Outline

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Outline

• Introduction Chief Coleman
• National State Perspective MDE Dr. Ryan
• Current District Data Dr. Muyskens
• PBiS Rob Purple Ellen Nacik
• Work in progress PBiS in MPS David Branch
• District Parent Advisory Craig Nelson

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Office of Student Support, Family and Community
Engagement

• The mission of MPS is to ensure that all students
  learn. We support their growth into
  knowledgeable, skilled, and confident citizens
  capable of succeeding in their work, personal and
  family life.

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• In order to fulfill this mission, we must provide
  students with the opportunity to develop
• Academic skills
• Social-emotional skills
• Positive decision-making skills

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Our Goal is to

• Align district efforts and resources to support
  classroom teachers and schools in the design and
  implementation of effective climate, attendance,
  and behavior strategies.
• Target specific strategies to improving outcomes
  for students of color.

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What is Discipline?

• The etymology of discipline
• From same Latin root as disciple (discipere)
  To teach or comprehend

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The Roots of Zero Tolerance

• Based in 1980s Drug Programs
• Transitioned to schools in 1990
• 1994 Gun Free Schools Act Becomes Law
• Has led to significant increases in disciplinary
  removal

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What are our challenges?

• Our current discipline system does not reduce
  problem behavior.
• Suspension rates are unacceptably high,
  especially for African American, and American
  Indian students, resulting in
• Too many days of lost instruction
• A loss of connectedness between the child,
  parent, and school

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Continued.

• Reports of school climate are uneven.
• Too often students, teachers and others report
  that disruptive behavior is interfering with
  learning in classrooms.
• Implementation of evidence-based practice is
  spotty.
• Managing classroom behavior is the greatest
  challenge identified by new teachers.

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Where do we go from here?

• Implement evidence-based programs to develop
  student assets and social skills.
• Enhance teacher quality and staff development
  with emphasis on cultural competence.
• Development and implementation of a continuum of
  support to meet student needs.
• Recognize parents as partners and bring them in
  early and often.

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From theory to practice.
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Suspension Update January 2008
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• Suspension Data was largely unchanged when
  comparing 2005/06 and 2006/07 school year data

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The following patterns remain clear

• Total suspensions remains high
• 06/07 17,041 suspensions (6,552 individual
  students)
• Instructional days was lost 32,571 student days
• 86 of those enrolled during the 06/07 school
  year had 0 suspensions
• African American and Native American students
  were suspended at a higher rate.

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23 of African American students enrolled during
the 2006/07 school year were suspended
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Patterns, continued

• Male students suspended more than female students
  (69 of suspensions were to male students).
• Students receiving spec. ed. suspended more
  (41 of suspensions)
• Suspensions peak during middle school and early
  high school (68 of suspensions occur in grades 6
  through 10).

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Patterns, continued

• The most frequent reason for students being
  suspended are
• Disruptive/disorderly conduct/insubordination
  (40)
• Fighting (19)
• Assault (9)
• Other (9)
• Verbal Abuse (5)

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Reason for Suspension African American students
and Ethnicity not African Am.
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During the first quarter of 2007/08 there was a
drop of 12 in the number of students suspended
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The data appears to indicate that suspensions
are not an effective way to deal with behavior.
 If they were they would lead to decreased
incidents of behavior difficulties, and thus to
reduced suspension rates, which is obviously not
the case.  Research, and our own OCR voluntary
compliance agreement, tell us that the key to
changing this is not a reactionary approach, but
a preventative/early intervention approach
PBIS.
Paul Muyskens
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Background

• Safe Schools Healthy Students Grant
• Team Effort
• 5 years
• Promising results to date
• Momentum for system change

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2 Worries Ineffective Responses to Problem
Behavior

• Get Tough (practices)
• Train--Hope (systems)

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An EDUCATIONAL approach

• If a student struggles with reading
• Teach reading
• If a student struggles with math
• Teach math
• If a student struggles with behavior
• Suspend

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Main Message
STUDENT ACHIEVEMENT
Rigorous Academics
Behavior Systems
Increasing Staff Competency and Capacity
Increase Family and Community Involvement
District investment in outcomes, data, practices,
systems
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School-Wide Positive Behavior Support

• Focuses on establishing the broad continuum of
  social, cultural, and individual behavior
  supports needed to promote both academic success
  and pro-social behavior
• Start with school-wide emphasis

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School-Wide Positive Behavior Support invests in

• Prevention (more cost efficient and productive)
• Teach the expected skills (educational approach)
• Acknowledge and recognize when and students
  adults are using the skills
• Data based decision making
• Sustainable Systems (teams, policies, funding
  admin. support, data structures)

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In schools where school-wide positive behavior
support is present, a visiting adult can
determine what the behavioral expectations are
within 5 minutes.
Rob Horner
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(No Transcript)
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Working Smarter not Harderwhere does PBiS fit?

• POL
• Early Childhood
• Community Involvement
• Equity teams and Courageous Conversations
• 2nd Step Social skills program
• Restorative Justice Measures
• Bully Prevention
• RTI

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District-wide Coordinated Services
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PRACTICAL district-wideElectronic Resources

• www.pbis.org
• sss.mpls.k12.mn.us/PBIS
• Positive SW Behavior Plan
• Positive School Climate Toolkit
• Links to research intervention ideas

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PBiS/MDE
Year 1 Schools
Year 2 Schools

• Not Shown
• PYC and
• Early
• Childhood

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Principles of Learning
CONTENT
Habits of Mind
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Not Just Academics
RIGOR
Practices
(what)
Systems (how)
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Social-Emotional/Behavioral Learning
Components
of a
RIGOR
Positive
SWBS
Habits of Leadership
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Mpls K-8 Building PBIS Triangle
Pre-PBiS
PBiS in place
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What about Disproportionality?1/14/08
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School-wide SystemsCreate a positive school
culture

• School environment is predictable
• common language
• common vision (understanding of expectations)
• common experience (everyone knows)
• School environment is positive
• regular recognition for positive behavior
• School environment is safe
• violent and disruptive behavior is not tolerated
• removing punishment, but not consequences
• School environment is consistent
• adults use similar expectations
• systematic approach

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Questions to Consider