Got Green? Maryland PBIS Teri Lewis-Palmer University of Oregon
Dec 25, 2015
This Morning
Review key features of SW-PBS
Present information about Maryland PBIS - what has happened so far
Focus on sustainability - how to keep things going
Why are school important places for investing?
Regular, predictable, positive learning & teaching environments
Positive adult & peer models Regular positive reinforcement Academic & social behavior development &
success
Big Idea
Educational leaders must strive to lead and support development of sustainable and positive school climates
The goal is to establish host environments that support adoption and sustained use of evidence-based practices
(Zins & Ponte, 1990)
Positive School Climate
Academic engagement & achievement are maximized
Rates of rule violating behavior are minimized Acts of respectful & responsible behaviors are
encouraged School functions are more efficient, effective, &
relevant Supports for students with disabilities & those
placed at risk of educational failure are improved
Themes
Consider school as unit of analysis Emphasize role of educators individually and
collectively Build multi-level continuum of behavior
support Give priority to agenda of primary prevention
Challenge…increasing schools’ capacity to…
Respond effectively, efficiently, & relevantly to a range of problem behaviors observed in schools
Adopt, fit, integrate, & sustain research-based behavioral practices
Give priority to unified agenda of prevention Engage in team-based problem solving
Inter-related, Competing National Goals
Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on
teaching & learning Improve student character & citizenship Provide a free & appropriate education for all Prepare a viable workforce Affect incidence & prevalence of high risk,
antisocial behavior NCLB Etc….
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?)
ResearchR
eplicabilityS
ustainability
Evidence-based Education
What works?
When does it work?
Is it working?
Efficacy Effectiveness
ImplementationMonitoring
Practice
How do we make it work?
Research to Practice
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
“Positive Behavior Support”
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
PBS is
Not a specific practice or curriculum…it’s a general approach to preventing problem behavior
Not limited to any particular group of students…it’s for all students
Not new…it’s based on a long history of behavioral practices & effective instructional design & strategies
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
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
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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
Science of Human Behavior
Behavior is learned Behavior occurrences are linked to
environmental factors Behavior change occurs through
manipulation of environmental factors
Evidence-based Practices
Outcome-based Monitoring of effectiveness, efficiency,
relevance, & durability Function-based approach
Emphasize data-based evaluation
Self-assessment & action planning Continuous self-improvement Strengths & needs Strategic dissemination
Local Context & Culture
Consider characteristics of local stakeholders Families, businesses, students, staff members,
etc. Consider relationship between school &
community Maximize use of natural implementers
Active Administrative Participation
Active member of leadership team Gives initiative priority Invests in 2-3 year implementation
Basic Steps
1. Establish PBIS Leadership Team2. Secure SW agreements & supports3. Establish data-based action plan4. Arrange for high fidelity implementation5. Conduct formative data-based
monitoring
Elements of School-wide Discipline Plan
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
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
Maryland Model, cont.
State Level State Leadership Team District/Regional Coordinators
School Level Coaches Teams
Training Summer Institute Regional Trainings
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?
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
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)
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
Pre-Post SETs by Region
48 48
25 28
39 42
82 8488
808888
0102030405060708090
100
AnneArundel Central EasternSouthern
Special Western
Pre Post
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 middle schools are reporting ODRs at .95 per day per 100 students or lower
Implementation challenges Multiple, overlapping, & competing initiatives Overemphasis on conceptualization, structure, &
process Underemphasis on data-based decision making Failure to build competence for accurate &
sustained implementation Reluctance to eliminate practices & systems that
are not effective, efficient, & relevant Low rates of regular positive acknowledgements
& celebrations
Sustainability Priority (Latham, 1988; Sugai et al., 2000; Zins & Ponte, 1990)
Practical applications in which implementation is based on the smallest change that will result in the largest impact.
Multiple perspectives to ensure the correct approach for the defined problem.
On-going collection and use of data because conditions continuously change and affect the status and best use of resources.
Sustainability Assumptions
Must be implemented with high fidelity if maximum effects are to be realized.
Practices and systems must be durable if meaningful change and improvement are to be realized.
Must be sustained (i.e., in place for 5-10 years) if schools are to expand their efforts and maximize their effectiveness.
Implementation must be delivered by “typical intervention agents.” - Local capacity
Data on outcomes must be used to make decisions for continued adaptation and sustained implementation.
Implementation of effective practices at the local level will require modification of procedures to “fit” the culture, structure, and needs of the local setting
Establish “systems” that support functional, doable, and durable implementation of effective practices.
LEADERSHIP TEAM
SCHOOL-WIDE
Build Data
System
Establish
measurable
outcome
Collect, analyze, &
prioritize data
Ensure efficient,
accurate, & durable
implementation
Implement
Monitor
implementation &
progress
Select
evidence-based
practice
Enhanced PBS
Implementation
Logic
Blueprint and Self-assessment(pbis.org)
The purpose of the blueprint is to present a rationale for adopting school-wide
positive behavior support (SW-PBS),
describe the key features of SW-PBS, and
illustrate processes, structures, and supports of SW-PBS.
Definition
Designed to improve the efficiency and success of large-scale replications (i.e., school, district, state)
Intended to make the conceptual theory, organizational models, and specific practices more accessible
Considered dynamic and iterative in that guidelines will be improved as new implementations are tried and studied, and as new research is conducted
Effective Systems(Gilbert, 1978; Horner, 2003)
A Common Vision: Has a mission that is embraced by the majority of members and serves as the basis for decision making and action planning.
A Common Language: Establishes a means of describing its vision ands actions so that communications are informative.
A Common Experience: Is defined by a set of procedures that are universally practiced and experienced and includes a data feedback system.
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBS Organizational Logic
Long Term Action Planning
Focus on activities to maintain and strengthen current efforts
Focus on next steps (next year)
Plan for activities that will take time (e.g., ISS, behavioral capacity)
Data System Practice
Long Term Action Planning
2-5 Years Short term and long term goals
Focus on Sustainability Team status (protected time, admin/staff support, staff
resource) Behavioral capacity District-wide processes and supports Build continuum of support New student/staff training Data-based decision-making and evaluation Efficiency (“like riding a bicycle”)