SUSTAINING PBIS IN URBAN CORE SCHOOLS

EXAMPLES FROM MILWAUKEE AND WASHINGTON, DC

Wayne Sailor

University of Kansas

Bernard Terry

Munachiso Onuha

Washington DC Public Schools

John Riley Hill

Milwaukee Public Schools

National PBIS Implementation Forum

Rosemont, IL

October 14-15, 2010

SCHOOLWIDE APPLICATIONS MODELSAM

16 elementary and elementary/middle schools in Washington, DC

Integrated special education with general education for all students

Schoolwide RTI model Behavior – Acadmics

Implemented with measured fidelity Uses collaborative instruction Uses data to guide level and intensity of

interventions Guided by site leadership team A cultural change approach. Improves academic outcomes for all students.

Designing Schoolwide Systems for Student SuccessAcademic Instruction

(with fidelity measures)Behavioral Instruction(with fidelity measures)

Level 3Tertiary Interventions(for individual students)• Wraparound Intervention• Complex Multiple Life Domain Functional Behavior Assessment and Behavior Intervention Plans

Level 3Tertiary Interventions(for individual students)• Wraparound Intervention• Complex Multiple Life Domain Functional Behavior Assessment and Behavior Intervention Plans

Level 2Secondary Interventions(for some students: at-risk)• Simple Functional Behavior Assessment/Behavior Intervention Plans• Group Intervention with Individual Features• Group Intervention

Level 2Secondary Interventions(for some students: at-risk)• Simple Functional Behavior Assessment/Behavior Intervention Plans• Group Intervention with Individual Features• Group Intervention

Level 1Primary (universal)Interventions(for all students)• Direct Instruction of Behavioral Expectation• Positive Acknowledgment

Level 1Primary (universal)Interventions(for all students)• Direct Instruction of Behavioral Expectation• Positive Acknowledgment

Level 3Tertiary Interventions(for individual students)• Assessment Based• Resource Intensive

Level 3Tertiary Interventions(for individual students)• Assessment Based• Resource Intensive

Level 2Secondary Interventions(for some students: at-risk)• Some Individualizing• Small Group Interventions• High Efficiency• Rapid Response

Level 2Secondary Interventions(for some students: at-risk)• Some Individualizing• Small Group Interventions• High Efficiency• Rapid Response

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RTI conceptual system for behavior instruction with general and special education integrated at all three levels

Level 1Primary (universal)Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research-Validated Curriculum

Level 1Primary (universal)Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research-Validated Curriculum

THE AMAZING RACE CHALLENGE: MOTIVATING STAFF IN ORDER TO INCREASE STUDENT ACHIEVEMENT

Presented by: Ms. Onuoha

and Mr. Terry

FOUR CORNERS

Think about the majority of the staff at your school.

For the most part, what category do you think your staff as a whole falls into: Frosted Flakes- Cold; unwelcoming Shredded Wheat-Not agreeable to change Fruity Pebbles- Sweet but gradient Total- Works together

FOUR CORNERS (CONT.)

Move to the corner where you believe at least 50% of your staff currently is.

Discuss with whoever is located at that corner why you feel this way, and what needs to be done in order to improve the culture of the staff.

RESPONSE TO INTERVENTION- NOT JUST FOR KIDS!!!

POSITIVE CULTURE

What does a positive work culture look like? With your elbow partner, brainstorm at least

10 examples of how you know a school has a positive staff culture. What do you see or hear?

WHERE WOULD YOU LIKE TO WORK?

Video clip…. Participants watch the video. On your capture

sheet, record things that you observed that may effect your work environment in a positive and negative way.

http://www.youtube.com/watch?v=V6BQBLUYrwc&feature=related

http://www.youtube.com/watch?v=sCK2Gzl2OD0&feature=related

Share out observations with group.

AMAZING RACE CHALLENGE

In order to promote collaboration amongst staff, the Amazing Race Challenge was established at M.C. Terrell.

Tasks were given to grade level teams that included teachers, support teachers, paraprofessionals, instructional aides, etc to work together to complete.

Tasks were developed based on needs of the students; instructional protocols; etc.

AMAZING RACE CHALLENGE- EXAMPLE OF TASKS

AMAZING RACE CHALLENGE

At the end of the challenge- members of the school leadership team were delegated teams to observe. Race cars were given to those teachers and staff that met the target.

The team with the most race cars won the challenge.

AMAZING RACE CHALLENGE-DATA COLLECTION TOOL

AMAZING CHALLENGE-WINNERS

- Teams that won received certificates; edible fruit baskets, games for classrooms, etc.

- Ways to improve- Team of the month- picture of team in front office, etc.

AMAZING RACE CHALLENGE

Creates teamwork Way for accountability Collaboration Work gets done

FIRST WEEK OF SCHOOL CHALLENGE

Your turn Think about the upcoming school year Think about things that need to be

completed Create a list of tasks that need to be

completed for the first weeks of school; who can help with each task; what are the prizes, who will collect the data; what types of prizes would you like to receive.

Record information on poster to share with group.

SET FORTH AND CONQUER-MOTIVATIONAL QUOTES

Motivational Poster Create a poster with a skit or chant that

evokes the meaning of your quote. Present to group

AMAZING RACE CHALLENGE-MOTIVATING STAFF

A positive working environment gives students, staff and visitors the impression that teaming and collaboration exists and therefore motivates everyone to work together.

Take your new information to either facilitate the process of motivating your colleagues or continue

John Riley Hill, Ph.D.Student Services Coordinator – Program SpecialistOffice of Family Services

IMPLEMENTING PBIS ACROSS MILWAUKEE PUBLIC SCHOOLS

January, 2008 – Researched the preliminary recommendations from the Council of Great City Schools report on using Positive Behavioral Interventions and Supports (PBIS) Conducted literature review and phone

interviews

COUNCIL OF GREAT CITY SCHOOLS

“The discipline process within the Milwaukee Public Schools is oriented toward setting forth punitive consequences, rather than toward reinforcing positive behavior. No district-wide framework exists for a research-based program to encourage positive behavior; nor is there a consistent program of interventions designed to build positive behavior.” (p. 5, 2008)

COUNCIL OF GREAT CITY SCHOOLS

“The number of suspensions is higher in the MPS than it is in any other urban district the Council has visited.” (p. 10, 2008)

“Student suspension-rate data and multiple interviews indicate that implementation of the district’s suspension policies varies across schools. This evidence suggests that the district operates as a system of schools, rather than as a school system.” (p. 3, 2008)

MPS DATA FOR 2007-2008

The Council of Great City Schools examined the data listed below: During the course of the year, 94,349 students

attended MPS. Staff wrote 161,981 incident referrals.

Administrators issued 87,051 suspensions. That resulted in 148,737 days of suspension

served by MPS students.

REFERRAL REASONS

78%

21%

1%

LearningEnvironmentPersonal/ PhysicalSafetyWeapons

February, 2008 – Draft Plan for Implementing PBIS in MPS written

February, 2008 – Conference call to Cincinnati Public Schools PBIS Leadership Team

February, 2008 – Small district team began reviewing and sharing information on PBIS with other committees addressing the discipline issues

March, 2008 – Small team of district and school personnel attended the International Conference on Positive Behavioral Supports

Met Nancy Franklin, LAUSD April, 2008 – Expert on PBIS, Nancy

Franklin, from the Los Angeles Unified School District presented to senior district management and to district, school and teachers’ union personnel, and representatives from community organizations (District Attorney’s office, etc.)

April, 2008 – Team of district, school and union personnel visited Cincinnati Public Schools 13 individuals total

April – May, 2008 – Continued to share information on PBIS was shared with multiple groups meeting around school discipline and safety

April, 2008 – Began collaboration with the Safety and Discipline Labor Management Committee on implementing PBIS True collaborative process which both sides

brought value and insight to the planning May, 2008 – Initial thought of a rollout to all

schools at the same time August, 2008 – Held on rolling out PBIS for

the 2008-2009 school year

August, 2008 – Presentation to all principals and school leaders on school-wide and classroom discipline Incorporated many of the fundamentals of PBIS Focused on collaboration

October, 2008 – Planning for roll-out of PBIS began with Safety and Discipline Committee

November, 2008 – Additional research on PBIS North Carolina and Florida

November, 2008 – District team began planning

Joint MTEA & MPS Mediasite presentation on PBIS was done in February, 2009 All schools were required to watch the

Mediasite presentation Presentation gave an overview of the critical

data around discipline in MPS and what PBIS is

The presentation served as an “infomercial” on PBIS to peak interest among school staff members

Unique approach to rolling out a district-wide initiative

Schools decided whether or not to send an exploratory team to in-depth presentation

http://mslweb.milwaukee.k12.wi.us/mediasite/Viewer/?peid=404a129142d5486b956ec3b7c3ab4bcb1d

Team personnel/positions of the exploratory team were agreed upon by union and administration

In-depth presentation for school teams by Dr. Lucille Eber, Director of Illinois PBIS Network on March 16, 2009

Over 100 schools signed up to attend the In-depth presentation

Due to the large response, a morning and an afternoon presentation were held

Approximately 500 individuals attended the morning session and 450 individuals attended the afternoon session

March, 2009 – District and union personnel attend PBIS conference

Exploratory teams brought back information to school staffs during the months of March and April Schools determined if they wished to apply to be

in the first cohort of 30 schools 65 Schools applied to participate in the

rollout

April, 2009 – Schools were selected to be part of the first cohort. Schools were selected on a holistic approach in order to have representation of all the following:

School structuresStudent demographicsAcademic and discipline performanceTraditional calendar and year-round calendarNon-charter, charter, and partnershipExpanding schoolsAdministrative experience (retirements,

APIC’s, etc.)Variety of programs at the schools (SS/HS,

RJ, L&L, etc.)

May, 2009 – First day of training was provided to the first cohort on Tier 1/ Universal interventions (Day 1/Tier 1)

May, 2009 – Teams provided with a task list to complete before returning to for the second day of training. PBIS page established on the MPS portal

(website) to provide resources to the schools beginning implementation

Summer, 2009 – Revised the MPS Incident Referral Form for improved data collection Uniform referral form used by all schools across

the district Input from schools, administrators, and teachers’

union Summer, 2009 – Technology developed

specific PBIS data reports (modeled after SWIS)

August, 2009 – Ten external coaches hired to assist schools with implementation of PBIS

August, 2009 – Second day of training provided for the first cohort of schools on Tier 1/ Universal interventions (Day 2/Tier 1)Training provided for the external coaches

September, 2009 – Schools begin implementation of PBIS at the start of the school year.

November, 2009 – Supervisor positions established.

November, 2009 – Begin planning for second cohort of PBIS schools

December, 2009 – Video on PBIS in MPS created

December, 2009 – Third day of training provided for the first cohort of schools on Tier 1/ Universal interventions (Day 3/Tier 1)

January, 2010 – All schools required to watch PBIS video on Mediasite. Schools could decide to apply for the second

cohort of PBIS – all schools were accepted Schools that applied to be part of the first

cohort and were not accepted did not have to reapply

Schools that applied to be part of the first cohort and were not accepted could opt out if they decided to

55 schools were accepted into the second cohort

http://mslweb.milwaukee.k12.wi.us/mediasite/Viewer/?peid=d5602c8df65f4dc5a13c5e872b97b2e51d

February, 2010 – First day of training was provided to the second cohort on Tier 1/ Universal interventions (Day 1/Tier 1)

February, 2010 – First day of training was provided to the first cohort on Tier 2/ Secondary interventions (Day 1/Tier 2)

February, 2010 – Training on Tier 2 and Tier 3 was provided for district personnel

March, 2010 – Second day of training was provided to the second cohort on Tier 1/ Universal interventions (Day 2/Tier 1)

April, 2010 – Second day of training was provided to the first cohort on Tier 2/Secondary interventions (Day 2/Tier 2)

May, 2010 – Additional schools (18) are added to the second cohort

May, 2010 – First day of training was provided to the additional schools on Tier 1/Universal interventions (Day 1/Tier 1)

May, 2010 – Internal team facilitator training and networking session was provided to all MPS PBIS schools

June, 2010 – Second day of training was provided to the additional schools on Tier 1/Universal interventions (Day 2/Tier 1)

June, 2010 – Twenty-four of the original thirty schools (80%) are recognized for implementing with fidelity and are slated to begin implementation of Tier 2 during the 2010-2011 school year

Monitored 4 categories: attendance, total suspensions, suspension rate, and suspensions due to learning environment violations93% improved or stayed the same in one

or more categories63% improved or stayed the same in two

or more categories46% improved or stayed the same in three

or more categories21% improved or stayed the same in all

four categories

Of the six schools that did not move forward one was closed two had changes with principals (one right

before the school year and one during the school year)

one school is merging with another school that did not have PBIS

one school choose to remain at Tier 1 (self-selected)

one school did not fully implement and was held back

August, 2010 – Coaches and supervisors attend state-wide PBIS Coaches Training in Stevens Point

August, 2010 – Additional schools are added to second cohort, all high schools in the Metro Region will begin implementing PBIS during the 2010-2011 school year110 schools implementing PBIS

24 schools implementing both Tier 1 and Tier 2 86 schools implementing Tier 1

September, 2010 – Third Day of Training provided for all Cohort 2 schools on Tier 1/Universal interventions (Day 3/Tier 1)84 School teams trained in two days

Contact information:414-475-8666hilljr@milwaukee.k12.wi.us