Implementation, Alternative Schools, Sustain, Alternative Settings, Behavior Analysis,

Maximizing Your Session Participation When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?

Where are you in the implementation process Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence-based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real and implement all tiers across all schools (investment) Let’s make it our way of doing business & sustain implementation (institutionalized use) Full Implementation

Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements

Challenge #1 Today, schools face a set of difficult challenges Challenge # 1 – kids are showing up in our classrooms with a wide range of problems/issues – some of which we did not even think of 20 years ago – but we need to work to create an environment in which these students can learn – We are being held accountable to educate ALL kids (use laser pointer to pick out some of the titles on the kids)

School to Prison Pipeline Challenge # 2 Challenge # 2 – Removing children from our schools is not the solution - If our only goal is to get rid of what’s bad – that will not work – we must work to build and cultivate cultures that support Positive Behaviors (social skills). Sometimes the only strategy a school has is to wait for summer and then HOPE that the kids will change over the summer – or not return - We cannot suspend or expel all of the kids that do not follow rules – even if we put them out of school for a period of time, – they are coming back – we are required to educate them – must provide a Free and Appropriate Education (FAPE) until the age of 16 – The fact is that adolescents rationalize differently than adults – they do not have a 2 year or 5 year horizon – so some of the things that they do – seem bizarre to us – but in the adolescent time frame – no problem !! We need to find ways to create environments in which these kids can be behaviorally and academically successful. School to Prison Pipeline

Challenge # 3 In this classroom, the teacher only knows one strategy for dealing with a disruptive student - to the corner – to the corner – and before you know it she has to teach to the corner because that is where all of the kids, are – stacked up, and probably not learning. In all too many cases, we have not provided the classroom teacher with adequate tools/skills to handle all of the classroom issues that can come up – in fact, if you think about it, the new teacher reports for work with little or no training/exposure to how to handle disruptive students. When they are completing their pre-service requirements (student teaching) I would argue that the school places them with an experienced teacher who has wonderful classroom management techniques, that may be invisible to the student teacher, so the new teacher shows up, has Russell in her class, and has no idea how to “manage” the classroom.

Characteristics of Alternative Education Settings Students:  Negative school experiences  Rarely feel successful  Low levels of self-esteem  Negative thinking patterns  Targets of bullying Staff:  Demands: preparation, time, effort  Minimal breaks throughout the day  High burn out/turnover rates  Trained in de-escalation techniques, rarely preventative strategies School:  Inconsistency in language/procedures  Differing perspectives  Use of seclusion/restraints/timeout (Downs & Arzamarski, 2016; Scott & Cooper, 2013)

“They are all Tier 3”

RCT & Group Design PBIS Studies Oct 2015 RCT & Group Design PBIS Studies Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332. 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193. 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. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. 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. Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate. International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156 “Bet your next month’s salary!!” Reduced major disciplinary infractions Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation Improvements in academic achievement Enhanced perception of organizational health & safety Reductions in teacher reported bullying behavior & peer rejection Improved school climate

Challenges/Barriers in Alternative Schools Staff buy-in All Tier III Middle and high schools (scheduling, content areas of expertise) Can be reactive/punitive (Flannery et al., 2013) Complexity of current system (point or level system) Variability in student’s skills deficits and learning styles Variability in staff attitudes (educational v. clinical)

Case Study Alternative school in PA (Centennial) Implemented SWPBIS Increased active teaching of expectations High rate of reinforcement through multiple schedules Intensive social skills training Data based decision making Integrated and coordination of community services Outcomes 1997-98: Mean=14 restraints per student in one year Physical restraints decreased from 1,064 (1997-98) to 0 (1999-2000) (Miller, George, & Fogt; 2005).

Case Study AE Setting in CA Single-subject, AB design over 3 years Results: decrease in severe incidents positive changes in student behavior increase consistent language in response to behaviors (Simonsen, Britton, & Young, 2010)

Case Study AE Setting in CT Single-subject, AB design over 2 years Treatment integrity improved Results: decrease in referrals positive changes in student behavior increase consistent language in response to behaviors (Farkes, Simonsen, Migdole et al., 2012)

Number of Physical Restraint Incidents: 2014-15 vs. 2015-16 Case Study 100 95 90 86 83 82 87 77 80 76 70 Number of Incidents 60 2014-15 2015-16 50 40 44 37 30 28 20 10 September October November December January Arzamarski, 2016

Monthly Averages of #Incidents/Day and #Bees/Day 50.3 50 Average Number per Day 40 30 Incidents/Day Bees/Day 20 14.0 12.4 11.6 10 6.7 6.1 4.3 3.8 2.6 0.0 October November December January September Arzamarski,2016

Total Monthly Seclusion / Restraint Incidents Baseline PBIS 200 191 188 178 180 173 162 158 160 153 144 135 140 148 120 132 100 89 102 83 77 80 69 60 60 60 40 48 20 Figure 1. Total incidents of seclusion or restraint per month during the 2014-2015 and 2015-2016 school-years. Square data points indicate incidents of seclusion or restraint during the months prior to positive behavior interventions and supports (PBIS) implementation. Round data points indicate incidents of seclusion or restraint during the months following PBIS implementation. Arzamarski,2016

PBIS Continuum *Adapted from www.PBIS.org

59.3% 74.6% 27.8% 22.2% September 2015- January 2016 Progress 12.9% 3.2% 22.2% 59.3% 74.6% September 2015- January 2016 Progress Arzamarski,2016

What Do We Know? Promising evidence that SWPBIS can make an impact in alternative schools Improved behavioral climate Improved academic performance Coaching improves the fidelity of implementation and is related to behavioral outcomes Data based decision making improves the effectiveness and efficiency of implementation

Arzamarski,C. ,(2016). PBIS in Alternative Schools Arzamarski,C.,(2016). PBIS in Alternative Schools. Presented at the National PBIS Implementers Forum. Chicago, ILL. Flannery, K. B., Fenning, P., McGrath Kato, M. & McIntosh K. (2013). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111–124. Flannery, K. B., Frank, J.L., Kato, M., Doren, B., & Fenning, B. (2013). Implementing schoolwide positive behavior support in high school settings: Analysis of eight high schools. The High School Journal, 96, 267-282. Miller, D., George, M., & Fogt, J. (2005). Establishing and sustaining research-based practices at Centennial School: A descriptive case study of systemic change. Psychology in the Schools, 42, 553-567. Scott, T. & Cooper, J. (2013). Tertiary-tier PBIS in alternative, residential, and correctional school settings: Considering intensity in the delivery of evidence-based practice. Education and Treatment of Children, 36(3), 101-119. Simonsen, B., Britton, L., Young, D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12(3), 180-191. Simonsen, B., Jeffrey-Pearsall, J., Sugai, G, & McCurdy, B. (2011). Alternative setting-wide positive behavior support. Behavioral Disorders, 36(4), 213-224. Simonsen, B. & Sugai, G. (2013). PBIS in alternative education settings: Positive support for youth with high- risk behavior. Education and Treatment of Children, 36(3), 3-14.