Susan Barrett Sheppard Pratt Health System OSEP Center on PBIS Rob Horner, George Sugai, Tim Lewis Using School-Wide.

Susan BarrettSheppard Pratt Health SystemOSEP Center on PBISRob Horner, George Sugai, Tim Lewiswww.pbis.orgwww.pbismaryland.org

Using School-Wide Positive Behavior Supports (SW-PBS) to Build Sustainable Systems within Alternative School Settings

OrganizerOverview of PBIS- How do you get teachers to implement best practices with fidelity? How do you achieve your annual performance goals?State Example- What is going on in your state? How can you link with state or local initiative?School Examples- What does this look like in alternative settings?QuestionsInauguration

www.pbis.org

School-wide Positive Behavior Support:Current ImplementationSchool-wide Positive Behavior Support7500 schools in 44 statesTeamCoachCurriculum emphasizing prevention: Define and teach appropriate social behavior to all students Formal system for rewarding appropriate behaviorIntensive, individual interventions based on behavioral functionOn-going data collection and use of data for active decision-making

7500 Schools across 44 states implementing school-wide positive behavior support

Need to KnowCultural fitBuilding on What worksFocus on the Staff

Worry #1Do we live in a punishing work environment ?

How do we create systems that support staff?

Predictable work environments are places where employees:

Know what is expectedHave materials & equipment to do job correctlyReceive recognition each week for good workHave supervisor who cares & pays attentionReceive encouragement to contribute & improveCan identify person at work who is best friendFeels mission of organization makes them feel like their jobs are importantSee people around them committed to doing good jobFeel like they are learning new thingsHave opportunity to do the job well(Buckingham & Coffman 2002, Gallup)

Many Begin, Many LeaveAdelman and TaylorPreparing All Education Personnel to Address Barriers to Learning and Teaching2008Predictions of shortages of 2 million educators over the next decade

Data in the U.S. indicate about 15% of new teachers leave in the first year,30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003)

On school reformKauffman states attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers. (1993, p. 7).

Worry #2Too much to doWe add more and more each yearHow can we be better prepared to integrated into existing programs?

Challenge

MemoTo: School AdministratorsFrom: 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!!!

14 InitiativesSchool Counseling ServicesSecond StepFBA/BIPsSchool HealthSocial SkillsBully proofingAnger ManagementStudent Intervention PlansBehavioral ContractingCharacter Education504 Plans/IEPCICOResponsive ClassroomExpanded School Mental Health

Competing or CoordinatedNeed for a framework, the anchor, for all school improvement efforts

Common language, Common logic

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5%

SCHOOL-WIDE POSITIVE BEHAVIORSUPPORT27

School counseling servicesSecond Step FBAs/BIPs School health servicesSocial skills, bully proofing, and/or anger management groups Student Intervention Plans UNIVERSALTARGETEDINTENSIVECheck-in/Check-out Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contractingAlternative programsCharacter Education Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships Leadership TeamStudent Services TeamFamilyESMHWrap Team

Tier 3Tier 2Tier 1Triangle Activity:Applying the Three-Tiered Logic to Your School

Tier 3 FBA / BIP IEP / 504Wilson Reading Inclusion PDAssistive TechnologyFraming Your ThoughtsTouch MathTier 2 Focused Guidance Groups ISTAEL, EIR, SOAR Check-in / Check-outSuccessMaker+ Behavior ContractsDouble Dose Instruction PST; PPWRIT ResourceFundationsStudent Intervention PlansTier 1 PBIS Expectations Leadership Team Explicit Instruction Chippy Coupons Inclusive School Gradual Release Model Schoolwide Celebrations Data Binders Specific Learning TargetsPBIS Lesson Plans & Matrix PTA Partnership Objective DeconstructionPBIS Brochure & Home Connection Formative Assessment PDCharacter Education Community Partners Habits of Mind FocusGuidance Counselor Progress Monitoring-SITAligned Discipline Referrals Grades 3-5 SuccessMakerCelebree Daycare Assessment-Data PDSACheck Club Volunteers Yearbook Club Gr. 4-5 Geography ClubTriangle Activity:Applying the Three-Tiered Logic to Charles Carroll

Educational InitiativesGuiding Principles (Coyne 2008)Promoting evidence based practicesSupporting change at the systems level (feasible, consistent and relevant to local needs)Developing local capacity to sustain effective practices over time

Systems ChangeFixsen CEC 2008State DepartmentDistrictsSchoolsTeachers/ StaffEffective PracticesALIGNMENTFederal DepartmentsFORM FOLLOWS FUNCTION

Sample Implementation MapBuilding the System2+ years of school team trainingAnnual booster eventsCoaching/facilitator support @ school & district levelsRegular self-assessment & evaluation dataOn-going preparation of trainersDevelopment of local/district leadership teamsEstablishment of state/regional leadership & policy team

What is School-wide Positive Behavior Support?School-wide PBS is:A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of SW-PBSPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions. Administrative leadership Team-based implementation (Systems that support effective practices)

SYSTEMSPRACTICESDATASupportingStaff behaviorSupportingDecisionMakingSupportingStudent behaviorPositivebehaviorSupportOUTCOMESSocial Responsibility &Academic AchievementNot specific practice or curriculumits ageneral approachto preventing problem behavior and encouragingprosocial behaviorNot limited to anyparticular group ofstudentsitsfor all studentsNot newits based onlong history ofeffective educationalpractices & strategies

Schools today are different than they used to beHigher academic pressure Fewer positive role models for studentsMore students who are different than similarStudents are needierMore issues with disruptive behavior

Why Bother?In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs, & 1 teacher gave out 273 ODRsIn 1 urban school district: 2004-05, 400 kindergartners were expelledIn 1 state 55% white, 73% Latino, & 88% Black 4th graders arent proficient readersMany pre-service teachers have no behavior/classroom management course for teachers or administrators1st response to school violence is get tougherIn 1 K-3 school, no teacher could give reading levels of their students2nd grade student receives body sock & lemon drop therapy to treat violent school behaviorIn 1 state 7% of high experience teachers & 17% of reading specialists can identify at least 2 indicators of early reading success (e.g., phonemic awareness, fluency)Across nation, students who are truant are given out-of-school suspensions

5,100 referrals = 76,500 min @15 min =1,275 hrs =159 days @ 8 hrs

Problem StatementWe give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.

SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

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 achieve both social and academic success while preventing problem behaviorEvidence-based features of SW-PBSPreventionDefine and teach positive social expectationsAcknowledge (reward) positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions. Administrative leadership Team-based implementation (Systems that support effective practices)

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPositiveBehaviorSupportOUTCOMESSocial Competence &Academic Achievement

Responsiveness-to-Intervention & SWPBS

AgreementsTeamData-based Action PlanImplementationEvaluationGENERAL IMPLEMENTATION PROCESS: Getting Started

ClassroomSWPBSSubsystemsNon-classroomFamilyStudentSchool-wide

1.Common purpose & approach to discipline2.Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4.Continuum of procedures for encouraging expected behavior5. Continuum of procedures for discouraging inappropriate behavior6. Procedures for on-going monitoring & evaluationSchool-wide

Leadership TeamFundingVisibilityPolitical SupportTrainingCoachingEvaluationLocal School Teams/DemonstrationsSWPBS Implementers Blueprint Elements

PennsylvaniaDelawareD.C.VirginiaWest Virginia

Maryland Organizational ModelSchool Level467 PBIS Teams (one per school)- Team leaders (one per school)- Behavior Support Coaches (250+)District Level (24)Regional Coordinators State LevelState Leadership Team- Maryland State Department of Education (MSDE)- Sheppard Pratt Health System- Johns Hopkins Center for Prevention of Youth Violence- 24 Local school districts- Department of Juvenile Services, Mental Health AdministrationManagement TeamAdvisory Group National LevelNational PBIS Technical Assistance Center- University of Oregon & University of Connecticut

Number of PBIS Schools in Maryland

Where Are We In 2009?

Maryland Organizational ModelSchool Level554 PBIS Teams (one per school)Team leaders (one per school)Behavior Support Coaches (380+)

Maryland Organizational ModelSchool Level554 PBIS Teams (one per school)Team leaders (one per school)Behavior Support Coaches (380+)District Level (24)Regional Coordinators State LevelState Leadership TeamMaryland State Department of Education (MSDE)Sheppard Pratt Health SystemJohns Hopkins Center for Prevention of Youth Violence24 Local school districtsDepartment of Juvenile Services, Mental Health AdministrationManagement TeamAdvisory Group National LevelNational PBIS Technical Assistance CenterUniversity of Oregon & University of Connecticut

1-5%1-5%5-10%5-10%80-90%80-90%Marylands Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

PBIS MD Research Project: Project TargetDesignFederally funded 5-year randomized controlled trial (CDC & NIMH)37 elementary schools in 5 districts29,427 students and 3,563 staffKey Findings High fidelity implementation of PBISPBIS increased schools organizational healthStaff perceptions of leadership, support, focus on academics, collegiality etc.Especially those schools starting at a slightly lower level Impact on studentsReductions in office discipline referrals (60% less likely to receive an ODR)Reductions in school-level suspensions (reduced by 24%)Reduced need for counseling (34-46% less likely to need/receive counseling) Reduced need for special education (27-38% less likely to need/referred sped) Positive trend in MSA achievement (2-6 percentage points)

PBISplus ProjectDesignFederally funded 3-year randomized controlled trial (U.S.DOE)46 elementary schools (in 6 districts) that have high fidelity PBIS & yellow-zone needsRandom assignment to either SWPBIS or Plus condition AimsAddress needs of PBIS non-respondersIncrease use of evidence-based programsReduce inappropriate referrals to special educationReduce behavior problems & improve achievementReduce disproportionality StrategyProvide training, support, and on-site technical assistance to SSTs and staff regarding:Simplified functional behavioral assessment and function-based thinkingEvidence-based programsEffective teaming and collaborative problem-solvingCultural competency & culturally appropriate interventions

Core Support Program: Provided to all, intended to reach mostContinuum of SupportsThe required resources to address the problem increasesThe need to enhance environmental structures increasesThe frequency for collecting and acting upon information increases

Opportunities to Increase VisibilityThe Delinquency Prevention and Diversion Services Task ForceSchool Safety Action Planning Committee-TwiceInternational School Mental Health ConferenceBlueprint for Mental Healths Emotional Disturbance WorkgroupChild Welfare Training AcademyYouth Investment ProjectPupil Personnel State meetingCharles County Pupil Personnel Workers and Guidance/School Counselors MeetingAPBS/PBIS Implementers Forums

Leadership TeamFundingVisibilityPolitical SupportTrainingCoachingEvaluationActive CoordinationLocal School Teams/DemonstrationsPBIS Systems Implementation Logic

PBIS Marylands Annual Training Events

Leadership ForumMarch 30, 2009Coaches and New Team InstituteCoaches ~ July 20, 2009Elementary ~ July 21-22, 2009Secondary ~ July 23-24, 2009Regional Returning Team TrainingsCentral Regions 1 and 2Eastern Shore Upper Shore Western Region Southern RegionCoaches Meetings (4/year)Regional Team Leader/Coach Meetings (2/year)Schools serving students with special needs - MANSEF (2/year)High Schools (2/year)

Current Energy and EffortsInstitutionalize funding level and commitment at MSDE- Divisions of Student Services and Special EducationPursue other funding opportunitiesExpand and sustain green zone with high fidelityIncrease marketing and visibilityImplement yellow zone in districts that have solid green zone and have infrastructure to expandContinue linkage with school mental health, Systems of Care, and wraparound efforts

PBIS in Alternative School SettingsExamples: Forbush, Childrens Guild, St. ElizabethHomewood, Mary Moss

Primary PreventionSchool-/Classroom-Wide SystemsSpecialized Group SystemsIndividualized SystemsProvide a Continuum of Schoolwide Support

Primary PreventionSchool-/Classroom-Wide SystemsSpecialized Group SystemsIndividualized SystemsHomewood Continuum of Schoolwide Support

AgreementsTeamData-based Action PlanImplementationEvaluationGENERAL IMPLEMENTATION PROCESS: Getting Started

Get Staff InputFormal and Informal Surveys- Staff, Students, Family, CommunityAcademic and Behavior DataAttendance- Staff and StudentsStaff RetentionAnecdotalDirect Observation

Our highest priority areas for improvement are: Teach expected behaviors (54%)Develop booster activities based on school data (58%) Give consistent consequences for problem behaviors (71%)Distinguish between classroom-managed and office-managed behaviors (64%)Define consequences (61%)Assess and report patterns of behavior (58%)Implement Classroom procedures consistent with schoolwide procedures (60%)

Homewood Pre-PBIS Survey results

Survey Results

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313752

20620479

27416016

207863

In Place

Partial in Place

Not in Place

School Wide Systems

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Team-led ProcessBehavioralCapacityPriority &StatusData-basedDecisionMakingCommunicationsAdministratorTeamAdministratorSpecialized SupportStudentCommunityNon-TeachingTeachingFamilyRepresentationStart withTeam that Works.

Working Smarter

Initiative, Project, CommitteePurposeOutcomeTarget GroupStaff InvolvedSIP/SID/etcAttendance CommitteeCharacter EducationSafety CommitteeSchool Spirit CommitteeDiscipline CommitteeDARE CommitteeEBS Work Group

A Working Definition of Family InvolvementAwarenessInvolvementSupport

Universals: Connect Points To FamiliesPrimary Focus = AwarenessInformation, Information, Information (2-way)Educators and parents sharing information across multiple venuesInvolvementParent team memberSpecific activities to partner with families at schoolClear timelines, what is expected, outcomesSupportInformation regarding range of services & supportsReferral PointsStrategies for home use

Family Engagement ChecklistMuscott and Mann New Hampshire

3-4 YearCommitmentTop 3 School-WideInitiativesCoaching &FacilitationDedicatedResources& TimeAdministrativeParticipation3-Tiered PreventionLogicAgreements &Supports

Self-AssessmentEfficientSystems of DataManagementTeam-basedDecisionMakingEvidence-BasedPracticesMultipleSystemsExistingDisciplineDataData-based Action PlanSWIS

www.swis.org

Referrals by Problem Behavior

Referrals per Location

Referrals per Student

Referrals by Time of Day

Do we need to tweak our action plan?How often? Who?What?Where?When?How much?If problem,Which students/staff?What system?What intervention?What outcome?+ If many students are making same mistake, consider changing system.not students+ Start by teaching, monitoring & rewardingbefore increasing punishment

School RulesNO FoodNO WeaponsNO BackpacksNO Drugs/SmokingNO BullyingRedesign Learning & Teaching Environment

Behavioral MatrixThe next step in the process is to identify the 3-5 behavioral expectations and develop the behavioral matrixRespect YourselfRespect OthersRespect Property

Behavioral Matrix

Expectations1. SOCIAL SKILL2. NATURAL CONTEXT3. BEHAVIOR EXAMPLES

Family Teaching MatrixSETTINGAt homeMorning RoutineHomeworkMeal TimesIn CarPlayBedtimeRespect OurselvesRespect OthersRespect Property

Teaching Academics & Behaviors

Define BehaviorsBehavior DefinitionsOffice-Managed vs. Staff-managedBehavior Expectations

Teaching Matrix Activity

Teach Everywhere!

PBIS Matrix for Home.

I am respectfulListen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others

I am responsiblePut away my toys, bike, and equipmentHelp with jobs at homeFollow my parents directionsShare Thursday folder with parents

I am safePlay safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment

I am preparedFinish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called

Designing the GotchaThe PBIS team met to decide the Gotcha symbol and implementation processDomino was determined for symbol Benchmarks were identifiedStaff volunteered for community networkingTime schedule for implementation was developed

Acknowledge & Recognize

Recognize SuccessCall, write, and email home with good news.Recognize achievement in class and publicly in the school.Commend students on the spot.Provide special recognition events and incentives

Know Whats WorkingSWISSpreadsheetCounty dataAnecdotalReflect off the experts!

Positive Office ReferralBalancing positive/negative adult/student contacts in OregonProceduresDevelop equivalent positive referralProcess like negative referral

Golden PlungerInvolve custodianProcedureCustodian selects one classroom/ hallway each week that is clean & orderlySticks gold-painted plunger with banner on wall

I like my jobBetween Sep & Mar, 67 major behavior incidents were processed by office staff= 2010 min. (30 min) or 33.5 hours= 3.8% of 110 eight-hr days= 96.2% of time to do something else!

Mom, Dad, Auntie, & JasonIn a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

I like workin at schoolAfter implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

I like it here.Over past 3 years, 0 teacher requests for transfers

She can read!With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy. Result: >85% of students in 3rd grade are reading at/above grade level.

ODR Instruc. BenefitSpringfield MS, MD2001-2002 22772002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min.= 716.25 hrs= 119 days Instruc. time

Streamlined school committeesEliminated check sheetsEliminated conflict over levels, etc.More efficient and effective referralsFewer referralsSaving TimeAt Homewood

Benefits1.School ClimateResults in an increase inthe amount of positive feedback students receiveProvides a reminder to staff to acknowledge studentbehaviors that exemplify thebehavioral expectationsStudents feel valued therebyresulting in a positive school climate

Benefits2.Data Decision-making:Staff participate in monthly data management review meetingsProgram decisions made basedon dataStaff identify problem areasfor data collectionPBIS team collects data andprepares for monthlymeeting reviewData management tools areintroduced to review data

Data Decision MakingProfessional developmentactivities:Student groupingsBus referralsTime on taskStudent attendanceStaff attendanceCrisis intervention trendsTransitionsTime of dayDay of weekBooster activities

Benefits3. Systems OrientationSurvey enables staff to identify areas of strengthand areas of focusProgram focus centersaround developing systemsStaff and program are moreeffective when everyone knows how to implementsystems

AlignmentFEDERAL MANDATES No Child Left BehindSchool Improvement PlanAdequate Yearly ProgressReadingMathAttendance

AlignmentSchool Improvement PlanAYP performance targetsData collection/analysis/action planProfessional developmentFamily/community involvement

AlignmentSystem of Support Improvement ComponentsData analysis and school improvement planStandards aligned curriculum, instruction and classroom assessmentTeacher and administrator enhancementStudent, family and community support services

AlignmentComar Regulations13A.08.04 Student Behavior InterventionsSchool personnel are encouraged to use an array of positive behavior interventions, strategies and supports to increase or decrease targeted student behaviors-Documentation of staff training methods and schedule

AlignmentIndividualized Education PlansIncrease in academic attainment, decrease in crisis interventionDevelopment of a Functional Behavioral Assessment and Behavior Intervention PlanSocial Emotional goals and objectives incorporating PBIS school-wide behavioral expectations

PBIS Throughout the School Day Bus DominoStudents receive dominoes for displayingappropriate behavior on the bus Morning MeetingStaff identify behavioral expectation from matrix for thedays focus

PBIS Throughout the Day AcademicsAwarding of dominoes fordisplaying behavioralexpectations Transitions- Review behavioralexpectations for hallways- Award dominoes

PBIS Throughout the Day TherapyImplementation of behavioralexpectations aligned withsocial/emotional goals Behavior Management Program - Daily progress report aligned with PBISbehavioral expectationsFunctional Behavioral Assessment/ BehaviorIntervention Plan

PBIS Throughout the DayData Management Students graph number of dominoesreceived dailyStudents identify attainment of dominobenchmarks

Red Zone StudentsBrave Card = Be Respectful And Value EveryoneThe Brave Card is a school-wide, check-in, check-out program for red zone studentsThe goal of the Brave Card program is to catch students early who are acting out and provide them with more frequent feedback on their behavior to prevent future problem behavior.

Brave Card ProcessStudents are identified for the Brave Card who have an increase in disruptive behavior and who have problem behaviors across the day in different settings.Staff make a referral to the PBIS team. In collaboration with the classroom staff, the PBIS team determine whether the Brave Card is an appropriate intervention.If the student is identified as a viable candidate, the classroom team collects baseline data on the student for two weeks.Data is reviewed to determine the students success rate and eligibility for the Brave Card program.Once selected, the parent/guardian is notified and must sign a consent for the student to participate.At the end of every quarter the students data is reviewed to determine if he/she is ready to be faded off the program. It is important to fade the student off the program as they become more independent in managing their own behavior.

CelebrationsStudents receive benchmarks at designatedintervals Weekly drawing for students and staff Classroom celebrations Program celebrations

Domino Day patience, teamwork and coordination

Soooooooooo creative. . .

Dominos delivers, but we clean up !

RoadblocksHow do we show that this is not Train and Hope?What positive strategies might encourage resisters to buy in?Are we underestimating the power of the positive?How can we show progress?How can we show that this is working?

Fewer Office Referrals

TimeStaff reports more teaching time

Behavior room logs show decrease in out-of-class time

Homewood

Forbush SchoolNonpublic Facility10 programs statewide

244 Students 51 Primary 74 Secondary 58 Autism 49 Residential

Data Driven Decisions Data indicates an increase in the number of referrals during the transition from school to the bus in the afternoons. Bus drivers are trained in PBIS Revised bus point sheet Systematic routine in place for dismissal Staff are strategically stationed Increase in High-fives during this transition Mentor program initiated

Mentor ProgramThe Mentor 6-8th gradersThe Mentini K-2nd gradersResponsibilitiesMeet Mentini in classHelp prepare for dismissalWrap-up social skills activity (with guidance)Walk Mentini to bus(with supervision)Encourage/model positive behavior during this transition

Mentor Program

Resource teacher trained initial Mentors Key Mentors earned Senior Mentor statusEach new Mentor is trained by one of the Senior MentorsPositive behavior is expected (green or yellow)PBIS kickoff mentors are formally introducedEnd of term-Mentor/Mentini field trip to transfer skills to the community

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Census increased by 27% compared to last yearEvery month in FY 2006, Forbush Day School has averaged between 5 to 30 kids over budgeted census82% decrease in number of suspension days153.5 Days of Instructional Time Recovered (based on 6 hour school day)6,907 Minutes of Administrator/Resource Time Recovered

Impact at Forbush

Incident Reports by Year Forbush Primary and Secondary School

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Number of Incident Reports Resulting in Staff Injury

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Total Number of Incident ReportsNumber of Incident Reports Resulting in Staff Injury

Mar-04209

Mar-051810

Feb-0643

Mar-04Mar-05Feb-06

Total Number of Incident Reports20184

Number of Incident Reports Resulting in Staff Injury9103

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Tertiary Programming

Our SchoolMember of MANSEF (Maryland Association of Nonpublic Special Education Facilities)Our students range of 11-21 years of age125 Students

Who We ServeLocal School SystemsBaltimore CountyAnne Arundel CountyCarroll CountyHarford CountyHoward CountyPrince Georges CountyBaltimore CityFederal Codes 01-mental retardation04-speech or language impairment06- emotional disturbance08-other health impairments09-specific learning13- traumatic brain injury14-Autism

Diagnostic ContinuumPervasive Developmental Disorders:AutismAspergersPDD NOSAxis I Disorders:Anxiety D.O.Obsessive Compulsive D.O.Bi-Polar D.O.Sensory Integration D.O.ADHD, Depressive D.O.Learning, & Speech and Language Disorders

Tertiary Prevention Designed to focus on the needs of the individual student with patterns of problem behaviors that are dangerous, highly disruptive, and/or impede learning and social functioning

Most effective when positive primary systems are well established (School wide and Classroom Systems)

Essential FeaturesIdentify goals: often called replacement behaviorsData collection and analysisHypothesis: sometimes called summary statementsMulti-element plans: involve settings, structure, adult behavior, etcReview, ongoing assessment

Tertiary Interventions

Often referred to as Functional Behavioral Assessment and Behavior Intervention Planning (FBA/BIP)Focus is on individual student, his/her characteristics, specific circumstancesAllows team to vary features of process- data, extent of plan, etc. I.E. Labor intensive but worth it(OSEP Technical Assistance Center on PBIS)

FBA/ BIP AlignmentNo Child Left BehindIndividuals with Disabilities Education ActCode of Maryland RegulationsPBIS- A full continuum of PBS available for all students at the school and district level; Behaviorally competent personnel readily available; Function based approach serves as foundation for problem solving; Data collection to see if its workingIEP- Individual Educational Plan

FBA/BIP TOOLSTEXT: Building Positive Behavior Support Systems in Schools; Functional Behavioral Assessment

AUTHORS: Deanne A. Crone, Robert H. Horner

Appendix A: Request for Assistance FormAppendix B: Action Team Plan (f-BSP Protocol)

APPENDIX CFunctional Assessment Checklist for Teachers and Staff (FACTS-Part A & B)

Problem in Picture Form (Pro-form) March, Horner, Lewis-Palmer, Brown , Crone, Todd & Carr (2000) www.PBIS.org

Tools and Process @ SESRequest for assistance formFBA Interview: Meet with Core Team (homeroom teacher/social worker)Meet with student and parentABC data collectedFormal Functional Behavioral Assessment and Behavior Intervention PlanInformal- enough info/data (SWIS) to form hypothesis and run with plan

Functional Behavioral Assessment Interview

Student___________________________Age___________Date______________

Person Interviewed__________________________________________

Student Profile: What is the student good at or what are some strengths that the student brings to school?

________________________________________________________________________

________________________________________________________________________

Description of the Behavior

What does the problem behavior(s) look like?

How often does the problem behavior(s) occur?

How long does the problem behavior(s) last when it does occur?

How disruptive or dangerous is the problem behavior(s)?

Description of the Antecedent

Identifying Routines: When, where and with whom are problem behaviors most likely?

Schedule

(Times)

Activity

Specific Problem Behavior

Likelihood of Problem Behavior

With Whom Does Problem Occur?

Low High

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Summarize Antecedent (and Setting Events)

What situations seem to set off the problem behavior? (difficult task, transitions, structured activities, small-group settings, teachers request particular individuals etc)

When is the problem behavior most likely to occur? (times of the day and days of the week)

When is the problem behavior least likely to occur? (times of the day and days of the week)

Setting Events: Are there specific conditions, events or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers, etc.)

Description of the Consequence

What usually happens after the behavior occurs? (What is the teachers reaction, how do other students react, is the student sent to the office, does the student get out of doing work, does the student get in a power struggle, etc.)

St. Elizabeth School

Functional Behavioral Assessment (FBA)

Student Name:

D.O.B:

Disability Code:

Assessment Date:

Assessment Completed by:

Information to complete this assessment is obtained through (1) interviews with school personnel--academic case managers, clinical case managers, program assistant, and 1:1 assistant; (2) classroom observation data; (3) counseling room referral data; (4) alternative learning environment data; and (5) records review.

Background Information:

Current Information:

Description of Behavior (s):

Behavior #1:

FORMCHECKBOX New FORMCHECKBOX Recurring Frequency:

Environmental Conditions:

Antecedents:

Consequences:

Previous Interventions:

Internal/External Factors:

In this behavior predictable? FORMCHECKBOX Yes FORMCHECKBOX No If yes, explain:

Educational impact of behavior:

Hypothesized Functions of Behavior:

FORMCHECKBOX To get attention FORMCHECKBOX Escape/Avoidance FORMCHECKBOX Power/Control/Intimidation FORMCHECKBOX Sensory stimulation

St. Elizabeth School

Behavior Intervention Plan

Student Name:

D.O.B:

Disability Code:

Assessment Date:

Assessment Completed by:

Student:

Pupil #:

D.O.B.

School #: 776

Grade:

Target Behavior #1:

Goal (Replacement Behavior)

Interventions

Frequency

Implementor(s)

Review Schedule

Progress

1.

2.

3.

4.

Team Members:

Signature Title Signature Title

________________________/_______________________ ___________________________/____________________

_______________________/________________________ ___________________________/_______________________ _______________________/________________________ ___________________________/_______________________

Progress Codes: MG= Mastered Goal MO= Mastered Objective MP= Making Progress MPS= Making Progress with Support

MS= Maintaining Skill NA= Not Assessed this marking period NP= No Progress NAD= Not Addressed at this marking period

JayAxis I: Mood Disorder, NOSAttention Deficit w/ HyperactivityGeneralized Anxiety DisorderAxis II: Developmental Learning Disorder, NOSBSRs- Behavior Support ReferralsT.O.C.- Time Out of Class/hoursMaj OD- Oppositional Defiance

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Alice Handicapping Code: 14Axis I: Pervasive Developmental Disorder, Depressive Disorder, NOS, Intermittent Explosive Disorder

BSRs- Behavior Support ReferralsT.O.C.- Time Out of Class/hoursSkip- Refusing to Attend Class

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2003-04

2004-05

2005-06

CollaborationKennedy Krieger Institute NeuroBehavioral Outpatient Clinic and Inpatient Unit

Sheppard Pratt Health System NeuroBehavioral Outpatient Clinic and Inpatient Unit

District Level Collaboration

ReferencesBoehner, John. (2004). Strengthening and Renewing Special Education: The Improving Education Results for Children with Disabilities Act (H.R. 1350). House Education and Workforce Committee.Dunlop, G., Hieneman, M., Knoster, T., Fox, L., Anderson, J., & Albin, R.W. (2000). Essential elements of in-service training in positive behavioral support. Journal of Positive Behavior Interventions, 2 (I), 22-32.Greenberg, Mark, T. (2003). Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional, and Academic Learning. American Psychologist..Gresham, Frank M. (2003). Relevance of functional behavioral assessment research for school-based interventions and positive behavioral support. Research in Developmental Disabilities.Hieneman, M. & Dunlap, G. (2000). Factors affecting the outcomes of community-based behavioral support: I. Identification and description of factor categories. Journal of Positive Behavioral Interventions, 2(3), 161-169, 178.Knoster, T.P., Villa, R.A., & Thousand, J.S. (2000). A framework for thinking about systems change. In R.A. Villa & J.S. Thousand (Ed.S), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore, Paul H. Brookes.Maryland State Department of Education (2003). Maryland Institute (2003) Positive Behavioral Interventions and Supports.Prichard, E. Alice. Families and Positive Behavior Support: Addressing Problem Behavior in Family Contexts by Joseph M. Lucyshyn, Glen Dunlap and Richard W. Allen.. Journal on Developmental Disabilities, Vol. 11, No. 1.

Recommended ReadingsAttwood, T. (1998). Aspergers syndrome: A guide for parents and professional. Philadelphia, PA: Jessica Kingsley Publishers.Klin, A., Volkmar, F. R. & Sparrow, S.S. (Editors). (2000). Asperger Syndrome. New York, NY: The Guilford Press.Greene, Ross W., Ph.D. (1998). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children., New York, NY: Harper Collins Publishers.Wilens, Timothy E., MD., (1999). Straight Talk about Psychiatric Medication for Kids., New York, NY: The Guilford Press.Crone, Deana A. and Horner, Robert H., (2003). Building Positive Behavior Support Systems in School: Functional Behavioral AssessmentWatson, Steuart,T.,and Steege, Mark W., (2003). Conducting School-Based Functional Behavioral Assessments: A practitioners guide

*9:45 block brief overview of PBIS structure in Marylandemphasizing that we have focused mostly on establishing the green zonecoaching capacityneeds identifiedlinkage with SPHS, Hopkins, UMD****************Unrealistic demands on teachers- anchored in changes in district and building admin- teachers better consumers*****What are they?

************Lots of times people have great ideas and have their eye on a goal, but dont know how to put the pieces in place to make it happen. We have to figure out how to put the meat on the bones. ******SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.

*****So where are we?Where have we been and where are we going?

While I do not intend to bore you with the details of our 10 year history suffice it to say that we have continued to grow since 1999 -

The expansion over the epact 9 years has occurred without additional resources at the State level we have been very deliberate (and supported by the LSSs) in ensuring that as school systems decide to increase the number of schools to be trained in the Universal Systems of PBIUS, the systems have dedicated resources to support both the expansion and the sustainment of PBIS in their schools.

567 schools are implementing s of this October**This is what Maryland looks like in terms of the type of school

*Back to Maryland you have probably heard this before, but we are about data data data -- 554 of the 574 turned in data last month.Our school submit data (twice a year), and that data reflects where those schools are 367 or 66% of our schools are in the maintenance phase 110 are at the implementation phase66 initiation 21 preparation

Office Discipline Referrals are the precursor to suspension/expulsion. That is the data point that is analyzed most often in Universal PBISas the data can identify potential problem areas, students, teachers, times of day, etc. so that interventions can be put in place BEFORE it is a crisis.

Since much of this work is about developing positive relationships, let me share one anecdote about an administrative intervention to decrease ODRs: One of our local facilitators was a PPW at a middle school. She shared with us that she watched one of her middle school principals establish a new practice. Before a teacher could refer a student to the office (removal from class) they had to be able to articulate 5 things about the student that are non-academic in nature. ODRs dropped significantly and the message was clearknow our students! **We usually show the TRAINGLE but sometimes I think it is important to look at what we do in terms of how we support those kids in the classroom- so I see this slide as depicting that everything starts with the Student, and then builds When we build we (YOU) build classroom systems that support behavior - and discipline We (PBIS Maryland) build systems that support school-side implementation that would be the school teams the team leaders the behavior support coaches (clip board and whistle story)

Lets talk about the coaches more than 380 This is a chart that reflects the breakout of Marylands PBIS support coaches 168 school psychologists31 PPWs30 guidance counselors27 teachers and the same number of behavior specialists

I think that one of the strengths of PBIS, not only in Maryland, but across all of the states, is the ability to contextualize the model/systems to adapt to whatever it takes to make it work in a specific district (you call, we haul, no job too small, we may doze, but we never close)

*At eh school system or district level the larger systems have a full time or part time coordinator this is a demonstration of the commitment of the system to the sustainment of PBIS over time.

State level the leadership team the partners the resource commitment from all parties other stt agencies

And finally a national commitment to PBIS and we have a part of that right here in MD in the rperson of Susan Barrett an naitonal trainer who will be with us for the rest of our day

*OK finally the obligatory triangle but this is no ordinary triangle - this one is split

THIS IS THE FRAMEWORK that MSDE has agree to use as we discuss service delivery within MSDE and amongst all of the state agencies and provate partners who have the resoiurces to support kids and families who do not respond to the Universal strategies this triangle has both the behavior and the academic side

You may or may not know that this approach is adapted from the public health model looking at something a simple as the flu the pblic health model provides infomratin to ALL about how to avoid cathing the flu then they provide meds for those who have contracted a form of the flu and finally, for those who are at risk they provide vaccinations, and other more intense prevention strategies Same with academicsSame with behavior

Up to this point Maryland has invested very heavily in school wide (or Universal) PBIS our approach has been, if we can get the green zone (universal population) beyond 80%, then we will be able to more efficiently utilize those scarce resources that are needed for both the targeted (yellow) and intensive (red) zones. *Catherine

Im going to share some data/outcomes with you. Firststatewide/randomized controlled*Catherine

Emphasizes sustainability and integration of systems and existing resources to aid staff in their use of evidence-based programs, some of which have been implemented with success in Maryland schools. Perhaps mention Indian Head as example. Indian Head ElementaryCharles County, Also early implementerhas PBIS in all but 2 schools????Trained in Universal in _____Implemented Targeted in 2005District had full-time School Psych for first 8 years, now FT PPW in facilitation role.

IH experienced 68% decrease in out of school suspensions sept-nov. 75% decrease in number of physical contacts, 89% decrease in number of incidents of bullying and harassment.

IN addition, the school tracked and found the following implementation of targeted interventions specific to these issues:75% Decrease In Number of Physical Contacts89% decrease in number of incidents of Bullying and Harassment

Relevant to the issues before the School Safety Action Team are the decreases in Physical contacts and incidents of bullying and harrassment found at Indian Head, when they identified these areas of concern, and implemented universal AND TARGETED interventions to address them.

****Milt: Heres what we know about what is required to move up the triangle and go to scale. As we move from universal strategies to targeted, and then to intensive - we know that these student behaviors need more intensive strategies as the behaviors intensify, the resources needed to address these behaviors become more complex

PBIS plus is looking at what is effective in addressing the more needy students in the PBIS schools that already have a strong universal intervention in place - the environment is very supportive of appropriate behavior the resource needs also move up.

MD has spent the past 9 years investing in growing the GREEN (650 schools) Successful implementation and sustainment of the Universals (GREEN) intervention does not meet the needs of all children. What we know is (and what Catherine has stated) more intensive (targeted) strategies are needed for these kids, and what we also know is that intensive = resources = $$$ - people, programs, data collection/evaluation.Visibility we will go anywhere, anytime, to speak to anyone about what we do and how we do it and how well it is being done

Examples of invitations to present from a broad range of audiences: Child Welfare, advocates, State leadership, etc.We have taken advantage of these by educating audiences re: the three-tiered logic modelreminding that Maryland has formally trained schools in the First Tier, and has more work to do. *LEADERHIP TEAM: While we have a State Team, membership does not include interagency partners and its primary function is operational in nature. We have wanted to develop a Partnership Team for PBIS, especially as we expand into the targeted and Intensive interventions. We dont want to duplicate, however. Ideally, wed like the State Leadership Team to have the opportunity to report out to the CCRT a minimum of twice per year. That would get PBIS on the radar of the other agencies, and of the LMBs who are the only local source for undesignated funding. Lo Middle: TRAINING: We have a training process and calendar that is institutionalized for New Team Training. We also have the ability to change the system when we have adequate notice. We now offer Returning Team Training events (booster Sessions) in 7 sites instead of the previous state-wide event held in Central MD. We have about 350 coaches that support the schools upon completion of the New Team Training; and 3 T A sessions per year for those coaches, based on their requests for information. This training process has been nurtured an continuously improved over time, and is an excellent foundation for other training activities throughout the state. Local commitment now includes, funding New teams to attend New Team Summer Institute, funding PBIS staff to attend the 2 national conferences, funding and organizing the Regional Returning Team events-annually, funding Coaches to coach schools and attend PBIS Maryland events, and funding some portion of FTE to facilitate the initiative in each LSS.

Lo Middle: COACHING: we have a very strong coaching model for PBIS with around 350 active trained staff in the LSS supporting the schools directly.

Lo Middle: EVALUATION: Finally, we have Johns Hopkins two research studies for which they sought and were awarded funds and the PBIS Maryland Website, which tracks implementation fidelity through the electronic collection of data required for a school to be in PBIS Maryland and for the annual recognition process that we implement.

LOWEST: Local School Systems and Demonstrations. Universal PBIS started as a demonstration by accident3 or 4 systems were ready and able to build the local capacity necessary to keep the ball rolling. Plans for targeted and Intensive training and interventions will be We have some funding and of course political support for the Initiative, as it is currently. More education will be necessary for the powers-that-be understand the concept of PBIS as a framework for implementing strategies deemed necessary based on the school-building data. It is a framework for school improvement, as well.

Bottom up in terms of implementation because schools have to want to do this. But to make it last, you have to have buy in/support at the District and State levels, as well.

We have 360 Coaches, an interagency 30 person State Leadership Team, representing the LSSs, and are currently involved in a workgroup on School Mental Health that is connected to a large State level Mental Health Systems Network.

*Milt, I remember Phil also saying we should Broadcast our training infrastructure. So here is this slide updated. A2**It is important to know where you are before you can decide how to get where youre goingSWIS, the data system PBIS uses, provides a staff survey to be used annually, starting the spring before you start PBIS.

Your school district may have staff surveys that can provide data.

You will probably want information on how its going as you proceed. We had a short survey in the fall and just completed a more comprehensive mid-year survey of our staff.

I visit each team within the school every week to present information, answer questions, and hear concerns. Team members talk to other staff members in their team meetings and personally.**Its all about POSITIVESUPPORT

How many of you have seen this diagram before? How many of you see it in your sleep?

This is how support needs break down in a regular comprehensive school [GO TO NEXT SLIDE]**In an alternative setting, we get the top 1/2 of 1% of the worst kids! Our support triangle looks different, but in a lot of ways, within our context, it is similar.

In a special school, you will have other modifications to consider, but the structure is the same.*SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.

**A sample slide we generated for presentation to our staff following their pre-survey.*******SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort.

Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track.

The Team Implementation Checklist can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3.

*SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored.

Data must be collected to specify the above features of an action.

A variety of data sources should be considered:

The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4).

2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See www.swis.org)

Academic achievement data also can be used to identify which students might need behavioral supports.

Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations.

The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS.

****************One of the main tasks for your team is to define the what and who of behaviors. As you will see, everyone has to be enlisted in this, not just your team. We use a process wherein the team drafts a proposal, we send it to the whole staff by every means imaginable (hard copy, email, small meetings, large meetings) to get input, redraft, and repeat as necessary.***We have the relevant parts of our behavior expectations posted everywhere. We have student work posted as well as staff work.****Recognizing success is critical. Recognizing improvement is critical. Behavior change takes time, sometimes a lot of time. Celebrate little steps!**About the last point

We believe that data is meaningless unless good people look at it and think about it. We have one teacher who has an inordinate number of office referrals. Well, when her team looked at it, they found out that, not only did that make sense, but if she didnt, something was wrong with the system!*********Here are some ways that our staff has found to actually save time under the new system. Some, like eliminating checksheets, are very specific our program (in fact, to just one of our programs; another decided to keep their checksheet.) That program decided that on examination, the checksheet, in use in one form or another dince the school started over 20 years ago, did nothing to change most students behavior. So they dropped it. That created time in every class to give positive cards and say something to each student each time he or she earned one. ********************Raise your hand if you have no complainers,subverters, resisters, change-aversives, or just plain oppositional, nasty, pig-headed staff members.*And, despite warnings that office referrals and suspensions often go up the first year for a number of good reasons, we have experienced a drop, exxcept for an insignificant rise in January. (This is a real chart.)*****************************