Implementing School-wide PBIS in San Francisco Unified School District

Corky Kern, High School BAT Administrator

Thomas Graven, Executive Director BAT Team

Goals

• Describe SFUSD PBIS implementation to address disproportionality

• Share lessons learned

143 schools

• 55,000+ Students

• Diversity

• Social

• Racial/ethnic

• Financial

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

Suspension data

Suspension data

ED SPED data

Arrests At Schools Report

Data Dive and Fishbowl

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?

Fish Bowl

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)

TFI Tier I % Imp Summary (Feb, 2016)16 San Francisco High Schools

….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

Example of expectations

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.

Questions

Contact Information

Corky Kern, High School BAT Administratorkerns@sfusd.edu

Thomas Graven, Executive Director BAT Teamgravent@sfusd.edu