Positive Behavioral Interventions and Supports: A process for selecting evidence based practices pbismaryland Susan Barr

1. Positive Behavioral Interventions and Supports: A process for selecting evidence based practices www.pbismaryland.org Susan Barrett sbarrett@pbismaryland.org Jerry Bloom jbloom@pbismaryland.org

2. pbis.org

4. PBIS Maryland Our 9th Year!!! 561 Teams, 383 Coaches, 3.5 State Coordinators, 11 District Coordinators 24 Local School Systems, 1400 Schools, 700 schools projected to be involved by 2010 3.5 million hits on www.pbismaryland.org since March 2006 Strengths- Evaluation Capacity, Website, Coaching (Local) Capacity State Department, Higher Education, Non Profit Behavior Health System Worries- Competing Initiatives, “Shelf Life”, shrinking federal dollars

5. Objectives • Describe PBIS as a process • Describe The PBIS Maryland Initiative • Using the Data for Decision Making • Discussion

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

7. PBIS/PBS/EBS/EBIS/ESD…etc • Positive Behavior Support (PBS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavior Support (PBS) is a process that offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.

8. KEY • Behavior is functionally related to the environment

9. 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!!!

10. ACT I:Why would we consider SWPBS?

11. SW-PBS- “All The Buzz” • The Potential Problem with “The Buzz” • Practices seem to be “influenced by fads and fashions that are adopted overenthusiastically, implemented inadequately, then discarded prematurely in favor of the latest trend” • Walshe and Rundall (2001) reporting on health systems

12. Bills in Congress aim to strengthen, coordinate PBS efforts State positive behavior support programs would get a boost in funding and federal support under two proposals being considered in Congress. They are under committee review. • The Reducing Barriers to Learning Act of 2007 (H.R. 3419) would establish an Office of Specialized Instructional Support Services in the Education Department that would award grants to states to hire coordinators to oversee specialized instructional support services, which could include all types of related services, such as speech, behavior and counseling therapy. • The Positive Behavior for Effective Schools Act (H.R. 3407 and S. 2111) would add PBS language into a reauthorized NCLB, encouraging states and districts to use Title I money for PBS efforts.

13. Response to Intervention Response to Intervention (RtI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005).

14. “Schools today are different than they used to be…” • Higher academic pressure • Fewer positive role models for students • More students who are different than similar • Students are “needier” • More issues with disruptive behavior

15. Our Solutions… PLAN A: PLAN B: Magic Fairy Dust Get rid of the bad apples

16. How do we react to problem behavior? • “Joseph, I’m taking your book away because you obviously aren’t ready to learn. That’ll teach you a lesson.” • “Rodney, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.” • “You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.” • “Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”

17. The “Get Tough” approach:Assumption that “problem” student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of aversives • Will be better tomorrow…

18. “A punitive school discipline environment is a major factor contributing to antisocial behavior problems.” Mayer, 1995 “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may increase subsequent antisocial behavior.” Hemphill et al., 2006

19. Science and our experiences have taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented with aversive consequences …Do learn better ways of behaving by being taught directly & receiving positive feedback

20. Our Solutions… PLAN A: PLAN B: PLAN C: Magic Fairy Dust Get rid of the bad apples A professional development day

21. One-Shot Professional Development:The “train & hope” approach • React to identified problem • Hire expert to train staff • Expect & hope for implementation • Wait for new problem…

22. Our Solutions… PLAN A: PLAN B: PLAN C: PLAN D: Magic Fairy Dust Get rid of the bad apples A professional development day Take a systems-level approach to student (and adult) behavior

23. What would a positive, encouraging school climate look like? • Students know what is expected of them and choose to do so because they: • Know what to do • Have the skills to do it • See the natural benefits for acting responsibly • Adults and students have more time to: • Focus on relationships • Focus on classroom instruction • There is an instructional approach to discipline • Instances of problem behavior are opportunities to learn and practice prosocial behavior

24. Social Responsibility & Academic Achievement Positive behavior Support Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behavior OUTCOMES Not limited to any particular group of students…it’s for all students Supporting Decision Making Supporting Staff behavior DATA SYSTEMS Not new…its based on long history of effective educational practices & strategies PRACTICES Supporting Student behavior

25. School-wide PBS Goals • Build systems that make it easier to teach • Create environments that encourage (rather than discourage) prosocial behavior • Teachall students what is expected • Provide a continuum of behavior support to students who need more support to be successful

26. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE behavior SUPPORT ~30% ~20% ~35% ~45% ~35% of Students

27. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE behavior SUPPORT ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk behavior Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

28. What isSchool-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Continuum of consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

29. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

30. School-wide Systems(All students all settings all times) Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

31. Four Basic Recommendations: • Never stop doing what is already working • Always look for the smallest change that will produce the largest effect • Avoid defining a large number of goals • Do a small number of things well • Do not add something new without also defining what you will stop doing to make the addition possible. • Collect and use data for decision-making

32. Common Errors • Define solution before the problem • Define broad problem that does not allow people to focus on • functional solutions • “Students are behaving in a disrespectful manner” • Failure to use data to confirm/define problem • Agree on solution without plan for implementation or evaluation • Agree on solution but never re-visit if solution was implemented • or effective • Serial problem solving without decisions • Many solutions….limited implementation

33. From Problem to Precise

35. Precise or Primary ???

39. PBS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

40. PBIS Maryland Our 9th Year!!! • 559 Teams, 383 Coaches, 3.5 State Coordinators, 8 District Coordinators • 24 Local School Systems, 1400 Schools, • 700 schools projected to be involved by 2010 • 3.5 million hits on www.pbismaryland.org since March 2006 Strengths- • Evaluation Capacity, Website, Coaching (Local) Capacity • State Department, Higher Education, Non Profit Behavior Health System Worries- Competing Initiatives, “Shelf Life”, shrinking federal dollars

41. PBS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

42. Political Support PBIS was part of the top ten MSDE state supplemental budget request for FY’ 00-FY’ 07. Statutory Mandate: Section 7-304.1 Of the Annotated Code of Maryland • In this section, “Positive Behavioral Interventions and Support Program” means the research-based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn. • Each county board of education and the Board of School Commissioners of Baltimore City shall require an elementary school that has a suspension rate that exceeds 18 percent of the elementary school’s enrollment to implement: • A Positive Behavioral Interventions and Support Program; or • An alternative behavioral modification program in collaboration with the Department. • The State Board shall adopt regulations to implement the provisions of this section.

43. Section 7-304.1 Of the Annotated Code of Maryland • In this section, “Positive Behavioral Interventions and Support Program” means the research-based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn. • Each county board of education and the Board of School Commissioners of Baltimore City shall require an elementary school that has a suspension rate that exceeds 18 percent of the elementary school’s enrollment to implement: • A Positive Behavioral Interventions and Support Program; or • An alternative behavioral modification program in collaboration with the Department. • The State Board shall adopt regulations to implement the provisions of this section.

44. State Leadership and New Administration in Maryland • Dr. Nancy Grasmick continues to be the State Superintendent of Schools. In Maryland this is not an “at will” leadership role and she has been at the helm under 4 governors. • New Governor Martin O’Malley, formerly Mayor of Baltimore City. • During the campaign his team published an Education “white paper” which highlighted PBIS and the need for it to be implemented in more schools • He recently went to one of our PBIS schools for a visit with the County leadership and engaged in a conversation with the PBIS Coordinator in the school for some time.

45. PBS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

46. Multiple levels of Marketing and Visibility • State and Local Level: Presentations, Trainings, Stakeholder meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound) • Multiple Media: Visual, Face to Face, Written, Website Newsletter • Multiple Audiences: School Administrations and Instructional Leaders; University staff; Legislators, Potential alternative funders; State and Local Political appointees; Juvenile Justice; Vendors in the System of Care; Parent and other advocacy organizations; Community Members

47. PBS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

48. State funding of Maryland’s PBIS Initiative • State Education Agency: MSDE has provided funding for the expansion and sustainability of PBIS since 1999, using a combination of federal and state general dollars. At this time the state provides 2.5 FTE’s (Student Services branch and Special Education) and an annual operating budget to support training activities. • Federal funds support the Evaluation efforts at Hopkins • Sheppard Pratt provides 1.5 positions • Implementer partner- grant provides support for one position

49. Funding Issues • While PBIS has been one of the top ten line items of the Maryland State Department of Education supplemental budget request FY’ 00- FY’ 07, there has been no specific line item budget established for PBIS. • Federal Funds are continuing to shrink which indirectly impacts the priorities for utilization of Discretionary funds at the Department. • Initiative outgrew last year’s (2006) training model and budget.

50. Funding Reality • Need to institutionalize funds for PBIS by creating line item budget (FY 2009) • Expansion activities vs. Sustainability activities • Top-down discussions with Leadership in Local School Systems • Alternative Funding Sources