2016 - 2017
Our Mission
A word from our Co‐Director, Don Increase the capacity of Florida’s school districts to use team‐based planning
and problem‐solving to implement positive behavioral interventions and
supports within a multi‐tiered system of support.
Contact In formation:
Co‐Directors
Florida’s Positive Behavioral Interventions & Support FLPBIS P roject ‐ A Multi‐Tiered Support System
Louis de la Parte Florida Don Kincaid
Mental He alth Institute The 2015‐2016 school year presented the PBIS Project, as well as districts and schools, with many challenges and Heather Peshak George
opportunities. As a PBIS Project, we also recommitted ourselves to assisting districts and schools with implementing
● a multi‐tiered behavioral support system for ALL students. The Project and districts increased efforts to address Table of Contents Page
Florida Center for restraint and seclusion, disproportionate discipline and other critical issues facing schools and students (see the note
Inclusive Communities from Dr. Heather George later in this report). During the 2015‐2016 school year, one of the ways we decided to Percent of Schools Trained in Districts 3
address these issues was through a redesign of our Model School Recognition system. I want to take this opportunity Percent of Active Trained Schools
● to review the work that was completed during the 2015‐16 school year to allow for a more efficient and effective Number of Schools Trained by Year 3 Staff Supporting
Department of Child 2016‐2017 model school recognition system and to encourage you all to reconsider and reinvest in the recognition 3 Districts
system in your respective districts. If you have been implementing PBIS in your district or school for several years,
& Fami ly Studies you are well aware that our Model School Recognition system changes each year. This has been a planned and Number of Trainings and Technical Assistance Activities 4 Kathy Christiansen
● intentional change on our part. Many years ago we were happy to recognize schools if they were reporting that they Karen Cox
were implementing the PBIS system with fidelity. Then we began to add additional component of “effectiveness” of Satisfaction with Training and Technical Assistance 4 Dia Davis
College of Behavioral PBIS practices: Do you have any evidence that your school’s high implementation fidelity is actually leading to better BOQ and Fidelity of Implementation by School Year
& Community Sciences student outcomes? We are very proud of the fact that as we have evolved our expectations for Model School Lauren Evanovich
Recognition, many of our schools continue to be awarded Bronze, Silver or Gold level model school status each year. 5 Brian Gaunt
●
University of For the 2016‐2017 school year, we felt there was a need for three critical changes to our Model School Recognition Districts with Exceptional Implementation and Outcomes 5 Rose Iovannone
South Florida system. First, we are not awarding model school status based on a school’s implementation of all three tiers of PBIS. Ashley MacSuga‐Gage
13301 Bru ●ce B Downs The 2016‐2017 model school recognition will be a Tier 1 Model School Recognition. This change is necessary as we ODR Rates by Level of Implementation by School Year 6
TaMmHpCa ,2 F1l1o3riAd a have less confidence in the data and tools that are used at Tiers 2 and 3 to actually determine whether a school is OSS Rates by Level of Implementation by School Year 6 Stephanie Martinez
3361 2‐3899 implementing PBIS at Tiers 2 and 3 with fidelity and whether positive student outcomes are being achieved. As we Change in Outcomes from Baseline to Year 1 7 Devon Minch
build our capacity to evaluate Tier 2 and 3, we may revisit specific Model School status designations for Tier 2 and 3 Martha Murray
in the future. However, the 2016‐2017 Model School Recognition is targeted to Tier 1 recognition. Statewide Core Effectiveness 7
Catherine Raulerson
http://www.flpbis.org The second major change for 2016‐2017 is the emphasis on completing timely and accurate PBIS evaluation activities ODR Rates for Project Schools with Baseline and 3 Years 8 Therese Sandomierski
throughout the school year. Bronze designation will be given to each school that meets all evaluation prerequisites OSS Rates for Project Schools with Baseline and 3 Years
including timely completion of both mid‐year PICs along with end year evaluation activities including submission of Robyn Vanover
813.974.6440 (phone) disaggregated discipline data, the Tier 1 Walkthrough, high Tier 1 PBIS implementation fidelity based on each school’s 8 Chris Vatland
813.974 .6115 (fax) BoQ score, and a recommendation and assurance of accurate school‐level data by each school’s District Coordinator. Rebecca Webster
Silver designation requires a school to show that they are implementing PBIS (Bronze level) AND that the school Investigating District Disproportionality 9 Anna Winneker
demonstrates maintenance or improvement in rates of student behavioral outcomes (ODRs and OSS) and experience
disciplinary rates lower than the state average for their school type. Gold PBIS model schools, the top designation, Size Alike Comparisons 11
meet criteria for Silver and have zero student subgroups who experience significant disproportionate discipline (i.e., Exceptional Implementation and Outcomes 12
ODR or OSS risk ratio of 3.0 or greater). Thus, for the 2016‐2017 school year, a Gold designation indicates that the About Florida Districts Support Staff
school is not experiencing significant disproportionality for any student subgroup. 13
Wendy Adkins
The final change to the Model School Recognition system is one that I am certain you will appreciate. The application District Coordinator Survey 15 Michael Greeson
is much simpler and shorter with the emphasis on accurate, timely and improved data collection throughout the School Climate Transformation Workgroups 16
school year. We hope that many of you will apply for Model School Recognition during the 2016 – 2017 school year Response to Intervention for Behavior 17
and look forward to recognizing your efforts next year.
Model Schools 18
Spotlight on Social Media 19
Closing Words from our Co‐Director, Heather 20
1
This pro duct was developed in collaboration with several projects located at the University o f South Florida,
Depart ment of Child & Family Studies: (a) Florida’s Positive Behavioral Interventions and Support Project,
funded by the State of Florida, Department of Education, Bureau of Exceptional Education & Student
Services, through federal assistance under the Individuals with Disabilities Education Act (I DEA), Part B; (b)
Florida School Climate Transformation, funded by the State of Florida, Department of Education, Bureau of
Exceptional Education & Student Services, through the federal Office of Safe and Healthy Students, U.S.
Department of Education (S184F140023); and (c) the Technical Assistance Center on Positive Behavioral
Interventions and Supports, Office of Special Programs, U.S. Department of Education (H326S130004).
2
Percent of Schools Trained in Districts 56% of active PBIS
districts in Florida
Overall Activites
have trained at
least 90% of their
schools. Only 16%
of active districts
have trained fewer
126 Trainings than half of their
schools.
The number of
initial PBIS Tier 1
1997 Technical Assistance activities
100% trainings has
90% remained below
100. However,
300 90%‐100% we have provided
70%‐89% over 25 0 tier 1
Percent of Schools Active 80% 50%‐69% 74 sc hools teams in 16 districts were retrained in the Tier 1 retraining and/or
70% 25%‐49% 226 previously trained school received supplementary Tier 1 training supplementary
1%‐24% 37 schools completed Tier 2 & 20 schools completed Tier 3 training
60% 84% 0% All 6 7 districts received some type of technical assistance in 2016‐2017 trainings
(refresher,
50% Remain Training problem solving,
40% 1593 active disproportionality)
30% On a scale of 1‐ 6,
with 6 being best,
20%
all elements of
10% Satisfaction trainings have
been consistently
rated 5 or higher.
0%
1 893 Total Scho1ols Trained
Inactive Schools Statewide
Active Schools Statewide
Training Satisfaction
2015‐2016 N=1998 2016‐2017 N=1992
Florida Schools' Initial PBIS Tier 1 Training
Total Schools Receiving Initial Training Average Rating 1 (not al all) ‐ 6 (greatly) 6.0 5.4 5.5 5.5 5.5 5.4 5.5
450 5.2 5.3
400 387 5.0
350 220 205
300 4.0
250
3.0
200
150 120 118 2.0
69 59 93 80 58
100 87 81 54 82
1.0
50
0 0.0
2003‐ 2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐ 2010‐ 2011‐ 2012‐ 2013‐ 2014‐ 2015‐ 2016‐
Increase Meets Objectives Useful Recommend
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Others
Knowledge Information
3 4
AverTahgee a svceorraeg oen B tohQe sBceonrech hmasa rks of QuTahleit yri sing trWened lhinigeh blye lvoawlu ree ilmecptsle tmhee nhtigahti ovna lue 7 of 10 schools completing Fidelity is important because…
remraeinmea di nceodn satat not ra ta 7b9o%ve. T7h6e averagew e place onfi diemliptyle amnedn atraet idoend ficidaetelidty t. oW e are the Benchmarks of Quality
fBoorQ 8fo o sfyc re7 o1a0 r1re%s y.h e oaNarso r raste.eb mN:o Avoae itsne cie:no dAdr e iasc toca oft er7e s0a boor vaeb 7o6vdae%me doicnagt epda rttompi camairpitanaicittniapntianagiti nnisnigcng hga so achoh ihlgsoih go thllhes r lvteoehvulre goalhu mo gfooh nfn iogdgn oe‐liintgy reported implementing with no Schools with higher fidelity
indicfaidteels it fyi doefl iitmy polfe immepnletamtieonnt.a tion. technical asgsiositnagn cte cthon sicahlo aosls.is tance to districts. fidelity (at least 70% score have fewer ODRs and fewer OSSs
on the BoQ). than schools with lower fidelity.
% Difference by ODR Rates by Average
Implementation Level Across Years 37%
Average Implementation Score and Percent of fewer
107 ODRs
99 99 Across
120 93 90 86 Years
Schools Reaching Fidelity Tiers 1, 2 and 3
67 63 81
100 100 54 52 55 52
50
Average Percentage Score Tier 1 ‐ Benchmarks of Quality 80 78 78 Average # of ODRs per 100 Students 80 97
80 77
73 77 77 76 77 77 79 79
69
60 70 72 69 71 69 74 75 75 74 74
58 60
52
40
40
20 20
0 0 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17
2009‐10 37% 36% 42% 42% 36% 47% 39%
2005‐06 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17
N=184 N=221 N=279 N=404 N=594 N=837 N=912 N=1051 N=1054 N=982 N=1234 N=1203 21%
FL Average BoQ Score % Schools with Fidelity (BoQ>=70) Power (% Schools with Fidelity (BoQ>=70)) Implem entation Level Low (BoQ <70) ( Average n=203) High (BoQ >=70) ( Average n=597)
Better Outcomes Average
46
Increasing Fidelity
% fewer
days of
Tier 2 ‐ Tiered Fidelity Tier 3 ‐ Tiered Fidelity OSS
Inventory Across
Inventory Average # of Days OSS per 100 Students % Difference by OSS Rates by Years
100 60 Implementation Level Across Years
100 32
50
Average Percentage Score 80 74 76 Average Percentage Score 80 73 76 71 50 46 43 43 40 41 17
65 68 67 27 35
60 60 24 25 24 22 20 19
40
30
40 40
20
20 20 10
0 2016‐17 0 2016‐17 0
2015‐16 N=412 2015‐16 N=419 2009‐2010 2010‐2011 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 2016‐2017
N=473 42% 52% 41% 31% 50% 50% 53% 46%
N=473
FL Average TFI Score % Schools with Fidelity (TFI>=70) FL Average TFI Score % Schools with Fidelity (TFI>=70) Implementation Level Low (BoQ <70) ( Average n=202) High (BoQ >=70) ( Average n=597)
5 6
All sc hool Note: The chart below includes schools reporting discipline data for the year prior to initial Tier 1 training and the
typ es three years following; they do not represent a particular set of school years.
demonstrate
positive
Change in Student Outcomes ODR Rates for Project Schools
outco mes in with Baseline and 3 Years Data
stud ent from Baseline to Year 1 (by school type )
Mean Percentage Change Averagte ODRs per 100 Students 180 167
outco mes. 20% 133
11% 160 125 121
Across time, 10% 140
3%
120
0% 100 140
secondary schools 121
report de creases in ‐10% ‐3% 102 103
‐20% 80
referrals and days ‐14%‐16%‐12% ‐15% ‐11% ‐8% ‐12%
‐19%
of OSS ev en though 60
changes after the ‐30% ‐25% ‐27% 40 38 34 33 31
first y ear of ‐40% ‐34%
implem entation ‐50% ‐43% 20
ODR/100 Students OSS/100 Students
are n ot yet ISS/100 Students 0
evident. Elementary (322 schools)
Middle (95 schools) High (54 schools)
Elementary Middle High Other All Types
Note: These data above
represent schools that Note: “Other” schools include those with irregular grade ranges such as K‐8. Baseline Year 1 Year 2 Year 3
reported di scipline data Alternative/center schools are not included due to the variable nature of their data.
both befor e and after
the first year of
implementa tion, they do Decreasing
not represent a
ODR & OSS
particular s et of school Rates
OSS Rates for Project Schools
ye ars. Across
Statewide Core Effectiveness (all school types) with Baseline and 3 Years Data Years
Tier 1 is
effect ive for Averagte Days OSS per 100 Students 70 64 64
most st udents
acro ss all 4.1% 6 0 57
lev els. 9.3% 49
5 0
42
86.3%
4 0 36 36
3 0 26
2 0
10 10 10 9
10
0 Middle (102 schools) High (55 schools)
Elementary (322 schools)
0‐1 referrals 2‐5 referrals 6+ referrals Baseline Year 1 Year 2 Year 3
7 8
Investigating Discipline Disparities Investigating Discipline Disparities
Level of Risk for Disparate Outcomes
While the overall percentage of schools submitting outcome data has remained stable over the last two years
(~70%), the nu mber and percentage of schools submitting equity data free from obvious errors was noticeably Ri sk ratio of 1.0 = Equal risk compared to all other students. 2.0 = Twice the risk. 3.0 = three times the risk
higher in 2016‐2017. Enhancements to the data collection system as well as continued education and technical
assistance to district and school staff likely played a role in the improvement.
Percentage of Schools Reporting Usable Equity Data in Average Risk Ratio Across Schools with Disproportionate
Percent of Schools 100 90 Outcome Data Summary 90 5.0 0 Outcomes
77 4.63
80 65
2015‐16 2016‐17
60
Average Risk Ratio 4.00 3.62 3.59
2015‐16 2016‐17
40
20 3.00 2.62 2.70 Substantial 3.0+
1.92
0 n=739 n=994 1.68 1.92 1.62 1.70 2.18 2.39
n=869 n=994 Schools with OSS Equity Data 2.00
Moderate 2.0‐2.9
Schools with ODR Equity Data
Percentage of Schools with Disproportionate Outcomes 1.00 Low 1.2‐1.9
ODR
Disproportionate outcomes are determined by the “e‐formula,” which relies on the standard error to identifiy OSS ODR OSS ODR OSS
when a group’s representation in discipline is higher than their representation within the school population.
African American/Black Hispanic/Latino Students with IEP
(660/758 schools) (60/89 schools) (478/617 schools)
100 Percentage of Schools with Disproportionate Outcomes
Percent of Schools 80 76 70 66 61 2015‐16 2016‐17 55 57 58 57
60
40
20 78 88
0 499 641 60 89 59 79 478 617 478 604
660 758 OSS ODR OSS ODR OSS
ODR
African American/Black Hispanic/Latino Students with IEP
9 10
About Florida’s Districts
Reaching a High Percentage of Florida’s Students
Solely for the purpose of working with districts in the state, the Florida Department of Education’s Bureau
of Exceptional Education and Student Services (BEESS) categorizes districts into size‐alike groups using
total enrollment as the determinant.
Size‐Alike Districts with Active PBIS Schools
Number of % of % of Districts % of Districts
Districts District with at least with at least
Active Type half of Schools half of Schools
w/FLPBIS Active PBIS Trained
w/FLPBIS with
Evaluation
Data
Proportion of Districts with Excep tional Implementation & Outcomes Very Large >100,000 7 88% 38% 25%
(Analysis includes only the districts with at least 50% of active PBIS schools reporting data)
Large >40,000 13 100% 62% 54%
Medium >20,000 7 88% 75% 75%
50% 47% 2015‐2016 Medium‐Small >7,000 11 85% 77% 62%
42% N=32
Percent of the Districts 2016‐2017 32% Small <7,000 13 52% 44% 32%
40% N=31 22%
30% 19% 25%
13% 13%
Size‐Alike Districts with Evaluation Data
Lowest 25%
20% Nat'l ODR Rate
10% 6%
3%
0% Good Go od Outcomes Lowest
Sustained
AImplementation Implementation Over Time FL OSS Rate
Explanation of Out come Categories:
Sustained Implementation: At least 80% of schools in the district maintained
implementation after initial training.
Good Implementation: At least 80% of schoo ls in the district scored 70% or more on the
BoQ in the year of analysis.
Good Outcomes Over Time: At least 80% of schools in the district had ODR & OSS rates
that remained stable or improved from t he previous year.
LoweFslto FriLd Oa SOSS RS amtee:a nA tr aletea sitn 8 t0h%e yoef asrc hoof oalnsa hl yasdis m. ean OSS rates that were lower than the
Lowest 25% Nat’l ODR Rate: At least 50% o f schools had an ODR rate within the lowest
national quartile* in the year of analysis.
*nationa l data from SWIS Suite/www.pbisapps.org
11 12
Restraint and Seclusion Restraint and Seclusion
Number of Restraints by School District
100 200 300 400 500 600
0
Florida’s PBIS Project has been engaged in the
development of resources and activities to
Small support districts interested in minimizing the
use of restraint and seclusionary practices.
Small
Small Brevard County Schools Restraints
Med.Small
Med.6S0m0all
School District (Size) Med.5S0m0all
Med.Small We assists districts in addressing the following areas:
400
Medium
Me3d0i0um a) implementation or augmentation of data collection
and analysis in order to better assess and address
Me2d0i0um patterns of restraint/seclusion,
Large
L10a0rge
La0rge 2013‐14 2014‐15 2015‐16 2016‐17 b) assessment of current training and training needs,
Large at universal, targeted, and individual levels, and
Large c) review of policies and practices that influence the
use of restraint and seclusionary practices.
Large
Large
2013‐14 2014‐15 2015‐16 2016‐17
Brevard County Public Schools All districts statewide are also invited to take part in the new Professional Learning Community
(PLC) on reducing the use of restraint/seclusion. This PLC had over 50 virtual attendees in the
Brevard County is a district of approximately 75,000 students, 17.5% of whom are identified as having first meeting, where representatives from St. John’s, Manatee, and Brevard showcased their data
disabilities. Staff in 38 schools have been trained in PBIS tier 1 prevention and supports. This includes collection systems, action planning guides, and professional development opportunities
elementary, middle and high schools, charter schools and alternative schools. These schools
demonstrated a 53% reduction in the use of restraint from the 2013‐2014 to the 2016‐2017 school year. PLC invite? Link?
Brevard County Schools Restraints
600 Webinars http://www.livebinders.com/play/play?id=2291786
500 These webinars (Part 1, below; Part 2, next tab) provide an introduction to
school‐wide and classroom‐level practices that impact educators' use of R/S.
400
300
200
100
0 2014‐15 2015‐16 2016‐17
2013‐14
13 14
District Coodinator Satisfaction School Climate Transformation
District
Coordinators
(DCs) continue to 16
express a high The Bureau of E xceptional Education and Student Services (BEESS) at the Florida Department of Education was awarded a five year collaborative grant
from the U.S. Department of Education totaling over $3.3 million. Florida was one of 12 states awarded the State Education Agency (SEA) School Climate
level of Transformation (Florida SCT) grant. Florida SCT expands the FLPBIS:MTSS Project by enhancing the existing state‐wide system of behavioral support.
satisfaction with
the technical
assistance
provided by the
Project.
The resources
rated as most
useful were the
RtIB Database
and technical
assistance to
the district. The
top resources
utilized by DCs
were related to
15 the Project
website. Which
recently was
completely
updated!
ALL NEW
FLPBIS website!
Response to Intervention for Behavior Model Schools
DISCLAIMER: Number of Schools with Model Status M odel Schools by Level of Award Over Time
This information only intends to highlight how the
RtIB database is being utilized by different schools. 300
Bronze Silver Gold
These data are meant for informational purposes We are excited that
only, and should NOT be interpreted or used as our 2016‐17 awards 250
were announced just
examples of state norms. weeks after the
application due date.
And we had more
Gold Model Schools 200 160
than ever in history!
150
Great job 2016‐2017
Model Schools, keep 26 71 42 49 64 142
up the amazing
work! 100 50 83
Number of Active Users 1000 Actively Using Accounts Over Time 886 71 30 54 32 41
In 2016‐2017 we 50
800 628 moved to an 27 25 12 99
600 460 476 342 430 automated system 34 61 44 48 63 55 39 45
with greater 0
400 143 181 170 176 183 160 16
emphasis on timely
200 25 26 22 19 20 18 and accurate data 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17
0
submitted School Year
Districts Schools Individuals throughout the year
and having effective
2011 ‐ 2012 2012 ‐ 2013 2013 ‐2014 2014 ‐ 2015 2015 ‐2016 2016 ‐ 2017
outcomes for all
subgroups of Percent of Active Schools with Model Status
students.
Average Incidents per Student Average Discipline Incidents per Student 2016‐2017 % of Active Schools with Model Status 35%
31%
6.0 5.4
5.0 4.5 30%
4.0 25%
25%
3.0
2.0 0.9 0.9 0.7 0.2 0.2 0.7 Alt/Center (n=12) 20% 17%
1.0 0.4 0.5 Middle (n=27) 0.2 PreK (n=1) 0.1
0.0 High (n=16) Other (n=10)
Elementary (n=91)
Average Majors per Student Average Minors per Student 15% 13% 12% 12% 12% 12%
10% 10%
% Students Earning Daily Points Average Student Tier 2 Performance Students Making Tier 3
100 94 93 % of Students Making Progress 100 Progress 5%
85
81 78
80 70 80 65.9 0%
60 59 57 60 49.6 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17
49 38.9
School Year
40 40
20 20 Note: Applying for model school status with Florida’s PBIS Project is optional. Each
year about 10% percent of active schools complete an application and at least 90%
0 0 of those schools are recognized at some level of model status.
n=645 n=646 n=653
60% + of Daily Points n=532 n=552 n=551 n=376 n=402 n=404 2014‐2015 2015‐2016 2016‐2017
70% + of Daily Points 80% + of Daily Points
(n=37) (n=74) (n=114)
2014‐2015 2015‐2016 18
17
Spotlight on Social Media: It’s not just for fun anymore! Closing words from our Co‐Director, Heather
Social media isn’t just about being social anymore ‐ it provides an informal way to connect with quality The FLPBIS:MTSS Project was extremely productive during 2015‐
2016. Our participating schools and districts maintained their
information. More school districts are encouraging their schools to model appropriate use of social commitment to the prevention science by increasing their fidelity of
implementation which have led to improved behavioral outcomes
media for their students and use these venues to connect with families and community partners. for their students. Districts are sustaining PBIS implementation
through resource allocation that have included securing funding,
Nothing beats “seeing PBIS in action” to help Social media connects you with videos, pictures, dedicating personnel, and integrating and aligning professional
your team develop new ideas and generalize PBIS and stories of how other schools use PBIS with development activities offered across the district. The practices of
principles to new practices. their students & staff. promoting systemic improvement coordinated through one
comprehensive plan have been more evident than previous years –
# Followers Over Time 2,265 as well as more efficient! Participants have experienced overall high satisfaction in working with our
project which has enabled us to continue momentum with stakeholder involvement. Our participating
548 1,188 districts also experienced significantly less reliance on intensive reactive procedures such as corporal
590 punishment. Overall, there has been tremendous impact achieved within schools and across our Florida
districts during 2015‐2016!
2015 2016 2017
Engage with us on social media to: The School Climate Transformation (Florida SCT) grant has been funded by the United States
Department of Education, Office of Safe and Healthy Students to boost the FLPBIS:MTSS Project by: (1)
See and share examples of implementation from other expanding the implementation of PBIS across districts, schools and settings; (2) increasing the fidelity
schools across the state, of implementation of PBIS; (3) increasing positive behavioral outcomes for students; (4) expanding the
capacity of LEAs to support sustained implementation of PBIS; and (5) expanding the capacity of the
Help to increase positive visibility and political support for SEA to support sustained implementation of PBIS. Collaboration of Florida SCT with the FLPBIS:MTSS
your school’s (or district’s) implementation, Project has been essential. Our SCT Workgroups have been a primary way to accomplish these
objectives while simultaneously meeting our State’s educational needs and established priorities. In
Announcements & reminders about virtual FLPBIS events, 2015‐2016, there were several districts that engaged in problem‐solving disproportionality, restraint
and seclusion and the redesign of Tier 3 systems. Further, additional districts engaged in extensive
Learn about reports and recent research from national training in early childhood, classroom strategies, and systems coaching. Congratulations to all active
partners & PBIS‐friendly organizations, and participants in being a part of this process and experiencing the positive effects that PBIS can make!
Connect with other implementers for ideas & suggestions.
Because significant behavior problems contribute to unsafe school environments and reductions in
Facebook Website You Tube Twitter student performance, the FLPBIS: MTSS Project and Florida SCT remain committed in 2016‐2017 to
assisting school districts in developing effective behavior support strategies for all students. We would
19 not be successful without the project team and established collaborations from our state, districts and
schools in Florida! Thank you for partnering with the FLPBIS:MTSS Project to work towards
FLPBIS.ORG youtube.com/user/flpbs1 #@FLBPIS increasing the safety and school climate of our schools in order to enhance the educational success of
@Florida PBIS Florida’s children. We look forward to continued collaborations in 2016‐2017!
20
Corporal Punishment (CP) Corporal Punishment (CP)
All Districts
Only Districts Using CP
(n=67)
(n=30)
14
CP Events per 1000 students 14 12.6
CP Events per 1000 students
12 12
10 8.0 10
8 8
6 6 4.3
4 4
2 0.3 2
0 Non‐PBIS 0 Non‐PBIS
Districts CP Districts
PBIS (n=13) PBIS CP
Districts (n=9)
(n=54) Districts
(n=21)
21