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PBIS in Urban Settings

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9% English Language Learners. Development of District wide Leadership Team ... Bulldog Bucks. Token economy of Benjamin Franklin School ... – PowerPoint PPT presentation

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Title: PBIS in Urban Settings


1
PBIS in Urban Settings
  • Presented by
  • Christine McGrath, Ph.D., PBIS Trainer
  • The May Institute
  • Association for Positive Behavior Supports
  • March 27, 2009

2
Goals of Session
  • Overview of Urban Systems
  • PBIS in an urban school district in New England
  • Meriden, CT
  • Lessons learned

3
Challenges Urban Systems
  • Staff turnover
  • More challenging behavior
  • Lower SES level
  • Increased diversity
  • Academic deficits
  • Competing Initiatives

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




5
Continuum of PBS in Schools
Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
1-5
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)
6
Continuum of PBIS in Urban Schools
Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
6 referrals
9
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)
7
SW-PBIS Primary Outcomes
  • Improves the school behavioral climate
  • Decrease in
  • office referrals
  • suspensions detentions
  • disruptive classroom behavior
  • Increase in
  • academic performance
  • on-task behavior
  • parent, student staff satisfaction
  • staff retention

8
Implementing School-wide Positive Behavioral
Interventions and Supports in an Urban School
District Meriden, CT
9
District Characteristics
  • 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.

10
Development of District wide Leadership Team
  • 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

11
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12
Political Support
  • 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.

13
Coordination
  • District PBIS Coordinator identified (2005) to
    oversee implementation
  • Principal, Benjamin Franklin Elementary School
  • Coordinator receiving on-going training with May
    Institute PBIS Trainer

14
Visibility
  • 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

15
Coaching Capacity
  • 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.

16
Demonstrations
  • 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

17
SW-PBS Implementation Evaluation
  • 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

18
Implementation and Outcomes Meriden Public
Schools
19
PBS Implementation
  • 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)

20
PBS Implementation SET Scores
21
Overall Impact of PBS on the Meriden Public
Schools
  • 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

22
Implementation and Outcomes Cohort 2 Elementary
School 2 Benjamin Franklin Elementary
23
Benjamin Franklin Elementary School
  • RESPECT SOS
  • Respect for Self
  • Respect for Others
  • Respect for School

24
Benjamin Franklin Elementary School
  • Bulldog Bucks
  • Token economy of Benjamin Franklin School
  • Rewarded to students for demonstration of Respect
    for Self, Others, and School

25
Cohort 2 Data
26
Cohort 2 Longitudinal Data
27
SW-PBIS Behavioral Outcome Data Time Lost
28
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

29
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.

30
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31
Continuum of PBS in Schools
Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
1-5
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
32
Targeted Intervention
  • 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

33
HUG Students Enter in the Morning
34
H.U.G. Behavioral Outcome Data
35
H.U.G. Behavioral Outcome Data 4th Grade Cohort
36
H.U.G. Academic Outcome Data 4th Grade Cohort
37
H.U.G. Academic Outcome Data 4th Grade Cohort
38
Impact of PBS on Benjamin Franklin Elementary
School
  • 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

39
Lessons Learned During Implementation
  • Never underestimate the power of Data.
  • Buy in of district and school-based
    administration is crucial to a successful
    implementation.
  • Trust your consultants.

40
Lessons Learned During Implementation
  • 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.

41
Contact Information
  • For more information contact
  • Chrissy McGrath
  • e-mail cmcgrath_at_mayinstitute.org
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