PBIS in Urban Settings Presented by Christine McGrath, Ph.D., PBIS Trainer The May Institute Association for Positive Behavior Supports March 27, 2009

Goals of Session Overview of Urban Systems PBIS in an urban school district in New England –Meriden, CT Lessons learned

Challenges –Urban Systems Staff turnover More challenging behavior Lower SES level Increased diversity Academic deficits Competing Initiatives

4 Survey of Barriers to Implementation and Sustainability of SW-PBS in Urban Settings 10. Cultural difference between teacher-student 9. History of failed initiatives 8. Competing initiatives that drain resources 7. High proportion of inexperienced, short term teachers 6. Disconnect between school and district administration 5. Administrative turnover 4. Continuous change in district leadership and priorities 3. High bureaucratic complexity 2. Inadequate prepared teaching force 1. Teacher turnover

Continuum of PBS in Schools Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff & Settings Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~10% ~80-85% of Students ~10% 0-1 referral 2-5 referrals 6+ referrals 1-5% Crone & Horner (2003)

Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff & Settings Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~10% ~76% of Students ~15% 0-1 referral 2-5 referrals 6+ referrals 9% Turnbull, et. al (2002) Continuum of PBIS in Urban Schools

Improves the school behavioral climate: Increase in academic performance on-task behavior parent, student & staff satisfaction staff retention Decrease in office referrals suspensions & detentions disruptive classroom behavior SW-PBIS Primary Outcomes

Implementing School-wide Positive Behavioral Interventions and Supports in an Urban School District: Meriden, CT

District Characteristics Meriden Public Schools Approximately 8,864 pre KG-12 th grade students. Comprised of 41% Hispanic,43% White,14% Black 29% students report a language other than English spoken at home. 58% qualify as low income. 9% English Language Learners.

Development of District wide Leadership Team Representative District PBIS team formed in Spring 2005 –Meets quarterly –Compiled long-term action plan –Planned for “going to scale” –Provides support to PBS Coaches and PBS Coordinator –Completes self-assessment quarterly –Examines district-wide student discipline data for overall trends, implications, and intervention strategies –Outlined long-term funding for PBS initiative

Political Support Student social behavior identified as one of the top 3 goals for the district. Active participation and support of the Superintendent & Associate Superintendent secured. Associate Superintendent reports annually to the Superintendent and Board of Education with PBIS Trainer on activities and outcomes.

Coordination District PBIS Coordinator identified (2005) to oversee implementation –Principal, Benjamin Franklin Elementary School Coordinator receiving on-going training with May Institute PBIS Trainer

Visibility District team developed newsletter to share with district administrators and board of education Individual schools sharing information with stakeholders about activities and outcomes: –Monthly reports to staff –Parent open houses and letters –Postings on websites

Coaching Capacity Leadership Team developed PBIS Coaching Network to build & sustain School-wide PBIS in the district –2 to 3 PBIS Coaches from each school implementing SW-PBIS Coordinator and/or Trainer meets monthly with all PBIS Coaches for information sharing, implementation strategies, fundraising, and problem solving.

Demonstrations Currently, 10 schools within district have adopted SW-PBIS –8 elementary schools –2 middle schools Exemplar schools within the district identified that display: –Fidelity of implementation of SW-PBIS –Positive outcomes Decrease in office discipline referrals Increased staff satisfaction of SW Discipline

SW-PBS Implementation & Evaluation District-wide evaluation processes assess : –Fidelity of implementation of SW-PBIS (School-wide Evaluation Tool (SET)) –Impact of SW-PBIS on student outcomes (ODRs and suspensions) –Extent of implementation of the action plan

Implementation and Outcomes: Meriden Public Schools

PBS Implementation Organized into 4 Cohorts: –Cohort 1: Middle School 1 ( ) –Cohort 2: Elementary Schools 1 & 2 ( ) –Cohort 3: Elementary Schools 3, 4, 5 & 6, Middle School 2 ( ) –Cohort 4: Elementary Schools 7 & 8 ( )

PBS Implementation: SET Scores

Overall Impact of PBS on the Meriden Public Schools Dramatic reduction in the number of referrals that Administrators must deal with. –Providing more time for attention to our core mission of teaching and learning. –Overall 38% reduction in ODRs at 7 implementing schools (Range: 19% to 66% reduction) Improved over all school climate Improved relationships with parents, families, and guardians

Implementation and Outcomes: Cohort 2 Elementary School 2: Benjamin Franklin Elementary

Benjamin Franklin Elementary School RESPECT SOS –Respect for Self –Respect for Others –Respect for School

Benjamin Franklin Elementary School Bulldog Bucks –Token economy of Benjamin Franklin School –Rewarded to students for demonstration of Respect for Self, Others, and School

Cohort 2 Data

Cohort 2 Longitudinal Data

SW-PBIS Behavioral Outcome Data: Time Lost… Office Referrals Administrator Time Required 11,700 Min. 195 Hours 7,605 Min. 127 Hours 3960 Min. 66 Hours 2745 Min. 46 Hours Instructional Time Lost 23,400 Min. 390 Hours 15,210 Min Hours 7920 Min. 132 Hours 5490 Min Hours

Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved Dramatic reduction in the number of referrals that Administrators must deal with. –Providing more time for attention to our core mission of teaching and learning. –Overall 76.5% reduction in ODRs: Improved overall school climate –149 hours saved in administrator time –298.5 hours saved in instructional time

Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved Improved relationships with parents, families, and guardians Dramatic improvement in overall school academic achievement. –School “In Need of Improvement” designation removed from school, Fall 2007.

Continuum of PBS in Schools Primary Prevention: School-wide and Classroom-wide Systems for All Students, Staff & Settings Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~10% ~80-85% of Students ~10% 0-1 referral 2-5 referrals 6+ referrals 1-5%

Targeted Intervention H.U.G. Program: Hello, Update, Good-bye –Students from the targeted group –Tier Two intervention for students at risk for office discipline referrals (2-6) –Daily Record (point sheet) –Check in/Check out

HUG Students Enter in the Morning

H.U.G. Behavioral Outcome Data

H.U.G. Behavioral Outcome Data: 4 th Grade Cohort

H.U.G. Academic Outcome Data: 4 th Grade Cohort

H.U.G. Academic Outcome Data: 4 th Grade Cohort

Impact of PBS on Benjamin Franklin Elementary School Dramatic reduction in the number of referrals that Administrators must deal with for at-risk students. –49% reduction in ODRs for 4 th grade students in H.U.G. intervention –11.4% and 7.25% improvement in CMT Reading Scores for 4 th grade students in H.U.G. intervention (larger increase than peers) Improved relationships with parents, families, and guardians

Lessons Learned During Implementation Never underestimate the power of Data. ‘Buy in’ of district and school-based administration is crucial to a successful implementation. Trust your consultants.

Lessons Learned During Implementation Build districts capacity – must have trained faculty and need to develop institutional knowledge. Take your time with planning and implementation. Watch out for over zealous teams that may not have a complete understanding of the PBS process. The process is the most important aspect of implementation. Targeted and Intensive Team interventions are difficult to develop but are essential. Train, train and retrain. Constantly revisit the training of faculty and students through out the year – a once and done training will not sustain itself.

Contact Information For more information contact –Chrissy McGrath