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7th Annual
NYC PBIS
Leadership Summit
June 13, 2014
Capacity Building to Support
Positive School Climate and
Improve Outcomes for All Students
Lucille Eber, Statewide Director
Illinois PBIS Network and National PBIS TA Center
BIG Ideas for Today
1. MTSS in NYC – Celebration and Opportunities
2. Connections to National Efforts and Opportunities
3. Partnerships to enhance MTSS
impact on ALL students
”A Shared Path to Success”
CONNECTIONS AND
PARTNERSHIPS
• Understanding how academics and behavior
connect
Danielson’s Framework for Teaching
Planning and
Preparation
What a teacher
knows and does in
preparation for
teaching.
4
Classroom
Environment
All aspects of
teaching that lead
to a culture for
learning in the
classroom.
Professional
Responsibilities
Instruction
Professional
responsibilities
and behavior in
and out of the
What a teacher does
classroom.
to engage students in
learning.
4
DANIELSON DOMAIN 2:
CLASSROOM ENVIRONMENT
• 2a- Creating an Environment of Rapport and
Respect
• 2b- Establishing a Culture for Learning
• 2c- Managing Classroom Procedures
• 2d- Managing Student Behavior
• 2e- Organizing Physical Space
5
DOMAIN 2D: MANAGING
STUDENT BEHAVIOR
• Indicators:
• Clear standards of conduct, possibly posted, and
possible referred to during a lesson
• Absence of acrimony between teacher and
students concerning behavior
• Teacher awareness of student conduct
• Preventive action when needed by teacher
• Absence of misbehavior
• Reinforcement of positive behavior
6
EDUCATION AND JUSTICE
SETTING THE STAGE FOR
OPPORTUNITY
NEW FEDERAL GUIDANCE ON
SCHOOL DISCIPLINE AND
DISCRIMINATION
• U.S. Departments of Education and Justice
collaborative Supportive School Discipline
Initiative refocusing school discipline:
 To create safe, positive, equitable schools
 Emphasize prevention and positive approaches to
keep students in school and learning
For Guidance Package and Additional Resources:
http://www2.ed.gov/policy/gen/guid/schooldiscipline/index.html
NEW FEDERAL GUIDANCE ON
SCHOOL DISCIPLINE AND
DISCRIMINATION
• U.S. Departments of Education and Justice
collaborative Supportive School Discipline
Initiative refocusing school discipline:
 To create safe, positive, equitable schools
 Emphasize prevention and positive approaches to
keep students in school and learning
For Guidance Package and Additional Resources:
http://www2.ed.gov/policy/gen/guid/schooldiscipline/index.html
MONITORING EQUITY
• To improve outcomes for ALL students,
important to track the most vulnerable to
determine effectiveness of multi-tiered
systems of behavior support.
 Ethnicity
 Disability
 Ethnicity & Disability
IMPACT OF PBIS ON STUDENTS
WITH DISABILITIES
• Nationally, students with disabilities
suspended from school at TWICE the rate of
non-disabled peers (Losen & Gillespie, 2012).
• At greater risk of academic failure and drop
out of school.
SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS:
MULTI-TIERED SUPPORT SYSTEMS
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•FBA-BIP
•Parent Training and Collaboration
•Wraparound Systems of Care
5-15%
5-15%
Tier 2/Secondary Interventions
•Check In, Check Out
•Behavior Contracts
•Daily home/school notes
•Small group social skills training
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
12
80-90%
Tier 1/Universal Interventions
•Core Behavioral and SEL
curriculum (School and Class-wide)
•Social Skills Teaching and
Reinforcement Systems
•All Students/ All Environments
Adapted from llinois PBIS Network, Revised
May 15, 2008. Adapted from “What is schoolwide PBS?” OSEP Technical Assistance Center
on Positive Behavioral Interventions and
Supports. Accessed at
http://pbis.org/schoolwide.htm
MTSS-BEHAVIOR
POSITIVE BEHAVIOR INTERVENTION &
SUPPORT (WWW.PBIS.ORG)
Currently in over 20,000 schools nationwide
• Decision making framework to guide
selection and implementation of best
practices for improving academic and
behavioral functioning
– Data based decision making
– Measurable outcomes
– Evidence-based practices
– Systems to support effective implementation
STUDENTS WITH IEPS
SUCCEED AS SCHOOLS BUILD
TIER 2 CAPACITY
ADVANTAGES
•
•
•
•
•
•
Promotes effective decision making
Improves climate & learning environment
Changes adult behavior
Reduces punitive approaches
Reduces OSS and ODRs
Improves student academic performance
REDUCING SUSPENSIONS FOR
STUDENTS WITH DISABILITIES
• Data were analyzed from 166 IL
elementary schools over 3 years.
 Students with disabilities had a 72% reduction in OSSs ,
and
 Students without disabilities also had substantial 59%
reduction.
• Go to www.pbisillinois.org/publications/reports
REDUCED SUSPENSIONS FOR
STUDENTS WITH DISABILITIES IN
MIDDLE SCHOOLS
•
A 72 % decrease in OSSs for students without disabilities, on par with a 68%
decrease for students with disabilities .
 Steadily reduced risk of suspensions for students with disabilities.
2 DANVILLE CCSD 118 MIDDLE
SCHOOLS SUCCESS FOR STUDENTS
WITH DISABILITIES
•
•
OSSs declined by 56% for students with disabilities, and 27% for students without
disabilities.
Students with disabilities were less likely to be suspended than students without
disabilities.
MTSS IMPLEMENTATION LOGIC
Capacity-Building for Multi-tiered
Systems of Support
Behavioral Prevention Multi-Tiered Systems Support
(DSISS, RSE-TASC, OSYD, OSS, School Health/ Mental Health)
Leadership Team
Active Coordination with Clusters and CrossFunctional Teams at Networks
Training
Coaching
Evaluation
PBIS School Exemplars and
Lab Sites
Behavioral
Expertise
MORE SPECIFICALLY:
• How schools can expand their continuum of
multi-tiered systems of behavioral support;
• With the goal of a stronger prevention and
intervention systems to address the mental
health needs of all students?
Build deliberate partnerships with mental health
and other community Partners and providers?
A FOUNDATION…BUT MORE IS
NEEDED…
• Many schools implementing PBIS struggle to
implement effective interventions at Tiers 2 and 3.
• Youth with “internalizing” issues may go
undetected.
• PBIS systems (although showing success in social
climate and discipline) often do not address
broader community data and mental health
prevention.
A MORE “MAINSTREAM”
MENTAL HEALTH
•
•
•
•
•
CONVERSATION
More awareness of the need to do more.
A recognition that schools have a role.
A need to increase access.
But outcomes are more than access.
Prevention, as well as access.
THE CONTEXT FOR NEEDED
PARTNERSHIPS :
•
•
•
•
•
•
•
One in 5 youth have a MH “condition”.
About 70% of those get no treatment.
School is “defacto” MH provider.
Juvenile Justice system is next level of system default.
Suicide is 4th leading cause of death among young adults.
Factors that impact mental health occur “round the clock”.
It is challenging for educators to address the factors beyond
school.
• It is challenging for community providers to address the
factors in school.
INNOVATIONS
&
FUTURE DIRECTIONS
SCHOOL-WIDE
POSITIVE BEHAVIOR
INTERVENTIONS and
SUPPORT
5%
15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
MH/COMMUNITY PARTNERS
EMBEDDED WITHIN THE SYSTEM
• Need to expand current continuum of
interventions and data sources used.
• Push forward with Innovations.
• BUT…use the logic of Implementation
Science and use Data…
CONNECTIONS AND PARTNERSHIPS
• OSEP National PBIS Technical Assistance
Center (pbis.org)
• Center for School Mental Health
(csmh.umaryland.edu)
• NASDSE (ideapartnership.org)
• National COP for SBH (sharedwork.org)
Advancing
Education
Effectiveness:
Interconnecting
School Mental
Health and
School-Wide
Positive
Behavior
Support
Editors: Susan Barrett,
Lucille Eber and Mark Weist
DEVELOPMENT OF AN INTERCONNECTED
SYSTEMS FRAMEWORK FOR SCHOOL MENTAL
HEALTH
• Access on the Center for School Mental Health or National
PBIS websites:
‒ http://csmh.umaryland.edu/Resources/
Reports/SMHPBISFramework.pdf
‒ http://www.pbis.org/school/school_mental_health/interc
onnected_systems.aspx
• Edited by: Susan Barrett and Lucille Eber, National PBIS Center Partners;
and Mark Weist, University of South Carolina (and Senior Advisor to the
University of Maryland, Center for School Mental Health)
ISF DEFINED
• Structure and process for education and mental
health systems to interact in most effective and
efficient way.
• Guided by key stakeholders in education and
mental health/community systems.
• Who have the authority to reallocate resources,
change role and function of staff, and change
policy.
ISF DEFINED
• Tiered prevention logic.
• Cross system problem solving teams.
• Use of data to decide which evidence based
practices to implement.
• Progress monitoring for both fidelity and
impact.
• Active involvement by youth, families, and
other school and community stakeholders.
Traditional
• A MH counselor
is housed in a
school building 1
day a week to
“see” students.
 Preferred
• MH person
participates in
teams at all 3 tiers.
Traditional
• No data to
decide on or
monitor
interventions.
 Preferred
• MH person leads
group or individual
interventions based
on data.
Traditional
• School
personnel only
attempting to
“do mental
health”.
 Preferred
• A blended team
of school and
community
providers
“divide and
conquer” based
on strengths of
our team.
School Data  Community Data
Student and System Level
• Academic (Benchmark,
GPA, Credit accrual etc)
•
•
•
•
Discipline
Attendance
Climate/Perception
Visits to Nurse,
Social Worker,
Counselor, etc.
• Screening from one
view
• Community
Demographics
• Food Pantry Visits
• Protective and Risk
Factors
• Calls to crisis centers,
hospital visits
• Screening at multiple
views
I FEEL CONNECTED TO MY SCHOOL
Pre-Test
Post-Test
Strongly Disagree
Strongly Disagree
Disagree
Disagree
Neither Agree nor Disagree
Neither Agree nor Disagree
Agree
Agree
Strongly Agree
Strongly Agree
22%
45%
45%
33%
11%
11% 11%
22%
NYC-PBIS PROMISE ZONE
Student,
Family,
and
School
NYC PZ School Outcome Data
Attendance Rate
95.0%
All schools had
improved attendance
94.0%
93.0%
92.0%
91.0%
90.0%
89.0%
88.0%
87.0%
86.0%
A
B
C
D
E
2011
91.5%
91.9%
92.8%
89.2%
91.5%
2012
92.0%
93.5%
94.2%
90.2%
93.5%
Data obtained from NYCDOE website
NYC PZ School Outcome Data- ELA
60.0
50.0
40.0
30.0
60% of PZ schools increased the percentages of
students at
Levels 3&4 from 2011 and 2012
NY State English
Language Arts
Exam
Level 3
Level 4
20.0
10.0
80% of PZ schools reduced percentage of students
at Level 2 from 2011 and 2012
E 2010
E 2011
E 2012
D 2010
D 2011
D 2012
C 2010
C 2011
C 2012
B 2010
B 2011
B 2012
0.0
Data obtained from NYCDOE website
Level 1
Level 2
60% of PZ schools reduced the percentage of
students at Level 1 from 2011 and 2012
A 2010
A 2011
A 2012
Percentage of Students
70.0
Level 3&4
All Students
In 3rd to 8th
Grades
Promise Zone Student Outcome
# DAYS GAINED
PZ STUDENTS WITH IMPROVED
ATTENDANCE
80%
500
70%
60%
400
50%
300
40%
200
30%
20%
100
10%
0%
A
>ATTENDACE 37%
w/IEP
75%
0
B
61%
66%
C
66%
25%
Data obtained from ARIS
D
57%
66%
E
46%
13%
N=109
ALL
43%
46%
A B C D E ALL
# DAYS
40 145 81 74 113 453
# DAYS IEP 12 54 5 5 17 93
Equivalent to 2.52 School Years
MH/COMMUNITY PARTNERS
EMBEDDED THROUGHOUT THE SYSTEM
(ALL TIERS)
• Need to expand current continuum of interventions
and data sources used to guide system design.
• Be creative, be brave, push forward with
innovations.
• If the “rules’ don’t work, find ways to change them!
• BUT….make careful choices based on data.
• Partner to evaluate the practices that expand access
and options.
WHERE DO SPECIFIC “MH”
INTERVENTIONS FIT?
That depends on the data of the school and
community
Examples of Expanded View of data:
•
•
•
•
•
•
Child welfare contacts
Violence rates
Incarceration rates
Deployed families
Homeless families
Unemployment spikes
SCHOOL-WIDE
POSITIVE BEHAVIOR
INTERVENTIONS and
SUPPORT
5%
15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
TRAUMA
•
•
•
•
•
•
•
•
Death/loss of a loved one
Abuse/neglect
Car accident
Chronic poverty
Community violence
Bullying
Medical illness
Natural disaster
“Trauma is a fact of life. It does not, however, have to be a life sentence.”
— Peter A. Levine, Ph.D. Levine, P. (2012). In an unspoken voice: How the body releases trauma and
restores goodness. Berkley, CA: North Atlantic Books.
COMPLEX TRAUMA DOMAINS
• Affect and Behavioral
Regulation
• Attention/Consciousness
• Self-Perception
• Relationships
• Somatization
• Systems of Meaning
DeRosa, R., Habib, M., Pelcovitz, D., Rathus, J., Sonnenklar, J., Ford, J., Kaplan, S. (2005). SPARCS: Structured Psychotherapy for
Adolescents Responding to Chronic Stress: A Trauma-Focused Guide. Great Neck, NY: North Shore-Long Island Jewish Health
system, Inc.
FACILITATION TECHNIQUES FOR
INSTRUCTIONAL GROUPS
• Psychoeducation
• Skill based
• Role-Play
• Group Discussion
• Games
• Experiential Instruction
• Teambuilding/Group Cohesion
A TYPICAL GROUP
INSTRUCTIONAL SESSION
•
•
•
•
Check-In
Practice from Last Session
Mindfulness Exercise
Session-specific Content and Activities
– Example: Bottle about to Burst
• Check-Out
• Remind to Practice
DeRosa, R., Habib, M., Pelcovitz, D., Rathus, J., Sonnenklar, J., Ford, J., Kaplan, S. (2005). SPARCS: Structured
Psychotherapy for Adolescents Responding to Chronic Stress: A Trauma-Focused Guide. Great Neck, NY: North
Shore-Long Island Jewish Health system, Inc.
SCHOOLS AND MENTAL HEALTH:
A TRUE COLLABORATION
•
•
•
•
“Upper Tier 2” intervention.
We sit on the Tier 2 team.
School staff identify students.
School staff make initial contact with
parents/guardians.
• We screen and assess students.
• Co-facilitate SPARCS groups.
Remain Open to Thinking Differently
About Systems
About Data
About Practices
Restorative Practices in Schools are
inspired by the philosophy and
practices of restorative justice, which
puts repairing harm done to
relationships and people over and
above the need for assigning blame
and dispensing punishment.
GOALS OF RESTORATIVE JUSTICE IN
SCHOOLS (GONSOULIN, SCHIFF, AND HATHEWAY 2013):
1. Create a restorative and inclusive school climate rather
than a punitive one;
2. Decrease suspensions, expulsions, and disciplinary
referrals by holding youth accountable for their actions
through repairing harm and making amends;
3. Include persons who have harmed, been harmed, and
their surrounding community in restorative responses to
school misconduct;
4. Reengage youth at risk of academic failure and juvenile
justice system entry through dialogue-driven, restorative
responses to school misbehavior.
THE RESTORATIVE CHAT:
USED BY ADMINISTRATORS
WHEN
PROCESSING SUSPENSIONS WITH
•
•
•
•
•
•
•
STUDENTS
Tell me what happened.
What were you thinking at the time?
What do you think about it now?
Who did this affect?
What do you need to do about it?
How can we make sure this doesn’t happen again?
What can I do to help you?
A CONTINUUM OF RESTORATIVE PRACTICES
A CONTINUUM OF SWPBIS PRACTICES
Intensive Intervention
Intensive Intervention
Return from suspension
Administrative transfer or
school crime diversion:
 Victim offender meetings
 Family/community group
conferences
 Restitution
 Function-based support
 Wraparound support
~5%
~15%
Early Intervention
Early Intervention
Alternatives to suspension:
 Youth/peer court
 Peer mediation
 Conflict resolution
training
 Restitution
 Check-in/ Check-out
 Social Skills Curricula
Prevention & Skill Building
 Define and teach
expectations
 Establish consequence
system
 Collection and use of
data
Peace-keeping circles for:
 Morning meetings
 Social/emotional
instruction
 Staff meetings
Prevention & Skill
Building
~80% of Students
ALTON HS INTEGRATION OF
RESTORATIVE JUSTICE ENHANCES TIER
2 SUPPORTS
 After-school group initiated to reduce OSSs for students with
substance or physical aggression related discipline referrals
• FY12 - 67% of students completed the program
• FY13 - 73% of students completed program when enhanced by
restorative practices
Closing Thoughts
The Context May Change…
Who Delivers the Messages….
Who funds the work….
What we call what we do…..
Keep Consistent with the
core features of what works!
BOB
• 1st Grade student
• Was in the district for Kindergarten and did not
present with any behavioral problems
• During the fall of first grade, Bob, would run out
of the classroom and hide in the school. 911 had
to be called on one occasion. The district also
called MH Crisis Team and the student was out of
school for 10 days via the DMH crisis program
• Parents refused a partial day program. A referral
for special education testing was made.
• Since staff was participating in the FBA/BIP
training series, they decided to begin the
FBA/BIP process for this student while the
case study was occurring.
• The district coach stated that the reasons for
beginning this process was because the
district was “ready to outplace the student”.
BOB SMITH’S FBA
BOB
• IEP was finalized in December – OHI for ADHD
• Parents did not want/agree to medication
• Bob was moved to a co-taught classroom to
start his day.
• He is in regular education 80% of his day.
PROGRESS DATA
• CICO DPR data – 80% of points except on 2
days
• Prior to the intervention and IEP – Out of
school for 10 full days. Post – left early for 1
day due to behavior
• Academic information: Bob did not progress
academically during the fall. After January he
has started to make progress and complete
assignments.
GUIDING STUDENTS TO POSITIVE
BEHAVIOR
• The most critical step to building a safe, respectful, and productive
learning environment is establishing a positive school climate where
students and adults have strong, positive relationships and
students understand what is expected of them as learners at
school.
• Schools should nurture students by providing them with positive
behavioral supports and meaningful opportunities for improving
social and emotional skills, such as recognizing and managing
emotions, developing caring and concern for others, making
responsible decisions, establishing positive relationships, and
handling challenging situations in a constructive way.
• School principals and staff members must establish and maintain a
positive school climate and must effectively communicate, teach,
and model the positive behaviors they expect students to exhibit
in the classroom and in other parts of the school throughout the
day.
BALANCED AND RESTORATIVE
JUSTICE STRATEGIES
Balanced and restorative justice strategies are ways of thinking about and
responding to conflicts and problems by involving all participants to identify what
happened, describe how it affected everyone, and find solutions to make things right.
These strategies are also called “Restorative Justice” and “Restorative Practices.”
The following is a listing of generally accepted restorative strategies. These
strategies may be used at the discretion of the principal in lieu of, or in addition to,
certain other interventions set forth in the SCC, when all parties voluntarily agree
to participate and the appropriate resources are available to support meaningful
effort. This list is not exhaustive of all balanced and restorative justice strategies.
A guide for implementing these strategies is available by contacting the Department
of Youth Development and Positive Behavior Supports at 553-1830.
RESTORATIVE
PRACTICES
2013-2014 CPS OSEL Restorative Practice Guidelines
THE NEED TO BE PLAN-FUL:
Implementation occurs in stages:
•
•
•
•
•
•
Exploration-Adoption
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
NYC DISCIPLINE CODE
• “Each school is expected to promote a positive school culture
and climate that provides students with a supportive
environment in which to grow both socially and academically.
Schools are expected to take a proactive role in nurturing
students’ pro-social behavior by providing them with a range of
positive behavioral supports as well as meaningful
opportunities for social emotional learning.”
• “Establishing a school-wide tiered framework of behavioral
supports and interventions guides the entire school community
toward following the school’s rules and expectations, as well as
the delivery of consistent and appropriate consequences, e.g.,
PBIS (Positive Behavioral Interventions and Supports).”
70
MTSS IMPLEMENTATION LOGIC
Capacity-Building for Multi-tiered
Systems of Support
Behavioral Prevention Multi-Tiered Systems Support
(DSISS, RSE-TASC, OSYD, OSS, School Health/ Mental Health)
Leadership Team
Active Coordination with Clusters and CrossFunctional Teams at Networks
Training
Coaching
Evaluation
PBIS School Exemplars and
Lab Sites
Behavioral
Expertise
The knowledge, the skills and the expertise
for the evidence-base for ensuring effective
school climate, supportive mental health and
preventive discipline is in this room!
…THE ROOTS ARE DEEP