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Positive Behavioral Interventions and Supports in Maryland

Positive Behavioral Interventions and Supports in Maryland. Susan Barrett www.pbismaryland.org sbarrett@sheppardpratt.org. PBIS is. Not specific practice or curriculum…it’s general approach to preventing problem behavior

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Positive Behavioral Interventions and Supports in Maryland

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  1. Positive Behavioral Interventions and Supports in Maryland Susan Barrett www.pbismaryland.org sbarrett@sheppardpratt.org

  2. PBIS is • Not specific practice or curriculum…it’s 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

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

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

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

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

  7. Challenge #1

  8. Challenge #2

  9. 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….

  10. Challenge #3

  11. Challenge #4

  12. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

  13. Context Matters: Examples Individual Student vs. School-wide

  14. Messages Repeated! • 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

  15. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

  16. PBIS and MANSEF • Forbush ES • Forbush MS • Forbush RTC • Forbush Secondary • Forbush TAPP • Jefferson School at Finan Center • Jefferson School Westminster • Villa Maria ES • Villa Maria Seton Keogh • Villa Maria St. Vincent's • Ridge School (Anne Arundel) • Ridge School (Montgomery) • St. Elizabeth • Children's Guild AA Co • Children's Guild Balto. City • Children's Guild PG Co

  17. Commitments • State assigned FTE • District allocated 1 coach for every 3 schools • School Team agreed to play nice

  18. MD Implementation Model • State Leadership Team • Local School System (LSS) Contact • Coach Facilitators • Behavior Support Coaches • Team Leaders • School Teams

  19. Behavior Support Coaches • 183 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 • 5 Coach Facilitators

  20. Monitoring Outcomes • Team Implementation Checklist • SWIS • SET • Coaches Checklist • Staff Survey • Satisfaction Surveys • IPI

  21. 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

  22. 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

  23. Pre-Post SETs by Region

  24. Team Activities • Administrator is active and present for meetings. • Team is making progress on PBIS “Getting Started” checklist (Form A). • Team Uses school discipline & related data to discuss monthly progress. • Team uses annual action plan to discuss monthly progress • Team provides monthly updates/data summaries to entire school staff. • Team meetings are effectively run (e.g., clear objectives, tasks, goals). • Team activities are coordinated with other school initiatives/committees.

  25. Coach Activities • FTE allocated and sufficient enough to complete tasks • Consistently attend team meetings. • Assist team with data-based decision-making, planning, and implementation. • Attend Regional/State Coaches meetings/trainings. • Send information to PBIS State/District Coordinator (e.g., checklists, action plans, etc.) • Assist with dissemination activities (e.g., presentations, case studies, articles, etc.)

  26. School Commitments • One of top SIT Goals • Administration active role • 3 year timeline • Use data for decision making

  27. Dates to Remember • Spring Forum-April 6, 2006 • Summer Training 2006 Week of July 10

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