Building on Success: Developing a Model for System-Wide Implementation of PBIS

1. Building on Success:Developing a Model for System-Wide Implementation of PBIS Joan Ledvina Parr Linda Marchineck Margaret Grady Kidder Baltimore County Public Schools

2. Baltimore County Public Schools • 25th largest school system in the nation • 108,015 students • 162 schools • 103 Elementary • FARMS 35.9%, Mobility 11.3%, LEP 3.3%, • 27 Middle • FARMS 33.1%, Mobility, 14.3% LEP 1.1% • 26 High • FARMS 19.6%, Mobility, 15.2% LEP 1.1% • 6 Other • 17,000 Employees including 8,200 teachers

3. PBIS in Baltimore County • Coordinated through the Department of Student Support Services • Mr. Dale Rauenzahn, Executive Director • Mrs. Patsy Holmes, Director • Dr. Margaret Grady Kidder, Coordinator • Dr. Joan Ledvina Parr, Coach Facilitator/SWIS Facilitator • Ms. Linda Marchineck, IST/PBIS Coach/SWIS Facilitator • Ms. Susie Swindell, Coach/SWIS Facilitator • 32 PBIS Schools and 24 Coaches participate

4. Maryland PBIS Partnership and Collaboration

5. 1998 Collaboration: MSDE and Sheppard Pratt Health System 99 Tough Kids Tough Times Forum 15 Schools Trained Statewide 1 BCPS ES Trained Maryland Summer Institute 2000 1 BCPS ES Trained Maryland Summer Institute 2001 2 ES and 2 MS Trained Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002 Maryland Summer Institute 2002 7 ES and 4 MS Trained Maryland Summer Institute 2003 3 ES, 2 MS, 4 HS Trained Maryland Summer Institute 2004 4 MS and 2 HS Trained History of PBIS in Maryland and BCPS Schools Trained in PBIS

6. Universal Interventions All schools are encouraged to use the BCPS Positive Behavior Planning Guide BCPS Schools Total Schools 103 Elementary 27 Middle Schools 26 High Schools 6 Other Schools Targeted Interventions Selected schools are invited to participate in PBIS Training Schools selected by suspension rates Schools self-select based on their School Improvement Plan PBIS Schools 14 Elementary 12 Middle Schools 6 High Schools Positive Behavioral Support in Baltimore County

7. Baltimore County 2004-2005 162 Schools: 32 Schools are PBIS Schools Secondary Prevention: Targeted Interventions include training schools in PBIS 20 % Primary Prevention: Universal Interventions for all schools include using the Positive Behavior Planning Guide 80% of Schools

8. Basic Concepts of PBIS School Teams are Trained at the Summer Institute sponsored by Maryland State Department of Education, Sheppard Pratt Health System, and the Johns Hopkins University The following training materials are adapted from the PBIS model as developed by George Sugai and Rob Horner, University of Oregon

9. Process for Supporting Behavior and Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making DATA SYSTEMS PRACTICES Supporting Student Behavior

10. Key Elements of PBIS School-wide behavior planning is based on a balance of four key elements: • Clearly specified OUTCOMES that are related to behavior and student achievement • SYSTEMS that support staff buy-in and sustained use of effective practices • DATAgathered by the school to make decisions about improving behavior and learning • Evidence-based PRACTICES and interventions that are effective for staff and students

11. Positive Behavior Support Supporting Decision Making Supporting Staff Behavior DATA office discipline referrals PBIS self assessment survey all staff (parents/students?) input academic progress attendance direct observation school improvement goal progress SYSTEMS School wide Non classroom Classroom Individual students PRACTICES define (behav. expect. & routines) teach acknowledge correct follow up & feedback consensus & collaboration Supporting Student Behavior

12. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systemsfor Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

13. Consistent implementation of Voluntary State Curriculum On-going curriculum-based assessments Differentiated instruction Intensive special education interventions and services School-wide positive discipline Effective classroom organization and behavior management Targeted interventions for groups of students Individualized interventions for specific students like FBA/BIP’s Academic and Behavioral Interventions

14. PBIS School-wide InterventionsOverview • Establish commitment and maintain team • Establish school-wide expectations • Establish an on-going system of rewards • Establish a system for responding to behavioral violations • Establish a data system to monitor progress and aid in decision making • Arrange for consistent implementation and utilize district level support

15. 1. Establish commitment and maintain team • Establish PBIS Leadership Team • Strong, administrative support • School-wide representation on PBIS Team • Secure school-wide agreements and supports • Strive for “full” (>80%) faculty participation • Prioritize resources (time, materials, cost) • Plan on a 3 – 5 year commitment • Establish a data-based action plan • Use the PBIS Staff Survey results • Use behavioral incident data (office referrals, etc.)

16. 2. Establish school-wide expectations • Develop rules of behavior • 3 to 5 positively stated rules • Easy to remember • Apply to all students, settings, and staff • Develop a matrix of expected behavior in target contexts • Contexts include: classrooms, hallways, gym, cafeteria, common areas, bus loading zone, etc. • Teach the expected behaviors using an instructional approach • Directly teach (tell/explain, model/show, practice, give reminders and pre-corrections) • Actively supervise • Positively reinforce

17. High 5’s Be respectful Be responsible Be there, be ready Follow directions Hands/feet to self The Respect School Respect others Respect property Respect yourself Formula 4 Success = Respect Responsibility Ready-to-learn Re-thinking The 5 Be’s Be kind Be safe Be cooperative Be respectful Be peaceful Code of Conduct I am respectful I am responsible I am safe I am prepared Respect + Responsibility = Pride Show respect Show responsibility Develop Rules of Behavior

18. Viking Code of Conduct Be respectful Be responsible Be ready Eagle PRIDE P reparation R esponsibility I ntegrity D iligence E arn Respect RAMS Rules R esponsibility and Respect A cademic Achievement M otivation S uccess Tenets of Kenwood Pride B e there and prepared L ive responsibly U phold integrity E arn and give respect Develop Rules of Behavior

19. Matrix of Expected Behavior

20. 3. Establish an on-going system of rewards • Acknowledge expected behavior • Use tangible rewards and acknowledgements • High 5’s, coupons, gotchas, etc. • Use social recognition • Assemblies, bulletin boards, names over the intercom • Use guidelines • Fade tangibles • Schedule strategically • Maintain 5:1 positive to correction ratio

21. 4. Establish a system for responding to behavioral violations • Develop an agreement about which behaviors are handled in the classroom and which are office managed • Use verbal redirection, teacher consequence, and/or office referral • Use pre-correction and restatement of expected behaviors

22. 5. Establish a data system to monitor progress and aid in decision making • Utilize a data management system, e.g., SWIS • Develop procedures for ongoing monitoring and evaluation • Meet regularly to review data and implement interventions

23. 6. Arrange for consistent implementation and utilize district level support • Develop targeted interventions for groups of at-risk students • Build capacity for function-based support in order to develop individualized plans for specific students (FBA/BIP’s) • Connect PBIS Team with School Improvement Team and Student Support Team • Utilize district level support and other leadership resources

24. How Baltimore County Supports its PBIS Schools • Levels of PBIS Support include • School-based team • Strong, administrative leadership is encouraged • School-wide representation on PBIS team • PBIS Coach assigned to school team • Provides expertise on the PBIS process, behavior analysis, and data interpretation • MSDE/BCPS Leadership Teams • Provides consultation and support

25. Phases in the BCPS Model of PBIS Training as a Support to the Summer Institute Training • Phase 1—Administrator Commitment • Spring Forum arranged and Coach Facilitator consults • Phase 2—Training the PBIS School Team • Coach assigned to each school • Phase 3—Implementing PBIS within the School • Coach, Coach Facilitator, and BCPS Leadership Team assists

26. Phase 1—Administrator Commitment • Administrators of identified schools attend a Spring Forum to learn about PBIS • Follow-up meeting with the Coach Facilitator to share information such as: • School rules • Matrix of expected behaviors • Classroom managed vs. office managed behaviors • Flowchart of the disciplinary process • Gotcha and recognition tickets

27. Phase 1—Administrator Commitment(continued) • School completes a Staff Survey to document areas of concern • The new school is encouraged to send faculty members to visit exemplar PBIS schools within Baltimore County

28. Phase 2—Training the PBIS School Team • PBIS school team members attend the Summer Institute hosted by MSDE-SPHS-JHU • School teams begin to plan their implementation of PBIS • They attend a poster session of exemplar schools and dialogue with those schools’ representatives • BCPS Coach Facilitator follows up with new school teams throughout the summer to provide guidance

29. Phase 2—Training the PBIS School Team(Continued) • School teams develop their products and plan for teacher training the first week of school • Each school is assigned a coach who works with that school during the planning as well as implementation phases • Schools are encouraged to review and adapt the work of experienced PBIS schools • Lesson plans • Teacher training models • Incentive programs for students and staff • Acknowledgement assemblies • Motivational strategies for students and staff

30. Phase 3—Implementing PBIS within the School • PBIS team trains faculty about PBIS concepts • Works best with multiple leaders training small groups • Encourage discussion and questions • Faculty is given samples of all products and trained in their use • Gotchas • Minor incident reports (for teacher managed behavior) • Office referrals • Rules are posted in all classrooms, hallways, and throughout the building

31. Phase 3—Implementing PBIS within the School (continued) • Gotchas are collected and reinforcement systems are implemented • Students are acknowledged for appropriate behavior • Staff are acknowledged for their support of the program • Office referrals are logged into the SWIS system and are analyzed

32. Phase 3—Implementing PBIS within the School (continued) • PBIS Team meets at least monthly to coordinate on-going implementation, analyze data, and develop new interventions • Schools are encouraged to maintain a binder with all their school products, team notes, and other information for reference • A coach works with every school team to provide additional support, PBIS knowledge, and behavioral expertise • Schools are encouraged to attend state level and county level PBIS meetings for new ideas and support

33. Baltimore County Schools Trained in PBIS

34. Baltimore County Schools Trained in PBIS

35. Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS (6) (6) (9) (11)

36. How Well are Schools Implementing Concepts of PBIS? • School Self-Report (Form A) • Completed monthly • Measures the number of critical features (22) in place • System-wide Evaluation Tool (SET) • Observational data from independent assessor • Completed annually • Measures the 7 features of school-wide implementation • Implementation Phases Inventory (IPI) • Completed semi-annually • Measures 4 levels of implementation • Measures 36 critical elements

37. Self-Report Data from Elementary SchoolsForm A—Percentage of features in place

38. Self-Report Data from Middle SchoolsForm A—Percentage of features in place

39. Self-Report Data from High SchoolsForm A—Percentage of features in place

40. Self-Report Data from Form APercentage of Features in Place

41. Systems-Wide Evaluation Tool (SET) • Research quality tool for assessing Universal/School-wide PBIS • External person spend 2 hours at school, reviewing documents, interviewing staff, interviewing students. • PBIS is “in place” with a score of at least 80% Total • Measures 7 critical features of PBIS

42. Seven Critical Features of SET Seven critical features of PBIS listed, defined, and scored within SET: • Behavioral Expectations Defined • Behavioral Expectations Taught • On-Going System for Rewarding Behavioral Expectations • System for Responding to Behavioral Violations • Monitoring and Decision-Making • Management • District-Level Support

43. Pre- and Post-Training SET Scores

44. Implementation Phases Inventory (IPI) • Features of PBIS listed, defined and scored to obtain scores in the following categories: • Preparation Phase • Initiation Phase • Implementation Phase • Maintenance Phase • Percentage of the 36 Critical Elements also obtained

45. Percentage of Baltimore County PBIS Schools and their Implementation Phases (7) (8) (6) (5) Based upon 26 schools

46. Implementation Phases Inventory—Percentage of Critical Features in Place

47. Discipline Data:Suspensions & Expulsions • Elementary School • Middle School • High School

48. Elementary SchoolSuspensions & Expulsions

49. PBIS Elementary SchoolsAverage Number of Suspensions & Expulsions per Year

50. PBIS Middle SchoolsSuspensions & Expulsions