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Implementing School-wide PBIS in San Francisco Unified School District
Corky Kern, High School BAT Administrator
Thomas Graven, Executive Director BAT Team
SFUSD CORE VALUES
Equity is the work of eliminating oppression,
ending biases and ensuring high outcomes for all
participants through the creation of multicultural,
multilingual, multiethnic, and multiracial practices and
conditions; as well as removing the predictability of
success or failure that currently correlates with any
social or cultural factor.
Safe & Supportive Schools
2012
Sig Dispro
CEIS plan
Online
Office
Discipline
Referral
2014
Safe and
Supportive
Schools
Board
Resolution
First BAT
teams
established
.
2016
General Ed
support
expanded
to Middle
School.
2009
Restorative Practices
resolution
2013
PBIS training
begins
District CORE
Waiver approved
2015
Behavior Matrix
Introduced
General Ed SOAR
support piloted
2015
PAX Good
Behavior Game
expands to 22
schools
2016
SEL
competencies
included in
Report Card
Restorative Practices Resolution
6
Traditional Approach:
• Suspensions
• Expulsions
• Loss of privileges
• Benching
• Instructional minutes lost
• Detention
• Time-out corner/room
• Zero Tolerance
Restorative Approach:
• Restorative Continuum
• Impromptu conversations
• Restorative meeting
• Formal conference
• Natural consequences that don’t inadvertently reward behavior
• Re-teach social/emotional skills
• Repair harm
Targeted/Intensive
(High-risk students)Individual Interventions
(3-5%)
Selected(At-risk Students)
Small Group or Individual Strategies
(10-25% of students)
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)
Tier 3 Menu:
• FBA-based Behavior Intervention Plan
• Replacement Behavior Training
• Cognitive behavior skills training
Tier 2 Menu:
•Behavioral contracting
•Self monitoring
•School-home note
•Mentor-based program
•Differential reinforcement
•PPR
Tier I Menu:
• Positive relationships
• School-wide PBS
• SEL curriculum
• Good behavior game
• Proactive classroom
management
• Physiology to learn
• Progressive method of
responding
to prob. beh.
Menu of Evidence-
based SupportsRTI Training
Outline by
Tiers
BAT TeamBehavior Action Triage
Team
BAT
Cohort 2,4,
Administrator
BAT
Cohort 1,3
Administrator
BAT
Middle School
Administrator
BAT
High School
Administrator
BAT
SOAR elem and
Middle
Administrator
Administrative
Assistant
Administrative
Assistant
Administrative
Assistant
Administrative
Assistant
SSSR Coaches:
(3)
SSSR Coaches
(3)
SSSR Coaches
(2)
SSSR Coaches
(2) SSR Coaches
Behavior Analyst
(1)
Behavior Analyst
(1)
Behavior Analyst
(1)
Behavioral
Analysts (1)
CWAL (2) CWAL (2) CWAL (1) CWAL (2)
Thomas Graven (GF)
Executive Director
Alphabet Soup
•RP (Restorative Practices)
•RtI (Response to Intervention)
•Trauma Informed Practices
•SEL (social emotional learning)
•CPI (Crisis Prevention Intervention – we now use Safety Care)
•PBIS
SYSTEMS
Culturally Knowledgeable
Staff Behavior
Culturally Relevant
Support for
Student
Behavior
OUTCOMES
Culturally Equitable Academic &
Social Competence
Culturally Valid
Decision
Making
School-wide PBIS
Data Dive Question
•What patterns do you notice and what concerns do you have about the divergence of the data that you are looking at?
PBIS Implementation
11 high schools
2013-14
2014-15
2015-16
2016-17
7 high schools
Elementary schools
Elementary schools
Middle schools
Elementary schools
16 high schools
18 high schools
Training for
District Coaches
BAT teams
Use of TFI
Link with Mental
Health, Equity, RJ
Exploration
The High School Story
● Spring Semester 2015
● Seven schools volunteered to pilot with Rob Horner
● Began with baseline TFI in January/February
● 2 days of PD with Rob during Spring Semester
● Support for school site teams from coaches
…..and then all high schools came onboard!
The Big Kick Off● June 1st 2015
● 19 High Schools
● Several Elementary and Middle Schools
● All made action plans for Fall 2015
Outcome - Fall 2015● 12 high schools had strong teams and began work
● 7 HS felt that their school did not need any additional work (pushback)
TFI - October 2015● Results were mixed (represented by blue bars in next graph)
….However, by Spring 2016
● 15 of these schools made substantial increases in PBIS adoption
● 7 reached the 70% implementation where impact on student
behavior is likely
● All school teams were enthusiastically working on or had posted
School Wide Behavior Expectations
● Many schools had student-created videos and other creative ways
of teaching the expectations
● Many had implemented very creative acknowledgement and
recognition systems
How we did it
● Coaching
○ Coaches (behaviorists and teachers on special assignment)
○ Developed relational trust
○ Attended school team meetings
○ Provided support, encouragement and professional development
● Assistant Principals’ meetings
○ Best practices sharing between the schools
○ Collaborative groups
○ TFI debriefing
○ Action planning
○ Public Recognition of achievement and work
Positive School Climate Through A Culturally Responsive Lens
Diving deeper into Tier One supports using the Culturally
Responsive Companion (Draft)
● June 1st 2016 began piloting the companion with a conference and
workshops led by expert/consultants in:
○ Equity and Restorative Practice
○ Explicit and Implicit Bias.
○ Including the voices of students, families & communities in our
work
● Conference attended by 300 folks
● Declared by participants to be very effective
● Schools asked for follow up with the consultants for their staff
Cultural Responsiveness Companion
● Integrated framework to embed equity efforts into SWPBIS
● Aligns culturally responsive practices to core components of SWPBIS
● designed for those who want to implement culturally responsive
practices systematically to enhance equity
Core components of cultural responsiveness:1. Identity
2. voice
3. Supportive environment
4. Situational appropriateness
5. Data for accountability
Look over the features of the companion.
Find one or two that interest you.
Read them and make a note of the following:
● What resonates for you?
● Are there any skills that you think would be necessary for a staff to
have before attempting conversations and action planning based on
the Companion?
● After making these notes talk with your elbow partner about your
thoughts.
Looking at the Companion
Technical changes are adaptations to actual practices
or instruction.
● disaggregating data
● using data for action planning
But without changing the school climate and belief
systems, practices can simply become routines and
not tools for meaningful change.
Adaptive changes are changes in values, beliefs,
roles, relationships, and approaches to work.● Adaptive change involves changing not only routines, but also
mindsets.
Two kinds of changes to consider
Identity development includes● Practitioners
○ all staff
○ background from which they develop and apply their expectations and
practices
○ what is ‘normal’ or ‘appropriate’
○ can lead to exclusionary discipline vs instruction and re-teaching
● Students○ do they see their culture on the walls
○ in curriculum
○ history of their culture represented correctly
○ music from their culture
● Community○ how does school fit into community?
○ viewed as source of pride or source of conflict?
How do these identities affect school and classroom
cultures?
Identity Development
What comes first? Identity Development or
the Companion?
Identity Development● Staff development -
○ develop a deep understanding of their own identity
○ of their students and families
○ of school
○ of community
● Companion
○ seeing systems working at a more technical level
SFUSD chose simultaneous change using Technical and Adaptive
changes together
● Some Identity work has been done at different sites and is
ongoing
● We will continue this work and pilot the Companion together.
What Do You Think?
SFUSD chose simultaneous change using Technical and
Adaptive changes together
How would you do the changes?
○ What comes first? Identity Development or the Companion?
○ Or together? Why?
Turn and talk with an elbow partner about your answers and other
thoughts about the companion.
The SWPBIS Cultural Responsiveness Companion along with
the Identity Development Guide can be found at pbis.org
References
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15, 5-12. Hollie, S. (2011). Culturally and linguistically responsive teaching and learning: Classroom practices for student success. Huntington Beach, CA: Shell Publications.Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., . . . Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1–40. McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (2014). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children, 5(2), 1-22. Skiba, R. J., Horner, R. H., Chung, C., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40, 85-107. Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208.
Contact Information
Corky Kern, High School BAT [email protected]
Thomas Graven, Executive Director BAT [email protected]