1. Baltimore County Public Schools
Building on Success: Developing a Model for System-Wide Implementation of PBIS
Joan Ledvina Parr
Linda Marchineck
Margaret Grady Kidder
Baltimore County Public Schools

2. Baltimore County Public Schools
25th largest school system in the nation
108,015 students
162 schools
103 Elementary
FARMS 35.9%, Mobility 11.3%, LEP 3.3%,
27 Middle
FARMS 33.1%, Mobility, 14.3% LEP 1.1%
26 High
FARMS 19.6%, Mobility, 15.2% LEP 1.1%
6 Other
17,000 Employees including 8,200 teachers

3. PBIS in Baltimore County
Coordinated through the Department of
Student Support Services
Mr. Dale Rauenzahn, Executive Director
Mrs. Patsy Holmes, Director
Dr. Margaret Grady Kidder, Coordinator
Dr. Joan Ledvina Parr, Coach Facilitator/SWIS Facilitator
Ms. Linda Marchineck, IST/PBIS Coach/SWIS Facilitator
Ms. Susie Swindell, Coach/SWIS Facilitator
32 PBIS Schools and 24 Coaches participate

4. Maryland PBIS Partnership and Collaboration

5. History of PBIS in Maryland and BCPS Schools Trained in PBIS
1998 Collaboration: MSDE and Sheppard Pratt Health System
99 Tough Kids Tough Times Forum
15 Schools Trained Statewide
1 BCPS ES Trained
Maryland Summer Institute 2000
Maryland Summer Institute 2001
2 ES and 2 MS Trained
Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002
Maryland Summer Institute 2002
7 ES and 4 MS Trained
Maryland Summer Institute 2003
3 ES, 2 MS, 4 HS Trained
Maryland Summer Institute 2004
4 MS and 2 HS Trained

6. Positive Behavioral Support in Baltimore County
Universal Interventions
All schools are encouraged to use the BCPS Positive Behavior Planning Guide
BCPS Schools
Total Schools
103 Elementary
27 Middle Schools
26 High Schools
6 Other Schools
Targeted Interventions
Selected schools are invited to participate in PBIS Training
Schools selected by suspension rates
Schools self-select based on their School Improvement Plan
PBIS Schools
14 Elementary
12 Middle Schools
6 High Schools

7. Secondary Prevention:
Baltimore County
162 Schools:
32 Schools are
PBIS Schools
Secondary Prevention:
Targeted Interventions include
training schools in PBIS
20 %
Primary Prevention:
Universal Interventions
for all schools
include using the
Positive Behavior Planning Guide
80% of Schools

8. 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 and Rob Horner, University of Oregon

9. Process for Supporting Behavior and Achievement
OUTCOMES
Supporting
Staff
Behavior
DATA
Supporting
Decision
Making
SYSTEMS
PRACTICES
Supporting
Student Behavior

10. 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

11. Positive Behavior Support
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
office discipline referrals
PBIS self assessment survey
all staff (parents/students?) input
academic progress
attendance
direct observation
school improvement goal progress
SYSTEMS
School wide
Non classroom
Classroom
Individual students
PRACTICES
define (behav. expect. & routines)
teach
acknowledge
correct
follow up & feedback
consensus & collaboration
Supporting
Student Behavior

12. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive

13. 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 positive discipline
Effective classroom organization and behavior management
Targeted interventions for groups of students
Individualized interventions for specific students like FBA/BIP’s

14. 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

15. 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.)

16. 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

17. 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

18. 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

19. Matrix of Expected Behavior

20. 3. Establish an on-going system of rewards
Acknowledge expected behavior
Use tangible rewards and acknowledgements
High 5’s, coupons, gotchas, etc.
Use social recognition
Assemblies, bulletin boards, names over the intercom
Use guidelines
Fade tangibles
Schedule strategically
Maintain 5:1 positive to correction ratio

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

22. 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

23. 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/BIP’s)
Connect PBIS Team with School Improvement Team and Student Support Team
Utilize district level support and other leadership resources

24. 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

25. 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
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

26. 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 information such as:
School rules
Matrix of expected behaviors
Classroom managed vs. office managed behaviors
Flowchart of the disciplinary process
Gotcha and recognition tickets

27. 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

28. 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

29. 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

30. 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

31. 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 logged into the SWIS system and are analyzed

32. 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

33. Baltimore County Schools Trained in PBIS

34. Baltimore County Schools Trained in PBIS

35. Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS
(6)
(6)
(9)
(11)

36. How Well are Schools Implementing Concepts of PBIS?
School Self-Report (Form A)
Completed monthly
Measures the number of critical features (22) in place
System-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

37. Self-Report Data from Elementary Schools Form A—Percentage of features in place

38. Self-Report Data from Middle Schools Form A—Percentage of features in place

39. Self-Report Data from High Schools Form A—Percentage of features in place

40. Self-Report Data from Form A Percentage of Features in Place

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

42. 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

43. Pre- and Post-Training SET Scores

44. 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

45. Percentage of Baltimore County PBIS Schools and their Implementation Phases
(7)
(8)
(6)
(5)
Based upon 26 schools

46. Implementation Phases Inventory—Percentage of Critical Features in Place

47. Discipline Data: Suspensions & Expulsions
Elementary School
Middle School
High School

48. Elementary School Suspensions & Expulsions

49. PBIS Elementary Schools Average Number of Suspensions & Expulsions per Year

50. PBIS Middle Schools Suspensions & Expulsions

51. PBIS Middle Schools Average Number of Suspensions & Expulsions per Year

52. PBIS High School Suspensions & Expulsions

53. PBIS High Schools Average Number of Suspensions & Expulsions per Year

54. PBIS Supports Academic Achievement: An Initial Look at PBIS and Adequate Yearly Progress (AYP)
Elementary School
Middle School
High School

55. Behavioral Support Enhances Academic Achievement Percentage of PBIS Schools Making Annual Yearly Progress

56. How does Behavior Support Help?
Behavior support improves minutes in instruction
Behavior support makes instructional minutes more effective
Behavior support creates a climate that is more calm and conducive to learning.

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

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

59. 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

60. Positive Behavioral Interventions and Supports in Baltimore County Schools

61. Positive Behavioral Interventions And Supports (PBIS)

64. Behavioral and Academic Interventions
Behavioral Systems
Academic Systems
1-5%
Intensive Individual Interventions
6-20%
Targeted Group Interventions
80%
Universal Interventions

65. Secondary Prevention: Primary Prevention:
Tertiary Prevention:
Interagency Partnerships
Community Partnerships
Court/ Institutional Liaisons
Spot Light On Schools/ P.O.s
Maryland’s Tomorrow Program
Homeless Program
NW/SW IEP Team
Individual Student IEP/ 504 Plans
Student Therapeutic Support
Student Threat Assessments
Abuse and Neglect Reporting Program (CPS Liaisons)
Traumatic Loss Teams
Baltimore County
32 Schools:
14 ES, 12 MS, 6 HS
~5%
~15%
Secondary Prevention:
Project Attend/ FACE
School Resource Officer Program
D.A.R.E./ S.A.D.D. Programs
Student Assistance Programs
Wellness Centers
Health Action Plans/ Appraisals
Peer Helper/ Mediation Programs
Pupil Personnel Home Visits/ Social Histories
Instructional Support Teams (IST)
Functional Behavior Assessments
Behavior Intervention Plans
Educational/ Psychosocial Assessments
Psychological Assessments
Student Case Management
Social Skills, Anger Management, Conflict Resolution
Parent Presentations/ Trainings
Alternative School/Program Placements
Primary Prevention:
School Improvement Planning
School Emergency Safety Plans
Positive Behavior Plans/ Codes
Character Education Programs
Parent/ Family Resources
Student Support Teams
Health Screenings/ Protocols
School Nurse/ Assistant Services
Essential Guidance Curriculum
School Counselor Services
Pupil Personnel Services
Residency/ Attendance Officer Services
School Social Work Services
School Psychologist Services
~80% of Students