The Positive Behavior Support Initiative in North Carolina Cultivating the Flower Garden Behavior Support & Special Programs, Exceptional Children Division

The Positive Behavior Support Initiative

in North Carolina

Cultivating the Flower Garden

Behavior Support & Special Programs, Exceptional Children DivisionNorth Carolina Department of Public Instruction

Sowing the SeedsThe beginnings of PBS in NC

NC State Improvement

Program• Funded through IDEA

• Five year program

• Began in August 2000

• 7 Reading Centers

• 1 Mathematics Center

• 1 Behavioral Support Center

NC State Improvement Program

• One Elementary School selected as the Positive Behavioral Support Center

• Given $85,000/ year for a part of two positions to implement the program.

Additional Regional Positive Behavioral Support Programs

• Four additional schools selected in the winter, 2001

• Five more schools selected in winter, 2002

• Six schools selected in spring, 2003• These schools were given $10,000 /

year.

Connected to OSEP Technical Assistance

Center • Contracted with Lucille Eber to provide

PBS training in February, 2002.

• Invited to the implementers PBIS Leadership Forum in September, 2002.

• Began to receive information from the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)

Sprouts

PBS Pilot Sites

PBS Leadership Team

• North Carolina Participants in the PBS Leadership Forum met to create a PBS Leadership Team in November, 2002.

• Expanded group to include parent and LEA representation.

• Developed first implementation plan.

Statewide Training Initiative

• Investigated PBS training curricula in 2002-03.

• Selected modules developed by Dr. Tim Lewis from Missouri

• 2003-2004 Dr. Lewis trained 12 coaches/trainers with 12 new school teams

• Added coaches/trainers from existing sites

NC PBS Training Initiative

• 2003-04 school year trained 40 trainers

• 31 were from LEAs, including 1 Charter School

• These trainers agreed to train 110 new schools from their LEAs and other LEAs in 2004-05.

Formal Action Plan

• 2003 - 2004

• PBS Leadership Team completed Self Assessment Tool from the PBIS Implementers Blue Print

• Developed three year North Carolina PBS Action Plan.

NC PBS Training Initiative2004-05

• 120 new schools received training

• 65 school teams completed all 3 modules

• 4 Youth Development Centers trained

• 50 LEAs had schools and trainers

Seedlings

Nurturing Systems Change

Development of Resources

• 2005

• Exceptional Children Assistance Center

• Developed North Carolina PBS Brochure

• Filmed “School-wide Positive Behavior Support in North Carolina”

NC Positive Behavior Support Initiative 2005-

06

• 65 Traditional LEAs

• 4 Charter Schools

• 5 Youth Development Centers

• Eastern School of the Deaf

• More than 76 PBS trainers in the state

NC Positive Behavior Support Initiative 2005-

06

• 293 schools in some stage of implementation

• 12% of the schools in the state

• 6 Regional Coordinators to support implementing schools/districts

PBS Regional Coordinators

• Five positions for traditional LEAs

• One Charter School position

• Hosted by LEAs that already have PBS school to be a demonstration site.

• 2/3 time coordinating PBS training and efforts in region of the state or for Charter Schools

Blooms & Blossoms

Supporting Implementing Schools

North Carolina Positive Behavior Support Initiative

2006-07

• 548 Participating Schools• 532 Traditional Schools• 9 Charter Schools• 5 Youth Development Centers• Two Schools for the Deaf• 81 School Systems!

Traditional School Breakdown

• 302 Elementary Schools

• 148 Middle Schools

• 53 High Schools

• 29 Alternative Schools

Implementation in 2007-08

• 260 new schools participating in training

• Additional LEAs

• New trainers

• Development of in-school coaches

• Exceptional Children Assistance Center creating middle school implementation DVD

Legislative Support

• Positive Behavior Support Coordinator position was created by the Legislature.

• It is a new state position.

• Heather Reynolds began January 14, 2008.

North CarolinaPositive Behavior Support

Initiative

Currently, about 85%of

the counties/local

education agencies in

the state have at least one school participating in the North

Carolina Positive Behavior Support Initiative.

North CarolinaPositive Behavior Support Initiative

Steady growth

has been evident.


Improving and sustaining the effort has been supported with continued state

funding and local education agencies are kicking in to support the

effective programs in

their schools.

Annuals & Perennials

Capacity-building & Sustainability

Implementation Plan for PBS

• Three Components

• Training – Awareness, Training of School Teams and Coach/Trainers, and Advanced Training

• Visibility and Political Support

• Evaluation

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Systems Implementation Logic

State Leadership TeamTraining & Coaching

Visibility & Political Support

Assessment & Evaluation

State PBS Consultant

Team Leader(In –School

Coach)

School Administrator

Recorder Data Manager Time-keeper Communication Coordinator

School StaffParentsStudents

Community

LEA Coordinator

Regional Coordinators

TrainerExternal Coach

State Leadership Team


Training & Coaching


Vision:

All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement.

Mission:

To provide leadership, professional development, resources, and on-going support in order for schools to successfully implement Positive Behavior Support

Goals

• Maintain an up-to-date PBS Website.

•Coordinate and inform all depts./divisions at DPI regarding PBS updates

•Increase awareness of North Carolina’s mission and vision for PBS

•Facilitate networking among all PBS stakeholders



Goals:

• Current registry of trainers/coaches

•Current registry of participating LEAs, contact people/coordinators, & schools

•Provide Training, Support, and Networking Opportunities for Trainers, Coaches, & Coordinators

•Fidelity of Training & Implementation

•Inclusion of IHEs

•Inclusion of PBS in standards for Education Leadership Candidates, preservice/graduate personnel

•Support Creation of Durable Systems


Training & Coaching

Goals:

• Determine specific data to be collected statewide

•Create a plan for obtaining a thorough evaluation of the PBS Program in North Carolina


Assessment &

Evaluation


Position now filled by Heather Reynolds Solone, as a result of legislative action. The PBS consultant is part of the Behavior Support & Special Programs Section of the EC Division, led by Chief, Diann Irwin.






Coach)




Community

LEA Coordinator




Regional responsibilities include the following:•2/3 of the time working with PBS implementation in the region and state (14 or 15 work days per work month).•Attend PBS coordinator meetings and training.•Host state and regional meetings for implementing schools.•Coordinate regional PBS training.•Provide PBS Awareness Presentations in the region.






Coach)




Community

LEA Coordinator




Regional responsibilities include the following:•Work with PBS LEA trainers to complete School Evaluation Tools.•Help plan PBS summer institute and conference presentations.•Visit implementing schools in other LEAs, as possible.•Provide PBS technical assistance and support in the region.•Coordinate data collection for the region.•Assist local PBS trainers with using and understanding data.•Stay informed about national PBS research.•Coordinate with Behavior Support Consultant from the region.


Expected LEA responsibilities for the position include:•Coach participating schools in LEA.•Help train new schools in LEA.•Direct data management and program evaluation.•Chair School System PBS Leadership Team.•Work with PBS trainers and chair persons in LEA.•Link between schools, leadership team and leadership of school system.•See that School Evaluation Tool is completed for each implementing school in LEA.•Manage school system action plan.

LEA Coordinator

Coordinate with PBS Regional Coordinator from the region.•Attend PBS coordinator meetings and training.•Coordinate LEA PBS training.•Provide PBS Awareness Presentations in the LEA.

Provide PBS technical assistance and support in the LEA.•Host LEA meetings for implementing schools.•Visit implementing schools.•Work with PBS coaches, trainers, and chair persons in LEA. •Assist local PBS teams with using and understanding data.•Stay informed about national PBS research.






Coach)




Community

LEA Coordinator



Direct data management and program evaluation.•Chair School System PBS Leadership Team.•See that School Evaluation Tool is completed for each implementing school in LEA.•Coordinate data collection for the LEA and send to Regional Coordinator.•Link between schools, leadership team, and leadership of school system.•Manage school system action plan.

LEA Coordinator

Ext

erna

l C

oach

Coordinate with PBS LEA Coordinator.•Attend PBS Coach meetings and training.•Attend LEA PBS Leadership Team meetings•Coordinate LEA PBS training.

Provide PBS technical assistance and support in the LEA.•Facilitate LEA meetings for implementing schools.•Attend implementing school team meetings.•Work with PBS trainers and school teams in LEA. •Assist local PBS teams with using and understanding data.•Stay informed about national PBS research.•Complete School Evaluation Tool for each implementing school in LEA.•Coordinate data collection for school teams send to LEA Coordinator.•Link between schools and LEA Coordinator.•Assist schools with action planning.






Coach)




Community

LEA Coordinator



TrainerWork with PBS Regional Coordinator & LEA Coordinator to plan

trainings.Complete the train-the-trainer process.

•Participate in all 3 Modules as a team member.•Co-train all 3 Modules with an experienced trainer.•Achieve competence and train independently.

Attend Trainer refreshers and updates.Provide support and technical assistance for school teams.Complete annual self-assessment and competency requirements.






Coach)




Community

LEA Coordinator



Team Leader(In –School Coach)Coordinate with LEA/External Coach & LEA

Coordinator.Attend PBS coach meetings and training.Facilitate team meetings for your school.Assist teams with using and understanding data.Stay informed about national PBS research.Coordinate completion of School Evaluation Tool.Coordinate data collection and send to LEA Coach.






Coach)




Community

LEA Coordinator




Recorder Data Manager

Time-keeper

Communication Coordinator

School StaffParents

Community

Students






Coach)




Community

LEA Coordinator



Positive Behavior Support Training Opportunities and

Support

• Regional and LEA Trainings

• PBS Summer Institute

• PBS Workshops – Training for LEA Coaches and Coordinators

• DVD for principals new to PBS schools

Adding Vegetables to the Garden

Braiding Initiatives

Integration with Other Efforts

• Systems of Care – Meeting hosted by Charlotte/Mecklenburg

– Discussed integration of PBS and SOC

– SOC Coordinators requested additional information about PBS

– PBS presentations at SOC regional meetings• Has led to PBS/Behavior support participation

at local SOC meetings


• Preschool Behavior Education – Joint meeting 2/13/08 at DPI– Connection between people who work

with Preschool Children and School-aged Children around behavior and social skills

– Grant for Preschool Training– Additional meetings planned to increase

collaboration


• Family Involvement– Help PBS teams determine ways to involve and

support families at all levels of the continuum– Epstein’s Model of parent involvement:

Parenting, communication, volunteering, learning at home, decision-making, community collaboration

– Training will ask teams to identify a task/project to address each of the six areas at each of the three levels of continuum

– Pilot training 08-09

Integration of DPI Efforts

• School Improvement–Responsiveness to Instruction–Positive Behavior Support–Instructional Consultation–Reading Initiative–Etc.

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students

ProgressMonitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- ation for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic Behavior

Fruits & Bouquets

Implementation Data

Evaluations

• Annual evaluation with Bob Algozzine from UNC-Charlotte

• Duke University has started evaluation of eight schools

• Positive Behavior Support Consultant will work with others in NCDPI to analyze relevant data.


More elementary schools (77%) had SET Total scores of 80% or

higher than middle (44%) or high schools (25%). Higher levels were also evident in

elementary schools for the SET Expectations

Taught subscale.


Office discipline referral data from schools

implementing PBS in North Carolina compare favorably with national

averages.


There has been a consistent decrease in

suspensions across schools implementing

PBS over the past three years.

83

12

5

87

9

3

85

11

4

67

23

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

04-05 05-06 06-07 Control

Office Discipline Referral Risk in NC

6+ ODR

2-5 ODR

0-1 ODR

91

7

2

82

14

4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SET Met (n=7) SET Not Met (n=5)

Office Discipline Referral Risk in NC

6+ ODR

2-5 ODR

0-1 ODR

Asheboro City Schools

• 8 out of the 8 schools ( about 4700 students) have teams trained in PBS.

• Out of School suspension occurrences for the entire system:– 2003-2004 646 OSS occurrences– 2004-2005 562 OSS occurrences– 2005-2006 329 OSS occurrences– 2006-2007 497 OSS occurrences (Increase in

2006-07, but reduction since beginning of implementation)

Pine Valley Elementary SchoolNew Hanover County Schools

0100200300400500600700800900

1000

2003-04 2004-05 2005-06 2006-07

DisciplineReferrals

Pine Valley Elementary SchoolNew Hanover County Schools

Year Total # Referrals

Administrator Time

Instructional Time

2003-04

944 236 hours = - 36 days

708 hours =

- 109 days2004-

05644 161 hours =

+ 11 days483 hours

=+ 35 days

2005-06

480 120 hours =+ 6 days

360 hours =

+ 19 days2006-

07321 80 hours =

+ 6 days241 hours

=+ 18 days

Brunson Elementary School

Winston Salem/Forsyth County Schools

2004-2005 School Year (Before PBS)

2005-2006 School Year 1 PBS

2006-2007 Year 2 PBS

Office Referrals 263 156 107

Suspensions 49 41 16

Administrator Time @ 20 min./referral

5,260 min.

(88 hrs.) (15 days)

3,120 min.

(52 hrs.) (9 days)

2,100 min.

(35 hrs.) (6 days)

Instructional Time Missed @ 30 min./referral

7890 min.

(132 hrs.) (22 days)

4680 min.

(78 hrs.) (13 days)

3180 min.

(53 hrs) (9 days)

Instructional Time Missed @ 6 hrs./suspension

34,920 min.

(582 hrs.) (97 days)

30,240 min.

(504 hrs.) (84 days)

6,480

(108 hrs.) (18 days)

Comparing 05-06(year 1 PBS) and 06-07(year2 PBS)

3 days of administrator time recovered

70 days of instructional time regained!

86.7383.1

71.7

58.34

0

10

20

30

40

50

60

70

80

90

Reading Math

Third Grade EOG Results in PBS Schools

SETMet(n=7)

SETNotMet(n=5)

While achievement differences were not

statistically significant across schools with

different levels of implementation, effect

sizes reflecting practical differences were large (.55 for reading and .98

for mathematics).

Charlotte/Mecklenburg Implementation Data

• Elementary PBIS schools increased the number of students passing the EOG reading test as they progressed from grades 3 to 5 by 13.9%, compared to 7.7% for similar non-implementing schools.

• Elementary bus behavior decreased by 5.73% between first and fourth quarter for 2006-07.

Charlotte/Mecklenburg Implementation Data

• West Charlotte High school reduced suspension days by 39% between 05-06 and 06-07.

• Mountain Island’s enrollment grew by 17.6% between 05-06 and 06-07, but the average referrals per day only grew by 3%.

• Hidden Valley Elementary reduced office discipline referrals by 68% and suspension events by 77% between 05-06 and 06-07.

Cultivating Your Garden

Essential to Plan for:• Seeding• Time for germination• Dealing with fertilizer• Expect some plants

you’ve never seen before

• Insurance for floods/droughts

Helpful Information

• www.ncpublicschools.org/positivebehavior• Diann Irwin [email protected]• Heather Reynolds [email protected]

mailto:[email protected]



Documents

The Positive Behavior Support Initiative in North Carolina Cultivating the Flower Garden Behavior Support & Special Programs, Exceptional Children Division