Building on Success:

Developing a Model for System-Wide Implementation of PBIS

Joan Ledvina Parr

Linda Marchineck

Margaret Grady Kidder

Baltimore County Public Schools

Baltimore County Public Schools

• 25th largest school system in the nation• 108,015 students• 162 schools

– 103 Elementary• FARMS 35.9%, Mobility 11.3%, LEP 3.3%,

– 27 Middle• FARMS 33.1%, Mobility, 14.3% LEP 1.1%

– 26 High• FARMS 19.6%, Mobility, 15.2% LEP 1.1%

– 6 Other

• 17,000 Employees including 8,200 teachers

PBIS in Baltimore County

• Coordinated through the Department of

Student Support Services– Mr. Dale Rauenzahn, Executive Director

– Mrs. Patsy Holmes, Director

– Dr. Margaret Grady Kidder, Coordinator

– Dr. Joan Ledvina Parr, Coach Facilitator/SWIS Facilitator

– Ms. Linda Marchineck, IST/PBIS Coach/SWIS Facilitator

– Ms. Susie Swindell, Coach/SWIS Facilitator

• 32 PBIS Schools and 24 Coaches participate

Maryland PBIS Partnership and Collaboration

Maryland S tateDepartment of

E duc ation

S heppard P rattH ealthS ystem

J ohnsH opkins

U nivers ity

L oc alS c hool

S ystems

P o s itive B e h a v io r a lIn te r ve n tio n s a n d S u p p o r ts

History of PBIS in Maryland and BCPS Schools Trained in PBIS

• 1998 Collaboration: MSDE and Sheppard Pratt Health System

• 99 Tough Kids Tough Times Forum– 15 Schools Trained

Statewide– 1 BCPS ES Trained

• Maryland Summer Institute 2000– 1 BCPS ES Trained

• Maryland Summer Institute 2001– 2 ES and 2 MS Trained

• Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002

• Maryland Summer Institute 2002– 7 ES and 4 MS Trained

• Maryland Summer Institute 2003– 3 ES, 2 MS, 4 HS Trained

• Maryland Summer Institute 2004– 4 MS and 2 HS Trained

Positive Behavioral Support in Baltimore County

• Universal Interventions• All schools are encouraged to

use the BCPS Positive Behavior Planning Guide

• BCPS Schools

– Total Schools

– 103 Elementary

– 27 Middle Schools

– 26 High Schools

– 6 Other Schools

• Targeted Interventions• Selected schools are invited to

participate in PBIS Training

• Schools selected by suspension rates

• Schools self-select based on their School Improvement Plan

• PBIS Schools

– 14 Elementary

– 12 Middle Schools

– 6 High Schools

80% of Schools

20 %

Secondary Prevention:Targeted Interventions include

training schools in PBIS

Primary Prevention:Universal Interventions

for all schoolsinclude using the

Positive Behavior Planning Guide

Baltimore County2004-2005162 Schools:

32 Schools are PBIS Schools

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 and Rob Horner, University of Oregon

SYST

EMS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Process for Supporting Behavior and Achievement

OUTCOMES

Key Elements of PBISSchool-wide behavior planning is based on a balance

of four key elements:

SYSTEMS that support staff buy-in and sustained use of effective practices

Evidence-based PRACTICES and interventions that are effective for staff and students

DATA gathered by the school to make decisions about improving behavior and learning

Clearly specified OUTCOMES that are related to behavior and student achievement

SYSTEMS School wide Non classroom Classroom Individual students

PRACTICES define (behav. expect. & routines) teach acknowledge correct follow up & feedback consensus & collaboration

DATA office discipline referrals PBIS self assessment survey all staff (parents/students?) input academic progress attendance direct observation school improvement goal progress

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Support

Designing School-Wide Systemsfor Student Success

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

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 positive discipline

• Effective classroom organization and behavior management

• Targeted interventions for groups of students

• Individualized interventions for specific students like FBA/BIP’s

PBIS School-wide InterventionsOverview

1. Establish commitment and maintain team

2. Establish school-wide expectations

3. Establish an on-going system of rewards

4. Establish a system for responding to behavioral violations

5. Establish a data system to monitor progress and aid in decision making

6. 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• 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

• 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

Develop Rules of Behavior

• Viking Code of Conduct– Be respectful

– Be responsible

– Be ready

• Eagle PRIDE– P reparation

– R esponsibility

– I ntegrity

– D iligence

– E arn Respect

• 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

Matrix of Expected Behavior

3. Establish an on-going system of rewards

• Acknowledge expected behavior

• Use tangible rewards and acknowledgements– High 5’s, coupons, gotchas, etc.

• Use social recognition– Assemblies, bulletin boards, names over the intercom

• Use guidelines– Fade tangibles– Schedule strategically

• Maintain 5:1 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 office managed

• 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/BIP’s)

• 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

• 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 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 logged into 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

0

2

4

6

8

10

12

1999 2000 2001 2002 2003 2004

Schools Trained

Baltimore County Schools Trained in PBIS

0

1

2

3

4

5

6

7

1999 2000 2001 2002 2003 2004

Elementary (14)Middle Schools (12)High Schools (6)

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

2nd Year27%

3rd Year31%

1st Year27%

4th+ Year15%

(11)

(6) (6)

(9)

How Well are Schools Implementing Concepts of PBIS?

• School Self-Report (Form A)– Completed monthly

– Measures the number of critical features (22) in place

• System-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 Elementary SchoolsForm A—Percentage of features in place

0

10

20

30

40

50

60

70

80

90

100

A B C D E F G H I J K L M N

% Features

Self-Report Data from Middle SchoolsForm A—Percentage of features in place

0

10

20

30

40

50

60

70

80

90

100

A B C D E F G H I J K L

% Features

Self-Report Data from High SchoolsForm A—Percentage of features in place

010

2030

4050

6070

8090

100

A B C D E F

% Features

Self-Report Data from Form APercentage of Features in Place

0

10

20

30

40

50

60

70

80

90

Elementary Middle High

% Features

Systems-Wide Evaluation Tool (SET)

• Research quality tool for assessing Universal/School-wide PBIS

• External person spend 2 hours at school, reviewing documents, interviewing staff, 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

01020

3040

5060

7080

90100

A B C D E F G H I J K L

Baseline SETFirst Year SETSecond Year SET

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

23%19%

31% 27%

Preparation

Initiation

Implementation

Maintenance

Based upon 26 schools

Percentage of Baltimore County PBIS Schools and their Implementation Phases

(8)(7)

(5) (6)

Implementation Phases Inventory—Percentage of Critical Features in Place

010

2030

4050

6070

8090

100

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

% Features

Discipline Data:Suspensions & Expulsions

• Elementary School

• Middle School

• High School

Elementary SchoolSuspensions & Expulsions

0

20

40

60

80

100

120

140

160

180

A B C D E F G H I J K L M

Baseline1st2nd3rd4th5th

PBIS Elementary SchoolsAverage Number of Suspensions &

Expulsions per Year

0

10

20

30

40

50

60

PBIS Elementary Schools

Baseline (12)1st (12)2nd (9)3rd (3)

PBIS Middle SchoolsSuspensions & Expulsions

0

100

200

300

400

500

600

700

800

900

1000

A B C D E F G H

Baseline1st2nd3rd

PBIS Middle SchoolsAverage Number of Suspensions &

Expulsions per Year

0

100

200

300

400

500

600

700

PBIS Middle Schools

Baseline (8)1st (8)2nd (6)3rd (2)

PBIS High SchoolSuspensions & Expulsions

0

200

400

600

800

1000

1200

A B C D

Baseline1st

PBIS High SchoolsAverage Number of Suspensions &

Expulsions per Year

0

100

200

300

400

500

600

700

PBIS High Schools

Baseline (4)1st (4)

PBIS Supports Academic Achievement:An Initial Look at PBIS and

Adequate Yearly Progress (AYP)

• Elementary School

• Middle School

• High School

Behavioral Support Enhances Academic Achievement

Percentage of PBIS Schools Making Annual Yearly Progress

0

10

20

30

40

50

60

70

80

90

Elementary (14) Middle (8) High (4)

AYP 2003AYP 2004

How does Behavior Support Help?

• Behavior support improves minutes in instruction

• Behavior support makes instructional minutes more effective

• Behavior support creates a climate that is more calm and conducive to learning.

For additional information please contact:

Office of Psychological ServicesBaltimore County Public Schools

410-887-0303

• Joan Ledvina Parr• Linda Marchineck• Margaret Grady Kidder

• Maryland’s PBIS website

• jparr@bcps.org• lmarchineck@bcps.org• mkidder@bcps.org

• www.pbismaryland.org

Building Success in

SchoolsBaltimore Co

Timeat aOne Step

Thank you for your support

as we continue to

REACH FOR THE STARS

and help students believe in

themselves and achieve in

Baltimore County Schools

Positive Behavioral Interventions and

Supports in Baltimore County

Schools

Positive Behavioral InterventionsAnd Supports

(PBIS)

Behavioral and Academic Interventions

Behavioral Systems

Academic Systems

1-5%Intensive Individual

Interventions

6-20%Targeted Group

Interventions

80%Universal

Interventions

~80% of Students

~15%

~5%

Tertiary Prevention:Interagency PartnershipsCommunity Partnerships

Court/ Institutional LiaisonsSpot Light On Schools/ P.O.s

Maryland’s Tomorrow ProgramHomeless ProgramNW/SW IEP Team

Individual Student IEP/ 504 PlansStudent Therapeutic SupportStudent Threat Assessments

Abuse and Neglect Reporting Program (CPS Liaisons)Traumatic Loss Teams

Secondary Prevention:Project Attend/ FACE

School Resource Officer ProgramD.A.R.E./ S.A.D.D. ProgramsStudent Assistance Programs

Wellness CentersHealth Action Plans/ Appraisals

Peer Helper/ Mediation ProgramsPupil Personnel Home Visits/ Social Histories

Instructional Support Teams (IST)Functional Behavior Assessments

Behavior Intervention Plans Educational/ Psychosocial Assessments

Psychological AssessmentsStudent Case Management

Social Skills, Anger Management, Conflict ResolutionParent Presentations/ Trainings

Alternative School/Program Placements

Primary Prevention:School Improvement Planning

School Emergency Safety PlansPositive Behavior Plans/ CodesCharacter Education Programs

Parent/ Family ResourcesStudent Support Teams

Health Screenings/ ProtocolsSchool Nurse/ Assistant ServicesEssential Guidance Curriculum

School Counselor ServicesPupil Personnel Services

Residency/ Attendance Officer ServicesSchool Social Work ServicesSchool Psychologist Services

Baltimore County2004-2005

32 Schools: 14 ES, 12 MS, 6 HS