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Comprehensive PBIS System in Our District:

Merging PBIS and Diversity/Equity CadreSarah Lewenberg

University of Oregon

Cost Analysis

References

Evidence of Need

District Improvement Goal

Targeted Issue:To create a sustainable, functioning and effective system to support school climate and behavioral issues in our district, an integrated model of Positive Behavioral Interventions and Supports (PBIS) and the Diversity and Equity Cadre (DEC) is imperative. Adding the layer of the DEC to the entrenched PBIS systems (that still need developing in many areas) will strengthen the district systems and supports that exist to support school climate, groups of students’ needs, the individual student differences found at all schools in our district.

Measurable Goals:By the end of the 2013-14 school year:•Information taken from parent and students surveys will indicated an improved feeling of safety, participation, and acceptance at school.•Behavior incident reporting will have a narrowed gap between the racial/ethnic groups in the district.•Parent participation in school activities will be improved.•Staff will indicate a higher level of understanding of the diversity needs and realities in our district as indicated on the annual Diversity Survey.

There is sufficient survey, incident, observational ,and anecdotal data that demonstrates the follow:ｷ Not all staff in the District School District believes that students from all backgrounds can achieve high levels of proficiency.ｷ Not all staff in the District School District believe that issues of diversity and equity need to be addressed in our schoolsｷ Not all students in the District School District feel safe at school.There is a meaningful gap in the behavior and attendance data; students of color as a whole receive more office discipline referrals and have lower attendance rates. Programs to support behavior and student needs are not consistent district-wide.The unification of PBIS and DEC work would prove to support culturally appropriate, systematic school and classroom programs that would ultimately meet the emotional, behavioral, and social needs of our diverse student population. Furthermore, staff would be forced to face issues of equity as PBIS is already an integral part of our school organizations.

Quotes from teachers on the diversity and equity survey: “It appears the district is out to support every ethnicity except Caucasian. It also appears the district want to support all beliefs except Christian. Additionally, we are to support all lifestyles except for man/woman in a marriage. If we are to support and respect everyone, then let's make "everyone" all inclusive.”

“Celebrate middle class white kids that come to school everyday and do what they are supposed to do.”

“How about teaching students of other cultureshow to assimilate to the American culture?”

Outcomes

It is nearly impossible to put a dollar amount on the positive and successful educational experience of all students, regardless of background and ability. Achieving the district goal of every student a graduate with a bright and successful future, is priceless. However, below is an approximate cost analysis of a more powerful and appropriate system to address behavior, social, and emotional needs of all students in the District School District based on a new concept that PBIS and Cultural Equity and Diversity efforts are unified and fully integrated. Because of this human component that cannot be priced, I chose not to use a spread sheet to analyze the cost of change to better illustrate the scope of effect.

Duda, M. , & Utley, C. (2005). Positive behavioral support for at-risk students: Promoting social competence in at-risk culturally diverse learners in urban schools. Multiple Voices for Ethnically Diverse Exceptional Learners, 8(1), 128-143.O'Brien, C. (2007). Using collaborative reading groups to accommodate diverse learning and behavior needs in the general education classroom. Beyond Behavior, 16(3), 7-15.Vincent, C. , Randall, C. , Cartledge, G. , Tobin, T. , & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219-229.

Needs Assessment

Shared Vision leads to Improved Academic Achievement for All Students.There a numerous activities essential to ensure that this important change becomes a reality. There must be organized and meaningful collaboration between the PBIS leadership team and the members of the DEC. The first step in this collaboration would be the development of merged vision and mission statements, updating the PBIS White Paper. The outcome of this document would create shared understanding and vision to guide the work of the newly re-visioned PBIS leadership team. Through the equity lens, the PBIS leadership team (now merged with DEC) will need to assess the needs of staff members to provide appropriate training to school-based PBIS teams. The newly visioned PBIS leadership team will also need to work closely with the district technology department to develop the means to access meaningful data the appropriately reflects the needs of all students in our district, including students of color. The recreation of the PBIS White Paper, essential staff development, and access to meaningful data are just three of many inputs that will lead to outcomes essential to the success academically and emotionally of all our students. The long term outcome of these myriad inputs will be a shared vision leads to improved academic achievement for ALL students.

On a recent PBIS team survey, schools reported some of the following weaknesses:

-Lack of appropriate data to understand the deficits in the building.

-Lack of a clear and consistent system to support student behaviors.

-Lack of consistency of school-wide behavior programs within the confines of the classrooms

Students reported:

-Low levels of being treated respectfully by other studentsOffice Discipline Referals be Race: percentages

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Yearly attendance percentages by race

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Assumptions*The big 3 of PBIS (systems, data, and practices) align perfectly with the goals of the Diversity and Equity Cadre. *The purpose and goals of both organizations and programs is to create an appropriate and positive learning environment for ALL students.

Cost Analysis- Combined Initiatives

Per year (dependent on current budgetary situation) Personnel

Costs Training Costs

Intangible Costs

PBIS and Diversity/Equity Cadre Integration

1.0 FTE (TOSA)- approximately $70,000

Combined training money: Title II and Grant $40,000

Professional development for PBIS teams; integration of leadership teams; leadership team training

Benefits of Integration Systems in place to meet the needs of all students regardless of background and ability.

A dedicated and knowledgeable leader focused on supported systems and teams. Capacity building for stake-holders at all levels to support the needs of students.

Inclusivity of systems and supports.

Measurement

The decisive marker of success of this change is an improved lens that all teachers, staff, and policy makers in the district have before their eyes when making decisions about and interacting with kids. Curriculum, behavior plans, school-wide action plans, and daily lessons will be created and developed with an automatic understanding that students have differing needs, backgrounds, and histories. Success can more easily be measured through the use of surveys, office discipline referrals, attendance data, and achievement data.

Demographics

• Positive learning environment for all students. Fewer referrals for students because of stronger more inclusive systems in place.• Positive interactions between students of different backgrounds.• Fewer racial/ gender/ orientation based altercations between students altercations. • Positive interactions between students and staff. Appropriate interventions and procedures addressing cultural issues in the school-wide plan.• Shared vision and goals to improve the education of all students.• Multiplied resources to support more students and schools (no longer hit and miss).• Deep working understanding of the importance of addressing cultural.• This understanding will drive a school-wide plan to improve PBIS systems for all students with appropriate district support mechanisms in place.• School teams will understand their own weaknesses in their buildings.

Timeline

By June of 2013 the following changes will be partially to fully implemented in our district:

• The PBIS and DEC leadership teams will merge and meet together monthly.

• The PBIS and DEC leadership teams will create ONE action plan and set of goals for the 2013-14 school year.

• Data will be available to support the work of the newly merged PBIS/DEC.

Interim steps:1. Include representation from DEC on PBIS leadership-

February, 2012.2. Work with the district DIGIT team on data systems-Feb.-

June, 2012.3. Meet with instructional leaders, PBIS coordinator, DEC

representative to devise merged goals and vision. Summer 2012.

4. Rewrite the PBIS district White Paper. Fall 2012

District Public Schools is located in City, Oregon, Lane County’s second largest city. City is a town of approximately 61,000 and a zero to 18-year-old population of roughly 16,000 (26%). A variety of challenging social and economic conditions in City have underscored the urgent need to rethink the delivery of the District’s educational programs.

District Public Schools consists of more than 11,000 students reflecting an increasingly diverse and high-needs population. The district’s Hispanic student enrollment has nearly doubled over the last seven years, now comprising 13 percent of the student body (31% at the high school level). According to the Annie E. Casey Foundation, in its report Children At-Risk: State Trends, from 1990 to 2000 the percent of children living in high-risk families in Oregon increased by 40 percent, ranking Oregon as the second worst state in the country for the percentage of children being raised in high-risk families. As measured by free and reduced lunch status, over 50 percent of District students are identified as living in poverty with some individual schools exceeding 80 percent. The District is made up of 16 elementary schools serving students in kindergarten through 5th grade; five middle schools, 6th-8th grades; and four high schools, including two comprehensive high schools, 9th-12th grades, serving over 2,900 students per year.