Positive Behavioral Interventions and Supports Going to Scale in Maryland’s Local School Systems The Midwest Symposium for Leadership in Behavioral Disorders February 24, 2006

Milt McKenna Maryland State Department of Education Susan Barrett Sheppard Pratt Health System

ACKNOWLWEDGEMENTS Maryland State Department of Education Maryland State Department of Education Sheppard Pratt Health System Sheppard Pratt Health System Johns Hopkins University Johns Hopkins University 24 Local School Systems 24 Local School Systems University of Oregon University of Oregon University of Connecticut University of Connecticut

Advanced Organizer Evolution of PBIS in MD Evolution of PBIS in MD Organization and Implementation Activities Organization and Implementation Activities Evaluation Structure Evaluation Structure Lessons Learned Years 1-5 Lessons Learned Years 1-5 Years 5-10 Years 5-10

Big picture ….. How do you change individual behavior in schools? How do you create school environments that sustain change? What system-level mechanisms and infrastructure are necessary to sustain and bring to scale interventions that create desired change?

Pennsylvania Delaware D.C. Virginia West Virginia

Coordination/ Collaboration PBIS MSDESheppard Pratt Johns Hopkins University Local School Systems

Participating PBIS Schools Total Public Schools: 1380 Elementary: 829 Middle: 233 Senior: 236 Combined: 40 Other 42 Nonpublic 1157 PBIS Schools trained total: 367 Participating: 294 ES: 189 K-8: 8 MS: 101 HS: 35 Special: 10 Alternative:24

Number of MD Schools Teams and Behavior Support Coaches Trained By Year

MD Implementation Model State Leadership Team State Leadership Team Local School System (LSS) Contact Local School System (LSS) Contact Coach Facilitators/ Coordinators Coach Facilitators/ Coordinators Behavior Support Coaches Behavior Support Coaches School Teams School Teams

State Leadership Team: Diversified MSDE Division of Special Education/ Early Intervention Services MSDE Division of Special Education/ Early Intervention Services MSDE Division of Student and School Services MSDE Division of Student and School Services Sheppard Pratt Health System Sheppard Pratt Health System Johns Hopkins University Johns Hopkins University LSS Behavior Support Coaches LSS Behavior Support Coaches Mental Health Mental Health

State Leadership Team Functions Set policy Set policy Provide support for local leadership Provide support for local leadership Influence System of Change at District Level Influence System of Change at District Level Assess Training Needs Assess Training Needs Event Coordination Event Coordination Provide Training and Technical Assistance Provide Training and Technical Assistance Monitor Outcomes Monitor Outcomes features of implementation features of implementation referrals referrals other indicators other indicators

Local School System (LSS) Contacts 24 Local School Systems 24 Local School Systems Designated Point of Contact Designated Point of Contact –Director of Student Services –Director of Special Education

Behavior Support Coaches 183 Behavior Support Coaches 183 Behavior Support Coaches – Itinerant positions/funded by LSS Meet 5 times/year Meet 5 times/year – Networking – Regional Meetings – Workgroups Coaches Reception Coaches Reception Coaches Newsletter/Coaches Calendar Coaches Newsletter/Coaches Calendar Coach as Recruiter Coach as Recruiter 5 LSS Coach Facilitators 5 LSS Coach Facilitators

Coach Activities FTE allocated and sufficient enough to complete tasks FTE allocated and sufficient enough to complete tasks Consistently attend team meetings. Consistently attend team meetings. Assist team with data-based decision-making, planning, and implementation. Assist team with data-based decision-making, planning, and implementation. Attend Regional/State Coaches meetings/trainings. Attend Regional/State Coaches meetings/trainings. Send information to PBIS State/District Coordinator (e.g., checklists, action plans, etc.) Send information to PBIS State/District Coordinator (e.g., checklists, action plans, etc.) Assist with dissemination activities (e.g., presentations, case studies, articles, etc.) Assist with dissemination activities (e.g., presentations, case studies, articles, etc.)

School Commitments One of top SIT Goals One of top SIT Goals Administration active role Administration active role 3 year timeline 3 year timeline Use data for decision making Use data for decision making

Team Activities Administrator is active and present for meetings. Administrator is active and present for meetings. Team is making progress on PBIS “Getting Started” checklist (Form A). Team is making progress on PBIS “Getting Started” checklist (Form A). Team uses school discipline & related data to discuss monthly progress. Team uses school discipline & related data to discuss monthly progress. Team uses annual action plan to discuss monthly progress Team uses annual action plan to discuss monthly progress Team provides monthly updates/data summaries to entire school staff. Team provides monthly updates/data summaries to entire school staff. Team meetings are efficiently run (e.g., clear objectives, tasks, goals). Team meetings are efficiently run (e.g., clear objectives, tasks, goals). Team activities are coordinated with other school initiatives/committees. Team activities are coordinated with other school initiatives/committees.

Annual Events Spring Forum (April 6, 2006) Spring Forum (April 6, 2006) July Institute (July 10, July 17) July Institute (July 10, July 17) Coaches Meetings (5/year) Coaches Meetings (5/year) Regional Team Leader/Coach Meetings (2/year) Regional Team Leader/Coach Meetings (2/year) Schools serving students with special needs - MANSEF (2/year) Schools serving students with special needs - MANSEF (2/year) High Schools – (2/year) High Schools – (2/year)

Start Up Activities Application Process and Commitment Application Process and Commitment Planning Phases Planning Phases Self Assessment Self Assessment Profile Profile

Spring Forum Purpose: Recruitment Purpose: Recruitment Date: April (set one year in advance) Date: April (set one year in advance) Overview & School presentations Overview & School presentations Participants: Participants: – Administrators from interested schools – “Key” system personnel – Potential coaches Planning Phase I Begins

Summer Training New Coaches New Coaches New Teams New Teams Returning Teams Returning Teams Exemplar Schools Exemplar Schools Receptions and Poster Sessions Receptions and Poster Sessions

Other Training Events Local Coordinators Local Coordinators State Coaches Meetings State Coaches Meetings Regional Meetings Regional Meetings Targeted Group Targeted Group Behavioral Basics Behavioral Basics School Wide Information System (SWIS) School Wide Information System (SWIS) SWIS facilitator SWIS facilitator School-wide Evaluation Tool (SET) School-wide Evaluation Tool (SET)

Evaluation Capacity Establishing Measurable Outcomes 1. What schools have been trained and are active? 2. How well are schools implementing PBIS? 3. What impact does PBIS have on student behavior? Achievement?

Monitoring Outcomes Team Implementation Checklist Team Implementation Checklist SWIS SWIS SET SET Coaches Checklist Coaches Checklist Staff Survey Staff Survey Satisfaction Surveys Satisfaction Surveys Implementation Phases Inventory (IPI) Implementation Phases Inventory (IPI)

Evaluation Tools Access 2003 Database Access 2003 Database Data entry/storage Data entry/storage Report Generation Report Generation

Evaluation Tools Maryland website Various levels:Any user Team/coach Team/coach LSS Point of Contact State Team Maryland Forms Matrix Access Database SWIS PBS surveys (

How Well are Schools Implementing? Systems-wide Evaluation Tool (SET) Systems-wide Evaluation Tool (SET) –Annually –7 features of SW implementation Implementation Phases Inventory (IPI) Implementation Phases Inventory (IPI) –Semi-annually –Levels of SW: Preparation, Initiation, Implementation, and Maintenance

School-Wide Evaluation Tool 35 Coaches trained as SET assessors 15 Contractual SET assessors 97 SETs completed SETs completed SETs completed SETs completed schools have at least two SET scores 104 schools have at least two SET scores 80% Total score is considered Maintenance Phase (IPI) 80% Total score is considered Maintenance Phase (IPI) All regions met 80% criterion across schools All regions met 80% criterion across schools 69% increase after one year implementation 69% increase after one year implementation

SET Scores by Region

Return Rates Form A & IPI

ODRs Per Day Per 100 Students SWIS.ORG

Mean - ODRs Per Day Per 100 Students

ODRs Per Day Per 100 Students SWIS.ORG

Mean - ODRs Per Day Per 100 Students

ODRs Per Day Per 100 Students SWIS.ORG

Mean - ODRs Per Day Per 100 Students

Years 5-10 Expanded State Leadership Team Expanded State Leadership Team Advisory Committee Advisory Committee Management Team Management Team Mental Health Integration Grant Mental Health Integration Grant

Anticipated Growth 50% of MD Schools will be trained by 2010

5 YEAR GOALS Goal 1:Increase state coordination by identifying regional coordinators for Southern, Central, Eastern and Western Maryland. Goal 1:Increase state coordination by identifying regional coordinators for Southern, Central, Eastern and Western Maryland. Goal 2:Increasing evaluation capacity by expanding web site functionality i.e. online tutorials, data submission and retrieval. Goal 2:Increasing evaluation capacity by expanding web site functionality i.e. online tutorials, data submission and retrieval. Goal 3:Increase local training capacity by identifying training coordinator(s). Goal 3:Increase local training capacity by identifying training coordinator(s). Goal 4:Increase visibility by identifying an individual to write grants, develop marketing material and interface with outside agencies. Goal 4:Increase visibility by identifying an individual to write grants, develop marketing material and interface with outside agencies.

Useful Web Links Maryland Maryland – Oregon Oregon –