BUILDING CAPACITY FOR UNIVERSAL PREVENTION THROUGH

STATE-NONPROFIT-UNIVERSITY-SCHOOL SYSTEM PARTNERSHIPS

Philip J. Leaf, Ph.D.Johns Hopkins University

Susan G. Keys, Ph.D.Substance Abuse Mental Health Services

Administration

Susan BarrettSheppard Pratt Health System

Milt McKennaMaryland State Department of Education

Goals of Presentation• Describe universal school interventions

as part of a theory of change• Describe universal school interventions

as part of a continuum of services. • Why more is better when implementing

universal interventions• Developing a true continuum of

interventions: Our experiences in Maryland

Articulating a Theory of Change

Building Blocks of a “Theory of Change”

What populationsshould the service

reach/impact?

What strategies do we think will help usaccomplish this?

What do we want to accomplish?

What populations arebeing reached/

impacted?

What strategies are being provided?

What have weaccomplished?

Tracking the Results of Implementation

Using a Public Health Process to Help Identify the Need for Change

• Detect and define a problem through surveillance.

• Determine the causes of the problem.• Develop and test interventions for

preventing or remediating the problem.• Implement the interventions.

P r im a r y P re v e n t io n : S c h o o l /C la s s r o o m -

W id e S y s te m s fo r A l l S tu d e n ts ,

S ta f f , & S e tt in g s

S e c o n d a r y P re v e n t io n : S p e c ia l iz e d G ro u p

S y s te m s fo r S tu d e n ts w ith A t - R is k B e h a v io r

T e r t ia r y P re v e n t io n : S p e c ia l iz e d

In d iv id u a liz e d S y s te m s fo r S tu d e n ts

w ith H ig h - R is k B e h a v io r

~ 8 0 % o f S tu d e n ts

~ 1 5 %

~ 5 %

School Resources(facilities, stakeholders, programs, services)

Systems for PositiveYouth Development

&Systems of Prevention

Primary Prevention(low end need/low costPer student programs)

Community Resources (facilities, stakeholders, programs, services)

Systems of Early Interventionearly-after-onset

(moderate need, moderateCost per student)

Systems of CareTreatment of severe and

Chronic problems(High end need/high costPer student programs)

PBIS Positive Behavioral Interventions: Changing Systems and Procedures to

Prevent Youth Violence

• Developed by Drs. George Sugai and Robert Horner from the University of Oregon and evolved by many others.

• Is supported by the US Department of Education: Currently implemented in over 1300 schools in the United States.

PBIS

• A school-based intervention for reducing disruptive and aggressive behaviors.

• An approach to school discipline using a positive reward structure and universal, selective, and indicated preventive interventions; and remedial services.

PRACTICES

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

POSITIVE BEHAVIORAL INTERVENTIONS and SUPPORTS

What does PBIS look like in Maryland?

PBIS Schools in Maryland

Maryland Implementation Model

• State Advisory for Positive School Climate

• PBIS State Leadership Team

• PBIS Project Management Team

• Local School System Point-of-Contact

• School System Coaches

• School-based Leadership Teams

Advisory Team

PBIS Management

Team

Regional Coordinator

District Coordinator

Regional Coordinator

Project Target

State Team

• Grant/foundation• LSS• SPHS• MSDE/SP

•MSDE• JHU• SPHS• Locals

• Parent Advocacy• State Board Member• Policy Makers• PBS Executive Team• Core Agency• Gov office• Title I

State Advisory Board

• Need for diversity of views

• Need for representation from multiple jurisdictions

• Role of non-governmental participants

• Inclusion of family members

• Overall goals and correspondence with stakeholders

District Team

District Team

RegionalTeam

Cluster Team

Cluster Team

School Teams

Cluster Team

SST/RST

School Teams

School Teams

SST/RST

SST/RST

•Coordinator• Director SS• Director Sp. Ed.• Curriculum• Staff Development• School Board Member• Coach• Parent

(Multiple small counties)

State Leadership Team:Diversified

MSDE Division of Special Education/ Early Intervention Services

MSDE Division of Student and School Services

Sheppard Pratt Health System Johns Hopkins University LSS Behavior Support Coaches

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

State Leadership Team Functions

Set policy Provide support for local leadership Influence System of Change at District Level Assess Training Needs Provide Training and Technical Assistance Monitor Outcomes features of implementation referrals other indicators

State Management Team

MSDE Sheppard Pratt Health System Johns Hopkins University

Focus of Collaboration

• Project planning and management• Site visits• Training• Development and revision of materials,

including on-line tutorial• System change to support large scale

dissemination• Sharing of resources• Evaluation

State System-level Structures

System Point of Contact – Director of Student Services

School System PBIS Coordinator Lead Coach Facilitator Coaches

Roles and Responsibilities of PBIS Coaches

• MONITOR PBIS IMPLEMENTATION IN SCHOOLS

• MAINTAIN A RECORD OF THE SCHOOL’S EFFORT TO IMPLEMENT PBIS

• ASSIST WITH THE FACILITATION OF TEAM MEETINGS

• FACILITATE SWIS TRAINING (SCHOOL WIDE INFORMATION SYSTEM OVERVIEW)

• SERVE AS A LIASON BETWEEN THE SCHOOL DISTRICT AND OUTSIDE AGENCIES

School Structures

Supportive and Engaged Administrator PBIS School Team SWIS Coach

Going to Scale

Changing Role of Leadership Team Capacity Building

Building local training capacity Identification of regional coordinators

Investment in Systematic Statewide evaluation

Expansion of Returning Teams Advisory Team Training Modules Website Online Tutorial

Sustaining PBIS

Exemplar Program Regular State-Wide & Regional Meetings

CoachesTeam Leaders

Ongoing Training Ongoing Support:

Behavior Support Coaches District Level Team and State Leadership Team

Annual Events

Spring Forum (April 5th) July Institute Coaches Meetings (5/year) Regional Team Leader/Coach Meetings

(2/year) Schools serving students with special

needs - MANSEF (2/year) High Schools – (2/year)

Project Target

Evaluating PBIS in Maryland

Collecting Data Related to:

• Fidelity of PBIS implementation• Student behavior• Need for/referral for mental health services• Need for/referral for special education

services• School characteristics• Student achievement• Teacher characteristics• School demographics

Project Target

Funding to support the evaluation has been acquired through the combined resources of the Maryland State Department of Education and the JHU Center for the Prevention of Youth Violence, and through grants to Johns Hopkins University from the National Institute of Mental Health (R01 MH067948) and the Centers for Disease Control and Prevention (RA49/CCR318627).

Useful Web Links

JHU Center for the Prevention of Youth Violence Website: www.jhu.edu/preventyouthviolence

Maryland Website for PBIS: http://www.pbismaryland.org

University of Oregon Center for Positive Behavioral Interventions and Supports: pbis.org

CONTACT INFORMATION

Philip Leaf – Center for the Prevention of Youth Violence, 624 North Broadway, Baltimore, MD, 21205 pleaf@jhpsh.edu 410 955-3962

Susan Keys – Center for Mental Health Services, susan.keys@samsha.hhs.gov, 240-276-1865

Milt McKenna – Maryland State Department of Education, mmckenna@msde.state.md.us, 410-767-0304

Susan Barrett, Sheppard Pratt Health System, sbarrett@sheppardpratt.org, 410-938-3650