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PBIS in Urban Settings. Presented by Christine McGrath, Ph.D., PBIS Trainer The May Institute Association for Positive Behavior Supports March 27, 2009. Goals of Session. Overview of Urban Systems PBIS in an urban school district in New England Meriden, CT Lessons learned.

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Pbis in urban settings

PBIS in Urban Settings

Presented by

Christine McGrath, Ph.D., PBIS Trainer

The May Institute

Association for Positive Behavior Supports

March 27, 2009


Goals of session
Goals of Session

  • Overview of Urban Systems

  • PBIS in an urban school district in New England

    • Meriden, CT

  • Lessons learned


Challenges urban systems
Challenges –Urban Systems

  • Staff turnover

  • More challenging behavior

  • Lower SES level

  • Increased diversity

  • Academic deficits

  • Competing Initiatives


Survey of barriers to implementation and sustainability of sw pbs in urban settings

4

Survey of Barriers to Implementation and Sustainability of SW-PBS in Urban Settings

10. Cultural difference between teacher-student

9. History of failed initiatives

8. Competing initiatives that drain resources

7. High proportion of inexperienced, short term teachers

6. Disconnect between school and district administration

5. Administrative turnover

4. Continuous change in district leadership and priorities

3. High bureaucratic complexity

2. Inadequate prepared teaching force

1. Teacher turnover


Continuum of pbs in schools
Continuum of PBS in Schools

1-5%

Tertiary Prevention:

Individualized

Systems for Students

with High-Risk Behavior

6+ referrals

~10%

2-5 referrals

~10%

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Primary Prevention:

School-wide and

Classroom-wide

Systems for

All Students, Staff

& Settings

~80-85% of Students

0-1 referral

Crone & Horner (2003)


Continuum of pbis in urban schools
Continuum of PBIS in Urban Schools

6+ referrals

9%

Tertiary Prevention:

Individualized

Systems for Students

with High-Risk Behavior

~10%

2-5 referrals

~15%

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

0-1 referral

~76% of Students

Primary Prevention:

School-wide and

Classroom-wide

Systems for

All Students, Staff

& Settings

Turnbull, et. al (2002)


Sw pbis primary outcomes
SW-PBIS Primary Outcomes

  • Decrease in

    • office referrals

    • suspensions & detentions

    • disruptive classroom behavior

Improves the school behavioral climate:

  • Increase in

    • academic performance

    • on-task behavior

    • parent, student & staff satisfaction

    • staff retention


Implementing School-wide Positive Behavioral Interventions and Supports in an Urban School District: Meriden, CT


District characteristics
District Characteristics and Supports

Meriden Public Schools

  • Approximately 8,864 pre KG-12th grade students.

  • Comprised of 41% Hispanic,43% White,14% Black

  • 29% students report a language other than English spoken at home.

  • 58% qualify as low income.

  • 9% English Language Learners.


Development of district wide leadership team
Development of District wide Leadership Team and Supports

  • Representative District PBIS team formed in Spring 2005

    • Meets quarterly

    • Compiled long-term action plan

    • Planned for “going to scale”

    • Provides support to PBS Coaches and PBS Coordinator

    • Completes self-assessment quarterly

    • Examines district-wide student discipline data for overall trends, implications, and intervention strategies

    • Outlined long-term funding for PBS initiative


Political support
Political Support and Supports

  • Student social behavior identified as one of the top 3 goals for the district.

  • Active participation and support of the Superintendent & Associate Superintendent secured.

  • Associate Superintendent reports annually to the Superintendent and Board of Education with PBIS Trainer on activities and outcomes.


Coordination
Coordination and Supports

  • District PBIS Coordinator identified (2005) to oversee implementation

    • Principal, Benjamin Franklin Elementary School

  • Coordinator receiving on-going training with May Institute PBIS Trainer


Visibility
Visibility and Supports

  • District team developed newsletter to share with district administrators and board of education

  • Individual schools sharing information with stakeholders about activities and outcomes:

    • Monthly reports to staff

    • Parent open houses and letters

    • Postings on websites


Coaching capacity
Coaching Capacity and Supports

  • Leadership Team developed PBIS Coaching Network to build & sustain School-wide PBIS in the district

    • 2 to 3 PBIS Coaches from each school implementing SW-PBIS

  • Coordinator and/or Trainer meets monthly with all PBIS Coaches for information sharing, implementation strategies, fundraising, and problem solving.


Demonstrations
Demonstrations and Supports

  • Currently, 10 schools within district have adopted SW-PBIS

    • 8 elementary schools

    • 2 middle schools

  • Exemplar schools within the district identified that display:

    • Fidelity of implementation of SW-PBIS

    • Positive outcomes

      • Decrease in office discipline referrals

      • Increased staff satisfaction of SW Discipline


Sw pbs implementation evaluation
SW-PBS Implementation & Evaluation and Supports

  • District-wide evaluation processes assess :

    • Fidelity of implementation of SW-PBIS (School-wide Evaluation Tool (SET))

    • Impact of SW-PBIS on student outcomes (ODRs and suspensions)

    • Extent of implementation of the action plan


Implementation and Outcomes: and Supports

Meriden Public Schools


Pbs implementation
PBS Implementation and Supports

  • Organized into 4 Cohorts:

    • Cohort 1: Middle School 1

      • (2004-2005)

    • Cohort 2: Elementary Schools 1 & 2

      • (2005-2006)

    • Cohort 3: Elementary Schools 3, 4, 5 & 6, Middle School 2

      • (2006-2007)

    • Cohort 4: Elementary Schools 7 & 8

      • (2007-2008)



Overall impact of pbs on the meriden public schools
Overall Impact of PBS on the Meriden Public Schools and Supports

  • Dramatic reduction in the number of referrals that Administrators must deal with.

    • Providing more time for attention to our core mission of teaching and learning.

    • Overall 38% reduction in ODRs at 7 implementing schools

      • (Range: 19% to 66% reduction)

  • Improved over all school climate

  • Improved relationships with parents, families, and guardians


Implementation and Outcomes: and Supports

Cohort 2

Elementary School 2:

Benjamin Franklin Elementary


Benjamin franklin elementary school
Benjamin Franklin Elementary School and Supports

  • RESPECT SOS

    • Respect for Self

    • Respect for Others

    • Respect for School


Benjamin franklin elementary school1
Benjamin Franklin Elementary School and Supports

  • Bulldog Bucks

    • Token economy of Benjamin Franklin School

    • Rewarded to students for demonstration of Respect for Self, Others, and School


Cohort 2 data
Cohort 2 Data and Supports


Cohort 2 longitudinal data
Cohort 2 and Supports Longitudinal Data


SW-PBIS Behavioral Outcome Data: and Supports

Time Lost…


Impact of sw pbis on benjamin franklin elementary school behavior and academics time saved
Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved

  • Dramatic reduction in the number of referrals that Administrators must deal with.

    • Providing more time for attention to our core mission of teaching and learning.

    • Overall 76.5% reduction in ODRs: Improved overall school climate

    • 149 hours saved in administrator time

    • 298.5 hours saved in instructional time


Impact of sw pbis on benjamin franklin elementary school behavior and academics time saved1
Impact of SW-PBIS on Benjamin Franklin Elementary School: Behavior and Academics: Time Saved

  • Improved relationships with parents, families, and guardians

  • Dramatic improvement in overall school academic achievement.

    • School “In Need of Improvement” designation removed from school, Fall 2007.


Continuum of pbs in schools1
Continuum of PBS in Schools Behavior and Academics: Time Saved

1-5%

Tertiary Prevention:

Individualized

Systems for Students

with High-Risk Behavior

6+ referrals

~10%

2-5 referrals

~10%

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Primary Prevention:

School-wide and

Classroom-wide

Systems for

All Students, Staff

& Settings

~80-85% of Students

0-1 referral


Targeted intervention
Targeted Intervention Behavior and Academics: Time Saved

  • H.U.G. Program: Hello, Update, Good-bye

    • Students from the targeted group

    • Tier Two intervention for students at risk for office discipline referrals (2-6)

    • Daily Record (point sheet)

    • Check in/Check out


Hug students enter in the morning
HUG Students Enter in the Morning Behavior and Academics: Time Saved


H.U.G. Behavioral Outcome Data Behavior and Academics: Time Saved


H.U.G. Behavioral Outcome Data: Behavior and Academics: Time Saved

4th Grade Cohort


H.U.G. Academic Outcome Data: Behavior and Academics: Time Saved

4th Grade Cohort


H.U.G. Academic Outcome Data: Behavior and Academics: Time Saved

4th Grade Cohort


Impact of pbs on benjamin franklin elementary school
Impact of PBS on Benjamin Franklin Elementary School Behavior and Academics: Time Saved

  • Dramatic reduction in the number of referrals that Administrators must deal with for at-risk students.

    • 49% reduction in ODRs for 4th grade students in H.U.G. intervention

    • 11.4% and 7.25% improvement in CMT Reading Scores for 4th grade students in H.U.G. intervention (larger increase than peers)

  • Improved relationships with parents, families, and guardians


Lessons learned during implementation
Lessons Learned During Implementation Behavior and Academics: Time Saved

  • Never underestimate the power of Data.

  • ‘Buy in’ of district and school-based administration is crucial to a successful implementation.

  • Trust your consultants.


Lessons learned during implementation1
Lessons Learned During Implementation Behavior and Academics: Time Saved

  • Build districts capacity – must have trained faculty and need to develop institutional knowledge.

  • Take your time with planning and implementation.

  • Watch out for over zealous teams that may not have a complete understanding of the PBS process.

  • The process is the most important aspect of implementation.

  • Targeted and Intensive Team interventions are difficult to develop but are essential.

  • Train, train and retrain. Constantly revisit the training of faculty and students through out the year – a once and done training will not sustain itself.


Contact information
Contact Information Behavior and Academics: Time Saved


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