Brenda Scheuermann Texas State University Lori Davis Hays Consolidated I.S.D./Texas State University A Training-Coaching Model for PBIS Planning and Implementation

Brenda ScheuermannTexas State University

Lori DavisHays Consolidated I.S.D./Texas State University

A Training-Coaching Model for PBIS Planning and Implementation in Texas Secure Juvenile Justice

Facilities

Agenda1. Overview of TYC, history of initiative

2. Overview of PBIS in TYC

3. Coaching model

4. Challenges

5. Recommendations

Texas Youth Commission 10 secure facilities, 9 halfway houses

Over 100,000 youth arrested in Texas in any given year

-

-Most are treated

in county juvenile

justice system

-

-Youth convicted

of felonies can

be committed to

TYC

< 2,000 youth in 10 secure facilities

> 40% SE

M length of stay 16.7 months

Achievement: Reading = 6.2, Math = 5.1

Anglo = 20%, Black = 35%, Hispanic = 45%

Facilities and PopulationsGainesville - 288Corsicana - 145McClennan County

Units 1 and II - 165, 214

Giddings - 296Crockett - 180Al Price - 176Evins - 176 Ron Jackson Units I and

II - 162, 108

2011:

Gainesville

Corsicana

Mart Complex

Giddings

Evins

Ron Jackson Girls’ Unit

QuickTime™ and a decompressor

are needed to see this picture.

SB 1362: 2009;2011 - 82nd legislature

TYC PBISCoordinator

External consultants

TYC State PBIS Leadership Team

Contract with TxState

External PBIS Coaches

Ongoing coachingsupport

Training andImplementation

TYC PBIS Initiative Chronology

Texas legislation enacted September, 2009--Reading and behavior initiatives--Mandated PBIS implementation in education programs in all secure juvenile facilities--TYC leadership determined PBIS would be implemented facility-wide

SB 1362: 2009

Budget reductions of over $116 million

Closed 3 facilities, merged 2 units at 2 separate facilitiesFacilities closed July 1, 2011Now: 6 facilities

Over 120 administrative positions eliminated

Merged Texas Youth Commission and Texas Department of Juvenile Probation: Texas Department of Juvenile JusticeMerger to be complete by December 1, 2011

2011 Legislative Session

From Education division

Oversees all internal aspects of PBIS initiative

Acts as liaison between facilities, TxState coaches, consultants, state leadership team, and TYC leadership

Challenge: needs FTE for managing PBIS initiative

TYC PBIS Coordinator

Dr. Mike NelsonTraining, leadership

Dr. Eugene WangEvaluation

External consultants

Representatives from each TYC division (education, treatment, correctional staff, assessment, special education)

Meet monthly

Roles Coordination and oversight of PBIS initiativeEnsure legislative mandates are being

addressed

TYC State PBIS Leadership Team

Contract with Texas State (Dr. Scheuermann) for coaches to support PBIS

Texas State University - San Marcos graduate program in BD/PBIS/ABACoordinated by Dr. ScheuermannProvides training and field work in BD, PBIS, ABAOption for coursework required for BCBA

certificate

The only graduate program in Texas with this unique emphasis

Contract with Texas State

External coaches guide and assist with development and implementation of PBISInternal coaches organize, facilitate, and lead efforts at each

facility

4 half-time graduate research assistants (students majoring in BD/PBS)

2 half-time regular positions1 full-time positionAll coaches:

Graduates of or advanced students in BD/PBSExperience in schoolwide PBIS

Purpose: to help ensure fidelity of implementation, and to avoid design and implementation errors


3 cohortsJuly: Giddings, Ron Jackson I, Ron Jackson II,

GainesvilleAugust: Corsicana, Crockett, EvinsSeptember: Al Price, Mart I, Mart II

Fall, 2010: planning and development

January 3, 2011: agency-wide training

January, 2011: implementation in education

Training and Implementation

• Teams given a task-analyzed list of steps, products, and target dates

• Teams asked to submit products to state leadership team to document planning and implementation progress

• Coaches meet with teams and internal coaches, help teams with action plans, provide feedback on universal components

Implementation of Universal Systems

• Data• Expectations• Rule matrices• Schedule for teaching expectations• Lesson plans• Acknowledgement systems• Reminders• Staff training• Staff acknowledgement systems

Major Components of Universal Systems

STEP: Product to submit:

Team Established: Roster of team Members Roster

SAS Data Reviewed to Identify Problem Areas and Times

Data Summary

Rule Posters and Other Reminders Created and Posted

Photos or descriptions of reminders that are in place or planned

PBIS Orientation for All Staff Schedule for orientation training; Personnel doing training

Expectations Matrix Developed Copy of expectations matrix

Acknowledgement Systems Description

Plans for Teaching Expectations Schedule of teaching activities; copy of lesson plan

Plans for training staff Training schedule

Staff Trained

Identify roles for maintaining PBIS products

List of tasks and persons responsible

Determine who will do the work of maintaining the PBIS systems

1. Chart with the names of each team member and their specific duties

1 week 17 Dec 2010

Develop plans for supporting and recognizing staff

2. Specific plans for how all facility staff will be reinforced or acknowledged for correct implementation of the PBIS programs

2 weeks 31 Dec 2010

Implement PBIS in school 3. Begin teaching expectations to students, one location at a time (the order of which should be determined by SAS data)

1 week per location, beginning in Jan

Develop rule matrix for dormitory

4. Survey given to staff or chart posted in common are to elicit input on what expectations should look like in the various areas of the facility

5. A matrix (chart) showing how expectations apply to various locations in the facility

3 weeks

Develop reminders for dormitory

6. Posters, signs, or other reminders that state the expectations for specific areas

2 weeks

Plan how you will teach expectations in dormitory

7. Lesson plans for teaching expectations in the various areas of the facility

8. Determine the order of the locations based on SAS data 9. Determine how students will be grouped for teaching

(facility wide, by dorm, etc)

2 weeks

Plan for training staff 10. Schedule and specific materials for training entire staff in facility

2 weeks

Develop plans for supporting and recognizing staff

11. Specific plans for how all dormitory staff will be reinforced or acknowledged for correct implementation of the PBIS programs

2 weeks

Train dormitory staff 12. PBIS team will train dormitory staff on PBIS and how it will be implemented in the facility

13. Explain staff acknowledgement system

Implement PBIS in dormitory

14. Begin teaching expectations to students, one location at a time

15. Explained acknowledgement system to students

May 2011 (one week per location)

Examples of Universal SystemComponents

Ron Jackson

High-security facility serves youth who have been found to have engaged in delinquent conduct and were committed to the agency's care by a juvenile court. The facility currently houses the gateway program for all girls entering the Texas Youth Commission. In most cases, girls will remain at the Ron Jackson complex to receive specialized treatment specifically designed for female offenders.

Ron Jackson

After six months of PBIS implementation Team consisted of principal, teacher, and

counselor Matrix developed Lesson plans developed Momentum was slow Then…..

Ron JacksonPBIS Mission Statement

The PBIS team at Ron Jackson will teachstudents to be accountable by establishing clear guidelines for

success, and rewarding students who are meeting those expectations.

Through ongoing data analysis, we will reduce problem behaviors in order for

out students to achieve a higher level of academic and social performance

Developing consistency

Teaching Lesson Plans Wednesday 7th Period

Student Survey

Positive Reinforcement for Students

Positive Reinforcement for Staff

Discipline Data

2009-2010 Discipline /Incidents 7856

2010-2011 Discipline /Incidents 5646

CCF-225 Decrease 28.2%

CorsicanaCorsicana Residential Treatment Center(CRTC) is a high-security, specialty facilityoperated by TYC for adjudicated youth whom evidence mental illness or serious emotional disturbance.

Preliminary Data

RAMP Report - All April 2011 Referrals Number(Place cursor on pie sections to see # and %.)

Positive BehaviorArguing with StaffBullyingContrabandDamage to School PropertyDisregard of Classroom RulesDresscode ViolationFailure to Follow Reasonable RequestHorseplayInciting or Escalating OthersLeaving Class without Permission, Non-truantLoud, Disruptive BehaviorPersistent or Chronic MisbehaviorPhysically Dangerous to Self or OthersRefusing School WorkRepeated Non-compliance with DisrespectRude, Disrespectful Actions or CommentsSleeping in ClassSwearing Directed at Student or AdultUndesignated AreaVulgar/Obscene Language or Comments

Major Incidents

1,422

1,493

1,384

1,287

1,456

1,238 1,2141,173 1,158

279329

292

202

271233

282240

206

-

200

400

600

800

1,000

1,200

1,400

1,600

Sep 2010 Oct 2010 Nov 2010 Dec 2010 Jan 2011 Feb 2011 Mar 2011 Apr 2011 May 2011

Non-School School

20% decrease from Jan -> May


Security Referrals

4,0934,252

3,6503,760

4,151

3,4923,593

3,235

2,959

1,0751,241

1,090

705

1,044867

1,058908

789

-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500


Non-School School



Security Admissions

1,769

2,015

1,712 1,689

1,987

1,715

1,943

1,722 1,696

361

526425

275

402355

501

373 386

-

500

1,000

1,500

2,000

2,500


Non-School School



Coaching Model to Support PBIS Implementation

Three Types of Coaches

• External PBIS coaches

• Internal PBIS coaches

• External Special Education coaches


• Responsibilities:– Guide and assist in development and implementation of

universal systems– Communicate regularly with internal coaches– Visit facility at least monthly– Meet with team and/or internal coaches via

videoconferencing– Conduct or assist with PBIS trainings– Conduct assessments

• Benchmarks of Quality: fall and summer• Facility-Wide Evaluation Tool: summer

– Provide training for internal coaches

Internal Coaches

• One or two persons at each facility • Responsibilities:

– Organize meetings and coordinate other activities– Ensure meetings follow established protocols– Oversee planning and implementation– Communicate with external coaches– Help coordinate and conduct assessments

Special Education Coaches

• 2 full-time positions and 2 half-time positions– 2 graduates of TxState BD/PBIS/ABA program– 1 graduate student in Texas A & M ABA program– 1 graduate of Georgia State University doctoral program

(BD/PBIS)– all had advanced behavioral training and experience– each have BCBA, or in progress

• Responsibilities:– Assist with development of tertiary level supports and

interventions– Monitor fidelity of intervention implementation– Develop protocols and templates for monitoring youth

progress

Coaching: What worked well?

What were the obstacles?

What worked well?

• Collaborating with special education coaches

• In-person visits

• Providing training to teachers

• Collaborating with internal coach and PBIS teams

What were the obstacles?

• Access to administration

• Lack of technology for teleconferencing

• Availability of PBIS team members to be able to attend meetings

• Not being able to train all staff (JCO’s, dorm staff, etc.)

• Too many initiatives

Coaching Challenges and Recommendations for

Providing Coaching Support

Challenge: Finding highly qualified coaches and ensuring coaches have sufficient preparation

University partnershipsGraduate programs in state

BD/PBSSocial WorkJuvenile justiceABA

Education service center personnelProvide ongoing support for external coaches

Background training, materials, regular meetings and communication,

Challenge: Limited training opportunities for TYC personnel

External coaches provide ongoing, informal training for internal coaches

PBIS training and support materials developed

Have a PBIS coach at each facility

Challenge: Logistics of serving far-flung facilities

Stay focused on plansVideoconferencing: PolycommEmail, Google DocsClear agendas for coaches’ visits

Challenge: Coordination with treatment program

Treatment program: CoNEXTions

External coaches received CoNEXTions training

Clarification of similarities and differences:--Theoretical framework--Assumptions--Program elements--Decision-making--Data collection and analysis--Staff training

Challenge: Training and implementation across facilities: program units; staff shifts, roles

Coaches assist with overview training

Work outside of regular hoursEnsure representation on PBIS leadership teams

Challenge: Competing initiatives

RtILittle coordination with PBIS initiative to date

Each facility has various treatment/support initiatives

Accreditation process

Challenge: Communication - Consistent Messages

Coaches hear many examples of mixed messages!

Having external coaches allows for clarification, correction, reteaching

Challenge: Sheer Scope of the Project!

Stay focused on immediate steps, while keeping big picture in mind

Focus on fidelity of implementationUse data - review frequently and

regularlyAddress what we can!

Reasons for Optimism• Response by facility PBIS leadership teams

and many facility staff--Staff orientation training in all facilities

• Behavior change of many teachers and staff• Individual success stories• Teams made good progress on Master Activity Chart

steps• Early data show positive effects• Use of in-state resources• Continued interest by legislature, media

Thank You!Brenda [email protected]

Lori [email protected]

mailto:[email protected]

mailto:[email protected]

Documents

Brenda Scheuermann Texas State University Lori Davis Hays Consolidated I.S.D./Texas State University A Training-Coaching Model for PBIS Planning and Implementation