1. Building on Success: Developing a Model for System-Wide Implementation of PBIS Joan Ledvina Parr Linda Marchineck Margaret Grady Kidder Baltimore County Public Schools

2. 25 th largest school system in the nation 108,015 students 162 schools –103 Elementary FARMS 35.9%, Mobility 11.3%, LEP 3.3%, –27 Middle FARMS 33.1%, Mobility, 14.3% LEP 1.1% –26 High FARMS 19.6%, Mobility, 15.2% LEP 1.1% –6 Other 17,000 Employees including 8,200 teachers

3. PBIS in Baltimore County Coordinated through the Department of Student Support Services –Mr. Dale Rauenzahn, Executive Director –Mrs. Patsy Holmes, Director –Dr. Margaret Grady Kidder, Coordinator –Dr. Joan Ledvina Parr, Coach Facilitator/SWIS Facilitator –Ms. Linda Marchineck, IST/PBIS Coach/SWIS Facilitator –Ms. Susie Swindell, Coach/SWIS Facilitator 32 PBIS Schools and 24 Coaches participate

4. Maryland PBIS Partnership and Collaboration

5. History of PBIS in Maryland and BCPS Schools Trained in PBIS 1998 Collaboration: MSDE and Sheppard Pratt Health System 99 Tough Kids Tough Times Forum –15 Schools Trained Statewide –1 BCPS ES Trained Maryland Summer Institute 2000 –1 BCPS ES Trained Maryland Summer Institute 2001 –2 ES and 2 MS Trained Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002 Maryland Summer Institute 2002 –7 ES and 4 MS Trained Maryland Summer Institute 2003 –3 ES, 2 MS, 4 HS Trained Maryland Summer Institute 2004 –4 MS and 2 HS Trained

6. Positive Behavioral Support in Baltimore County Universal Interventions All schools are encouraged to use the BCPS Positive Behavior Planning Guide BCPS Schools –Total Schools –103 Elementary –27 Middle Schools –26 High Schools –6 Other Schools Targeted Interventions Selected schools are invited to participate in PBIS Training Schools selected by suspension rates Schools self-select based on their School Improvement Plan PBIS Schools –14 Elementary –12 Middle Schools –6 High Schools

7. 80% of Schools 20 % Secondary Prevention: Targeted Interventions include training schools in PBIS Primary Prevention: Universal Interventions for all schools include applying the Positive Behavior Planning Guide Baltimore County 2004-2005 162 Schools: 32 Schools are PBIS Schools

8. Basic Concepts of PBIS School Teams are Trained at the Summer Institute sponsored by Maryland State Department of Education, Sheppard Pratt Health System, and the Johns Hopkins University The following training materials are adapted from the PBIS model as developed by George Sugai and Rob Horner, University of Oregon

9. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Process for Supporting Behavior and Achievement OUTCOMES

10. Key Elements of PBIS School-wide behavior planning is based on a balance of four key elements: SYSTEMS that support staff buy-in and sustained use of effective practices Evidence-based PRACTICES and interventions that are effective for staff and students DATA gathered by the school to make decisions about improving behavior and learning Clearly specified OUTCOMES that are related to behavior and student achievement

11. SYSTEMS School wide Non classroom Classroom Individual students PRACTICES define (behav. expect. & routines) teach acknowledge correct follow up & feedback consensus & collaboration DATA office discipline referrals PBIS self assessment survey all staff (parents/students?) input academic progress attendance direct observation school improvement goal progress Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support

12. Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive

13. Academic and Behavioral Interventions Consistent implementation of Voluntary State Curriculum On-going curriculum- based assessments Differentiated instruction Intensive special education interventions and services School-wide positive behavior planning Effective classroom organization and behavior management Targeted interventions for groups of students Individualized interventions for specific students like FBA/BIP’s

14. PBIS School-wide Interventions Overview 1.Establish commitment and maintain team 2.Establish school-wide expectations 3.Establish an on-going system of rewards 4.Establish a system for responding to behavioral violations 5.Establish a data system to monitor progress and aid in decision making 6.Arrange for consistent implementation and utilize district level support

15. 1. Establish commitment and maintain team Establish PBIS Leadership Team –Strong, administrative support –School-wide representation on PBIS Team Secure school-wide agreements and supports –Strive for “full” (>80%) faculty participation –Prioritize resources (time, materials, cost) –Plan on a 3 – 5 year commitment Establish a data-based action plan –Use the PBIS Staff Survey results –Use behavioral incident data (office referrals, etc.)

16. 2. Establish school-wide expectations Develop rules of behavior –3 to 5 positively stated rules –Easy to remember –Apply to all students, settings, and staff Develop a matrix of expected behavior in target contexts –Contexts include: classrooms, hallways, gym, cafeteria, common areas, bus loading zone, etc. Teach the expected behaviors using an instructional approach –Directly teach (tell/explain, model/show, practice, give reminders and pre-corrections) –Actively supervise –Positively reinforce

17. Develop Rules of Behavior High 5’s –Be respectful –Be responsible –Be there, be ready –Follow directions –Hands/feet to self The Respect School –Respect others –Respect property –Respect yourself Formula 4 Success = –Respect –Responsibility –Ready-to-learn –Re-thinking The 5 Be’s –Be kind –Be safe –Be cooperative –Be respectful –Be peaceful Code of Conduct –I am respectful –I am responsible –I am safe –I am prepared Respect + Responsibility = Pride –Show respect –Show responsibility

18. Develop Rules of Behavior Tenets of Kenwood Pride –B e there and prepared –L ive responsibly –U phold integrity –E arn and give respect Eagle PRIDE –P reparation –R esponsibility –I ntegrity –D iligence –E arn Respect Viking Code of Conduct –Be respectful –Be responsible –Be ready RAMS Rules –R esponsibility and Respect –A cademic Achievement –M otivation –S uccess

19. Matrix of Expected Behavior

20. 3. Establish an on-going system of rewards Acknowledge expected behavior Use tangible rewards and acknowledgements –High 5’s, coupons, gotchas, etc. Use social recognition –Assemblies, bulletin boards, names over the intercom Use guidelines –Fade tangibles –Schedule strategically Maintain 5:1 positive to correction ratio

21. 4. Establish a system for responding to behavioral violations Develop an agreement about which behaviors are handled in the classroom and which are office managed Use verbal redirection, teacher consequence, and/or office referral Use pre-correction and restatement of expected behaviors

22. 5. Establish a data system to monitor progress and aid in decision making Utilize a data management system, e.g., SWIS Develop procedures for ongoing monitoring and evaluation Meet regularly to review data and implement interventions

23. 6. Arrange for consistent implementation and utilize district level support Develop targeted interventions for groups of at-risk students Build capacity for function-based support in order to develop individualized plans for specific students (FBA/BIP’s) Connect PBIS Team with School Improvement Team and Student Support Team Utilize district level support and other leadership resources

24. How Baltimore County Supports its PBIS Schools Levels of PBIS Support include –School-based team Strong, administrative leadership is encouraged School-wide representation on PBIS team –PBIS Coach assigned to school team Provides expertise on the PBIS process, behavior analysis, and data interpretation –MSDE/BCPS Leadership Teams Provides consultation and support

25. Phases in the BCPS Model of PBIS Training as a Support to the Summer Institute Training Phase 1—Administrator Commitment Spring Forum arranged and Coach Facilitator consults Phase 2—Training the PBIS School Team Coach assigned to each school Phase 3—Implementing PBIS within the School Coach, Coach Facilitator, and BCPS Leadership Team assists

26. Phase 1—Administrator Commitment Administrators of identified schools attend a Spring Forum to learn about PBIS Follow-up meeting with the Coach Facilitator to share information such as: –School rules –Matrix of expected behaviors –Classroom managed vs. office managed behaviors –Flowchart of the disciplinary process –Gotcha and recognition tickets

27. Phase 1—Administrator Commitment (continued) School completes a Staff Survey to document areas of concern The new school is encouraged to send faculty members to visit exemplar PBIS schools within Baltimore County

28. Phase 2—Training the PBIS School Team PBIS school team members attend the Summer Institute hosted by MSDE-SPHS-JHU School teams begin to plan their implementation of PBIS They attend a poster session of exemplar schools and dialogue with those schools’ representatives BCPS Coach Facilitator follows up with new school teams throughout the summer to provide guidance

29. Phase 2—Training the PBIS School Team (Continued) School teams develop their products and plan for teacher training the first week of school Each school is assigned a coach who works with that school during the planning as well as implementation phases Schools are encouraged to review and adapt the work of experienced PBIS schools –Lesson plans –Teacher training models –Incentive programs for students and staff –Acknowledgement assemblies –Motivational strategies for students and staff

30. Phase 3—Implementing PBIS within the School PBIS team trains faculty about PBIS concepts –Works best with multiple leaders training small groups –Encourage discussion and questions Faculty is given samples of all products and trained in their use –Gotchas –Minor incident reports (for teacher managed behavior) –Office referrals Rules are posted in all classrooms, hallways, and throughout the building

31. Phase 3—Implementing PBIS within the School (continued) Gotchas are collected and reinforcement systems are implemented Students are acknowledged for appropriate behavior Staff are acknowledged for their support of the program Office referrals are logged into the SWIS system and are analyzed

32. Phase 3—Implementing PBIS within the School (continued) PBIS Team meets at least monthly to coordinate on- going implementation, analyze data, and develop new interventions Schools are encouraged to maintain a binder with all their school products, team notes, and other information for reference A coach works with every school team to provide additional support, PBIS knowledge, and behavioral expertise Schools are encouraged to attend state level and county level PBIS meetings for new ideas and support

33. Baltimore County Schools Trained in PBIS

35. Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS (11) (6) (9)

36. How Well are Schools Implementing Concepts of PBIS? School Self-Report (Form A) –Completed monthly –Measures the number of critical features (22) in place System-wide Evaluation Tool (SET) –Observational data from independent assessor –Completed annually –Measures the 7 features of school-wide implementation Implementation Phases Inventory (IPI) –Completed semi-annually –Measures 4 levels of implementation –Measures 36 critical elements

37. Self-Report Data from Elementary Schools Form A—Percentage of features in place

38. Self-Report Data from Middle Schools Form A—Percentage of features in place

39. Self-Report Data from High Schools Form A—Percentage of features in place

40. Self-Report Data from Form A Percentage of Features in Place

41. Systems-Wide Evaluation Tool (SET) Research quality tool for assessing Universal/School-wide PBIS External person spend 2 hours at school, reviewing documents, interviewing staff, interviewing students. PBIS is “in place” with a score of at least 80% Total Measures 7 critical features of PBIS

42. Seven Critical Features of SET Seven critical features of PBIS listed, defined, and scored within SET: Behavioral Expectations Defined Behavioral Expectations Taught On-Going System for Rewarding Behavioral Expectations System for Responding to Behavioral Violations Monitoring and Decision-Making Management District-Level Support

43. Pre- and Post-Training SET Scores

44. Implementation Phases Inventory (IPI) Features of PBIS listed, defined and scored to obtain scores in the following categories: –Preparation Phase –Initiation Phase –Implementation Phase –Maintenance Phase Percentage of the 36 Critical Elements also obtained

45. Based upon 26 schools Percentage of Baltimore County PBIS Schools and their Implementation Phases (8) (7) (5) (6)

46. Implementation Phases Inventory— Percentage of Critical Features in Place

47. Discipline Data: Suspensions & Expulsions Elementary School Middle School High School

48. Elementary School Suspensions & Expulsions

49. PBIS Elementary Schools Average Number of Suspensions & Expulsions per Year

50. PBIS Middle Schools Suspensions & Expulsions

51. PBIS Middle Schools Average Number of Suspensions & Expulsions per Year

52. PBIS High School Suspensions & Expulsions

53. PBIS High Schools Average Number of Suspensions & Expulsions per Year

54. PBIS Supports Academic Achievement: An Initial Look at PBIS and Adequate Yearly Progress (AYP) Elementary School Middle School High School

55. Behavioral Support Enhances Academic Achievement Percentage of PBIS Schools Making Adequate Yearly Progress

56. How does Behavior Support Help? Behavior support improves minutes in instruction Behavior support makes instructional minutes more effective Behavior support creates a climate that is more calm and conducive to learning.

57. For additional information please contact: Office of Psychological Services Baltimore County Public Schools 410-887-0303 Joan Ledvina Parr Linda Marchineck Margaret Grady Kidder Maryland’s PBIS website jparr@bcps.org lmarchineck@bcps.org mkidder@bcps.org www.pbismaryland.org

58. BuildingSuccessin SchoolsBaltimore Co Timeat aOne Step

59. Thank you for your support as we continue to REACH FOR THE STARS and help students believe in themselves and achieve in Baltimore County Schools

60. Positive Behavioral Interventions and Supports in Baltimore County Schools