BUILDING CAPACITY FOR UNIVERSAL PREVENTION THROUGH STATE-NONPROFIT-UNIVERSITY- SCHOOL SYSTEM...
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Transcript of BUILDING CAPACITY FOR UNIVERSAL PREVENTION THROUGH STATE-NONPROFIT-UNIVERSITY- SCHOOL SYSTEM...
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
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
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
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)
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 [email protected] 410 955-3962
Susan Keys – Center for Mental Health Services, [email protected], 240-276-1865
Milt McKenna – Maryland State Department of Education, [email protected], 410-767-0304
Susan Barrett, Sheppard Pratt Health System, [email protected], 410-938-3650