1. Got Green? Maryland PBIS Teri Lewis-Palmer University of Oregon

2. This Morning Review key features of SW-PBS Present information about Maryland PBIS - what has happened so far Focus on sustainability - how to keep things going

3. Why are school important places for investing? Regular, predictable, positive learning & teaching environments Positive adult & peer models Regular positive reinforcement Academic & social behavior development & success

4. Big Idea Educational leaders must strive to lead and support development of sustainable and positive school climates The goal is to establish host environments that support adoption and sustained use of evidence-based practices (Zins & Ponte, 1990)

5. Positive School Climate Academic engagement & achievement are maximized Rates of rule violating behavior are minimized Acts of respectful & responsible behaviors are encouraged School functions are more efficient, effective, & relevant Supports for students with disabilities & those placed at risk of educational failure are improved

6. Themes Consider school as unit of analysis Emphasize role of educators individually and collectively Build multi-level continuum of behavior support Give priority to agenda of primary prevention

7. Challenge… increasing schools’ capacity to… Respond effectively, efficiently, & relevantly to a range of problem behaviors observed in schools Adopt, fit, integrate, & sustain research-based behavioral practices Give priority to unified agenda of prevention Engage in team-based problem solving

8. Inter-related, Competing National Goals Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Provide a free & appropriate education for all Prepare a viable workforce Affect incidence & prevalence of high risk, antisocial behavior NCLB Etc….

9. Research to Practice (Wing Institute, 2005) Efficacy (what works?) Effectiveness (when does it work?) Implementation (how do we make it work?) Monitoring (is it working?)

10. Research Replicability Sustainability Evidence-based Education Practice Research to Practice

11. Challenges to Implementation (Kratochwill, Albers, & Steele Shernoff, 2004) Primary focus on education Lack of emphasis on prevention programs Organization impedes collaboration, working as team Lack of skills, training, resources

12. “Positive Behavior Support” PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

13. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

14. PBS is Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Not limited to any particular group of students…it’s for all students Not new…it’s based on a long history of behavioral practices & effective instructional design & strategies

15. Critical Features High status leadership team Active administrator participation High priority in school improvement planning Proactive (positive and preventive) systems approach Data-based decision making Continuum of behavior supports Long term commitment Research validated practices

16. Emphasis on Prevention Primary Reduce new cases of problem behavior Secondary Reduce current cases of problem behavior Tertiary Reduce complications, intensity, severity of current cases

17. 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 Designing School-Wide Systems for Student Success

18. Science of Human Behavior Behavior is learned Behavior occurrences are linked to environmental factors Behavior change occurs through manipulation of environmental factors

19. Evidence-based Practices Outcome-based Monitoring of effectiveness, efficiency, relevance, & durability Function-based approach

20. Emphasize data-based evaluation Self-assessment & action planning Continuous self-improvement Strengths & needs Strategic dissemination

21. Local Context & Culture Consider characteristics of local stakeholders Families, businesses, students, staff members, etc. Consider relationship between school & community Maximize use of natural implementers

22. Active Administrative Participation Active member of leadership team Gives initiative priority Invests in 2-3 year implementation

23. Basic Steps 1. Establish PBIS Leadership Team 2. Secure SW agreements & supports 3. Establish data-based action plan 4. Arrange for high fidelity implementation 5. Conduct formative data-based monitoring

24. Elements of School-wide Discipline Plan 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

25. Implementation Levels Student Classroom School State District

26. Maryland Model Collaboration between schools, MSDE, Sheppard Pratt, and Johns Hopkins Began in 1999 24 local school systems Over 230 schools About 120 coaches State Leadership Team

27. Maryland Model, cont. State Level State Leadership Team District/Regional Coordinators School Level Coaches Teams Training Summer Institute Regional Trainings

28. Overview of Evaluation Model What schools are involved in the implementation? How well are schools with implementation? What impact has implementation had on student success?

29. Who is Implementing? 232 School Teams have completed training (16% of Maryland Schools) 217 Currently active schools Attrition occurred early in the project when coaches and other regional technical assistance structures were not established

30. Schools Trained and Active

31. Expansion Highlights 65% of total schools were trained within the past two years 35% of total schools were trained last year (summer 2004) Anne Arundel (Ginny Dolan), Baltimore (Joey Levina-Parr) and Charles (Elsa Velez) Counties all have had rapid expansion as a result of identifying a facilitator (lead coach)

32. SET 96 SETs completed during 03-04 SY 50 schools have SETs for 2 years 80% Total score is considered sustainability level All regions met 80% criterion across schools This represents a 47% increase

33. Pre-Post SETs by Region

34. Student Behavior (SWIS) 90% of elementary schools are reporting ODRs at.43 per day per 100 students or lower 94% of middle schools are reporting ODRs at.95 per day per 100 students or lower 75% of middle schools are reporting ODRs at.95 per day per 100 students or lower

35. Implementation challenges Multiple, overlapping, & competing initiatives Overemphasis on conceptualization, structure, & process Underemphasis on data-based decision making Failure to build competence for accurate & sustained implementation Reluctance to eliminate practices & systems that are not effective, efficient, & relevant Low rates of regular positive acknowledgements & celebrations

36. Sustainability Priority (Latham, 1988; Sugai et al., 2000; Zins & Ponte, 1990) Practical applications in which implementation is based on the smallest change that will result in the largest impact. Multiple perspectives to ensure the correct approach for the defined problem. On-going collection and use of data because conditions continuously change and affect the status and best use of resources.

37. Sustainability Assumptions Must be implemented with high fidelity if maximum effects are to be realized. Practices and systems must be durable if meaningful change and improvement are to be realized. Must be sustained (i.e., in place for 5-10 years) if schools are to expand their efforts and maximize their effectiveness.

38. Implementation must be delivered by “typical intervention agents.” - Local capacity Data on outcomes must be used to make decisions for continued adaptation and sustained implementation. Implementation of effective practices at the local level will require modification of procedures to “fit” the culture, structure, and needs of the local setting Establish “systems” that support functional, doable, and durable implementation of effective practices.

40. Blueprint and Self-assessment (pbis.org) The purpose of the blueprint is to present a rationale for adopting school-wide positive behavior support (SW-PBS), describe the key features of SW-PBS, and illustrate processes, structures, and supports of SW-PBS.

41. Definition Designed to improve the efficiency and success of large-scale replications (i.e., school, district, state) Intended to make the conceptual theory, organizational models, and specific practices more accessible Considered dynamic and iterative in that guidelines will be improved as new implementations are tried and studied, and as new research is conducted

42. Effective Systems (Gilbert, 1978; Horner, 2003) A Common Vision: Has a mission that is embraced by the majority of members and serves as the basis for decision making and action planning. A Common Language: Establishes a means of describing its vision ands actions so that communications are informative. A Common Experience: Is defined by a set of procedures that are universally practiced and experienced and includes a data feedback system.

43. Implementation Levels Student Classroom School State District

44. Leadership Team Funding VisibilityPolitical Support TrainingCoaching Evaluation Active Coordination Local School Teams/Demonstrations PBS Organizational Logic

45. Long Term Action Planning Focus on activities to maintain and strengthen current efforts Focus on next steps (next year) Plan for activities that will take time (e.g., ISS, behavioral capacity) Data System Practice

46. Long Term Action Planning 2-5 Years Short term and long term goals Focus on Sustainability Team status (protected time, admin/staff support, staff resource) Behavioral capacity District-wide processes and supports Build continuum of support New student/staff training Data-based decision-making and evaluation Efficiency (“like riding a bicycle”)