Collaborative improvement innovation so we can really accelerate our ability to move the needle over the next five years. Thank you. I would like to give a warm round of applause to our speakers. Thank you very much. [ applause ] friday night cspans 2014 Campaign Coverage continues with a live debate in the wisconsin governors race. Incumbent republican scott walker is running for a second term against democratic business woman. Real clear politics rates the race a tossup. An average shows Governor Walker ahead by less than half a percentage point. We will take you there live at 8 00 p. M. Eastern on cspan. More now from the National Bullying prevention summit. Speakers examined how to create a School Environment that discourages bullying behavior. The annual summit is part of an effort by the National Government to create a National Bullying strategy. This panel is about 55 minutes. So im going to go ahead and introduce renee and then mark will just be back in a second. So we had originally scheduled to have george with us today but unfortunately george had a death in the family and is unable to join us today. Dr. Renee bradley will be standing in for him. Renee is Deputy Director of research to Practice Division in the office of special education programs. She has served as project officer for the national ta center on positive behavioral interventions and supports for the last 16 years. We are very pleased to have her here today. If everyone can give her a nice big round of applause. [ applause ] good morning. Sorry about the break. I know it is hard to sit. So dont feel like you cant get up and run. Obviously mark did. Im glad i went a little bit earlier. I am glad to be here today. I already disappointed my friend katherine saying george isnt here. I know others are disappointed, as well. I will do my best to represent the work with the center. There is a whole group associated with the National Center funded by the department for 16 years now and just going into the 17th year. It is not only folks working direct directly work with schools. And just within the department of education and also with justice and the Mental Health folks. So there is a lot of information. Im sure the slides are available to folks at some point. Im not going to go through them word by word but we will highlight them as i go through. Theres a lot of information as i said. I wont have time to do all of it justice so i encourage you to go to the pbis. Org site. It has a wealth of information not only information on the Knowledge Base but also tools that you can use to look at fidelity and implementation and blue prints to help you start implementing the program, as well. When we look at a ranging structure were in a point now in time where the attention on social emotional behavioral needs i dont think has ever been greater. I have been 17 years now. I remember it coming up and bubbling up. Right now it seems cross agency that everyone is very concerned about addressing the social, emotional and behavioral needs of children. Our collective history in this area is very strong. And there are lots of practices that we know work. Our challenge now seems to be how do we organize these practices in some kind of structure that schools and communities and Mental Health providers can implement them. We all know that putting one more thing on a teachers plate is almost impossible these days. So how do we help them implement more effective practices in a more efficient way . My job today is to talk about positive Behavior Interventions and support. Talk a little bit about what it is and how it can serve as a foundation or a structure for helping schools to organize their practices in a better way. Pbis was a term that originally appeared in the ida statute. You also may hear it refer to as school wide pbis, multitiered behavior frameworks, multitiered systems of support. What you call it doesnt really matter. Its that the core components that weve identified are implemented within the individual frameworks. So what are we talking about . Were talking about a framework for enhancing the adoption and implementation of a continuum of evidencebased interventions to achieve both academically and behaviorally important outcomes for all students. Sorry. This clicker has a mind of its own a little bit. When were talking about what we want to do, we want to establish the capacity for improving classroom and School Climate. Other objectives that dovetail nicely with the talks this morning and our work on bullying, how we decrease reactive management, maximizing ak dem cademic achievement to a the goals that we want to achieve broadly looking to pull all the different behavioral and emotional social issues together. A lot of people ask what is a positive School Climate . How can you see it when you go into a school. And the question is do you see it, do you feel it . Deb said this morning you walk into a school and you can know by just your first time in the school. Is it a good place to be . Is it a place that you want your children . When you walk into a school that has a positive School Climate what are the things we might see . We might see posters up identifying behavioral responses that are expected of children. We may not see a long line of children in hallway waiting to see the assistant principal for various issues and problems. We may not hear stories of children that feel like they cant participate, attend school. And we also may see students peers telling their other peers what the expected and appropriate behavior is within the School Environment. Its important to look at, before we go into the pbis, look at what were talking about when we talk about effective organizations. And this isnt just our pbis work. It long precedes that. So when we talk about an effective organization, were talking about a group of people whose collective behaviors are towards a certain outcome, and they have a common goal thats maintained by this outcome. And what the thing that are important to include in that would be is there a common language . When we say be responsible, did everyone in the school, adults, children, do they know what that means . When they say be respectful of selfand others, do they know what that means . So establishing a common language. Also, establishing a common vision and values. Our actions should be driven by our vision and values. In order to do that within a schoolwide unit, we need to make sure that most folks in that unit share the same vision and values. We heard earlier about folks having time to talk about it at the dinner table. We also have to give teachers and practitioners time to talk about it as part of their work. Is there a common experience . Are expectations clear . Are concept points consistent . So the vision and all of this is directed by quality leadership. Not just resting solely on the shoulders of a principal or administrator but on a Leadership Team thats established to make sure all of these things function effectively. I want to talk just a little bit about the organization and move into some cycles that we see existing in school. You heard today deb delyle talk about its about changing adult behavior. Michael also said similar comments about changing adult behavior. Lets just look at what kid behaviors may look like in a negative School Climate. So we see such behaviors as noncompliance, noncooperation. We see violent and aggressive behaviors. We would certainly see bullying behaviors likely in this type of environment. What we are very good at identifying the things that kids are doing. What were often not very good at is identifying the things that the adults are doing in that environment. So what are the things that might be seen in the adult behaviors in this environment . You might see more reactive management. You might see more use of scl exclusionary practices, organization, poor leadership, ineffective strategies for delivery of instruction. And what happens here is you see this coercive cycle. One of these kind of leads to the other, and so you get more reactive. And its very difficult to break out of this cycle. Arne duncan when he released the School Discipline guidance earlier this year, one o of the comments he made was, its not just about fixing the kids. Its about changing the adult behab your. What are the adults doing in the context and the environment of schools . What do we do to both prevent the behavior from occurring in the first place and what do we do to respond to that behavior to ensure that it does not continue to occur . So this coercive cycle is something we dont think a lot about. So lets look at the flip side of that, a more positive reinforcement cycle. So in a school thats engaging in implementing a more positive approach to social, emotional and behavioral sections of a childs development, we see more positive than negative comments. We see a challenging academic curriculum. We see kids engaged in the instruction. We see a Safe Learning environment, we see opportunities to learn. The work that weve been engaged in with the pbis center of the last 16 years is trying to address this coercive cycle. So how do we deliberately organize School Environments to foster more positive and preventive approaches to social, emotional, behavioral needs of children . What do we do as adults . This is what school does. So what do we see from the children in this type of environment . The social, emotional and behavioral skills that we all want to see from all of our children. We see more compliance and cooperation, we see more engagement and participation. We see a safe and clean environment, safe and supportive faculty student interactions. So what do we do as adults and what do away want to see . Promoting a positive factors and decreasing the risk factors that exist. So the focus has been for years is looking at this cycle and how can we move it to a more positive approach. How do we as adults behave and organize the environment to promote more positive outcomes . This is an important consideration because when were looking at everyones engaged in change and reform now. Everyones trying to make every school a better place for all of our children. So and what do we know about change . We fwho thknow that change is r difficult, right . And it takes a lot of time and a lot of energy. Its important for us to look at is there any way that we can jumpstart change . Is there any way to make it a little faster or a little less intensive . One of the ideas that were seeing in the schools that were working with looking at School Climate is one of the ways we can do this is to kind of look at where this coercive cycle is and move this coercive cycle from a primarily negativebased cycle to what, a more positive based cycle. Not saying its easy or the silver bullet, but its an observation that weve been making in our schools. Again, were looking at how can we jumpstart the implementation and change that we want to see in schools to create climates that are conducive to supporting the behave yors thiors that we see in our children. So whats it going to take to shift in this direction . If were wanting to look at positive School Climate, i enjoyed the remarks earlier, and there were many of these that were touched on. So we need to be precise, explicit, efficient and we need to implement for sustainability over the long haul. So its not something that we change every year, that its a three to five year commitment, its a priority in the organization and its something that the school and staff agrees to stick to. So you see participatory leadership, you see that were a database decision making, teaching behavior explicitly within schools. This is not unlike what weve seed we have to do for academics for many, many years. So this is taken from response to intervention or multitiered system of support looking at how we promote reading and math within schools. So the same practices that we would expect for reading and math need to be part of how we implement social, emotional and behavioral practices in school so we have a continuum of intervention, content and fluency from the staff and the school on social, emotional and behavioral issues we have teambased interventions, withy universally screen, we provide the services, needs and supports that the students need. When we look at pbis, this triangle is not unfamiliar i dont think there are a few kids that need more support and some kids that need or most intensive effort. The expertise in the school should move to a more directed expertise for students. The students should get our best and not the opposite. Its also important to look within this triangle that not every kid fits everywhere. Is not always in most intensive need or not always in the universal. So this is a young man named malcolm. And if you were to plot malcolms progress in his academic and social life in school, you can see here he does real well with peer interactions and homework and cooperative play, hes pretty good with attendance and technology. His issues are with anger management and problem solving. So when youre looking at this kid, you would set up the delivery of the resources, interventions and supports for this kid based on these needs so wed spend the most time on what . Anger management and problem solving skills. That same triangle can apply to a school. When were looking at School Reform and whole school work, the support is determined by a student need, how intensive we are, not by the students label, their zip code or how they look. You heard someone else bring that up this morning. Same thing with the school. Not all schools need the same thing. So when were working within a school, we would do the same thing with the school. How are they on their basic Mental Health services . How do they do with attendance . How do they do with teacher retenti retention . How do they do with seclusion and suspensions . You plot a school what are their strengths and weaknesses. Then that data helps you plan how to put your resources in place. Thats the thinking behind some of the departments work on differentiated ta that we want all schools to move in this direction but how we help get them there is based on what the schools resources and needs are. Youll also have a slide, and this is an important thing to remember. We have typically not typically, but some of the criticism that has been said about the pbis model is that its a recipe and you have to do this, this and this. And thats not truly accurate because what weve done is looked at the core of the critical components. How those are implemented is up to is flexible and can be customized by a school or a district. So if you look at here weve got primary prevention. Youd want behavior is a priority, social, emotional, behavior. Behavior is a priority. You want consistency in responding to behavior. You want to have some kind of school wide and class Wide Management system in place. But theres no direction or have to about what you choose to do within your given school or district. So what weve done is focused on the core components. It doesnt really matter what you call it. Its that were implementing these core components. If you look through the three tiers weve laid out here for primary, secondary and tertiary intervention, you see pretty generic statements of what you should include. Then its up to the schoolbased team and their data to fill in those and customize that. Dr. Lew did a great job of talking about the three kind of components to move policy forward and Practice Forward that we know works. And this is a kind of implementation structure that weve developed over time with the pbis center. For a long time it was like, oh, you need a great Leadership Team and they can do everything. Then it was like oh, well, you need these coaches here and these other components and then schools and states would be doing a great job with that. And then guess what . There wasnt a lot of funding available or the politicals were not seeing the benefits of what was happening in individual school or district. So we kind of laid out this concept of what are the implementation drivers . And what this slide does for you is it causes you to consider all the Different Things that have to be put into place, both your topdown approach and your bottomup bottomup and topdown approach. And this Leadership Team is really important because theyre kind of like the glue that holds everything together. When youre thinking about implementation, this just gives you an idea about all the multiple components that are involved with that. Another slide that weve recently developed gives you the concept of this just doesnt happen in one place at one level. So what is the state responsibility or the regional or responsibility, what are the districts responsibilities, what are the inhouse School Responsibilities . Why is this importantly . Because the whole thing were trying to do is increase a capacity. So do you have capacity at the state level to address this . Do you have capacity at the district level . Does your school have capacity . So its fine to have external coaches in some part but then we also want to help districts and schools also develop their internal abilities to provide coaching and support to teachers as they implement. So you see that. And im going to have two more slides. This is another graphic that weve found to be really useful in the work weve done. If you look at the top two blue bubbles, thats more on the kind of readiness perspective. If youve studied the Implementation Science Research karen blase and dean fixen have worked a lot on are people really ready to implement change. So setting up your team and agreements, thats part of your readiness ability to get ready to do a new change. And then this bottom triangle really looks at our implementation effort. What are we doing based on our data, how are we customizing the action plans three to five years,