1. Urban Implementation of PBIS John Riley Hill, Ph.D. Curriculum and Instruction Keona Jones, Principal Thurston Woods Campus 2012 and 2013 Wisconsin PBIS School of Distinction October 11, 2013

2. Session Objectives Participants will: – learn the importance of planning and developing an infrastructure to support PBIS before implementation. – identify different strategies used with a district-wide initiative. – learn how to support schools in a time of declining resources and staff. – learn the critical role of the principal in the implementation of PBIS. 2

3. BACKGROUND INFORMATION

4. K-12 Education Landscape in Milwaukee Statewide Open Enrollment – 6,696 students out/ 661 in (2012-2013) Chapter 220 – 1,792 students out/ 274 in (2012-2013) Milwaukee Parental Choice Program - Vouchers – 24,941 students (2012-2013) 2R Charters – 7,156 students (2012-2013)

5. District Information 78,461 Students (2012-2013) – 55.8% African American – 24.0% Hispanic – 13.9% White – 5.5% Asian –.08% Native American 82.7% Students receive Free or Reduced Lunch 9.6% Students are English Language Learners 20.6% Students with Special Needs

6. BEGINNINGS

7. 7

8. Council of Great City Schools “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) 8

9. Council of Great City Schools “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) “The number of suspensions is higher in the MPS than it is in any other urban district the Council has visited.” (p. 10, 2008) 9

10. MPS Data 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. 10

11. Referral Reasons 11

12. IMPLEMENTING PBIS IN MPS

13. Four Frame Model Structural Frame Structures and Teams Human Resource Frame People and Groups Dynamics Political Frame Power, Conflict, and Coalitions Symbolic Frame Culture and Symbols Bolman and Deal, 1997

14. Implementation Research Knowledge of implementation research critical to success – Diffusion, Forces of Change, Managing Change, and Planning and Implementing Change Stages of Implementation (Fixsen, Blasé, Horner, Sugai, 2009) – Exploration – Installation – Initial Implementation – Full Implementation – Innovation – Sustainability

15. Planning It is important to take the time to plan in the beginning and build the systems to support and sustain. – What are existing resources? – What can be reallocated? – What can we stop doing? – What comes first, second, third, etc.? 15

16. Multi-Generational Plan Classic example of a multi-generational plan was the plan used by NASA to land on the moon. – Each program was designed to accomplish certain goals Mercury – Man into space, Orbit the earth Gemini – Two men into space, Spacewalk, Rendezvous Apollo – Three men into space, Orbit moon, Land on moon – Programs built upon what the prior program(s) accomplished 16

17. Projected PBIS Cohorts 2009-2010 Plan 17 Tier 33061 Tier 23061 Tier 13061 FY10FY11FY12FY13FY14FY15FY16FY17 Total 30 Total 91 Total 152 Total 183 Total 122 Total 61 Total 213

18. Build Sustainability Revised Incident Referral Form Developed Reports – Replicated SWIS Reports Built PBIS into Administrative Policy Incorporated PBIS into the Discipline Process Created Coaching and Supervisory Positions (Reallocation) 18

19. Discipline Policy 19

20. Knowledge Reuse Learn from others’ experiences. – Use the existing knowledge on implementing PBIS and behavioral interventions. – Tap in to the available expertise on PBIS and behavioral interventions. – What have other schools, districts, networks, or states done to achieve success? – What mistakes have other schools, districts, networks, or states committed? 20

21. Nancy Franklin, Los Angeles Unified School District Lucille Eber, Illinois PBIS Network Rob Horner, University of Oregon Heather George, Florida PBIS Susan Barrett, Maryland PBIS JoAnne Malloy, University of New Hampshire 21 Expert Advice

22. Cincinnati Public Schools Los Angeles Unified School District APBS International Conference PBIS National Forum Wisconsin PBIS Leadership Conference 22 Site Visits and Conferences

23. Strategic Be Strategic – Conduct a Stakeholder Analysis Who will be your champions and why? Who will be resistors and why? – Identify opportunities for immediate success – Build on early “wins” Communicate success early – high risk/ high reward – Look at ways to achieve sustainability in existing systems and structures 23

24. Strategic Connect PBIS to other areas, groups, and programs when possible – Merge with academics (Response to Intervention) – Connect with key staff Transportation, Technology, Specialized Services, Recreation – Show how some programs can fit within the framework – Identify existing practices that are part of PBIS – Build a base of support/ spread the word 24

25. Bottom-Up/Top-Down Worked with the Milwaukee Teachers’ Education Association (MTEA) to plan how PBIS would be rolled-out to the district. – Spent a year working together – Used an existing joint Safety and Discipline Labor Management Committee – Desire to be included in the research and planning Collaboration is not always easy – Starts and Stops 25

26. Joint MTEA & MPS Mediasite presentation on PBIS – 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 – Schools decided whether or not to send an exploratory team to in-depth presentation – Team personnel/positions of the exploratory team were agreed upon by the union and administration http://mslweb.milwaukee.k12.wi.us/mediasite/Viewer/?peid =404a129142d5486b956ec3b7c3ab4bcb1d 26 Common Message: Only One Chance for a First Impression

27. 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 – 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 27 In-Depth Presentation

28. Schools were selected to be part of the first cohort using 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.) 28 Selection Process

29. Semper Fidelis Stay true to the training and the tools – There are many existing PBIS tools to assess fidelity of implementation and guide implementation efforts – Commit to a training model and maintain quality and fidelity of the training Avoid alterations to the design of trainings Include local examples Use trainers 29

30. Brand is Important Communications and Public Affairs created the PBIS logo. 30

31. Communication is Key Clear, Consistent, and Concise Messages Share the success stories and results early and often – Use data whenever possible – Talk to whoever will listen (present to anyone/ group that asks) – Communication examples include the following: Thursday Updates (Administrative Bulletin) Word of mouth Local Media Electronic Media 31

32. Electronic Media Newsletters no longer just share success stories, but also are instructional RtI/PBIS Website YouTube Channel: MPSPBIS – Video modules demonstrating… External coaches use email more to provide technical assistance to schools Video Conferencing 32

33. 33

34. PBIS Newsletter 34

35. 35

36. 36

37. 37

38. Organization Keep it simple and organized – Organized website (information is easy to find) – School Binders – Calendars for team, schools, and coaches – Clearly defined roles – Define use of reports – Set requirements, but also provide opportunities for customization to fit school culture 38

39. Team Facilitator Calendar 39

40. We are in the People Business Get good people on your team – External Coaches and Supervisors are the face of the district PBIS Team Provide sufficient professional development Be clear about expectations and roles Coaching binder and tools Monitor – inspect what you expect Team chemistry is important Identify priorities and set goals 40

41. Accountability Coaches submit their calendars through Outlook Coaches complete documentation logs Communicate with the principals – What is going well – What needs to be strengthened – How can you improve – How I can help you improve 41

42. DISTRICT RESULTS

43. 2.5 Percentage Point Increase

44. 66% Reduction

45. 10.8 Percentage Point Decrease

46. *2012-2013 totals include both Tier 2 and Tier 3 Interventions

47. District Results: Benchmarks of Quality

48. District Results: Benchmarks of Advanced Tiers

50. THURSTON WOODS CAMPUS Ms. Keona Jones, Principal

51. Enrollment and Demographics Thurston Woods Campus in 2012-2013 – 501 students in grades K4 through 8 94.0% of the students qualify for free/reduced lunch 78.4% of students without disabilities 21.6% of the students with disabilities – Race/Ethnicity 93.2% African American 2.4% Hispanic 3.6% White 0.4% Asian

52. Climate and Engagement Data

55. Attendance Rate for students has increased from 89.9% to 90.2% (2009-2010 to 2012-2013) Teacher attendance is better than the district average and has improved from 2011-2012 to 2012-2013 2010-20112012-2013 Avg. Absences per Teacher 3.92/ 6.333.04/ 6.57 Avg. Hours Lost per Teacher 27.71/ 42.9220.96/ 45.01 District Average in Italics

56. Academic Achievement District is moving toward Smarter Balanced Assessment – Measures of Academic Progress (MAP) Above average value added growth in reading and math for both the 2012-2013 Winter and Spring Assessments

57. Resources Additional Ideas: – MPS RtI Website (under Resources) http://www5.milwaukee.k12.wi.us/dept/rti/ – MPS PBIS YouTube Channel http://youtube.com/mpspbis – MPS PBIS Pinterest Page http://pinterest.com/mpspbis / http://pinterest.com/mpspbis /

58. Contact Information John Riley Hill, Ph.D. Curriculum and Instruction Milwaukee Public Schools 414-475-8611 hilljr@milwaukee.k12.wi.us Keona Jones, Principal Thurston Woods Campus Milwaukee Public Schools 414-393-2800 jonesks@milwaukee.k12.wi.us 58

59. Urban Implementation of PBIS MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway, Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives