1. New York City PBIS Technical Assistance Center Update: Adaptation, Alignment, and Integration
National PBIS Leadership Forum
Satish Moorthy, NYC PBIS
Chicago: October, 2011

2. NYC PBIS Big Ideas for Today
Learn about our Progress and Expansion
Learn about our Integrative Implementation Demonstrations
Systems alignment: A Global Perspective on Implementation (Federal, State, City)

3. The Big Picture in the Big Apple
9 years of PBIS in New York City
>200 schools trained (12.5% of NYC public schools)
Training at all 3 Tiers of PBIS
Success in Implementation of PBIS is dependent on INTEGRATION with District and School-based Policies and Initiatives.
Focus for 2011: Capacity building in Districts/Networks

4. Big 5 PBIS “Commitments” for Student Achievement (at school, city, state levels)
Commitment to Coordinated (Cross-Functional) Teams
Commitment to Capacity-Building
Commitment to Sustainability
Commitment to Policy Alignment and Coherence (INTEGRATION)
Commitment to Ongoing Progress Monitoring (FIDELITY)

5. School-wide Positive Behavioral Interventions and Supports (PBIS)
Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

6. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Expense of interventions increases as we move up the triangle.
Tier 1/Universal Interventions %
All students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

7. Schools adopting SWPBIS by year
School-wide PBIS

8. Schools adopting SWPBIS (Feb, 2011)
11 states with over 500 schools
3 states with over 1000 schools
NYC at 200 schools (19th overall)
Illinois
Florida
Maryland
Texas
New York
NYC

9. PBIS Schools by Type and Year: New York City
Schools Trained: Cumulative by year
02-03
Yr 1
03-04
Yr 2
04-05
Yr 3
05-06
Yr 4
06-07
Yr 5
07-08
Yr 6
08-09
Yr 7
09-10
Yr 8
10-11
Yr 9 ES 2 7 27 35 39 45 62 75
106
K-8 9 11 18 21
K-12 4
MS/JRH 1 16 25 34 46 47 53 77
MS/HS 3 6 5 HS 10 14 24 41
Alternative 29
NYC Total 17 70 84 94
126
154
211
289
NYS 440
National: 6,700 schools in 38 states
Check Colorado California

10. New York City-PBIS Schools Regional Expansion / Sustainability Number Schools Trained and Active Cumulative
Yr 1:
Yr 2:
Yr 3:
Yr 4:
Yr 5:
Yr 6:
Yr 7:
Yr 8:
Yr 7:
UPDATE 08-09

11. NYC PBIS Schools by Borough
Manhattan:  28   
Bronx:  105
Brooklyn:  81
Queens: 58
Staten Island: 17

12. What is School-wide Positive Behavior Interventions and Supports?
School-wide PBIS is:
A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for ALL STUDENTS.

13. Urban Challenges for PBIS
Poverty and Health
Disproportional Rates of Suspensions of SWD by Race/Ethnicity
How do we move from reactive approaches to the “problem”, to preventative (e.g., culturally responsive)
How can we prevent? How do we include diverse communities, within school and in our neighborhoods?

14. The Urban Context
NYC Population: 8,214,426 (Census Est. 2006) (42.5% of total NY State population)
Urban Population Density (2006):
NYC: 26,402 per sq. mile
Chicago: 12,750 per sq. mile
Los Angeles: 7,877 per sq. mile

15. The Context: New York City
9.5% Unemployment Rate 2009 (from 4.5% in May ‘08) (nyc.gov)
35.9% of residents foreign born (2000 Census)
47.6% language other than English spoken at home (2000 Census)
Estimated 170 languages spoken

16. NYC by Ethnicity (2000 Census)
Population: 8,214,426 (Census Est. 2006)
35.1% White
27.0% Hispanic/ Latino
24.5% African American
9.8% Asian

17. Under 18: % Poverty and % Uninsured –NYC
U.S. <18
Poverty Rate 18.5%
U.S. <18
Uninsured Rate 11.9%

18. NYC Public Schools: Quick Facts
Key Facts: 1.1 million students 1,600+ schools 335 new schools since ,000 teachers $21 billion annual budget
Source: schools.nyc.gov

19. NYC Schools Ethnic Demographics
1.1 million students
39.4% Hispanic
32.8% African-American
14.3% White
13.6% Asian/ Pacific Islander
4% Native American

20. Student Demographics
Students Receiving DOE Special Education Services (includes all public, non-public, pre-school & school age): 161,820
English Language Learners: 146,132
Students Eligible for Free/Reduced Lunch: 784,963 (76.3%)

21. Scaling Up Challenges
Competing Demands on Educators, Administrators, Districts
Improving Low-Performing Schools
Providing Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment,
Safe and Supportive Schools,
Supporting Systems of Care for At-Risk Students
Disproportionality in SpEd and Suspensions (African American Students)

22. Four Areas for NYC PBIS Integration
1) Response to Intervention and Universal Design for Learning (FAPE and Common Core) IDEA
2) Systems of Care and Wraparound Social Services – Safe and Drug Free Schools
3) Culturally Responsive Positive Behavioral Support Systems – Civil Rights Act
4) Bully Prevention and Safe Schools – ESEA, Safe and Drug Free Schools

23. Integrative PBIS Domain #1
1) Response to Intervention and Universal Design for Learning (FAPE and Common Core, FBA-BIP and MDR)

24. Comparison of State Level LRE Data
IDEA Part B
Comparison of State Level LRE Data
(Fall 2004)
Number, percentage and difference from national baseline of students Ages 6 through 21 receiving special education outside the regular class more than 60 percent of the school day
State Performance Plan
Indicator 5: Least Restrictive Environment – School Age
NY State is ranked 49th in the country for educating students in inclusive settings.
State Level LRE Data
So, why a reform? Here are the reasons we are making the changes: look at the next few charts. Ask participants what is LRE. New York State is ranked 49th in the country for educating students with inclusive settings last only to Virgin Islands, Guam and Hawaii.
49. New York ,
50. Virgin Islands
51. Guam
52. Hawaii

25. Comparison of State Level LRE Data % Students in MRE Settings
IDEA Part B
Comparison of State Level LRE Data
(DAC- IDEA Data, 2008)
Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day.
State
% Students in MRE Settings
Vermont
Puerto Rico
5.84
North Dakota
8.33
Alabama
9.41
South Dakota
10.5
West Virginia
Oklahoma
11.36
Nebraska
11.37
Wyoming
11.44
Idaho
11.76
Kansas
12.02
Iowa
12.66
Kentucky
12.88
Texas
13.66
Oregon
13.7
Montana
13.79
Colorado
13.81
Connecticut
14.1
Wisconsin
14.33
Minnesota
14.55
Nevada 15
Pennsylvania
15.39
Mississippi
15.47
Tennessee
15.6
Alaska
15.63
Missouri
15.68
Washington
15.73
Maine
16.25
Arkansas
16.8
North Carolina
18.04
Arizona
18.26
Indiana
18.93
Georgia
19.04
Louisiana
19.11
Utah
19.21
Ohio
19.63
Virginia
20.91
Michigan
21.3
New Mexico
21.53
Rhode Island
21.97
Florida
22.06
Massachusetts
22.62
South Carolina
22.84
Delaware
23.3
Maryland
23.99
Illinois
25.5
California
27.78
Hawaii
28.93
New Jersey
29.19
New Hampshire
30.26
New York
32.46
District of Columbia
51.96
This definition includes students with disabilities in public schools, separate alternative schools, residential facilities. parentally placed in private schools, correctional facilities, and home or hospital environments.
State Performance Plan
Indicator 5: Least Restrictive Environment – School Age
NY State is ranked 51st in the country for educating students in inclusive settings. This data includes Puerto Rico and the District of Columbia
State Level LRE Data
So, why a reform? Here are the reasons we are making the changes: look at the next few charts. Ask participants what is LRE. New York State is ranked 49th in the country for educating students with inclusive settings last only to Virgin Islands, Guam and Hawaii.
48. Hawaii New Jersey New Hampshire New York District of Columbia

26. Universal Design Developed into… Ramps and curb cuts
Origins in Architecture
Developed into…
Ramps and curb cuts
Automatic door-opening devices
Accessible toilets
Fire alarm systems with lights
Closed-captioning
Texting
One way to think about these changes... Retrofitted
Developed buildings that are universally accessible so that everyone can use it.
Origination: Closed Captioned for the deaf… learning different languages. Most often used in Sports Bars
Recordings for the Blind… and Dyslexic. Books on Tapes
Voice activated technology… Dragon Naturally Speaking
The first system has its origin in architecture.
Read slide title (look at the stairs – Ask are they accessible for everyone.)
Click –look at next picture What do you see? Is this accessible for everyone? How does it look? Do you want to use it? Why or Why not? (Think about it not being attractive – add on)
Click – look at the Louvre – you may want to click to the next slide –
 Is this accessible by everyone? Do you want to use it? This is an example of UD – plan with the end in mind. It’s accessible for everyone and is seamless. As opposed to the ramp, this is added or retrofitted. The idea behind UD is planning with the end in mind. What else can you think of that utilizes universal design?
Division of Students with Disabilities and English Language Learners (DSWDELL)

27. NYC Special Education Reform 2010-12
Four Components
•Academics & Instructional Supports: e.g., ELA, Math, Social Studies, Science, Arts,
•Social, Emotional and Behavioral Development: e.g., Classroom Management Strategies, School-Wide Systems, Individual Interventions
•School Operations: e.g., Scheduling, Staffing, Budget & Funding, Data Systems, Compliance
•Long Term Planning: e.g., Transition Planning, Graduation Planning, Articulation Planning

28. Timeline for PBIS and Special Ed Reform
Phase 1 Response to Intervention Pilot for 25 schools.
10 School Support Networks and 250 schools participating in Phase 1 ( ).
All 60 School Support Networks and 1700 schools will be participating in

29. Integrative PBIS Domain #2
2) Systems of Care –
New York Promise Zones

30. Integrating PBIS Promise Zones for Urban Education
Systems of Care Pilot funded by NY State Office of Mental Health
Endorsed by State Commissioners of all child-serving agencies
Key features:
An External Change Partner
The School Support Team and Social Worker
A Community Services Support Network

31. “Could someone help me with these? I’m late for math class.”
Emphasize that kids come to school with a lot of baggage that will impact learning

32. PBIS and Systems of Care
School-wide PBIS as a foundation (5 high-needs schools in the Bronx)
Community Mental Health Partner (State funded)
Capacity-building for Tier 3 team (Pupil Personnel Team)
Connecting to community-based agencies and supports for at-risk youth and families

34. 2011 Promise Zone and PBIS 5 PBIS schools in the Bronx are the pilot
All have student poverty level of 75% or higher
School-based wraparound teams serve as local technical assistance
Process measures: referrals to services, completion, team functioning, staff development
Outcome measures: suspensions, referrals to special education, attendance, academic achievement

35. 2 Common School Team Needs
1) school staff’s ability to understand and identify severe mental health issues in their students, and 2) school teams ability to connect and interface with a wide range of existing agencies and services including child welfare, foster care, mental health outpatient , domestic violence support, housing assistance, and services for formerly incarcerated parents.

36. Systems of Care Evaluation
Process and/or Implementation Evaluation
Replicability of model for collaborative planning and service delivery
Student Outcome Evaluation
Increased Positive Engagement in the Instructional Process

37. Evaluation Timelines January- June 2011 September 2011 - June 2012
BASELINE for both Process and Outcomes
September June 2012
Ongoing Data Collection

38. Integrative PBIS Domain #3
3) Safe and Supportive Schools - Bully Prevention

39. Safe and Supportive Schools Integration
SW-PBIS is now Recommended Discipline Policy in NYC!!!

40. Reducing School Violence and Suspensions 2007-2009
Of 14 NYC PBIS schools cited as Persistently Dangerous by the State:
11 showed increases in attendance
12 showed decreases in violent incidents
9 showed significant decreases in total suspensions
12 were removed from the Persistently Dangerous List
Of 16 cited in 2008 by the State for Disproportional Rates of Suspensions of Students with Disabilities (SPP #4) that have been in NYS PBIS for more than a year:
14 (or 88%) saw either significant reductions in suspensions (9) or no increase (5)

41. PBIS/ School Safety Implementation
Training Youth Development Staff (in charge of Safety and Suspensions) in PBIS
Half-Day Modules:
Basic Principles of ABA/ Behavior
Competing Behavior Pathway
School-wide PBIS
Youth Development Staff attend PBIS along with school-based teams

42. Integrative PBIS Domain #4
4) Culturally Responsive PBIS Systems
Addressing Disproportionality in Suspensions (SPP 4B)

43. Addressing Disproportionality
Focus: Disproportional Rates of Long-Term Suspensions (>10 days) of Black or African-American Students with Disabilities, where Black and African American Students are more than 2 times as likely to be suspended than other students with IEPs Action: PBIS has been identified as a recommended approach to address disproportionality

44. Digging Deeper
Deeper analysis shows 91 schools with the highest disproportionality
Where risk of suspension of Black or African American student with disabilities is more the 2 times as likely as that of all other students with disabilities
2.0 Relative Risk threshold is set by the State (shows over 330 schools)

45. PBIS/ Culturally Responsive Integration 2010-12
Collaboration with New York University TAC for Disproportionality
2 Levels of Intervention (Culturally Responsive Schools)
School-Based (8 schools in pilot)
Leadership training and capacity building

46. 11 PBIS Schools with the highest rates of Disproportionality in Rates of Long-term Suspensions by Race/Ethnicity SPPI 4B Comparison of to
Suspensions
Reduction
81.8%
Increase
18.2%
Initial Referrals
Reduction
45.5%
No change
18.2%
Increase
36.4%
Attendance
Increase
90.9%
Reduction
9.1%
N=11

47. Comparison within 91 NYC Schools with the highest levels of Disproportionality in Suspensions of Students with Disabilities
Suspensions
Percent of PBIS Schools
Percent of Non-PBIS Schools
Initial Referrals
N=80
N=11

48. Systems Alignment: A Global Perspective on PBIS Implementation

49. NYC PBIS Technical Assistance Center
PBIS Implementation Logic
Visibility
Funding
Alignment
Political Support
Policy
NYC PBIS Technical Assistance Center
Active Coordination with Children First Networks
Behavioral Expertise
Training
Capacity Building for a Coordinated services model from a more expensive direct services model.
Coaching
Evaluation
Local School Teams/Demonstrations

50. NYSED NYCDOE PBIS TAC National PBIS TAC Statewide PBIS TAC RSE-TASC
PBIS DSWDELL D75
PBIS TAC
PBIS Schools

51. Systems Change Federal Departments NY State Education NYC DOE Schools
Implementation Teams
Federal Departments
NY State Education
NYC DOE
ALIGNMENT
Schools
Teachers/ Staff
Effective Practices
FORM FOLLOWS FUNCTION

52. NYSED NYCDOE PBIS TAC National PBIS TAC Statewide PBIS TAC RSE-TASC
PBIS DSWDELL D75
PBIS TAC
PBIS Schools

53. NYC PBIS Coordination NYC PBIS provides:
(1) research-based professional development for school-based teams (all 3 tiers including FBA-BIP),
(2) technical support and implementation assistance, and
(3) training on data collection and progress monitoring of PBIS practices.
(4) internal and External Coach Networking

54. NYC DOE PBIS CFNs CFNs CFNs CFNs CFNs CFNs District 75 Cluster Cluster
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools
Schools

55. NYC PBIS External TA Coach Funding Trends 2009-2012
Central Funding: Tax Levy, IDEA, Race to the Top
Local Funding: Tax Levy, IDEA, Race to the Top

56. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

57. Implementation with Fidelity Means Stronger Student Outcomes!!!
PBIS Outcome Data
School Year
40%
84%
60%
66%
37%
70%
14%
62%
36%
44%
31% 0%
10%
20%
30%
50%
80%
90%
Reduction in
No. of Students
in Self contained Classes
Fully Implementing
Partially Implementing
30% 37 16
Met
Universal
Standards
Reduction in BOTH Principal and Superintendent Suspensions
Reduction in
no. of ELLs
With IEPs
Reduction of
Students in
Self-Contained
Classes
Improvement in Attendance
Met Adequate
Yearly
Progress
(AYP)
N= 53

58. Finding External Partnerships that Support School Improvement
State and City agencies (Health, Mental Health, Parent Centers, Juvenile Justice, Child Welfare, Career Development, Substance Abuse Prevention)
Department of Education Divisions/ Offices (DSWDELL, DAPS, School and Youth Development, School Health/Mental Health)
Institutions of Higher Education (University Research Centers, Institutes, NYU and Columbia)
Community organizations (Mental Health)
Look at District, Network, School data-- look at priorities -- who do you need?

59. Scaling Up and Drilling Down 2009-14
NYC PBIS TAC Five–Year Action Plan
- Coordinated Citywide Management System
- Increased Training and Coaching Capacity
- Streamlined Implementation Evaluation
- Alignment of Outcome Indicators with
Federal, State, and City Guidelines
- Diversified Funding for PBIS Activities (RTTT, IDEA)
- Visibility through Demonstrations (Pilots)
- Political Support and Collaborative Advocacy
with related institutions, agencies