Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports 3rd International Conference on PBS March 23, 2006 Maryland’s State And School System Implementation Strategies, Successes, and Outcomes www.pbismaryland.org

2. Presentation Team • Milt McKenna • Susan Barrett • Jerry Bloom • Catherine Bradshaw • Tim McCormick

3. ACKNOWLWEDGEMENTS • Maryland State Department of Education • Sheppard Pratt Health System • Johns Hopkins University • 24 Local School Systems • University of Oregon • University of Connecticut

4. Advanced Organizer • Evolution of PBIS in MD • Organization and Implementation Activities • Evaluation Structure • Lessons Learned Years 1-5 • Years 5-10

5. Pennsylvania West Virginia Delaware D.C. Virginia

6. Big picture ….. How do you change individual behavior in schools? How do you create school environments that sustain change? What system-level mechanisms and infrastructure are necessary to sustain and bring to scale interventions that create desired change?

7. Coordination/ Collaboration 1999 - 2006

8. Participating PBIS Schools Total Public Schools: 1380 Elementary: 829 Middle: 233 Senior: 236 Combined: 40 Other 42 Nonpublic 1157 PBIS Schools trained Total: 368 ES: 189 K-8: 8 MS: 101 HS: 35 Special: 10 Alternative:24 Participating: 301

9. Number of MD Schools Teams and Behavior Support Coaches Trained By Year

10. Schools Trained and Active

11. MD Implementation Model • State Leadership Team • Local School System (LSS) Contact • Coach Facilitators/ Coordinators • Behavior Support Coaches • School Teams

12. 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 • Mental Health Partners

13. State Leadership Team Functions • Set policy • Provide support for local leadership • Influence System of Change at District Level • Assess Training Needs • Event Coordination • Provide Training and Technical Assistance • Monitor Outcomes • Features of implementation • Referrals • Other indicators

14. Local School System (LSS) • 24 Local School Systems • Designated Point of Contact • Director of Student Services • Director of Special Education

15. Behavior Support Coaches • 183 Behavior Support Coaches • Itinerant positions/funded by LSS • Meet 5 times/year • Networking • Regional Meetings • Workgroups • Coaches Reception • Coaches Newsletter/Coaches Calendar • Coach = Recruiter 5 LSS Coach Facilitators

16. Behavior Support Coach Activities • FTE allocated to complete tasks • Consistently attend team meetings • Assist team with data-based decision-making, planning, and implementation • Attend Regional/State Coaches meetings/trainings • Send information to PBIS State/District Coordinator (e.g., checklists, action plans, etc.) • Assist with dissemination activities (e.g., presentations, case studies, articles, etc.)

17. School Commitments/Assurances • One of top SIT Goals • Active Role By Administration • 3 year timeline • Use DATA for decision making - • And to INFORM

18. School Team Activities • Administrator is active and present for meetings. • Team is making progress on PBIS “Getting Started” checklist (Form A). • Team uses school discipline & related DATA to discuss monthly progress. • Team uses annual action plan to discuss monthly progress • Team provides monthly updates/data summaries to entire school staff • Team meetings are efficiently run (e.g., clear objectives, tasks, goals) • Team activities are coordinated with other school initiatives/committees

19. Maryland Annual Events • Spring Forum (April 6, 2006) • July Institute (July 10, July 17) • Coaches Meetings (5/year) • Regional Team Leader/Coach Meetings (2/year) • Schools serving students with special needs - MANSEF (2/year) • High Schools – (2/year)

20. Start Up Activities • Commitment and Application Process • Planning Phases • Self Assessment • Profile

21. Spring Forum • Purpose: Recruitment • Date: April (set one year in advance) • Overview & School Presentations • Participants: • Administrators from “potential new” schools • “Key” system personnel • Potential coaches Planning Phase I Begins

22. Summer Training • New Coaches • New Teams • Returning Teams • Exemplar Schools • Receptions and Poster Sessions

23. Other Training Events • Local Coordinators • State Coaches Meetings • Regional Meetings • Targeted Group • Behavioral Basics • School Wide Information System (SWIS) • SWIS facilitator • School-wide Evaluation Tool (SET)

24. Evaluation CapacityEstablishing Measurable Outcomes • What schools have been trained and are active? • How well are schools implementing PBIS? • What impact does PBIS have on student behavior? Achievement?

25. MonitoringOutcomes • Team Implementation Checklist • SWIS • SET • Coaches Checklist • Staff Survey • Satisfaction Surveys • Implementation Phases Inventory (IPI)

26. Evaluation Tools Access 2003 Database • Data entry/storage • Report Generation

27. Evaluation Tools Maryland website www.pbismaryland.org Various levels: Any user Team/coach LSS Point of Contact State Team Maryland Forms Matrix Access Database SWIS PBS surveys (www.pbssurveys.org)

29. How Well are Schools Implementing? • Systems-wide Evaluation Tool (SET) • Annually • 7 Features of SW Implementation • Implementation Phases Inventory (IPI) • Semi-annually • Levels of SW: Preparation, Initiation, Implementation, and Maintenance

30. School-Wide Evaluation Tool35 Coaches trained as SET assessors15 Contractual SET assessors • 97 SETs completed 2004 • 154 SETs completed 2005 • 104 schools have at least two SET scores • 80% Total score is considered Maintenance Phase (IPI) • All regions met 80% criterion across schools • 69% increase after one year of implementation

31. SET Scores by Region

32. PBIS Maryland

33. Project Target PROJECT TARGET Evaluating PBIS in Maryland Dr. Catherine Bradshaw Center for the Prevention of Youth Violence Johns Hopkins University

34. Randomized Trial of PBIS: Project Target Project Target Sample • 37 Elementary Schools • Allegany(7), Anne Arundel(4), Baltimore (13), Charles(11), & Washington(2) • 3,057 Staff & 20,246 Students Design • Randomly Assigned • 21 PBIS • 16 Comparison • Baseline plus 4 years Funding : NIMH & CDC to the Johns Hopkins Center for the Prevention of Youth Violence

35. Data Collected Project Target • Disruptive behavior • Teacher Observation of Classroom Adaptation (TOCA; Werthamer-Larsson et al., 1991) • Student Interactions in Specific Settings(SISS; Cushing & Horner, 2002) • Office discipline referrals (SWIS; School-Wide Information System) • Academic information • Attendance • Academic performance • School climate • School Climate Survey (Haynes, Emmons, & Comer, 1994) • Organizational health • Organizational Health Inventory (Hoy et al., 1990) • Implementation fidelity • System-wide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Horner, 2001) • Staff Survey (Sugai, Todd, & Horner, 2000)

36. Implementation of PBIS * * Notes. No significant differences between groups at baseline, but differences at all other years, p<.05.

37. Impact of PBIS on Organizational Health Mean OHI Note. Adjusted means from 3-level model in Mplus. Intervention effect on slope of overall OHI significant at p<.05.

38. Summary of Preliminary Findings from Project Target • PBIS schools have high program fidelity • PBIS increased organizational health • Some positive effects on student outcomes • Behavior problems in classroom • Reduced office discipline referrals • Reduced suspensions Project Target

39. Lessons Learned • Establish 3-5 Year Commitment • Designate State Leader(s) • Establish Diversified State Leadership Team • Establish Coaching Model • Establish Accountability Model • Monthly Reports • Site Visits • Data Collection • Exemplars

40. Anticipated Growth50% of MD Schools will be trained by 2010

41. MARYLANDYears 5-10 • Expanded State Leadership Team • State-Level Advisory Committee • Management Team • Mental Health Integration Grant

42. Goal 1: Increase state coordination by identifying regional coordinators for Southern, Central, Eastern and Western Maryland. Goal 2: Increase evaluation capacity by expanding web site functionality i.e. online tutorials, data submission and retrieval. Goal 3: Increase local training capacity by identifying training coordinator(s). Goal 4: Increase visibility by identifying an individual to write grants, develop marketing material and interface with outside agencies. 5 YEAR GOALS

43. Useful Web Links • Maryland • www.pbismaryland.org • Oregon • www.pbis.org

44. CONTACT INFORMATION Milt McKenna – Maryland State Department of Education, mmckenna@msde.state.md.us, 410-767-0304 Susan Barrett - Sheppard Pratt Health System, sbarrett@pbismaryland.org, 410-938-3650 Jerry Bloom – Sheppard Pratt Health System, jbloom@pbismaryland.org, 410-938-4661 Catherine Bradshaw – Center for the Prevention of Youth Violence, Johns Hopkins University, cbradsha@jhpsh.edu 410 502-2587 Tim McCormick – Maryland State Department of Education, tmccormick@msde.state.md.us, 410-767-0736