Positive Behavioral Interventions and

Supports

Going to Scale in Maryland’s Local School

Systems

www.pbismaryland.org

CONTACT INFORMATIONMilt McKenna – Maryland State Department of Education, mmckenna@msde.state.md.us, 410-767-0304

Susan Barrett - Sheppard Pratt Health System, sbarrett@sheppardpratt.org, 410-938-3650

Virginia Dolan - Anne Arundel County Public Schools, vdolan@aacps.org , 410-222-5321

Philip Leaf – Center for the Prevention of Youth Violence, 624 North Broadway, Baltimore, MD, 21205 pleaf@jhpsh.edu 410 955-3962

Jerry Bloom - Sheppard Pratt Health System, jbloom@pbismaryland.org , 410.938.4661

ACKNOWLWEDGEMENTS

• Maryland State Department of Education

• Sheppard Pratt Health System

• Johns Hopkins University

• 24 Local School Systems

• University of Oregon

Presentation Team

• Milt McKenna

• Susan Barrett

• Jerry Bloom

• Virginia Dolan

• Phil Leaf

Advanced Organizer

• Evolution of PBIS in MD

• Organization and Implementation Activities

• Evaluation Structure

• Lessons Learned

• Anne Arundel County School System

• Project Target (Evaluation)

Pennsylvania

Delaw

are

D.C.

Virginia

West Virginia

Coordination/ Collaboration

M S D E S h ep p ard P ra tt Jo h n s H o p k in s U n ive rs ity L o ca l S ch oo l S ys te m s

P B IS

1999 2000 2001 2002 2003 2004 2005

Participating PBIS Schools

Total Public Schools: 1380Elementary: 829Middle: 233Senior: 236Combined: 40Other 42Nonpublic 1157

:

PBIS Schools trained total: 276Participating: 228ES: 109K-8: 1MS: 73HS: 21Special: 10Alternative:14

PBIS Schools In Maryland

1535

68

125

190

276

0

50

100

150

200

250

300

1999 2000 2001 2002 2003 2004

Year

Nu

mb

er o

f sc

ho

ols

tra

ined

Schools Trained and Active

154

2013

33

21

57 55

65

54

86

81

0

10

20

30

40

50

60

70

80

90

1999 2000 2001 2002 2003 2004

Schools Trained Active

MD Implementation Model

• State Leadership Team

• Local School System (LSS) Contact

• Coach Facilitators

• Behavior Support Coaches

• School Teams

State Leadership Team:Diversified

• MSDE Division of Special Education/ Early Intervention Services

• MSDE Division of Student and School Services

• Sheppard Pratt Health System• Johns Hopkins University• LSS Behavior Support Coaches

State Leadership Team Functions

• Set policy• Provide support for local leadership• Influence System of Change at District Level• Assess Training Needs• Provide Training and Technical Assistance• Monitor Outcomes features of implementation referrals other indicators

LSS Contacts

• 24 Participating Local School Systems

• Designated Point of Contact– Director of Student Services– Director of Special Education

Behavior Support Coaches

• 130 Behavior Support Coaches– Itinerant positions/funded by LSS

• Meet 5 times/year– Networking– Regional Meetings– Workgroups

• July Institute Dinner• Coaches Newsletter/Coaches Calendar• Coach as Recruiter• 3 Coach Facilitators

School Teams

• Volunteer !!!

• Principal endorsement/participation

• 3 year commitment

• Representative of Staff

• Collect data/use for decision making

Annual Events

• Spring Forum (May 4th)• July Institute (July 18-21)• Coaches Meetings (5/year)• Regional Team Leader/Coach Meetings

(2/year)• Schools serving students with special

needs - MANSEF (2/year)• High Schools – (2/year)

Spring Forum

• Purpose: Recruitment • Date: May (set one year in

advance)• Participants:

– Administrators from interested schools

– Potential coaches

• School presentations

Planning Phase I Begins

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? Academic progress?

Monitoring Outcomes

• Team Implementation Checklist

• SWIS

• SET

• Coaches Checklist

• Staff Survey

• Satisfaction Surveys

• IPI

Evaluation Tools

Access 2003 Database

• Data entry/storage

• Report Generation

Evaluation Tools

Maryland website www.pbismaryland.org

Various levels: Any user

Team/coach

LSS Point of Contact

State Team

Demo

How Well are Schools Implementing?

• Systems-wide Evaluation Tool (SET)– Annually– 7 features of SW implementation

• Implementation Phases Inventory (IPI)– Semi-annually– Levels of SW: Preparation, Initiation,

Implementation, and Maintenance

SET

• 96 SETs completed during 03-04 SY

• 50 schools have SETs for 2 years

• 80% Total score is considered sustainability level

• All regions met 80% criterion across schools

• This represents a 47% increase

Pre-Post SETs by Region

48 48

25 28

39 42

82 8488

808888

0102030405060708090

100

Ann

eA

rund

el

Cen

tral

Eas

tern

Sou

ther

n

Spe

cial

Wes

tern

Pre Post

Lessons Learned

• Establish 3-5 Year Commitment• Designate State Leader(s)• Establish Diversified State Leadership

Team• Establish Coaching Model• Establish Accountability Model

– Monthly Reports– Site Visits– Data Collection– Exemplars

Anne Arundel County Public Schools

Large suburban school system between Baltimore City and rural farm area, from the Chesapeake Bay to Fort Meade, comprised of urban, suburban, rural areas.

75,000 students. Fifth largest school system in Maryland and among the 50th largest in the country

44 Schools trained and implementing PBIS

18 elementary, 18 middle schools, 5 high schools and 3 alternative schools: one middle; one high school; one ED Regional Program

Anne Arundel County Schools Trained

1 2

8

44

19

0

5

10

15

20

25

30

35

40

45

50

2000 2001 2002 2003 2004

Expulsions and Extended Suspensions

8

1213

28

22

7

18

8

4

19

0

5

10

15

20

25

30

Arundel Middle Bates Middle Glen Burnie High MacArthur Middle Mary E. MossAcademy

02/03 03/04

Difference Percentage between 2002-03 and 2003-04 Expulsions

50.00%

33.33%

18.18%

32.14%

46.15%

0%10%20%30%40%50%60%70%80%90%

100%

Arundel Middle Bates Middle Glen Burnie High MacArthur Middle Mary E. MossAcademy

Office Discipline Referrals

875

2415

337 283 200

770

1770

40234 150

0

500

1000

1500

2000

2500

3000

Brooklyn ParkMiddle

MacArthur Middle HarmanElementary

Hilltop Elementary Tyler HeightsElementary

2002-2003 2003-2004

Difference Percentage between 2002-03 and 2003-04 Referrals

97% 96% 95% 91% 91%

25.00%

88.13%

26.71%

12.00%17.31%

0%

20%

40%

60%

80%

100%

120%

Brooklyn ParkMiddle

MacArthurMiddle

HarmanElementary

HilltopElementary

Tyler HeightsElementary

Referral Reductions SET Score

Student Participation in the Program (by percent)

31%

69%

Meade High SchoolQUAD INTERVENTION PROGRAM

2003-04 (Behavior) 

Unsuccessfullycompleted the

program

Successfullycompleted the

program

416

342

425

254

0

100

200

300

400

500

600

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Meade High School2003-04 Referrals

 

(Special Education)

600

404

683

461

0

100

200

300

400

500

600

700

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Meade High School2003-04 Referrals

 

(9TH Grade)

MacArthur Middle School Discipline Data

486

1040

889

636

716

829

0

200

400

600

800

1000

1200

6th Grade 7th Grade 8th Grade

Nu

mb

er o

f O

ffic

e R

efer

rals

2003

2004

MacArthur Middle School MSA Reading Scores - All Students

0

10

20

30

40

50

60

70

80

2003 2004 County Average 2004

Per

cen

t o

f S

tud

ents

Pro

fici

ent

MacArthur Middle School MSA Math Scores - All Students

0

10

20

30

40

50

60

2003 2004 County Average 2004

Per

cen

t o

f S

tud

ents

Pro

fici

ent

MacArthur Middle School Instructional Time Saved

 

The reduction in office referrals during the 2003-2004 school year enabled students

to receive more instruction.

 322 Hours = 54 Days = 10 weeks

   

Linking Behavior Improvements to Academic Achievement-

Percent Advanced & Proficient on MSA

0

10

20

30

40

50

60

70

80

90

100

3rd gradereading

3rd grade Math 5th gradereading

5th grade math

2002-2003

2003-2004

PROJECT TARGETEvaluating PBIS in Maryland

Dr. Phil Leaf, Director

Center for the Prevention of Youth ViolenceJohns Hopkins University

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?

Project TargetEvaluate PBIS in Maryland

JHU Center for the Prevention of Youth Violence • 24 Local School Systems

• 37 Elementary Schools– 24 PBIS– 13 “Focus”

• 1,500 teacher surveys

• 26,000 students we are collecting data on

Project TargetEvaluate 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

So What Have We Discovered ??

Useful Web Links

• Maryland

– www.pbismaryland.org

• Oregon

– www.pbis.org