1. Vermont Positive Behavior Support Services A Framework for Improving Learning and Behavior Rae Ann Knopf, Vermont PBS State Coordinator Department of Education, Assistant Division Director

2. What is PBS? Positive Behavior Support (PBS) is a proven, systems-focused approach that: Positive Behavior Support (PBS) is a proven, systems-focused approach that: decreases problem behaviors among students, decreases problem behaviors among students, increases on-task engagement, and increases on-task engagement, and raises levels of satisfaction with school climate for students, teachers, and parents. raises levels of satisfaction with school climate for students, teachers, and parents. “PBS enhances the capacity of schools, districts, and states to adopt and sustain effective behavior and academic support practices.” – May Institute, Partner to the National Technical Assistance Center on PBIS

3. PBS is based on..... Person Centered Values – interventions designed to meet the unique goals and challenges of each individual Person Centered Values – interventions designed to meet the unique goals and challenges of each individual The Normalization/Inclusion Movement – promotes the rights of individuals with behavior disorders or disabilities to be given the same educational and social opportunities as those without The Normalization/Inclusion Movement – promotes the rights of individuals with behavior disorders or disabilities to be given the same educational and social opportunities as those without Applied Behavior Analysis – behavior is learned, serves a purpose, and can most effectively be improved through the use of personalized-intervention planning to promote positive change Applied Behavior Analysis – behavior is learned, serves a purpose, and can most effectively be improved through the use of personalized-intervention planning to promote positive change Data-based Decision Making Data-based Decision Making Positive Behavioral Interventions and Supports Brief, National Center for Mental Health Promotion and Youth Violence Prevention, 2006.

4. PBS Goals School-Based – PBS works from a framework of local control in improving school culture. Schools affirm/establish their own rules, practices and procedures, manage their own process within the context of the PBS philosophy School-Based – PBS works from a framework of local control in improving school culture. Schools affirm/establish their own rules, practices and procedures, manage their own process within the context of the PBS philosophy Resiliency and Personal Well-being – increase protective factors and reduce risk factors Resiliency and Personal Well-being – increase protective factors and reduce risk factors

5. PBS Goals - continued Prevention – reduce the need for more intensive interventions for students whose behavior, without intervention might escalate Prevention – reduce the need for more intensive interventions for students whose behavior, without intervention might escalate Safe, Healthy, Learning Environments – a culture of learning where classroom/school disruptions, incidents, and resulting disciplinary actions and suspensions are reduced Safe, Healthy, Learning Environments – a culture of learning where classroom/school disruptions, incidents, and resulting disciplinary actions and suspensions are reduced Respectful Intervention – provide a continuum of positively focused behavioral expectations and interventions Respectful Intervention – provide a continuum of positively focused behavioral expectations and interventions

6. Universal Applications Targeted small group, short term individual interventions Intensive individual interventions Positive Behavior Supports Continuum

7. How Wide-spread is PBS? PBS has been in existence for nearly 20 years PBS has been in existence for nearly 20 years Currently over 41 states are engaged in a State- Wide effort for implementing PBS Currently over 41 states are engaged in a State- Wide effort for implementing PBS Over 6600 schools have implemented PBS with fidelity Over 6600 schools have implemented PBS with fidelity The U.S. Department of Education sponsors national PBS centers in Oregon and Connecticut, the May Institute is a National Center Partner The U.S. Department of Education sponsors national PBS centers in Oregon and Connecticut, the May Institute is a National Center Partner Statewide Behavior Initiatives, National Association of State Directors of Special Education, Inc., inForum, February 2007

8. School staff continue to identify low level student aggression (disrespect, con-compliance and bullying) as a significant barrier to academic achievement School staff continue to identify low level student aggression (disrespect, con-compliance and bullying) as a significant barrier to academic achievement Recent state health statistics indicate 52% of Vermont children are born into poverty Recent state health statistics indicate 52% of Vermont children are born into poverty 1 in 4 children in Vermont schools are eligible for free & reduced lunch 1 in 4 children in Vermont schools are eligible for free & reduced lunch Achievement gaps are greatest among students with economic disadvantage and/or emotional/behavioral challenges Achievement gaps are greatest among students with economic disadvantage and/or emotional/behavioral challenges Vermont Challenges

9. Vermont Challenges - continued Inclusion rates have been declining in recent years Inclusion rates have been declining in recent years Increasing reliance on paraprofessionals as the primary solution for meeting the needs of behaviorally challenged students despite lack of evidence to demonstrate effectiveness Increasing reliance on paraprofessionals as the primary solution for meeting the needs of behaviorally challenged students despite lack of evidence to demonstrate effectiveness Vermont’s rate of identification of students with emotional disabilities is very high relative to other disability categories and general student population Vermont’s rate of identification of students with emotional disabilities is very high relative to other disability categories and general student population Communicating full understanding of PBS – not a “canned system,” importance of implementing full continuum to obtain integrity and fidelity Communicating full understanding of PBS – not a “canned system,” importance of implementing full continuum to obtain integrity and fidelity

10. Vermont Resources Vermont has a strong history of focusing on students at risk following Act 230 (1992) and Act 117 (2001) Vermont has a strong history of focusing on students at risk following Act 230 (1992) and Act 117 (2001) National Centers exist to support PBS being used in thousands of schools nationally with great success National Centers exist to support PBS being used in thousands of schools nationally with great success Resources exist through Act 230 and State Improvement grants to provide regional professional development to support PBS implementation over the next 5 years Resources exist through Act 230 and State Improvement grants to provide regional professional development to support PBS implementation over the next 5 years

11. Vermont Resources - continued PBS complements other efforts underway in Vermont schools and creates a framework for maximizing their value (responsive classroom, Olweus Bullying Program, LSCI, CPI, Second Step, RtI, CES, etc.) PBS complements other efforts underway in Vermont schools and creates a framework for maximizing their value (responsive classroom, Olweus Bullying Program, LSCI, CPI, Second Step, RtI, CES, etc.) Vermont’s own BEST team has made this a primary focus for development over the next 3- 5 years Vermont’s own BEST team has made this a primary focus for development over the next 3- 5 years A pre-existing Summer Institute exists to deliver training for school teams A pre-existing Summer Institute exists to deliver training for school teams

12. How does it work? As part of a multi-year commitment, School Leadership Teams focus their efforts on improving 3 primary areas - School-wide procedures for discipline and student support School-wide procedures for discipline and student support Targeted interventions designed to prevent further escalation of problems Targeted interventions designed to prevent further escalation of problems Individualized behavior support planning Individualized behavior support planning

13. Universal (School-Wide) Applications 1. 1.School teams review existing behavioral expectations, discipline practices, and procedures 2. 2.They agree upon a common approach and make a positive statement of purpose 3. 3.At least 80% of school personnel agree 4. 4.Positively stated expectations for all students and staff are formed 5. 5.A continuum of procedures for teaching these expectations, sustaining them, and discouraging rule violations are established and taught

14. School teams review existing committees and groups for efficacy and impact – School teams review existing committees and groups for efficacy and impact – working smarter not harder. Initiative, Project, Committee PurposeOutcome Target Group Staff Involved SIP/SID/etc Attendance Character Education Safety Committee School Spirit Discipline DARE Committee EBS Work Group

15. Examples of Universal Strategies Positive expectations taught & encouraged throughout school Positive expectations taught & encouraged throughout school Goal is a ratio of 6-8 positive to 1 negative adult- student interaction per student Goal is a ratio of 6-8 positive to 1 negative adult- student interaction per student Active supervision Active supervision Redirections for minor, infrequent behavior errors Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors Frequent pre-corrections for chronic errors Effective academic instruction & curriculum Effective academic instruction & curriculum

16. Coaching, monitoring, and consistency - School-based Coaches monitor and report discipline data by student, class, time of day, and location to school teams and staff for informed decision making to improve school culture and learning. Best chance for success - Interventions are focused toward the stated behavior expectations, spanning the school, classroom, and community - changing the environment to encourage change in the behavior – giving students the best chance to succeed. Acting on Information vs. Emotion

17. Usability Using evidence based practices (EBD) for implementation: Using evidence based practices (EBD) for implementation: Consultation and Coaching vs. Train & Hope – External and Internal Coaches Consultation and Coaching vs. Train & Hope – External and Internal Coaches 80% buy-in vs. “seeding” – Readiness Tool 80% buy-in vs. “seeding” – Readiness Tool Creating District-Wide and State-Wide Leadership teams to provide additional support, expertise, and resources Creating District-Wide and State-Wide Leadership teams to provide additional support, expertise, and resources User friendly data-collection systems (SWIS) User friendly data-collection systems (SWIS) On-going evaluation and adjustment (SET) On-going evaluation and adjustment (SET) Grounded in National Implementation Research Grounded in National Implementation Research

18. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

19. Intended Consequences These efforts provide a framework for change school-wide, resulting in: These efforts provide a framework for change school-wide, resulting in: Safer schools Safer schools More positive school climates More positive school climates Improved academic outcomes Improved academic outcomes More effective responses to students who display significant problem behaviors, and More effective responses to students who display significant problem behaviors, and Higher parent and community satisfaction Higher parent and community satisfaction

20. Out of Classroom Discipline Referrals – Sample Data

21. Out of Classroom Discipline Referrals – Sample Data cont.

24. Targeted Interventions School teams become aware of at risk students & high risk locations School teams become aware of at risk students & high risk locations Proactive short term interventions are used in an effort to change behavior and break negative cycles Proactive short term interventions are used in an effort to change behavior and break negative cycles Social skills clubs, Behavior Education Plans, “check-in check-out” systems are all examples of targeted interventions Social skills clubs, Behavior Education Plans, “check-in check-out” systems are all examples of targeted interventions

25. Intensive Individualized Interventions Behavior support teams form plans for students needing intensive, fully individualized, assessment based interventions Behavior support teams form plans for students needing intensive, fully individualized, assessment based interventions Interventions complement primary and secondary supports and may include things like: Interventions complement primary and secondary supports and may include things like: wrap around planning wrap around planning evidence-based mental health interventions evidence-based mental health interventions coordinated services planning, and coordinated services planning, and crisis response crisis response

26. Samples of Outcomes

27. Cost Saving Outcomes – New Hampshire - 44 schools over 2 years Recovered: 2823 days for learning 591 days for teaching 1263 days for leadership/administration

28. Sustainability in NH & MD Developing State Capacity for Durable and Accurate Implementation of Statewide Positive Behavior Support in New Hampshire, Howard S. Muscott, Ed.D. New Hampshire; presentations International APBS Conference, March 2007

29. How do I bring PBS to My School? Talk with school administrator Talk with school administrator Contact a Vermont PBS/BEST team member Contact a Vermont PBS/BEST team member Form a school leadership team, identify a coach Form a school leadership team, identify a coach Complete the Readiness Checklist Complete the Readiness Checklist Attend coaches and school leadership team training Attend coaches and school leadership team training Create a school action plan for PBS implementation Create a school action plan for PBS implementation

30. What is in Place in Vermont so far? 4 Schools implementing in Addison NE 4 Schools implementing in Addison NE 6 External Implementation Coaches established state- wide to assist schools in implementing 6 External Implementation Coaches established state- wide to assist schools in implementing State-Wide PBS Leadership Advisory established State-Wide PBS Leadership Advisory established PBS School leadership forum - 10/16/07 – over 220 PBS School leadership forum - 10/16/07 – over 220 School Readiness, Coaches and School Leadership training scheduled in November for second cohort of implementing schools School Readiness, Coaches and School Leadership training scheduled in November for second cohort of implementing schools BEST/Act 230 and State Improvement Professional Development grant monies earmarked to help schools interested in implementing PBS BEST/Act 230 and State Improvement Professional Development grant monies earmarked to help schools interested in implementing PBS Over 50 schools state-wide expressing interest Over 50 schools state-wide expressing interest

31. Where to Learn More About PBS www.pbis.org www.pbis.org www.pbis.org www.pbismaryland.org www.pbismaryland.org www.pbismaryland.org www.apbs.org www.apbs.org www.apbs.org www.promoteprevent.org www.promoteprevent.org www.promoteprevent.org

32. PBS and Fixsen’s Work Effective Intervention + Effective Implementation = Good Outcomes Core Intervention Components – PBS is/has a: Clearly described (who/what) Clearly described (who/what) Practical measure of fidelity Practical measure of fidelity Fully operationalized (do/say) Fully operationalized (do/say) Field tested (recursive revision) Field tested (recursive revision) Contextualized (org./systems fit) Contextualized (org./systems fit) Effective (worth the effort) Effective (worth the effort) Dean Fixsen & Karen Blase, National Implementation Research Network

33. What is Readiness? Review Readiness Tool Review Readiness Tool 100% completion of the tool demonstrates cultural readiness to begin work on school action plan and implementation 100% completion of the tool demonstrates cultural readiness to begin work on school action plan and implementation What is SET? Why is the School-wide Evaluation Tool important? Why is the School-wide Evaluation Tool important? A score of 80/80 on the SET reports school- wide implementation with integrity A score of 80/80 on the SET reports school- wide implementation with integrity

34. What is SWIS? How does the School-Wide Information System work? How does the School-Wide Information System work? Why is it a useful tool for schools? Why is it a useful tool for schools? How accessible is it? How accessible is it?