1. PBIS Planning and Implementation in CT Juvenile Justice Settings
Karen Mooney
Donna Morelli
PBIS Trainers

2. PURPOSE
Provide overview of features, practices & systems of positive climate for EVERYONE
CREC 111 Charter Oak Ave., Hartford, CT 06106
CREC 111 Charter Oak Ave., Hartford, CT 06106 2 2 2 2

3. Supporting Social Competence &
Academic Achievement
OUTCOMES
DATA
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior & Implementation Fidelity
PRACTICES
Evidence-based, preventive.
Supporting Youth Behavior 3

4. Why PBIS?
Reduction of behavior incidents (major and minor) across majority of youth
Clear Expectations
Examine current routines and practices in place
Appropriate recognition for all
Improved climate for clients and staff
(Nelson, Sugai and Smith)

5. PBIS Video Overall Impact
Move to second part of video where teacher talks about impact on housing…

6. A Look at PBIS: CT School Districts and Juvenile Justice Settings

7. Systems in Public Schools
School-wide Positive
Behavior Support
Systems in Public Schools
Classroom
Setting Systems
Non-classroom
Setting Systems
Individual Student
Systems
School-wide
Systems 7

8. Facility-wide Systems
Positive
Behavior Support
Systems in
Secure Facilities
Individual Youth
Housing Units
Education Program
Other Programs
Even though PBS is implemented in a single program, because youth move through other facility programs and units, these are affected.
Facility-wide Systems 8

9. Why PBIS in Secure Facilities?
Effective and efficient alternative to strong, inconsistent, and ineffective disciplinary methods currently used in many juvenile justice facilities
recognition v. punishment
inconsistency among staff
How are decisions about discipline made in your individual facilities?
Are decisions linked to data on youth behavior in your individual facilities?
Schools & communities are concerned
While youth crime rates have been reduced, rates of disruptive and defiant behavior have risen
20-60% reductions in ODRs following implementation
Increase in academic achievement of students in schools 9

10. Systems Cooperation Connect between:
Educational programming
Housing unit programming
Security programming
Mental health programming
Recreation programming
Other programming
Must work together to form a seamless system for youth
K. Jolivette, 2009

11. Systems Cooperation
Hierarchies and politics within and across programs
Power
History
Changing adult behavior = a positive change in youth behavior
Make “peace” with the history and move forward
K. Jolivette, 2009
Change adult behavior_from a punitive approach to recognizing what youth do appropriately. It is also about how adults treat each other: respectfully and appropriately to create a positive climate

12. PBIS Approach Strengths: Clarifies expectations and systems
Provides structure for youth and staff members
Data based decision making increases accountability and protects youth
Weaknesses:
Often mistaken for it’s parts and not as the whole model
May be viewed as competing with other models or programs
Would the proactive / preventative nature of PBIS be perceived as incongruent with juvenile justice practices? 12

13. Considerations for Secure Settings
24-hour day
Multiple programs in a facility
Multidisciplinary staff; diverse levels of training
Primary focus is security
Education personnel not in charge of discipline
Make sure decisions re: youth behavior are data-driven 13

14. Implementation
Other states that are implementing PBIS in juvenile justice settings:
Texas
Iowa
Pennsylvania
North Carolina
Illinois
California
Massachusetts

15. Goals of implementation
Shared values across all staff regarding mission and purpose
Clear expectations for behavior and learning
Clear communication: staff to staff and staff to youth
Multiple tiered supports and activities to promote valued outcomes consistently applied
A caring, inclusive climate across and between staff and youth
Youth have valued roles/responsibilities in activities
Fit within the facility culture, traditions, and goals
Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague
Georgia State University Dr. Kristine Jolivette
Final bullet is in bold letters to ensure staff understand that they will be using the PBIS framework to work within their context.

16. Implementation Process
Secure administrator support
Secure a commitment from at least 80% of the staff
Create an implementation action plan
Develop a plan to regularly analyze data
Use data to make decisions
Evaluate impact
Develop a program for sustainability
Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents.
Secure administrator agreement of active support and participation.
Secure a commitment and agreement from at least 80% of the staff for active support and participation.
Conduct a self assessment of the current school-wide discipline system.
Create an implementation action plan that is based data based decision making.
Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBS efforts. 16

17. Training Goals Examine data to determine outcome goals
Establish Team Agreements
Develop Expectations
Evaluate Practices
Develop rule matrices
Develop a schedule for teaching expectations
Develop lesson plans
Establish acknowledgement systems
Establish response systems
Develop staff acknowledgement systems

18. YEAR 1 OUTCOME OBJECTIVES
Establish leadership team
Establish staff agreements
Build working knowledge & foundations of FW-PBIS practices & systems
Develop & begin implementation of individualized action plan for FW-PBIS 18

19. FW-PBIS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All youth and staff
SWPBS provides an operational framework for achieving these behavioral and outcomes for all students. More importantly, SWPBS is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
CREC 111 Charter Oak Ave., Hartford, CT 06106
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20. FW-PBIS Logic!
Successful individual youth behavior support is linked to host environments (education, housing, treatment, vocation, recreation and staff) that are effective, efficient, relevant, & durable for all youth.
(Zins & Ponti, 1990)
Schools face a set of difficult challenges today
Multiple expectations (Academic accomplishment, Social competence, Safety)
Students arrive at school with widely differing understandings of what is socially acceptable.
Traditional “get tough” and “zero tolerance” approaches are insufficient.
Individual student interventions
Effective, but can’t meet need
School-wide discipline systems
Establish a social culture within which both social and academic success is more likely
CREC 111 Charter Oak Ave., Hartford, CT 06106
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21. Science of behavior has taught us that youths….
Are NOT born with “bad behaviors”
Do NOT learn when responded with only contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback
CREC 111 Charter Oak Ave., Hartford, CT 06106
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22. Integrated Elements Supporting Social Competence &
Academic Achievement
Supporting
Decision
Making
OUTCOMES
Supporting
Staff Behavior
DATA
SYSTEMS
Coaches – Please explain to your team what this means
Data: What do we currently see and know?
Outcomes: What do we want to see?
Practices: What practice could effectively, efficiently, and relevantly achieve what we want to see?
Systems: what needs to be in place to support a. practice adoption that is informed and b. full implementation that is contextualized, accurate, and sustainable?
PRACTICES
Supporting
Youth Behavior
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23. ~5% ~15% Tertiary Prevention: Multiple discipline reports per month
Secondary Prevention:
2-5 discipline reports per month
Primary Prevention:
1 or 0 discipline reports per month
This is what our public school data looks like. Despite having the students with the greatest behavioral and emotional challenges within your facility, does the data look the same?
~80% of Youth 23

24. Effective Social & Academic Culture and Climate
Common Language
Effective Practice
All Benefit
Common Vision
The organization has a mission, purpose, or goal that is embraced by the majority of members of the organization and serves as the basis for decision making and action planning.
Common Language
•The organization establishes a means of describing its vision, actions, and operations so that communications are informative, efficient, effective, and relevant to members of the organization.
Common Experience
•The organization is defined by a set of actions, routines, procedures, or operations that is universally practiced and experienced by all members of the organization and that also includes a data feedback system to link activities to outcomes.
Common Experience
Common Vision/Values
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25. PBIS Best Practices Reinforcement system Continuum of supports
Teach, acknowledge positive behaviors
Implement continuum of consequences
Continuum of supports
Supports based on level of need, student characteristics (function of problem behavior)
Explicit instruction & practice in social expectations

26. PBIS Best Practices
4. Climate of preventative / positive, parent involvement
Facility-wide expectations to establish positive climate,
Involve all stakeholders
Data based decision-making
Are we doing what we said we’d do?
Is it making a difference?
Data sharing
Share data with stakeholders on valued outcomes

27. Best Practices in Juvenile Justice Treatment
Assess risks & needs:
Use research-based tools to determine likelihood of recidivism and to identify factors amenable to treatment and risk reduction.
Enhance Intrinsic Motivation:
Apply specific communication techniques to identify an detainee’s/client’s own reasons for change and to engage juveniles as partners in their treatment.
Target Interventions:
Structure treatment, supervision and responses to juveniles behavior based on their risk level, needs and personal characteristics.
Skill train With Directed practice:
Use cognitive behavioral treatment methods to disrupt criminal thinking and provide juveniles with the opportunity to practice and apply pro-social behaviors.
(US Department of Justice, 2011)

28. Best Practices in Juvenile Justice Treatment
Increase positive reinforcement:
Emphasize, affirm and reward compliant behavior to promote pro-social behavior change. While detainees/clients are still sanctioned for non-compliant behavior, a greater focus is placed on recognizing and rewarding the positive.
Engage Ongoing Support in Natural Communities:
Connect detainees/clients to pro-social family, friends and activities in the community
Measure relevant processes/practices:
Collect data on the effectiveness of your work to answer the questions:
Are we doing evidence-based work?
Are we doing it well?
Is it leading to desired outcomes?
Provide Measurement Feedback:
Use data to provide feedback to systems, organizations, teams and individuals with the goal of improving practice.
(US Department of Justice, 2011)

29. Best Practices Overlap
USDJ (U.S. Dept. of Justice)
PBIS
Assess risks & needs
Enhance Intrinsic Motivation
Target Interventions
Skill train With Directed practice
Increase positive reinforcement
Engage Ongoing Support in Natural Communities
Measure relevant processes/practices
Provide Measurement Feedback
Early Identification
Reinforcement system
Continuum of supports
Explicit instruction & practice in social expectations
Climate of preventative / positive, parent involvement
Data based decision-making
Data sharing

30. Five Basic Recommendations for Implementing PBIS
1. Never stop doing what already works
2. Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals
Do a small number of things well
3. Do not add something new without also defining what you will stop doing to make the addition possible.
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31. Five Basic Recommendations for Implementing PBIS
4.Collect and use data for decision-making 5. Examine current curricula/practices to make sure they “fit” your facility, community, culture, context.
CREC 111 Charter Oak Ave., Hartford, CT 06106 31

32. GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation 32

33. STEP 1 - Establish Team Process
Administrator active member
Schedule for presenting to each staff at least monthly
Schedule for team meetings at least monthly
Integration with other behavior related initiatives and programs
Appropriate priority relative to facility goals
Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.
Complete Team Agreements p.44
Number 5 should be done NOW.
CREC 111 Charter Oak Ave., Hartford, CT 06106
CREC 111 Charter Oak Ave., Hartford, CT 06106 33 33 33 33

34. STEP 2 – Develop Behavior Purpose Statement
Positively stated
2-3 sentences in length
Supportive of social emotional, behavioral, and academic achievement
Contextually/culturally appropriate (e.g., age, level, language)
Comprehensive in scope (Facility-wide: ALL clients, staff, and settings)
Agreement by >80% staff
CREC 111 Charter Oak Ave., Hartford, CT 06106 34 34 34

35. Example The PBIS team at Ron Jackson will teach
PBIS Mission Statement
The PBIS team at Ron Jackson will teach
students to be accountable by establishing clear guidelines for success, and rewarding students who are meeting those expectations. Through ongoing data analysis, we will reduce problem behaviors in order for our students to achieve a higher level of academic and social performance

36. Example
Our Mission Statement
Our Mission at GRACE Community Residential Program is to create a positive and safe community for staff and clients. We will work together to provide a respectful and productive environment using effective listening skills. Staff and clients will strive to communicate with each other using gender specific models of relational strength.
This is a mission statement from GRACE. This is how they envision their program. Communication could be expanded to include staff to staff communication as well.

37. STEP 3 – Identify Positive FW Expectations
Linked to social culture of facility (e.g., community, mascot).
Considerate of social skills and rules that already exists.
3-5 in number
1-3 words per expectation
Positively stated
Comprehensive in scope (Facility-wide – ALL youth, staff, and settings)
Mutually exclusive (minimal overlap)
Contextually/culturally appropriate (e.g., age, level, language)
Agreement by >80% staff
Communicated to families, community members, etc.
Consider existing data summaries
Discipline
Academic
Identify common goals
Mission statement
Other school-based programs
Identify characteristics of an ideal student
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38. Video Expectations explained by a youth.

39. Are these proportions characteristic of youth in your facilities?
32%
~53%
Tertiary
Preven-tion
~ 23%
Secondary Prevention
~24%
Primary Prevention 39

40. ~5% ~15% Tertiary Prevention: Multiple discipline reports per month
Or, are these?
~5%
~15%
Secondary Prevention:
2-5 discipline reports per month
Primary Prevention:
1 or 0 discipline reports per month
Proportions are based on public school data
~80% of Youth 40

41. Continuum of Support for ALL
Universal
Targeted
Intensive
Anger man.
Prob Sol.
Ind. work
Adult rel.
NOTICE GREEN GOES IS FOR “ALL”
Baker, 2005 JPBI
Attend.
Leadership
Peer interac
Label intervention…not youth
Dec 7, 2007 41

42. Exemplar
Illinois Youth Center 380 boys Medium-maximum security Correctional model
IYC is a “typical” JJ facility
IJH is a residential treatment program
Andrea and Shanda tried to get two schools working with special or alternative populations to present today on their successful implementation of PBIS. The timing did not work out, but arrangements can be made in the future for such a presentation if requested. (One Alternative Setting in Harford, and one Residential Treatment Center) 42

43. What can PBIS do? IYC-Harrisburg results
These are minor referrals….EXPLAIN POINTS. The months up to December 2001 are a baseline. 43

44. Who are we Incarcerating? Youth in Juvenile Corrections
2/3-3/4 of incarcerated youth have these
characteristics that relate to behavior:
Special education classification
Mental disorders
Drug and alcohol abuse
History of abuse, neglect, and witnessing violence
J. Gagnon, 2008 44

45. Questions
Why do these troubled and disabled youth end up in the juvenile justice system?
When do their problems first emerge?
What role do social institutions (family services, early childhood programs, schools, juvenile delinquency programs) play in either addressing or exacerbating these problems?

46. PBIS and School to Prison Pipeline Reform
PBIS is promoted by advocacy groups, specifically to address school-to-prison pipeline reform
Southern Poverty Law Center
Appleseed
American Civil Liberties Union
Public Counsel Law Center

47. Data Issues
Different types of and reporting mechanisms for data collected
Anecdotal, frequency, duration
Daily, weekly, monthly, semester reports
A common “merger” of data collected required
Limited sharing of data
Across staff within and outside of programs
A shared data set with a schedule for sharing
“Big Picture” of what’s going on often missing
Common “debriefing” on a regular basis
K. Jolivette, 2009

48. Ron Jackson (Texas)
High-security facility serves youth who have been found to have engaged in delinquent conduct and were committed to the agency's care by a juvenile court. The facility currently houses the gateway program for all girls entering the Texas Youth Commission. In most cases, girls will remain at the Ron Jackson complex to receive specialized treatment specifically designed for female offenders.

51. Discipline Data 2009-2010 2010-2011 Discipline /Incidents 7856
CCF-225
Decrease 28.2%
CCF- c class felony

52. Activities Defining problem behavior : Class C violations
Creating Behavior Tracking Forms
Class C violations: determine major v minor
Flow Chart for Addressing Behavior
Facility wide Expectations
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53. STEP 4: Defining and Categorizing Behaviors
Use Categorizing Behaviors Handouts and SWIS definitions to operationally define problem behaviors for your facility.
How will you define these behaviors for all staff?
CREC 111 Charter Oak Ave., Hartford, CT 06106 53

54. Appropriate Definitions of Problem Behaviors
University of Oregon’s SWIS has operationally defined 21 specific problem behaviors (
The critical feature is that all staff agree on mutually exclusive and operationally defined labels and definitions
SWIS currently used in over 2000 schools (per Univ. of South Florida)
Whether they use SWIS definitions or not 54 54 54

55. Behavioral Referral Form
In formatting the referral form, you must make sure to answer the following questions:
Who Why
What When
Where
Clarity on the referral form takes the guess work out of the data entry person’s job
Data will be more reliable and accurate as judgment calls are minimized
Otherwise known as the big 5 in SWIS
1. student
2.Problem behavior
3. Location
4. Average Referrals Per Day Per Month
5. time
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56. Activity: Major vs. Minor Behaviors
Begin a major vs. minor flowchart and/or narrative for your staff.
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57. CREC 111 Charter Oak Ave., Hartford, CT 0610657 57 57

58. PBIS Messages Measurable & justifiable outcomes
On-going data-based decision making
Evidence-based practices
Systems ensuring durable, high fidelity of implementation
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59. Building support and momentum
Let’s review content and think about:
Who
What
Where
When
How
How will you begin to discuss what is happening within the training to build understanding and support across your facilities?
Who will begin to disseminate information
What information (products, ideas, etc) will be shared
Where and how will it be shared?
When will you do this?
Take time to determine how this will be done in your facilities.
This has to be done in a positive manner.
This information can be shared within 5-10 minutes.
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60. Work Time Team Agreements Mission Statement 3-5 Expectations
Behavior Definitions
Behavior Tracking Form
Behavior Flow Chart
Schedule Monthly meetings
Office Discipline Form
Categorizing and Defining Behaviors
Behavior Flowchart or Narrative

61.
Juvenile Justice 61

62. 62

63. References
Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.
Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.
Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1,
Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.
IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.
Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2),
Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1),
Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2),
Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.
Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18,
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp
To help you remember what we’ve discussed today a Fact Sheet about Classroom Procedures & Routines is available. 63