1 Positive Behavioral Interventions and Supports: A process for selecting evidence based practices Susan Barrett Jerry Bloom

2 pbis.org

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4 PBIS Maryland Our 9 th 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, 700 schools projected to be involved by million hits on since March Strengths- Evaluation Capacity, Website, Coaching (Local) Capacity State Department, Higher Education, Non Profit Behavior Health System Worries- Competing Initiatives, “Shelf Life”, shrinking federal dollars

5 Objectives Describe PBIS as a process Describe The PBIS Maryland Initiative Using the Data for Decision Making Discussion

6 ACKNOWLWEDGEMENTS University of Oregon University of Connecticut Maryland State Department of Education Sheppard Pratt Health System Johns Hopkins University 24 Local School Systems

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

8 KEY Behavior is functionally related to the environment

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

10 ACT I: Why would we consider SWPBS?

11 SW-PBS- “All The Buzz” The Potential Problem with “The Buzz” –Practices seem to be “influenced by fads and fashions that are adopted overenthusiastically, implemented inadequately, then discarded prematurely in favor of the latest trend” Walshe and Rundall (2001) reporting on health systems

12 Bills in Congress aim to strengthen, coordinate PBS efforts State positive behavior support programs would get a boost in funding and federal support under two proposals being considered in Congress. They are under committee review. The Reducing Barriers to Learning Act of 2007 (H.R. 3419) would establish an Office of Specialized Instructional Support Services in the Education Department that would award grants to states to hire coordinators to oversee specialized instructional support services, which could include all types of related services, such as speech, behavior and counseling therapy. The Positive Behavior for Effective Schools Act (H.R and S. 2111) would add PBS language into a reauthorized NCLB, encouraging states and districts to use Title I money for PBS efforts.

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

14 “Schools today are different than they used to be…” Higher academic pressure Fewer positive role models for students More students who are different than similar Students are “needier” More issues with disruptive behavior

15 Our Solutions… PLAN A: PLAN B: Magic Fairy Dust Get rid of the bad apples

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

17 The “Get Tough” approach: Assumption that “problem” student… Is inherently “bad” Will learn more appropriate behavior through increased use of aversives Will be better tomorrow…

18 “A punitive school discipline environment is a major factor contributing to antisocial behavior problems.” “A punitive school discipline environment is a major factor contributing to antisocial behavior problems.” Mayer, 1995 “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may increase subsequent antisocial behavior.” “Early exposure to school suspension may increase subsequent antisocial behavior.” Hemphill et al., 2006

19 Science and our experiences have taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented with aversive consequences … Do learn better ways of behaving by being taught directly & receiving positive feedback

20 Our Solutions… PLAN A: PLAN B: PLAN C: Magic Fairy Dust Get rid of the bad apples A professional development day

21 One-Shot Professional Development: The “ train & hope ” approach 1. React to identified problem 2. Hire expert to train staff 3. Expect & hope for implementation 4. Wait for new problem…

22 Our Solutions… PLAN A: PLAN B: PLAN C: 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

23 What would a positive, encouraging school climate look like? Students know what is expected of them and choose to do so because they: –Know what to do –Have the skills to do it –See the natural benefits for acting responsibly Adults and students have more time to: –Focus on relationships –Focus on classroom instruction There is an instructional approach to discipline –Instances of problem behavior are opportunities to learn and practice prosocial behavior

24 SYSTEMS PRACTICES DATA Supporting Staff behavior Supporting Decision Making Supporting Student behavior Positive behavior Support OUTCOMES Social Responsibility & Academic Achievement Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behavior Not limited to any particular group of students…it’s for all students Not new…its based on long history of effective educational practices & strategies

25 1. Build systems that make it easier to teach 2. Create environments that encourage (rather than discourage) prosocial behavior 3. Teach all students what is expected 4. Provide a continuum of behavior support to students who need more support to be successful School-wide PBS Goals

26 ~35% of Students ~30% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE behavior SUPPORT ~35% ~45% ~20%

27 Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk behavior Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE behavior SUPPORT

28 What is School-wide Positive Behavior Support? School-wide PBS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Continuum of consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices)

29 Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

30 School-wide Systems (All students all settings all times) Create a positive school culture : School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

31 Four Basic Recommendations: Never stop doing what is already working Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Collect and use data for decision-making

32 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

33 From Problem to Precise

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35 Precise or Primary ???

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39 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

40 PBIS Maryland Our 9 th 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, 700 schools projected to be involved by million hits on since March Strengths- Evaluation Capacity, Website, Coaching (Local) Capacity State Department, Higher Education, Non Profit Behavior Health System Worries- Competing Initiatives, “Shelf Life”, shrinking federal dollars

41 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

42 Political Support PBIS was part of the top ten MSDE state supplemental budget request for FY’ 00-FY’ 07. Statutory Mandate: Section Of the Annotated Code of Maryland 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.

43 Section Of the Annotated 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.

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

45 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

46 Multiple levels of Marketing and Visibility –State and Local Level: Presentations, Trainings, Stakeholder meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound) –Multiple Media: Visual, Face to Face, Written, Website Newsletter Newsletter –Multiple Audiences: School Administrations and Instructional Leaders; University staff; Legislators, Potential alternative funders; State and Local Political appointees; Juvenile Justice; Vendors in the System of Care; Parent and other advocacy organizations; Community Members

47 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

48 State funding of Maryland’s PBIS Initiative –State Education Agency: MSDE has provided funding for the expansion and sustainability of PBIS since 1999, using a combination of federal and state general dollars. At this time the state provides 2.5 FTE’s (Student Services branch and Special Education) and an annual operating budget to support training activities. –Federal funds support the Evaluation efforts at Hopkins –Sheppard Pratt provides 1.5 positions Implementer partner- grant provides support for one position

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

50 Funding Reality Need to institutionalize funds for PBIS by creating line item budget (FY 2009) Expansion activities vs. Sustainability activities Top-down discussions with Leadership in Local School Systems Alternative Funding Sources

51 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

52 Schools Trained and Active

53 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

54 Coordination/ Collaboration

55 Pennsylvania Delaware D.C. Virginia West Virginia

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57 Leadership Team Roles and Responsibilities Implementation Phases –What will team look like in 5 years? –How will scaling up impact leadership team? Meet Monthly Management Team Action Plan Continuous Improvement Process Division of Labor-Workgroups

58 Division of Labor and Workgroups Management Team –Subset of Leadership Team –Regional Assignment –Policy, Funding and Budget, Action Plan, Evaluation, Marketing/Website –Each member leads workgroup 3 Leadership Workgroups 1.Training and Coaching 2.Evaluation and Marketing 3.Secondary and Tertiary Systems/Family and Community Involvement

59 MD State Leadership Team: Diversified MD State Leadership Team: Diversified 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

60 State Leadership Team Functions Set policy Provide support for local leadership Influence System of Change at District Level Assess Training Needs Event Coordination Provide Training and Technical Assistance Monitor Outcomes Features of implementation Referrals Other indicators

61 Building Local Capacity Roles and Responsibilities Roles and Responsibilities

62 Recognition Program Identified three levels PBIS Maryland Green Ribbon School PBIS Maryland Banner School PBIS Maryland Exemplar School Application

63 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

64 Behavior Support Coaches 283 Behavior Support Coaches –Itinerant positions/funded by LSS Meet 5 times/year –Networking –Regional Meetings –Workgroups Coaches Reception Coaches Newsletter/Coaches Calendar Coach = Recruiter 8 LSS Coordinators

65 Roles of Coach Sustainability & Accountability Hands-on technical assistance Guide problem solving Local training Team start-up & sustainability Public relations/communications Support local leadership Local coordination of resources Provide prompts & reinforcers

66 Behavior Support Coach Activities FTE allocated to complete tasks Consistently attend team meetings Assist team with data-based decision-making, planning, and implementation Attend Regional/State Coaches meetings/trainings Send information to PBIS State/District Coordinator (e.g., checklists, action plans, etc.) Assist with dissemination activities (e.g., presentations, case studies, articles, etc.)

67 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

68 Action Plan- Training Capacity 1. Identify 10 local and state level trainers that provide universal and secondary training. Timeline: 6 months-TOT training, invitation (emphasis to be placed on local school system folks), update training materials, Training CD Timeline: 6 months-TOT training, invitation (emphasis to be placed on local school system folks), update training materials, Training CDTraining CDTraining CD 2. Create Training Curriculum Universal 100, Targeted 100, 200, 300 Intensive 100, 200, 300 Coaches 100, 200, 300 Data Based Decision Making 100, 200, 300 Administrator 100, 200, Schedule training events-establish training event calendar 4. Work with Higher Education to establish credit/tuition 5. Trainings and curriculum will include: SET Assessor, SWIS Facilitator, BOQ, ISSET 6. Update, revise planning phase, district commitment, administrator commitment, team handbook that defines expectations, explains roles of state team, management team, district team, coach, acronyms, team leader, administrator

69 Maryland Annual Events Spring Forum –March 27, 2007 Coaches and New Team Institute –Coaches ~ July 9, 2007 –Elementary ~ July 10 – 11, 2007 –Secondary ~ July 11 – 12, 2007 Returning Team by Region –Central Region 1 ~ July 16 – 17, 2007 –Eastern Shore ~ July 17 – 18, 2007 –Western Region ~ July 18 – 19, 2007 –Central Region 2 ~ July 19 – 20, 2007 –Southern Region ~ August 2 – 3, 2007 Coaches Meetings (4/year) Regional Team Leader/Coach Meetings (2/year) Schools serving students with special needs - MANSEF (2/year) High Schools – (2/year)

70 Spring Forum Purpose: Recruitment and Engagement Date: April (set one year in advance) Overview & School Presentations Participants: –Administrators from “potential new” schools –“Key” system personnel –Potential coaches Planning Phase I Begins

71 Summer Training New Coaches New Teams Returning Teams Exemplar Schools Receptions and Poster Sessions

72 Other Training Events Local Coordinators/Trainers State Coaches Meetings Regional Meetings Targeted Group Behavioral Basics School Wide Information System (SWIS) SWIS facilitator School-wide Evaluation Tool (SET)

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

74 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

75 Evaluation Goals Evaluation-make it easier, more efficient and just as effective Use of PBS surveys and PBS evaluation Update Forms- Form A On going Checklist, include BOQ on line, Team access to results of Form A, IPI, SET, BOQ, SET reports Regular feedback to district-summaries 3/year District should have access to sample board ppt, and other products Other process measures- OHI

76 Evaluation Capacity Establishing Measurable Outcomes 1. What schools have been trained and are active? 2. How well are schools implementing PBIS? 3. What impact does PBIS have on student behavior? Achievement?

77 Monitoring Outcomes Team Implementation Checklist SWISSET Coaches Checklist Staff Survey Satisfaction Surveys Implementation Phases Inventory (IPI) Benchmarks of Quality- Florida PBS

78 Evaluation Tools Access 2007 Database Access 2007 Database Data entry/storage Report Generation

79 Evaluation Tools Maryland website Various levels:Any user Team/coach Team/coach LSS Point of Contact State Team State Team Maryland Forms Matrix Access Database SWIS PBS surveys (

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81 How Well are Schools Implementing? Systems-wide Evaluation Tool (SET) –Annually –7 Features of SW Implementation Implementation Phases Inventory (IPI) –Semi-annually –Levels of SW: Preparation, Initiation, Implementation, and Maintenance

82 School-Wide Evaluation Tool 35 Coaches trained as SET assessors 15 Contractual SET assessors 97 SETs completed SETs completed SETs completed SETs completed schools have at least two SET scores 80% Total score is considered Maintenance Phase (IPI) All regions met 80% criterion across schools 69% increase after one year of implementation

83 SET Scores by Region

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85 Summary of Preliminary Findings from Project Target PBIS schools have high program fidelity PBIS increased organizational health Some positive effects on student outcomes –Behavior problems in classroom –Reduced office discipline referrals –Reduced suspensions Project Target

86 PBS Systems Implementation Logic Leadership Team Funding VisibilityPolitical Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations

87 Anticipated Growth 50% of MD Schools will be trained by 2010

88 5 YEAR GOALS Goal 1:Implement State/District Implementation Phases using new Management team Assignments to align with the new Funding, Training realities that have been established. Goal 2: Get Line Item Budgets for PBIS at the State and District levels in FY 2009 Goal 3:Increase evaluation capacity by expanding web site functionality i.e. online tutorials, data submission and retrieval. Goal 4:Increase state, regional and local training capacity by developing training curriculum and process for developing Maryland's cadre of trainers. Goal 5: Increase visibility by seeking additional funding to fund grant writing, and curriculum development.

89 Lessons Learned Pacing Be Patient Exemplar = Sustainability Continuous Feedback Social Marketing-target audiences Role of Coach Process Tipping Point Logic- Are you sure?