1 Positive Behavioral Interventions and Supports: A process for selecting evidence based practices ...

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Positive Behavioral Positive Behavioral Interventions and Supports: Interventions and Supports:

A process for selecting A process for selecting evidence based practicesevidence based practices

www.pbismaryland.orgSusan BarrettSusan Barrett

[email protected]

Jerry BloomJerry [email protected]

http://www.pbismaryland.org/

mailto:[email protected]

mailto:[email protected]

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pbis.org

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PBIS Maryland PBIS Maryland Our 9Our 9thth Year!!! Year!!!

561 Teams, 383 Coaches, 3.5 State Coordinators, 561 Teams, 383 Coaches, 3.5 State Coordinators,

11 District Coordinators 11 District Coordinators 24 Local School Systems, 1400 Schools, 24 Local School Systems, 1400 Schools, 700 schools projected to be involved by 2010700 schools projected to be involved by 20103.5 million hits on 3.5 million hits on www.pbismaryland.org since since March 2006March 2006

Strengths-Strengths- Evaluation Capacity, Website, Coaching (Local) Evaluation Capacity, Website, Coaching (Local) CapacityCapacityState Department, Higher Education, Non Profit State Department, Higher Education, Non Profit Behavior Health SystemBehavior Health System

WorriesWorries- Competing Initiatives, “Shelf Life”, shrinking - Competing Initiatives, “Shelf Life”, shrinking federal dollars federal dollars

http://www.pbismaryland.org/

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ObjectivesObjectives

Describe PBIS as a processDescribe PBIS as a process

Describe The PBIS Maryland InitiativeDescribe The PBIS Maryland Initiative

Using the Data for Decision MakingUsing the Data for Decision Making

DiscussionDiscussion

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ACKNOWLWEDGEMENTSACKNOWLWEDGEMENTS

University of Oregon University of Oregon

University of ConnecticutUniversity of Connecticut

Maryland State Department of Maryland State Department of EducationEducation

Sheppard Pratt Health SystemSheppard Pratt Health System

Johns Hopkins UniversityJohns Hopkins University

24 Local School Systems24 Local School Systems

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PBIS/PBS/EBS/EBIS/ESD…etcPBIS/PBS/EBS/EBIS/ESD…etc

Positive Behavior Support (PBS) is based on a Positive Behavior Support (PBS) is based on a problem-solving modelproblem-solving model and aims to prevent and aims to prevent inappropriate behavior through teaching and inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). Behavioral Interventions & Supports, 2007). Positive Behavior Support (PBS) is a process Positive Behavior Support (PBS) is a process that offers a that offers a range of interventions that are range of interventions that are systematically applied to students based on systematically applied to students based on their demonstrated level of needtheir demonstrated level of need, and , and addresses the role of the environment as it addresses the role of the environment as it applies to development and improvement of applies to development and improvement of behavior problems. behavior problems.

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KEYKEY

Behavior is functionally related to the Behavior is functionally related to the environmentenvironment

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MemoMemoTo: School AdministratorsTo: School Administrators

From: District AdministratorsFrom: District Administrators

In keeping with the new state initiative, this fall In keeping with the new state initiative, this fall we will be implementing an exciting new district we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be days previously scheduled for LYI will be rescheduled as staff development for SNI. The rescheduled as staff development for SNI. The $500 for release time and materials for LYI will $500 for release time and materials for LYI will be discontinued and provided instead for SNI. be discontinued and provided instead for SNI. By the way, you will need to create local SNI By the way, you will need to create local SNI teams that meet weekly. The former members of teams that meet weekly. The former members of your LYI team would be perfect for this new your LYI team would be perfect for this new team. Your new SNI binders will be coming next team. Your new SNI binders will be coming next week. Have a great year!!!week. Have a great year!!!

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ACT I:ACT I:Why would we consider Why would we consider

SWPBS?SWPBS?

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SW-PBS- “All The Buzz”SW-PBS- “All The Buzz”

The Potential Problem with “The Buzz”The Potential Problem with “The Buzz”– Practices seem to be “influenced by fads and Practices seem to be “influenced by fads and

fashions that are adopted fashions that are adopted overenthusiastically, implemented overenthusiastically, implemented inadequately, then discarded prematurely in inadequately, then discarded prematurely in favor of the latest trend”favor of the latest trend”

Walshe and Rundall (2001) reporting on health Walshe and Rundall (2001) reporting on health systemssystems

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Bills in Congress aim to strengthen, Bills in Congress aim to strengthen, coordinatecoordinate PBS efforts PBS efforts

State positive behavior support programs would get a boost in State positive behavior support programs would get a boost in funding and federal support under two proposals being funding and federal support under two proposals being considered in considered in CongressCongress. They are under committee review. . They are under committee review.

The The Reducing Barriers to Learning Act of 2007Reducing Barriers to Learning Act of 2007 (H.R. 3419) (H.R. 3419) would establish an Office of Specialized Instructional Support would establish an Office of Specialized Instructional Support Services in the Services in the Education DepartmentEducation Department that would award that would award grants to states to hire coordinators to oversee specialized grants to states to hire coordinators to oversee specialized instructional support services, which could include all types of instructional support services, which could include all types of related services, such as speech, behavior and counseling related services, such as speech, behavior and counseling therapy.therapy.

The The Positive Behavior for Effective Schools ActPositive Behavior for Effective Schools Act (H.R. (H.R. 3407 and S. 2111) would add PBS language into a 3407 and S. 2111) would add PBS language into a reauthorized NCLB, encouraging states and districts to use reauthorized NCLB, encouraging states and districts to use Title I money for PBS efforts.Title I money for PBS efforts.

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Response to InterventionResponse to Intervention

Response to Intervention (RtI) is defined as “the Response to Intervention (RtI) is defined as “the practice of providing high-quality instruction and practice of providing high-quality instruction and interventions matched to student need, interventions matched to student need, monitoring progress frequently to make monitoring progress frequently to make decisions about changes in instruction or goals, decisions about changes in instruction or goals, and applying child response data to important and applying child response data to important educational decisions” (Batsche et al., 2005). educational decisions” (Batsche et al., 2005).

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““Schools today are different than Schools today are different than they used to be…”they used to be…”

Higher academic pressure Higher academic pressure

Fewer positive role models for studentsFewer positive role models for students

More students who are different than More students who are different than similarsimilar

Students are “needier”Students are “needier”

More issues with disruptive behaviorMore issues with disruptive behavior

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Our Solutions…Our Solutions…

PLAN A:PLAN A:

PLAN B: PLAN B: Magic Fairy Dust

Get rid of the bad apples

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How do we react to problem How do we react to problem behavior?behavior?

““Joseph, I’m taking your book away because you Joseph, I’m taking your book away because you obviously aren’t ready to learn. That’ll teach you a obviously aren’t ready to learn. That’ll teach you a lesson.”lesson.”““Rodney, you are going to learn some social Rodney, you are going to learn some social responsibility by staying in timeout until the class is responsibility by staying in timeout until the class is willing to have you back.”willing to have you back.”““You want my attention?! I’ll show you attention…let’s You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with take a walk down to the office & have a little chat with the Principal.”the Principal.”““Karyn, you skipped 2 school days, so we’re going to Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”suspend you for 2 more.”

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The The “Get Tough”“Get Tough” approach: approach:Assumption that “problem” student…Assumption that “problem” student…

Is Is inherentlyinherently “bad” “bad”

Will learn more appropriate behavior Will learn more appropriate behavior through through increasedincreased use of use of aversivesaversives

Will be Will be better tomorrowbetter tomorrow……

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“ “A punitive school discipline environment is a A punitive school discipline environment is a major factor contributing to antisocial behavior major factor contributing to antisocial behavior problems.”problems.”

Mayer, 1995Mayer, 1995

“ “Exposure to exclusionary discipline has been Exposure to exclusionary discipline has been shown not to improve school outcomes, but in shown not to improve school outcomes, but in fact to be associated with higher rates of fact to be associated with higher rates of school dropout.”school dropout.”

Skiba, Peterson, and Skiba, Peterson, and Williams, 1997Williams, 1997

“ “Early exposure to school suspension may Early exposure to school suspension may increase subsequent antisocial behavior.”increase subsequent antisocial behavior.”

Hemphill et al., 2006Hemphill et al., 2006

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Science Science and our experiencesand our experiences have have taught us that students….taught us that students….

Are Are NOTNOT born with “bad behaviors” born with “bad behaviors”Do Do NOTNOT learn when presented with aversive learn when presented with aversive consequencesconsequences

……Do learn better ways of Do learn better ways of behaving by being behaving by being taught directly & taught directly & receiving positive feedbackreceiving positive feedback

2020


PLAN A:PLAN A:

PLAN B: PLAN B:

PLAN C:PLAN C:

Magic Fairy Dust


A professional development day

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One-Shot Professional Development:One-Shot Professional Development:The “The “train & hopetrain & hope” approach” approach

1.1. ReactReact to identified problem to identified problem

2.2. Hire expert to Hire expert to traintrain staff staff

3.3. Expect & Expect & hope for implementationhope for implementation

4.4. WaitWait for new problem… for new problem…

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PLAN A:PLAN A:

PLAN B: PLAN B:

PLAN C:PLAN C:

PLAN D: PLAN D:

Magic Fairy Dust


A professional development day

Take a systems-level approach to student (and adult) behavior

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What would a positive, encouraging What would a positive, encouraging school climate look like? school climate look like?

Students know what is expected of them and Students know what is expected of them and choose to do so because they:choose to do so because they:– Know what to do Know what to do – Have the skills to do itHave the skills to do it– See the natural benefits for acting responsiblySee the natural benefits for acting responsibly

Adults and students have more time to:Adults and students have more time to:– Focus on relationshipsFocus on relationships– Focus on classroom instructionFocus on classroom instruction

There is an instructional approach to disciplineThere is an instructional approach to discipline– Instances of problem behavior are opportunities to learn Instances of problem behavior are opportunities to learn

and practice prosocial behaviorand practice prosocial behavior

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SYST

EMS

PRACTICES

DATASupportingStaff behavior

SupportingDecisionMaking

SupportingStudent behavior

PositivebehaviorSupport OUTCOMES

Social Responsibility &Academic Achievement

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behavior and encouraging

prosocial behavior

Not limited to anyparticular group of

students…it’sfor all students

Not new…its based onlong history of

effective educationalpractices & strategies

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1.1. Build Build systems that make it easier to teachsystems that make it easier to teach

2.2. CreateCreate environments that environments that encourageencourage (rather (rather than discourage) prosocial behaviorthan discourage) prosocial behavior

3.3. TeachTeach all studentsall students what is expected what is expected

4.4. ProvideProvide a continuum of behavior support to a continuum of behavior support to students who need more support to be students who need more support to be successfulsuccessful

School-wide PBS GoalsSchool-wide PBS Goals

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~35% of Students

~30%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE behavior

SUPPORT

~35%~45%

~20%

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Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk behavior

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE behavior

SUPPORT

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What isWhat is School-wide Positive Behavior School-wide Positive Behavior

SupportSupport??

School-wide PBS isSchool-wide PBS is::A systems approach for establishing the A systems approach for establishing the social culturesocial culture and and individualized behavioral supports needed for schools to be individualized behavioral supports needed for schools to be effective learning environments for all students.effective learning environments for all students.

Evidence-based features of SW-PBSEvidence-based features of SW-PBSPreventionPreventionDefine and teach positive social expectationsDefine and teach positive social expectationsAcknowledge positive behaviorAcknowledge positive behaviorContinuum of consistent consequences for problem behaviorContinuum of consistent consequences for problem behaviorOn-going collection and use of data for decision-makingOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions. Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems Administrative leadership – Team-based implementation (Systems that support effective practices)that support effective practices)

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Establishing a Social CultureEstablishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

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School-wide SystemsSchool-wide Systems(All students all settings all times)(All students all settings all times)

Create a positive school cultureCreate a positive school culture::School environment is School environment is predictablepredictable

1. common language1. common language

2. common vision (understanding of expectations)2. common vision (understanding of expectations)

3. common experience (everyone knows)3. common experience (everyone knows)

School environment is School environment is positivepositive

regular recognition for positive behaviorregular recognition for positive behavior

School environment is School environment is safesafe

violent and disruptive behavior is not toleratedviolent and disruptive behavior is not tolerated

School environment is School environment is consistentconsistent

adults use similar expectations.adults use similar expectations.

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Four Basic Recommendations:Four Basic Recommendations:

Never stop doing what is already workingNever stop doing what is already working

Always look for the smallest change that will Always look for the smallest change that will produce the largest effectproduce the largest effect

Avoid defining a large number of goals Avoid defining a large number of goals Do a small number of things wellDo a small number of things well

Do not add something new without also defining Do not add something new without also defining what you will what you will stopstop doing to make the addition doing to make the addition possible.possible.

Collect and use data for decision-makingCollect and use data for decision-making

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Common Errors

•Define solution before the problem•Define broad problem that does not allow people to focus on functional solutions

“Students are behaving in a disrespectful manner”•Failure to use data to confirm/define problem•Agree on solution without plan for implementation or evaluation•Agree on solution but never re-visit if solution was implemented or effective•Serial problem solving without decisions

Many solutions….limited implementation

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From Problem to Precise

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Precise or Primary ???

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PBS Systems Implementation LogicPBS Systems Implementation Logic

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

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PBIS Maryland PBIS Maryland Our 9Our 9thth Year!!! Year!!!

559 Teams, 383 Coaches, 3.5 State Coordinators, 559 Teams, 383 Coaches, 3.5 State Coordinators,

8 District Coordinators 8 District Coordinators 24 Local School Systems, 1400 Schools, 24 Local School Systems, 1400 Schools, 700 schools projected to be involved by 2010700 schools projected to be involved by 20103.5 million hits on 3.5 million hits on www.pbismaryland.org since since March 2006March 2006

Strengths-Strengths- Evaluation Capacity, Website, Coaching (Local) Evaluation Capacity, Website, Coaching (Local) CapacityCapacityState Department, Higher Education, Non Profit State Department, Higher Education, Non Profit Behavior Health SystemBehavior Health System

WorriesWorries- Competing Initiatives, “Shelf Life”, shrinking - Competing Initiatives, “Shelf Life”, shrinking federal dollars federal dollars

4141


Leadership Team


Support


Active Coordination


4242

Political SupportPolitical SupportPBIS was part of the top ten MSDE state supplemental budget PBIS was part of the top ten MSDE state supplemental budget

request for FY’ 00-FY’ 07.request for FY’ 00-FY’ 07.

Statutory Mandate: Section 7-304.1 Of the Annotated Code of Statutory Mandate: Section 7-304.1 Of the Annotated Code of MarylandMaryland

In this section, “Positive Behavioral Interventions and Support Program” means the research-based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn.Each county board of education and the Board of School Commissioners of Baltimore City shall require an elementary school that has a suspension rate that exceeds 18 percent of the elementary school’s enrollment to implement:

– A Positive Behavioral Interventions and Support Program; or– An alternative behavioral modification program in collaboration with

the Department.The State Board shall adopt regulations to implement the provisions of this section.

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Section 7-304.1 Of the Section 7-304.1 Of the Annotated Code of MarylandAnnotated Code of Maryland

(a) In this section, “Positive Behavioral Interventions and Support Program” means the research-based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn.

(b) Each county board of education and the Board of School Commissioners of Baltimore City shall require an elementary school that has a suspension rate that exceeds 18 percent of the elementary school’s enrollment to implement:

(1) A Positive Behavioral Interventions and Support Program; or

(2) An alternative behavioral modification program in collaboration with the Department.

(c) The State Board shall adopt regulations to implement the provisions of this section.

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State Leadership and New State Leadership and New Administration in MarylandAdministration in Maryland

Dr. Nancy Grasmick continues to be the State Dr. Nancy Grasmick continues to be the State Superintendent of Schools. In Maryland this is Superintendent of Schools. In Maryland this is not an “at will” leadership role and she has been not an “at will” leadership role and she has been at the helm under 4 governors.at the helm under 4 governors.New Governor Martin O’Malley, formerly Mayor New Governor Martin O’Malley, formerly Mayor of Baltimore City. of Baltimore City. During the campaign his team published an During the campaign his team published an Education “white paper” which highlighted PBIS Education “white paper” which highlighted PBIS and the need for it to be implemented in more and the need for it to be implemented in more schoolsschoolsHe recently went to one of our PBIS schools for He recently went to one of our PBIS schools for a visit with the County leadership and engaged a visit with the County leadership and engaged in a conversation with the PBIS Coordinator in in a conversation with the PBIS Coordinator in the school for some time.the school for some time.

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Leadership Team


Support


Active Coordination


4646

Multiple levels of Marketing and Multiple levels of Marketing and VisibilityVisibility

– State and Local Level: Presentations, Trainings, Stakeholder State and Local Level: Presentations, Trainings, Stakeholder meetings, Interagency efforts, (Transformation; Mental Health meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound)Integration; Wraparound)

– Multiple Media: Visual, Face to Face, Written, WebsiteMultiple Media: Visual, Face to Face, Written, Website NewsletterNewsletter

– Multiple Audiences: School Administrations and Instructional Multiple Audiences: School Administrations and Instructional Leaders; University staff; Legislators, Potential alternative Leaders; University staff; Legislators, Potential alternative funders; State and Local Political appointees; Juvenile Justice; funders; State and Local Political appointees; Juvenile Justice; Vendors in the System of Care; Parent and other advocacy Vendors in the System of Care; Parent and other advocacy organizations; Community Membersorganizations; Community Members

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Leadership Team


Support


Active Coordination


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State funding of Maryland’s PBIS InitiativeState funding of Maryland’s PBIS Initiative

– State Education Agency: MSDE has provided funding State Education Agency: MSDE has provided funding for the expansion and sustainability of PBIS since for the expansion and sustainability of PBIS since 1999, using a combination of federal and state 1999, using a combination of federal and state general dollars. At this time the state provides 2.5 general dollars. At this time the state provides 2.5 FTE’s (Student Services branch and Special FTE’s (Student Services branch and Special Education) and an annual operating budget to support Education) and an annual operating budget to support training activities. training activities.

– Federal funds support the Evaluation efforts at Federal funds support the Evaluation efforts at HopkinsHopkins

– Sheppard Pratt provides 1.5 positions Sheppard Pratt provides 1.5 positions Implementer partner- grant provides support for one positionImplementer partner- grant provides support for one position

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Funding IssuesFunding Issues

While PBIS has been one of the top ten line While PBIS has been one of the top ten line items of the Maryland State Department of items of the Maryland State Department of Education supplemental budget request Education supplemental budget request FY’ 00- FY’ 07, there has been no specific FY’ 00- FY’ 07, there has been no specific line item budget established for PBIS. line item budget established for PBIS. Federal Funds are continuing to shrink Federal Funds are continuing to shrink which indirectly impacts the priorities for which indirectly impacts the priorities for utilization of Discretionary funds at the utilization of Discretionary funds at the Department. Department. Initiative outgrew last year’s (2006) training Initiative outgrew last year’s (2006) training model and budget.model and budget.

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Funding RealityFunding Reality

Need to institutionalize funds for PBIS by Need to institutionalize funds for PBIS by creating line item budget (FY 2009)creating line item budget (FY 2009)

Expansion activities vs. Sustainability Expansion activities vs. Sustainability activitiesactivities

Top-down discussions with Leadership in Top-down discussions with Leadership in Local School SystemsLocal School Systems

Alternative Funding SourcesAlternative Funding Sources

5151


Leadership Team


Support


Active Coordination


5252

Schools Trained and ActiveSchools Trained and Active

7

18

30

5257

8190

116110

0

20

40

60

80

100

120

140

1999 2000 2001 2002 2003 2004 2005 2006 2007

Trained Implementing

5353


Leadership Team


Support


Active Coordination


5454

Coordination/ CollaborationCoordination/ Collaboration

1999 - 2007

PBISMSDE Sheppard Pratt Johns Hopkins University Local School Systems

5555

Pennsylvania

Delaw

are

D.C.

Virginia

West Virginia

5656

1434

64 118

178

263

368

451

561

0

3042 61

81

133

183

283

377

0

100

200

300

400

500

600

FY 99 FY 00 FY 01 FY 02 FY 03 FY 04 FY 05 FY 06 FY 07

Schools Trained Coaches Trained

5757

Leadership TeamLeadership Team

Roles and Responsibilities Roles and Responsibilities Implementation PhasesImplementation Phases– What will team look like in 5 years?What will team look like in 5 years?– How will scaling up impact leadership team?How will scaling up impact leadership team?

Meet MonthlyMeet MonthlyManagement TeamManagement TeamAction PlanAction PlanContinuous Improvement Process Continuous Improvement Process Division of Labor-WorkgroupsDivision of Labor-Workgroups

5858

Division of Labor and WorkgroupsDivision of Labor and Workgroups

Management TeamManagement Team– Subset of Leadership TeamSubset of Leadership Team– Regional AssignmentRegional Assignment– Policy, Funding and Budget, Action Plan, Policy, Funding and Budget, Action Plan,

Evaluation, Marketing/WebsiteEvaluation, Marketing/Website– Each member leads workgroupEach member leads workgroup

3 Leadership Workgroups3 Leadership Workgroups1.1. Training and CoachingTraining and Coaching2.2. Evaluation and MarketingEvaluation and Marketing3.3. Secondary and Tertiary Systems/Family and Secondary and Tertiary Systems/Family and

Community InvolvementCommunity Involvement

5959

MD State Leadership TeamMD State Leadership Team::DiversifiedDiversified

MSDE Division of Special Education/ Early Intervention Services

MSDE Division of Student and School Services

Sheppard Pratt Health System

Johns Hopkins University

LSS Behavior Support Coaches

Juvenile Justice

Governor’s Office of Children

University of Maryland

Department of Health and Mental Hygiene

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State Leadership Team State Leadership Team FunctionsFunctions

Set policySet policyProvide support for local leadershipProvide support for local leadershipInfluence System of Change at District LevelInfluence System of Change at District LevelAssess Training NeedsAssess Training NeedsEvent CoordinationEvent CoordinationProvide Training and Technical AssistanceProvide Training and Technical AssistanceMonitor OutcomesMonitor Outcomes

Features of implementationFeatures of implementationReferralsReferralsOther indicatorsOther indicators

6161

Building Local CapacityBuilding Local Capacity

Roles and Responsibilities

6262

Recognition ProgramRecognition Program

Identified three levelsIdentified three levels

PBIS Maryland Green Ribbon SchoolPBIS Maryland Green Ribbon School

PBIS Maryland Banner SchoolPBIS Maryland Banner School

PBIS Maryland Exemplar SchoolPBIS Maryland Exemplar School

Application

6363


Leadership Team


Support


Active Coordination


6464

Behavior Support CoachesBehavior Support Coaches283 Behavior Support Coaches283 Behavior Support Coaches– Itinerant positions/funded by LSS Itinerant positions/funded by LSS

Meet 5 times/yearMeet 5 times/year– NetworkingNetworking– Regional MeetingsRegional Meetings– WorkgroupsWorkgroups

Coaches ReceptionCoaches ReceptionCoaches Newsletter/Coaches Coaches Newsletter/Coaches CalendarCalendarCoach = RecruiterCoach = Recruiter

8 LSS Coordinators8 LSS Coordinators

6565

Roles of CoachRoles of Coach

Sustainability & AccountabilitySustainability & Accountability

Hands-on technical assistanceHands-on technical assistanceGuide problem solvingGuide problem solvingLocal trainingLocal trainingTeam start-up & sustainabilityTeam start-up & sustainabilityPublic relations/communicationsPublic relations/communications

Support local leadershipSupport local leadershipLocal coordination of resourcesLocal coordination of resourcesProvide prompts & reinforcersProvide prompts & reinforcers

6666

Behavior Support Coach ActivitiesBehavior Support Coach ActivitiesFTE allocated to complete tasksFTE allocated to complete tasksConsistently attend team meetingsConsistently attend team meetingsAssist team with data-based decision-Assist team with data-based decision-making, planning, and implementationmaking, planning, and implementationAttend Regional/State Coaches Attend Regional/State Coaches meetings/trainingsmeetings/trainingsSend information to PBIS State/District Send information to PBIS State/District Coordinator (e.g., checklists, action plans, Coordinator (e.g., checklists, action plans, etc.)etc.)Assist with dissemination activities (e.g., Assist with dissemination activities (e.g., presentations, case studies, articles, etc.)presentations, case studies, articles, etc.)

6767


Leadership Team


Support


Active Coordination


6868

Action Plan- Training CapacityAction Plan- Training Capacity1. Identify 10 local and state level trainers that provide universal and 1. Identify 10 local and state level trainers that provide universal and

secondary training. secondary training. Timeline: 6 months-TOT training, invitation (emphasis to be placed on Timeline: 6 months-TOT training, invitation (emphasis to be placed on

local school system folks), update training materials, Training CDlocal school system folks), update training materials, Training CD2. Create Training Curriculum2. Create Training Curriculum

Universal 100, 200 300Universal 100, 200 300Targeted 100, 200, 300 Targeted 100, 200, 300 Intensive 100, 200, 300Intensive 100, 200, 300Coaches 100, 200, 300Coaches 100, 200, 300Data Based Decision Making 100, 200, 300Data Based Decision Making 100, 200, 300Administrator 100, 200, 300Administrator 100, 200, 300

3. Schedule training events-establish training event calendar3. Schedule training events-establish training event calendar4. Work with Higher Education to establish credit/tuition4. Work with Higher Education to establish credit/tuition5. Trainings and curriculum will include: SET Assessor, SWIS Facilitator, 5. Trainings and curriculum will include: SET Assessor, SWIS Facilitator,

BOQ, ISSETBOQ, ISSET6. Update, revise planning phase, district commitment, administrator 6. Update, revise planning phase, district commitment, administrator

commitment, team handbook that defines expectations, explains roles of commitment, team handbook that defines expectations, explains roles of state team, management team, district team, coach, acronyms, team state team, management team, district team, coach, acronyms, team leader, administratorleader, administrator

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Maryland Maryland Annual EventsAnnual Events

Spring ForumSpring Forum– March 27, 2007March 27, 2007

Coaches and New Team InstituteCoaches and New Team Institute– Coaches ~ July 9, 2007Coaches ~ July 9, 2007– Elementary ~ July 10 – 11, 2007Elementary ~ July 10 – 11, 2007– Secondary ~ July 11 – 12, 2007Secondary ~ July 11 – 12, 2007

Returning Team by RegionReturning Team by Region– Central Region 1 ~ July 16 – 17, 2007Central Region 1 ~ July 16 – 17, 2007– Eastern Shore ~ July 17 – 18, 2007Eastern Shore ~ July 17 – 18, 2007– Western Region ~ July 18 – 19, 2007Western Region ~ July 18 – 19, 2007– Central Region 2 ~ July 19 – 20, 2007Central Region 2 ~ July 19 – 20, 2007– Southern Region ~ August 2 – 3, 2007Southern Region ~ August 2 – 3, 2007

Coaches Meetings (4/year)Coaches Meetings (4/year)Regional Team Leader/Coach Meetings (2/year)Regional Team Leader/Coach Meetings (2/year)Schools serving students with special needs - MANSEF Schools serving students with special needs - MANSEF (2/year)(2/year)High Schools – (2/year)High Schools – (2/year)

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Spring ForumSpring Forum

Purpose: Recruitment and EngagementPurpose: Recruitment and Engagement

Date: April Date: April (set one year in advance)(set one year in advance)

Overview & School PresentationsOverview & School Presentations

Participants: Participants: – Administrators from “potential new” schools Administrators from “potential new” schools – ““Key” system personnelKey” system personnel– Potential coachesPotential coaches

Planning Phase I Begins

7171

Summer TrainingSummer Training

New CoachesNew CoachesNew TeamsNew TeamsReturning TeamsReturning TeamsExemplar SchoolsExemplar SchoolsReceptions and Poster Receptions and Poster SessionsSessions

7272

Other Training EventsOther Training Events

Local Coordinators/TrainersLocal Coordinators/Trainers

State Coaches MeetingsState Coaches Meetings

Regional MeetingsRegional Meetings

Targeted GroupTargeted Group

Behavioral BasicsBehavioral Basics

School Wide Information System (SWIS)School Wide Information System (SWIS)

SWIS facilitatorSWIS facilitator

School-wide Evaluation Tool (SET)School-wide Evaluation Tool (SET)

7373

Training CapacityTraining Capacity

Who will be your local trainers?Who will be your local trainers?How will curriculum be developed? How will curriculum be developed? What are the planning/preparation structures for each What are the planning/preparation structures for each “type” of training?“type” of training?What features should be in place prior to any training?What features should be in place prior to any training?What features are the same/different? (curriculum, What features are the same/different? (curriculum, pacing, coaching and support)pacing, coaching and support)How do we develop train the trainer model for each?How do we develop train the trainer model for each?What tools are available to monitor fidelity and What tools are available to monitor fidelity and outcomes?outcomes?

7474


Leadership Team


Support


Active Coordination


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Evaluation GoalsEvaluation Goals

Evaluation-make it easier, more efficient and just as Evaluation-make it easier, more efficient and just as effectiveeffectiveUse of PBS surveys and PBS evaluationUse of PBS surveys and PBS evaluationUpdate Forms- Form A On going Checklist, include BOQ Update Forms- Form A On going Checklist, include BOQ on line, on line, Team access to results of Form A, IPI, SET, BOQ, SET Team access to results of Form A, IPI, SET, BOQ, SET reportsreportsRegular feedback to district-summaries 3/yearRegular feedback to district-summaries 3/yearDistrict should have access to sample board ppt, and District should have access to sample board ppt, and other productsother productsOther process measures- OHIOther process measures- OHI

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Evaluation CapacityEvaluation Capacity Establishing Measurable OutcomesEstablishing Measurable Outcomes

1.1. What schools have been trained and are What schools have been trained and are active?active?

2.2. How well are schools implementing How well are schools implementing PBIS?PBIS?

3.3. What impact does PBIS have on student What impact does PBIS have on student behavior? Achievement?behavior? Achievement?

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MonitoringMonitoring OutcomesOutcomes

Team Implementation ChecklistTeam Implementation Checklist

SWISSWIS

SETSET

Coaches ChecklistCoaches Checklist

Staff SurveyStaff Survey

Satisfaction SurveysSatisfaction Surveys

Implementation Phases Inventory (IPI)Implementation Phases Inventory (IPI)

Benchmarks of Quality- Florida PBSBenchmarks of Quality- Florida PBS

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Evaluation ToolsEvaluation Tools

Access 2007 DatabaseAccess 2007 Database

Data entry/storageData entry/storage

Report GenerationReport Generation

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Evaluation ToolsEvaluation Tools

Maryland website www.pbismaryland.orgMaryland website www.pbismaryland.orgVarious levels:Various levels: Any userAny user Team/coachTeam/coach

LSS Point of ContactLSS Point of ContactState TeamState Team

Maryland Forms MatrixMaryland Forms MatrixAccess DatabaseAccess DatabaseSWIS SWIS PBS surveys (www.pbssurveys.org)PBS surveys (www.pbssurveys.org)

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How Well are Schools How Well are Schools Implementing?Implementing?

Systems-wide Evaluation Tool (SET)Systems-wide Evaluation Tool (SET)– AnnuallyAnnually– 7 Features of SW Implementation7 Features of SW Implementation

Implementation Phases Inventory (IPI)Implementation Phases Inventory (IPI)– Semi-annually Semi-annually – Levels of SW: Preparation, Initiation, Levels of SW: Preparation, Initiation,

Implementation, and MaintenanceImplementation, and Maintenance

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School-Wide Evaluation ToolSchool-Wide Evaluation Tool35 Coaches trained as SET assessors35 Coaches trained as SET assessors

15 Contractual SET assessors15 Contractual SET assessors

97 SETs completed 200497 SETs completed 2004154 SETs completed 2005154 SETs completed 2005157 SETs completed 2006157 SETs completed 2006182 SETs completed 2007182 SETs completed 2007222 schools have at least two SET scores222 schools have at least two SET scores80% Total score is considered Maintenance 80% Total score is considered Maintenance Phase (IPI)Phase (IPI)All regions met 80% criterion across schoolsAll regions met 80% criterion across schools69% increase after one year of implementation69% increase after one year of implementation

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SET Scores by RegionSET Scores by Region

37.0046.64

28.00 30.50

42.00

91.07 90.69 93.51 89.56 91.87

0102030405060708090

100

Central 1 Central 2 Eastern Southern Western

Pre Post

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Summary of Preliminary Summary of Preliminary Findings from Project TargetFindings from Project Target

PBIS schools have high program fidelityPBIS schools have high program fidelity

PBIS increased organizational health PBIS increased organizational health

Some positive effects on student outcomesSome positive effects on student outcomes– Behavior problems in classroom Behavior problems in classroom – Reduced office discipline referralsReduced office discipline referrals– Reduced suspensionsReduced suspensions

Project Target

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Leadership Team


Support


Active Coordination


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Anticipated GrowthAnticipated Growth50% of MD Schools will be trained by 201050% of MD Schools will be trained by 2010

Chart Title

364434

504574

644714

0

200

400

600

800

FY 05 FY 06 FY 07 FY 08 FY 09 FY 10

Anticipated Growth at 5% Linear (Anticipated Growth at 5%)

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5 YEAR GOALS5 YEAR GOALSGoal 1:Goal 1: Implement State/District Implementation Implement State/District Implementation Phases using new Management team Assignments to Phases using new Management team Assignments to align with the new Funding, Training realities that have align with the new Funding, Training realities that have been established.been established.Goal 2: Get Line Item Budgets for PBIS at the State and Goal 2: Get Line Item Budgets for PBIS at the State and District levels in FY 2009District levels in FY 2009Goal 3:Goal 3: Increase evaluation capacity by expanding Increase evaluation capacity by expanding web site functionality i.e. online tutorials, data submission web site functionality i.e. online tutorials, data submission and retrieval.and retrieval.Goal 4:Goal 4: Increase state, regional and local training Increase state, regional and local training capacity by developing training curriculum and process for capacity by developing training curriculum and process for developing Maryland's cadre of trainers. developing Maryland's cadre of trainers. Goal 5: Increase visibility by seeking additional funding to Goal 5: Increase visibility by seeking additional funding to fund grant writing, and curriculum development.fund grant writing, and curriculum development.

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Lessons LearnedLessons Learned

Pacing Pacing Be PatientBe PatientExemplar = SustainabilityExemplar = SustainabilityContinuous FeedbackContinuous FeedbackSocial Marketing-target audiencesSocial Marketing-target audiencesRole of CoachRole of CoachProcessProcessTipping Point Logic- Are you sure?Tipping Point Logic- Are you sure?

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