVE

May 12, 2006May 12, 2006

Michele A. PierroMichele A. PierroDirector of School Safety and Positive BehaviorDirector of School Safety and Positive Behavior

SupportsSupportsNYCDOE District 75NYCDOE District 75

212-802-1654212-802-1654mpierro@nycboe.netmpierro@nycboe.net

Audrey WileAudrey WileSWIS CoordinatorSWIS Coordinator

NYCDOE District 75NYCDOE District 75awile@nycboe.netawile@nycboe.net

212-802-1584212-802-1584

OSEP Center on Positive Behavioral Interventions & Supports

Illinois PBIS Network

Technical Assistance Partnership for Child and Family Mental Health/CMHS/SAMSHA

New York State Education Department Vocational and Educational Services for Individuals with Disabilities

PBIS Statewide Coordinator Elementary, Middle, Secondary, and Continuing Education Dr. Rona Novik, North Shore Long Island Jewish Health System Families Together in New York State

ACKNOWLEDGEMENTS

Technical Assistance Center at University of Oregon George Sugai, Co-Director, National PBIS TAC, Presentation at the University of Connecticut, July 28, 2005

Dr. Lucille Eber, Project Director, Illinois PBIS Network Steve Romano, Assistant Project Director, Illinois PBIS Network Marla Dewhirst, Assistant Project Director, Illinois PBIS Network

American Institutes for Research, Washington, DC Sandra Keenan, Senior Education Advisor, Presentation for the New Hampshire State Summit, October 18, 2002

NYCDOE Carmen Farina, Deputy Chancellor for Teaching & Learning Jemina Bernard, Executive Director, Office of Parent Engagement

NEW YORK STATE PBIS

Bryan Baszczuk,

Jill Gannon, NYS PBIS Director of Family Support

OFFICE OF SCHOOL SAFETYAND POSITIVE BEHAVIOR

SUPPORTS

District 75 CITYWIDE Programs

Bonnie Brown, SuperintendentKevin McCormack, Deputy

Superintendent

OPENING ACTIVITY

• 1. Partner with someone you don’t know

• 2. Take turns telling each other what positive qualities you possess.

• 3. Introduce your partner to two people around you.

• 4. Discuss the connection of the activity with today’s topic.

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West Ann Adams (RPS) at Erie I BOCES

716-821-7577 Len Cherpak (PFC)

at FTNYS 716-432-8784

Mid-West Andrea Jordan (RPS) at Genesee Valley BOCES

585-344-7574 Len Cherpak (PFC) at

FTNYS 716-432-8784

East (Capital) Joe Otter (RPS) at

Capital Region BOCES

518-464-3974 Laurie Shutts (PFC)

at FTNYS 518-578-8814

Hudson Valley Christine Downs (RPS)

at Ulster BOCES 845-255-4874

Mid State (Central) Linda Brown at

Onondaga-Cortland-Madison BOCES 315-431-8586

Bob Ireland (PFC) at FTNYS

New York City Margo L. Levy (RPS) & Carolyn Buyse (RPS) at

New York City Department of Education 917-256-4272 or –

Long Island Karen Chung (RPS) at Western Suffolk BOCES 631-242-1128

Cheryl Williams (PFC) at FTNYS 631-761-3181

Key:

Map: NYS PBIS Regional Technical Assistance Teams,

and Contact information 05

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Chenango Otsego Rensse aer

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Schenectady Montgomery

Fu ton Saratoga

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Putnam Orange

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Nassau

315-404-7085

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RPS: Regional PBIS Specialist PFC: PBIS Family Coordinator FTNYS: Families Together in

NYS, Inc.

NYC Department of Education PBIS Region/District Support Liaisons Region 1 Susan LeCointe Region 2 Jeffrey Wapner Region 3 Sima Cherkas Region 4 Amy Steiger Region 5 Judith Dean Region 6 Elise Rosenberg Region 7 Stephanie Sussman Region 8 Ronni Ableman Region 9 Louise Kanian Region 10 Rose Martin District 75 Michele Pierro

– The problem with the world is that we draw the circle of our family too small.

• - Mother Theresa

The NYC Commitment• Take a “big picture” approach at all phases of

PBIS- broadening the lens to include school-family-community

• Collaborators with specific mission to incorporate families and communities in PBIS

• Include families and community in planning and implementation

• Family engagement mini-presentations at every PBIS training

• Family engagement sub-committee of advisory committee

• Partnerships with families and local, city and state agencies engaged with families

SCHOOLS

COMMUNITIES

FAMILIES

NEW YORK CITY PBIS Positive Academic and Social Supports

A SCHOOL-FAMILY-COMMUNITY PARTNERSHIP

NEW YORK CITY PBIS PROJECTPBIS + SCHOOL-FAMILY COMMUNITY PARTNERSHIPS

• NYS PBIS Initiative • Families Together in New York State • Parent Liaison • Long Island Jewish Medical Center Alliance for School Mental Health

Collaborator School-Family-Community Presentations at PBIS Trainings PBIS with Parent Engagement Training for Parent Coordinators

and Parent • New York Families for Autistic Children • Queens College, Department of Education & Community Programs • District 75 Director of Regional Parent Support • Parent Empowerment Program: Pilot Project with District 75 Parent

Coordinators • Coordinated Children’s Services Initiative • Life Space Crisis Intervention Course including Parent Coordinators

and Regional Parent Support Teams

National Resource Center for Safe Schools (NRCSS,2000) identified these essential components of the

safe school planning process:

• Creating schoolwide prevention andintervention strategies

• Creating a positive school climate and culture

• Implementing ongoing staff development • Ensuring quality facilities and technology • Fostering school-law enforcement partnerships • Instituting linkages with mental health and

social services • Fostering family and community involvement• Acquiring and utilizing resources

FAMILIES TOGETHER IN NEWYORK STATE

2005 Policy Statement AdvocatesPBIS in all New York State

Schools

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Successfu Partnerships Choose an organization that:

Has an expert se n the area of need Shares a common goa

ready targets the area of need as a pr or ty n the r work Can prov de staff deve opment to a key

ayers Can prov de turnkey tra ngs Is w ng to work co aborat ve

Level of need for social and emotionalsupport within our schools and

communities:

• Approximately 11% of our youth exhibit complex problems

• Fewer than 1 in 4 students with significant emotional and behavioral needs are receiving minimally adequate treatment, both in school and the community(Surgeon General’s Report, 2000)

Guiding Principles

• If many students are making the same mistake, consider changing system….not students

• Start by teaching, monitoring & rewarding…before increasing punishment

• If we understand that behavioral skills are learned, it is as necessary to teach expected behaviors as we would academic skills.

What do we know?

• What we have been doing for the last 25 years has not dramatically changed, and the outcomes have become increasingly worse.

• There is a better way. We have a body of knowledge, research based that needs to be implemented school wide, district wide, statewide. – Schools can not do it without family and community

support. • Community systems can not do it without the

schools implementing universal, targeted and intensive supports.

How staff interact with students.

i lt i iit i i i l

– teach behavioral skills, just like we teach academic skills.

– model and practice behavioral skills, just like academic skills.

– reinforce behavioral skills, just like academic skills. – precorrect to ensure expected behavioral skills, just

like academic skills.

Every t me an adu nteracts w th any student, s an nstruct ona moment.

1.

f r

,

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Common purpose & approach to discipline 2. Clear set o positive expectations & behaviors 3. Procedures fo teaching expected behavior 4. Continuum of procedures for encouraging

expected behavior, including pre-correctionacknowledgements, celebrations, and boosters

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring evaluation

School-wide Systems

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Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors Effective academic instruction & curriculum

Classroom Setting Systems

• Positive taught & encouraged

• Active supervision by all staff –

• Pre-corrections & reminders • Positive reinforcement

Non-classroom Setting Systems

expectations & routines

Scan, move, interact

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Behaviora competence at schoo & district leveFunction-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted socia skills & self-management instruction Individualized nstructiona & curricular accommodations

Individua Student Systems

School

Systems

Family Systems

StudentSystems

Community Systems

Positive Behavior Support

Systems

SYSTEMS

PRACTICES

DATA

Supporting Staff Behavior

Supporting Decision Making

Supporting Student Behavior

= Positive Academic and

Behavioral OUTCOMES

School-Wide Positive Behavior Support

Systems to Track Improvement andto Assist with Data Based Decision

Making

• SWIS Data System

• OORS System

PEP Manual Content• Manual for parent coordinators and Handbook for

parents or caregivers: * First volume designed to train parent advocates* Second volume is for parents or caregivers and

can be delivered by parent advocates • Flexible inclusion of other modules in training as needed,

including * ADHD * Depression, bipolar disorders, dysthymia * Anxiety disorders, including PTSD * Disruptive behavior disorders * Children involved with the court system (under development)

Parent Empowerment Program:Goals

Parent Advocates • Enhance parent advocates’ knowledge of:

– Children’s mental health needs – Evidence-based treatments and services – Community and school services

• Ability to: – ENGAGE PARENTS – Teach parents new skills – Encourage parents to put new skills into action – Collaborate effectively with professionals – Enhance self-efficacy

Parents/Caregivers

• Increase knowledge of children’s mental health needs and evidence-based treatments

• Strengthen sense of self-efficacy • Improve parent management skills • Improve communication and assertiveness skills

• Promote partnerships between parents and service providers

Shared Responsibility WithParents/Families

• Collaboration with families is central to improving theoutcomes for students with emotional and behavioral needs

• inherent expertise of a child and family to know theirown strengths

• when a child and family help to come up with asolution, they are more likely to buy in to the process.

• relationships between a child and family and a careprovider are evolving to be more of a partnership

• Traditional assessment has focused on deficits/locates the problem within the child and/orfamily

Shared Responsibility WithParents/Families

• Current assessments focus more on strengths and have an ecological component that looks at how environmental factors (e.g., what the teacher does, how the class is organized, how the school is organized) sets the stage for or reinforces problem behavior

• Provider-driven care asks the question, “How can the needs of this student be addressed within the context of the available services?”

• Family-driven care asks a much simpler question: “What do we need to do to address the issues this student faces?” Services are more individualized and tailored to the needs of a child and family.

• In family-driven care, the scope is larger/more people bring their creative resources to the table, committed to implementing lasting, real solutions.

PBIS & School-Family-Community Partnerships: A Framework for Academic & Behavioral Success

ORGANIZATION MEMBERS

Common Vision

Common Language Common

Experience

Matrix Activity for Parents

• Review the example of the matrix used in SW-PBIS.

• Complete the matrix in the way that you would use it to help change a behavior of someone in your family.