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

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

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

Maryland PBIS Partnership and Collaboration

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

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

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

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

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

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

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

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

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

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

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

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

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

PBIS Schools Trained in Maryland

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

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

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

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

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.)

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

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

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

Matrix of Expected Behavior

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

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

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

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

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

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

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

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

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

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

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

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

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

Baltimore County Schools Trained in PBIS

Baltimore County Schools Trained in PBIS

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%

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mean SET Scores for PBIS Schools by Year of Implementation

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

Percentage of Baltimore County PBIS Schools and their Implementation Phases

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

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

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

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

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

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

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

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

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

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

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

Examples of Elementary School Reduction in Suspensions by Year

Examples of Secondary School Reduction in Suspensions by Year

Examples of Elementary School Reduction in Office Discipline Referrals by Year

Examples of Secondary School Reduction in Office Discipline Referrals by Year

Attendance Data Elementary School Middle School High School

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

For additional information please contact: Office of Psychological Services Baltimore County Public Schools 410-887-0303 Joan Ledvina Parr jparr@bcps.org Margaret Grady Kidder mkidder@bcps.org Susan Barrett sbarrett@sheppardpratt.org Maryland’s PBIS website www.pbismaryland.org

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Positive Behavioral Interventions and Supports in Baltimore County Schools