1. S USTAINING PBIS IN U RBAN C ORE S CHOOLS E XAMPLES FROM M ILWAUKEE AND W ASHINGTON, DC Wayne Sailor University of Kansas Bernard Terry Munachiso Onuha Washington DC Public Schools John Riley Hill Milwaukee Public Schools National PBIS Implementation Forum Rosemont, IL October 14-15, 2010

2. S CHOOLWIDE A PPLICATIONS M ODEL SAM 16 elementary and elementary/middle schools in Washington, DC Integrated special education with general education for all students Schoolwide RTI model Behavior – Acadmics Implemented with measured fidelity Uses collaborative instruction Uses data to guide level and intensity of interventions Guided by site leadership team A cultural change approach. Improves academic outcomes for all students.

3. Designing Schoolwide Systems for Student Success Academic Instruction (with fidelity measures) Behavioral Instruction (with fidelity measures) Level 3 Tertiary Interventions (for individual students) Wraparound Intervention Complex Multiple Life Domain Functional Behavior Assessment and Behavior Intervention Plans Level 3 Tertiary Interventions (for individual students) Wraparound Intervention Complex Multiple Life Domain Functional Behavior Assessment and Behavior Intervention Plans Level 2 Secondary Interventions (for some students: at-risk) Simple Functional Behavior Assessment/Behavior Intervention Plans Group Intervention with Individual Features Group Intervention Level 2 Secondary Interventions (for some students: at-risk) Simple Functional Behavior Assessment/Behavior Intervention Plans Group Intervention with Individual Features Group Intervention Level 1 Primary (universal) Interventions (for all students) Direct Instruction of Behavioral Expectation Positive Acknowledgment Level 1 Primary (universal) Interventions (for all students) Direct Instruction of Behavioral Expectation Positive Acknowledgment Level 3 Tertiary Interventions (for individual students) Assessment Based Resource Intensive Level 3 Tertiary Interventions (for individual students) Assessment Based Resource Intensive Level 2 Secondary Interventions (for some students: at-risk) Some Individualizing Small Group Interventions High Efficiency Rapid Response Level 2 Secondary Interventions (for some students: at-risk) Some Individualizing Small Group Interventions High Efficiency Rapid Response More Intensive Support Increase Numbers of Students Monitoring Student Progress Screen All Students RTI conceptual system for behavior instruction with general and special education integrated at all three levels Level 1 Primary (universal) Interventions (for all students) Preventive, Proactive Differentiated Instruction Research-Validated Curriculum Level 1 Primary (universal) Interventions (for all students) Preventive, Proactive Differentiated Instruction Research-Validated Curriculum

5. T HE A MAZING R ACE C HALLENGE : M OTIVATING S TAFF IN ORDER TO I NCREASE S TUDENT A CHIEVEMENT Presented by: Ms. Onuoha and Mr. Terry

6. F OUR C ORNERS Think about the majority of the staff at your school. For the most part, what category do you think your staff as a whole falls into: Frosted Flakes- Cold; unwelcoming Shredded Wheat-Not agreeable to change Fruity Pebbles- Sweet but gradient Total- Works together

7. F OUR CORNERS ( CONT.) Move to the corner where you believe at least 50% of your staff currently is. Discuss with whoever is located at that corner why you feel this way, and what needs to be done in order to improve the culture of the staff.

8. R ESPONSE TO I NTERVENTION - N OT JUST FOR KIDS !!!

9. P OSITIVE C ULTURE What does a positive work culture look like? With your elbow partner, brainstorm at least 10 examples of how you know a school has a positive staff culture. What do you see or hear?

10. W HERE WOULD YOU LIKE TO WORK ? Video clip…. Participants watch the video. On your capture sheet, record things that you observed that may effect your work environment in a positive and negative way. http://www.youtube.com/watch?v=V6BQBLUYrw c&feature=related http://www.youtube.com/watch?v=sCK2Gzl2OD0 &feature=related Share out observations with group.

11. A MAZING R ACE C HALLENGE In order to promote collaboration amongst staff, the Amazing Race Challenge was established at M.C. Terrell. Tasks were given to grade level teams that included teachers, support teachers, paraprofessionals, instructional aides, etc to work together to complete. Tasks were developed based on needs of the students; instructional protocols; etc.

12. A MAZING R ACE C HALLENGE - E XAMPLE OF TASKS

13. A MAZING R ACE C HALLENGE At the end of the challenge- members of the school leadership team were delegated teams to observe. Race cars were given to those teachers and staff that met the target. The team with the most race cars won the challenge.

14. A MAZING R ACE C HALLENGE - DATA COLLECTION TOOL

15. A MAZING C HALLENGE - WINNERS - Teams that won received certificates; edible fruit baskets, games for classrooms, etc. - Ways to improve- Team of the month- picture of team in front office, etc.

16. A MAZING R ACE C HALLENGE Creates teamwork Way for accountability Collaboration Work gets done

17. F IRST WEEK OF S CHOOL C HALLENGE Your turn Think about the upcoming school year Think about things that need to be completed Create a list of tasks that need to be completed for the first weeks of school; who can help with each task; what are the prizes, who will collect the data; what types of prizes would you like to receive. Record information on poster to share with group.

18. S ET FORTH AND CONQUER - MOTIVATIONAL QUOTES Motivational Poster Create a poster with a skit or chant that evokes the meaning of your quote. Present to group

19. A MAZING RACE CHALLENGE - MOTIVATING STAFF A positive working environment gives students, staff and visitors the impression that teaming and collaboration exists and therefore motivates everyone to work together. Take your new information to either facilitate the process of motivating your colleagues or continue

20. John Riley Hill, Ph.D. Student Services Coordinator – Program Specialist Office of Family Services

21. I MPLEMENTING PBIS A CROSS M ILWAUKEE P UBLIC S CHOOLS

22. January, 2008 – Researched the preliminary recommendations from the Council of Great City Schools report on using Positive Behavioral Interventions and Supports (PBIS) Conducted literature review and phone interviews

23. C OUNCIL OF G REAT C ITY S CHOOLS “The discipline process within the Milwaukee Public Schools is oriented toward setting forth punitive consequences, rather than toward reinforcing positive behavior. No district-wide framework exists for a research-based program to encourage positive behavior; nor is there a consistent program of interventions designed to build positive behavior.” (p. 5, 2008)

24. C OUNCIL OF G REAT C ITY S CHOOLS “The number of suspensions is higher in the MPS than it is in any other urban district the Council has visited.” (p. 10, 2008) “Student suspension-rate data and multiple interviews indicate that implementation of the district’s suspension policies varies across schools. This evidence suggests that the district operates as a system of schools, rather than as a school system.” (p. 3, 2008)

25. MPS D ATA FOR 2007-2008 The Council of Great City Schools examined the data listed below: During the course of the year, 94,349 students attended MPS. Staff wrote 161,981 incident referrals. Administrators issued 87,051 suspensions. That resulted in 148,737 days of suspension served by MPS students.

26. R EFERRAL R EASONS

27. February, 2008 – Draft Plan for Implementing PBIS in MPS written February, 2008 – Conference call to Cincinnati Public Schools PBIS Leadership Team February, 2008 – Small district team began reviewing and sharing information on PBIS with other committees addressing the discipline issues

28. March, 2008 – Small team of district and school personnel attended the International Conference on Positive Behavioral Supports Met Nancy Franklin, LAUSD April, 2008 – Expert on PBIS, Nancy Franklin, from the Los Angeles Unified School District presented to senior district management and to district, school and teachers’ union personnel, and representatives from community organizations (District Attorney’s office, etc.)

29. April, 2008 – Team of district, school and union personnel visited Cincinnati Public Schools 13 individuals total April – May, 2008 – Continued to share information on PBIS was shared with multiple groups meeting around school discipline and safety

30. April, 2008 – Began collaboration with the Safety and Discipline Labor Management Committee on implementing PBIS True collaborative process which both sides brought value and insight to the planning May, 2008 – Initial thought of a rollout to all schools at the same time August, 2008 – Held on rolling out PBIS for the 2008-2009 school year

31. August, 2008 – Presentation to all principals and school leaders on school-wide and classroom discipline Incorporated many of the fundamentals of PBIS Focused on collaboration October, 2008 – Planning for roll-out of PBIS began with Safety and Discipline Committee

32. November, 2008 – Additional research on PBIS North Carolina and Florida November, 2008 – District team began planning

33. Joint MTEA & MPS Mediasite presentation on PBIS was done in February, 2009 All schools were required to watch the Mediasite presentation Presentation gave an overview of the critical data around discipline in MPS and what PBIS is The presentation served as an “infomercial” on PBIS to peak interest among school staff members Unique approach to rolling out a district-wide initiative Schools decided whether or not to send an exploratory team to in-depth presentation http://mslweb.milwaukee.k12.wi.us/mediasite/Viewer /?peid=404a129142d5486b956ec3b7c3ab4bcb1d

34. Team personnel/positions of the exploratory team were agreed upon by union and administration In-depth presentation for school teams by Dr. Lucille Eber, Director of Illinois PBIS Network on March 16, 2009 Over 100 schools signed up to attend the In- depth presentation

35. Due to the large response, a morning and an afternoon presentation were held Approximately 500 individuals attended the morning session and 450 individuals attended the afternoon session March, 2009 – District and union personnel attend PBIS conference

36. Exploratory teams brought back information to school staffs during the months of March and April Schools determined if they wished to apply to be in the first cohort of 30 schools 65 Schools applied to participate in the rollout

37. April, 2009 – Schools were selected to be part of the first cohort. Schools were selected on a holistic approach in order to have representation of all the following: School structures Student demographics Academic and discipline performance Traditional calendar and year-round calendar Non-charter, charter, and partnership Expanding schools Administrative experience (retirements, APIC’s, etc.) Variety of programs at the schools (SS/HS, RJ, L&L, etc.)

38. May, 2009 – First day of training was provided to the first cohort on Tier 1/ Universal interventions (Day 1/Tier 1) May, 2009 – Teams provided with a task list to complete before returning to for the second day of training. PBIS page established on the MPS portal (website) to provide resources to the schools beginning implementation

43. Summer, 2009 – Revised the MPS Incident Referral Form for improved data collection Uniform referral form used by all schools across the district Input from schools, administrators, and teachers’ union Summer, 2009 – Technology developed specific PBIS data reports (modeled after SWIS)

50. August, 2009 – Ten external coaches hired to assist schools with implementation of PBIS August, 2009 – Second day of training provided for the first cohort of schools on Tier 1/ Universal interventions (Day 2/Tier 1) Training provided for the external coaches September, 2009 – Schools begin implementation of PBIS at the start of the school year.

51. November, 2009 – Supervisor positions established. November, 2009 – Begin planning for second cohort of PBIS schools December, 2009 – Video on PBIS in MPS created December, 2009 – Third day of training provided for the first cohort of schools on Tier 1/ Universal interventions (Day 3/Tier 1)

55. January, 2010 – All schools required to watch PBIS video on Mediasite. Schools could decide to apply for the second cohort of PBIS – all schools were accepted Schools that applied to be part of the first cohort and were not accepted did not have to reapply Schools that applied to be part of the first cohort and were not accepted could opt out if they decided to 55 schools were accepted into the second cohort http://mslweb.milwaukee.k12.wi.us/mediasite/Viewer /?peid=d5602c8df65f4dc5a13c5e872b97b2e51d

56. February, 2010 – First day of training was provided to the second cohort on Tier 1/ Universal interventions (Day 1/Tier 1) February, 2010 – First day of training was provided to the first cohort on Tier 2/ Secondary interventions (Day 1/Tier 2) February, 2010 – Training on Tier 2 and Tier 3 was provided for district personnel March, 2010 – Second day of training was provided to the second cohort on Tier 1/ Universal interventions (Day 2/Tier 1)

57. April, 2010 – Second day of training was provided to the first cohort on Tier 2/Secondary interventions (Day 2/Tier 2) May, 2010 – Additional schools (18) are added to the second cohort May, 2010 – First day of training was provided to the additional schools on Tier 1/Universal interventions (Day 1/Tier 1)

58. May, 2010 – Internal team facilitator training and networking session was provided to all MPS PBIS schools June, 2010 – Second day of training was provided to the additional schools on Tier 1/Universal interventions (Day 2/Tier 1) June, 2010 – Twenty-four of the original thirty schools (80%) are recognized for implementing with fidelity and are slated to begin implementation of Tier 2 during the 2010-2011 school year

59. Monitored 4 categories: attendance, total suspensions, suspension rate, and suspensions due to learning environment violations 93% improved or stayed the same in one or more categories 63% improved or stayed the same in two or more categories 46% improved or stayed the same in three or more categories 21% improved or stayed the same in all four categories

60. Of the six schools that did not move forward one was closed two had changes with principals (one right before the school year and one during the school year) one school is merging with another school that did not have PBIS one school choose to remain at Tier 1 (self- selected) one school did not fully implement and was held back

61. August, 2010 – Coaches and supervisors attend state-wide PBIS Coaches Training in Stevens Point August, 2010 – Additional schools are added to second cohort, all high schools in the Metro Region will begin implementing PBIS during the 2010-2011 school year 110 schools implementing PBIS 24 schools implementing both Tier 1 and Tier 2 86 schools implementing Tier 1

62. September, 2010 – Third Day of Training provided for all Cohort 2 schools on Tier 1/Universal interventions (Day 3/Tier 1) 84 School teams trained in two days Contact information: 414-475-8666 hilljr@milwaukee.k12.wi.us