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PBIS Indiana District Awareness Session
Center for Education and Lifelong Learning The Equity Project at Indiana Universitywww.indiana.edu/~pbisin
Purposes
• Identify Key features of School-wide PBS and SWPBS that integrates culturally responsive practices.
• Define implementation steps• Describe District Leadership Team
Roles and Goals• Describe District Level Support
Structures Needed for Sustainability• Outline Next Steps
Basic Messages
• To improve academic successes of our youth, we must also improve their social success.
• Improving social success requires investing in the school-wide social culture as well as in strategies for classroom, and individual student intervention.
• School efforts to improve academic and social success must address equitable outcomes for all groups.
References, Resources, Credits
PBIS Indiana: www.indiana.edu/~pbisin
Florida's Positive Behavior Support (PBS) Project: www.flpbs.fmhi.usf.edu
Illinois PBIS Network: www.pbis.illinois.org
OSEP Technical Assistance Center on PBIS: www.pbis.org
School Wide Information System: www.swis.org
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Logic for School-wide PBS• Schools face a set of difficult challenges today• Multiple expectations (Academic
accomplishment, Social competence, Safety)• Students and staff have widely differing
understandings of school behavioral expectations
• Traditional “get tough” and “zero tolerance” approaches are insufficient
• Individual student interventions• Effective, but cannot meet the demand
• School-wide discipline systems• Establish a social culture within which both
social and academic success is more likely
What is School-wide Positive Behavior Support?
School-wide PBS: A systems approach for establishing the social culture and individualized supports needed for all students to achieve both social and academic success.
Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent responses to 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)
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
UniversalTeam
Universal Support
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic AchievementElements
of PositiveBehaviorSupport
What We Are LearningSchools have successfully initiated and sustained SW-PBS approaches in 49 states (plus D.C.) and in over 14,000 schools
• Reduction of about one half in office referrals
• Suspensions reduced by 66% • Increased attendance• Increased instructional time• Improved satisfaction of all• Common language and consistent processes• Drop out rate decreased by half• Unsafe incidents decreased by 2/3.
www.pbis.org
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Impact
From 10.4 per day
To 1.6 per day
What does a reduction of 3912 office referrals and 326 suspensions mean?North side Middle School
• Savings in Administrative time
• ODR = 15 min• Suspension = 45 min
• 73,350 minutes• 1222 hours
• 152 8-hour days
• Savings in Student Instructional time
• ODR = 45 min• Suspension = 300 min
• 273,840 minutes• 4564 hours
• 760 6-hour school days
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Proportionality
Over-representation
Under-representation
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Minority disproportionality in suspension and expulsion has been consistently documented over the last 30 years.
• Black students suspended 2-3x as frequently• Racial/Ethnic Disproportionality also found in:
• Office referrals• Expulsion• Corporal Punishment
• Students with disabilities over-represented:• 11-14% of population• Approx. 20-24% of suspensions
Disproportionality in School Discipline at the National Level: 1972, 2000, 2003
0
2
4
6
8
10
12
14
16
1972 2000 2003
6
13.213.9
3.1
5.09 4.88
Per
cen
t o
f S
tud
ents
Su
spen
ded
African American
White
Relative Risk Ratios:1972: 1.942000: 2.592003: 2.84
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PBIS Indiana Center on Education and Lifelong Learning/The Equity Project Indiana University 2011
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For What Behaviors are Students Referred? For What Behaviors are Students Referred?
• White students referred more for:
SmokingVandalismLeaving w/o permissionObscene Language
• Black students referred more for:
DisrespectExcessive NoiseThreatLoitering
Of 32 infractions, only 8 significant differences:Of 32 infractions, only 8 significant differences:
PBIS Indiana Center on Education and Lifelong Learning/The Equity Project Indiana University 2011
PRACTICES
SupportingStaff
Behavior
SupportingDecisionMaking
SupportingStudent Behavior
SYST
EMS DATA
OUTCOMES
Social Competence &Academic Achievement
Cultural Equity
Cultural Knowledge
and Self-Awareness
Cultural Relevance and
Validation Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011)
Elements of Culturally Responsive SW PBS
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CR-PBIS is not….• PBIS, itself, is not new; it’s based on a long
history of behavioral practice and effective instructional design/strategies
• CR-PBIS is not a specific practice or curriculum; it’s a general approach to preventing problem behavior
• CR-PBIS is not limited to a particular group of people; but rather for all students and all adults
• CR-PBS is not incompatible with other efforts that based in prevention and education
• CR practice, itself, is not new.
CR-PBIS is new…• It’s the integration of culturally
responsive practice within the evidence-based school-wide PBS framework
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Training Outlook
• Develop culturally responsive school-wide PBS plan by:• Explicitly discussing inequity based on race, ethnicity, poverty, and disability
• Training all school staff to become more self-aware about their beliefs and awareness of other cultures
• Using data to identify target areas • Engaging with students and families to
integrate different cultural perspectives
WHY be/come Culturally Responsive?
• Absence of any groups experience and voice leaves all groups at a disadvantage to appropriately and completely interact as humans, it detracts from all of our humanity when WE consciously or unconsciously leave out individuals’ culture.
• Prevents conflict and misunderstandings amongst different cultural groups
Self Awareness
• Participants will define culture• Participants will recognize they have a culture• Participants will compare their culture to another• Participants will identify potential personal bias and
influence of stereotypes
“Not only does culture allow us to maintain our sense of identity and how we perceive ourselves, it also represents the lens through which we view and evaluate the behaviors of others” ( Neal, McCray, Webb-Johnson, & Bridgest, 2003, p. 49)
CORK SCREW of CR Lens
Cultural Awareness
Cultural Knowledge
Cultural Knowledge
Skill
Application of Skill
Skill
Cultural Awareness
Self-awareness
Cultural Knowledge
What do you see in schools using SW-PBIS that integrates culture?
• Staff engaged in developing awareness of students’ and their own cultural backgrounds.
• Staff engaged in difficult conversations that directly address disparities evident in data.
• Team-based systems for Targeted and Intensive behavior support for youth with more significant needs.
• Students identify adults in the school as actively promoting their success.
• Teams meeting regularly to:• Review disaggregated data• Determine if PBIS and culturally responsive practices are being
used• Determine if practices are being effective for all student
subgroups and their families
Summary Invest in prevention Build a social culture of competence Focus on different systems for different
challenges Build capacity through team processes, and
adaptation of the practices to fit local context Use data for decision-making Directly engage in difficult conversations Begin with active administrative leadership
Who will lead the efforts?
What is the commitment?
Organization District leadership team‒ District representatives select schools, coaches, and
provide initiative support School-wide PBIS Team‒ Represents school demographics, includes parents,
creates plans, meets regularly, leads implementation
Coach‒ Provides technical assistance to school‒ Links school to trainer, resources‒ Provides reminders, assists with timelines
Trainer‒ Provides Technical Assistance to Coaches‒ Provides Coaches’ and Team Training
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Sustaining and Scaling SWPBS
• Investing in the Systems needed to nurture and support effective Practices• Policies• Shifting Staff FTE(behavioral expertise)
• Evaluation Data/Systems• Administrative Priority (over time)• Logical use of initiatives/incentives
An effective implementation process
• Commitment• District• Administrator• Faculty• Teams
• Team-based processes• Coaches (local Technical Assistance)• Behavioral Expertise• Contextual Fit (Adapt to specific
context)• 3-5 Year process
FUNDING VISIBILITY/ 2 WAY
COMMUNICATION
Political SUPPORT
POLICY
District LEADERSHIP TEAM (Coordination)
TRAINING
EQUITY
COACHING
EVALUATION BEHAVIORAL EXPERTISE
LOCAL SCHOOL/DISTRICT IMPLEMENTATION DEMONSTRATIONS
District Leadership Team
• Superintendent/Asst.• Decision Makers• Curriculum Director• Special Education Director• Diversity Coordinator• Family/Community Member• Other Individuals of related efforts
District Leadership Team
• Receive Training and Assistance from PBIS IN
• Meet at least quarterly• Work on tasks outlined in self-
assessment• Develop 3-5 year action plan
FUNDING VISIBILITY/ 2 WAY
COMMUNICATION
Political SUPPORT
POLICY
District LEADERSHIP TEAM (Coordination)
TRAINING
EQUITY
COACHING
EVALUATION BEHAVIORAL EXPERTISE
LOCAL SCHOOL/DISTRICT IMPLEMENTATION DEMONSTRATIONS
Superintendent
• Commitment-Provide leadership• Communicate district goals/expectations
to building administrators• Receive regular updates from building
administrators • Resources--FTE (coordinator/coach), budget• Data-Ensure data collection tools are
available and data are used to make informed decisions
• Connect local positive behavior supports with state and federal initiatives
• Integrates SWPBS in district strategic planning
Big Ideas-Superintendent
• Supports process to happen district-
wide
• Makes schools/principals accountable
• Attends district leadership team
meetings
• Keeps Board and community informed
District Coordinator-Required
May also serve as External CoachCoordinates coaches
meetings/networkingServes on district leadership teamUpdates DLTLogistics related to trainingsCollects data to submit to PBIS IndianaLink to PBIS IndianaAssists with integrationLink to community/district resources
EXTERNAL COACH• May also be district coordinator• Provide information and technical
assistance:• best practices• current research• funding sources
• Know and anticipate local needs and resources
• Keep teams focused/functioning• Understands use of data and data system• Frequent prompts to teams• Capacity to support additional schools
Internal Coach
• Provide information and building-based technical assistance:• best practices• current research• funding sources
• Keep team focused/functioning• Guides building implementation• Adapts to local context• Frequent Prompts to Faculty• Understands the use of data
Big Ideas-Coaching
• Key to sustainability
• Builds local capacity
• Facilitates but is not “PBS” in the
school/district.
Building Principals• Develop short/long term goals/outcomes• Include as a top three SIP goal--
articulate the integration• Commitment-
• communication • among staff/staff meetings• with familes/community
• budget• time-allow for team to meet regularly
• Connect building with central office• Data collection tools are in place and
collection is happening
Big Ideas-Principals
• Ensures readiness• Supports process to happen• Assures integration with other efforts • Leads by example• Attends trainings and team meetings• Actively involved in planning and
implmentation.
Leadership Next Steps
•Review and Discuss Commitment and Priorities. •District Leadership Functions/Tasks
•Coaching/ Training Capacity•Interest from Administrators and Faculty
•District Sustainability Structure
Next Steps
1. Form a District Leadership Team2. District Readiness/Self- Assessment3. Make decisions related to capacity4. Review School Readiness Checklist with
Principals 5. Interested principals register for Feb.
sessions6. Appoint District Coordinator7. Make decisions about coaching8. Work with data systems so that schools
have the data that they need.
Data Systems• Office Discipline ReferralsOffice Discipline Referrals
• Avg/day/month• Behavioral Infraction• Location• Time of Day• # of students with 1, 2, etc.• Disaggregated (Ethnicity, IEP, Gender, etc.)• Administrative Consequence
• Suspensions/ExpulsionsSuspensions/Expulsions• Disaggregated • Overall Rate• #of students• Number of days