Positive Behavioral Interventions
and Supports: A process for
selecting evidence based
practices
www.pbismaryland.org
Susan Barrett
[email protected]
Jerry Bloom
[email protected]
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2
3
PBIS Maryland
Our 9th Year!!!
561 Teams, 383 Coaches, 3.5 State Coordinators,
11 District Coordinators
24 Local School Systems, 1400 Schools,
700 schools projected to be involved by 2010
3.5 million hits on www.pbismaryland.org since
March 2006
StrengthsEvaluation Capacity, Website, Coaching (Local)
Capacity
State Department, Higher Education, Non Profit
Behavior Health System
Worries- Competing Initiatives, “Shelf Life”, shrinking
federal dollars
4
Objectives
Describe PBIS as a process
Describe The PBIS Maryland Initiative
Using the Data for Decision Making
Discussion
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ACKNOWLWEDGEMENTS
University of Oregon
University of Connecticut
Maryland State Department of
Education
Sheppard Pratt Health System
Johns Hopkins University
24 Local School Systems
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PBIS/PBS/EBS/EBIS/ESD…etc
Positive Behavior Support (PBS) is based on a
problem-solving model and aims to prevent
inappropriate behavior through teaching and
reinforcing appropriate behaviors (OSEP
Technical Assistance Center on Positive
Behavioral Interventions & Supports, 2007).
Positive Behavior Support (PBS) is a process
that offers a range of interventions that are
systematically applied to students based on
their demonstrated level of need, and
addresses the role of the environment as it
applies to development and improvement of
behavior problems.
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KEY
Behavior is functionally related to the
environment
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Memo
To: School Administrators
From: District Administrators
In keeping with the new state initiative, this fall
we will be implementing an exciting new district
initiative of SNI in place of LYI. All in-service
days previously scheduled for LYI will be
rescheduled as staff development for SNI. The
$500 for release time and materials for LYI will
be discontinued and provided instead for SNI.
By the way, you will need to create local SNI
teams that meet weekly. The former members of
your LYI team would be perfect for this new
team. Your new SNI binders will be coming next
week. Have a great year!!!
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ACT I:
Why would we consider
SWPBS?
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SW-PBS- “All The Buzz”
The Potential Problem with “The Buzz”
– Practices seem to be “influenced by fads and
fashions that are adopted
overenthusiastically, implemented
inadequately, then discarded prematurely in
favor of the latest trend”
Walshe and Rundall (2001) reporting on health
systems
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Bills in Congress aim to strengthen,
coordinate PBS efforts
State positive behavior support programs would get a boost in
funding and federal support under two proposals being
considered in Congress. They are under committee review.
The Reducing Barriers to Learning Act of 2007 (H.R.
3419) would establish an Office of Specialized Instructional
Support Services in the Education Department that would
award grants to states to hire coordinators to oversee
specialized instructional support services, which could
include all types of related services, such as speech,
behavior and counseling therapy.
The Positive Behavior for Effective Schools Act (H.R.
3407 and S. 2111) would add PBS language into a
reauthorized NCLB, encouraging states and districts to use
Title I money for PBS efforts.
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Response to Intervention
Response to Intervention (RtI) is defined as “the
practice of providing high-quality instruction and
interventions matched to student need,
monitoring progress frequently to make
decisions about changes in instruction or goals,
and applying child response data to important
educational decisions” (Batsche et al., 2005).
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“Schools today are different than
they used to be…”
Higher academic pressure
Fewer positive role models for students
More students who are different than
similar
Students are “needier”
More issues with disruptive behavior
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Our Solutions…
PLAN A:
Magic
Fairy
Dust
PLAN B:
Get rid of the bad apples
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How do we react to problem
behavior?
“Joseph, I’m taking your book away because you
obviously aren’t ready to learn. That’ll teach you a
lesson.”
“Rodney, you are going to learn some social
responsibility by staying in timeout until the class is
willing to have you back.”
“You want my attention?! I’ll show you attention…let’s
take a walk down to the office & have a little chat with
the Principal.”
“Karyn, you skipped 2 school days, so we’re going to
suspend you for 2 more.”
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The “Get Tough” approach:
Assumption that “problem” student…
Is inherently “bad”
Will learn more appropriate behavior
through increased use of aversives
Will be better tomorrow…
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“A punitive school discipline environment is a
major factor contributing to antisocial
behavior problems.”
Mayer, 1995
“Exposure to exclusionary discipline has been
shown not to improve school outcomes, but in
fact to be associated with higher rates of
school dropout.”
Skiba, Peterson, and Williams, 1997
“Early exposure to school suspension may
increase subsequent antisocial behavior.”
Hemphill et al., 2006
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Science and our experiences have
taught us that students….
Are NOT born with “bad behaviors”
Do NOT learn when presented with aversive
consequences
…Do
learn better ways of
behaving by being taught directly &
receiving positive feedback
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Our Solutions…
PLAN A:
Magic
Fairy
Dust
PLAN B:
Get rid of the bad apples
PLAN C:
A professional development day
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One-Shot Professional Development:
The “train & hope” approach
React to identified problem
2. Hire expert to train staff
3. Expect & hope for implementation
4. Wait for new problem…
1.
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Our Solutions…
PLAN A:
Magic
Fairy
Dust
PLAN B:
Get rid of the bad apples
PLAN C:
A professional development day
PLAN D:
Take a systems-level approach
to student (and adult) behavior
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What would a positive, encouraging
school climate look like?
Students know what is expected of them and
choose to do so because they:
– Know what to do
– Have the skills to do it
– See the natural benefits for acting responsibly
Adults and students have more time to:
– Focus on relationships
– Focus on classroom instruction
There is an instructional approach to discipline
– Instances of problem behavior are opportunities to learn
and practice prosocial behavior
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Social Responsibility &
Academic Achievement
Positive
Not specific practice or
behavior
curriculum…it’s a
general approach OUTCOMES
Support
to preventing
problem behavior
and encouraging
prosocial behavior
Supporting
Staff behavior
Not limited to any
particular group of
students…it’s
for all students
PRACTICES
Supporting
Student behavior
Supporting
Decision
Making
Not new…its based on
long history of
effective educational
practices & strategies
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School-wide PBS Goals
Build systems that make it easier to teach
2. Create environments that encourage (rather
than discourage) prosocial behavior
3. Teach all students what is expected
4. Provide a continuum of behavior support to
students who need more support to be
successful
1.
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE behavior
SUPPORT
~20%
~30%
~35%
~45%
~35% of Students
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE behavior
SUPPORT
~5%
Intensive Individual
Interventions:
Specialized
Individualized
Systems for Students
with High-Risk behavior
~15%
Targeted Group
Interventions:
Specialized Group
Systems for Students
with At-Risk behavior
Universal Interventions:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
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What is
School-wide Positive Behavior
Support?
School-wide PBS is:
A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be
effective learning environments for all students.
Evidence-based features of SW-PBS
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Continuum of consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation (Systems
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that support effective practices)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
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School-wide Systems
(All students all settings all times)
Create a positive school culture:
School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
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Four Basic Recommendations:
Never stop doing what is already working
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
Do not add something new without also defining
what you will stop doing to make the addition
possible.
Collect and use data for decision-making
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Common Errors
•Define solution before the problem
•Define broad problem that does not allow people to focus on
functional solutions
“Students are behaving in a disrespectful manner”
•Failure to use data to confirm/define problem
•Agree on solution without plan for implementation or evaluation
•Agree on solution but never re-visit if solution was implemented
or effective
•Serial problem solving without decisions
Many solutions….limited implementation
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From Problem to Precise
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Precise or Primary ???
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37
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PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
39
PBIS Maryland
Our 9th Year!!!
559 Teams, 383 Coaches, 3.5 State Coordinators,
8 District Coordinators
24 Local School Systems, 1400 Schools,
700 schools projected to be involved by 2010
3.5 million hits on www.pbismaryland.org since
March 2006
StrengthsEvaluation Capacity, Website, Coaching (Local)
Capacity
State Department, Higher Education, Non Profit
Behavior Health System
Worries- Competing Initiatives, “Shelf Life”, shrinking
federal dollars
40
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
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Political Support
PBIS was part of the top ten MSDE state supplemental budget
request for FY’ 00-FY’ 07.
Statutory Mandate: Section 7-304.1 Of the Annotated Code of
Maryland
In this section, “Positive Behavioral Interventions and Support Program”
means the research-based, systems approach method adopted by the
State Board to build capacity among school staff to adopt and sustain the
use of positive, effective practices to create learning environments where
teachers can teach and students can learn.
Each county board of education and the Board of School Commissioners
of Baltimore City shall require an elementary school that has a
suspension rate that exceeds 18 percent of the elementary school’s
enrollment to implement:
–
A Positive Behavioral Interventions and Support Program; or
–
An alternative behavioral modification program in collaboration with
the Department.
The State Board shall adopt regulations to implement the provisions of
this section.
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Section 7-304.1 Of the
Annotated Code of Maryland
(a) In this section, “Positive Behavioral Interventions and Support Program”
means the research-based, systems approach method adopted by the
State Board to build capacity among school staff to adopt and sustain
the use of positive, effective practices to create learning environments
where teachers can teach and students can learn.
(b) Each county board of education and the Board of School
Commissioners of Baltimore City shall require an elementary school
that has a suspension rate that exceeds 18 percent of the elementary
school’s enrollment to implement:
(1) A Positive Behavioral Interventions and Support Program; or
(2) An alternative behavioral modification program in collaboration with
the Department.
(c) The State Board shall adopt regulations to implement the provisions of
this section.
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State Leadership and New
Administration in Maryland
Dr. Nancy Grasmick continues to be the State
Superintendent of Schools. In Maryland this is
not an “at will” leadership role and she has been
at the helm under 4 governors.
New Governor Martin O’Malley, formerly Mayor
of Baltimore City.
During the campaign his team published an
Education “white paper” which highlighted PBIS
and the need for it to be implemented in more
schools
He recently went to one of our PBIS schools for
a visit with the County leadership and engaged
in a conversation with the PBIS Coordinator in
the school for some time.
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PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
45
Multiple levels of Marketing and
Visibility
– State and Local Level: Presentations, Trainings, Stakeholder
meetings, Interagency efforts, (Transformation; Mental Health
Integration; Wraparound)
– Multiple Media: Visual, Face to Face, Written, Website
Newsletter
– Multiple Audiences: School Administrations and Instructional
Leaders; University staff; Legislators, Potential alternative
funders; State and Local Political appointees; Juvenile Justice;
Vendors in the System of Care; Parent and other advocacy
organizations; Community Members
46
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
47
State funding of Maryland’s PBIS Initiative
– State Education Agency: MSDE has provided funding
for the expansion and sustainability of PBIS since
1999, using a combination of federal and state
general dollars. At this time the state provides 2.5
FTE’s (Student Services branch and Special
Education) and an annual operating budget to support
training activities.
– Federal funds support the Evaluation efforts at
Hopkins
– Sheppard Pratt provides 1.5 positions
Implementer partner- grant provides support for one position
48
Funding Issues
While PBIS has been one of the top ten line
items of the Maryland State Department of
Education supplemental budget request
FY’ 00- FY’ 07, there has been no specific
line item budget established for PBIS.
Federal Funds are continuing to shrink
which indirectly impacts the priorities for
utilization of Discretionary funds at the
Department.
Initiative outgrew last year’s (2006) training
model and budget.
49
Funding Reality
Need to institutionalize funds for PBIS by
creating line item budget (FY 2009)
Expansion activities vs. Sustainability
activities
Top-down discussions with Leadership in
Local School Systems
Alternative Funding Sources
50
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
51
Schools Trained and Active
140
116
120
110
100
90
81
80
40
20
57
52
60
30
18
7
0
1999
2000
2001
2002
2003
Trained
2004
2005
2006
2007
Implementing
52
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
53
Coordination/ Collaboration
PBIS
MSDE
Sheppard Pratt
Johns Hopkins University
Local School Systems
1999 - 2007
54
Pennsylvania
D.C.
55
600
561
500
451
400
377
368
300
283
263
183
178
200
133
34
14
0
118
64
100
30
42
81
61
0
FY 99
FY 00
FY 01
FY 02
Schools Trained
FY 03
FY 04
FY 05
FY 06
FY 07
Coaches Trained
56
Leadership Team
Roles and Responsibilities
Implementation Phases
– What will team look like in 5 years?
– How will scaling up impact leadership team?
Meet Monthly
Management Team
Action Plan
Continuous Improvement Process
Division of Labor-Workgroups
57
Division of Labor and Workgroups
Management Team
–
–
–
–
Subset of Leadership Team
Regional Assignment
Policy, Funding and Budget, Action Plan,
Evaluation, Marketing/Website
Each member leads workgroup
3 Leadership Workgroups
1. Training and Coaching
2. Evaluation and Marketing
3. Secondary and Tertiary Systems/Family and
Community Involvement
58
MD State Leadership Team:
Diversified
MSDE Division of Special Education/ Early Intervention
Services
MSDE Division of Student and School Services
Sheppard Pratt Health System
Johns Hopkins University
LSS Behavior Support Coaches
Juvenile Justice
Governor’s Office of Children
University of Maryland
Department of Health and Mental Hygiene
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State Leadership Team
Functions
Set policy
Provide support for local leadership
Influence System of Change at District Level
Assess Training Needs
Event Coordination
Provide Training and Technical Assistance
Monitor Outcomes
Features of implementation
Referrals
Other indicators
60
Building Local Capacity
Roles and Responsibilities
61
Recognition Program
Identified three levels
PBIS Maryland Green Ribbon School
PBIS Maryland Banner School
PBIS Maryland Exemplar School
Application
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PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
63
Behavior Support Coaches
283 Behavior Support Coaches
– Itinerant positions/funded by LSS
Meet 5 times/year
– Networking
– Regional Meetings
– Workgroups
Coaches Reception
Coaches Newsletter/Coaches Calendar
Coach = Recruiter
8 LSS Coordinators
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Roles of Coach
Sustainability & Accountability
Hands-on technical assistance
Guide problem solving
Local training
Team start-up & sustainability
Public relations/communications
Support local leadership
Local coordination of resources
Provide prompts & reinforcers
65
Behavior Support Coach Activities
FTE allocated to complete tasks
Consistently attend team meetings
Assist team with data-based decisionmaking, planning, and implementation
Attend Regional/State Coaches
meetings/trainings
Send information to PBIS State/District
Coordinator (e.g., checklists, action plans,
etc.)
Assist with dissemination activities (e.g.,
presentations, case studies, articles, etc.)
66
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
67
Action Plan- Training Capacity
1. Identify 10 local and state level trainers that provide universal and
secondary training.
Timeline: 6 months-TOT training, invitation (emphasis to be placed on
local school system folks), update training materials, Training CD
2. Create Training Curriculum
Universal 100, 200 300
Targeted 100, 200, 300
Intensive 100, 200, 300
Coaches 100, 200, 300
Data Based Decision Making 100, 200, 300
Administrator 100, 200, 300
3. Schedule training events-establish training event calendar
4. Work with Higher Education to establish credit/tuition
5. Trainings and curriculum will include: SET Assessor, SWIS Facilitator,
BOQ, ISSET
6. Update, revise planning phase, district commitment, administrator
commitment, team handbook that defines expectations, explains roles of
state team, management team, district team, coach, acronyms, team
leader, administrator
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Maryland
Annual Events
Spring Forum
– March 27, 2007
Coaches and New Team Institute
– Coaches ~ July 9, 2007
– Elementary ~ July 10 – 11, 2007
– Secondary ~ July 11 – 12, 2007
Returning Team by Region
–
–
–
–
–
Central Region 1 ~ July 16 – 17, 2007
Eastern Shore ~ July 17 – 18, 2007
Western Region ~ July 18 – 19, 2007
Central Region 2 ~ July 19 – 20, 2007
Southern Region ~ August 2 – 3, 2007
Coaches Meetings (4/year)
Regional Team Leader/Coach Meetings (2/year)
Schools serving students with special needs - MANSEF (2/year)
High Schools – (2/year)
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Spring Forum
Purpose: Recruitment and Engagement
Date: April (set one year in advance)
Overview & School Presentations
Participants:
– Administrators from “potential new” schools
– “Key” system personnel
– Potential coaches
Planning Phase I Begins
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Summer Training
New Coaches
New Teams
Returning Teams
Exemplar Schools
Receptions and Poster
Sessions
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Other Training Events
Local Coordinators/Trainers
State Coaches Meetings
Regional Meetings
Targeted Group
Behavioral Basics
School Wide Information System (SWIS)
SWIS facilitator
School-wide Evaluation Tool (SET)
72
Training Capacity
Who will be your local trainers?
How will curriculum be developed?
What are the planning/preparation structures for each
“type” of training?
What features should be in place prior to any training?
What features are the same/different? (curriculum,
pacing, coaching and support)
How do we develop train the trainer model for each?
What tools are available to monitor fidelity and
outcomes?
73
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
74
Evaluation Goals
Evaluation-make it easier, more efficient and just as
effective
Use of PBS surveys and PBS evaluation
Update Forms- Form A On going Checklist, include BOQ
on line,
Team access to results of Form A, IPI, SET, BOQ, SET
reports
Regular feedback to district-summaries 3/year
District should have access to sample board ppt, and
other products
Other process measures- OHI
75
Evaluation Capacity
Establishing Measurable Outcomes
1. What schools have been trained and are
active?
2. How well are schools implementing
PBIS?
3. What impact does PBIS have on student
behavior? Achievement?
76
Monitoring Outcomes
Team Implementation Checklist
SWIS
SET
Coaches Checklist
Staff Survey
Satisfaction Surveys
Implementation Phases Inventory (IPI)
Benchmarks of Quality- Florida PBS
77
Evaluation Tools
Access 2007 Database
Data entry/storage
Report Generation
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Evaluation Tools
Maryland website www.pbismaryland.org
Various levels: Any user
Team/coach
LSS Point of Contact
State Team
Maryland Forms Matrix
Access Database
SWIS
PBS surveys (www.pbssurveys.org)
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How Well are Schools
Implementing?
Systems-wide Evaluation Tool (SET)
– Annually
– 7 Features of SW Implementation
Implementation Phases Inventory (IPI)
– Semi-annually
– Levels of SW: Preparation, Initiation,
Implementation, and Maintenance
81
School-Wide Evaluation Tool
35 Coaches trained as SET assessors
15 Contractual SET assessors
97 SETs completed 2004
154 SETs completed 2005
157 SETs completed 2006
182 SETs completed 2007
222 schools have at least two SET scores
80% Total score is considered Maintenance
Phase (IPI)
All regions met 80% criterion across
schools
69% increase after one year of
implementation
82
SET Scores by Region
100
90
80
70
60
50
40
30
20
10
0
91.07
90.69
93.51
89.56
46.64
42.00
37.00
28.00
Central 1
Central 2
91.87
Eastern
30.50
Southern
Western
Pre Post
83
84
Summary of Preliminary
Findings from Project Target
PBIS schools have high program fidelity
PBIS increased organizational health
Some positive effects on student outcomes
– Behavior problems in classroom
– Reduced office discipline referrals
– Reduced suspensions
Project Target
85
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
86
Anticipated Growth
50% of MD Schools will be trained by 2010
Chart Title
800
600
400
364
434
504
574
644
714
200
0
FY 05
FY 06
FY 07
Anticipated Growth at 5%
FY 08
FY 09
FY 10
Linear (Anticipated Growth at 5%)87
5 YEAR GOALS
Goal 1: Implement State/District Implementation Phases
using new Management team Assignments to align with
the new Funding, Training realities that have been
established.
Goal 2: Get Line Item Budgets for PBIS at the State and
District levels in FY 2009
Goal 3: Increase evaluation capacity by expanding web
site functionality i.e. online tutorials, data submission and
retrieval.
Goal 4: Increase state, regional and local training
capacity by developing training curriculum and process for
developing Maryland's cadre of trainers.
Goal 5: Increase visibility by seeking additional funding to
fund grant writing, and curriculum development.
88
Lessons Learned
Pacing
Be Patient
Exemplar = Sustainability
Continuous Feedback
Social Marketing-target audiences
Role of Coach
Process
Tipping Point Logic- Are you sure?
89