January GATE Equity Webinar EXPLORING TOPICS RELATED TO

January GATE Equity Webinar EXPLORING TOPICS RELATED TO EQUITY IN GRADUATION SUCCESS HOST: KEFI ANDERSEN – OSPI GRADUATION AND EQUITY SPECIALIST

Multi-Tiered System of Supports for Behavior (PBIS): High School Implementation Advice from a District Seeing Results DIXIE GRUNENFELDER –OSPI DIRECTOR OF SECONDARY EDUCATION AND K-12 SUPPORTS LESLIE VAN LEISHOUT – NORTH THURSTON SCHOOL DISTRICT DIRECTOR OF STUDENT SUPPORT SERVICES RAND HODGSON – NORTH THURSTON SCHOOL DISTRICT PBIS STUDENT SUPPORT SPECIALIST MIKE SMITH – RIVER RIDGE HIGH SCHOOL PRINCIPAL 2

Vision Every student ready for career, college, and life Mission To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access postsecondary training and education, and are equipped to thrive in their careers and lives. 3

Measures of Success • Increase four- and five-year high school graduation rates • Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education Measuring Success Performance Indicators We must help students: • • Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (Wa. KIDS). Meet standard on the 3 rd-, 8 th-, and 11 th-grade statewide English language arts (ELA) and math assessments, and the 8 th-grade statewide science assessment. Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4 th and 6 th grades. Enroll in Algebra I/Integrated Math I by the end of 8 th or 9 th grade and earn high school credit. Enroll in college-level courses and earn dual credit. Take the SAT and ACT and earn college-ready scores. Access financial aid for post-secondary learning. We must help students avoid: • • • 9 th-grade course failure. Suspensions and expulsions. Chronic absenteeism. 4

Agenda • State level overview and definition of Multi-tiered System of Supports (MTSS) • District implementation • Building implementation • Sustaining efforts • Resources 5

Components of Washington’s MTSS Transformational leadership – creating purpose and relational trust that engages staff and students Collaborative inquiry – practices that involve staff in action research to improve teaching and learning Tiered support system – integrated supports for behavior, achievement, and social emotional needs Data – evidence-based processes that monitor and connect staff and students to a system of supports www. k 12. wa. us/mtss 6

Why use a Multi-tiered System of Supports? The fundamental purpose of MTSS is to make a more effective and equitable learning environment. Predictable Positive Consistent Safe 7

The GAP 4 -Year Graduation Rate Trend 5 -Year Graduation Rate Trend 100% 90% 80% 70% 60% 50% 2011 2012 Low Income 2013 2014 Non Low Income 2015 2011 2012 Low Income 2013 2014 2015 Non Low Income 8

Positive School Climate: Increasing equitable educational opportunities and decreasing socioeconomic inequities • Research analysis of 78 studies from 2000 – 2015 with a focus on relationship between school or classroom climate, academic achievement and socioeconomic status • Positive climate levels the playing field for students of lower SES backgrounds • Negative school climate is linked to lower student achievement and graduation rates, and it creates opportunities for violence, bullying, and even suicide. • Most successful when climate improvement programs are locally designed Berkowitz, R. , Moore, H. , Astor, R. A. , & Benbenishty, R. (2016). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research. 9

Improving School Climate through MTSS #Rethink. Discipline • Evidence-based, multi-tiered behavioral frameworks, such as positive behavioral interventions and supports (PBIS), can help improve overall school climate and safety. (Bradshaw, C. , Koth, C. W. , Thornton, L. A. , & Leaf, P. J. , 2009) • Interventions, school-wide and individual, that use proactive, preventative approaches, address the underlying cause or purpose of the behavior, and reinforce positive behaviors, have been associated with increases in academic engagement, academic achievement, and reductions in suspensions and school dropouts. (American Psychological Association, 2008; Christle, Jolivette, & Nelson, 2005; Crone & Hawken, 2010; Liaupsin, Umbreit, Ferro, Urso, & Upreti, 2006; Luiselli, Putnam, Handler, & Feinberg, 2005; Putnam, Horner, & Algozzine, 2006; Skiba & Sprague, 2008; Theriot, Craun, & Dupper, 2010) http: //www 2. ed. gov/policy/gen/guid/school-discipline/index. html 10

Challenges • Data: too much, not enough, different • Doing more with less • Educating a growingly diverse student population • Educating students with more challenges • Creating a system that allows for implementation and sustained use of effective practices • Implementation of evidence-based practices with fidelity 11

Critical Elements of Tier 1 • Implementation team with administrative support • Faculty commitment with participation by all • Effective discipline • Data entry and analysis • Expectations and rules • Rewards and recognition program • Lesson plans for teaching behavior • Implementation planning • Evaluation Tier 1: Universal 12

Critical Elements of Tier 2 & 3 • Teaming • Data • Screening • Evidence-based interventions • Decision rules (who, when, where) • Progress monitoring • Evaluation (fidelity and student outcomes) Tier 3 Tier 2 13

Polling and Questions I understand the critical elements of tier 1, 2, 3 for behavior? A. Yes, I feel like I could implement this B. Partially, I’m still a little fuzzy on what this looks like at my school C. I feel like I understand the basics D. I don’t really get it Tier 3 Tier 2 Tier 1 14

U. S. Schools using PBIS August, 2016 25000 23, 363 schools 11, 762, 345 students 22500 20000 17500 15000 12500 10000 7500 5000 2500 15 0 00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'

Polling and Questions 2. How many of you are implementing an MTSS for behavior now? A. District wide B. Building only C. Partially implemented D. Interested in implementing 16

What does MTSS look like from a District Level? Curriculum Design Team Work 17

18

80% is the bright line test for fidelity 80 % 19

Polling Do you believe that doing PBIS at your district will… A. Increase time you spend on discipline B. Decrease time you spend on discipline C. Time of discipline will remain the same and I’ll be doing PBIS too! D. Time on discipline will be less, but even more time will be spent on PBIS 20

RECAPTURE ADMINISTRATOR TIME! 21

RECAPTURE STUDENT TIME! 22

Student and Parent Involvement • PBIS Parent nights • Open Houses with a PBIS component at all schools • Student School Board Representatives • Student Advisory Council from grades 5 -12; meets quarterly • Climate Survey – CEE=Center for Educational Effectiveness: staff, administrators and next year students • Community Survey – Online survey for the full community • School Assessment Survey=SAS – PBIS Survey of all staff 23

Building Support v Monthly meetings with building PBIS Coordinator- Training, sharing best practices, timely interventions v Support building PBIS goals- Use School Improvement Plan PBIS goals, Benchmark of Quality, and Tiered Fidelity Inventory data to guide specific building support v Research Interventions- Constantly reviewing literature, attending conferences, and following PBIS research to find interventions needed based on building SWIS data. v Staff meeting trainings Staff Support v Behavior and Classroom Management coaching- At staff or administrator request v Professional Development offered year round – teachers and para educators v New and Substitute Teacher training v Library of materials Staff can check out v Continued District Level Training for District Administrators, Coaches and Support Staff 24

Sustaining PBIS • Goals • Data • Action Plan • Fidelity Measurements • Revision • Positive Reinforcement • Continuous cycle of attention • Report Outcomes to Community 25

Since Implementing PBIS in 2010… 100% 90% 80% 70% 60% ent age in each Tier 50% 40% 30% 20% 10% 0% Tier 3 6+ ODR 2010 -2011 20102011 10. 5 2011 -2012 20112012 6. 1 2012 -2013 20122013 3. 9 2013 -2014 20132014 2. 3 2014 -2015 20142015 0. 6 2015 -2016 20152016 2. 3 Tier 2 2 -5 ODR 19 20. 4 18. 2 14. 5 4. 8 9. 5 Tier 1 0 -1 ODR 70. 5 73. 5 77. 9 83. 2 94. 6 88. 2 26

Impact on Graduation 4 -Year Graduation Rates WA NTPS NTHS RRHS SSHS THS Class of 2010 75 77 79 77 30 83 Class of 2011 77 82 86 79 54 87 Class of 2012 77 85 85 86 52 90 Class of 2013 76 78 82 72** 41 87 Class of 2014 77 79 79 81 30 90 Class of 2015 78 83 84 86 45 90 Class of 2011 79 81 81 83 52 87 Class of 2012 79 83 84 85 42 91 Class of 2013 80 85 87 83 50 93 Class of 2014 81 85 85 87 51 93 5 -Year Graduation Rates WA NTPS NTHS RRHS SSHS THS Class of 2009 77 78 81 77 39 87 Class of 2010 78 83 86 84 43 88 th 27 a 5 The 2013 calculation for four-year graduation rates used by OSPI was different than the 2012 calculation. In 2012, students continuing into year were excluded from the denominator which significantly boosted the 2012 graduation rate. In 2013, OSPI changed their business rules to include continuing students in the denominator. Therefore there is not necessarily a real reduction in the graduation rates. **

PBIS Tier I-The Details 15 -30 minute lessons Delivered the first day of school (all 6 periods) and in advisory throughout the year. Lessons developed by Tier I PBIS team Use of discipline data to determine focus of lesson Communication of lesson done by staff members at staff meeting, via announcements, and/or bulletin. 28

PBIS Tier I-The Details Clear Punishments ◦ Often times the way we discipline students is “shrouded in mystery” ◦ With clear expectations comes clear punishments. ◦ The goal is to be consistent, appropriate, and fair. ◦ Must teach students the repercussions of their behavior. 29

Intervention Time Use of advisory to deliver behavioral lessons Development of a school-wide intervention time (CORE/Flex) to address behavioral and/or academic needs of student population. This time can also be utilized for CCE, Skills Streaming, and other small group interventions 30

Tier II/III The great thing about a multi-tiered system of supports is that you can team around students needing Tier II and III interventions immediately. Monthly pull data on the following: ◦ 3 or more referrals ◦ 3 or more unexcused absences ◦ 3 or more failing grades Based upon this data, we have created groups to address individual needs. ◦ Academic study group ◦ Social Skills group (ran by counselors) ◦ Check In, Check out groups. Students who show up on multiple reports require more intensive interventions. ◦ FBA/BIP ◦ Behavior Contracts 31

Polling and Questions Short answer: What do you need to support your efforts? 32

Assess Current Reality Using SWPBIS Tiered Fidelity Inventory The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. Formative Assessment • Determine current PBIS practices in place and needed prior to launching implementation Progress monitoring • Self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier • Build action plan to focus implementation efforts Annual Self-Assessment • Self-assess annually to facilitate sustained implementation of PBIS 33

More Information on How to Get Started: nirn. fpg. unc. edu www. pbis. org/blueprint/implementation-blueprint www. PBIS. org 34

Other PBIS Resources www. apbs. org pbismissouri. org www. pbischat. com www. pbisapps. org www. ci 3 t. org www. pbisvideos. com 35

Conferences • Northwest PBIS Network • Advanced PBIS Coaching: January 20, 2017 - Portland • 2017 NWPBIS Conference: February 22 – 24, 2017 - Portland • Preconference: “Integration of Culturally Responsive PBIS, Mental Health and Trauma Informed Practices” – Dr. Lucille Eber • www. pbisnetwork. org • Association for Positive Behavior Support Conference – • International Conference on Positive Behavior Support: March 1 -4, 2017 - Denver (FREE Registration for Volunteers) • www. apbs. org • National PBIS TA Center Leadership Forum • September 28 -29, 2017 - Chicago (FREE Registration for Volunteers) • https: //sites. google. com/a/midwestpbis. org/pbis-leadership-forum-2016/ 36

Resources National PBIS TA Center: www. pbis. org Association for Positive Behavior Support: www. apbs. org Ci 3 T: www. ci 3 t. org SWIFT Schools: http: //www. swiftschools. org/ ACEs too High: https: //acestoohigh. com/ #PBISchat: www. pbischat. com 37