TECBD Conference November, 2006 Howard S. Muscott, Ed.D. Co-Director, NH CEBIS

1. Implementing Positive Behavioral Interventions and Supports with Fidelity in PBIS-NH Schools TECBD Conference November, 2006 Howard S. Muscott, Ed.D. Co-Director, NH CEBIS hmuscott@rivier.edu; 206-6891 www.nhcebis.seresc.net (For handouts)

2. To Our PARTNERS, We Thank You! NH Department of Education Virginia Irwin, Robert Wells, Deb Grabill NH Department of Health and Human Joe Perry Services, Bureau of Behavioral Health APEX Initiative JoAnne Malloy Alliance for Community Supports Gail Cormier Granite State Federation of Families Kathleen Abate, Linda Thomas NAMI-NH Michael Cohen Developmental Disabilities Council Alice Porembski SERESC, Inc. Antonio Paradis & Becky Berk Rivier College Charles Mitsakos University of New Hampshire, Keene State College, Plymouth State University Granite State College Mary Ford PBIS Center, University of Oregon George Sugai, Rob Horner Illinois EBD Network Lucille Eber New Hampshire Connections Dawn Marquis Maryland PBIS Susan Barrett

3. Agenda • PBIS-NH • Stages of Implementation • PBIS Features • Training and Technical Assistance • NH Outcomes

4. What is PBIS? PBIS is a sustainable, proactive process that improves social, behavioral, and academic outcomes through positive, preventive evidence-based strategies, collegial and collaborative teaming, and data-based decision-making. Muscott & Mann, 2003

5. PBIS Support Systems Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

8. Mission of the NH Center for Effective Behavioral Interventions and Supports The Center’s mission is to foster the development of safe, caring, respectful schools where learning is a primary focus, and all members of the community, including students with emotional or behavioral disorders, are valued and experience success and joy each day.

9. PBIS-NH Training and Technical Assistance • Training for all three tiers, coaches, SWIS, and district level support teams • Begins with Universal System, then Targeted and Intensive -- Spiraled • 3 Years of Support • Facilitation at training • On-site facilitation ½ day per month • Resources provided free of charge

10. Taking it to Scale in New Hampshire NH Div. Behav-ioral Health NH Dept. of Educa-tion Visibility Political Support Funding System Of Care NH Connec-tions SOC NAMI NH CEBIS Leadership Team Active Coordination Facilitation on Site Evaluation Training PBIS-NH in ECE and schools with District, SAU Support Universal, Targeted, Intensive Teams, Internal Coaches

11. 124 104 70 31 Note: 2 schools have dropped out in 4 years

12. C 1-3: 2002-2005 ECE 39 Elementary 35 Middle 10 High School 6 Multi-Level 11 Alternative 4 Total 104 124 Sites Participating in PBIS-NH Cohort 4: 2005-2006 • ECE 0 • Elementary 14 • Middle 1 • High School 1 • Multi-Level 0 • Alternative 4 • Total 20 Totals • ECE 39 • Elementary 49 • Middle 11 • High School 7 • Multi-Level 11 • Alternative 8 • Total 124

13. Positive Behavioral Interventions and Supports-New Hampshire 124 Participating Sites – Pre- and K-12 Schools, 2005-06 School Year Lakes Region (20) Andover ES/MS (K-8) – Andover (3) Belmont ES (P-4) – Belmont (1) Franklin MS (5-8) – Franklin (1) Franklin HS (9-12) – Franklin (1) Henry Wilson School (4-6) – Farmington (3) Henry Wilson Memorial (7-8) – Farmington (4) Jennie D. Blake ES (K-6) – Hill (4) Kenneth Brett School (K-8) – Tamworth (2) Kingswood Regional HS (9-12) - Wolfeboro (2) Madison Elementary (K-6) – Madison (4) Milton Elementary (K-6) – Milton (4) Paul Elementary (1-8) – Sanbornville (4) Pittsfield ES (K-6) – Pittsfield (3) Sanbornton Central (K-5) – Sanbornton (3) Southwick ES (3-5) – Winnisquam (2) Spaulding Youth Ctr. (1-12) – Tilton (3) The Tobey School (6-12) – Concord (4) Union Sanborn (P-2) – Winnisquam (2) Valley View ES (K-3) –Farmington (2) Winnisquam MS (6-8) – Tilton (1) North Country Region (14) Daisy Bronson JH (7-8) – Littleton (2) Easter Seals School (1-12) – Lancaster (4) Jefferson Elementary (P-5) – Jefferson (4) Lancaster Elementary (P-8) – Lancaster (4) Linwood School (K-5) —Lincoln (1) Lin-Wood School (6-12) – Lincoln (2) Lisbon Regional (6-12) – Lisbon (2) Lisbon Regional Elementary (K-5) - Lisbon (4) Littleton HS (9-12) – Littleton (2) Milan Village School (K-6) – Milan (2) Mildred Lakeway ES (K-6) — Littleton (1) Pine Tree ES (K-6) - Center Conway (2) Profile (7-12) — Bethlehem (1) Whitefield ES MS (1-8) — Whitefield (1) Central Region (41) Academy of Learning & Tech (6-9) - Nashua (4) Amherst Street School (K-5) – Nashua (4) Armand Dupont (5-8) – Allenstown (2) Bartlett ES (P-4) - Goffstown (2) Belknap-Merrimack Head Start – Manchester (5 sites) (2) Chester Academy (1-8) – Chester (3) Creative Years Child Dev & Learning Ctr. – Nashua (3) Derry Early Education Program (Pre) – Derry (3) Florence Rideout (K-6) – Wilton (2) Fred C. Underhill ES (K-2) — Hooksett (1) Henry Moore School (1-8) – Candia (2) Hillsboro-Deering ES (P-5) – Hillsborough (3) Hooksett Memorial School (3-5) – Hooksett (2) James Mastricola ES (R-4) — Merrimack (1) Jolicoeur School (1-12) – Manchester (2) Litchfield MS (5-8) – Litchfield (2) Mastricola Upper Elementary (5-6) – Merrimack (3) Matthew Thornton Elementary (1-5) – Londonderry (4) Mt. Pleasant (K-6) – Nashua (3) New Boston Elementary (P-6) – New Boston (4) Rivier Early Childhood – Nashua (3) RSEC Academy (6-12) – Amherst (2) Sandown North ES (1-3) – Sandown (3) South Londonderry ES (1-5) – Londonderry (2) Southern NH Svcs. Head Start – Manchester (5 sites) (1) Southern NH Svcs. Head Start –Nashua (4 sites) (3) Southside Middle School (6-8) – Manchester (3) Summit School (9-12) – Amherst (2) Thorntons Ferry ES (R-5) – Merrimack (1) VNA Childcare – Manchester (2) Southwest Region (21) Bluff ES (P-5) — Claremont (1) Canaan ES (K-4) – Canaan (3) Claremont MS (6-8) – Claremont (1) ConVal High School (9-12) – Peterborough (4) Cutler School (4-6) — Swanzey (1) Disnard ES (K-5) – Claremont (1) Dublin Consolidated (K-5) – Dublin (3) Maple Avenue ES (K-5) – Claremont (1) Newport MS (6-8) – Newport (2) Peterborough Elementary (K-4) – Peterborough (4) Pierce Elementary (K-4) – Bennington (4) South Meadow MS (5-8) — Peterborough (1) Southwestern Comm. Svcs. Head Start – Keene (7 sites) (3) Unity (1-8) – Unity (1) Southeast Region (29) Chamberlain St. School (K-5)– Rochester (3) Dover MS (5-8) – Dover (1) Dover HS (9-12) — Dover (1) Ellis School (1-8) – Fremont (2) Garrison ES (K-4) – Dover (1) Hilltop ES (1-4) - Somersworth (1) Horne Street ES (K-4) – Dover (1) Maplewood ES (P-4) – Somersworth (2) McClelland School (K-5) – Rochester (4) Newmarket Jr/Sr High (6-12) – Newmarket (3) Odyssey House (6-12) – Hampton (4) RCA Head Start - Portsmouth (9 sites) (2) Seabrook Middle School (5-8) – Seabrook (4) Somersworth MS (5-8) — Somersworth (1) Strafford County Head Start – (6 sites) (3) Woodman Park ES (P-4) – Dover (1) ( ) indicates cohort 11/19/2014

14. Schools Interest Awareness Families PBIS-NH Stages of Implementation Muscott, Mann, & Berk 2005 Sustainability Readiness Implementation Youth Communities

15. Readiness Requirements for PBIS-NH Systems Change • Interest meeting with stakeholder group including principal or program director • Letter of interest and intent from principal or program director • Full faculty meeting to discuss PBIS implementation • Information shared with families • Family representation on Universal Leadership Team • 80% or better faculty buy-in obtained through vote or consensus • Superintendent or Executive Director sign off • 3-year commitment to teams, training, technical assistance, and data-based decision-making • Application made to NH CEBIS

16. “NH CEBIS is an outstanding best practice of a teaching and learning model, and is an excellent example of collaboration of several institutions of higher learning working together to serve the state.” Denise Maslakowski, Ed.D. Associate Vice President Plymouth State University

17. “The commissioner is consistent in how he states the four pillars of this initiative. The first is social. The second is emotional. The third is physical and the fourth is academic. We believe that if you address the first three, then you have children ready to learn and be successful academically. What we're saying is every child, every day. And isn’t this what you are doing as you incorporate PBIS into your schools and organizations?” Virginia Irwin, Director of the Division of Instruction NH Department of Education at the 2006 PBIS-NH Summit

18. “I was very skeptical about this program at first. I thought, here we go again – another initiative. But I can honestly say that teaching is much easier with PBIS in place – I am now sold on this approach.” Barbara Condon, Elementary School Teacher, Merrimack school district

19. “In all of my 9 years at this school, this year had the smoothest beginning and it’s because of three words: cooperation, respect, and responsibility.” Newmarket School Principal at PBIS Rollout Open House

20. Steps for Implementing Universal Systems in PBIS-NH 1. Build a universal leadership team, meet regularly, use effective team processes, and create a mission statement Representative, Credible and Influential 2. Identify internal coach(es) Capacity for Behavior Support

21. Steps for Implementing Universal Systems in PBIS-NH 3. Self evaluate building strengths and needs and use data for action planning and decision-making Collaborative Team Checklist, Universal Team Implementation Checklist, Family Engagement Checklist, Effective Behavioral Support Survey

22. Steps for Implementing Universal Systems in PBIS-NH 4. Establish a clear set of positively stated behavioral expectations Schoolwide Expectations 5. Clearly define expected behaviors for classroom, non-classroom and home* settings (bus, bathroom, hallway/transition, playground, morning routine, TV, sleep) Behavioral Matrix Home Matrix * Optional

23. Mastricola Elementary School – Behavior Matrix

24. Playground ExpectationsAmherst Street Elementary School

25. Steps for Implementing Universal Systems in PBIS-NH 6. Establish procedures for teaching expected behavior in context and practice Yearly Teaching Schedule Teaching Matrix Teaching Tools Teaching Tools in Context

26. Yearly Teaching Schedule Fall-Holidays Initial Kick-Off Event 1st SW Teaching Plan and Recognition 2nd SW Teaching Plan and Recognition Assessment Assessment January-June 3rd SW Teaching Plan and Recognition 4th SW Teaching Plan and Recognition Assessment Assessment

27. Develop Teaching Plans to Teach Behaviors • Teaching plans are teaching scripts designed to help students learn the behavioral expectations • Each one is taught using effective instructional practices • A plan for teaching all the students is devised • Booster lessons are provided as needed

28. Schoolwide Outcomes Schoolwide Recognizing Schoolwide Teaching Team Data-Based Decision Making Assessing Effectiveness

29. Steps for Implementing Universal Systems in PBIS-NH 7. Establish a continuum to recognize/ celebrate expected behaviors Recognition Plan

30. Recognition SystemsMuscott & Mann (2006) • Step 1: Specific verbal praise paired with visible acknowledgement given at high rates. • Step 2: Specific verbal praise paired with visible acknowledgement given intermittently. • Step 3: On-going random verbal praise connected to broad expectations and designed to enhance climate and Highly visible periodic “attention grabbing: celebrations of success

31. SW Recognition Planning MatrixMuscott & Mann (2006) • In which strategic location will the behaviors be recognized? • What specific behaviors will be recognized in that location? • What is the visible acknowledgement? • How often should it be given? • Who will be recognizing the students? • When should the recognition start? • When should the next step begin? • What, if anything, happens to the visible recognition after it is earned? • How will we ensure that staff practice giving out recognition prior to implementation? • How will we know staff is implementing according to the plan? • Are there any special circumstances?

32. Evaluating SW Recognition PlansMuscott& Mann (2006) • This checklist contains 16 key activities that occur prior to, during and after implementing the schoolwide recognition plan.

33. Provide Positive ContactsSmith & Sprague (2004) • Be friendly and helpful in general • Constantly smile and wave at students as you move and scan • Be proactive • Provide at high rate • Short in duration (5-10 seconds) • Non-conditional for specific behaviors • Delivered mostly to groups not individuals

34. Positively Recognizing Expected Behaviors • Provide specific, verbal acknowledgement using words from the teaching matrix • Provide recognition at a 4:1 ratio or better of positive to corrective contacts • Provide recognition as quickly after the expected behavior as possible • Focus positive attention on problem routines • Recognize at many students as possible

35. Steps for Implementing Universal Systems in PBIS-NH 8. Establish procedures for discouraging problem behavior Definitions of Problem Behaviors (Majors vs. Minors) Office Discipline Referral Form or Form for Recording Problem Behaviors Process for Responding to Problem Behaviors Consequences for Problem Behaviors 9. Align classroom management and management of nonclassroom setting to schoolwide system Classroom Management Non Classroom Management Self-Assessments

36. Organizing Discipline Data • Definitions of Problem Behavior • Process for Responding • Office Referral Form • Data Management System • Schoolwide Information System (SWIS) www.swis.org • Ongoing Analysis

37. Behavior Definition Examples • Disruption: Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

40. SWIS – PBIS’s Data System • Maintained by University of Oregon • Web Site Based – www.swis.org • Allows easy Student Data Input • Creates Data Charts/Analysis • Assists Team in Discussing Data with Staff • Small yearly investment ($200.00)

41. Responding to Problem Behavior: Consequences or Corrections for Minor Rule Violations • Follow schoolwide procedures • Handle minor rule violations quickly, quietly, neutrally, and with positive follow-up • Respectful, non-critical, non-argumentative • Resolve privately if possible • Focus on behavior, not student • Use 2-minute rule – If the issue cannot be resolved in 2-minutes, refer to support staff or follow school procedure

42. Responding to Problem Behavior: Consequences or Corrections for Major Rule Violations • Follow school procedures for major rule violations • Be businesslike, neutral, disengage • Resolve privately if possible • Focus on behavior, not student • Follow 2-minute rule, refer or get help • If successfully resolved, acknowledge student • Precorrect for next time • Follow group and individual plans when they exist

43. Steps for Implementing Universal Systems in PBIS-NH 10.Develop a plan to formally introduce program to faculty, families, administration, and students. Rollout Plan Consider Culture of School, District or Program and Community Members Include Activities Address Communication through Multiple Mediums Embed Information in Existing Activities, Structures, and Documents

44. Steps for Implementing Universal Systems in PBIS-NH 11. Establish procedures for on-going monitoring and evaluation. Meeting Schedule and Effective Team Processes Review Assessment Information and Data Regularly On-going Use of Data for Decision-Making 12. Establish procedures for on-going communication with faculty, administration and families. Consider Culture of School, District or Program and Community Members Address Communication through Multiple Mediums Embed Information in Existing Activities, Structures, and Documents

45. PBIS-NH Outcomes • Build capacity of NH schools to support student behavior • Improve school-wide discipline systems and school climate • Improve the behavior of all students • Those without chronic problems • Those who are showing early signs of problems • Those with chronic and intense needs • Maximize instructional time to increase learning and academic achievement 5. Improve communication and collaboration among key system stakeholders • Between schools and families • Among school faculty, staff, and administration • Among schools, families, mental health, and other community service (family support) providers

46. “Our participation in PBIS has resulted in less classroom time lost to discipline referrals. The data shows us that in 2004-2005 our students gained 900 minutes of classroom time due to a decrease in behavioral incidences.” Janet Steinert Assistant Principal The Whitefield School, Whitefield

47. Outcomes for 22 Cohort 1 Schools 2004-05 • 81% of students in the “Green Zone” • 6,010 less Office Discipline Referrals (28%) • 568 fewer In-School Suspensions • 352 fewer Out-of-School Suspensions • 15, 647 Hours Regained (2,608 Days) • 10,496 for Students Learning • 2, 958 for Teachers Teaching • 2,193 for Administrative Leadership

48. PBIS-NH OutcomesResearch Question 2 Can PBIS-NH schools supported with training and technical assistance by the NH CEBIS implement and sustain a cost effective universal schoolwide system of discipline with fidelity?

49. Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001 • On-site evaluation • Review of school documents • Examination of physical space • Interview the administrator, at least ten staff and at least fifteen students • 28 items clustered in seven features • Each item is scored 0 (‘not in place”), 1 (“partially in place”), or 2 (“in place”) points

50. Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001 • The features are • Expectations defined • Behavioral expectations taught • On-going system of rewarding • System for responding to violations • Monitoring and decision-making • Management • District-level support