1. Third International Conference on Positive Behavior Support
Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties
Joan Ledvina Parr
Baltimore County Public Schools
Margaret Grady Kidder
Susan Barrett
Sheppard Pratt Health Systems
Third International Conference on Positive Behavior Support
Reno, Nevada
March 23, 2006

2. Baltimore County Public Schools
Dr. Joe A. Hairston, Superintendent
Dr. Christine M. Johns, Deputy Superintendent
25th largest school system in the nation
107,386 students
163 schools
104 Elementary
FARMS 37.3%, Mobility 21.8%, ELL 3.3%,
27 Middle
FARMS 35.0%, Mobility, 29.3% ELL 1.0%
26 High
FARMS 21.0%, Mobility, 30.2% ELL 0.9%
6 Other
15,000 employees including 8,351 teachers

3. PBIS in Baltimore County
Department of Student Support Services
Mr. Dale R. Rauenzahn, Executive Director, Student Support Services
Ms. Patsy Holmes, Director, Student Support Services
Dr. Margaret Grady Kidder, Coordinator Psychological Services
PBIS Coordinator
Dr. Joan Ledvina Parr, School Psychologist
PBIS/SWIS Facilitator
Ms. Cheryl Scott, Specialist Safe/Drug Free Schools
PBIS Resource
Ms. Linda Marchineck, IST Facilitator
48 PBIS schools and 38 coaches participate

4. Maryland PBIS Partnership and Collaboration

5. Three-Tiered Model for Prevention and Intervention: Behavior Supports Academics
Academic Systems
Behavioral Systems
Tier 3:
Intensive Interventions
Small groups/individual students
Reduce complexity and severity
of academic problems
Tier 3:
Intensive Interventions
Small groups/individual students
Reduce complexity and severity
of behavior problems
1-5%
1-5%
Tier 2:
Targeted Interventions
Groups of students/at risk
Reduce academic problems
5-10%
5-10%
Tier 2:
Targeted Interventions
Groups of students/at risk
Reduce behavior problems
Tier 1:
Universal Interventions
All settings, all students
Prevent academic problems
80-90%
80-90%
Tier 1:
Universal Interventions
All settings, all students
Prevent behavior problems

6. Academic and Behavioral Interventions
Consistent implementation of Voluntary State Curriculum
On-going curriculum-based assessments
Differentiated instruction
Intensive special education interventions and services
School-wide behavior planning/discipline
Effective classroom organization and behavior management
Targeted interventions for groups of students
Individualized interventions for specific students, e.g., FBA/BIPs

7. Tier 3: Intensive Interventions Tier 2: Targeted Interventions
Department of Student Support Services Programs/Activities
Tier 3: Intensive Interventions
Reduce complications, intensity, and severity of current cases of problem behavior
~ 1-5%
~5-15%
Tier 2: Targeted Interventions
Reduce current cases of problem behavior
Tier 1: Universal Interventions:
Reduce new cases of problem behavior
~80% of Students

8. Universal Interventions
School Improvement Planning
School Emergency Safety Plans
School-Wide Behavior Planning/Code of Conduct
Character Education Programs
Parent/Family Resources
Health Screenings/Protocols
School Nurse/Assistant Services
Essential Guidance Curriculum
School Counseling Services
School Psychology Services
School Social Work Services
Pupil Personnel Services
Residency/Attendance Officer Services

9. Targeted Interventions
Project Attend
Pupil Personnel
Home Visits
Parent/Guardian Trainings
School Resource Officer Program
D.A.R.E./ S.A.D.D. Programs
Student Assistance Programs
Wellness Centers/Mental Health Expansion
Health Action Plans/Appraisals
Alternative Schools/Programs
Peer Helper/Mediation
Bullying Prevention
Social Skills, Anger Management, Conflict Resolution Trainings
Interagency Partnerships
Community Partnerships

10. Targeted Interventions
Student Support Teams
Instructional Support Teams
Bilingual Resource Teams
Infant & Toddlers/Child Find Teams
Student Case Management
Curriculum-Based Assessments
Behavioral Assessments
Student Support Plans
Functional Behavioral Assessments (FBA)
Behavior Intervention Plans (BIP)
Individual Student 504 Plans

11. Intensive Interventions
Parent/Guardian Services
Homeless Program
Abuse Neglect Reporting Program (CPS Liaisons)
Spot Light On Schools/
Probation Officers
Court/Institutional Liaisons
Traumatic Loss Teams
Functional Behavioral Assessments (FBA)
Behavior Intervention
Plans (BIP)
Psychological Assessments
Psychosocial Assessments
Social Histories
Individualized Education Programs (IEP)
Threat Assessments
Social Skills, Anger Management, Conflict Resolution Interventions
Individual/Group Therapeutic Counseling
Crisis Response

12. Intensive Interventions
Bridge School/Regional Team
Evening High Schools
Saturday High Schools
Afternoon Middle School Group Learning Centers
Alternative Middle and High Schools
Home Teaching
Home Hospital Instruction/Therapeutic Services
Maryland’s Tomorrow Program
Interagency Partnerships
Community Partnerships

14. Positive Behavioral Interventions and Supports in Baltimore County
Universal Interventions
All schools are encouraged to use the BCPS Positive Behavior Planning Guide to develop a Code of Conduct
BCPS Schools
163 Schools
104 Elementary Schools
27 Middle Schools
26 High Schools
6 Other Schools

15. Positive Behavioral Interventions and Supports in Baltimore County
Targeted Interventions
Selected schools are invited to participate in PBIS Training
Schools selected by suspension rates/behavior issues
Schools self-select based on their School Improvement Plan
48 PBIS Schools (29% of 163 BCPS Schools)
28 Elementary Schools
14 Middle Schools
6 High Schools
13 Schools interested in PBIS Summer Training 2006

16. Positive Behavioral Interventions and Supports in Baltimore County
Intensive Interventions
Selected schools face greater challenges
inconsistent implementation of PBIS features
changes in school staff
changes in administration
changes in community and student population
focus on data-based problem solving not blame
Schools benefit from centralized support
on-site visits from PBIS coaches/resource staff
faculty/staff trainings on specific topics like social skills trainings or hallway behavior
redevelopment of PBIS action plans based on review of school data

17. History of PBIS in Maryland and Schools Trained in PBIS
1998 Collaboration:
MSDE and Sheppard Pratt Health System
1999 Tough Kids Tough Times Forum
15 schools trained statewide
Maryland Summer Institute
in 2000, 20 schools trained
in 2001, 30 schools trained

18. History of PBIS in Maryland and Schools Trained in PBIS
Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002
Maryland Summer Institute
in 2002, 54 schools trained
in 2003, 60 schools trained
in 2004, 85 schools trained
in 2005, 94 schools trained

19. PBIS Schools Trained in Maryland

20. Basic Concepts of PBIS School Teams are trained at the
Summer Institute sponsored by
Maryland State Department of Education,
Sheppard Pratt Health System,
and the Johns Hopkins University
The following training materials are adapted from the PBIS model as developed by
George Sugai, University of Connecticut, and Rob Horner, University of Oregon

21. Key Elements of PBIS
School-wide behavior planning is based on a balance of four key elements:
Clearly specified OUTCOMES that are related to behavior and student achievement
SYSTEMS that support staff buy-in and sustained use of effective practices
DATA gathered by the school to make decisions about improving behavior and learning
Evidence-based PRACTICES and interventions that are effective for staff and students

22. Process for Supporting Social Competence and
Academic Achievement
OUTCOMES
Supporting
Staff
Behavior
Supporting
Decision
Making
School-wide
Classroom
Non-classroom
Individual
SYSTEMS
DATA
Office Discipline Referrals
Staff Input
Academic Progress
Attendance
PRACTICES
Define behavior expectations
Specify routines
Teach
Acknowledge
Correct
Follow up and feedback
Reinforcement
Generalization
Supporting
Student Behavior

23. PBIS School-wide Interventions Overview
Establish commitment and maintain team
Establish school-wide expectations
Establish an on-going system of rewards
Establish a system for responding to behavioral violations
Establish a data system to monitor progress and aid in decision making
Arrange for consistent implementation and utilize district level support

24. 1. Establish commitment and maintain team
Establish PBIS Leadership Team
Strong, administrative support
School-wide representation on PBIS Team
Secure school-wide agreements and supports
Strive for “full” (>80%) faculty participation
Prioritize resources (time, materials, cost)
Plan on a 3 – 5 year commitment
Establish a data-based action plan
Use the PBIS Staff Survey results
Use behavioral incident data (office referrals, etc.)

25. 2. Establish school-wide expectations
Develop rules of behavior
3 to 5 positively stated rules
Easy to remember
Apply to all students, settings, and staff
Develop a matrix of expected behavior in target contexts
Contexts include: classrooms, hallways, gym, cafeteria, common areas, bus loading zone, etc.
Teach the expected behaviors using an instructional approach
Directly teach (tell/explain, model/show, practice, give reminders and pre-corrections)
Actively supervise
Positively reinforce

26. Develop Rules of Behavior
The 5 Be’s
Be kind
Be safe
Be cooperative
Be respectful
Be peaceful
Code of Conduct
I am respectful
I am responsible
I am safe
I am prepared
Respect + Responsibility = Pride
Show respect
Show responsibility
High 5’s
Be respectful
Be responsible
Be there, be ready
Follow directions
Hands/feet to self
The Respect School
Respect others
Respect property
Respect yourself
Formula 4 Success
Respect
Responsibility
Ready-to-learn
Re-thinking

27. Develop Rules of Behavior
RAMS Rules
R esponsibility and
Respect
A cademic Achievement
M otivation
S uccess
Tenets of Kenwood Pride
B e there and prepared
L ive responsibly
U phold integrity
E arn and give respect
Viking Code of Conduct
Be respectful
Be responsible
Be ready
Eagle PRIDE
P reparation
R esponsibility
I ntegrity
D iligence
E arn Respect

28. Matrix of Expected Behavior

29. 3. Establish an on-going system of rewards
Acknowledge expected behavior
Use tangible rewards and acknowledgements
High Five’s, coupons, gotchas, etc.
Use social recognition
Assemblies, bulletin boards, names over the intercom
Use guidelines
Fade tangibles
Schedule strategically
Maintain 6-8:1 positive to correction ratio

30. 4. Establish a system for responding to behavioral violations
Develop an agreement about which behaviors are handled in the classroom and which are managed in the office
Use verbal redirection, teacher consequence, and/or office referral
Use pre-correction and restatement of expected behaviors

31. 5. Establish a data system to monitor progress and aid in decision making
Utilize a data management system, e.g., SWIS
Develop procedures for ongoing monitoring and evaluation
Meet regularly to review data and implement interventions

32. 6. Arrange for consistent implementation and utilize district level support
Develop targeted interventions for groups of at-risk students
Build capacity for function-based support in order to develop individualized plans for specific students (FBA/BIPs)
Connect PBIS Team with School Improvement Team and Student Support Team
Utilize district level support and other leadership resources

33. How Baltimore County supports its PBIS schools
Levels of PBIS support include:
School-based team
Strong, administrative leadership is encouraged
School-wide representation on PBIS team
PBIS coach assigned to school team
Provides expertise on the PBIS process, behavior analysis, and data interpretation
MSDE/BCPS Leadership Teams
Provides consultation and support

34. Phases in the BCPS Model of PBIS Training as a Support to the Summer Institute Training
Phase 1—Administrator Commitment
Spring Forum arranged and Coach Facilitator consults with administrator
Phase 2—Training the PBIS School Team
Coach assigned to each school
Phase 3—Implementing PBIS within the School
Coach, Coach Facilitator, and BCPS Leadership Team assists

35. Phase 1—Administrator Commitment
Administrators of identified schools attend a Spring Forum to learn about PBIS
Follow-up meeting with the Coach Facilitator to share sample information such as:
School rules
Matrix of expected behaviors
Classroom managed vs. office managed behaviors
Flowchart of the disciplinary process
Gotcha and recognition tickets

36. Phase 1—Administrator Commitment (continued)
School completes a Staff Survey to document areas of concern
The new school is encouraged to send faculty members to visit exemplar PBIS schools within Baltimore County

37. Phase 2—Training the PBIS School Team
PBIS school team members attend the Summer Institute hosted by MSDE-SPHS-JHU
School teams begin to plan their implementation of PBIS
They attend a poster session of exemplar schools and dialogue with those schools’ representatives
BCPS Coach Facilitator follows up with new school teams throughout the summer to provide guidance

38. Phase 2—Training the PBIS School Team (Continued)
School teams develop their products and plan for teacher training the first week of school
Each school is assigned a coach who works with that school during the planning as well as implementation phases
Schools are encouraged to review and adapt the work of experienced PBIS schools
Lesson plans
Teacher training models
Incentive programs for students and staff
Acknowledgement assemblies
Motivational strategies for students and staff

39. Phase 3—Implementing PBIS within the School
PBIS team trains faculty about PBIS concepts
Works best with multiple leaders training small groups
Encourage discussion and questions
Faculty is given samples of all products and trained in their use
Gotchas
Minor incident reports (for teacher managed behavior)
Office referrals
Rules are posted in all classrooms, hallways, and throughout the building

40. Phase 3—Implementing PBIS within the School (continued)
Gotchas are collected and reinforcement systems are implemented
Students are acknowledged for appropriate behavior
Staff are acknowledged for their support of the program
Office referrals are entered in the SWIS system and are analyzed

41. Phase 3—Implementing PBIS within the School (continued)
PBIS Team meets at least monthly to coordinate on-going implementation, analyze data, and develop new interventions
Schools are encouraged to maintain a binder with all their school products, team notes, and other information for reference
A coach works with every school team to provide additional support, PBIS knowledge, and behavioral expertise
Schools are encouraged to attend state level and county level PBIS meetings for new ideas and support

42. Baltimore County Schools Trained in PBIS

43. Baltimore County Schools Trained in PBIS

44. Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS
5th+ Year
12.5%
1st Year
33%
4th Year
23%
2nd Year
12.5%
3rd Year
19%

45. How Well are Schools Implementing the Concepts of PBIS?
Team Implementation Checklist (Form A)
School self-report
Completed monthly
Measures the number of critical features in place
School-wide Evaluation Tool (SET)
Observational data from independent assessor
Completed annually
Measures the 7 features of school-wide implementation
Implementation Phases Inventory (IPI)
Completed semi-annually
Measures 4 levels of implementation
Measures 36 critical elements

46. Self-Report Data from Returning Elementary Schools Form A—Percentage of features in place
n = 14 schools

47. Self-Report Data from New Elementary Schools Form A—Percentage of features in place
n = 14 schools

48. Self-Report Data from Form A– Mean Percentage of Features in Place Reported by Elementary Schools
n = 14 schools
n = 14 schools
n = 28 schools

49. Self-Report Data from Returning Middle Schools Form A—Percentage of features in place
n = 12 schools

50. Self-Report Data from New Middle Schools Form A—Percentage of features in place
n = 2 schools

51. Self-Report Data from Form A– Mean Percentage of Features in Place Reported by Middle Schools
n = 12 schools
n = 2 schools
n = 14 schools

52. Self-Report Data from High Schools Form A—Percentage of features in place
n = 6 schools

53. Self-Report Data from Form A— Mean Percentage of Features in Place for PBIS Schools
n = 28 schools
n = 14 schools
n = 6 schools

54. School-Wide Evaluation Tool (SET)
Research quality tool for assessing Universal/School-wide PBIS
External person spends 2 hours at school reviewing documents, interviewing staff, and interviewing students
PBIS is “in place” with a score of at least 80% total
Measures 7 critical features of PBIS

55. Seven Critical Features of SET
Seven critical features of PBIS listed, defined, and scored within SET:
Behavioral Expectations Defined
Behavioral Expectations Taught
On-Going System for Rewarding Behavioral Expectations
System for Responding to Behavioral Violations
Monitoring and Decision-Making
Management
District-Level Support

56. Pre- and Post-Training SET Scores Elementary Schools
n = 14 schools

57. Mean SET Scores for Elementary Schools by Year of Implementation
(9)
(12)
(14)
(9)
(3)
(2)
(1)

58. Pre- and Post-Training SET Scores Middle Schools
n = 12 schools

59. Mean SET Scores for Middle Schools by Year of Implementation
(3)
(12)
(6)
(6)
(2)

60. Pre- and Post-Training SET Scores High Schools
n = 6 schools

61. Mean SET Scores for High Schools by Year of Implementation
(3)
(6)
(4)

62. Mean SET Scores for PBIS Schools by Year of Implementation

63. Implementation Phases Inventory (IPI)
Features of PBIS listed, defined, and scored to obtain scores in the following categories:
Preparation Phase
Initiation Phase
Implementation Phase
Maintenance Phase
Percentage of the 36 Critical Elements also obtained

64. Percentage of Baltimore County PBIS Schools and their Implementation Phases

65. Implementation Phases Inventory—Percentage of Schools in each Phase by Year of Implementation

66. Implementation Phases Inventory—Percentage of Schools in each Phase by Elementary, Middle, and High
Elementary Schools
(28)
Middle Schools
(14)
High Schools
(6)

67. Implementation Phases Inventory—Percentage of Critical Features in Place by Year of Implementation
(16)
(6)
(9)
(11)
(6)

68. Implementation Phases Inventory—Percentage of Critical Features in Place by Elementary, Middle, and High
(28)
(14)
(6)

69. Discipline Data: Suspensions & Expulsions and Office Discipline Referrals
Elementary School
Middle School
High School

70. Elementary Schools: Suspensions & Expulsions by Year of Implementation
n = 14 schools

71. PBIS Elementary Schools: Mean Number of Suspensions & Expulsions per Year

72. PBIS Middle Schools: Suspensions & Expulsions by Year of Implementation
n = 12 schools

73. PBIS Middle Schools: Mean Number of Suspensions & Expulsions per Year

74. PBIS High Schools: Suspensions & Expulsions by Year of Implementation
n = 6 schools

75. PBIS High Schools: Mean Number of Suspensions & Expulsions per Year

76. Examples of Elementary School Reduction in Suspensions by Year

77. Examples of Secondary School Reduction in Suspensions by Year

78. Examples of Elementary School Reduction in Office Discipline Referrals by Year

79. Examples of Secondary School Reduction in Office Discipline Referrals by Year

80. Attendance Data
Elementary School
Middle School
High School

81. PBIS Elementary School Attendance Rates by Year of Implementation
n = 14 schools

82. Mean % of Attendance Rates for PBIS Elementary Schools by Year of Implementation
(14)
(14)
(14)
(11)
(4)
(2)
(1)

83. PBIS Middle School Attendance Rates by Year of Implementation
n = 12 schools

84. Mean % of Attendance Rates for PBIS Middle Schools by Year of Implementation
(12)
(12)
(8)
(6)
(2)

85. PBIS High School Attendance Rates by Year of Implementation
n = 6 schools

86. Mean % of Attendance Rates for PBIS High Schools by Year of Implementation
(6)
(6)
(4)

87. PBIS Supports Academic Achievement: PBIS Schools and Results of the Maryland School Assessments (MSA)
Elementary School
Middle School

88. % of Third Grade Students Scoring Proficient or Advanced on Reading MSAs
n = 14 schools

89. 40 % Increase in Third Grade Reading Scores
Mean % of Third Grade Students Scoring Proficient or Advanced on Reading MSAs
40 % Increase in Third Grade Reading Scores

90. % of Third Grade Students Scoring Proficient or Advanced on Math MSAs
n = 14 schools

91. 29% Increase in Third Grade Math Scores
Mean % of Third Grade Students Scoring Proficient or Advanced on Math MSAs
29% Increase in Third Grade Math Scores

92. % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs
n = 14 schools

93. 17 % Increase in Fifth Grade Reading Scores
Mean % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs
17 % Increase in Fifth Grade Reading Scores

94. % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs
n = 14 schools

95. 38 % Increase in Fifth Grade Math Scores
Mean % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs
38 % Increase in Fifth Grade Math Scores

96. % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs
n = 12 schools

97. 24 % Increase in 8th Grade Reading Scores
Mean % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs
24 % Increase in 8th Grade Reading Scores

98. % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs
n = 12 schools

99. 57 % Increase in 8th Grade Math Scores
Mean % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs
57 % Increase in 8th Grade Math Scores

100. Summary of MSA Results from 2003-2005 for PBIS Schools
Reading
Math
3rd Grade
40 % Increase
29 % Increase
5th Grade
17 % Increase
38 % Increase
8th Grade
24 % Increase
57 % Increase

101. How does Behavior Support Help?
Increases instructional minutes
Makes instructional minutes more effective
Creates a climate that is calm and conducive to learning

102. For additional information please contact: Office of Psychological Services Baltimore County Public Schools
Joan Ledvina Parr
Margaret Grady Kidder
Susan Barrett
Maryland’s PBIS website

103. Building
Success in
Baltimore Co
Schools
One Step
at a
Time

104. Thank you for your support as we continue to REACH FOR THE STARS
and help students believe in
themselves and achieve in
Baltimore County Schools

105. Positive Behavioral Interventions and Supports in Baltimore County Schools