1. Susan Barrett & Patti Hershfeldt Sheppard Pratt Health System
Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High Schools
Susan Barrett & Patti Hershfeldt
Sheppard Pratt Health System

2. Maryland’s Unique Collaboration
Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in PBIS
a systemic tiered framework
promotes a safe and supportive school environment and reduces school violence (Sugai & Horner, 2006).

3. Maryland’s PBIS Foundations
900 schools trained in Maryland
Initiative has had greatest success and impact:
At the elementary and middle school level
Implementing universal supports, rather than more intensive targeted and indicated interventions (Barrett et al., 2008)
Identified need for expansion
focus on high schools
Development of intensive preventive interventions (IOM, 2009) for students at greater need.

4. High Schools and Advanced Tiers
Students with unmet social and emotional needs create challenges
High Schools are often unprepared to implement Tier 2 and Tier 3 interventions or to address mental health needs and resources at the local and state level have been limited to expand and support implementation
Relatively few developmentally appropriate EBPs (Greenberg et al., 2001).

5. School Climate Model School Climate Safety Environment Engagement
Relationships
Respect for Diversity
School Participation
Safety
Emotional Safety
Physical Safety
Substance Use
Environment
Physical Environment
Academic Environment
Wellness
Disciplinary Environment
Consideration: This may be a possible lens or framework for the day. How are we mapping onto the big picture????
Which school improvement planning goals do you have that map onto this model?
Where does ESD/PBIS “show up” with school climate?
Where are we with implementing ESD/PBIS and how is it supporting our SIP? These are common areas of SIP. We will be making connections today about how the interventions/EBPS with PBIS/ESD support these?
Through Bullying prevention and on-time graduation, these are all ways that climate is coming into the policy today-which brings our attention to school climate. There is a big picture about school climate right now. Which is why you probably have school climate embedded in your sip and there are common themes. Generally, they are reflective somewhere in this model.
Consider a cross-walk with this model and their sip.
In order to effect climate change/growth, need an implementation plan. With PBIS/ESD, we have BoQ/implementation snapshots to direct plan of implementation.
School Climate Model, Office of Safe and Drug-Free Schools.
Kristen Harper .

6. Maryland Safe and Supportive Schools (MDS3) overview
Participating Schools
52 high schools across the state of Maryland
In the following districts: Anne Arundel, Baltimore County, Charles, Caroline, Dorchester, Somerset, Washington, Wicomico, Worcester and Queen Anne’s
Second cohort of 8 additional schools planned for spring 2012, for a total of 60 schools
Design
3 years (spring 2011 through summer 2014)
All 52 schools participated in the data collection activities
29 “implementation schools” who are implementing the MDS3 Initiative
23 schools are in the “focus” or control group for the evaluation
Schools were assigned to these groups through a lottery

7. Climate Survey
Research-based measure developed by a team at Johns Hopkins University – Center for Prevention of Youth Violence
Items derived from previously published and validated measures
Gather data from students, staff, and parents around each of these targeted areas of school

8. How was the survey administered?
All versions were web-based, anonymous, voluntary, parental passive consent
Students
25 Classrooms of students (n=21,189 )
7 9th grade
6 of grades 10-12
Schools selected classrooms
Staff survey (n=3,499)
announcements, memos, s etc
Parent survey (n=1,955)
announcements, memos, s, web site etc
Timeline: Late April through the end of the school year

9. 11 MDS3 Climate Survey Categories and Sample Questions
SAFETY
1. Physical Safety
I feel safe at this school.
How much of a problem at this school is physical fighting among students?
2. Bullying
During the current school year have you been bullied?
Adults at this school try to stop bullying.
3. Social-Emotional Wellbeing
It is OK to hit someone if they hit me first.
I feel depressed.
4. Substance Use
During the past 30 days, how many days did you have 1 drink of alcohol?
Based on your experience, how much of a problem at this school is students’ drug use?

10. 11 MDS3 Climate Survey Categories and Sample Questions (cont)
ENGAGEMENT
5. Relationships and Connectedness
I feel like I belong.
My teachers care about me.
6. School Participation and Academic Emphasis
I like this school.
My teachers encourage me to work hard in my classes.
7. Parental Involvement
My parent or guardian feels welcome at this school.
This school tries to involve parents or guardians.
8. Culture of Inclusion and Equity
Teachers believe that all students can do well if they try.
This school provides instructional materials that reflect my culture, ethnicity, and identity.

11. 11 MDS3 Climate Survey Categories and Sample Questions (cont)
ENVIRONMENT
9. Order and Discipline
Disruptions by other students can get in the way of my learning.
Students are rewarded for positive behavior.
10. Physical Environment
The school has a bright and pleasant appearance.
This school is usually clean and well-maintained.
11. Supportive Services
This school has programs to deal with violence and conflict among students.
Students who need help for their problems are able to get it through school.

12. School Climate Profile Scores to Be Posted on MSDE’s MDS3 Website by October 3, 2011
OVERALL SCORE
Jones High School
3.793
School climate profile scores range from 1 (poor) to 7 (favorable).
Only the overall score is publically posted.
Schools receive details report of all 11 subscales, and 3 scales, and overall score.

13. Other data sources… School-wide Evaluation Tool data
Individual Students System Evaluation Tool – modified
Suspension/Expulsion data reported to MSDE
Office Discipline Referrals
SWIS
County developed SW reporting database
Observation of classroom and non-classroom environment, student/staff interactions, student behavior, school building, and grounds (supported by a grant to JHU from the William T. Grant Foundation)

14. Menu of EBPs Life Skills program (Botvin et al., 2006)
Olweus Bullying Prevention (Olweus, 2007)
Check and Connect (Anderson et al., 2004)
Check in Check Out (Hawken & Horner, 2003
Cognitive Behavioral Intervention for Trauma in Schools (Kataoka et al., 2003)
Supported through collaboration with The University of Maryland, Center for School Mental Health

15. School Climate Model
School Climate
Culturally Responsive Teaching (Double Check)
Check and Connect
Engagement
Relationships
Respect for Diversity
School Participation
Olweus Bully Prevention
Botvin Life Skills
Safety
Emotional Safety
Physical Safety
Substance Use
CBITS & Mental Health Awareness
+ Academic Support
Check in Check Out
Environment
Physical Environment
Academic Environment
Wellness
Disciplinary Environment
Office of Safe and Drug-Free Schools. Kristen Harper

16. Climate Specialists
Masters level professionals supporting high school personnel …
target the needs of high schools through the evaluation of multiple data sources
systematic selection, implementation and monitoring of selected EBPs that address substance use, student engagement (truancy), school violence and bullying
provide ongoing technical assistance over 3 school years to develop building level capacity and sustainability
Varied professional backgrounds, (SW, Teachers, Gen ed and Special Ed, Counselors, Administrators, Attorney for Children)

17. Training and Implementation plan
Climate specialist- Scope and Sequence, developmental process WIKI
School Teams- Implementation Plan, WIKI
District Level- TA, Implementation Science, Organizational Changes that support school implementation, Building Capacity

18. …target the needs using multiple data sources
Considering data sources mentioned previously
CSs took teams through brainstorming
Other ‘soft’ data sources
Teacher recommendations/input
Parent recommendations/input
Community agency referrals

19. …systematic selection, implementation and monitoring of selected EBPs
According to data… what are the needs of your school?
What systems are in place to support implementation of…
What systems are not in place and need to be developed to ensure successful implementation

20. Guiding Questions for Implementation Planning
Valued Outcome How is the practice linked to overall outcome outlined in your school improvement plan? Systems Teaming Structure – RFA process Communication Coaching and Staff Support Data Decision Rules Progress Monitoring Criteria to define success (exit criteria)
What does your data say?

21. Valued Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?
Common Core
Integrate with academics
Safe and supportive schools

22. Systems: Teaming Structure
What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)
What are roles and responsibilities of each team?

23. Systems: RFA process
How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place?
Is the process FORMAL or INFORMAL?
How is RFA perceived?

24. Systems: Coaching and Staff Support
What are the structures that support skill development for staff? Structures that support follow along activities? What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

25. Systems: Communication
How do your academic and behavior teams communicate with each other ?
. “How are we going to be sure everyone gets the same information about implementation? “ (M. Piper)
Morgen ran a school team through this problem solving topic. How are we going to be sure everyone gets the same information about implementation? This extends to communication from middle to high

26. Data Decision Rules for access Progress Monitoring
Criteria to define success (exit criteria)
Fidelity measures
Student selection activity

27. MDS3 Implementation Plan – page 1 Check and Connect
Valued Outcome: _______________________
Step 1: What does the data say?
____________________________
Step 4: What will we do to support staff?
______________________________________________________________________________________________________________________________________________________________________________________________________
DATA + Culture– Supports Decision Making
SYSTEMS – Support Staff Behavior
Step 2: What is the goal?
______________________________________________________________________________________________________________________________________________________________________________________
Step 3: What will we do to support student behavior?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Provide standard agenda that includes the logic. This will be given to coaches and teams during upcoming trainings. DCs will have it and will be looking for it.
PRACTICES –
Support Student Behavior

28. Practices, Initiatives, Programs for a FEW
Triangle Activity:
Applying the Three-Tiered Logic to Your School
Tier 3
Practices, Initiatives,
Programs for a FEW
Tier 2
Practices, Initiatives,
Programs for SOME
Tier 1
Practices, Initiatives,
Programs for ALL
Pre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning?
Pre-correct- We do not have yellow kids, red kids, etc. We have kids needing supports at each tier and we are all over depending on our needs and strengths.
You see solid lines, but they really are blurred and should be designed for bridging practices in tiers. Students may move in and out of tiers.
What do you have in place for behavior interventions for all, some, and a few? Think about this on a school-wide level and maybe think about it around one of the top behaviors in your school. Say disrespect or disruption. Think about kids down the road too-who do not respond to universal.
Be sure to make the connections to the pyramid for academics and you will always look to both –the connections. Our work will be looking at what we have, what can we tweak, and what are we missing.
What are the EBPs? How are you monitoring effectiveness with data? Are there any that are really getting significant outcomes?
How will you take your staff through this process?

29. MDS3 Implementation Plan – page 2
In planning for the next school year, please complete the following MDS3 implementation plan. Consider how the Climate Specialist will help support you this year.
Safety
What needs to be done?
Who will do it?
What resources are needed to get it done?
When should it be done?
How will you know if it was done correctly?
Engagement
How will you know if it was done correctly
Environment
SW Interventions
Choose 1…. What does your data say?

30. Lessons learned thus far..
Enrolling schools in the project
Engaging them to do the work
Empowering

31. Enrolling schools in the project
Voluntary participation
What’s in it for me?
Don’t NAME it
While it is theorized that school-wide PBIS will meet the needs of 80-85% of students, the remaining 15-20% of students will require more intensive supports to be successful in school (Lewis & Sugai, 1999). The reasons that students do not respond vary, but students often have social-emotional needs that go unaddressed.

32. Engaging the adults The mission begins with coordinating the resources
Taking a comprehensive look at what is already place
Resource Mapping Activity
…and one step further (AACPS)
Coordinating those resources
Multiple Mentors -
Developing communication systems/networks

33. What do you already have?
Brainstorm inventory of current practices…
We realize that you are doing A LOT already. Stop the madness!!!!!!!! Let’s take do a few things well. Write on sticky notes all the activities

34. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

35. Resource Mapping
What are the practices in place at each tier of the triangle?
Are they evidence-based practices?
How are you measuring effectiveness of practices (data)?
Who are the service delivery teams/personnel (e.g., Climate, School Improvement Team, Discipline)?
Link to outcomes- Strategic Plan (School Improvement Plan)
Pre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning?
We will never finish resource mapping-we will continue to add, revise our resource mapping. When we work more with advanced tiers, it will always be anchored to universals.

36. Practices, Initiatives, Programs for a FEW
Triangle Activity:
Applying the Three-Tiered Logic to Your School
Tier 3
Practices, Initiatives,
Programs for a FEW
Tier 2
Practices, Initiatives,
Programs for SOME
Tier 1
Practices, Initiatives,
Programs for ALL
Pre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning?
Pre-correct- We do not have yellow kids, red kids, etc. We have kids needing supports at each tier and we are all over depending on our needs and strengths.
You see solid lines, but they really are blurred and should be designed for bridging practices in tiers. Students may move in and out of tiers.
What do you have in place for behavior interventions for all, some, and a few? Think about this on a school-wide level and maybe think about it around one of the top behaviors in your school. Say disrespect or disruption. Think about kids down the road too-who do not respond to universal.
Be sure to make the connections to the pyramid for academics and you will always look to both –the connections. Our work will be looking at what we have, what can we tweak, and what are we missing.
What are the EBPs? How are you monitoring effectiveness with data? Are there any that are really getting significant outcomes?
How will you take your staff through this process?

37. Are you successful with these practices?
How do you know they are successful ?
Is there overlap?
Who do they serve? The students you intended to serve?
How do you decide who gets the intervention?
Do staff receive training and support to deliver intervention effectively?
Do you share impact of intervention with faculty?
Can you live without a couple? Wouldn‘t it be nice to do less but have the same outcome?
Consider Morgen’s slides here?

38. Communication Systems: Feedback -Give it and Get it
2 times per term minimum
Especially important at high school and for students receiving Tier II supports
Gather feedback from the participating staff
How do teachers get feedback?
Unique ways to communicate

39. Empowering: Kids are key!
Student involvement is the KEY to success
Digital Learners
Stephen Decatur High School Worcester County Public Schools
Teaching the Expectations
Dundalk High School Baltimore County Public Schools
Student generated newsletter
North County High School Anne Arundel County Public Schools
The story of one!

40. Efforts to promote sustainability beyond the life of the grant.
Always a part of every discussion!
Graduated support
Cross training (all stakeholders)
Involving community stakeholders

41. Roadblocks to success “We don’t need something else”
“Money is too tight to…”
Common Core comes first
Schools with high academic achievement