1. Supporting School’s Efforts to Reduce Violence using Positive Behavioral Interventions & Supports Framework (PBIS) Steve Goodman (MI), Jenee Littrell (CA), Sidney Smith (CA), George Sugai (CT) December 10, 2012

2. 3 Purposes: Describe…. 1. Features of school-wide multi- tiered behavior framework (PBIS) for addressing school violence 2. 3 PBIS examples of how PBIS framework has been used to improve conditions for learning 3. Enhance relationships between juvenile justice, education, & community leaders

3. Contributors Jenee Littrell Dir. of Guidance & Wellness Grossmont Union High School District, El Cajon, CA Sidney Smith Dep. Dir., Children’s Behavioral Health, Monterey County Behavioral Health, Salinas, CA Steve Goodman Dir. MI Integrated Behavior & Learning Support Initiative, Ottawa Area Intermediate S.D., Holland, MI George Sugai Dir. Ctr. Behavioral Education & Research, Neag School of Education, University of CT, Storrs, CT

4. Overview: School-wide Multi- tiered Systems Framework George Sugai University of Connecticut George.sugai@uconn.edu www.PBIS.orgwww.CBER.org

5. High rates of reactive management

6. Minor problem behavior linked to major consequences

7. Increasingly negative school climates

8. Mismatch between problem & intervention

10. Getting Tough Teaching to Corner Nov 1985 Kappan School Discipline Challenge: Academic & behavior success (failure) are linked!

11. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

12. PBIS (aka SWPBS) is for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

13. Prevention Logic for All Redesign of teaching environments…not students Decrease development of new problem behaviors Prevent worsening & reduce intensity of existing problem behaviors Eliminate triggers & maintainers of problem behaviors Add triggers & maintainers of prosocial behavior Teach, monitor, & acknowledge prosocial behavior Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCEPREVALENCE Prevention ObjectivesPrevention Actions

14. IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING MTSS PBIS

15. Whole-schoolData-drivenPrevention-based frameworkFor improving learning outcomesFor all studentsThrough layered continuumOf evidence-based practices & systems Multi-tiered Systems of Support

16. Universal Targeted Intensive Continuum of Support “Theora” Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people Writing Tech

17. Universal Targeted Intensive Continuum of Support: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Align behavioral supports Self-assess Acc. Fdbk

18. ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION Homework

19. 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., 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. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. 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, 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). 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. RCT & Group Design PBIS Studies 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 Oct 16 2012

20. “Don’t Throw Stones!” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009

21. Colorado Data 2012-13 Colorado Data

25. = % of total school enrollment

29. Basic “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes

30. Grossmont Union High School District Positive Behavioral Supports and Multi-tier Service Model Working Session National Forum on Youth Violence Prevention December 10, 2012 3:45-5:00 pm

31. Grossmont Union High School District- 20,000 students (9th-12th) Nine Comprehensive Schools; One Alternative Education Site 41% White; 35% Latino; 21% African American; 3% Other Approximately 39% Free and Reduced Lunch (Some campuses as high as 75%) Eastern Portion of San Diego County

32. Community Partners: Juvenile Justice Child Welfare Services Law Enforcement Community Based Organizations Mental Health Public Health Neighborhood Groups/Religious Institutions

33. We organize our resources – Multi-tier model – Communication and Information Sharing – Problem-solving approach Students get help earlier – Actions based on outcomes (data!), not procedures We do stuff that’s likely to work – Evidence-Based interventions We make sure they’re successful – Progress monitoring – Problem-Solving process – Increasing levels of intensity

34. Mt. Miguel H. S. - Discipline Data 2010-2011 1876 total discipline referrals – 1084 Attendance – 438 Defiance – 319 Rule Violation – 35 Other 3 teachers wrote over 15% of the total 25 students received 364… more than 20%

35. GPA and Discipline Correlation Number of Discipline Referrals

36. Board of Directors includes staff, students, parents and community representatives Multi-tiered 2) Problem solving approach 3) Evidence-based instruction/intervention 4) Increasing levels of intensity 5) Decisions based on data 6) Progress monitoring

37. School-Wide Expectations & Rules – Must be a part of the school’s everyday language – Must students, parents and community partners must buy-in – Address ALL areas of campus Lesson Plans to Teach Students Formal opportunities, as well as teachable moments Plan for rewarding appropriate behavior – If the student hasn’t collected their reward, they haven’t contacted the Tier 1 system

38. Video Example

39. Goal of Tier 1 is: prevention, & promotion of positive behavior Actively reviewing school-wide data – Implementation – Outcomes – Screening Planning interventions for Tier 1 Identifying needs at Tier 2

40. Detentions, suspensions and expulsions DON’T WORK to change behavior in the long term for MANY students This approach includes a set of strategies and systems to increase The capacity of schools to reduce school disruption and educate all students including those with problem behaviors

41. What this system allows us to do: Invest in prevention Teach, monitor and reward BEFORE punishment Implement for sustainable effects Evaluate using information for decision-making Partner across the community to accomplish same goals

42. School and partner data to identify areas of need – Adopt an apartment complex – Parent nights in the community – Support groups and community Camp LEAD – Experiential program – Matador Pride ambassadors in

43. Mt. Miguel H. S. - Discipline Data 2011-2012 1222 total discipline referrals – 904 Attendance – 201 Defiance – 104 Rule Violation – 13 Other 1 teacher wrote 7% of the total

44. School-wide Positive Behavioral Interventions and Support Sid Smith, Ph.D. Monterey County Behavioral Health 44

45. How & Why Monterey County Rolled-out PBIS Monterey County Behavioral Health had funds dedicated for innovative and preventive programming. After eliciting stakeholders input, we chose PBIS. o Positive engagement in education associated with many positive outcomes (i.e. reduce youth violence). o Impacts many youth (entire school or district) for modest investment. o Evidence based o Data driven o Can individualize 45

46. How We Implemented in Monterey County Initial plan:  Select 1 school site  Provide training  Provide financial support (pay for substitute teachers, data tracking software) Desired outcome: Selected site becomes model program and others will follow. 46

47. How Plan Evolved o Provided overview of program to all interested school sites (17). o Participants did not like our plan of selecting only one school and responded: “Train us all and we will cover the financial costs” (outside of training and software costs). o We paid for data tracking as we felt it was important for uniform reporting on results. 47

48. The County-wide PBIS effort started 2 years ago (1 district, independently, started 1 year prior). Leadership teams from 36 school sites (9 different districts) received Tier 1 training. 20,000 students impacted. Elementary, Middle and High Schools represented. 48

49. PBIS in Monterey County is a Partnership with:  California State University at Monterey Bay (CSUMB)  Monterey County Behavioral Health  Monterey County Office of Education  Santa Clara Office of Education We welcome others to join our efforts 49

50. Next Steps  Continue to provide training/support to Tier 1 schools to achieve fidelity (go at their pace).  When site(s) ready, train Tier 2 skills and later Tier 3 skills.  Train new sites.  Build on cross-county collaborations.  Develop funding for dedicated staff to coordinate efforts.  Link to our other county-wide initiative: All Kids…Our Kids. 50

51. All Kids…Our Kids “Be there for them every day” Based on Search Institute’s framework of 40 developmental assets. More assets associated with:  Decrease in high risk behaviors.  Increased likelihood for youth to thrive. 51

52. Lessons Learned  Active leadership from school principal and superintendent is important.  With educational staff turn over every year there are new training needs.  Each school site goes at their own pace.  Dedicated staff time for coordination vs “on top of your other tasks”. 52

53. Concluding Thoughts: o How do good ideas spread across an organization? o Presentation of scientific facts is not enough. o Training alone is not enough. o Line staff are more influenced by the actions of their peers. o Leadership needs to “identify and support” early adopters and others will follow. 53

54. Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Steve Goodman, Director miblsi.cenmi.org

55. What is MiBLSi? A statewide structure to create capacity for an integrated Behavior and Reading Multi-Tiered System of Support (MTSS) that can be implemented with fidelity, is sustainable over time and utilizes data- based decision making at all levels of implementation support.

56. Why we invest in this work… Students need to be competent with both academic AND social behavior skills to increase graduation rates, reduce dropout rates, reduce youth violence and improve post school opportunities and success.

57. Access to Effective Behavior and Reading Practices Ensuring that students (staff) have access to effective practices in an integrated behavior and reading Multi-Tiered System of Supports Practices are selected based on: Need, Fit, Resource Availability, Evidence, Readiness for Replication, Capacity to Implement Support for the Practices Ensuring that the interventions are implemented correctly with the “right people”, at the “right time”, in the “right amounts” (Implementation Fidelity)

58. MiBLSi Statewide Structure of Support StudentsStudents Building Staff Building Leadership Team District/Regional Leadership Team Regional Technical Assistance Michigan Department of Education/MiBLS i Michigan Who is supported? How is support provided? Provides guidance, visibility, funding, political support Provides coaching for District Teams and technical assistance for Building Teams Provides guidance, visibility, funding, political support for MiBLSi Provides guidance and manages implementation Provides effective practices to support students Improved behavior and reading

59. Develop Organizational Structures Develop Staff Competencies Schools effectively implement MTSS Practices Successful Student Outcomes Outcomes Inputs Feedback Loops

60. The Multi-Tiered Logic Model: –Increased supports, intensity of practices, and frequent data-based decisions based on intensity of need. –Multi-tiered logic is applied to students, staff and organizations.

63. Median Proficiency on state reading test for schools that met and have not met criteria on Benchmark of Quality for PBIS State Average

64. Roberto Clemente: Reduction in Major Discipline Referrals

65. Roberto Clemente: Reduction in Physical Aggression

68. Recommendations and Suggestions 1.The work is immense and complex, we need to invest in school/community partnerships that focus on developing a culture of competence with shared values, language and experiences. 2.Focus on what works by utilizing research-based practices and data-based decision making. 3.Emphasize common goals/priorities across organizations and agencies to strengthen communication and implementation efforts. 4.Ensure that organizations create “host” environments to make it easy for the practitioner to implement with fidelity (e.g, provide political support and reduction of competing initiatives).