Supporting and Evaluating Broad Scale Implementation of Positive Behavior Support

Teri Lewis-Palmer

University of Oregon

Acknowledgements

Students, educators, administrators, school staff, families,….

Community of researchers, personnel preparers, system changers, staff developers,….

Offices of Special Education Programs, US Dept. of Ed.

Research to Practice (Wing Institute, 2005)

Efficacy (what works?) Effectiveness (when does it work?) Implementation (how do we make it

work?) Monitoring (is it working?)

Challenges to Implementation(Kratochwill, Albers, & Steele Shernoff, 2004)

Primary focus on education Lack of emphasis on prevention programs Organization impedes collaboration,

working as team Lack of skills, training, resources

Positive Behavior Support (PBS)

PBS is a systems approach to proactive school-wide discipline that is designed to increase the capacity of schools to adopt and sustain research-validated practices for all students. Systems Data Practices

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Generic Model School-wide PBS Team

Represent school, meet regularly, etc

Coach Provide technical assistance to school Link school to state

State Leadership Team Guide planning and development Coordinate Training Regional Teams/Structure

Year One Getting Started (Summer/Fall)

Overview, School-wide, Non-classroom, Data Decisions, Team meetings, Team Planning

Expanding Implementation (Winter) Classroom, Escalation Cycle, Team Status Check, Team

planning

Sustaining Efforts (Spring) Individual Student, Targeted-group, Team Planning, Long-term

Action Planning

Year Two

Intensive Behavior Support Linking with other initiatives

(i.e., academics, bullyproofing, RtI) District/Regional Systems Working with Parents and Community Roadblocks and Challenges

Critical Features High status leadership team Active administrator participation High priority in school improvement planning Proactive (positive and preventive) systems approach Data-based decision making Continuum of behavior supports Long term commitment Research validated practices

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Emphasis on Prevention

Primary Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications, intensity, severity of

current cases

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

Designing School-Wide Systems for Student Success

School-wide & Classroom-wide Systems

Common approach to discipline

Positive expectations

Teach expected behavior

Encourage expected behavior

Discourage inappropriate behavior

On-going monitoring & evaluation

Classroom Management Systems

Behavior & classroom management Instructional management Environmental management

Specific Setting Systems

Routines Active supervision by all staff

Scan, move, interact Precorrections & reminders Positive reinforcement

Individual Student Systems

Behavioral competence Function-based behavior support planning Team-based model Data-based decision making Comprehensive person-centered planning &

wraparound processes

Maryland Model

Collaboration between schools, MSDE, Sheppard Pratt, and Johns Hopkins Began in 1999 24 local school systems Over 230 schools About 120 coaches State Leadership Team

Maryland Model, cont. State Level

State Leadership Team District/Regional Coordinators

School Level Coaches Teams

Training Summer Institute Regional Trainings

Overview of Evaluation Model

What schools are involved in the implementation?

How well are schools with implementation?

What impact has implementation had on student success?

Who is Implementing?

232 School Teams have completed training (16% of Maryland Schools)

217 Currently active schools Attrition occurred early in the project when

coaches and other regional technical assistance structures were not established

Schools Trained and Active

Expansion Highlights 65% of total schools were trained within the past two

years

35% of total schools were trained last year (summer 2004)

Anne Arundel (Ginny Dolan), Baltimore (Joey Levina-Parr) and Charles (Elsa Velez) Counties all have had rapid expansion as a result of identifying a facilitator (lead coach)

How Well are Schools Implementing?

Systems-wide Evaluation Tool (SET) Annually 7 features of SW implementation Interviews, product review, observations

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

Pre-Post SETs by Region

48 48

25 28

39 42

82 8488

808888

0102030405060708090

100

AnneArundel Central EasternSouthern

Special Western

Pre Post

What is the Impact of Implementation?

Team Checklist Staff Survey Student Behavior (ODR)

Two Levels

Getting Started On-going

Central 67 64Eastern Shore 83 79South 70 55West 77 63Baltimore City 41 11

Staff Survey

Only 7 staff surveys have been turned in Not enough data to make valid summary Only measure that includes staff feedback

and perceptions Piloting on-line entry and summary of

measures

Student Behavior (SWIS) 90% of elementary schools are reporting ODRs at .43

per day per 100 students or lower

94% of middle schools are reporting ODRs at .95 per day per 100 students or lower

75% of high schools are reporting ODRs at .95 per day per 100 students or lower

Fidelity of Data

85% of active schools are returning data to Coaches/State Leadership Team

Sustainability Assumptions

Implemented with high accuracy Sustained to realize durable changes and

expand efforts Implemented by local/natural resources Adapted to “fit” culture Guided by data-based decisions Supported by systems to support staff

Implementation Levels

Student

Classroom

School

State

District

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Organizational Logic