1. Positive Behavioral Interventions and Supports (PBIS) School, School System, and State Level Implementation Milt McKenna August 15, 2005 www.pbismaryland.org www.pbis.org www.swis.org

2. Advanced Organizer Big Ideas Critical Features State Organization System Implementation School Information Project Evaluation

3. Main Message! Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

4. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). Prevention Rules, Routines, Arrangements Reaction Positive and Negative Consequences

5. Discipline Works When …. Prevention creates more POSITIVE than NEGATIVE consequences. Punishment Reinforcement (success) 4 : 1

6. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

7. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBIS Elements

8. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

9. The Power Of Teaching “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we … … teach? … remove? … punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy

10. BIG Ideas 3-5 years Organizational Framework Critical Features same across schools- unique to the culture of the school Invest in Coaching Capacity

11. Pennsylvania Delaware D.C. Virginia West Virginia

12. (Multiple small counties) Advisory Team State Team Regional Coordinator District Team Regional Team Cluster Team School Teams Coordinator Director SS Director Sp. Ed. Curriculum Staff Development School Board Member Coach Parent Cluster Team SST/RST School Teams SST/RST MSDE JHU SP Locals Grant/foundation LSS SP MSDE/SP PBIS Management TeamProject Target Parent Advocacy State Board Member Policy Makers PBS Executive Team Core Agency Gov office Title I DRAFT

13. Maryland PBIS Partnership and Collaboration

16. MD Implementation Model State Leadership Team Local School System (LSS) Contact Coach Facilitators Behavior Support Coaches School Teams Consistent Schedule of Events

17. Annual Events Spring Forum (March/April) July Institute (July - 5 Days) Coaches Meetings (5 x year) Regional Team Leader/Coach Meetings (2 x year) Schools serving students with special needs - MANSEF (2 x year) High Schools – (2 x year )

19. Elements Approach Timing Getting the right people on the bus

20. Top Down-Bottom Up NCLB, BTE, Goals- 2002-07 Central Office Data driven Structure and organization-Project Management Organizational Charters Alignment with other initiatives-Title I schools: increased funds for psychology time to do PBIS School House Success breeds success Gaining support through word of mouth Administrator as leader- cheerleader

21. Alignment Code of Conduct AACPS Goals 2002-07 County-wide initiatives-Bully Prevention Staff Development-para educators Restructuring of in-school suspension areas aligned with intervention and paradigm shift

24. Time Saved AACPS Saved 622 days of instruction AACPS saved 482 days of administrative time

25. Middle school math

26. Elementary math

27. Middle school reading

28. Elementary school reading

29. December 2004

30. GERMANTOWN ELEMENTARY SCHOOL: Soaring with the Eagles Positive Behavioral Intervention Supports Angie Wagaman, School Counselor Mary Stuart Kempton, School Psychologist

32. Elements of a Schoolwide Discipline Plan 1. Define Expected Behavior

33. CCode of Conduct  I will respect myself, others, and the environment.  I will be responsible.  I will be safe.

34. GERMANTOWN STUDENT PLEDGE I promise to do my best at Germantown Elementary by showing respect for myself and others, by working with my teachers to learn everything they need to teach me and by using my hands and feet for peaceful actions only.

35. 2004–2005 Golden Eagle Guidelines Elizabeth Kiefer Principal Donna Spencer Assistant Principal Eric J. Smith, Ed.D., Superintendent of Schools Roy Skiles, Instructional Director, Annapolis and Southern Regions

36. Elements of a Schoolwide Discipline Plan 2. Teach Expected Behavior

37. Germantown Behavior Teaching Matrix Behavioral Expectations ClassroomCafeteriaBusHallwayPlay- ground Bathroom Respectful Use kind words. Use a quiet voice.  Raise your hand. Use a quiet voice. Follow directions. Use good manners. Use a quiet voice. Follow directions. Speak politely to the driver.  Obey the Quiet Zones.  Put hands by your side or on your lips & hips. TTake turns. Share equipment. Use kind words & actions.  Give others privacy.  Keep it clean. ResponsibleAAccept the consequences of your choices. FFollow teacher directions. BBring all materials to class.  Complete and return homework & classwork.  Be on time.  Clean up your eating area.  Follow cafeteria rules.  Eat a healthy lunch.  Know your lunch number.  Keep your seat clean.  Follow bus rules.  Be at your stop on time.  Have all materials ready for dismissal.  Walk on the silver line.  Obey the Eagle Stop Signs.  Have a hall pass.  Line up promptly when recess ends.  Clean up equipment.  Be friendly.  Use problem solving skills.  Report damaged property.  Use materials correctly.  Return to your class promptly.  Tell your needs to a teacher.

38. Germantown Behavior Teaching Matrix Behavioral Expectations ClassroomCafeteriaBusHallwayPlay- ground Bathroom Safe  Keep chair legs on the floor.  Ask for permission to leave.  Use hands & feet for peaceful actions.  Walk.  Keep your food on your tray.  Ask permission to leave your seat.  Use utensils correctly.  Stay in your seat.  Keep aisles clear.  Stay in your personal space.  Walk.  Face forward.  Walk on the right side of the hall.  Use hands & feet for peaceful actions.  Use equipment correctly.  Use fixtures correctly.

39. Social Skills/Character Education Second Step No Put Downs Cores Essentials Steps to Respect

40. “May I have your attention, please.” 1. Stop moving. 2. Stop talking. 3. Look at the teacher. 4. Listen to the teacher. 5. Follow instructions. From: Mychal Wynn, Building Dreams

42. Elements of a Schoolwide Discipline Plan 3. Develop an Ongoing System for Acknowledging Expected Behavior

43. GERMANTOWN EAGLES SOAR WITH PRIDE !!!  RESPECTFUL  RESPONSIBLE  SAFE Student ________________ Teacher ________________

44. Golden Eagle Celebration Fall 2004 Germantown Elementary School

45. Bus Rewards Program Point System

46. Bus Rewards Program Bulletin Board Display Germantown Elementary School

47. Elements of a Schoolwide Discipline Plan 4. Develop a System for Responding to Behavioral Violations

48. Classroom Interventions Verbal warning Time out Time out in another classroom Loss of privilege Problem solving worksheet A Sad Eagle Report – a minor referral Parent contact Student Support Plan Referral to student support services: KidTalk Team, Student Support Team, Learning Lab Coordinator, School Psychologist, School Counselor

49. _____/____/____ Dear Parent or Guardian, The rules that our school endorses are designed to ensure that all of our students can learn in a peaceful and safe environment. Students who respect themselves, others and the environment, and who are responsible and safe are Germantown Golden Eagles. Today, your child, ____________________________, did not follow Germantown’s school rules. The following describes the improper behavior. 1. Unacceptable Physical Behavior 2. Abusive Language 3. Lack of Respect for Others 4. Lack of Respect for Another’s Property or School Property 5. Other Please talk to your child so that we can continue to work together to help your child learn and be a Golden Eagle. Your cooperation is appreciated. _________________________ Teacher Sad Eagle Report

50. Sad Eagle Report (page 2) Student ____________________ Grade______ Date ________ Time ______ Referring Staff __________________________Homeroom ________________ Problem Behavior __________________________________________________ Location Classroom Playground Hall Cafeteria Bathroom Gym Library Bus Zone Special Event Office Other Unknown Others Involved None Peers Staff Substitute Unknown Motivation Peer attention Adult attention Obtain objects Obtain activities Avoid tasks Avoid activities Avoid work Avoid peers Avoid adults Don’t know

51. Discipline Referral for Major Offense

52. Elements of Schoolwide Discipline Plan 5. Develop a System for Consistent Implementation, Monitoring, and Decision-Making

53. Elements of a Schoolwide Discipline Plan 6. Provide Booster Procedures During Targeted Times of the Year

54. Elements of a Schoolwide Discipline Plan 7. Provide Alternatives/Options for Students with Chronic Problem Behaviors

55. Continuum of Behavior 1-7 % Individual (.24%) 5-15% At Risk (3.30%) 80-90%, School-wide (96.46%) Student Support Team, Functional Behavioral Assessment, Behavior Intervention Plans, School Psychologist KidTalk Team, Learning Lab, Guidance Counselor, Mentoring Program Second Step, No Put Downs, Steps to Respect, Core Essentials

57. Germantown Elementary Cost/Benefit Comparison Referrals (1999-2005)  Total referrals: 1999-2000 = 425 2004-2005 = 73 Total decrease = 352 referrals  Administrator minutes consumed (15 minutes per referral) 1999-2000 = 6,375 minutes 2004-2005 = 1,095 minutes Total decrease = 5,280 administrator minutes saved (88 hours= 11 school days)  Instructional minutes consumed (45 minutes per referral) 1999-2000 = 19,125 minutes 2004-2005 = 3,285 minutes Total decrease = 15,840 instructional minutes saved (264 hours = 37.7 school days)

58. Project Target Evaluating PBIS in Maryland JHU Center for the Prevention of Youth Violence  5 Local School Systems  37 Elementary Schools  24 PBIS  13 “Focus”  Data Collection:  1,400 teachers  16,000 students

59. Project Target Evaluate PBIS in Maryland JHU Center for the Prevention of Youth Violence  Academic Achievement  Suspensions and Expulsions  Teacher Ratings of Disruptive Behavior  Referrals for Special Education Services  Staff Satisfaction and Turnover  Student Assessment of Climate

61. CONTACT INFORMATION Susan Barrett - Sheppard Pratt Health System, sbarrett@sheppardpratt.org, 410-938-3650 sbarrett@sheppardpratt.org Milt McKenna – Maryland State Department of Education, mmckenna@msde.state.md.us, 410-767-0304mmckenna@msde.state.md.us Virginia Dolan - Anne Arundel County Public Schools, vdolan@aacps.org, 410-222-5321 vdolan@aacps.org Philip Leaf – Johns Hopkins University Center for the Prevention of Youth Violence, pleaf@jhpsh.edu,410 955-3962pleaf@jhpsh.edu Mary Stuart Kempton, mkempton@aacps. orgmkempton@aacps. org

62. Positive Behavioral Interventions and Supports (PBIS) School, School System, and State Level Implementation Milt McKenna August 15, 2005 www.pbismaryland.org www.pbis.org www.swis.org