1 Maryland’s State Implementation Strategies, Successes, and Outcomes Andrea Alexander Maryland State Department of Education Jerry Bloom Jerry Bloom Sheppard Pratt Health System

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

3 Pennsylvania Delaware D.C. Virginia West Virginia

4 Coordination/ Collaboration PBIS MSDE Sheppard Pratt Johns Hopkins University Local School Systems

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

7 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: 1 FTE and partner agency with National TA Center

8 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. 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. 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. Initiative outgrew last year’s (2006) training model and budget.

9 Funding Reality Need to institutionalize funds for PBIS by creating line item budget (FY 2009) Need to institutionalize funds for PBIS by creating line item budget (FY 2009) State Department can no longer identify funds to support the entire PBIS effort State Department can no longer identify funds to support the entire PBIS effort Expansion activities vs. Sustainability activities Expansion activities vs. Sustainability activities Top-down discussions with Leadership in Local School Systems Top-down discussions with Leadership in Local School Systems Alternative Funding Sources Alternative Funding Sources

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

11 Multiple levels of Visibility –State and Local Level: Presentations, Trainings, Stakeholder meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound) –Multiple Media: Visual, Face to Face, Written, Website –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

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

14 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.

15 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. 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. New Governor Martin O’Malley, formerly Mayor of Baltimore City. During the campaign his team published and Education “white paper” which highlighted PBIS and the need for it to be implemented in more schools During the campaign his team published and 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. 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.

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

17 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 Management Team-Core Group MSDE, JHU, Sheppard Pratt

18 Mental Health Integration Grant MARYLAND STATE DEPARTMENT OF EDUCATION MARYLAND STATE DEPARTMENT OF EDUCATION THE UNIVERSITY OF MARYLAND, BALTIMORE, ON BEHALF OF ITS CENTER FOR SCHOOL MENTAL HEALTH ANALYSIS AND ACTION THE UNIVERSITY OF MARYLAND, BALTIMORE, ON BEHALF OF ITS CENTER FOR SCHOOL MENTAL HEALTH ANALYSIS AND ACTION DEPARTMENT OF JUVENILE SERVICES DEPARTMENT OF JUVENILE SERVICES GOVERNOR’S OFFICE FOR CHILDREN GOVERNOR’S OFFICE FOR CHILDREN MENTAL HYGIENE ADMINISTRATION MENTAL HYGIENE ADMINISTRATION THE MENTAL HEALTH ASSOCIATION OF MARYLAND THE MENTAL HEALTH ASSOCIATION OF MARYLAND THE MARYLAND COALITION OF FAMILIES FOR CHILDREN’S MENTAL HEALTH THE MARYLAND COALITION OF FAMILIES FOR CHILDREN’S MENTAL HEALTH MARYLAND ASSEMBLY ON SCHOOL-BASED HEALTHCARE MARYLAND ASSEMBLY ON SCHOOL-BASED HEALTHCARE SHEPPARD PRATT HEALTH SYSTEM SHEPPARD PRATT HEALTH SYSTEM

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

20 Phase One: Commitment to CollaborationRole of State Leadership Team ID Point of Contact Small number of schools trained in PBIS Small number of coaches identified and trained Conduct Site visit to school two times/school year (completion of “implementation phase checklist”) Provide technical assistance to local coaches Provide SWIS training to schools as needed Maintain communication with Point of Contact Nominate Exemplar Nag for Forms Attend State Leadership Team Meetings monthly Complete SET and SET Report as needed Coordinate Regional Meetings for team leaders and coaches Phase T wo: Commitment to Capacity BuildingRole of State Leadership Team More than 5% of schools trained in PBIS within district/region Coach facilitator or lead coach identified (% of time allocated for PBIS activities) Informal District/Regional team identified SWIS facilitators identified and trained SET Assessors identified and trained Provide support and technical assistance to coach facilitator (coach facilitator coordinates site visits, “implementation phase checklist”, SWIS facilitation, SET assessment and support to local coaches) Conduct site visits to schools by special request only Assist with district self assessment and action plan Assist w ith dissemination activities such as presentation to LMB, Community, Businesses, Superintendent Conduct c apacity building awareness activities using PBIS Blueprint with key stakeholders Submit formal reports to PBIS management team to include progress notes, updates, training needs Conduct n eeds assessment Conduct SWIS facilitator training, SET assessor training Phase Three: Commitment to Large Scale ImplementationRole of State Leadership Team Identification of PBIS Coordinator Working Budget District/Regional Action Plan in place to address capacity building around training, coaching, evaluation, coordination District/Regional PBIS functioning team Development of database Progress Report in development Development of newsletters, brochure and other marketing material Alignment with LSS Master Plan, Charter, Code of Conduct Formal report cycle to key stakeholders (superintendent, board, LMB, community/business, Parent organizations) Active communication and coordination with PBIS Coordinator and PBIS District/Regional Team Attendance to district/regional monthly meetings Identify resources such as grant opportunities Promote v isibility to State Assist with marketing/dissemination/policy District Level Phases

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

22 Schools Trained and Active

23 Maryland Annual Events Spring Forum Spring Forum – March 27, 2007 Coaches and New Team Institute Coaches and New Team Institute – Coaches ~ July 9, 2007 – Elementary ~ July 10 – 11, 2007 – Secondary ~ July 11 – 12, 2007 Returning Team by Region 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) 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 (2/year) Schools serving students with special needs - MANSEF (2/year) High Schools – (2/year) High Schools – (2/year)

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

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

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

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

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

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

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

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

32 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?

33 Monitoring Outcomes Team Implementation Checklist Team Implementation Checklist SWIS SWIS SET SET Coaches Checklist Coaches Checklist Staff Survey Staff Survey Satisfaction Surveys Satisfaction Surveys Implementation Phases Inventory (IPI) Implementation Phases Inventory (IPI) Benchmarks of Quality (BOQ) Benchmarks of Quality (BOQ)

34 Evaluation Tools Access 2003 Database Access 2003 Database Data entry/storage Data entry/storage Report Generation Report Generation

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

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

37 School-Wide Evaluation Tool 35 Coaches trained as SET assessors 15 Contractual SET assessors 97 SETs completed SETs completed SETs completed SETs completed SETs completed SETs completed schools have at least two SET scores 104 schools have at least two SET scores 80% Total score is considered Maintenance Phase (IPI) 80% Total score is considered Maintenance Phase (IPI) All regions met 80% criterion across schools All regions met 80% criterion across schools 69% increase after one year of implementation 69% increase after one year of implementation

38 SET Scores by Region

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40 PROJECT TARGET Evaluating PBIS in Maryland Dr. Catherine Bradshaw Center for the Prevention of Youth Violence Johns Hopkins University Project Target

41 Randomized Trial of PBIS: Project Target Sample 37 Elementary Schools 37 Elementary Schools – Allegany (7), Anne Arundel (4), Baltimore (13), Charles(11), & Washington(2) – 3,057 Staff & 20,246 Students Design Randomly Assigned Randomly Assigned – 21 PBIS – 16 Comparison Baseline plus 4 years Baseline plus 4 years Funding : NIMH & CDC to the Johns Hopkins Center for the Prevention of Youth Violence Project Target

42 Data Collected Disruptive behavior Disruptive behavior – Teacher Observation of Classroom Adaptation (TOCA; Werthamer-Larsson et al., 1991) – Student Interactions in Specific Settings (SISS; Cushing & Horner, 2002) – Office discipline referrals (SWIS; School-Wide Information System) Academic information Academic information – Attendance – Academic performance School climate School climate – School Climate Survey (Haynes, Emmons, & Comer, 1994) Organizational health Organizational health – Organizational Health Inventory (Hoy et al., 1990) Implementation fidelity Implementation fidelity – System-wide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Horner, 2001) – Staff Survey (Sugai, Todd, & Horner, 2000) Project Target

43 Implementation of PBIS Notes. No significant differences between groups at baseline, but differences at all other years, p<.05. * *

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

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

46 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 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 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 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 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. Goal 5: Increase visibility by seeking additional funding to fund grant writing, and curriculum development.

47 Lessons Learned Pacing Pacing Be Patient Be Patient Exemplar Exemplar Feedback Feedback Social Marketing-target audiences Social Marketing-target audiences Role of Coach Role of Coach Process Process