Got Green?Maryland PBIS

Teri Lewis-Palmer

University of Oregon

This Morning

Review key features of SW-PBS

Present information about Maryland PBIS - what has happened so far

Focus on sustainability - how to keep things going

Why are school important places for investing?

Regular, predictable, positive learning & teaching environments

Positive adult & peer models Regular positive reinforcement Academic & social behavior development &

success

Big Idea

Educational leaders must strive to lead and support development of sustainable and positive school climates

The goal is to establish host environments that support adoption and sustained use of evidence-based practices

(Zins & Ponte, 1990)

Positive School Climate

Academic engagement & achievement are maximized

Rates of rule violating behavior are minimized Acts of respectful & responsible behaviors are

encouraged School functions are more efficient, effective, &

relevant Supports for students with disabilities & those

placed at risk of educational failure are improved

Themes

Consider school as unit of analysis Emphasize role of educators individually and

collectively Build multi-level continuum of behavior

support Give priority to agenda of primary prevention

Challenge…increasing schools’ capacity to…

Respond effectively, efficiently, & relevantly to a range of problem behaviors observed in schools

Adopt, fit, integrate, & sustain research-based behavioral practices

Give priority to unified agenda of prevention Engage in team-based problem solving

Inter-related, Competing National Goals

Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on

teaching & learning Improve student character & citizenship Provide a free & appropriate education for all Prepare a viable workforce Affect incidence & prevalence of high risk,

antisocial behavior NCLB Etc….

Research to Practice (Wing Institute, 2005)

Efficacy (what works?) Effectiveness (when does it work?) Implementation (how do we make it work?) Monitoring (is it working?)

ResearchR

eplicabilityS

ustainability

Evidence-based Education

What works?

When does it work?

Is it working?

Efficacy Effectiveness

ImplementationMonitoring

Practice

How do we make it work?

Research to Practice

Challenges to Implementation(Kratochwill, Albers, & Steele Shernoff, 2004)

Primary focus on education Lack of emphasis on prevention programs Organization impedes collaboration, working

as team Lack of skills, training, resources

“Positive Behavior Support”

PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

PBS is

Not a specific practice or curriculum…it’s a general approach to preventing problem behavior

Not limited to any particular group of students…it’s for all students

Not new…it’s based on a long history of behavioral practices & effective instructional design & strategies

Critical Features High status leadership team Active administrator participation High priority in school improvement planning Proactive (positive and preventive) systems approach Data-based decision making Continuum of behavior supports Long term commitment Research validated practices

Emphasis on Prevention

Primary Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications, intensity, severity of

current cases

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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 Systems for Student Success

Science of Human Behavior

Behavior is learned Behavior occurrences are linked to

environmental factors Behavior change occurs through

manipulation of environmental factors

Evidence-based Practices

Outcome-based Monitoring of effectiveness, efficiency,

relevance, & durability Function-based approach

Emphasize data-based evaluation

Self-assessment & action planning Continuous self-improvement Strengths & needs Strategic dissemination

Local Context & Culture

Consider characteristics of local stakeholders Families, businesses, students, staff members,

etc. Consider relationship between school &

community Maximize use of natural implementers

Active Administrative Participation

Active member of leadership team Gives initiative priority Invests in 2-3 year implementation

Basic Steps

1. Establish PBIS Leadership Team2. Secure SW agreements & supports3. Establish data-based action plan4. Arrange for high fidelity implementation5. Conduct formative data-based

monitoring

Elements of School-wide Discipline Plan

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

Implementation Levels

Student

Classroom

School

State

District

Maryland Model

Collaboration between schools, MSDE, Sheppard Pratt, and Johns Hopkins Began in 1999 24 local school systems Over 230 schools About 120 coaches State Leadership Team

Maryland Model, cont.

State Level State Leadership Team District/Regional Coordinators

School Level Coaches Teams

Training Summer Institute Regional Trainings

Overview of Evaluation Model

What schools are involved in the implementation?

How well are schools with implementation?

What impact has implementation had on student success?

Who is Implementing?

232 School Teams have completed training (16% of Maryland Schools)

217 Currently active schools Attrition occurred early in the project when

coaches and other regional technical assistance structures were not established

Schools Trained and Active

Expansion Highlights

65% of total schools were trained within the past two years

35% of total schools were trained last year (summer 2004)

Anne Arundel (Ginny Dolan), Baltimore (Joey Levina-Parr) and Charles (Elsa Velez) Counties all have had rapid expansion as a result of identifying a facilitator (lead coach)

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

Pre-Post SETs by Region

48 48

25 28

39 42

82 8488

808888

0102030405060708090

100

AnneArundel Central EasternSouthern

Special Western

Pre Post

Student Behavior (SWIS)

90% of elementary schools are reporting ODRs at .43 per day per 100 students or lower

94% of middle schools are reporting ODRs at .95 per day per 100 students or lower

75% of middle schools are reporting ODRs at .95 per day per 100 students or lower

Implementation challenges Multiple, overlapping, & competing initiatives Overemphasis on conceptualization, structure, &

process Underemphasis on data-based decision making Failure to build competence for accurate &

sustained implementation Reluctance to eliminate practices & systems that

are not effective, efficient, & relevant Low rates of regular positive acknowledgements

& celebrations

Sustainability Priority (Latham, 1988; Sugai et al., 2000; Zins & Ponte, 1990)

Practical applications in which implementation is based on the smallest change that will result in the largest impact.

Multiple perspectives to ensure the correct approach for the defined problem.

On-going collection and use of data because conditions continuously change and affect the status and best use of resources.

Sustainability Assumptions

Must be implemented with high fidelity if maximum effects are to be realized.

Practices and systems must be durable if meaningful change and improvement are to be realized.

Must be sustained (i.e., in place for 5-10 years) if schools are to expand their efforts and maximize their effectiveness.

Implementation must be delivered by “typical intervention agents.” - Local capacity

Data on outcomes must be used to make decisions for continued adaptation and sustained implementation.

Implementation of effective practices at the local level will require modification of procedures to “fit” the culture, structure, and needs of the local setting

Establish “systems” that support functional, doable, and durable implementation of effective practices.

LEADERSHIP TEAM

SCHOOL-WIDE

Build Data

System

Establish

measurable

outcome

Collect, analyze, &

prioritize data

Ensure efficient,

accurate, & durable

implementation

Implement

Monitor

implementation &

progress

Select

evidence-based

practice

Enhanced PBS

Implementation

Logic

Blueprint and Self-assessment(pbis.org)

The purpose of the blueprint is to present a rationale for adopting school-wide

positive behavior support (SW-PBS),

describe the key features of SW-PBS, and

illustrate processes, structures, and supports of SW-PBS.

Definition

Designed to improve the efficiency and success of large-scale replications (i.e., school, district, state)

Intended to make the conceptual theory, organizational models, and specific practices more accessible

Considered dynamic and iterative in that guidelines will be improved as new implementations are tried and studied, and as new research is conducted

Effective Systems(Gilbert, 1978; Horner, 2003)

A Common Vision: Has a mission that is embraced by the majority of members and serves as the basis for decision making and action planning.

A Common Language: Establishes a means of describing its vision ands actions so that communications are informative.

A Common Experience: Is defined by a set of procedures that are universally practiced and experienced and includes a data feedback system.

Implementation Levels

Student

Classroom

School

State

District

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Organizational Logic

Long Term Action Planning

Focus on activities to maintain and strengthen current efforts

Focus on next steps (next year)

Plan for activities that will take time (e.g., ISS, behavioral capacity)

Data System Practice

Long Term Action Planning

2-5 Years Short term and long term goals

Focus on Sustainability Team status (protected time, admin/staff support, staff

resource) Behavioral capacity District-wide processes and supports Build continuum of support New student/staff training Data-based decision-making and evaluation Efficiency (“like riding a bicycle”)