Post on 28-Dec-2015
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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
sbarrett@pbismaryland.org
Jerry BloomJerry Bloomjbloom@pbismaryland.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
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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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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
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Our Solutions…Our Solutions…
PLAN A:PLAN A:
PLAN B: PLAN B:
PLAN C:PLAN C:
Magic Fairy Dust
Get rid of the bad apples
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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Our Solutions…Our Solutions…
PLAN A:PLAN A:
PLAN B: PLAN B:
PLAN C:PLAN C:
PLAN D: PLAN D:
Magic Fairy Dust
Get rid of the bad apples
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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PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
4040
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
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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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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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PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
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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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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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
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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
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
PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
5454
Coordination/ CollaborationCoordination/ Collaboration
1999 - 2007
PBISMSDE Sheppard Pratt Johns Hopkins University Local School Systems
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
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
PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
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
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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.)
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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
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
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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
PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
7575
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
7676
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?
7777
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
7878
Evaluation ToolsEvaluation Tools
Access 2007 DatabaseAccess 2007 Database
Data entry/storageData entry/storage
Report GenerationReport Generation
7979
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)
8181
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
8282
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
8383
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
8585
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
8686
PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
8787
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%)
8888
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.
8989
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?