The Newsletter of the Pennsylvania Positive Behavior Support Network • March 2013
School-Based Behavioral Health
Performance Grants Awarded
New SWPBIS Video
Pennsylvania’s community of practice on school-based behavioral
health, in partnership with the
Pennsylvania Department of Education and its Bureau of Special
Education, has produced a video
introduction to school-wide positive behavior interventions and
supports. The video features
Pennsylvania schools and their efforts to reduce non-academic barriers to student achievement. You
can watch the video at www.pattan.net (Videos/Behavior).
2012-2013 SBBH Performance Grant Awardees
Establishment grants:
Reading SD
Greater Johnstown SD
West Oak Lane Charter School
Duquesne City SD
New Kensington Arnold SD
Expansion grants:
Abington SD
Propel Charter Schools
Williamsport Area SD
Gateway SD
Lakeview SD
Seneca Highlands IU 9
Chichester SD
Eastern Lancaster SD
Lehigh Learning and Adjustment
School
Scranton City SD
Northampton Area SD
Moshannon Vally SD
Bellefonte Area SD
Laurel SD
East Stroudsburg SD
Jersey Shore Area SD
We are pleased to announce that the Bureau of Special Education
awarded 22 School-Based Behavioral Health Performance Grants for the
2012-2013 school year. An impressively high volume of applicants applied for a grant to establish or expand School-Wide Positive Behavioral
Interventions and Supports (SWPBIS) in their schools. The primary purposes for this year’s grants were to:
1) Support the development of a continuum of SWPBIS that focuses on
universal prevention, strategic intervention (secondary intervention),
and/or intensive service delivery or crisis management needs of
school-aged students (tertiary intervention).
2) Bring together educational, clinical, protective and correctional services in a conceptually integrated system of practice that uses a continuum of services.
As a part of this continuum of supports, grant applications included
many elements of implementation and expansion with fidelity at each of
the tiers. Focus areas for this year’s grant recipients included the integration of the Student Assistance Program (SAP) into Tier 2 core team
processes. Additionally, some grantees have focused their efforts on installing the universal screen for early detection and behavioral interventions. As part of their grant projects, the universal screening sites are
receiving direct support and consultation from Dr. Kathleen Lane,
Kansas University, and Dr. Wendy Oakes, Arizona State University.
Other grantees are focusing on tertiary supports and interventions relating to the RENEW Model (Rehabilitation, Empowerment, Natural Supports, Education, and Work). Dr. Joanne Malloy and Jonathan Drake
from the University of New Hampshire are supporting and consulting
with this group. In these sites, success is already being achieved with
students who are engaged in the RENEW process.
Check the left column on this page for a list of the 2012-2013 grant
awardees. Learn about what’s happening with the SBBH grants at the
Third Annual Implementers’ Forum on May 29-30, 2013 at the Hershey
Lodge and Convention Center. We hope to see you there!!
CHECk
uS out At WWW.PAPBS.orG
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The Pennsylvania Positive Behavior Support Network
Highlights of Fourth Annual SWPBIS Evaluation
by Timothy J. Runge, Ph.D., NCSP
My colleagues and I recently submitted the technical report detailing the outcomes of School-Wide
Positive Behavioral Interventions
and Supports (SWPBIS) implementation in over 200 schools
across the Commonwealth. These
results provide continued and
compelling evidence that high fidelity SWPBIS implementation
is associated with a number of
positive behavioral and academic outcomes.
nificantly more pronounced in elementary schools (see Figure 1).
While the sample size is limited,
elementary schools sustained
lower rates of ODRs compared to
baseline for at least four consecutive years. On average, the ODR
rate dropped 77 percent to 13.3
per 100 students once SWPBIS
2.9 hours per 100 students to do
what they love: teach. Students
profited from 5.7 more hours per
100 students, thus affording more
learning opportunities.
Interesting results were found
when considering the percentage
of a student population that receives 0-1, 2-5, or 6+ ODRs in
an academic year. These ODR
Triangle Data, as they are
termed, indicated more favorable outcomes for elementary
As of spring 2012, 74 elemenschools compared to secondtary schools, 13 middle
ary schools (see Figure 2).
schools, 10 high schools, and
Consistent ODR Triangle Data
14 K-12 schools were fully imwere noted across multiple
plementing SWPBIS. Longyears for both elementary and
term high fidelity SWPBIS is
secondary schools. On averlikely to occur, as evidenced by
age, SWPBIS at the elemen63 percent of reporting
tary level results in nearly 93
schools meeting full criterion
percent of the student populaFIGURE 1: Elementary ODR rates from pre- to poststatus for at least three contion receiving 0-1 ODRs. This
implementation - Longitudinal analysis cohort 1
secutive years.
percentage is markedly higher
than the 84 percent and 80
Outcomes documented in the
percent observed in middle and
2013 executive summary are
high schools, respectively. Aptoo numerous to review in this
proximately five percent of all
article. Since office discipline
elementary students receive 2referrals (ODRs) are the most
5 ODRs in a year compared to
universally-accepted data use
approximately 11 percent of
to evaluate SWPBIS efficacy,
middle and high school stuthe following summary fodents. Just under two percent
cuses on the effect of SWPBIS
of all elementary students met
on ODRs.
the criterion for the highest
rates of disruptive behavior FIGURE 2: ODR triangle data by building level
A slight decline in ODR rates
six or more ODRs in an acafor secondary schools during
demic year. Five and eight perconsecutive years of SWPBIS imwas implemented.
cent of middle and high school
plementation was observed comThese ODR rate reductions result
students, respectively, fell into
pared to baseline levels. On
in substantial recoupment of time
this category. These data clearly
average, secondary schools imple- for staff and students. Using conindicate that SWPBIS is effective
menting SWPBIS reported an avservative estimates of lost time
for a large proportion of students
erage annual ODR rate of 107.1
due to a behavioral disruption that across elementary, middle, and
per 100 students per 180 school
results in an ODR, school adminis- high school levels. The percentdays.
trators regained 2.9 hours per
ages for elementary schools in
100 students that would otherwise Pennsylvania are more encouragReductions in ODR rates due to
have been lost to addressing dising than national data.
SWPBIS implementation were sig- ciplinary issues. Teachers added
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The Pennsylvania Positive Behavior Support Network
In summary, these data support
the conclusion that high fidelity
SWPBIS implementation is associated with robust decreases in ODR
rates at the elementary grades.
Commensurate decreases were
not observed in secondary
schools, although small sample
sizes and considerable variability
in ODR rates likely contributed to
these marginal results. Substantial reductions in ODRs contributed to a powerful
redistribution of administrators’
and teachers’ time to more productive and meaningful professional activities. Students,
likewise, spent more time in the
classroom engaged in learning activities. These data clearly support
the contention that SWPBIS positively affects the behavior of an
overwhelming majority of students.
The 2013 Executive Summary is
available at www.papbs.org.
Use it as a tool to advocate for
improved, sustained, and replicated SWPBIS implementation in
your district and intermediate
unit. Failure to expand high fidelity SWPBIS implementation is
tantamount to failing our students. Special thanks to my research team for their work on this
project: Mark Staszkiewicz,
Stephen McFall, and Krista Hunter.
Lastly, all our praise goes to the
schools and staff who implement
SWPBIS for the benefit of students in Pennsylvania.
Local and National Connections
update on the McDowell Institute of teacher Excellence
in Positive Behavior Support
by Kate Nichols, Ph.D., BCBA-D
The first year of the McDowell Institute at Bloomsburg University
has been exciting as the College
of Education continues to promote
academic excellence and professionalism among undergraduate
education majors by implementing multi-tiered systems of supports (MTSS). I became the
director of the McDowell Institute
in October 2012. Prior to becoming the director, I was a behavior
specialist with the Starkville
School District in Mississippi and
have extensive experience with
the implementation of and research activities related to PBIS
and inclusive education practices.
The McDowell Institute also hired
a full-time administrative assistant, Charlotte Kemper.
During the Fall 2012 semester, the
Department of Exceptionality Programs within the College of Education initiated the process of
establishing and implementing
universal supports for undergrad-
uate students. We anticipate that
this will promote professionalism
in and out of the classroom and
support pre-service teachers’ understanding of and practical experience with MTSS implementation.
The universal supports implemented include: 1) an Expectation
Matrix with explicit expectations
related to professionalism and academic excellence in various contexts (e.g., class sessions, outside
of class, advisement process, and
service in major); 2) reinforcement procedures to recognize students performing exceptionally in
their coursework (i.e., Promising
Educator Certificate); 3) a referral
process and database to track referrals of students struggling academically (e.g., infrequent class
attendance, poor effort in course
work, etc.) and/or behaviorally
(e.g., disrespectful engagement
with COE faculty/staff, interactions with campus police, etc.);
4) advanced Tier I interventions
for referred students (e.g., reflection papers, increased contact
with advisor, behavioral contract);
and 5) universal screening procedures.
During the Spring 2013 semester,
the current universal supports will
continue to be implemented in the
Exceptionality Programs with additional reinforcement opportunities (e.g., GOTCHA tickets) to
acknowledge students demonstrating specified expectations in
their courses. Additionally, the
current universal supports will be
adapted to fit contextually within
the other departments in the College of Education (Early Childhood
and Secondary).
In addition to implementing MTSS
in the College of Education, the
McDowell Institute provides ongoing professional development
training on implementation of
PBIS in alternative school settings
in collaboration with CSIU 16.
More information about the McDowell Institute’s activities are at
www.bloomu.edu/mcdowell.
Application of MTSS within higher
education will be presented as a
poster at Association for Positive
Behavior Support in San Diego
and as a presentation at the
PAPBS Implementers’ Forum.
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Interconnected Systems
Framework
The Interconnected Systems
Framework (ISF) is a structure
and process for blending education and mental health systems
through a multi-tiered structure in
schools. By bringing school and
community mental health
providers into established schoolwide systems of positive behavior
supports, the ISF promotes a prevention-based continuum of mental health promotion and supports
embedded in all three tiers of behavioral support in schools.
More information about ISF is at
www.papbs.org (SWPBIS/Tertiary Demonstrations).
Project Screen and Support
II: Exploring Systematic
Screening tools in Pennsylvania
Universal screening is an essential
component of three-tiered models
of prevention and intervention for
both academic and behavioral issues. The PAPBS Network is ex-
The Pennsylvania Positive Behavior Support Network
ploring the use of systematic
screening tools to address behavior within a three-tiered model of
support. “Project Screen and Support II: Exploring Systematic
Screening Tools in Pennsylvania”
has two main purposes. First,
PAPBS is supporting the work of
Dr. Kathleen Lane from University
of Kansas and Dr. Wendy Oakes
from Arizona State University as
they endeavor to conduct a study
to determine the reliability and
validity of a newly adapted version of the Student Risk Screening
Scale (SRSS; the SRSS-Internalizing Externalizing, SRSS-IE). Drs.
Lane and Oakes are evaluating
the addition of seven items in expanding the scope of the SRSS-IE.
Second, the PAPBS Network is
learning how to support schools
as they introduce systematic
screening tools that could help
Pennsylvania schools inform the
design, implementation, and evaluation of three-tiered models of
prevention.
Information will be gathered from
the pilot schools upon completion
of two measures: the SRSS-IE,
and the Social Skills Improvement
System – Performance Screening
Guide (SSiS-PSG, Elliott & Gre-
sham, 2007). The behavior
screeners will be completed three
times a year (fall, winter, and
spring) during regularly scheduled
meetings coordinated by the
school principal and PaTTAN. Additionally, the pilot sites are asked
to provide the following information at the end of the school year:
Academic: course failures, grade
point average, curriculum-based
measures–reading, and PSSA test
scores
Behavioral: office discipline referrals, suspension and expulsion
rates, and attendance
referrals: mental health counseling, pre-referral intervention
team, and special education
overall performance: retention
in grade and school drop-outs
Five districts across the state are
engaged in this study: Propel
Charter School, Jersey Shore
School District, Bellefonte Area
School District, Chichester Area
School District and Abington
School District. More information
about Universal Screening for Behavior is at
http://tinyurl.com/Behav-
Coaches’ Corner
School-wide Evaluation tool
and tier I recognition
A number of facilitators across the
regions were trained on the newer
version of the School-wide Evaluation Tool (SET) this past fall. Designed as a research instrument,
the SET is a measure of implementation fidelity, the SET is conducted by an outside evaluator.
The SET requires up to a full day
to conduct so it is time and resource intensive.
The SET is being used in recognition of schools implementing Tier
1 with high fidelity. For schools
that have reached the fidelity criterion on the Benchmarks of Quality, the SET will be conducted by a
trained evaluator who does not
work with the school. Schools that
meet criteria on the SET will receive a banner at the annual Implementers’ Forum.
We Want Data
As we approach the final months
of the 2012-13 school year, here
are some data reminders for local
facilitators:
• Have your schools complete the
Self-Assessment Survey (SAS)
and the School Safety Survey
(SSS) available on
www.pbisassessment.org.
Contact your regional facilitator
to open the survey windows for
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The Pennsylvania Positive Behavior Support Network
your schools.
• Facilitate a meeting with your
school PBIS teams to complete
the BoQ. Once you complete
the BoQ, notify your regional
facilitator to open the survey
window for the BoQ. You are
now able to enter the BoQ data
for your schools yourself. It
only takes a minute to enter
the data and you can then access the reports for the BoQ.
• Watch for an email in the spring
from your regional facilitator
with a request for data. The request will include the SAS, the
SSS, and the BoQ and a
spreadsheet (“School Profile”)
containing additional pieces of
data (e.g., attendance rates,
LRE). Please communicate with
your PBIS teams and help them
gather the requested data.
keep the Data Coming
Available on PAPBS.org
Once your schools gather their
data, please nudge them to submit the data to Tim Runge at IUP.
These data will become part of the
state-wide program evaluation of
PBIS conducted every summer.
The more schools’ data we have,
the better!
Coaches Corner/SWPBIS
Coaches
• Resources on Team Initiated
Problem Solving (TIPS)
• Free or inexpensive rewards for
elementary/secondary students
Important Dates
• May 28th, 2013: Individual Student Information System (ISIS)
training
• May 29-30, 2013: Third Annual
PAPBS Implementers’ Forum,
Hershey Lodge and Convention
Center, Hershey
• August 2013: Certification
training for certified SWIS facilitators. Stay tuned for dates.
Coaches Corner/tools for
Schools
• Links to videos on implementing PBIS
• Classroom routine support
guide
• Links to SWPBIS-related websites
Program-Wide PBIS Is Getting Stronger
The past six months have been a
period of transition for early childhood program-wide PBIS (PWPBIS). Although the grants that
kicked off PWPBIS through an
Early Intervention-Early Childhood
partnership ended last June, the
infrastructure for supporting PBIS
in PA has continued to grow. The
PAPBS Network is thrilled to welcome Sandra Hall and Deb Krotec
from Federal Region III Head
Start TA and Terry Wasovich from
the PA Head Start State Collaboration Project to the Early Childhood Subcommittee. Within only a
few months, their addition to the
team has strengthened the visibility of PWPBIS within Head Start
and is building collaboration with
other Head Start initiatives.
The primary purpose of the PA
Key Early Childhood Mental Health
(ECMH) program is to provide
support to child care programs
that are struggling to meet the
emotional and behavioral needs of
children. Since October 1, 2012,
in addition to continuing this support, the ECMH program now is
piloting a program to provide
training on universal level supports to some facilities to prevent
additional challenges. Although it
is too soon to have any hard data
on the impact, the preliminary
feedback from the 18 programs
served in the first two months has
been positive. Here are a few
comments from staff:
“My staff and I learned many
tips to apply in social and
emotional development of
children.”
“I learned tips to work with
children and build relationship
with them when I am working
in a group of children or oneon-one.”
“I remembered all points by
watching [video] clips. The
'Classroom Rule’ was amazing.”
Early Intervention Technical Assistance recently developed an online portal to provide easy access
to important information and
major initiatives. The online portal
is at www.eita-pa.org (Topics of
Interest/Behavior) featuring resources for families and early
childhood programs, and information about the home-based PBIS
project and program-wide PBIS.
There is also a link to this portal
on www.papbs.org
(PWPBIS/Early Childhood Resources).
All of the resources provide access
to the PAPBS facilitators and the
programs they are supporting as
part of the PAPBS Network.
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The Pennsylvania Positive Behavior Support Network
third Annual PAPBS Implementers’ Forum
“Going to Scale/3-tiered Logic: Expansion with Fidelity”
May 29-30, 2013
Hershey Lodge and Convention Center, Hershey, PA
Special features: New higher education strand among more than 35 workshops; poster session also open
to Positive Behavioral Intervention and Support research and exemplary sites; third annual school and program recognition
keynote speakers:
Principal El: National education expert and consultant; former teacher and principal with the Philadelphia
School District (1987-2009); author of best-selling books, I Choose to Stay, and The Immortality of Influence (principalel.com)
Kevin Moore, Ph.D.: Intervention scientist, University of Oregon; consultant on clinical and education interventions for children and families; national expert on positive family support (his topic for the closing
keynote)
Complete program and registration information is available at www.pattan.net (Training/Calendar)
Highlights from the 2012 Implementers’ Forum
Clockwise from top: Dr. George Sugai, keynote speaker from the University of Oregon; school-wide recognition of
eight buildings in the Williamsport School District; program-wide recognition of York Day Nursery; poster presentation from the Phoenixville Area School District