Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports Going to Scale in Maryland’s Local School Systems www.pbismaryland.org

2. CONTACT INFORMATION Milt McKenna – Maryland State Department of Education, mmckenna@msde.state.md.us, 410-767-0304 Susan Barrett - Sheppard Pratt Health System, sbarrett@sheppardpratt.org, 410-938-3650 Virginia Dolan - Anne Arundel County Public Schools, vdolan@aacps.org , 410-222-5321 Philip Leaf – Center for the Prevention of Youth Violence, 624 North Broadway, Baltimore, MD, 21205 pleaf@jhpsh.edu 410 955-3962 Jerry Bloom - Sheppard Pratt Health System, jbloom@pbismaryland.org , 410.938.4661

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

4. Presentation Team • Milt McKenna • Susan Barrett • Jerry Bloom • Virginia Dolan • Phil Leaf

5. Advanced Organizer • Evolution of PBIS in MD • Organization and Implementation Activities • Evaluation Structure • Lessons Learned • Anne Arundel County School System • Project Target (Evaluation)

6. Pennsylvania West Virginia Delaware D.C. Virginia

7. Coordination/ Collaboration 1999 2000 2001 2002 2003 2004 2005

8. Participating PBIS Schools Total Public Schools: 1380 Elementary: 829 Middle: 233 Senior: 236 Combined: 40 Other 42 Nonpublic 1157 : PBIS Schools trained total: 276 Participating: 228 ES: 109 K-8: 1 MS: 73 HS: 21 Special: 10 Alternative:14

10. Schools Trained and Active

11. MD Implementation Model • State Leadership Team • Local School System (LSS) Contact • Coach Facilitators • 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

13. State Leadership Team Functions • Set policy • Provide support for local leadership • Influence System of Change at District Level • Assess Training Needs • Provide Training and Technical Assistance • Monitor Outcomes features of implementation referrals other indicators

14. LSS Contacts • 24 Participating Local School Systems • Designated Point of Contact • Director of Student Services • Director of Special Education

15. Behavior Support Coaches • 130 Behavior Support Coaches • Itinerant positions/funded by LSS • Meet 5 times/year • Networking • Regional Meetings • Workgroups • July Institute Dinner • Coaches Newsletter/Coaches Calendar • Coach as Recruiter • 3 Coach Facilitators

16. School Teams • Volunteer !!! • Principal endorsement/participation • 3 year commitment • Representative of Staff • Collect data/use for decision making

17. Annual Events • Spring Forum (May 4th) • July Institute (July 18-21) • Coaches Meetings (5/year) • Regional Team Leader/Coach Meetings (2/year) • Schools serving students with special needs - MANSEF (2/year) • High Schools – (2/year)

18. Spring Forum • Purpose: Recruitment • Date: May (set one year in advance) • Participants: • Administrators from interested schools • Potential coaches • School presentations Planning Phase I Begins

19. 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? Academic progress?

20. Monitoring Outcomes • Team Implementation Checklist • SWIS • SET • Coaches Checklist • Staff Survey • Satisfaction Surveys • IPI

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

22. Evaluation Tools Maryland website www.pbismaryland.org Various levels: Any user Team/coach LSS Point of Contact State Team Demo

23. 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

24. SET • 96 SETs completed during 03-04 SY • 50 schools have SETs for 2 years • 80% Total score is considered sustainability level • All regions met 80% criterion across schools • This represents a 47% increase

25. Pre-Post SETs by Region

26. 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

33. Meade High School QUAD INTERVENTION PROGRAM 2003-04 (Behavior) Unsuccessfully completed the program Successfully completed the program

34. Meade High School 2003-04 Referrals (Special Education)

35. Meade High School 2003-04 Referrals (9TH Grade)

39. MacArthur Middle School Instructional Time Saved The reduction in office referrals during the 2003-2004 school year enabled students to receive more instruction. 322 Hours = 54 Days = 10 weeks

40. Linking Behavior Improvements to Academic Achievement-Percent Advanced & Proficient on MSA

41. PROJECT TARGET Evaluating PBIS in Maryland Dr. Phil Leaf, Director Center for the Prevention of Youth Violence Johns Hopkins University

42. 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?

43. Project TargetEvaluate PBIS in MarylandJHU Center for the Prevention of Youth Violence • 24 Local School Systems • 37 Elementary Schools • 24 PBIS • 13 “Focus” • 1,500 teacher surveys • 26,000 students we are collecting data on

44. Project TargetEvaluate PBIS in MarylandJHU Center for the Prevention of Youth Violence • Academic Achievement • Suspensions and Expulsions • Teacher Ratings of Disruptive Behavior • Referrals for Special Education Services • Staff Satisfaction and Turnover • Student Assessment of Climate

45. So What Have We Discovered ??

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