Maryland’s State Implementation Strategies, Successes, and Outcomes www.pbismaryland.org Andrea Alexander Maryland State

1. Maryland’s State Implementation Strategies, Successes, and Outcomes www.pbismaryland.org Andrea Alexander Maryland State Department of Education aalexander@msde.state.md.us Jerry Bloom Sheppard Pratt Health System jbloom@pbismaryland.org

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

3. Pennsylvania West Virginia Delaware D.C. Virginia

4. Coordination/ Collaboration 1999 - 2007

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

7. 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: 1 FTE and partner agency with National TA Center

8. 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.

9. Funding Reality • Need to institutionalize funds for PBIS by creating line item budget (FY 2009) • State Department can no longer identify funds to support the entire PBIS effort • Expansion activities vs. Sustainability activities • Top-down discussions with Leadership in Local School Systems • Alternative Funding Sources

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

11. Multiple levels of Visibility • State and Local Level: Presentations, Trainings, Stakeholder meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound) • Multiple Media: Visual, Face to Face, Written, Website • 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

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

14. 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.

15. 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 and 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.

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

17. 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 • Juvenile Justice • Governor’s Office of Children • University of Maryland • Department of Health and Mental Hygiene Management Team-Core Group MSDE, JHU, Sheppard Pratt

18. Mental Health Integration Grant • MARYLAND STATE DEPARTMENT OF EDUCATION • THE UNIVERSITY OF MARYLAND, BALTIMORE, ON BEHALF OF ITS CENTER FOR SCHOOL MENTAL HEALTH ANALYSIS AND ACTION • DEPARTMENT OF JUVENILE SERVICES • GOVERNOR’S OFFICE FOR CHILDREN • MENTAL HYGIENE ADMINISTRATION • THE MENTAL HEALTH ASSOCIATION OF MARYLAND • THE MARYLAND COALITION OF FAMILIES FOR CHILDREN’S MENTAL HEALTH • MARYLAND ASSEMBLY ON SCHOOL-BASED HEALTHCARE • SHEPPARD PRATT HEALTH SYSTEM

19. 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

20. District Level Phases

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

22. Schools Trained and Active

23. Maryland Annual Events • Spring Forum • March 27, 2007 • Coaches and New Team Institute • Coaches ~ July 9, 2007 • Elementary ~ July 10 – 11, 2007 • Secondary ~ July 11 – 12, 2007 • Returning Team by Region • Central Region 1 ~ July 16 – 17, 2007 • Eastern Shore ~ July 17 – 18, 2007 • Western Region ~ July 18 – 19, 2007 • Central Region 2 ~ July 19 – 20, 2007 • Southern Region ~ August 2 – 3, 2007 • Coaches Meetings (4/year) • Regional Team Leader/Coach Meetings (2/year) • Schools serving students with special needs - MANSEF (2/year) • High Schools – (2/year)

24. Spring Forum • Purpose: Recruitment and Engagement • 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

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

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

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

28. Behavior Support Coaches • 283 Behavior Support Coaches • Itinerant positions/funded by LSS • Meet 5 times/year • Networking • Regional Meetings • Workgroups • Coaches Reception • Coaches Newsletter/Coaches Calendar • Coach = Recruiter 8 LSS Coordinators

29. Roles of Coach • Sustainability & Accountability • Hands-on technical assistance • Guide problem solving • Local training • Team start-up & sustainability • Public relations/communications • Support local leadership • Local coordination of resources • Provide prompts & reinforcers

30. 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.)

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

32. 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?

33. MonitoringOutcomes • Team Implementation Checklist • SWIS • SET • Coaches Checklist • Staff Survey • Satisfaction Surveys • Implementation Phases Inventory (IPI) • Benchmarks of Quality (BOQ)

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

35. 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)

36. 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

37. School-Wide Evaluation Tool35 Coaches trained as SET assessors15 Contractual SET assessors • 97 SETs completed 2004 • 154 SETs completed 2005 • 157 SETs completed 2006 • 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

38. SET Scores by Region

39. PBIS Maryland

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

41. 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

42. 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)

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

44. 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

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

46. Goal 1: Implement State/District Implementation Phases using new Management team Assignments to align with the new Funding, Training realities that have been established. Goal 2: Get Line Item Budgets for PBIS at the State and District levels in FY 2009 Goal 3: Increase evaluation capacity by expanding web site functionality i.e. online tutorials, data submission and retrieval. Goal 4: Increase state, regional and local training capacity by developing training curriculum and process for developing Maryland's cadre of trainers. Goal 5: Increase visibility by seeking additional funding to fund grant writing, and curriculum development. 5 YEAR GOALS

47. Lessons Learned • Pacing • Be Patient • Exemplar • Feedback • Social Marketing-target audiences • Role of Coach • Process