Lucille Eber, Statewide DirectorIllinois PBIS Network and National PBIS TA Center

Capacity Building to Support Positive School Climate and

Improve Outcomes for All Students

7th Annual NYC PBIS

Leadership SummitJune 13, 2014

BIG Ideas for Today

1. MTSS in NYC – Celebration and Opportunities2. Connections to National Efforts and Opportunities3. Partnerships to enhance MTSS

impact on ALL students ”A Shared Path to Success”

CONNECTIONS AND PARTNERSHIPS• Understanding how academics and behavior

connect

4

Danielson’s Framework for Teaching

4

Planning and

Preparation Classroom Environme

ntInstruction

ProfessionalResponsibiliti

es

What a teacher knows and does in

preparation for teaching.

All aspects of teaching that lead

to a culture for learning in the

classroom.

Professional responsibilities and behavior in and out of the

classroom.What a teacher does to engage students in

learning.

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 JUSTICESETTING 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/school-discipline/index.html

ED MH JJ

Partnerships

 

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/school-discipline/index.html

Zero Tolerance Does

NOT Work…

….Results in Inequity

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.

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• FBA-BIP• Parent Training and Collaboration• Wraparound Systems of Care

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Check In, Check Out• Behavior Contracts• Daily home/school notes• Small group social skills training• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

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

SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS:MULTI-TIERED SUPPORT SYSTEMS

Academic Systems Behavioral Systems

Adapted from llinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

12

MTSS-BEHAVIORPOSITIVE 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

Leadership Team

Training Coaching Evaluation

Active Coordination with Clusters and Cross-Functional Teams at Networks

PBIS School Exemplars and

Lab Sites

Capacity-Building for Multi-tiered Systems of Support

Behavioral Expertise

Behavioral Prevention Multi-Tiered Systems Support(DSISS, RSE-TASC, OSYD, OSS, School Health/ Mental Health)

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” CONVERSATIONMENTAL HEALTH

• 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

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

80% of Students

15%

5%

SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS and

SUPPORT

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/interconnected_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.

• A MH counselor is housed in a school building 1 day a week to “see” students.

• MH person participates in teams at all 3 tiers.

Traditional Preferred

• No data to decide on or monitor interventions.

• MH person leads group or individual interventions based on data.

Traditional Preferred

• School personnel only attempting to “do mental health”.

• A blended team of school and community providers “divide and conquer” based on strengths of our team.

Traditional Preferred

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

44%

11%11%

11%

22%

Pre-TestStrongly Disagree Disagree

Neither Agree nor Disagree Agree

Strongly Agree

33%

22%

45%

Post-TestStrongly Disagree Disagree

Neither Agree nor Disagree Agree

Strongly Agree

NYC-PBIS PROMISE ZONE

Student, Family,

and School

NYC PZ School Outcome Data

A B C D E86.0%

87.0%

88.0%

89.0%

90.0%

91.0%

92.0%

93.0%

94.0%

95.0%

Attendance RateAll schools had improved attendance

Data obtained from NYCDOE website

NYC PZ School Outcome Data- ELAA

2010

A 20

11A

2012

B 20

10B

2011

B 20

12

C 20

10C

2011

C 20

12

D 20

10D

2011

D 20

12

E 20

10E

2011

E 20

12

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Level 1 Level 2 Level 3 Level 4 Level 3&4

NY State EnglishLanguage Arts Exam

All StudentsIn 3rd to 8th

Grades

Perc

enta

ge o

f Stu

dent

s

Data obtained from NYCDOE website

60% of PZ schools increased the percentages of students at Levels 3&4 from 2011 and 2012

60% of PZ schools reduced the percentage of students at Level 1 from 2011 and 2012

80% of PZ schools reduced percentage of students at Level 2 from 2011 and 2012

Promise Zone Student Outcome

PZ STUDENTS WITH IMPROVED ATTENDANCE

# DAYS GAINED

A B C D E ALL0%

10%

20%

30%

40%

50%

60%

70%

80%

A B C D E ALL0

50100150200250300350400450500

Equivalent to 2.52 School YearsData obtained from ARIS N=109

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

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

80% of Students

15%

5%

SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS and

SUPPORT

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 SystemsAbout DataAbout Practices

Non Example of

Alternatives to

Suspension!

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.

Illinois Balanced and Restorative Justice

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.

Illinois Balanced and Restorative Justice

• 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?

THE RESTORATIVE CHAT:USED BY ADMINISTRATORS WHEN PROCESSING SUSPENSIONS WITH STUDENTS

A CONTINUUM OF RESTORATIVE PRACTICES

Intensive Intervention

Return from suspensionAdministrative transfer or school crime diversion: Victim offender meetings Family/community group

conferences Restitution

Early Intervention

Alternatives to suspension: Youth/peer court Peer mediation Conflict resolution

training Restitution

Prevention & Skill Building

Peace-keeping circles for: Morning meetings Social/emotional

instruction Staff meetings

Prevention & Skill Building

Define and teach expectations

Establish consequence system

Collection and use of data

Early Intervention

Check-in/ Check-out Social Skills Curricula

Intensive Intervention

Function-based support Wraparound support

A CONTINUUM OF SWPBIS PRACTICES

~80% of Students

~15%

~5%

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 STRATEGIESBalanced and restorative justice strategies are ways of thinking about andresponding to conflicts and problems by involving all participants to identify whathappened, 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. Thesestrategies 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 agreeto participate and the appropriate resources are available to support meaningfuleffort. This list is not exhaustive of all balanced and restorative justice strategies.

A guide for implementing these strategies is available by contacting the Departmentof Youth Development and Positive Behavior Supports at 553-1830.

RESTORATIVE PRACTICES

2013-2014 CPS OSEL Restorative Practice Guidelines

THE NEED TO BE PLAN-FUL:

• Exploration-Adoption• Installation• Initial Implementation• Full Implementation• Innovation• Sustainability

Implementation occurs in stages:

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

Leadership Team

Training Coaching Evaluation

Active Coordination with Clusters and Cross-Functional Teams at Networks

PBIS School Exemplars and

Lab Sites

Capacity-Building for Multi-tiered Systems of Support

Behavioral Expertise

Behavioral Prevention Multi-Tiered Systems Support(DSISS, RSE-TASC, OSYD, OSS, School Health/ Mental Health)

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