1. Urban Implementation of Positive Behavioral Interventions and Supports in Public and Charter Schools Presenters: Stephanie Wood-Garnett, Executive Director of the State Improvement Grant Frances Harris-Burke, Director School Improvement Support for Charters Director School Improvement Support for Charters Margaret Stephens-Aliendre, Principal Wilkinson ES Angela Maxwell Brown, Coordinator of DC-PBIS

2. Overview Review why DCPS applied for the State Improvement Grant Review why DCPS applied for the State Improvement Grant Review Implementation of PBIS in the District of Columbia in both public and charter schools Review Implementation of PBIS in the District of Columbia in both public and charter schools Share Lessons Learned Share Lessons Learned Discuss Key Messages & Conclusions Discuss Key Messages & Conclusions Questions Questions

3. Background The District of Columbia Public Schools Board of Education under its "State" function was awarded a five-year State Improvement Grant (SIG) by the U.S. Department of Education, Office of Special Education Programs in 2004. The District of Columbia Public Schools Board of Education under its "State" function was awarded a five-year State Improvement Grant (SIG) by the U.S. Department of Education, Office of Special Education Programs in 2004. The DC-SIG focuses on instruction, behavioral support, and family engagement as the most critical areas to the improvement of both general and special education services within DCPS. This includes the necessity to (a) increase the capacity of special and general education staff to support the academic and behavioral needs of all students, (b) improve outcomes for students, and c) offer opportunities for families to obtain information/training that supports the needs of their children. The DC-SIG focuses on instruction, behavioral support, and family engagement as the most critical areas to the improvement of both general and special education services within DCPS. This includes the necessity to (a) increase the capacity of special and general education staff to support the academic and behavioral needs of all students, (b) improve outcomes for students, and c) offer opportunities for families to obtain information/training that supports the needs of their children.

4. Overview of DC Schools 55,000 traditional public school students (146 schools) 55,000 traditional public school students (146 schools) 19,000 charter school students (51 schools on 71 campuses) 19,000 charter school students (51 schools on 71 campuses) Demographics: Demographics: African Americans - 84.4% African Americans - 84.4% Hispanics - 9.4% Hispanics - 9.4% Whites - 4.6% Whites - 4.6% Asian Americans - 1.6% Asian Americans - 1.6% Other - 0.5% Other - 0.5% Free or Reduced Meals Eligibility - 66% Free or Reduced Meals Eligibility - 66% 112 different home languages 112 different home languages 138 different nationalities 138 different nationalities 12% of the student population belongs to a language minority group and another 12% of the student population belongs to a language minority group and another 7.7% are classified as Limited English Proficient (LEP) on Non English Proficient (LEP/NEP) learners 7.7% are classified as Limited English Proficient (LEP) on Non English Proficient (LEP/NEP) learners

5. Special Education Population was Growing as Total Student Population was Declining

6. DCPS Disability by Number (2005) Source: SETS February 18, 2005

7. Where We Serve our LD & ED Students Emotionally Disturbed Learning Disabled

8. Who is Placed Outside of DCPS

9. - Nicholas Hobbs

10. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

11. What does PBIS Implementation look like in the District of Columbia? 47 schools 47 schools 3 cohorts 3 cohorts Varying rates of progress based on their capacity Varying rates of progress based on their capacity Complexities in implementation Complexities in implementation  Leadership  Data Collection and Interpretation  “Initiative Fatigue”

12. What does PBIS Implementation look like in the District of Columbia? PBIS in the Charter Schools PBIS in the Charter Schools Dr. Frances Harris-Burke, Director School Improvement Support for Charters PBIS in a DCPS School PBIS in a DCPS School Dr. Margaret Stephens-Aliendre, Principal Wilkinson Elementary School

13. Lessons Learned Process vs. Program Process vs. Program Role and availability of Administrators Role and availability of Administrators Norms and Expectations Norms and Expectations Student/Staff knowledge of expectations and number of positive interactions Student/Staff knowledge of expectations and number of positive interactions Communications systems Communications systems Data Decision Making Data Decision Making

14. KEY Messages Flexible approach to the adoption of PBIS Flexible approach to the adoption of PBIS Enhance facilitation skills of staff Enhance facilitation skills of staff Improve knowledge of and usage of data Improve knowledge of and usage of data

15. Conclusions Framework for basic components for PBIS Framework for basic components for PBIS roll-out must be provided roll-out must be provided Additional Time/Training for Buy-In and staff agreement Additional Time/Training for Buy-In and staff agreement Rate and content of sessions must be modified Rate and content of sessions must be modified Data/systems /process Data/systems /process charters have few systems in place charters have few systems in place systems support may be shaky or nonexistent systems support may be shaky or nonexistent Leadership Teams and scaling up varies Leadership Teams and scaling up varies Staff turnover (equalization, and timing) Staff turnover (equalization, and timing)