Urban Implementation of PBIS John Riley Hill, Ph.D. Curriculum and Instruction Keona Jones, Principal Thurston Woods Campus 2012 and 2013 Wisconsin PBIS.

Urban Implementation of PBISJohn Riley Hill, Ph.D.

Curriculum and InstructionKeona Jones, Principal

Thurston Woods Campus 2012 and 2013 Wisconsin PBIS School of Distinction

October 11, 2013

Session Objectives• Participants will:– learn the importance of planning and developing an

infrastructure to support PBIS before implementation.– identify different strategies used with a district-wide

initiative.– learn how to support schools in a time of declining

resources and staff.– learn the critical role of the principal in the

implementation of PBIS.

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BACKGROUND INFORMATION

K-12 Education Landscape in Milwaukee

• Statewide Open Enrollment– 6,696 students out/ 661 in (2012-2013)

• Chapter 220– 1,792 students out/ 274 in (2012-2013)

• Milwaukee Parental Choice Program - Vouchers– 24,941 students (2012-2013)

• 2R Charters– 7,156 students (2012-2013)

District Information• 78,461 Students (2012-2013)

– 55.8% African American– 24.0% Hispanic– 13.9% White– 5.5% Asian– .08% Native American

• 82.7% Students receive Free or Reduced Lunch• 9.6% Students are English Language Learners• 20.6% Students with Special Needs

BEGINNINGS

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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)

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Council of Great City Schools• “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)

• “The number of suspensions is higher in the MPS than it is in any other urban district the Council has visited.” (p. 10, 2008)

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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.

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Referral Reasons

78%

21%

1%

LearningEnvironmentPersonal/ PhysicalSafetyWeapons

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IMPLEMENTING PBIS IN MPS

Four Frame Model

Bolman and Deal, 1997

Implementation Research• Knowledge of implementation research critical to

success– Diffusion, Forces of Change, Managing Change, and Planning

and Implementing Change• Stages of Implementation (Fixsen, Blasé, Horner, Sugai, 2009)

– Exploration– Installation– Initial Implementation– Full Implementation– Innovation– Sustainability

Planning• It is important to take the time to plan in the

beginning and build the systems to support and sustain.– What are existing resources?– What can be reallocated?– What can we stop doing?– What comes first, second, third, etc.?

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Multi-Generational Plan• Classic example of a multi-generational plan was

the plan used by NASA to land on the moon.– Each program was designed to accomplish certain

goals• Mercury – Man into space, Orbit the earth• Gemini – Two men into space, Spacewalk, Rendezvous• Apollo – Three men into space, Orbit moon, Land on moon

– Programs built upon what the prior program(s) accomplished

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Projected PBIS Cohorts2009-2010 Plan

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Tier 3 30 61 61 61

Tier 2 30 61 61 61

Tier 1 30 61 61 61

FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17

Total30

Total91

Total152

Total183

Total122

Total61

Total213

Build Sustainability• Revised Incident Referral Form• Developed Reports– Replicated SWIS Reports

• Built PBIS into Administrative Policy• Incorporated PBIS into the Discipline Process• Created Coaching and Supervisory Positions

(Reallocation)

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Discipline Policy

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Knowledge Reuse • Learn from others’ experiences. – Use the existing knowledge on implementing PBIS

and behavioral interventions.– Tap in to the available expertise on PBIS and

behavioral interventions.– What have other schools, districts, networks, or

states done to achieve success?– What mistakes have other schools, districts,

networks, or states committed?20

• Nancy Franklin, Los Angeles Unified School District

• Lucille Eber, Illinois PBIS Network• Rob Horner, University of Oregon• Heather George, Florida PBIS• Susan Barrett, Maryland PBIS• JoAnne Malloy, University of New Hampshire

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Expert Advice

• Cincinnati Public Schools• Los Angeles Unified School District• APBS International Conference• PBIS National Forum• Wisconsin PBIS Leadership Conference

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Site Visits and Conferences

Strategic• Be Strategic– Conduct a Stakeholder Analysis• Who will be your champions and why?• Who will be resistors and why?

– Identify opportunities for immediate success– Build on early “wins”• Communicate success early – high risk/ high reward

– Look at ways to achieve sustainability in existing systems and structures

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Strategic• Connect PBIS to other areas, groups, and

programs when possible– Merge with academics (Response to Intervention)– Connect with key staff

• Transportation, Technology, Specialized Services, Recreation

– Show how some programs can fit within the framework

– Identify existing practices that are part of PBIS– Build a base of support/ spread the word

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Bottom-Up/Top-Down• Worked with the Milwaukee Teachers’

Education Association (MTEA) to plan how PBIS would be rolled-out to the district.– Spent a year working together– Used an existing joint Safety and Discipline Labor

Management Committee– Desire to be included in the research and planning

• Collaboration is not always easy– Starts and Stops

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• Joint MTEA & MPS Mediasite presentation on PBIS– 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– Schools decided whether or not to send an exploratory

team to in-depth presentation– Team personnel/positions of the exploratory team were

agreed upon by the union and administrationhttp://mslweb.milwaukee.k12.wi.us/mediasite/Viewer/?peid=404a129142d5486b956ec3b7c3ab4bcb1d

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Common Message: Only One Chance for a First Impression

• 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 – 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

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In-Depth Presentation

• Schools were selected to be part of the first cohort using 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.)

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Selection Process

Semper Fidelis• Stay true to the training and the tools– There are many existing PBIS tools to assess

fidelity of implementation and guide implementation efforts

– Commit to a training model and maintain quality and fidelity of the training• Avoid alterations to the design of trainings• Include local examples• Use trainers

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Brand is Important• Communications and Public Affairs created

the PBIS logo.

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Communication is Key• Clear, Consistent, and Concise Messages• Share the success stories and results early

and often– Use data whenever possible– Talk to whoever will listen (present to anyone/

group that asks)– Communication examples include the following:• Thursday Updates (Administrative Bulletin)• Word of mouth• Local Media• Electronic Media

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Electronic Media• Newsletters no longer just share success

stories, but also are instructional• RtI/PBIS Website• YouTube Channel: MPSPBIS– Video modules demonstrating…

• External coaches use email more to provide technical assistance to schools

• Video Conferencing32

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PBIS Newsletter

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Organization• Keep it simple and organized– Organized website (information is easy to find)– School Binders– Calendars for team, schools, and coaches– Clearly defined roles– Define use of reports– Set requirements, but also provide opportunities

for customization to fit school culture

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Team Facilitator Calendar

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We are in the People Business• Get good people on your team– External Coaches and Supervisors are the face of

the district PBIS Team• Provide sufficient professional development• Be clear about expectations and roles• Coaching binder and tools• Monitor – inspect what you expect• Team chemistry is important• Identify priorities and set goals

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Accountability• Coaches submit their calendars through

Outlook• Coaches complete documentation logs• Communicate with the principals– What is going well– What needs to be strengthened– How can you improve– How I can help you improve

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DISTRICT RESULTS

2.5 Percentage Point Increase

66% Reduction

10.8 Percentage Point Decrease

*2012-2013 totals include both Tier 2 and Tier 3 Interventions

District Results:Benchmarks of Quality

District Results: Benchmarks of Advanced Tiers

THURSTON WOODS CAMPUSMs. Keona Jones, Principal

Enrollment and Demographics• Thurston Woods Campus in 2012-2013 – 501 students in grades K4 through 8

• 94.0% of the students qualify for free/reduced lunch• 78.4% of students without disabilities• 21.6% of the students with disabilities

– Race/Ethnicity• 93.2% African American• 2.4% Hispanic• 3.6% White• 0.4% Asian

Climate and Engagement Data

Climate and Engagement Data

Climate and Engagement Data

Climate and Engagement Data• Attendance Rate for students has increased from

89.9% to 90.2% (2009-2010 to 2012-2013)• Teacher attendance is better than the district average

and has improved from 2011-2012 to 2012-20132010-2011 2012-2013

Avg. Absences per Teacher

3.92/ 6.33 3.04/ 6.57

Avg. Hours Lost per Teacher

27.71/ 42.92 20.96/ 45.01

District Average in Italics

Academic Achievement• District is moving toward Smarter Balanced

Assessment– Measures of Academic Progress (MAP)• Above average value added growth in reading and

math for both the 2012-2013 Winter and Spring Assessments

Resources• Additional Ideas:– MPS RtI Website (under Resources)• http://www5.milwaukee.k12.wi.us/dept/rti/

– MPS PBIS YouTube Channel• http://youtube.com/mpspbis

– MPS PBIS Pinterest Page• http://pinterest.com/mpspbis/

Contact InformationJohn Riley Hill, Ph.D.Curriculum and InstructionMilwaukee Public [email protected]

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Keona Jones, PrincipalThurston Woods CampusMilwaukee Public [email protected]

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Urban Implementation of PBIS

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior Team

Gregory E. Thornton, Ed.D., Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital Services OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerDenise Callaway, Executive Director, Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives