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Sustaining PBIS in Urban Core Schools Examples from Milwaukee and Washington, DC

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.

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Sustaining PBIS in Urban Core Schools Examples from Milwaukee and Washington, DC

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  1. Sustaining PBIS in Urban Core SchoolsExamples from Milwaukee and Washington, DC Wayne Sailor University of Kansas Bernard Terry MunachisoOnuha Washington DC Public Schools John Riley Hill Milwaukee Public Schools National PBIS Implementation Forum Rosemont, IL October 14-15, 2010

  2. 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.

  3. Designing Schoolwide Systems for Student Success Academic Instruction (with fidelity measures) Behavioral Instruction (with fidelity measures) • Level 3 • Tertiary Interventions • (for individual students) • Wraparound Intervention • Complex Multiple Life Domain Functional Behavior Assessment and Behavior Intervention Plans • Level 3 • Tertiary Interventions • (for individual students) • Assessment Based • Resource Intensive • Level 2 • Secondary Interventions • (for some students: at-risk) • Some Individualizing • Small Group Interventions • High Efficiency • Rapid Response • Level 2 • Secondary Interventions • (for some students: at-risk) • Simple Functional Behavior • Assessment/Behavior • Intervention Plans • Group Intervention with Individual Features • Group Intervention Increase Numbers of Students More Intensive Support Monitoring Student Progress Monitoring Student Progress • Level 1 • Primary (universal) • Interventions • (for all students) • Preventive, Proactive • Differentiated Instruction • Research-Validated • Curriculum • Level 1 • Primary (universal) • Interventions • (for all students) • Direct Instruction of Behavioral • Expectation • Positive Acknowledgment Screen All Students RTI conceptual system for behavior instruction with general and special education integrated at all three levels

  4. The Amazing Race Challenge: Motivating Staff in order to Increase Student Achievement Presented by: Ms. Onuoha and Mr. Terry

  5. 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

  6. 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.

  7. Response to Intervention- Not just for kids!!!

  8. 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?

  9. 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.

  10. 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.

  11. Amazing Race Challenge- Example of tasks

  12. 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.

  13. Amazing Race Challenge-data collection tool

  14. 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.

  15. Amazing Race Challenge • Creates teamwork • Way for accountability • Collaboration • Work gets done

  16. 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.

  17. 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

  18. 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

  19. John Riley Hill, Ph.D. Student Services Coordinator – Program Specialist Office of Family Services

  20. Implementing PBIS Across Milwaukee Public Schools

  21. 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

  22. 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)

  23. 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)

  24. 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.

  25. Referral Reasons

  26. 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

  27. 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.)

  28. 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

  29. 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

  30. 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

  31. November, 2008 – Additional research on PBIS • North Carolina and Florida • November, 2008 – District team began planning

  32. 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

  33. 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

  34. 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

  35. 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

  36. 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 structures • Student demographics • Academic and discipline performance • Traditional calendar and year-round calendar • Non-charter, charter, and partnership • Expanding schools • Administrative experience (retirements, APIC’s, etc.) • Variety of programs at the schools (SS/HS, RJ, L&L, etc.)

  37. 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

  38. 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)

  39. 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.

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