Promoting Positive School Climate and Reducing Out-of-School Time Lise Fox, Ph.D. - University of South Florida Heather Peshak George, Ph.D. - University of South Florida Steve Goodman, Ph.D. – Michigan’s Integrated Behavior and Learning Support Initiative

Lise Fox, PhD University of South Florida lisefox@usf.edu Early Childhood Lise Fox, PhD University of South Florida lisefox@usf.edu

Young Children with Challenging Behavior It begins early Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school Of children who have high levels of externalizing behavior challenges at 2; 63% continued at age 5 Early problem behavior is predictive of future challenges Young children with chronic antisocial behavior comprise 6-7% of the population; yet 50% of adolescent crime and 75% of violent crime 3

Preschool Expulsion Concerns OCR Report, 2014 Black children make up 18% of preschool enrollment, but 48% of preschool children suspended more than once. Boys comprise 54% of the preschool population and 79% of those suspended once and 82% of all children suspended more than once.

Long Term Impacts Early expulsion or suspension predicts later expulsion or suspension Estimates indicate that rates in early education are higher than in K12 settings. Data consistently indicate large racial disparities, with young boys of color being suspended and expelled at disproportionately high rates.

Policy Statement: Suspension and Expulsion in Early Childhood Settings

PW-PBIS Systems approach for establishing the program culture and individualized supports for supporting social emotional competence Measurable outcomes Data decision making Evidence-based interventions Systems supports

Pyramid Model Tertiary Intervention Secondary Prevention Universal Promotion

Nurturing and Responsive Relationships Foundation of the Pyramid Essential to healthy social development Includes relationships with children, families and team members 9 9

High Quality Environments Inclusive early care and education environments Comprehensive system of curriculum, assessment, and program evaluation Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC, HS, and DEC 10 10 10

Targeted Social Emotional Supports Self-regulation, expressing and understanding emotions, problem solving, developing social relationships Explicit instruction Increased opportunities for instruction, practice, feedback Family partnerships Progress monitoring and data-based decision-making 11 11 11

Individualized Positive Behavior Support Convene a team Conduct functional assessment Identify hypotheses Develop behavior support plan for all relevant environments 12

Program-Wide Implementation Elements Leadership Team Staff Buy-In Family Engagement Program-Wide Expectations Supports for Pyramid Model Practice Implementation Systems to Identify and Respond to Individual Child Needs Continuous Professional Development Data Decision-Making Examining Implementation and Outcomes Program-Wide Implementation Elements

Pyramid Equity Project Guiding a program-wide effort to support the social competence of all children and effectively address challenging behavior Enhance Pyramid Model with explicit emphasis on culturally responsive practices and implicit bias Demonstrate the implementation of training, data decision-making, ongoing professional development, classroom coaching, and leadership New slide

Pyramid Equity Project National Team University of South Florida Lise Fox, Jolenea Ferro, Denise Binder, Myrna Veguilla University of Colorado Phillip Strain, Barbara Smith, Rosemarie Allen University of Oregon Rob Horner Kent McIntosh Federal Partners: Office of Early Learning Office of Special Education Programs Other Consultants: Glen Dunlap Mary Louise Hemmeter

Implications for Implementation Leadership Team Family member on the team Opportunities for family input and decisions Staff Buy-In Family buy-in Community buy-in and support

Implications cont. (2) Family Engagement Program-wide expectations Family communication Family as decision-makers and leaders Learning from families and community Partnering with families for child outcomes Offering family supports and services Program-wide expectations Cultural alignment Family engagement

Implications cont. (3) Continuous professional development Training in implicit bias Training in culturally responsive practices Practice-based coaching for implementation fidelity Coaching strategies for facilitating difficult conversations Strategies for supporting teachers in changing perspectives and practices when there are issues

Implications cont. (4) Identify and responding to individual children’s social and emotional support needs Behavior/Discipline policy Flow chart for providing tier 3 support efficiently Partnerships with families Cultural/Program expectations Responding to behavior classroom guidance Use of Prevent-Teach-Reinforce for Young Children

Implications (5) Use of Data Systems Implementation progress program – Early Childhood Benchmarks of Quality Implementation of coaching supports – Coaching log Implementation fidelity in classrooms – Teaching Pyramid Observation Tool Tracking behavior incidents and actions

Promoting Positive School Climate and Reducing Out of School Time Heather Peshak George, Ph.D. University of South Florida hgeorge@usf.edu @Heather P George July 17, 2017

What is PBIS? Positive Behavioral Interventions and Supports The application of evidence-based strategies and systems designed to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures through a multi-tiered behavioral framework

Experimental Research on PBIS Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 SWPBIS Experimentally Related to: Reduction in problem behavior Increased academic performance Improved perception of safety Reduction in bullying behaviors Improved organizational efficiency Reduction in staff turnover Increased perception of teacher efficacy Improved Social Emotional competence

Features of SWPBIS 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 intervention supports Implementation of the systems that support effective practices

Multi-Tiered System of Supports Data Evaluation Problem Solving Process Multiple Tiers of Instruction & Intervention Leadership Capacity Building Infrastructure Communication & Collaboration academic and behavior 25 25

PBIS Emphasize 4 Integrated Elements Supporting Social Competence and Academic Achievement Emphasize: 4 Integrated Elements PBIS Emphasize 4 Integrated Elements OUTCOMES Supporting Staff Behavior SYSTEMS DATA Supporting Decision Making Effective implementation of an evidence-based practice requires four interactive elements that enable continuous monitoring, informed decision making, and continuous self-enhancement:  Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators.  Practices: interventions and strategies that are evidence based.  Data: information that is used to identify status, need for change, and effects of interventions.  Systems: supports that are needed to enable the accurate and durable implementation of the practices of SWPBS. PRACTICES Supporting Student Behavior 26

Capacity Development: Building the System Organizations are groups of individuals whose collective behaviors are directed toward a common goal and maintained by a common outcome. Skinner, 1953, Science of Human Behavior

ESSA: School Climate as an Indicator School climate represents the shared norms, beliefs, attitudes, experiences and behaviors that shape interactions between and among students, teachers and administrators Engaging students only academically (time on task, work completion) and behaviorally (attendance) is not enough Must also consider students’ level of personal investment in learning (I can, I want to) and degree of belonging and social connectedness (I belong, peer and teacher support, I feel safe) ESSA accentuates school and classroom climate Academic achievement within a positive school climate is essential for school success

Climate Affects Learning and Behavior Reported, observed, experienced directly/indirectly by students & staff, family & community members Climate Affects Learning and Behavior Climate affects teaching & learning affects climate Classroom & School Climate ✓ Academic Success Behavior Success Continuum of outcomes, data, practices, & systems. Multi-tiered Systems Support

PBIS Creates Positive School Climates The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments. Predictable Positive Consistent Safe

Schools Using PBIS – January, 2017 24,312 Schools Implementing PBIS --------------------------- 11,958,000 Students 3138 High Schools

Schools Implementing PBIS January, 2017 21 States with over 500 schools using PBIS

Networks Established Worldwide Supporting Positive Behavior Support www.apbs.org

State Action Plan Development Initial State Action Plan 2015

FLPBIS Coaching Framework So what skills sets are necessary to support PBIS implementation fidelity and build capacity at the school level? Although this graphic is new, the essential skills necessary for effective PBIS coaching remain the same, BUT are layered across the three skill sets depicted above.. Several modules have been developed to address each of these skill sets in greater detail. (Intro to PBIS Coaching, Overview of Tier 1 PBIS Coaching, and Coaching 101) Briefly review each of the ‘layers’ Foundation = facilitated problem solving Leadership and Support = interpersonal communication skills and professional learning opportunities MTSS content knowledge dissemination = primary areas of expertise needed to support PBIS:MTSS

Discipline Rates by Implementation Level and Across Time We continue to track both OSS rates and ODR rates by implementation level. This chart for OSS rates shows that across the years we have tracked, schools implementing with fidelity report an average of 46% fewer days of OSS than schools that do not report fidelity of implementation. Schools with higher implementation fidelity also report lower rates of ODRs (but you’ll need to check out the annual report for the specifics ) When tracking schools with suspension data during their baseline and first 3 consecutive implementation years, we find a trend of decreasing OSS rates over years of implementation. This trend is also true for ODRs. http://flpbs.fmhi.usf.edu

Investigating Corporal Punishment (2014-2015)* 30 districts in the state utilize corporal punishment. Although only 1/3 of them are NOT PBIS districts, their rate of CP use is 3 times higher than PBIS districts. When comparing PBIS to non-PBIS districts the CP rate is 26 times higher. The annual report provides a map that indicates PBIS and/or CP using districts.

Promoting Positive School Climate Steve Goodman Michigan   miblsi.org

MIBLSI We are an intensive technical assistance system for the implementation of an integrated reading and behavior Multi-Tier System of Support (MTSS) model that focuses on research- based practices and implementation science to ensure sustainability and scalability

Key Concepts Invest in Systems Support fidelity of effective practices Standardize key features and contextualize implementation

Alignment and Integration Different parts of a system are made a functional and structural whole Resources are leveraged to build upon each other Integration: Cross Content Cross Department Cross Agencies Alignment Correct positioning for effective/efficient performance Core features of practices and support of these practices are aligned across the system

Cascading Model of Support

Framework for Addressing Practice and Supports

Alignment of Effort Student Level of Analysis School “Unit” of Implementation Contextual Focus Student Level of Analysis School Level of Implementation Local Educational Agency Level of Management and Resources Regional Agency Level of Support State Level of Coordination

Model for Organizing District MTSS Support The school district structure includes a cabinet team, cabinet liaison, implementation planning team, and MTSS coordinator. The cabinet liaison is a member of both the cabinet team and the implementation team. The cabinet team provides vision, facilitative administration, and selection. The implementation team provides management and coordination, information, and performance feedback. The MTSS Coordinator works to ensure training, coaching and supports to the schools are delivered effectively. A feedback loop between the schools and teams are provided to determine how well implementation is occurring.

District capacity development to implement PBIS as measured by the District Capacity Assessment (DCA)

Cadillac Area behavior fidelity

Our Focus We know what it takes to improve school climate and reduce access to instruction We need to get better at supporting educators to implement and sustain effective practices

Proficiency on 4th Grade Reading Assessment and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools 4th grade reading assessment proficiency data for 132 schools reflects 73% proficient for schools with < 50% major discipline referrals. Schools with >50% major discipline referrals have 50% proficient proficient.

Focus on Implementing with Fidelity Average change over one year in major discipline referrals: one district example with 13 elementary schools. When fidelity criteria was not met (5 schools) there was an 8% increase in major discipline referrals. When fidelity criteria was met (8 schools) there was a 14.6% decrease in major discipline referrals.

Genesee ISD Genesee Intermediate School District (ISD) supports PBIS implementation in 17 LEAs and 75 schools within their region, including Flint Community Schools. Genesee ISD’s capacity assessment results improved from 52% last year to 71% this year. Currently, the average fidelity score for the schools in Genesee ISD is 68% on tier 1 with 46 schools achieving fidelity criteria on tier 1.  Schools implementing PBIS from Spring 2016 to Spring 2017 have demonstrated a reduction of 914 days (or just over 5 years when calculated based upon 180 school days) suspensions for students with disabilities.

Genesee ISD (cont.) During the past year, Genesee Intermediate School District has supported 60 schools from 12 districts within their region 58% of schools have met criteria on the Tiered Fidelity Inventory For students with disabilities 188 days of instructional time recovered from previous year (previously associated with addressing problem behavior) 9% reduction in out-of-school suspension

Kenwood Elementary Kenwood Elementary in Cadillac was a priority school (bottom 5% of Michigan Schools) and is now off the priority schools list and is in the 59th percentile of schools in Michigan.  The school personnel attribute their turn around in part to improving school climate through PBIS. Nick Green (2017) Cadillac News (https://www.cadillacnews.com)

Port Huron Area School District

Port Huron Area School District: District Capacity and PBIS School Tier 1 Fidelity

Holt and Mason Public Schools Holt Public Schools and Mason Public Schools have implemented PBIS as part of an integrated reading and behavior multi-tier system of support. “It seems to be working: In 2009, Holt and Mason were each referring 21 percent of their students for special education. Today, the special education rates have fallen to 9 percent at Mason and 11 percent at Holt, both below the national average of 12 percent.” Sarah Sparks (December 2016) Education Week