1. 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

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

3. 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

4. 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.

5. 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.

6. Policy Statement: Suspension and Expulsion in Early Childhood Settings

7. 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

8. Pyramid Model Tertiary Intervention Secondary Prevention Universal
Promotion

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

10. 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

11. 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

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

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

22. 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

23. 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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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) 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):
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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

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

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

33. Networks Established Worldwide Supporting Positive Behavior Support

34. State Action Plan Development
Initial State Action Plan
2015

35. 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

36. 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.

37. 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.

38. Promoting Positive School Climate
Steve Goodman
Michigan
miblsi.org

39. 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

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

41. 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

42. Cascading Model of Support

43. Framework for Addressing Practice and Supports

44. 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

45. 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.

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

47. Cadillac Area behavior fidelity

48. 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

49. 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.

50. 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.

51. 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.

52. 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

53. 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 (

54. Port Huron Area School District

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

56. 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