Brenda Scheuermann, Ph.D. Texas State University Tichelle Bruntmyer , M.Ed.

1. Working in Partnership to Create a State-wide PBIS Implementation Plan: Perspectives of external supporters and the role of PBIS coaches in juvenile facilities Brenda Scheuermann, Ph.D. Texas State University TichelleBruntmyer, M.Ed. University of Missouri C. Michael Nelson, Ed. D. University of Kentucky (emeritus)

2. Session Objectives Participants will: 1. Learn about PBIS in the Texas Juvenile Justice Department’s state-level facilities. 2. Learn about specific coaching activities used to support PBIS implementation in secure care juvenile facilities. 3. Gain knowledge of coaching facilitators, or factors that increase the effectiveness of coaching activities. 4. Learn about coaching barriers, or factors that impede effectiveness of coaching activities. 5. Acquire an understanding of recommended coaching structures and personnel.

3. Who are we? • Brenda Scheuermann • Coordinates of Graduate Programs in Behavioral Disorders/Positive Behavior Supports at Texas State University • Provides technical assistance for the Texas Juvenile Justice Department • Education • State Programs • Tichelle Bruntmyer • Special Education lecturer, Texas State University • Doctoral Candidate, University of Missouri

4. Texas Juvenile Justice Department • Oversees all stages of post-adjudication • Short- and long-term detention • Probation • Parole • Education and State Programs • Distinct and separate programs • Trying to improve collaboration and coordination • Education • Oversees all education programs: Special Education, vocational education, 504, GED, RtI, etc. • Many agency changes since 2009

5. About the Texas Juvenile Justice Department (TJJD) • 2013 Average Daily Population = 1,109 • 6 secure facilities • Gainesville = 252 • McLennan County • McLennan RTC (64) • McLennan Long-term (192) • Phoenix Program (24) • Evins (136) • Ron Jackson • Ron Jackson O & A (112) • Ron Jackson Long-Term (96) • Giddings (208)

6. About TJJD, continued • 2013 • Burglary – 21% • Aggravated assault – 11% • Simple assault – 10% • Aggravated robbery – 10% • Ethnicity • Anglo = 18% • African-American = 35% • Hispanic = 46% • Other = 1% • Gender • Male = 92% • Female = 8%

7. About TJJD, continued • Age at commitment • Age 12 or under = 1% • Age 13 = 3% • Age 14 = 9% • Age 15 = 20% • Age 16 = 43% • Age 17 = 23% • Age 18 = 2% • Median age (2011) = 16

8. Mean Length of Stay • 2011 • New admissions = 18 months • All intakes = 15.9 months • 2013 • New admissions = 18.3 months • All intakes = 16.4 months

9. Placement • Boys • Placed by treatment need (Capital and Serious Violent Offenders; Sex Offenders; Chemical Dependence; Mental Health) • Prior to 2013: • One facility for mental health treatment • Crisis Stabilization Unit for severe mental health needs • Girls • Placed in one facility – assigned to dorms by treatment need • Mental Health Treatment Program

10. TJJD PBIS Initiative Chronology Education SB 1362: 2009 2010 – present Contract with Texas State, Dr. Nelson External Special Education Coaches External PBIS Coaches TechnicalAssistance 2012 – present TJJD PBIS Coordinator (Education)

11. TJJD PBIS Initiative Chronology State Programs 2013 – 2014: Extensive Review 2014: Contract with Texas State External PBIS Coach TechnicalAssistance 2014 – TJJD PBIS Coordinator (State Programs)

12. PBIS Coaching in Juvenile secure care

13. Key questions • What is “coaching”? • Why is coaching needed? • How is coaching done? • What skills do coaches need? • What do we know about facilitators for and barriers to effective coaching?

14. What is coaching? • Acritical component in acquiring new skills and producing generalized behavior change as part of new education initiatives (Joyce & Showers, 1982) • Occurs directly and indirectly after initial training, with the people implementing the new skills • Improves fidelity of implementation through • Active, repeated prompts • Modeling • Positive feedback, and • Corrective feedback to reduce errors (Horner, 2009). • Essential to sustained implementation with fidelity (Horner, 2009; and others)

15. Why is coaching needed? • Administrators, support personnel, and direct care staff are attempting to apply tools that are based on advanced behavioral principles, concepts, and techniques • Modeling • Shaping • Positive reinforcement • Stimulus control • Behavior reduction principles and techniques • Data-based decision making • There is a tendency to focus on the most obvious components, such as reinforcement systems • Old habits die hard!

16. How is coaching done? • Direct, on site • Immediate prompts and feedback • Coach can use all observational data to make decisions about coaching needs • Environmental enhancements • Adult-youth interactions • Indirect • Can be used for technical assistance • Can youth bring/take Cougar Cash when they transfer on/off dorm? • We’re going through Cougar Store items too fast. Should we reduce number of Cougar Cash tokens given? • Can be used to focus attention on critical elements • How many security referrals were there from café last month? • What rules lessons have been taught? When?Who is teaching the lessons? • How are you reminding youth about rules before each activity?

17. How is coaching done, continued • Modeling • Model critical techniques during training • Communicate expectations • Review expectations • Reinforce expectation-following behavior • Use prompts and reminders • Use verbal acknowledgements • Coaching tools • Verbal prompts • Support materials • Scripts • Videos • Detailed instructions • Written feedback • Positive reinforcement (certificates, written comments)

18. 2010: Coaches • External Coaches – Served 2 – 3 facilities • Provide technical assistance, models, • Development and Implementation of PBIS • Internal Coaches - one per facility • Organize • Facilitate • Lead PBIS Efforts • Work with External PBIS & Special Ed Coaches

19. 2010: External PBIS Coaches • 6 half-time positions • 1 full-time position • Make on-site visits • Maintain close contact with internal coaches • Provide models, feedback • Conduct or assist with PBIS team meetings • Conduct assessments

20. 2010: Special Education Coaches • 2 full-time positions & 2 half-time positions • Advanced training and experience in applied behavior analysis, PBIS • BCBA (certified or in-progress) • Conduct behavioral assessments and develop interventions for five identified youth per facility • Ensure fidelity of intervention implementation • Develop protocols and templates for monitoring students at targeted and tertiary levels

21. An Exploratory Survey of thePerceived Value of Coaching Activities to Support PBIS Implementation in SecureJuvenile Education Settings Scheuermann, Duchaine, Bruntmyer, Wang, Nelson, & Lopez (2013). 2011 survey of TJJD PBIS team members and TxState external coaches about coaching activities during 2010-2011 PBIS initiative

22. What do we know about facilitators for effective coaching? PBIS Team Members • Administrator support • External coach available in-person and by email and telephone External Coaches • Guidance from university supervisor • Established and functioning PBIS team • Knowledgeable internal coach

23. What do we know about barriers to effective coaching? PBIS Team Members • Attitudes • Direct-care staff view expectations for PBIS as unrealistic, insufficient, or incompatible with their philosophy • Insufficient buy-in from administrators, staff • Logistical barriers • Multiple shifts • Corrections versus Education • Time for meeting, planning, carrying out PBIS duties • Need for training • Confusing initiatives and programs within agency • Coaches with insufficient knowledge about juvenile corrections

24. Barriers, continued External Coaches • Lack of buy-in or active resistance • Competition with other initiatives • Insufficient central office leadership

25. Let’s hear from a Coach! Experiences and recommendations

26. What skills do coaches in secure care facilities need? • Broad and deep understanding of systems-level PBIS principles, concepts, and practices • Advanced knowledge of individual-level PBIS concepts and practices • Understanding of juvenile corrections – Systems, priorities, limitations • Education - Understanding of best practices in instruction and classroom management • State programs – Understanding of security issues, correctional officers’ training, treatment programs and related personnel, organizational structures and hierarchies

27. The role of a PBIS coach in JJ • Provide a “big picture” perspective • Maintain objectivity with regard to student behavior and need • Provide data-based decision making expertise with regard to behavior and academics • Support and facilitate cohesion among various initiatives

28. How coaching compliments a statewide initiative • University-based coaches provided continuity of care across the agency • Again, external coaches can maintain higher levels of objectivity • Data collection and analysis expertise facilitates data-based decisions, as well as accurate fidelity and outcome measures • Expertise in academic instruction, students with severe challenging behavior, and both school-wide and individual PBIS meet a variety of needs in a number of settings

29. Lessons learned • Buy-in: the Achilles heel of PBIS in JJ • Support needs of students and staff are similar to those in traditional schools, only more pervasive • The need to understand competing initiatives and the role of all other professionals in the building • Building relationships is crucial and often difficult • Present all data in the most positive light • Remain respectfully resolute - firm in conviction and direction, yet always considerate of the expertise and experience of the agency staff

30. Current status of PBIS in TJJD

31. PBIS • Education • Continuous implementation since 2010 • 2010-2011 • External and internal coaches • Technical assistance • 2011-2012 • Internal coaches • Technical assistance • 2013 – present • PBIS Coordinator • Technical assistance • 2014 • Internal coaches • State Programs • 2014 – Decision to adopt PBIS facility-wide, in state-level programs

32. TJJD State PBIS Leadership Team • Representatives from each TJJD division: • Education • Treatment • Correctional Staff • Assessment • Special Education • Meet monthly • Coordinate & oversee the PBIS initiative

33. PBIS Coordinators

34. Education • Universal tier fully implemented in all facilities • Tier 2 supports and procedures ready for training • Tier 3 in development

35. PBIS Teams

36. Rules Matrices: Education, Dorms

38. Staff Expectations Matrix

39. Lesson Plans

40. Acknowledgement Systems: Education

41. Acknowledgement Systems: Dorms

42. Discipline Referral Form (Education)

43. FET Scores – Education (2011, 2014)

44. Coaching Education • PBIS Coordinator does all external coaching activities • Technical assistance from Brenda Scheuermann and Mike Nelson • Internal coaches are being hired Dorms • Scheuermann and one other external coach

45. Coaching activities • Meeting with leadership teams • Training • Central office personnel • Direct care staff • Trainers • On-site visits • Structured observation checklists • Written feedback • Certificates to acknowledge “high-fidelity” PBIS-related behaviors • Support materials for staff • Scripts for lessons, precorrection • Videos that model how to give positive feedback • Detailed instructions for implementing each component • Indirect support

46. PBIS Implementation Checklist

49. questions to guide planningRecommendations

50. Questions to Guide Planning • What is the scope of your PBIS initiative? • One facility versus many facilities • Dorms only or education only versus facility-wide • Universal tier only versus all tiers • What problems are you trying to solve? • What internal resources are available? • Staff with behavioral expertise (psychologists, counselors, case workers, behavior specialists, etc.) • Consider central office staff, itinerant staff, and facility staff • What external resources are available? • University partner? • Regional education service centers? • IMPACT resources • PBIS.org