Maryland’s
Unique
Collaboration
Since 1999, MSDE has been
working in collaboration
with Sheppard Pratt Health
System and Johns Hopkins
University to train 840 of its
1400 schools in PBIS
• a systemic tiered
framework
• promotes a safe and
supportive school
environment and reduces
school violence (Sugai &
Horner, 2006).
Maryland’s PBIS Foundations
0 900 schools trained in Maryland
0 Initiative has had greatest success and impact:
0 At the elementary and middle school level
0 Implementing universal supports, rather than more
intensive targeted and indicated interventions (Barrett et
al., 2008)
0 Identified need for expansion
0 focus on high schools
0 Development of intensive preventive interventions (IOM,
2009) for students at greater need.
High Schools and Advanced Tiers
0 Students with unmet social and emotional needs
create challenges
0 High Schools are often unprepared to implement
Tier 2 and Tier 3 interventions or to address mental
health needs and resources at the local and state
level have been limited to expand and support
implementation
0 Relatively few developmentally appropriate EBPs
(Greenberg et al., 2001).
School Climate Model
School Climate
Engagement
Safety
Environment
Relationships
Emotional Safety
Physical
Environment
Respect for
Diversity
Physical Safety
Academic
Environment
School
Participation
Substance Use
Wellness
Disciplinary
Environment
School Climate Model, Office of Safe and Drug-Free Schools.
Kristen Harper (kristen.harper@ed.gov) .
Maryland Safe and Supportive Schools
(MDS3) overview
0 Participating Schools
0 52 high schools across the state of Maryland
0 In the following districts: Anne Arundel, Baltimore County, Charles,
Caroline, Dorchester, Somerset, Washington, Wicomico, Worcester and
Queen Anne’s
0 Second cohort of 8 additional schools planned for spring 2012, for a
total of 60 schools
0 Design
0 3 years (spring 2011 through summer 2014)
0 All 52 schools participated in the data collection activities
0 29 “implementation schools” who are implementing the MDS3
Initiative
0 23 schools are in the “focus” or control group for the evaluation
0 Schools were assigned to these groups through a lottery
Climate Survey
0 Research-based measure developed by a team at
Johns Hopkins University – Center for Prevention of
Youth Violence
0 Items derived from previously published and validated
measures
0 Gather data from students, staff, and parents around
each of these targeted areas of school
How was the survey administered?
0 All versions were web-based, anonymous, voluntary, parental
passive consent
0 Students
0 25 Classrooms of students (n=21,189 )
0 7 9th grade
0 6 of grades 10-12
0 Schools selected classrooms
0 Staff survey (n=3,499)
0 announcements, memos, emails etc
0 Parent survey (n=1,955)
0 announcements, memos, emails, web site etc
0 Timeline: Late April through the end of the school year
11 MDS3 Climate Survey Categories and
Sample Questions
SAFETY
1. Physical Safety
0 I feel safe at this school.
0 How much of a problem at this school is physical fighting among students?
2. Bullying
0 During the current school year have you been bullied?
0 Adults at this school try to stop bullying.
3. Social-Emotional Wellbeing
0 It is OK to hit someone if they hit me first.
0 I feel depressed.
4. Substance Use
0 During the past 30 days, how many days did you have 1 drink of alcohol?
0 Based on your experience, how much of a problem at this school is
students’ drug use?
11 MDS3 Climate Survey Categories and
Sample Questions (cont)
ENGAGEMENT
5. Relationships and Connectedness
0 I feel like I belong.
0 My teachers care about me.
6. School Participation and Academic Emphasis
0 I like this school.
0 My teachers encourage me to work hard in my classes.
7. Parental Involvement
0 My parent or guardian feels welcome at this school.
0 This school tries to involve parents or guardians.
8. Culture of Inclusion and Equity
0 Teachers believe that all students can do well if they try.
0 This school provides instructional materials that reflect my culture,
ethnicity, and identity.
11 MDS3 Climate Survey Categories and Sample
Questions (cont)
ENVIRONMENT
9. Order and Discipline
0 Disruptions by other students can get in the way of my learning.
0 Students are rewarded for positive behavior.
10. Physical Environment
0 The school has a bright and pleasant appearance.
0 This school is usually clean and well-maintained.
11. Supportive Services
0 This school has programs to deal with violence and conflict among
students.
0 Students who need help for their problems are able to get it through
school.
School Climate Profile Scores to Be
Posted on MSDE’s MDS3 Website by
October 3, 2011
School
Jones High School
OVERALL SCORE
3.793
• School climate profile scores range from 1 (poor) to 7
(favorable).
• Only the overall score is publically posted.
• Schools receive details report of all 11 subscales, and 3
scales, and overall score.
Other data sources…
0 School-wide Evaluation Tool data
0 Individual Students System Evaluation Tool – modified
0 Suspension/Expulsion data reported to MSDE
0 Office Discipline Referrals
0 SWIS
0 County developed SW reporting database
0 Observation of classroom and non-classroom
environment, student/staff interactions, student behavior,
school building, and grounds (supported by a grant to JHU
from the William T. Grant Foundation)
Menu of EBPs
0 Life Skills program (Botvin et al., 2006)
0 Olweus Bullying Prevention (Olweus, 2007)
0 Check and Connect (Anderson et al., 2004)
0 Check in Check Out (Hawken & Horner, 2003
0 Cognitive Behavioral Intervention for Trauma in
Schools (Kataoka et al., 2003)
0 Supported through collaboration with The University of
Maryland, Center for School Mental Health
School Climate Model
School Climate
Engagement
Check and Connect
Culturally Responsive
Teaching (Double Check)
Safety
Olweus Bully Prevention
Botvin Life Skills
Environment
Check in Check Out
+ Academic Support
CBITS & Mental Health
Awareness
Relationships
Emotional Safety
Physical Environment
Respect for Diversity
Physical Safety
Academic
Environment
School Participation
Substance Use
Wellness
Disciplinary
Environment
Office of Safe and Drug-Free Schools. Kristen Harper (kristen.harper@ed.gov)
Climate Specialists
0 Masters level professionals supporting high school
personnel …
1. target the needs of high schools through the
evaluation of multiple data sources
2. systematic selection, implementation and monitoring
of selected EBPs that address substance use, student
engagement (truancy), school violence and bullying
3. provide ongoing technical assistance over 3 school
years to develop building level capacity and
sustainability
Training and Implementation plan
0 Climate specialist- Scope and Sequence,
developmental process WIKI
0 School Teams- Implementation Plan, WIKI
0 District Level- TA, Implementation Science,
Organizational Changes that support school
implementation, Building Capacity
…target the needs using multiple data
sources
0 Considering data sources mentioned previously
0 CSs took teams through brainstorming
0 Other ‘soft’ data sources
0 Teacher recommendations/input
0 Parent recommendations/input
0 Community agency referrals
…systematic selection, implementation and
monitoring of selected EBPs
0 According to data… what are the needs of your
school?
0 What systems are in place to support implementation
of…
0 What systems are not in place and need to be
developed to ensure successful implementation
Guiding Questions for Implementation
Planning
Valued Outcome
How is the practice linked to overall outcome outlined in your school
improvement plan?
Systems
Teaming Structure –
RFA process
Communication
Coaching and Staff Support
Data
Decision Rules
Progress Monitoring
Criteria to define success (exit criteria)
Valued Outcome: How is the practice linked to overall
outcome outlined in your school improvement plan?
0 Common Core
0 Integrate with academics
0 Safe and supportive schools
Systems: Teaming Structure
0 What are your current Service Delivery Teams (i.e.
Leadership Team, Student Services Team, Problem
Solving Team)
0 What are roles and responsibilities of each team?
Systems: RFA process
0 How do teachers and support staff access these
supports? Request for Assistance? How long does it take
to get supports in place?
0 Is the process FORMAL or INFORMAL?
0 How is RFA perceived?
Systems: Coaching and Staff Support
0 What are the structures that support skill development
for staff? Structures that support follow along activities?
What are the structures that support fidelity, on going
teacher support and performance feedback? (Coaching)
Systems: Communication
0 How do your academic and behavior teams
communicate with each other ?
0 . “How are we going to be sure everyone gets the
same information about implementation? “ (M. Piper)
Data
0 Decision Rules for access
0 Progress Monitoring
0 Criteria to define success (exit criteria)
0 Fidelity measures
MDS3 Implementation Plan – page 1 Check and Connect
Valued Outcome: _______________________
Step 4: What will we do to support staff?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
SYSTEMS –
Support Staff
Behavior
Step 3: What will we do to support student
behavior?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
DATA +
Culture–
Supports
Decision
Making
PRACTICES –
Support Student Behavior
Step 1: What does the data say?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Step 2: What is the goal?
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Triangle
Activity:
Tier 3
Practices, Initiatives,
Programs for a FEW
Applying the
Three-Tiered
Logic to
Your School
Tier 2
Practices, Initiatives,
Programs for SOME
Tier 1
Practices, Initiatives,
Programs for ALL
28
MDS3 Implementation Plan – page 2
In planning for the next school year, please complete the following MDS3 implementation
plan. Consider how the Climate Specialist will help support you this year.
Safety
What needs to be
done?
Who will
do it?
What resources are
needed to get it done?
When should it be How will you know if it
done?
was done correctly?
What resources are
needed to get it done?
When should it be How will you know if it
done?
was done correctly
Engagement
What needs to be
done?
Who will
do it?
Environment
What needs to be
done?
When
What resources are needed to
Who will
should it be
get it done?
do it?
done?
How will you know if it
was done correctly
What resources are needed When should
to get it done?
it be done?
How will you know if it
was done correctly?
SW Interventions
What needs to be
done?
Who will
do it?
Lessons learned thus far..
0Enrolling schools in the project
0Engaging them to do the work
0Empowering
Enrolling schools in the project
0 Voluntary participation
0 What’s in it for me?
0 Don’t NAME it
Engaging the adults
0 The mission begins with coordinating the resources
0 Taking a comprehensive look at what is already place
0 Resource Mapping Activity
0 …and one step further (AACPS)
0 Coordinating those resources
0 Multiple Mentors 0 Developing communication systems/networks
What do you already have?
0 Brainstorm inventory of current practices…
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Tier 3/Tertiary Interventions
Behavioral Systems
1-5%
1-5%
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 1/Universal Interventions 80-90%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
•All students
•Preventive, proactive
Tier 3/Tertiary Interventions
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
Resource Mapping
0 What are the practices in place at each tier of the
triangle?
0 Are they evidence-based practices?
0 How are you measuring effectiveness of practices
(data)?
0 Who are the service delivery teams/personnel (e.g.,
Climate, School Improvement Team, Discipline)?
0 Link to outcomes- Strategic Plan (School
Improvement Plan)
Triangle
Activity:
Tier 3
Practices, Initiatives,
Programs for a FEW
Applying the
Three-Tiered
Logic to Your
School
Tier 2
Practices, Initiatives,
Programs for SOME
Tier 1
Practices, Initiatives,
Programs for ALL
36
Are you successful with these
practices?
0 How do you know they are successful ?
0 Is there overlap?
0 Who do they serve? The students you intended to
serve?
0 How do you decide who gets the intervention?
0 Do staff receive training and support to deliver
intervention effectively?
0 Do you share impact of intervention with faculty?
0 Can you live without a couple? Wouldn‘t it be nice to
do less but have the same outcome?
Communication Systems:
Feedback -Give it and Get it
0 2 times per term minimum
0 Especially important at high school and for students
receiving Tier II supports
0 Gather feedback from the participating staff
0 How do teachers get feedback?
0 Unique ways to communicate
Empowering: Kids are key!
0 Student involvement is the KEY to success
0 Digital Learners
0 http://www.youtube.com/watch?v=_A-ZVCjfWf8
0 Stephen Decatur High School Worcester County Public Schools
0 Teaching the Expectations
0 Dundalk High School Baltimore County Public Schools
0 Student generated newsletter
0 North County High School Anne Arundel County
Public
Schools
0 The story of one!
Efforts to promote sustainability beyond
the life of the grant.
0 Always a part of every discussion!
0 Graduated support
0 Cross training (all stakeholders)
0 Involving community stakeholders
Roadblocks to success
0 “We don’t need something else”
0 “Money is too tight to…”
0 Common Core comes first
0 Schools with high academic achievement