1. PBIS Indiana District Awareness Session Center for Education and Lifelong Learning The Equity Project at Indiana University www.indiana.edu/~pbisin

2. Purposes Identify Key features of School-wide PBS and SWPBS that integrates culturally responsive practices. Define implementation steps Describe District Leadership Team Roles and Goals Describe District Level Support Structures Needed for Sustainability Outline Next Steps

3. Basic Messages To improve academic successes of our youth, we must also improve their social 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. References, Resources, Credits   PBIS Indiana: www.indiana.edu/~pbisin   Florida's Positive Behavior Support (PBS) Project: www.flpbs.fmhi.usf.edu   Illinois PBIS Network: www.pbis.illinois.org   OSEP Technical Assistance Center on PBIS: www.pbis.org   School Wide Information System: www.swis.org 4

5. Logic for School-wide PBS Schools face a set of difficult challenges today Multiple expectations (Academic accomplishment, Social competence, 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 social culture within which both social and academic success is more likely

6. What is School-wide Positive Behavior Support? School-wide PBS: 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-PBS  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)

7. 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 Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

8. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Team Universal Support

9. 9 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Elements of Positive Behavior Support

10. What We Are Learning Schools have successfully initiated and sustained SW-PBS approaches in 49 states (plus D.C.) and in over 14,000 schools Reduction of about one half in office referrals 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 10

11. Impact From 10.4 per day To 1.6 per day

12. What does a reduction of 3912 office referrals and 326 suspensions mean? North side Middle School Savings in Administrative time ODR = 15 min Suspension = 45 min 73,350 minutes 1222 hours 152 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 300 min 273,840 minutes 4564 hours 760 6-hour school days 12

13. Proportionality Over- representation Under-representation 13

14. 14 Minority disproportionality in suspension and expulsion has been consistently documented over the last 30 years. Black students suspended 2-3x as frequently Racial/Ethnic Disproportionality also found in: Office referrals Expulsion Corporal Punishment Students with disabilities over-represented: 11-14% of population Approx. 20-24% of suspensions

15. Disproportionality in School Discipline at the National Level: 1972, 2000, 2003 15 PBIS Indiana Center on Education and Lifelong Learning/The Equity Project Indiana University 2011

16. 16 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: PBIS Indiana Center on Education and Lifelong Learning/The Equity Project Indiana University 2011

17. PRACTICES Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SYSTEMS DATA OUTCOMES Social Competence & Academic Achievement Cultural Equity Cultural Knowledge and Self- Awareness Cultural Validity Cultural Relevance and Validation Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011) Elements of Culturally Responsive SW PBS 17

18. 18 CR-PBIS is not…. PBIS, itself, is not new; it’s based on a long history of behavioral practice and effective instructional design/strategies CR-PBIS is not a specific practice or curriculum; it’s a general approach to preventing problem behavior CR-PBIS is not limited to a particular group of people; but rather for all students and all adults CR-PBS is not incompatible with other efforts that based in prevention and education CR practice, itself, is not new.

19. CR-PBIS is new… It’s the integration of culturally responsive practice within the evidence-based school- wide PBS framework 19

20. Training Outlook Develop culturally responsive school-wide PBS plan by: Explicitly discussing inequity based on race, ethnicity, poverty, and disability Training all school staff to become more self- aware about their beliefs and awareness of other cultures Using data to identify target areas Engaging with students and families to integrate different cultural perspectives

21. WHY be/come Culturally Responsive? Absence of any groups experience and voice leaves all groups at a disadvantage to appropriately and completely interact as humans, it detracts from all of our humanity when WE consciously or unconsciously leave out individuals’ culture. Prevents conflict and misunderstandings amongst different cultural groups

22. Self Awareness Participants will define culture Participants will recognize they have a culture Participants will compare their culture to another Participants will identify potential personal bias and influence of stereotypes “Not only does culture allow us to maintain our sense of identity and how we perceive ourselves, it also represents the lens through which we view and evaluate the behaviors of others” ( Neal, McCray, Webb-Johnson, & Bridgest, 2003, p. 49)

23. CORK SCREW of CR Lens Cultural Awareness Cultural Knowledge Cultural Knowledge Skill Application of Skill Skill Cultural Awareness Self-awareness Cultural Knowledge

24. What do you see in schools using SW-PBIS that integrates culture? Staff engaged in developing awareness of students’ and their own cultural backgrounds. Staff engaged in difficult conversations that directly address disparities evident in data. Team-based systems for Targeted and Intensive behavior support for youth with more significant needs. Students identify adults in the school as actively promoting their success. Teams meeting regularly to: Review disaggregated data Determine if PBIS and culturally responsive practices are being used Determine if practices are being effective for all student subgroups and their families

25. Summary   Invest in prevention   Build a social culture of competence   Focus on different systems for different challenges   Build capacity through team processes, and adaptation of the practices to fit local context   Use data for decision-making   Directly engage in difficult conversations   Begin with active administrative leadership

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

27. Organization   District leadership team ‒District representatives select schools, coaches, and provide initiative support   School-wide PBIS Team ‒Represents school demographics, includes parents, creates plans, meets regularly, leads implementation   Coach ‒Provides technical assistance to school ‒Links school to trainer, resources ‒Provides reminders, assists with timelines   Trainer ‒Provides Technical Assistance to Coaches ‒Provides Coaches’ and Team Training 27

28. Sustaining and Scaling SWPBS Investing in the Systems needed to nurture and support effective Practices Policies Shifting Staff FTE(behavioral expertise) Evaluation Data/Systems Administrative Priority (over time) Logical use of initiatives/incentives

29. 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

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

32. District Leadership Team Receive Training and Assistance from PBIS IN Meet at least quarterly Work on tasks outlined in self-assessment Develop 3-5 year action plan

34. Superintendent Commitment-Provide leadership Communicate district goals/expectations to building administrators 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 local positive behavior supports with state and federal initiatives Integrates SWPBS in district strategic planning

35. Big Ideas-Superintendent Supports process to happen district-wide Makes schools/principals accountable Attends district leadership team meetings Keeps Board and community informed

36. District Coordinator- Required May also serve as External Coach Coordinates coaches meetings/networking Serves on district leadership team Updates DLT Logistics related to trainings Collects data to submit to PBIS Indiana Link to PBIS Indiana Assists with integration Link to community/district resources

37. EXTERNAL COACH May also 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

38. 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

39. Big Ideas-Coaching Key to sustainability Builds local capacity Facilitates but is not “PBS” in the school/district.

40. Building Principals Develop short/long term goals/outcomes Include as a top three SIP goal--articulate the integration Commitment- communication among staff/staff meetings with familes/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. Big Ideas-Principals Ensures readiness Supports process to happen Assures integration with other efforts Leads by example Attends trainings and team meetings Actively involved in planning and implmentation.

42. Leadership Next Steps Review and Discuss Commitment and Priorities. District Leadership Functions/Tasks Coaching/ Training Capacity Interest from Administrators and Faculty District Sustainability Structure

43. Next Steps 1. 1.Form a District Leadership Team 2. 2.District Readiness/Self- Assessment 3. 3.Make decisions related to capacity 4. 4.Review School Readiness Checklist with Principals 5. 5.Interested principals register for Feb. sessions 6. 6.Appoint District Coordinator 7. 7.Make decisions about coaching 8. 8.Work with data systems so that schools have the data that they need.

44. Data Systems Office Discipline Referrals Office Discipline Referrals Avg/day/month Behavioral Infraction Location Time of Day # of students with 1, 2, etc. Disaggregated (Ethnicity, IEP, Gender, etc.) Administrative Consequence Suspensions/Expulsions Suspensions/Expulsions Disaggregated Overall Rate #of students Number of days