New York City PBIS Technical Assistance Center Update: Adaptation, Alignment, and Integration National PBIS Leadership Forum Satish Moorthy, NYC PBIS Chicago:

New York City PBIS Technical Assistance Center Update:

Adaptation, Alignment, and Integration

National PBIS Leadership ForumSatish Moorthy, NYC PBISChicago: October, 2011

NYC PBIS Big Ideas for Today

• Learn about our Progress and Expansion

• Learn about our Integrative Implementation Demonstrations

• Systems alignment: A Global Perspective on Implementation (Federal, State, City)

The Big Picture in the Big Apple

• 9 years of PBIS in New York City • >200 schools trained (12.5% of NYC public schools)• Training at all 3 Tiers of PBIS• Success in Implementation of PBIS is dependent on

INTEGRATION with District and School-based Policies and Initiatives.

• Focus for 2011: Capacity building in Districts/Networks

Big 5 PBIS “Commitments” for Student Achievement (at school, city, state levels)

• Commitment to Coordinated (Cross-Functional) Teams

• Commitment to Capacity-Building• Commitment to Sustainability• Commitment to Policy Alignment and

Coherence (INTEGRATION)• Commitment to Ongoing Progress

Monitoring (FIDELITY)

School-wide Positive Behavioral Interventions and Supports (PBIS)

• Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

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

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

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• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

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

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

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois 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

Schools adopting SWPBIS by year

00 01 02 03 04 05 06 07 08 09 2010 20110

2000

4000

6000

8000

10000

12000

14000

16000

14,325 Schools Adopting

School-wide PBIS

Schools adopting SWPBIS (Feb, 2011)Al

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Geo

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Kans

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Mas

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New

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Nor

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Verm

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Was

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Wyo

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0

200

400

600

800

1000

1200

1400

160011 states with over 500 schools3 states with over 1000 schoolsNYC at 200 schools (19th overall)

Illinois

Florida TexasMaryland

New York

NYC

PBIS Schools by Type and Year: New York CitySchools Trained: Cumulative by year

  02-03Yr 1

03-04Yr 2

04-05Yr 3

05-06Yr 4

06-07Yr 5

07-08Yr 6

08-09Yr 7

09-10Yr 8

10-11Yr 9

ES 2 7 27 35 39 45 62 75 106

K-8     9 9 11 18 18 18 21

K-12     11 7 4 4 4 4 4

MS/JRH

2 1 16 25 34 46 47 53 77

MS/HS     1 1 2 3 6 5 5

HS   9 6 7 4 10 14 24 41

Alternative

          29 29 35

NYC Total

5 17 70 84 94 126 154 211 289

New York City-PBIS SchoolsRegional Expansion / SustainabilityNumber Schools Trained and Active

Cumulative

94126

154

211

289

79111

140

180

241

2 2 5 5 9 14 22 22305 17

70 847557

1750

50

100

150

200

250

300

350

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

Yr7

Yr8

Yr9

Trained Active Coaches

• Yr 1: 2002-2003• Yr 2: 2003-2004• Yr 3: 2004-2005• Yr 4: 2005-2006• Yr 5: 2006-2007• Yr 6: 2007-2008• Yr 7: 2008-2009• Yr 8: 2009-2010• Yr 7: 2010-2011

NYC PBIS Schools by Borough

Manhattan:  28   Bronx:  105

Brooklyn:  81

Queens: 58

Staten Island: 17

What is School-wide Positive Behavior Interventions and Supports?

• School-wide PBIS is:

–A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for ALL STUDENTS.

Urban Challenges for PBIS• Poverty and Health

• Disproportional Rates of Suspensions of SWD by Race/Ethnicity

• How do we move from reactive approaches to the “problem”, to preventative (e.g., culturally responsive)

• How can we prevent? How do we include diverse communities, within school and in our neighborhoods?

The Urban Context

• NYC Population: 8,214,426 (Census Est. 2006) (42.5% of total NY State population)

• Urban Population Density (2006):

– NYC: 26,402 per sq. mile – Chicago: 12,750 per sq. mile– Los Angeles: 7,877 per sq. mile

The Context: New York City

• 9.5% Unemployment Rate 2009 (from 4.5% in May ‘08) (nyc.gov)

• 35.9% of residents foreign born (2000 Census)• 47.6% language other than English spoken at

home (2000 Census)• Estimated 170 languages spoken

NYC by Ethnicity (2000 Census)

• Population: 8,214,426 (Census Est. 2006)

• 35.1% White• 27.0% Hispanic/ Latino• 24.5% African American• 9.8% Asian

Under 18: % Poverty and % Uninsured –NYC

39.4

30.9 29.9

16.8 15.914.8 14.39.1

13.3

6.8

05

1015202530354045

Bro

nx

Bro

okly

n

Man

hat

tan

Que

ens

Sta

ten

Isla

nd

% Poverty (2005)

% Uninsured (2000)

U.S. <18Poverty Rate 18.5%

U.S. <18Uninsured Rate 11.9%

NYC Public Schools: Quick Facts

• Key Facts:

1.1 million students1,600+ schools335 new schools since 2002 80,000 teachers$21 billion annual budget

• Source: schools.nyc.gov

NYC Schools Ethnic Demographics

• 1.1 million students

• 39.4% Hispanic

• 32.8% African-American

• 14.3% White

• 13.6% Asian/ Pacific Islander

• 4% Native American

Student Demographics

• Students Receiving DOE Special Education Services (includes all public, non-public, pre-school & school age): 161,820

• English Language Learners: 146,132

• Students Eligible for Free/Reduced Lunch: 784,963 (76.3%)

Scaling Up ChallengesCompeting Demands on Educators,

Administrators, Districts– Improving Low-Performing Schools– Providing Free and Appropriate Public Education

(FAPE) in the Least Restrictive Environment,– Safe and Supportive Schools,– Supporting Systems of Care for At-Risk Students– Disproportionality in SpEd and Suspensions

(African American Students)

Four Areas for NYC PBIS Integration

1) Response to Intervention and Universal Design for Learning (FAPE and Common Core) IDEA

2) Systems of Care and Wraparound Social Services – Safe and Drug Free Schools

3) Culturally Responsive Positive Behavioral Support Systems – Civil Rights Act

4) Bully Prevention and Safe Schools – ESEA, Safe and Drug Free Schools

Integrative PBIS Domain #1

• 1) Response to Intervention and Universal Design for Learning (FAPE and Common Core, FBA-BIP and MDR)

Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day.

IDEA Part BComparison of State Level LRE Data

(DAC- IDEA Data, 2008)

State % Students in MRE Settings

Vermont0

Puerto Rico5.84

North Dakota8.33

Alabama9.41

South Dakota10.5

West Virginia10.5

Oklahoma11.36

Nebraska11.37

Wyoming11.44

Idaho11.76

Kansas12.02

Iowa12.66

Kentucky12.88

Texas13.66

Oregon13.7

Montana13.79

Colorado13.81

Connecticut14.1

Wisconsin14.33

Minnesota14.55

Nevada15

Pennsylvania15.39

Mississippi15.47

Tennessee15.6

Alaska15.63

Missouri15.68

Washington15.73

Maine16.25

Arkansas16.8

North Carolina18.04

Arizona18.26

Indiana18.93

Georgia19.04

Louisiana19.11

Utah19.21

Ohio19.63

Virginia20.91

Michigan21.3

New Mexico21.53

Rhode Island21.97

Florida22.06

Massachusetts22.62

South Carolina22.84

Delaware23.3

Maryland23.99

Illinois 25.5California

27.78Hawaii

28.93New Jersey

29.19New Hampshire

30.26New York

32.46District of Columbia

51.96

48. Hawaii 28.93 49. New Jersey 29.19 50. New Hampshire 30.26 51. New York

32.46 52. District of Columbia 51.96

State Performance Plan Indicator 5: Least Restrictive Environment – School Age

This definition includes students with disabilities in public schools, separate alternative schools, residential facilities. parentally placed in private schools, correctional facilities, and home or hospital environments.

Universal Design

• Developed into…• Ramps and curb cuts• Automatic door-opening devices• Accessible toilets• Fire alarm systems with lights• Closed-captioning• Texting

26

Origins in Architecture

Division of Students with Disabilities and English Language Learners (DSWDELL)

NYC Special Education Reform 2010-12

• Four Components•Academics & Instructional Supports: e.g., ELA, Math, Social Studies, Science, Arts,

•Social, Emotional and Behavioral Development: e.g., Classroom Management Strategies, School-Wide Systems, Individual Interventions

•School Operations: e.g., Scheduling, Staffing, Budget & Funding, Data Systems, Compliance

•Long Term Planning: e.g., Transition Planning, Graduation Planning, Articulation Planning

Timeline for PBIS and Special Ed Reform

• Phase 1 Response to Intervention Pilot for 25 schools.

• 10 School Support Networks and 250 schools participating in Phase 1 (2010-2012).

• All 60 School Support Networks and 1700 schools will be participating in 2012-13.

Integrative PBIS Domain #2

• 2) Systems of Care – New York Promise Zones

Integrating PBISPromise Zones for Urban Education

• Systems of Care Pilot funded by NY State Office of Mental Health

• Endorsed by State Commissioners of all child-serving agencies

• Key features:– An External Change Partner– The School Support Team and Social Worker– A Community Services Support Network

“Could someone help me with these? I’m late for math class.”

PBIS and Systems of Care

– School-wide PBIS as a foundation (5 high-needs schools in the Bronx)

– Community Mental Health Partner (State funded)

– Capacity-building for Tier 3 team (Pupil Personnel Team)

– Connecting to community-based agencies and supports for at-risk youth and families

NYC Promise Zone for Urban Education “'It is today we must create the world of the future.' Eleanor Roosevelt

'If we always do what we've always done, we will get what we've always got.' Adam Urbanski

2010-2011

School Year

Oversight of State Agency Office of Mental Health, DOE, Office of School

Health Promise Zone Objectives:

Increase Positive Student Engagement Improve academics, attendance, indicators

to increase instructional time Reduce absenteeism, truancy and incidents

resulting in discipline Identify a replicable model

PBIS External “Change Agent”

Team based, comprehensive, and proactive system for facilitating, and maintaining student success.

Targets multiple systems in a school:

School-wide systems Classroom systems Non-classroom systems Individual systems

Children First Network Structure (CFN)

Review & Analyze school data Liaison between principals Support schools needs

Community Services & Supports

Social Services

Department of Labor

Chemical Dependency

Mental Health

Health

Promise Zone Support Matrix: From Client to Community

Instructional Support Teams: School improvement tool designed to improve instruction through increased professionalism collaboration, problem solving, reflection, and support among school personnel. Student Support Team: The schools primary intervention team for students with academic, behavior, and or social-emotional concerns. A multi-disciplinary team collaboratively develops, implements and monitors student interventions

School Social Worker/Family Advocate: The role and function differs from school based social workers in that there is not a treatment focus on children in special education, but rather prevention & intervention focus for the entire school population. SSW facilitates, skill groups brief situational therapy & home visits. SSW responds to concerns by teachers or administrators regarding “daily issues of crisis” and then makes necessary referrals.

Systems of Care Evaluation

• Process and/or Implementation Evaluation– Replicability of model for collaborative planning

and service delivery

• Student Outcome Evaluation– Increased Positive Engagement in the Instructional

Process

Evaluation Timelines

• January- June 2011 – BASELINE for both Process and Outcomes

• September 2011 - June 2012– Ongoing Data Collection

Integrative PBIS Domain #3

• 3) Safe and Supportive Schools - Bully Prevention

Safe and Supportive Schools Integration

»In 2010:

SW-PBIS is now Recommended Discipline

Policy in NYC!!!

Reducing School Violence and Suspensions 2007-2009

• Of 14 NYC PBIS schools cited as Persistently Dangerous by the State:– 11 showed increases in attendance– 12 showed decreases in violent incidents– 9 showed significant decreases in total suspensions– 12 were removed from the Persistently Dangerous List

• Of 16 cited in 2008 by the State for Disproportional Rates of Suspensions of Students with Disabilities (SPP #4) that have been in NYS PBIS for more than a year:

– 14 (or 88%) saw either significant reductions in suspensions (9) or no increase (5)

PBIS/ School Safety Implementation

• Training Youth Development Staff (in charge of Safety and Suspensions) in PBIS

• Half-Day Modules:– Basic Principles of ABA/ Behavior– Competing Behavior Pathway– School-wide PBIS

• Youth Development Staff attend PBIS along with school-based teams

Integrative PBIS Domain #4

• 4) Culturally Responsive PBIS Systems–Addressing Disproportionality in Suspensions (SPP 4B)

Addressing Disproportionality

Focus: Disproportional Rates of Long-Term Suspensions (>10 days) of Black or African-American Students with Disabilities, where Black and African American Students are more than 2 times as likely to be suspended than other students with IEPs

Action: PBIS has been identified as a recommended

approach to address disproportionality

Digging Deeper

• Deeper analysis shows 91 schools with the highest disproportionality– Where risk of suspension of Black or African

American student with disabilities is more the 2 times as likely as that of all other students with disabilities

– 2.0 Relative Risk threshold is set by the State (shows over 330 schools)

PBIS/ Culturally Responsive Integration 2010-12

• Collaboration with New York University TAC for Disproportionality

– 2 Levels of Intervention (Culturally Responsive Schools)

• School-Based (8 schools in pilot)

• Leadership training and capacity building

11 PBIS Schools with the highest rates of Disproportionality in Rates of Long-term Suspensions by Race/Ethnicity SPPI 4B

Comparison of 2009-10 to 2010-11Suspensions

Reduction 81.8%Increase 18.2%

Initial Referrals Reduction 45.5%No change 18.2%Increase 36.4%

AttendanceIncrease 90.9%Reduction 9.1%

N=11

81.8%

18.2%

Reduction IncreaseNo Change

45.5%

36.4%

18.2%

ReductionIncrease No change

9.1%

90.9%

Reduction Increase No Change

Comparison within 91 NYC Schools with the highest levels of Disproportionality in Suspensions of

Students with Disabilities

N=11

SuspensionsPercent of PBIS Schools Percent of Non-PBIS Schools

58.8%

40.0%

1.3%

ReductionIncreaseNo Change

Initial Referrals

N=80

81.8%

18.2%

Reduction IncreaseNo Change

45.5%

36.4%

18.2%

ReductionIncrease No change

37.5%

50.0%

12.5%

ReductionIncreaseNo Change

Systems Alignment: A Global Perspective on PBIS Implementation

NYC PBIS Technical Assistance Center

Funding VisibilityPolitical Support

Training Coaching Evaluation

Active Coordination with Children First Networks

Local School Teams/Demonstrations

Alignment Policy

PBIS Implementation Logic

Behavioral Expertise

RSE-TASC

PBISPBIS DSWDELL D75

Statewide PBIS TAC

National PBIS TAC

PBIS Schools

Systems Change

NY State Education

NYC DOE

Schools

Teachers/ Staff

Effective Practices

AL

IGN

ME

NTFederal

Departments

Imp

lem

enta

tio

n T

eam

s

FORM FOLLOWS FUNCTION

RSE-TASC

PBISPBIS DSWDELL D75

Statewide PBIS TAC

National PBIS TAC

PBIS Schools

NYC PBIS Coordination• NYC PBIS provides:(1) research-based professional development for

school-based teams (all 3 tiers including FBA-BIP),

(2) technical support and implementation assistance, and

(3) training on data collection and progress monitoring of PBIS practices.

(4) internal and External Coach Networking

CFNs

NYC DOE PBIS

Schools Schools SchoolsSchools

Cluster Cluster Cluster Cluster Cluster District 75

CFNs CFNs CFNs CFNs CFNs

SchoolsSchools

Schools

SchoolsSchools

Schools

Schools

SchoolsSchoolsSchools

SchoolsSchools

Schools

SchoolsSchools

Schools

SchoolsSchools

Schools

SchoolsSchools

Schools

Schools

SchoolsSchools

Schools

Schools

Schools

Schools

Schools

Schools

Schools

Schools

Schools

Schools

NYC PBIS External TA Coach Funding Trends 2009-2012

0

5

10

15

20

25

30

2008 2009 2010 2011 Proj

Centrally Funded

Locally Funded

Central Funding: Tax Levy, IDEA, Race to the Top

Local Funding: Tax Levy, IDEA, Race to the Top

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Implementation with Fidelity Means Stronger Student Outcomes!!!

PBIS Outcome Data2007-08 School Year

40%

84%

60%

66%

37%

70%

14%

62%

36%44%

31%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Reduction in No. of Students

in Self contained Classes

Fully ImplementingPartially Implementing

Reduction in BOTH Principal

and Superintendent

Suspensions

Reduction in no. of ELLs With IEPs

Improvement in Attendance

Met AdequateYearly

Progress (AYP)

30%

Reduction of Students in

Self-ContainedClasses

Met UniversalStandards

N= 53

37 16

Finding External Partnerships that Support School Improvement

• State and City agencies (Health, Mental Health, Parent Centers, Juvenile Justice, Child Welfare, Career Development, Substance Abuse Prevention)

• Department of Education Divisions/ Offices (DSWDELL, DAPS, School and Youth Development, School Health/Mental Health)

• Institutions of Higher Education (University Research Centers, Institutes, NYU and Columbia)

• Community organizations (Mental Health)

Scaling Up and Drilling Down 2009-14

• NYC PBIS TAC Five–Year Action Plan • - Coordinated Citywide Management System• - Increased Training and Coaching Capacity• - Streamlined Implementation Evaluation• - Alignment of Outcome Indicators with • Federal, State, and City Guidelines• - Diversified Funding for PBIS Activities (RTTT, IDEA)• - Visibility through Demonstrations (Pilots)• - Political Support and Collaborative Advocacy• with related institutions, agencies