1. Presentation to SIG PBIS in Juvenile Justice Center November, 2013 REACH MS Selina Merrell, MS, Ed selina.merrell@usm.edu

2. Juvenile Justice Center

3. Obstacles Beliefs about purpose of facility Paradigm shift – positive way of thinking 50% of YP have Mental Health Disabilities Lack of consistency and communication Complex treatment models YP with disabilities have a hard time understanding the systems Training of all staff Taking PBS to Scale in Juvenile Justice Settings

4. June 2012 Education Policy and Procedure (P&P) – Annotated Code of MS 10 Bed (Rankin County YP) to 100 Bed (Multiple Districts) (50) 1 Teacher to 2 Teachers, 1 Assistant, 1 Special Educator and 1 Intake Coordinator Will add Mental Health Counselor next school year July 2012 Presented P&P to Youth Court and Detention administrators September 2012 P&P adopted by sponsoring district’s school board Initial Technical Assistance

5. Professional Development August 2012 – SWPBIS Education Team Initial implementation, October 2012 December 2012 – SWPBIS 3 Detention Officers December 2012 – Nonviolent Crisis Intervention training for all youth court counselors and lead administrator May 2013 – SWPBIS training for all three departments, i.e. education, detention and youth court September 2013 – Life Space Interview

6. Technical Assistance Face to Face coaching at monthly PBIS team meetings Professional development regarding evaluation tools Resources on REACH MS website and other sources Emails Phone contact

7. Barriers to Implementation Transient nature of population, YP serve from 1 – 3 days to 90 days, which affects: – Teaching – Reinforcement – Discipline Ladder – “Buy In” – Data collection and analysis Minors documented in classroom Majors documented by detention staff – did not have access to data

8. Responses to Barriers Creation of Facility-wide Plan Professional development Team established - representation from all departments Team meetings scheduled Benchmarks of Quality completed and Action Plan developed – Creation of documentation and discipline ladder (majors & minors) system – Teaching – Review expectations and rules every morning – Scheduled character education classes daily – Reinforcement – scheduled daily reinforcement activities based on classroom discipline ladder – Data system created

9. Evaluation of Implementation Benchmarks of Quality - ongoing School Evaluation Tool (modified) - annually Surveys – annually Qualitative study of thoughts, perspectives, needs – Being conducted now to get a snapshot in time of current perspectives of implementation, as well as to identify potential needs for training and coaching – Anticipate repeating once implementation fidelity has been achieved across programs within the facility