Baltimore City Public Schools PBIS New Team Training January 13, 2006

1. Baltimore City Public SchoolsPBIS New Team Training January 13, 2006 Milt McKenna, Maryland State Department of Education Susan Barrett, Sheppard Pratt Health System www.pbismaryland.org

2. Acknowledgements • OSEP Center on PBIS Drs. George Sugai, Rob Horner, Teri Palmer, Terry Scott Maryland State Department of Education Dr. Nancy Grasmick, Joanne Carter, Charles Buckler Sheppard Pratt Health System Drs. Steve Sharfstein, Burt Lohnes Baltimore City Public Schools Dr. Bonnie Copeland, Dr. Linda Chinnia, April Lewis

3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

4. Resources • www.pbis.org • www.swis.org • www.pbismaryland.org • www.apbs.org

5. Main 1st Year Training Objectives • Establish Leadership Team • Get Staff Agreements • Develop Action Plan for SW-PBS • Office Discipline Data • PBIS Self-Assessment Survey • Team Implementation Checklist

6. Friday Schedule 12:00-12:30 Lunch 12:30 -2:00 Overview 2:00-2:30 Q&A 2:30-3:15 Team Planning 3:15-3:30 Reports and Next Steps

7. Saturday January 21 Schedule • Critical Features • Action Planning • Using Data to Make Decisions • Action Planning • Non Classroom Settings • Action Planning • Conducting Team Meetings • Action Planning • Next Steps

8. National 4, 000 Schools TA Center on PBIS- University of Oregon, University of Connecticut, S. Florida, Missouri, Sheppard Pratt, May Institute, ISBE, Central Plains Regional Resource Center • State 272 Schools, 130 Behavior Support Coaches, State Leadership Team MSDE, Sheppard Pratt, Johns Hopkins, LSS • Baltimore City 19 Schools District Team, 3 Behavior Support Coaches

9. Problem Statement “We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”

10. Challenges • Overuse of reactive management • Adoption of non-evidence based practices • Non-use of information to guide decision making • Academic-behavior disconnect • Inefficient use of time • Non-measurable outcomes • “Train-n-hope” teaching & learning WORK SMARTER Effective Efficient Durable Relevant

11. Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

12. What isSchool-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

13. Big Message • Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable • Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

14. PBIS is • Not a specific practice or curriculum…it’s a general approach to preventing problem behavior • Not limited to any particular group of students…it’s for all students • Not new…its based on long history of behavioral practices & effective instructional design & strategies

15. Organizational Features Common Vision ORGANIZATION MEMBERS Common Experience Common Language

16. Increasing SWPBIS “buy-in” • Know PBIS basics • Organize for efficiency & link to outcomes • Run efficient meetings • Embed staff development • Decide with data • Monitor, model, acknowledge, & participate • Give priority to evidence-based practices

17. Worry“Train & hope” approach • React to identified problem • Select & add practice • Hire expert to train practice • Expect & hope for implementation • Wait for new problem….

18. Supporting Social Competence & Academic Achievement 4 PBIS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

19. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

20. “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders

21. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

22. 3 Planning FeaturesRoles and Set Up • Administrator • Team • Staff • Coach

23. Establish Commitment 1. Administrator support & active involvement • Attends meetings 90% of the time • Provides funding for PBIS activities • Puts time on staff agenda for PBIS updates • Actively promotes PBIS as priority, integrates with other initiatives/improvement activities

24. 2. Faculty/ Staff Support One of top 3 goals, 80% of faculty document support, 3 year timeline • Climate/Discipline one of top 3 school improvement goals • Faculty feedback is obtained throughout year • Faculty involved in some decision making/establishing goals • Admin/faculty commits to PBIS for at least 3 years

25. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). ReactionPositive and Negative Consequences Prevention Rules, Routines, Arrangements

26. Punishment Reinforcement(success) Discipline Works When …. Prevention creates more Positive than negative consequences 4 : 1

27. Obtain 80% Staff Consensus • A “YES” vote means that I agree to: • provide input in determining what our school’s problems are and what our goals should be • make decisions about rules, expectations, and procedures in the commons areas of the school as a school community • Follow through with all school-wide decisions, regardless of my feelings for any particular decision • Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

28. PBIS Involvement Remember: • PBS involves all of us • we decide what our focus will be • we decide how we will monitor • we decide what our goals are • we decide what we’ll do to get there • we evaluate our progress • we decide whether to keep going or change

29. Maintaining80% Staff Buy In • Share Data/Presentations • Start Small • Easy Implementation • Showcase Success

30. Establish & Maintain Team3. Team established (representative)Has established a clear mission/purpose TEAM COMPOSITION • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student Start with Team that “Works.”

31. Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications

32. 4. Team has regular meeting schedule, effective operating procedures • Agenda is used, coach is notified of meeting time, admin present to approve activities/decisions

33. 1 million workers, 80,000 managers, 400 companies Create working environments where employees (Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well.

34. Team Planning • Planning Phase • Team Report We learned…. We believe…. By Saturday January 21, We will …..

35. Contacts • April Lewis aklewis@bcps.k12.md.us • Milt McKenna mmckenna@msde.state.md.us • Susan Barrett sbarrett@sheppardpratt.org