1. Supporting and Evaluating Broad Scale Implementation of Positive Behavior Support Teri Lewis-Palmer University of Oregon

2. Acknowledgements Students, educators, administrators, school staff, families,…. Community of researchers, personnel preparers, system changers, staff developers,…. Offices of Special Education Programs, US Dept. of Ed.

3. 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?)

4. 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

5. Positive Behavior Support (PBS) PBS is a systems approach to proactive school-wide discipline that is designed to increase the capacity of schools to adopt and sustain research-validated practices for all students. Systems Data Practices

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

7. Generic Model School-wide PBS Team Represent school, meet regularly, etc Coach Provide technical assistance to school Link school to state State Leadership Team Guide planning and development Coordinate Training Regional Teams/Structure

8. Year One Getting Started (Summer/Fall) Overview, School-wide, Non-classroom, Data Decisions, Team meetings, Team Planning Expanding Implementation (Winter) Classroom, Escalation Cycle, Team Status Check, Team planning Sustaining Efforts (Spring) Individual Student, Targeted-group, Team Planning, Long-term Action Planning

9. Year Two Intensive Behavior Support Linking with other initiatives (i.e., academics, bullyproofing, RtI) District/Regional Systems Working with Parents and Community Roadblocks and Challenges

10. 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

11. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

12. 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

13. 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

14. School-wide & Classroom-wide Systems  Common approach to discipline  Positive expectations  Teach expected behavior  Encourage expected behavior  Discourage inappropriate behavior  On-going monitoring & evaluation

15. Classroom Management Systems Behavior & classroom management Instructional management Environmental management

16. Specific Setting Systems Routines Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement

17. Individual Student Systems Behavioral competence Function-based behavior support planning Team-based model Data-based decision making Comprehensive person-centered planning & wraparound processes

18. 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

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

20. 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?

21. 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

22. Schools Trained and Active

23. 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)

24. How Well are Schools Implementing? Systems-wide Evaluation Tool (SET) Annually 7 features of SW implementation Interviews, product review, observations

25. 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

26. Pre-Post SETs by Region

27. What is the Impact of Implementation? Team Checklist Staff Survey Student Behavior (ODR)

28. Two Levels

29. Staff Survey Only 7 staff surveys have been turned in Not enough data to make valid summary Only measure that includes staff feedback and perceptions Piloting on-line entry and summary of measures

30. 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 high schools are reporting ODRs at.95 per day per 100 students or lower

31. Fidelity of Data 85% of active schools are returning data to Coaches/State Leadership Team

32. Sustainability Assumptions Implemented with high accuracy Sustained to realize durable changes and expand efforts Implemented by local/natural resources Adapted to “fit” culture Guided by data-based decisions Supported by systems to support staff

33. Implementation Levels Student Classroom School State District

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