1. Revitalizing District Supports - PBIS into the Second Decade Sandi Washburn – Greater Albany Public Schools NW PBIS Conference Seattle, WA November 3, 2014

2. Who We Are: Demographics – district of around 9,000 students; 1,000 staff; 21-20 buildings, depending on the year… – 2 high schools – 1 alternative school – 3 middle schools – 13 elementary schools – And 1 school grades 3-8 2004 -- 4 PBIS schools; 1 district coach (1FTE) 2014 -- 20 PBIS Schools; 2 district coaches (1.5 FTE)

3. At the Same Time: 2003 – Title IV funding 2009-11 – Fiscal Impacts begin to hit: Title IV, district cuts; Safe Schools and other Grants come in 2012 – Grants dwindle and disappear…

4. It’s been a roller coaster!

5. We had some great things happening in the rise of PBIS in our district: – Time and money (Title IV) – Trainings, meetings, supplies, – Newsletters, presentations to the board, community involvement, conference attendance by teams

6. We met regularly: – 3 times per year with the building teams (half days) – Monthly meetings with building facilitators – Monthly with Yellow Zone team members We collected data regularly: – SAS, SET, BoQ – Office referrals and SWIS for the buildings that “played” in our PBIS model

7. We were seeing results

9. …and we kept growing!

10. And then we cruised… and enjoyed the ride while we attended to other things… The financial struggles: funding cuts (Title IV) staff/budget cuts The increasing need for behavioral support in our buildings

11. And then we began to slide Referrals went up Suspensions escalated Staff morale dropped

12. So we added support 2010-11 District Behavior Team was created – Served/supported 54 students (33 SPED, 21 RegEd) – Whole Class interventions -- 3 2011-12 Coordinated team effort with ESD Behavior Consultant – Regular meetings, limited over-lapping services – Served/supported 67 students (27 SPED, 40 RegEd) – Whole class interventions -- 21

13. Revisiting the Foundations of PBIS It didn’t take long to see how our time was being utilized to see that we were missing something while we were putting out fires. Data kept coming back with increasing referrals and use of suspensions.

14. Revisiting the Foundations of PBIS We went back to the basic to see what we were missing … And we identified – Primary Prevention (training, teaching, support) had dropped off We were spending a lot of time in the tertiary realm… and neglecting our Green Zone

15. 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

16. Green Zone Strategies Clear expectations – – Identify and teach to everyone Data-based Decision Making – What will we use, and what will we do Acknowledgement system – Spotlight our own staff – Board reports – Celebrating successes

17. District Level Supports cost-effective and sustainable Regular, planned training opportunities for classified staff (2011) Regular, planned training for certified staff (2012) Coaching team created for PBIS (2013) Behavior Training Plan – (2014)

18. Classified PLC In 2011-12 our Classified PLC schedule began – This is 1 hour a month for any classified staff – 2 strands offered during our monthly PLC time Behavior focus Academic focus In 2012-13 we added a third strand based on feedback surveys from the attendees In 2013-14 we continued with the 3 strands Current year we have 2 strands and are seeing attendance from secondary staff as well.

19. What works… It is part of our district PLC/early release schedule – staff (presenters and attendees) are already on the clock Gathering staff attendance and feedback data and using this to build the calendar the next year – relevance and interest data Rotating location between buildings – community building, hosting, timeliness Expectations around attendance – admin. guidance Options/Choices for topic (behavior, academic focus) Spotlighting our own to conduct training

20. Coaching at the Certified Level TOSA positions hired to coach/support teachers (2012-13) – Math coach – Reading Coach Regular meetings in PLC settings Planned and coordinated across the school year, with opportunities to coach 1:1 as well

21. Lessons learned: – Despite fabulous training on delivery of instruction and focus on academics, behavior remained a challenge – Spotlighting our own staff works! – Real life examples and natural supports are most effective Response: 2014-15 – TOSA hired (.5) to provide specific training in classroom management to teachers

22. PBIS Coaching personnel added 2013-14 It was a great idea! –.3 FTE – Administrative level role Lessons learned: – Time to train/coach (SWIS, PBIS assessments, calendaring) – Time to attend/facilitate meetings (building teams as well as district wide meetings) – Who was overseeing the whole thing? –.3 was not enough time to do things well – Adding to an existing building-level position didn’t work

23. Coaching Team 2014-15 Increased FTE – – 1 FTE focused on Yellow/Red Zones –.5 FTE focused on Green Zone TOSA housed in the District Office Coordination time for director and coaches to plan and review the goals and data (feedback, participation, etc.) Time for coaching and mentoring provided between coaches

24. Behavior Training Plan 2010-11 District Behavior Team was created – Served/supported 54 students (33 SPED, 21 RegEd) – Whole Class interventions -- 3 2011-12 Coordinated team effort with ESD Behavior Consultant – Regular meetings, limited over-lapping services – Served/supported 67 students (27 SPED, 40 RegEd) – Whole class interventions -- 21 2013-14 District Team stretched and facing sustainability questions – Served/supported 103 students (35 SPED, 68 RegEd) – Whole class interventions – 4 (31* previous year)

25. Lessons Learned: Data showed that we were spending more time “fire-fighting” & less time teaching and preventing There was no clear action plan for the continued and rising need for behavior support at all levels We have very talented and caring staff that felt undervalued and underutilized Need to consider retirement!

26. Behavior Training Plan 2014-15 1-3 staff per elementary building were identified as a behavior resource by administrators 14 Elementary buildings sent those staff to a 4- day training in August This group meets monthly for training This group also gets 1:1 coaching in building (at least 1 hour per month) Google group discussion forum to continue avenue for trouble shooting, clarification, CPS, and support

27. Next Steps? Data collection and continued progress monitoring Continued refining of current systems District Level PBIS Team to create a new 3-5 year plan