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

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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

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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

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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
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Resources

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

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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

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Friday Schedule

• 1200-1230 Lunch
• 1230 -200 Overview
• 200-230 QA
• 230-315 Team Planning
• 315-330 Reports and Next Steps

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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

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• 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

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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.

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Challenges
WORK SMARTER Effective Efficient Durable Relevant

• 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

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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.

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What is School-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)

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Big Message

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

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PBIS is

• Not a specific practice or curriculumits a
  general approach to preventing problem behavior
• Not limited to any particular group of
  studentsits for all students
• Not newits based on long history of behavioral
  practices effective instructional design
  strategies

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Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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Increasing SWPBIS buy-in

1. Know PBIS basics
2. Organize for efficiency link to outcomes
3. Run efficient meetings
4. Embed staff development
5. Decide with data
6. Monitor, model, acknowledge, participate
7. Give priority to evidence-based practices

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WorryTrain hope approach

1. React to identified problem
2. Select add practice
3. Hire expert to train practice
4. Expect hope for implementation
5. Wait for new problem.

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Supporting Social Competence Academic
Achievement
4 PBIS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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
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80 Rule

• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders

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3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
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3 Planning FeaturesRoles and Set Up

• Administrator
• Team
• Staff
• Coach

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• 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

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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

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Discipline is.

• The actions parents and teachers take to increase
  student success (Charles, 1980).

ReactionPositive and Negative Consequences
Prevention Rules, Routines, Arrangements
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Discipline Works When .

• Prevention creates more Positive than negative
  consequences

4 1
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Obtain 80 Staff Consensus

• A YES vote means that I agree to
• provide input in determining what our schools
  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

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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 well do to get there
• we evaluate our progress
• we decide whether to keep going or change

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Maintaining80 Staff Buy In

• Share Data/Presentations
• Start Small
• Easy Implementation
• Showcase Success

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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.
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Behavioral Capacity
Priority Status
Representation
Team
Data-based Decision Making
Administrator
Communications
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• 4. Team has regular meeting schedule, effective
  operating procedures
• Agenda is used, coach is notified of meeting
  time, admin present to approve activities/decision
  s

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Create working environments where employees
(Buckingham Coffman 2002, Gallup)
1 million workers, 80,000 managers, 400 companies

• 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.

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Team Planning

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

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Contacts

• April Lewis
• aklewis_at_bcps.k12.md.us
• Milt McKenna mmckenna_at_msde.state.md.us
• Susan Barrett
• sbarrett_at_sheppardpratt.org