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San Jose Unified School District School-wide PBS Initiative Leadership Team . Rob Horner Celeste Rossetto Dickey University of Oregon Pbis.org. Purposes. Define core features of School-wide PBS Define implementation steps Define role of District Leadership Team Outcomes

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san jose unified school district school wide pbs initiative leadership team

San Jose Unified School DistrictSchool-wide PBS InitiativeLeadership Team

Rob Horner

Celeste Rossetto Dickey

University of Oregon

Pbis.org

purposes
Purposes
  • Define core features of School-wide PBS
  • Define implementation steps
  • Define role of District Leadership Team
  • Outcomes
    • Schedule for Training
    • Identification of Trainers, Coaches, Evaluators
    • Schedule for Leadership Team Actions
basic messages
Basic Messages
  • The social behavior of students affects the effectiveness of schools as learning environments.
  • Improving the social behavior of students requires investing in the school-wide social cultureas well as in strategies for classroom, and individual student intervention.
logic for school wide pbs
Logic for School-wide PBS
  • Schools face a set of difficult challenges today
      • Multiple expectations (Academic accomplishment, Social competence, Safety)
      • Students arrive at school with widely differing understandings of what is socially acceptable.
      • Traditional “get tough” and “zero tolerance” approaches are insufficient.
  • Individual student interventions
      • Effective, but can’t meet need
  • School-wide discipline systems
      • Establish a social culture within which both social and academic success is more likely
the challenge
The Challenge
  • 80% of principals indicate that “too much time is spent dealing with disruptive and dangerous students.”
      • National Association of Elementary School Principals, 1997
  • 81% of teachers polled state that their worst behaved students are a barrier to effective education in their classrooms

Public Agenda, 2004

what is school wide positive behavior support
What is School-wide Positive Behavior Support?
  • School-wide PBS: A systems approach for establishing the social cultureand individualized behavioral supports needed for schools to achieve both social and academic success for all students.
  • Evidence-based features of SW-PBS
  • Prevention
  • Define and teach positive social expectations
  • Acknowledge positive behavior
  • Arrange consistent consequences for 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)
establishing a social culture
Establishing a Social Culture

Common Language

MEMBERSHIP

Common Experience

Common Vision/Values

slide8

Social Competence &

Academic Achievement

Positive

Behavior

Support

OUTCOMES

Supporting

Student Behavior

Supporting

Decision

Making

DATA

PRACTICES

SYSTEMS

Supporting

Staff Behavior

slide9

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

27

what do you see in schools using sw pbs
What do you see in schools using SW-PBS?
  • Students who are able to tell you the expectations of the school.
  • Students who identify the school as safe, predictable and fair.
  • Students who identify adults in the school as actively concerned about their success.
what do you see in schools using sw pbs1
What do you see in schools using SW-PBS?
  • Team-based systems for Targeted, and Intensive behavior support for children with more significant needs.
what do you see in schools using sw pbs2
What do you see in schools using SW-PBS?
  • Teams meeting regularly to:
    • Review their data
    • Determine if PBS practices are being used
    • Determine if PBS practices are being effective
    • Identify the smallest changes that are likely to produce the largest effects
        • But focusing on the use of evidence-based practices
what do you see in schools using sw pbs3
What do you see in schools using SW-PBS?
  • Faculty and staff who are active problem solvers.
    • They have the right information
    • They have efficient organizational structures
    • They have effective outcome measures
    • They have support for high-fidelity implementation and active innovation.
slide19

ODR/100 1.13 .51 .39 .08

TIC Total 76% 82% 82% 88%

the effects of school wide pbs within a randomized control effectiveness trial

The Effects of School-wide PBS within a Randomized Control Effectiveness Trial

Rob Horner, George Sugai, Keith Smolkowski,

Lucille Eber, Jean Nakasato, Anne Todd,

Jody Esperansa

OSEP TA Center on Positive Behavior Support

www.pbis.org

In press in the Journal of Positive Behavior Intervention

why should we be committed to implementation of sw pbis
Why should we be committed to implementation of SW-PBIS?

IL

  • SW-PBS benefits children
    • Reduction in problem behavior
        • Office discipline referrals
        • Suspensions
        • Expulsions
        • Improved effectiveness for intensive interventions
    • Increased student engagement
        • Risk and protective factors improve
        • Students perceive school as a safer, more supportive environment
    • Improved academic performance
        • When coupled with effective instruction
    • Improved family involvement

summary

Illinois ISAT

field elementary school
Field Elementary School
  • Literacy
      • In 2004–05, 44% students required intensive support for reading and writing
  • Social Behavior
      • In 2003-04 Averaging 10.4 discipline referrals per day
impact
Impact

MU College of Education —

140 years of discovery, teaching and learning

To 1.6 per day

From 10.4 per day

impact1
Impact
  • Literacy
      • In 2004–05, 44% students required intensive support for reading and writing. This number shrunk to 31% in 2007–08.
      • Shifted to a structured, explicit, research-based core literacy program with three tiers:
        • One: Benchmark
        • Two: Strategic Intervention
        • Three: Intensive Intervention
      • Monitor progress in fall, winter and spring
impact2
Impact
  • Improved Academic Standing
    • Annual Yearly Progress
      • In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%).
      • African American: 0% improved to 16%
      • Caucasian: 18% improved to 57%
      • Students with disabilities: 0% improved to 25%
      • English Language Learners: 0% improved to 27%
why should we be committed to implementation of sw pbs
Why should we be committed to implementation of SW-PBS?
  • Benefits to faculty and staff:
    • Improved consistency across faculty
        • Better collaboration in support of individual students
    • Improved classroom management
        • Classroom routines
        • Strategies for preventing and pre-empting problem behavior
    • Reduced faculty absenteeism
    • Increased faculty retention
    • Improved substitute performance/perception
    • Increased ratings of faculty “effectiveness”
        • Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems.

Scott.. effectiveness

why should we be committed to implementation of sw pbs1
Why should we be committed to implementation of SW-PBS?
  • Benefits to District/Community
    • Improved cost effectiveness
        • 1 ODR = 15 min staff time; 45 min student time
    • Sustained effects across administrator, faculty, staff, student change.
        • Avoids cost of continually re-creating systems that draw resources away from effective education.
    • Administrative benefits of scale
        • Cost savings for data systems
        • Effective transitions among faculty when they shift from one school to another.
    • Effective innovation
        • Data systems promote innovation.
        • Focus on research-based practices

Kennedy

what does a reduction of 850 office referrals and 25 suspensions mean kennedy middle school
Savings in Administrative time

ODR = 15 min

Suspension = 45 min

13,875 minutes

231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min

Suspension = 216 min

43,650 minutes

728 hours

121 6-hour school days

What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School
sustaining and scaling swpbs
Sustaining and Scaling SWPBS
  • Investing in the Systems needed to nurture and support effective Practices
    • Policies (LAUSD)
    • Staffing FTE (behavioral expertise)
    • Evaluation Data/Systems
    • Administrative Priority (over time)
    • Logical use of initiatives/incentives
  • Current Research Jennifer Doolittle
slide34

Pre

Post

an effective implementation process
An effective implementation process
  • Commitment
      • Administrator
      • Faculty
      • Team
  • Team-based processes
  • Coaches (local Trainers)
  • Behavioral Expertise
  • Contextual Fit (Adapt to specific context)
  • 2-3 Year process

Team Schedule

slide36

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

slide37

Visibility

Political

Support

Funding

Leadership Team

Active Coordination

Training

Coaching

Behavioral

Expertise

Evaluation

Local Demonstration Schools

next steps
Next Steps
  • Complete Blueprint Evaluation
  • Define our current strengths, and how school-wide PBS will build our strengths
  • Build a schedule for training teams
  • Define (a) Coordination, (b) Training, (c) Coaching, (d) Evaluation roles.
  • Outcomes:
    • Establish schedule and role for leadership team
    • Define “Trainer” and “Coaching” capacity
    • Define Role for Evaluation of School-wide PBS
    • Define plan to build SWIS and TIC capacity
    • Define coordinator role and expectations for initiative
team training
Team Training
  • Cohort A (08-09)
  • Cohort B
  • Cohort C
coaching training capacity
Coaching/ Training Capacity
  • San Jose PBIS Trainer
  • Two PBIS coaches
evaluation
Evaluation
  • Use of TIC and SWIS data
  • Team prompting
  • District request and use of data
  • Build in to Annual School Improvement Planning
district sustainability structure
District Sustainability Structure
  • Policy
  • Job Descriptions
  • Staff/ Faculty Orientation of 09’
  • Faculty/ Admin Annual Evaluations
  • Presentation schedule for School Board
  • School Improvement Planning
  • Use of RtI Approach to Integrate Initiatives
summary
Summary
  • Invest in prevention
  • Build a social culture of competence
  • Focus on different systems for different challenges
  • Build local capacity through team processes, and adaptation of the practices to fit the local context
  • Use data for decision-making
  • Begin with active administrative leadership

Examples

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