Workshop #15 Creating Statewide System Change Through the Education System

1. Workshop #15Creating Statewide System Change Through the Education System Philip J. Leaf, Ph.D. Johns Hopkins University, Susan Barrett Sheppard Pratt Health System Elsa Velez, Ph.D. Charles County Public School System

2. Which of the following best describes your state? • The state department of education has little interest in youth with serious behavioral or emotional problems • The state department of education encourages services for youth with serious behavioral or emotional problems but not the linkage with services developed by the mental health system • The state department of education supports an integrated system of health, substance use, mental health, and educational services

3. Which of the following best describes your state? 4. The state has been successful in developing an integrated system of care that includes effective educational, clinical, and support services for children and adolescents with serious behavioral or emotional problems

4. Creating Statewide System Change Through the Education System • Federal legislation has increased the interest of school systems in children with serious behavioral and emotional problems • Most state mental health systems have not attended adequately to the needs and opportunities presented by local and state school systems

5. Creating Statewide System Change Through the Education System • State and local school systems tend to be the largest organizations in the state • Advocacy groups supporting educational and mental health initiatives frequently have not worked well together

6. Process For Helping School Systems Understand The Need For A Positive System • Detect and define a problem through surveillance. • Determine the causes of the problem. • Develop and test interventions for preventing or remediating the problem. • Implement the interventions.

7. What populations should the service reach/impact? What strategies do we think will help us accomplish this? What do we want to accomplish? Articulating a Theory of Change Building Blocks of a “Theory of Change” What populations are being reached/ impacted? What strategies are being provided? What have we accomplished? Tracking the Results of Implementation

8. Implementation Conceptualization Using a Theory of Change to Guide Service Planning and Delivery Too many projects result in only minimal overlap between theory and practice!

9. CommunityResources (facilities, stakeholders, programs, services) School Resources (facilities, stakeholders, programs, services) Systems for Positive Youth Development & Systems of Prevention Primary Prevention (low end need/low cost Per student programs) Systems of Early Intervention early-after-onset (moderate need, moderate Cost per student) Systems of Care Treatment of severe and Chronic problems (High end need/high cost Per student programs)

10. PBIS CAN AID THE DEVELOPMENT OF A SYSTEM OF CARE • Developed by Drs. George Sugai and Robert Horner from the University of Oregon and evolved by many others. • Is supported by the US Department of Education: Currently implemented in over 1300 schools in the United States.

11. POSITIVE BEHAVIORAL INTERVENTIONS and SUPPORTS

13. PBIS • A school-based intervention for reducing disruptive and aggressive behaviors. • An approach to school discipline using a positive reward structure and universal, selective, and indicated preventive interventions; and remedial services.

14. PBIS • Is not a curriculum or manualized program. • Is a team-based process for problem solving, planning and evaluation. • Includes interventions that are implemented in school-wide, classroom, and nonclassroom settings, as well as interventions for individual students, i.e., universal, selective, and targeted prevention and treatment.

15. PBIS PBIS is built upon elements central to behavior management programs, including reinforcement of desirable behavior, use of tangible and social reinforcements, and clear and consistent responses to behavioral violations.

16. PBIS: Detect and Define a Problem Through Surveillance • Team-based problem solving. • Web-based information system for collecting data related to disruptive and aggressive behavior. • Review of existing school-wide, classroom, nonclassroom, and individual systems to assess school ecology.

17. PBIS: Determine the Causes of the Problem • School-based PBIS teams supported by school system coaches who have expertise in functional behavioral assessment and system change. • Systematic training of teams and coaches through statewide and regional training events.

18. PBIS: Develop and Test Interventions for Remediating the Problem • Develop school-wide, classroom, nonclassroom, and individual discipline systems. • School-wide systems include explicit expectations for student behavior, a consistent procedure for rewarding positive behavior, and procedures for responding to violations.

19. PBIS: Implement the Interventions • Annual action plans, including staff development activities. • School-wide positively stated expectations/rules for student behavior are explicitly taught in classroom and nonclassroom settings. • School-wide system exists to reward students who exhibit expected behaviors. • Procedures exist to respond to violations. .

20. Useful Web Links Maryland Website for PBIS: www.pbismaryland.org University of Oregon Center for Positive Behavioral Interventions and Supports: www.pbis.org JHU Center for the Prevention of Youth Violence Website:www.jhu.edu/preventyouthviolence

21. What does PBIS look like at the State/ District Level? Susan Barrett Sheppard Pratt Health System Baltimore Maryland PBIS Maryland Coordinator

22. Visibility Political Support Funding Leadership Team Active Coordination Evaluation Training Coaching Local School Teams/Demonstrations

23. State Leadership Team Functions • Set policy • Provide support for local leadership • Influence System of Change at District Level • Assess Training Needs • Provide Training and Technical Assistance • Monitor Outcomes • features of implementation • referrals • other indicators

24. 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

27. Annual Events • Spring Forum (March 16th – 400) • July Institute • Coaches Meetings (5/year) • Regional Team Leader/Coach Meetings (2/year) • Schools serving students with special needs - MANSEF (2/year) • High Schools – (2/year)

28. Spring Forum • Purpose: Recruitment (March 16 – 400) • Date set one year in advance • Participants: • Administrators from interested schools (160) • Potential coaches • School presentations Planning Phase I Begins

30. DATA

35. School by School Data- SET Establish Local Exemplars Showcase efforts and successes throughout year State and Local Conferences SWIS Cost/Benefit Analysis DATA

36. Group Cost Benefit

39. Group Cost Benefit Office Referral Reduction Across 12 PBIS schools= 5,606 If one Office Referral=15 minutes of administrator time, then 5,606 x 15= 84,090 minutes 1401.15 hours or 233 days of administrator time recovered and reinvested.

40. Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes 4204.50 hours or 700 days of instructional time recovered!!!!!

41. Sustaining PBIS • Exemplar Program • Regular State-Wide & Regional Meetings • Coaches • Team Leaders • Ongoing Training • Ongoing Support: • Behavior Support Coaches • District Level Team and • State Leadership Team

42. Going to Scale • Changing Role of Leadership Team • Capacity Building • Building local training capacity • Identification of regional coordinators • Investment in Systematic Statewide evaluation • Expansion of Returning Teams • Advisory Team • Training Modules • Website • Online Tutorial

43. PBIS Coaching In Maryland Elsa Velez, Ph.D. School Psychologist PBIS Coordinator/Coach Charles County Public Schools

44. Roles and Responsibilities • MONITOR PBIS APPROACH IN SCHOOLS • MAINTAIN A RECORD OF THE SCHOOL’S EFFORT TO IMPLEMENT PBIS • ASSIST FACILITATE TEAM MEETINGS • “WORKING SMARTER” • PROBLEM SOLVING & DECISION MAKING • CELEBRATE SUCCESSES (STUDENT, SCHOOL, FAMILY, COMMUNITY) • ESTABLISH PILOT PROJECTS • CONDUCT LEADERSHIP TEAM MEETINGS • FACILITATE SWIS TRAINING (SCHOOL WIDE INFORMATION SYSTEM OVERVIEW) • PROVIDE RESOURCES (FINANCIAL AND TRAINING) • SERVE AS A LIASON BETWEEN THE SCHOOL DISTRICT AND OUTSIDE AGENCIES

45. What Does PBIS Look Like In The Schools?

46. John Hanson Middle SchoolPBIS Goals 1. Establish school-wide behavioral expectations. 2. Teach & model behavioral expectations in conjunction with academics. 3. Collect & utilize data to improve school-wide behaviors.

47. JHMS Motto Our motto focuses on two pillars of character,: Responsibilityand Respect. “Responsible behavior means respecting M.O.E.” M = Myself O = Others E = Environment

48. Routines Are Taught And Reviewed Throughout The Year • Locker And Hallway Behavior • Classroom Expectations • Cafeteria Expectations • Assembly Expectations • Bus Rules

49. Cafeteria • Clean Up After Yourself • Put Away Lunch Trays • Be Nice To The Lunch Ladies • Compliment The Food • Pick-up Trash • Keep Hands And Feet To Yourself

50. Hallway • Walk On The Right Side Of The Hallway • Go To Lockers At The Correct Times. • Pick-up Trash. • Using Appropriate Language. • Being Kind To Other Students • Help Pick Up Other’s Books