1. School-wide Positive Behavioral Interventions and Supports: District Leadership Session

2. Purposes Identify key features of School-wide PBIS that integrates culturally responsive practices. Define implementation steps Describe District Leadership Team tasks Outline Next Steps

3. Basic Messages Social Success is related to Academic Success. Improving social success requires investing in the school-wide social culture as well as in strategies for classroom, and individual student intervention. School efforts to improve academic and social success must address equitable outcomes for all groups.

4. Logic for School-wide PBS Schools face difficult challenges – Multiple expectations (Academic Performance, Teacher Evaluation, School Safety) – Students and staff have widely differing understandings of school behavioral expectations – Traditional “get tough” and “zero tolerance” approaches are insufficient Individual student interventions – Effective, but cannot meet the demand School-wide discipline systems – Establish a culture to promote both social and academic success.

5. What is School-wide Positive Behavior Interventions and Supports? A systems approach for establishing the social culture and individualized supports needed for all students to achieve both social and academic success. Evidence-based features of SW-PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent responses to problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices)

6. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems

7. 7 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Elements of Positive Behavior Support

8. Processes School-based team planning Access to Coaching Involves input from all faculty/staff, students and families Problem solving approach Data-based decision making Continuum of behavior supports Monitor, evaluate, and modify 8

9. The What School-wide Expectations Location Specific Rules Adult Responsibilities Explicit Plans to Teach Behaviors Reinforcement System Infraction System Data 9

10. School-wide Expectations: 3-5 Briefly stated Guide the behavior of everyone Broad Non-overlapping Input from all 10

11. TEACHING MATRIX LOCATION--SPECIFIC BEHAVIORS 11

16. Adult Procedures Arrival Arrive at duty post by 8:30 Move and scan within assigned area Greet and interact with students Remind students about expected behaviors Greet students at classroom doors if no duty 16 EXAMPLE

17. Reinforcement System Frequent verbal praise, or positive feedback (4:1-- positive to negative) Random individual “Gotchas” Planned and unannounced equal opportunity reinforcement Group rewards/celebration—whole grade level, school 17

19. Infraction System Anticipate problem behavior and provide pre-correction and other prevention measures Implement standardized response procedure Location v. Office Managed Intervention Menu Staff attempt interventions before office referral Complete referral form to refer behavior to office 19

20. Discipline offenses handled by the Teacher/Staff  Physical Aggression - Non-serious, physical contact that could might develop into a non-safe situation.  Inappropriate Language - Low intensity instance of profanity or rude language  Teasing/Taunting – Disrespectful messages or gestures that do not include serious threat or intimidation  Defiance/Disrespect -Brief or low intensity failure to respond to adult requests Discipline offenses that result in an Office Referral  Fighting/Serious Physical Aggression - Actions involving serious physical contact where injury is intended or highly likely, such as two individuals exchanging blows that could result in serious injury.  Abusive Language -Words used to threaten harm or profanity used to hurt another individual.  Defiance/Disrespect -Refusal to follow directions, and/or socially rude interactions that continue despite several interventions and/or seriously interferes with the learning or activity of others. EXAMPLE OF LOCATION VS. OFFICE REFERRAL

21. TO CONCLUDE Create environments Prevent rather than punish Teach rather than tell – Engage students Reinforce appropriate behavior Respond to rule infractions with the least restrictive interventions Create a system for a continuum of supports 21

22. 22 What We Are Learning Schools have successfully implemented SW-PBIS approaches in 50 states (plus D.C.) and in over 19,000 schools ◦ Reduction of office referrals by 48% ◦ Suspensions reduced by 66% ◦ Increased attendance ◦ Increased instructional time ◦ Improved satisfaction of all ◦ Common language and consistent processes ◦ Drop out rate decreased by half ◦ Unsafe incidents decreased by 2/3. www.pbis.org

23. From 1089 office referrals to 547. (542) From 453 suspensions to 223. (230) Central Middle School Savings in Administrative time ODR = 15 min Suspension = 45 min 18, 480 minutes 308 hours 38.5 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 300 min 93, 390 minutes 1, 557 hours 259 school days* (*minimally) 23

24. 24 Consistently documented over the last 30 years. Black students suspended 2-3x as frequently Racial/Ethnic Disproportionality also found in: – Office referrals – Expulsions – Corporal Punishment Students with disabilities over-represented: – Approx. 20-24% of suspensions Make up 11-14% of population Disproportionality in school discipline

25. SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.

28. 28 For What Behaviors are Students Referred? White students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language Black students referred more for: Disrespect Excessive Noise Threat Loitering Of 32 infractions, only 8 significant differences: Russell J. Skiba, et al., The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment, 34 Urban Rev. 317, 317–42 (2002).

29. What do you see in schools using SW-PBIS that integrates culture? Staff engaged in developing awareness Staff having difficult conversations Students -view school adults as caring and supportive -know the expectations of the school -say adults are fair Teams meeting regularly to Review disaggregated data Determine if practices are being used effective equitable Develop targeted and individualized supports

30. Who will lead the efforts? What is the commitment?

32. Organization  Corporation/District Leadership ‒District representatives select schools, coaches, and provide support through completing identified tasks.  District Coordinator ‒Attends all school team training, liaison with CELL, coordinates data submission.  School-wide PBIS Team ‒Represents school demographics, includes parents, creates plans, attends trainings, meets regularly, leads implementation  Coach ‒Provides technical assistance to school ‒Links school to trainer, resources ‒Provides reminders, assists with timelines  CELL Consultant/Trainer ‒Provides Technical Assistance to Coaches ‒Provides Coaches’ and Team Training 32

33. An Effective Implementation Process Commitment District Administrator Faculty Teams Team-based processes Coaches (local Technical Assistance) Behavioral Expertise Contextual Fit (Adapt to specific context) 3-5 Year process

34. District Leadership Team Superintendent/Asst. Decision Makers Curriculum Director Special Education Director Diversity Coordinator Family/Community Member PBIS District Coordinator Other Individuals of related efforts

35. District Leadership Team Receive instruction and assistance from CELL Meet at least quarterly Work on tasks – Form A Monitor Implementation and Outcomes Develop 3-5 year action plan

36. Superintendent Commitment Lead and support schools’ efforts Receive regular updates from building administrators Resources FTE (coordinator/coach), budget Data- Ensure data collection tools are available and data are used to make informed decisions Connect SW-PBIS to other initiatives Integrate SW-PBIS in district planning

37. District Coordinator-Required Coordinates coaches Serves on district leadership team Updates district leadership Coordinates trainings-links to CELL Submits data to District Leaders and CELL Assists with integration Link to community/district resources

38. External Coach May be district coordinator Provide information and technical assistance: best practices current research funding sources Know and anticipate local needs and resources Keep teams focused/functioning Understands use of data and data system Frequent prompts to teams Capacity to support additional schools

39. Internal Coach Provide information and building-based technical assistance: -best practices -current research -funding sources Keep team focused/functioning Guides building implementation Adapts to local context Frequent Prompts to Faculty Understands the use of data

40. Building Principals Develop short/long term goals/outcomes Include behavior/discipline as a SIP goal--articulate the integration Commitment -communication -among staff/staff meetings -with families/community -budget -time-allow for team to meet regularly Connect building with central office Data collection tools are in place and collection is happening

41. Leadership Next Steps Review and discuss commitment and priorities District leadership functions/tasks Coaching/ training capacity Interest from administrators and faculty District sustainability structure

42. Next Steps 1.Form a District Leadership Team 2.Review Information, Tasks and Commitments 3.Make decisions related to capacity/budget 4.Review School Readiness Checklist with Principals (Form B) 5.Complete District Leadership Tasks (Form A) 6.Contact CELL regarding plans 7.Appoint District Coordinator 8.Complete remaining District and School Leadership Tasks and Forms.