Culturally Responsive Positive Behavior Supports: A District Success Story RTI Conference...

RTI Conference Wilmington, Ohio 2010

Culturally Responsive Positive Behavior Supports:

A District Success Story


Objectives• Examine the stages of implementation

• Discuss strategies that develop capacity for implementing multi-tiered Culturally Responsive Positive Behavior Supports district-wide

• View examples of tools and resources used to facilitate district-wide

implementation • Learn critical data-based actions needed to sustain implementation

efforts across time and changing leadership/personnel

• Hear from practitioners involved in district-wide implementation efforts


Agenda

• Starting with the Big Picture: Rationale for District-wide Implementation

• Progressing through the Stages of Implementation– Stage Description– District Example– Planning Activity

• Lessons Learned and Next Steps• Wrap Up


Starting with the Big Picture:

Rationale for

District-wide Implementation


Small-scale or school by school reform efforts without district level intervention are often not sustainable over a long period of time. (Anderson, 2003)


Meta-analysis of research on the impact of site-based management (SBM) on improving student outcomes and teaching quality found little evidence that SBM produces much if any improvements in the quality of education in the absence of both pressure and support from district and state levels of education (Leithwood).


By taking a district approach to improvement efforts, it is more likely that new programs will be incorporated into the district’s standard operations. It is also more likely that experimental approaches can be taken to scale through the district’s structures.

(Anderson, 2003)


Cincinnati Public Schools


Cincinnati Public SchoolsBasic Facts

Total Enrollment•33,781

65 Total Schools

•47 Elementary•18 Secondary


Cincinnati Public Schools Basic Facts

Subgroup Distribution–African American 69.4%–Caucasian 23.8%–Multiracial 4.3%–Asian 0.8%–Hispanic 1.6%–Native American 0.1%

Information taken from district Report Card


Cincinnati Public SchoolsBasic Facts

• 2.5% (over 100 languages spoken)

Limited English Proficiency

• 20.3%

Students with Disabilities

• 59.9%

Economically Disadvantaged


Cincinnati Public Schools

Positive School Culture

District-Wide Initiative


Positive School Culture combines a Positive Behavior

Supports model with culturally responsive practices.


Cincinnati Public School’s Positive School Culture

Positive Behavior Supports involves broad range systemic and individualized strategies that positively impact student behavior.

These research-validated practices include the:– clearly defined rules and behavioral expectations,– teaching of appropriate behavior, – consistent and proactive management practices, – systematic correctional and acknowledgement of student

behavior.

•



On-going data collection is a core feature of Positive Behavior Supports, emphasizing the need to use student data for making decisions about the level of support needed for students across three tiers: (a) universal school-wide supports, (b) targeted interventions, and (c) intensive individualized interventions.



Culturally responsive practices are specific educational practices, teaming processes, instructional strategies, and curricula content designed to increase achievement among historically underachieving culturally diverse students (National Center for Culturally Responsive Educational Systems, 2004).



Key principles of culturally responsive practices includes:– students’ culture, language, heritage and

experiences are valued and used to facilitate learning and development,

– culturally responsive, respectful, rigorous, and relevant programs, curricula, and resources are provided, and

– all students have access to high quality educational practitioners (Martin & Schaeffer, 2007).


Components of CPS Positive School Culture Initiative

• Alternative to Suspension and Expulsion Programs

• Collaborative Strategic Planning

• Big Ideas of PBS & CRP

• Pyramid Of Interventions

Framework

Content

Alternative Disciplinary Response

Process


Framework


Positive School Culture Standards & Practices

• Clear Expectations• Comprehensive

Instruction• Consistent

Encouragement • Consistent

Correction • Data Collection

• Data Analysis• Leadership• Professional

Learning • Classroom PSC• Tiers of Support• Community

Connections

Content


Process


Alternative to Suspension/Expulsion Programs

Extend the continuum of supports for students removed from their regular school because of behavior infractions. •Program Components:

Educational Social and Behavioral Supports

• These programs allow students to: Continue receiving academic instruction Benefit from services to strengthen their social

competencies and study skills.

Alternative Disciplinary Response


Suspension/Expulsion Data by Year: CPS

Year Suspensions Expulsions 2002-2003 12,774 722 2003-2004 15,649 963 2004-2005 1,155* 20 2005-2006 322* 14 2006-2007 478 10 2007-2008 566 NR 2008-2009 744 NR

The Stages of Implementation Are:

• Exploration and Adoption• Program Installation• Initial implementation• Full Operation• Innovation• Sustainability



Exploration & Adoption

• The purpose of Exploration and Adoption is to assess the potential match between community needs, evidence-based practice and program needs; and community resources and to make a decision to proceed [with the selection of a specific evidence-based practice/intervention].

NIRN 2009


Critical Steps in the Exploration an Adoption Process

• Identify the need for an intervention considering the information available

• Acquire information via interactions with one another and research

• Assess the fit between the intervention program and learning community context

• Prepare the organization, staff, and resources by mobilizing information and support.


Exploration & Adoption2001-2003

District Example


Identifying the Need: Decrease the number of suspensions & expulsions

Baseline (Prior to 2004)

Over 15,000 Suspensions

900 Expulsions


The Vision

To create and maintain a safe and orderly educational community that keeps students in school and engaged in learning.


Acquire Information & Assess The Fit

• District-wide Discipline Committee

• Researched Evidenced and Promising Practices

• “Tested” 3 Approaches (2001)

• Adopted PBS Framework as District-wide Intervention


Prepare the Organization

• Presented to district-wide committee

• Provided information to key district level & community leaders

• Provided team training to selected “Test” buildings


Program Installation

• Resources and structural supports necessary to initiate the program are put in place or preparations are made to begin putting them into place.

• Including ensuring the availability of funding streams, human resource strategies, and policy development as well as creating referral mechanisms, reporting frameworks, and outcome expectations.

NIRN,2008


People

Practices

Policies


Program Installation2003-2004

District Example


Preparing for Program Installation: Making the Contextual Fit

Contextualizing Variables1. Objective

2. Present Structures

3. District Language

4. Present Policies

5. Concurrent Related District Initiatives

6. District History with Change Initiatives

District Emphasis1. Decrease suspension and expulsion2. District-wide Discipline Committee, PD

partner, school-based behavior committees

3. De-emphasize “behavior management” focus on positive culture/climate

4. District Strategic Plan/Code of Conduct5. Pyramid of Intervention Framework6. Many changes initiatives. Planning seen

as “all talk and no action” Emphasis on involving the community.


The First Charge of the District PSC Committee

To develop shared values and social/behavioral expectations for staff and students in Cincinnati Public Schools and to prepare a format that schools can use as a template for implementing district identified practices.


Program Installation 2003-2004

•Systematic use of PBS Blueprint

•Expanding district-level team

•Forming sub-committees

•Development of implementation plan & support documents

•Broad awareness training

•Beginning implementation


District Structure for Supporting PSC Installation

District-Wide PSC

Committee

Data Reporting

Code of Conduct

Professional Development

Plan

School-based PSC

CommitteesSchool Staff Other Key

Stakeholders

Alternative to Suspension/

Expulsion Program

PSC Framework, Data System,

Supports, School Connection


Program Installation

External Consultant Support• Facilitate sub-

committees• Products & workbooks

to guide the work• Assisting with district

PD/TA planning


Initial implementation• Implementation requires changes in the context of personal,

administrative, educational, economic, and community factors.

• Implementation also includes changes in skill levels, organizational capacity and organizational culture; and requires education, practice, and time to mature Joyce & Showers (2002).

• Implementers must combat compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new.

NIRN, 2008

RTI Conference Wilmington, Ohio 2010© Fixsen & Blase, 2008

Performance Assessment (Fidelity):

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy

Driver

sOrganization

Drivers

Student Benefits


Initial Implementation2004-2005

District Example


Initial implementation

• Distribution of support documents• Customization of district data systems• Action planning at building level• Collaboration with internal and external

partners• District-wide PD/TA planning


Customization of District Data Systems

• Cognos Reports–Confidential Building Referrals–SWIS-like Reports

• Pyramid Data• Implementation Guide Online Reports• Online Needs Assessment Data (in progress)


District-wide PD/TA Roll Out

Phase I: District-wide PD Training

Principal Awareness

Team of 3 School Teams

Targeted groups


Use of Support Documents

• PSC Manual – Implementation Tools– Code of Conduct– Alternative to Suspension and Expulsion Program

Description– Positive School Culture Guide and Action Planning

Document• PSC Implementation Assessment Tools• PSC Principal Briefs• Narrated Powerpoint Presentations

Initial Team TrainingTrain-the-trainer Topics

3 Member Team: (1) Principal (2) Members of School’s PSC team

Session 1: Foundations of SW PBSEstablishing PSCUsing district documents to plan

Session 2:Revisit documents for planningReview role of team of 3 & Building CommitteeAccessing data through SASI data systemsUsing data to inform action planning

Session 3:Using PSC data graphs for decision makingExamples of encouragement & correction systems

Session 4:Characteristics and examples of targeted tier supportsEvaluating school-wide plansPreparation for next year


Action Planning at Building Level

The PSC building team met regularly to:• Review data •Develop and implement action steps•Monitor plans and outcomes• Engage the entire school community involved in

the process


Full Operation• Full implementation occurs once the new learning becomes integrated

into practitioner, organizational, and community practices, policies, and procedures.

• Once an implemented program is fully operational practitioners carry out the evidence-based practice or program with proficiency and skill, managers and administrators support and facilitate the new practices, and the community has adapted to the presence of the innovation.

• The innovation becomes “accepted practice”.

• Anticipated benefits are realized and the new evidence-based procedures and processes become routinized.

Moving towards full operation through implementation & monitoring

Adult Implementation of PSC Strategy

Student Performance of

Expected Behavior

Impact on Overall School Discipline and

Climate


ImprovedAcademic

Achievement


Performance Assessment (Fidelity):

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy

Driver

sOrganization

Drivers

Student Benefits


Performance Assessment (Fidelity): PSC Implementation Assessment Tools

Coaching: Expert Cadre

Training: District-wide PD Plan, PSC Team Training,

Selection: District-wide PSC

Team

Systems Intervention: PBS + CRP= PSC

Facilitative Administration: District Level Committee, Building Level PSC Committee

Principal Leadership

Decision Support Data System: Customized Cognos Data System

Com

pete

ncy

Driver

sOrganization

Drivers

Student Benefits


The Non-Linear Path of School Improvement

90%


Most schools cannot improve instruction and achievement without some outside help, whether from the district office or some other external partner.

MacIver & Farley-Ripple, 2008


Adding Coaching Support to: District-wide PD Plan

Training Steps

KnowledgeMastery

SkillMastery

On-the-JobApplication

Theory 20-30% 10% 2-5%

PlusDemonstration

30-50% 10-30% 5-10%

PlusPractice &Feedback

50-70% 40-70% 10-15%

PlusCoaching

90% 90% 80-90%

(% of Staff Demonstrating Mastery and Application, from Joyce & Showers, 1995)


Full Operation2005-Current

District Example


School-based Implementation

School Based Leadership

Ongoing PD & Coaching Support

Data Systems & Resources


Full Operation

• Integrating multiple initiatives into a comprehensive strategic plan

• Strengthening tiers of support• Continuing PSC/PBS implementation

efforts through expanding internal capacity building structures

• Revising support products• Continued Team Training


2nd Phase - PSC Team TrainingTopic Location

Establishing and Teaching Clear School-wide Expectations In-building Prep

Facilitated Teamwork to Plan for Establishing and Teaching Clear Schoolwide Expectations

Onsite Training

Consistent Systems of Encouragement, Correction, Data Collection & Analysis, Leadership and Professional Development

In-building Prep

Facilitated Teamwork to Plan Systems for Encouragement, Correction, Data Collection & Analysis, Leadership and Professional Development

Onsite Training

Positive School Culture in the Classroom for Elementary Schools Onsite Training

Secondary School Positive School Culture in the Classroom Onsite Training



Phase I: District-wide Awareness and Basic Training

Principal Awareness


Targeted groups

Phase II: Team & PSC Coaching Support

PSC TeamsInstructional

Support Team(2005-2007)

PSC Expert Cadre(2008 – Current)


Preparing IST & Expert Cadre

• Instructional Support Teams– Received training in use and facilitation of the PSC Implementation

Guide– Regular collegial support and problem solving meetings

• Expert Cadre– 1st year Preparation Training

• Basic Consultation & Facilitation• PSC/PBS Foundations• Presentation Skill Development

– 2nd year Quarterly Meetings• Team training Prep• Collegial Support• Entry skills and rapport building

The Essential

Piece



Phase I: District-wide Awareness and Basic Training

Principal Awareness


Targeted groups

Phase II: Team & Support Personnel Training

PSC Teams

Instructional Support Team

Expert Cadre

Phase III: Building Team Training

PSC Team Staff


Use of Support Documents

• PSC Manual – Implementation Tools– Code of Conduct– Alternative to Suspension and Expulsion Program

Description– Positive School Culture Guide and Action Planning

Document• PSC Implementation Assessment Tools• PSC Principal Briefs• Narrated Powerpoint Presentations


3rd Phase PSC Team TrainingTopic Location

Using Data-based Decision Making to Sustain PSC Practices

Onsite

Implementing Tier II PSC Supports Onsite


“The effect sizes of principals promoting and participating directly with teachers in the formal and informal learning of the use of data to influence appropriate instructional activities was more than twice as powerful as any other leadership dimension.”

Fullan, 2008


The Work of the PSC Team

Reviews implementation and student impact data regularly

Ensures data are valid and reliable Determines decision rules to

decide whether sufficient progress is being made

Determines whether the plan is having a positive impact on student behavior

Decide if and how to improve the plan

Modify implementation actions if needed

Data-based Action Planning

ImplementationEvaluation


Monitoring District-Wide Implementation Data


Degree of Implementation

PSC Standard Mean Standard Deviation

Clear Expectations 89.7% 15.6

Comprehensive Instruction

79.7% 16.3

Consistent Encouragement

82.0% 16.0

Consistent Correction 78.8% 18.2

Data Collection 80.6% 17.6

Data Analysis 80.6% 19.4

Leadership 85.2% 17.2

Professional Development

83.7% 17.8


Monitoring District-Wide Impact Data


Top 5 Incidents by Enrollment


Administrative Consequences


Top 5 Locations


Goal: PSC in Every Classroom, in Every School, for Every Student!


Next Steps: Continue Progressing Towards Sustainability

Exploration & Adoption

Program Installation & Initial Implementation

Full Operation

Innovation

Sustainability


instructional change leading to improved student

outcomes

instructional change

maintained over substantial time

many users who feel empowered

to make new changes

many users

revisions reshape original

design

DEPTH

SUSTAINABILITY

SPREAD

EVOLUTION

SHIFT

Cynthia Coburn, 2009


Innovation & Sustainability2011-Beyond

District Example


Next Steps

PD

•Continued Team Training

•Emphasis on Tier II & Tier III Supports

•Classroom Supports

Coaching

Support

•Continued Support of Expert Cadre

•Training for Turn Around Teams

Resource

Developme

nt

•Tier II & III Planning Workbooks & Resources

•Addition of Tiers I & II to Implementation Guide and Needs Assessment Tools


Lessons Learned

The knowledge and skills needed by consultants supporting urban systems require specific professional learning in the areas of systems level change, developing collaborative working relationships with diverse stakeholders, acknowledging and building on strengths while courageously addressing barriers to high performance.


Effective external consultant services to urban school systems

• Understanding unique characteristics of complex urban systems

• Demonstrating cross-cultural competence

• Supporting development of internal system capacity



• Competencies in collaborative consultation

• Application of systems change theories in urban schools

• Planning for sustaining change from multiple points of entry

• Applying cultural reciprocity within consultation for systems change



Flexibility Persistence Tolerating ambiguity Focus on strengths and

assets High standards and

expectations Humility

Knowing & validating the culture of the system

Meeting people where they are

Walking with them through the process

Improvisation & creativity Contextualizing

Contact Information & Acknowledgements

Empowering Education Consultation & Systems Support Services1 (888) 892-5133www.empoweringeducation.net

We greatly appreciate those who have worked to develop resources from which we have borrowed and learned. Much thanks goes to the OSEP Center for Positive Behavior Interventions and Supports (www.pbis.org) and to all of their contributors. Thanks also to The National Center for Culturally Responsive Educational Systems NCCRESt.


http://www.empoweringeducation.net/

http://www.pbis.org/

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