Positive Behavioral Interventions and Supports in Maryland

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Positive Behavioral Interventions and Supports in
Maryland

• Susan Barrett
• www.pbismaryland.org
• sbarrett_at_sheppardpratt.org

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PBIS is

• Not specific practice or curriculumits general
  approach to preventing problem behavior
• Not limited to any particular group of
  studentsits for all students
• Not newits based on long history of behavioral
  practices effective instructional design
  strategies

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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Discipline is.

• The actions parents and teachers take to increase
  student success (Charles, 1980).

ReactionPositive and Negative Consequences
Prevention Rules, Routines, Arrangements
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Discipline Works When .

• Prevention creates more Positive than negative
  consequences

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Implementation Levels
State
District
School
Classroom
Student
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Behavioral Capacity
Priority Status
Representation
Team
Data-based Decision Making
Administrator
Communications
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Challenge 1
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Challenge 2
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Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc.

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Challenge 3
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Challenge 4
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SW-PBS Logic!

• Successful individual student behavior support
  is linked to host environments or school
  climates that are effective, efficient, relevant,
  durable
• (Zins Ponti, 1990)

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Context Matters Examples

• Individual Student
• vs.
• School-wide

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Messages Repeated!

• Successful Individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success

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2 Worries Ineffective Responses to Problem
Behavior

• Get Tough (practices)
• Train--Hope (systems)

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PBIS and MANSEF

• Forbush ES
  
• Forbush MS
• Forbush RTC
• Forbush Secondary
• Forbush TAPP
• Jefferson School at Finan Center
• Jefferson School Westminster
• Villa Maria ES
• Villa Maria Seton Keogh
• Villa Maria St. Vincent's
• Ridge School (Anne Arundel)
• Ridge School (Montgomery)
• St. Elizabeth
• Children's Guild AA Co
• Children's Guild Balto. City
• Children's Guild PG Co

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Commitments

• State assigned FTE
• District allocated 1 coach for every 3 schools
• School Team agreed to play nice

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MD Implementation Model

• State Leadership Team
• Local School System (LSS) Contact
• Coach Facilitators
• Behavior Support Coaches
• Team Leaders
• School Teams

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Behavior Support Coaches

• 183 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
• 5 Coach Facilitators

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Monitoring Outcomes

• Team Implementation Checklist
• SWIS
• SET
• Coaches Checklist
• Staff Survey
• Satisfaction Surveys
• IPI

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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

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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

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Pre-Post SETs by Region
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Team Activities

• Administrator is active and present for meetings.
• Team is making progress on PBIS Getting Started
  checklist (Form A).
• Team Uses school discipline related data to
  discuss monthly progress.
• Team uses annual action plan to discuss monthly
  progress
• Team provides monthly updates/data summaries to
  entire school staff.
• Team meetings are effectively run (e.g., clear
  objectives, tasks, goals).
• Team activities are coordinated with other school
  initiatives/committees.

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Coach Activities

• FTE allocated and sufficient enough 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.)

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School Commitments

• One of top SIT Goals
• Administration active role
• 3 year timeline
• Use data for decision making

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Dates to Remember

• Spring Forum-April 6, 2006
• Summer Training 2006 Week of July 10