Strengths & Challenges in Urban PBIS Implementation

1. E18 – Strengths & Challenges in Urban PBIS ImplementationAnthony Hamlet, Michael Calvert, Monika Pugh, Pittsburgh Public Schools:SielkeCaparelli, Pennsylvania Training & Technical Assistance Network; Steve Goodman, Michigan's Integrated Behavior & Learning Support InitiativeKey Words: Urban Implementation, Alignment, Systems Alignment

2. E18 – Strengths & Challenges in Urban PBIS ImplementationAnthony Hamlet, Michael Calvert, Monika Pugh, Pittsburgh Public Schools:Sielke Caparelli, Pennsylvania Training & Technical Assistance Network; Steve Goodman, Michigan's Integrated Behavior & Learning Support InitiativeKey Words: Urban Implementation, Alignment, Systems Alignment

3. Strengths & Challenges in Urban PBIS Implementation

4. The Pittsburgh Public Schools will be one of America’s premier school districts, student-focused, well managed, and innovative. We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so that they have the opportunity to succeed in all aspects of life. Pittsburgh Public Schools Mission

5. District Enrollment Pittsburgh Public Schools K-12 Enrollment: 23,286 Early Childhood: 1,366 Total Enrollment: 24,652 (54 Buildings)

6. Female – 49.77% Male – 50.23% Economically Disadvantaged – 65% English Learner – 4% Special Education – 17.5% District Demographic

7. Stakeholder Engagement = 3,500 Voices

8. Items Rated Highest Priority for Improvement in Order to Raise Student Achievement by at least 70% in any Group

11. Pittsburgh Public Schools Strategic Plan

12. Building Core Teams NETWORK A Building-Based Coach & Principal Building Core Teams NETWORK B Building-Based Coach & Principal Building Core Teams NETWORK C Building-Based Coach & Principal Building Core Teams NETWORK D Building-Based Coach & Principal Building Core Teams NETWORK E Building-Based Coach & Principal District-Based PBIS Facilitators 3 Independent | 14 Provisional 5 School-Based | 5 Central-Office Based | 4 Spec Ed Department PaTTAN Trainer(s) 2National PBIS Trainers – initial direct training; building district capacity through site visits and coupling with District-Based PBIS Facilitators District PBIS Coordinator (1) LES for Student Support Services (1) District Core Team District PBIS Coordinator | 4 Teachers | 5 Principals | Lead of District-Based PBIS Facilitators | Assistant Superintendents| Other Key District Administrators | Community | Equity Center | PFT | Students

13. District-Based PBIS Facilitators  3 Independent | 15 Provisional 3 School-Based | 6 Central-Office Based  | 4 Special Education Department

14. Implementation of Tiers - PBIS

15. District Core Team Action Year 1

16. Districtwide Tier 1 TFI Subscale Data (n=50 Buildings)Fall 2017 54%

17. Y1 - PBIS Facilitators – Building Capacity • Day with Regional Trainer – These days are reserved for District-based Facilitators to work with Regional PBIS Trainer directly in buildings with core teams. (independent sign ups) • Focused Trainings – This is 3 hours reserved a month for District-based Facilitators for capacity building. Oct 10 | Nov 14| Dec 12 | Jan 9 | Feb13 | March 12 | April 3 | May 8 • Phone Check Ins – 2 Monday mornings per month – informal but informative!

18. Y1 PBIS Training Plan 2017-18 Tier 1 Team Training 2 Full Days Leadership Training 2 Full Days

19. Summary - Accomplishments Dedicated PD Time for Tier 1 Team Training & Leadership Training PBIS directly embedded in position descriptions for Learning Environment Specialists Evidence of PBIS training throughout the district in 2009-2012 MidWest PBIS Training Curriculum | MidWest Consultants 17 Successful TFI Walkthroughs with feedback for action planning Designated People Resources: 15 Provisional Trainers | 3 Independent Trainers District Core Team State Level Technical Assistance- PaTTAN Get Started – Get Better (The National Implementation Research Network-NIRN) 19

20. Summary - Challenges Data Systems Building-level Baseline Data Integrating Alignments Technology Issues during Tier 1 Team Training Shift in personnel and positions 20

21. Next Steps Year 2 | 2018-19 • District Core Team Momentum • District Data System • Coaching individual teams • Data Driven Dialogue and Action Planning • Working Smarter | Not Harder • Plan for Internal Trainer • Ongoing training needs • 5. Training Menu – Year 2

22. Michael Calvert, Principal Pittsburgh Phillips K-5 (2015-2018) Pittsburgh Morrow K-8 (Current)

24. Compliance vs. Culture • Compliance - the act or process of complying to a desire, demand, proposal, or regimen or to coercion; conformity (Merriam-Webster) • Culture - the act of developing the intellectual and moral faculties especially by education (Merriam-Webster) • For our urban students, PBIS must go beyond getting them to comply with “standing in line”, “raise your hand to speak”, “keep your hands and feet to yourself”, etc. • PBIS can contribute to real culture building not only though an instructional process, but by inviting students to be reflective and and creating restorative classroom communities.

25. Culturally Relevant PBIS • Develop clear expectations and language that consider students’ cultural backgrounds and needs • What we are asking them to do might look very different than what they experience outside of school • PBIS team and staff define and discuss what violations look like • Class disruption? Inappropriate language? Refusal to comply? • Systematically TEACH and REINFORCE expectations • POSITIVE reinforcement when things go right • Support, intervention, modeling, and reteaching when things don’t • Integrate PBIS with Restorative Practices and Character Ed • Students gain a clear voice in the classroom community • PBIS provides the “What” and “How” while Restorative Practices and Character Ed provide the “Why” • Find creative ways to give students a voice in the school

26. Removing a student from the learning environment and the classroom community is a BIG DEAL. • In an urban environment, it is critical that students not be excluded from the greater community for poor choices. • PBIS cannot be used to simply create a system of rule breakers (who get punished) and rule followers (who get rewarded) • PBIS provides alternatives to exclusionary approaches • Instead, we take a strategies and intervention approach • Reteach, model, and provide supportive interventions for the student • Restorative Practices • People are happier and more productive with we do things WITH them and not TO or FOR them • Creates inclusive communities • Support classroom teachers with strategies and tools

27. Teacher Strategies (non-punitive) Office Actions (Instructional, Reflective, Restorative)

28. The Importance of High Expectations • Perhaps the greatest factor for student success is high expectations for behavior and academics • In Pittsburgh, “Expect Great Things” isn’t just our motto, it is a critical mindset for changing adult and student behavior • PBIS provides clear language and accountability for high expectations of student behavior • High academic engagement and student-centered learning environments create a culture of learning and motivation for students

29. Adult Ownership and Accountability • If we improve the capacity of staff members to improve classroom and school-wide behavior management, then… • We will create meaningful, equitable, and authentic learning spaces for all students AND… • Increase student achievement for ALL students. • PBIS provides a structure for our staff to ensure student growth and a structure of accountability for getting the job done • PBIS language is integrated into the teacher evaluation process

30. Instructional vs. Punitive Approach • We found in both schools that punitive measures did not lead to meaningful change in student behavior • Our Instructional Approach led to a decrease in repeat offenders • Clearly define and teach expectations • Reteach, remind, and model expectations frequently and consistently • When students violate expectations, interventions must be: Instructional, Reflective, Restorative • Immediate reward/praise when appropriate behavior is demonstrated • Roll back rewards/praise as students internalize norms

31. Systematic Implementation of PBIS PBIS

32. Two Very Different Schools,A Very Similar Approach

33. Demographic Comparison • Phillips K-5 • 1 building (K-5) • 272 Students • White – 47% • Black – 38.2% • Multi-Racial – 9.6% • Hispanic – 4.4% • Economic Disadvantage – 62% • Special Ed – 21.3% • Title 1 – 81.8% • No Regional Classrooms • Spanish Magnet and Neighborhood School • PSSA Math Proficiency – 38.5% • PSSA ELA Proficiency – 54.2% • Morrow K-8 • 2 buildings (K-5; 6-8) • 580 Students • White – 20.7% • Black – 65.9% • Multi-Racial – 11.6% • Hispanic – 1.4% • Economic Disadvantage – 81% • Special Ed – 17.2% • Title 1 – 100% • Emotional Support and Autistic Support Regional Classrooms • Neighborhood School • PSSA Math Proficiency – 15% • PSSA ELA Proficiency – 31.5%

36. Challenges • Phillips K-5 • Lack of staff diversity • Insistence on “traditional” classroom and school structures • Inconsistent buy-in • Lack of commitment to PBIS in classroom setting • Morrow K-8 • Staff complacency • Lack of appropriate training for all staff (especially non-professional staff) • 2 buildings covering K-8 grade span • High referral rate

37. Keys to Successful Implementation at Phillips and Morrow • Each school team decided the specifics (language, rewards systems, behavior interventions, etc.) • Despite the specific differences, the characteristics of the school-wide PBIS system remained largely the same • Frequent, accurate fidelity checks of research-based PBIS practices • Model and practice PBIS strategies and expectations with staff • Integrate PBIS and Restorative Practices systems into teacher evaluation rubrics • What does proficiency look like for teachers in the areas of classroom management and setting routines?

38. Applying the Continuous Improvement Model • Throughout the implementation process at both schools, we engaged in the CIM in order to reflect on practices, identify what was and wasn’t working, and revise accordingly.

39. A few takeaways… • Take a systematic approach • Build staff accountability into PBIS structures • Language matters • Use frequent fidelity checks and the Continuous Improvement Model to ensure proper implementation and growth • In an urban environment, consider existing cultural norms of your students and the surrounding community • Integrate Restorative Practices and character education