PBIS Regional Meeting for

Team Leaders and Coaches

November 27, 2006

Sheppard Pratt Conference Center

Welcome and Introductions Regional Meeting• Baltimore County

– Margaret Kidder

– Joey Parr

• Harford County– Sharon Grose

– Dan Mitchell

• Baltimore City– Manuel Raposo

State Level Representatives• MSDE

– Andrea Alexander

– Milt McKenna

• Sheppard Pratt Health System– Susan Barrett

– Jerry Bloom

• Johns Hopkins University– Phil Leaf

– Catherine Bradshaw

– Katrina Debnam

Three-Tiered Model for Prevention and Intervention: Behavior Supports Academics

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Tier 2: Targeted Interventions•Groups of students/at risk•Reduce academic problems

Tier 2:Targeted Interventions•Groups of students/at risk•Reduce behavior problems

Tier 1:Universal Interventions•All settings, all students•Prevent academic problems

Tier 1:Universal Interventions•All settings, all students•Prevent behavior problems

SYST

EMS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Process for Supporting Social Competence and Academic Achievement

OUTCOMES

School-wideClassroomNon-classroomIndividual

Define behavior expectationsSpecify routinesTeachAcknowledgeCorrectFollow up and feedbackReinforcementGeneralization

Office Discipline ReferralsStaff InputAcademic ProgressAttendance

Overview of PBIS Data for BCPS Schools

Congratulations!

All data was submitted on time for all BCPS schools!!!!

Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS

24%25%10%14%17%10%

1st Year

15 schools

2nd Year

16 schools3rd Year

6 schools

4th Year

9 schools

5th Year

11 schools

6th+ Year

6 schools

63 PBIS Schools

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

• Implementation Phases Inventory (IPI)– Completed semi-annually– Measures 4 levels of implementation– Measures 36 critical elements

Self-Report Data from Form A– Mean Percentage of Features in Place

Reported by Elementary Schools

0

10

20

30

40

50

60

70

80

90

100

Returning ES New ES All ES

n = 28 schools n = 10 schools n = 38 schools

Self-Report Data from Form A– Mean Percentage of Features in Place

Reported by Middle Schools

0

10

20

30

40

50

60

70

80

90

100

Returning MS New MS All MS

n = 14 schools n = 3 schools n = 17 schools

Self-Report Data from Form A– Mean Percentage of Features in Place

Reported by High Schools

0

10

20

30

40

50

60

70

80

90

100

Returning HS New HS All HS

n = 6 schools n = 2 schools n = 8 schools

Self-Report Data from Form A—Mean Percentage of Features in Place for

PBIS Schools

0

10

20

30

40

50

60

70

80

90

100

Elementary Middle High

n = 38 schools n = 17 schools n = 8 schools

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

Preparation

Initiation

Implementation

Maintenance

63 schools represented

56%35 Schools

35%22 Schools

3%2 Schools

6%4 Schools Schools)

Implementation Phases Inventory—Percentage of Schools in each Phase

by Elementary, Middle, and High

0

5

10

15

20

25

PreparationInitiationImplementationMaintanence

Elementary Schools(38)

Middle Schools(17)

High Schools(8)

Implementation Phases Inventory—Percentage of Critical Features in Place

by Elementary, Middle, and High

0

10

20

30

40

50

60

70

80

90

100

Elementary Middle High(38) (7)(18)

Summary of MSA Results from 2003-2005 for PBIS Schools

Reading Math

3rd Grade 40 % Increase(28% for all BCPS Schools)

29 % Increase(18% for all BCPS Schools)

5th Grade 17 % Increase(13% for all BCPS Schools)

38 % Increase(34% for all BCPS Schools)

8th Grade 24 % Increase(15% for all BCPS Schools)

57 % Increase(33% for all BCPS Schools)

PBIS School Binders

PBIS School Binders

• Activity Log and Contacts Page

• PBIS Overview and Key Concepts

• Action Planning

• Your School PBIS Committee– Information– Schedule of Meetings– Agendas of Meetings– Minutes from Meetings

PBIS School Binders (con’t.)

• Forms– Forms and when due– Codes for online submission– Copies of your forms

• Data Decision Making– Guidelines– SWIS data

• Your School’s Products– Rules, matrix, classroom vs. office managed

behaviors, gotcha’s, certificates, etc.

PBIS School Binders (con’t.)

• Training Materials– Manual for your school, lesson plans, information for

substitutes

• Positive Reinforcement System– Incentives

• Discipline Practices– Office discipline form, reflection forms, buddy rooms

• PBIS and Family Involvement

• PBIS Recognition Awards

PBIS School Recognition Awards

PBIS School Recognition Awards

• Three levels of awards:– PBIS Maryland Green Ribbon School– PBIS Maryland Banner School– PBIS Maryland Exemplar School

• Application process– Submit to Maryland State Leadership Team with

copy to local leadership

PBIS Maryland Green Ribbon School

• Active administration• PBIS team is in place• PBIS team meets monthly• All required forms submitted

on time• Data is collected and reviewed• SET 80% or above

• Ribbon is awarded

PBIS Maryland Banner School

• Team uses data to make decisions

• Team shares data with staff at least monthly

• Team considers multiple data elements and documents improvement (e.g., office referrals, suspensions, attendance, etc.)

• SET 90% or above

• Banner is awarded

PBIS Banner School

2007

PBIS Maryland Exemplar School

• Multiple data elements are aggregated, reviewed, and reported and improvement in behavior positively affects achievement

• PBIS activities are part of the school culture

• SET 95% or above• BOQ 75% or above

• Banner and plaque are awarded

PBIS PBIS Exemplar Exemplar

SchoolSchool 20072007

PBIS Maryland School Recognition Awards

• Application is submitted by the PBIS school

• Guide questions are answered—for example:– How does the team use data to make decisions?– How do you share information with the faculty?– What are the strengths of your program?– In what areas of PBIS does your school excel?– Discuss the changes you have noticed since PBIS– Are you willing to present at the Summer Institute

or make a poster display for the Summer Training?

Evaluation Tools

SET—School-wide Evaluation Tool

BOQ—Benchmarks of Quality

SET—School-wide Evaluation Tool

• Interview with the administrator• Interview with staff

– What are the school rules?– Have you given any gotcha’s recently?

• Interview with students– What are the school rules?– Have you received a gotcha recently?

• Observation of the building– Are rules and expectations posted?– Is the documented crisis plan posted?

SET—School-wide Evaluation Tool

• Seven critical features of PBIS are assessed:– Expectations Defined– Behavioral Expectations Taught– On-going system of rewarding behavioral expectations– System for responding to behavioral violations– Monitoring and decision-making– Management– District level support

BOQ—Benchmarks of Quality

• Every member of the PBIS team completes the BOQ– Using scale of In place, Needs improvement, or Not in place

• Coach completes the BOQ using a rubric– Points are awarded based on specifically defined criteria

• The team members results are compared with the points from the rubric to identify areas of discrepancy and/or need; these results can be used for next year’s action planning– The final score is based on how the school’s

implementation matches the criteria of the rubric

BOQ—Benchmarks of Quality

• Critical elements assessed: – PBIS team– Faculty commitment– Effective procedures for dealing with discipline– Data entry and analysis plan established– Expectations and rules developed– Reward and recognition program established– Lesson plans for teaching expectations and rules– Implementation plan– Crisis plan– Evaluation

School Presentations

Shady Spring Elementary School

Marilyn Audlin, Principal

Nancy Klein, Assistant Principal

Nancy Umberger, PBIS Chairperson

Leslie Naimaster, PBIS Coach

Old Court Middle School

Lynette Woodley, Principal

Delores Tedeschi-Butler, Assistant Principal

Rhonda McKinney, PBIS Chairperson

Taneshia McKeemer, PBIS Coach

Stemmers Run Middle School

John Ward, Principal

Wade Kerns, Assistant Principal

Brian Muffoletto, PBIS Chairperson

Andrew Pariser, PBIS Coach

Chase Elementary School

Sharon Whitlock, Principal

Patricia Blair, Assistant Principal

Nancy Waters, PBIS Chairperson

Trish Baynes, PBIS Coach

General John Stricker Middle School

Deborah Klaus, Principal

Mike McWilliams, Assistant Principal

and PBIS Chairperson

Jennifer Jackson, PBIS Coach

Lansdowne High School

Lynda Whitlock, Principal

Chris Wilde, Assistant Principal

Brian Mangiafico, PBIS Chairperson

Phil Brach, PBIS Coach

Questions and Concluding Remarks

Please complete your

Evaluation Form

Thank you for your support

as we continue to

REACH FOR THE STARS

and help students believe in

themselves and achieve in

our Maryland Schools