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Presenters: Stephanie Wood-Garnett,

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,

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Presenters: Stephanie Wood-Garnett,

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  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 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 Implementation of PBIS in the District of Columbia in both public and charter schools • Share Lessons Learned • Discuss Key Messages & Conclusions • 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 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. 55,000 traditional public school students (146 schools) 19,000 charter school students (51 schools on 71 campuses) Demographics: African Americans - 84.4% Hispanics - 9.4% Whites - 4.6% Asian Americans - 1.6% Other - 0.5% Free or Reduced Meals Eligibility - 66% 112 different home languages 138 different nationalities 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 Overview of DC Schools

  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. "The way one defines a problem will determine in substantial measure the strategies that can be used to solve it." - Nicholas Hobbs

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

  11. What does PBIS Implementation look like in the District of Columbia? • 47 schools • 3 cohorts • Varying rates of progress based on their capacity • 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 Dr. Frances Harris-Burke, Director School Improvement Support for Charters • PBIS in a DCPS School Dr. Margaret Stephens-Aliendre, Principal Wilkinson Elementary School

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

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

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

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