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

2. Agenda 1. Overview of TYC, history of initiative 2. Overview of PBIS in TYC 3. Coaching model 4. Challenges 5. Recommendations

3. 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%

4. Facilities and Populations Gainesville - 288 Corsicana - 145 McClennan County Units 1 and II - 165, 214 Giddings - 296 Crockett - 180 Al Price - 176 Evins - 176 Ron Jackson Units I and II - 162, 108 2011: Gainesville Corsicana Mart Complex Giddings Evins Ron Jackson Girls’ Unit

6. SB 1362: 2009; 2011 - 82nd legislature TYC PBIS Coordinator External consultants TYC State PBIS Leadership Team Contract with TxState External PBIS Coaches Ongoing coaching support Training and Implementation TYC PBIS Initiative Chronology

7. 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

8. Budget reductions of over $116 million Closed 3 facilities, merged 2 units at 2 separate facilities Facilities closed July 1, 2011 Now: 6 facilities Over 120 administrative positions eliminated Merged Texas Youth Commission and Texas Department of Juvenile Probation: Texas Department of Juvenile Justice Merger to be complete by December 1, 2011 2011 Legislative Session

9. 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

10. Dr. Mike Nelson Training, leadership Dr. Eugene Wang Evaluation External consultants

11. Representatives from each TYC division (education, treatment, correctional staff, assessment, special education) Meet monthly Roles Coordination and oversight of PBIS initiative Ensure legislative mandates are being addressed TYC State PBIS Leadership Team

12. Contract with Texas State (Dr. Scheuermann) for coaches to support PBIS Texas State University - San Marcos graduate program in BD/PBIS/ABA Coordinated by Dr. Scheuermann Provides training and field work in BD, PBIS, ABA Option for coursework required for BCBA certificate The only graduate program in Texas with this unique emphasis Contract with Texas State

13. External coaches guide and assist with development and implementation of PBIS Internal coaches organize, facilitate, and lead efforts at each facility 4 half-time graduate research assistants (students majoring in BD/PBS) 2 half-time regular positions 1 full-time position All coaches: Graduates of or advanced students in BD/PBS Experience in schoolwide PBIS Purpose: to help ensure fidelity of implementation, and to avoid design and implementation errors External PBIS Coaches

14. 3 cohorts July: Giddings, Ron Jackson I, Ron Jackson II, Gainesville August: Corsicana, Crockett, Evins September: 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

15. 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

16. Data Expectations Rule matrices Schedule for teaching expectations Lesson plans Acknowledgement systems Reminders Staff training Staff acknowledgement systems Major Components of Universal Systems

17. STEP: Product to submit: Team Established: Roster of team MembersRoster 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 StaffSchedule for orientation training; Personnel doing training Expectations Matrix DevelopedCopy of expectations matrix Acknowledgement SystemsDescription Plans for Teaching ExpectationsSchedule of teaching activities; copy of lesson plan Plans for training staffTraining schedule Staff Trained Identify roles for maintaining PBIS productsList of tasks and persons responsible

19. Examples of Universal System Components

20. 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.

21. Ron Jackson After six months of PBIS implementation  Team consisted of principal, teacher, and counselor  Matrix developed  Lesson plans developed  Momentum was slow  Then…..

22. Ron Jackson PBIS Mission Statement The PBIS team at Ron Jackson will teach students 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

23. Developing consistency

29. Teaching Lesson Plans Wednesday 7 th Period

31. Student Survey

32. Positive Reinforcement for Students

34. Positive Reinforcement for Staff

35. Discipline Data 2009-2010 Discipline /Incidents 7856 2010-2011 Discipline /Incidents 5646 CCF-225Decrease 28.2%

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

42. Preliminary Data

48. Coaching Model to Support PBIS Implementation

49. Three Types of Coaches External PBIS coaches Internal PBIS coaches External Special Education coaches

50. External PBIS 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

51. 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

52. 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

53. Coaching: What worked well? What were the obstacles?

54. What worked well? Collaborating with special education coaches In-person visits Providing training to teachers Collaborating with internal coach and PBIS teams

55. 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

56. Coaching Challenges and Recommendations for Providing Coaching Support

57. Challenge: Finding highly qualified coaches and ensuring coaches have sufficient preparation University partnerships Graduate programs in state BD/PBS Social Work Juvenile justice ABA Education service center personnel Provide ongoing support for external coaches Background training, materials, regular meetings and communication,

58. 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

59. Challenge: Logistics of serving far- flung facilities Stay focused on plans Videoconferencing: Polycomm Email, Google Docs Clear agendas for coaches’ visits

60. 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

61. Challenge: Training and implementation across facilities: program units; staff shifts, roles Coaches assist with overview training Work outside of regular hours Ensure representation on PBIS leadership teams

62. Challenge: Competing initiatives RtI Little coordination with PBIS initiative to date Each facility has various treatment/support initiatives Accreditation process

63. Challenge: Communication - Consistent Messages Coaches hear many examples of mixed messages! Having external coaches allows for clarification, correction, reteaching

64. Challenge: Sheer Scope of the Project! Stay focused on immediate steps, while keeping big picture in mind Focus on fidelity of implementation Use data - review frequently and regularly Address what we can!

65. 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

66. Thank You! Brenda Scheuermann brenda@txstate.edu Lori Davis ldavis@hayscisd.net