tecbd conference november, 2006 howard s. muscott, ed.d. co-director, nh cebis

TECBD ConferenceNovember, 2006

Howard S. Muscott, Ed.D.Co-Director, NH [email protected]; 206-6891www.nhcebis.seresc.net (For handouts) Implementing Positive Behavioral Interventions and Supports with Fidelity in PBIS-NH Schools

To Our PARTNERS, We Thank You!NH Department of Education Virginia Irwin, Robert Wells, Deb GrabillNH Department of Health and Human Joe PerryServices, Bureau of Behavioral HealthAPEX InitiativeJoAnne MalloyAlliance for Community SupportsGail CormierGranite State Federation of FamiliesKathleen Abate, Linda ThomasNAMI-NHMichael CohenDevelopmental Disabilities CouncilAlice PorembskiSERESC, Inc.Antonio Paradis & Becky BerkRivier CollegeCharles MitsakosUniversity of New Hampshire,Keene State College, Plymouth State University Granite State College Mary FordPBIS Center, University of OregonGeorge Sugai, Rob HornerIllinois EBD NetworkLucille EberNew Hampshire ConnectionsDawn MarquisMaryland PBISSusan Barrett

AgendaPBIS-NHStages of ImplementationPBIS FeaturesTraining and Technical AssistanceNH Outcomes

What is PBIS?PBIS is a sustainable, proactive process that improves social, behavioral, and academic outcomes through positive, preventive evidence-based strategies, collegial and collaborative teaming, and data-based decision-making.

Muscott & Mann, 2003

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPBIS Support Systems

NonclassroomSetting SystemsClassroomSetting SystemsIndividual StudentSystemsSchool-wideSystemsSchool-wide PositiveBehavior SupportSystems

Mission of the NH Center for Effective Behavioral Interventions and Supports

The Centers mission is to foster the development of safe, caring, respectful schools where learning is a primary focus, and all members of the community, including students with emotional or behavioral disorders, are valued and experience success and joy each day.

NH CEBIS ActivitiesResearch, develop, and gather high quality, evidence-based professional development materials on PBISServe as a clearinghouse to disseminate evidence-based professional development materials on PBISCoordinate the training and technical assistance for PBIS-NHSupport and sustain the development of schools at varying instructional levels that implement PBISEvaluate the effectiveness of PBIS-NH

PBIS-NH Training and Technical AssistanceTraining for all three tiers, coaches, SWIS, and district level support teamsBegins with Universal System, then Targeted and Intensive -- Spiraled3 Years of SupportFacilitation at trainingOn-site facilitation day per monthResources provided free of charge

NH CEBIS Leadership TeamFundingVisibilityPolitical SupportFacilitation on SiteTrainingEvaluationActive CoordinationPBIS-NH in ECE and schools with District, SAU SupportUniversal, Targeted, Intensive Teams, Internal CoachesTaking it to Scale in New HampshireNH Dept. of Educa-tionNH Div. Behav-ioral HealthNH Connec-tionsSOCNAMISystemOf Care

1043170124Note: 2 schools have dropped out in 4 years

124 Sites Participating in PBIS-NH C 1-3: 2002-2005ECE 39Elementary 35Middle 10High School 6Multi-Level 11Alternative 4

Total104Cohort 4: 2005-2006ECE 0Elementary14Middle 1 High School 1Multi-Level 0Alternative 4

Total20TotalsECE 39Elementary 49 Middle 11 High School 7Multi-Level 11 Alternative 8

Total124

Southeast Region (29)Chamberlain St. School (K-5) Rochester (3)Dover MS (5-8) Dover (1) Dover HS (9-12) Dover (1)Ellis School (1-8) Fremont (2)Garrison ES (K-4) Dover (1)Hilltop ES (1-4) - Somersworth (1) Horne Street ES (K-4) Dover (1)Maplewood ES (P-4) Somersworth (2)McClelland School (K-5) Rochester (4)Newmarket Jr/Sr High (6-12) Newmarket (3)Odyssey House (6-12) Hampton (4)RCA Head Start - Portsmouth (9 sites) (2)Seabrook Middle School (5-8) Seabrook (4)Somersworth MS (5-8) Somersworth (1)Strafford County Head Start (6 sites) (3)Woodman Park ES (P-4) Dover (1)

Positive Behavioral Interventions and Supports-New Hampshire 124 Participating Sites Pre- and K-12 Schools, 2005-06 School Year*North Country Region (14)Daisy Bronson JH (7-8) Littleton (2)Easter Seals School (1-12) Lancaster (4)Jefferson Elementary (P-5) Jefferson (4)Lancaster Elementary (P-8) Lancaster (4)Linwood School (K-5) Lincoln (1)Lin-Wood School (6-12) Lincoln (2)Lisbon Regional (6-12) Lisbon (2)Lisbon Regional Elementary (K-5) - Lisbon (4)Littleton HS (9-12) Littleton (2)Milan Village School (K-6) Milan (2)Mildred Lakeway ES (K-6) Littleton (1)Pine Tree ES (K-6) - Center Conway (2)Profile (7-12) Bethlehem (1)Whitefield ES MS (1-8) Whitefield (1)

Lakes Region (20)Andover ES/MS (K-8) Andover (3)Belmont ES (P-4) Belmont (1)Franklin MS (5-8) Franklin (1)Franklin HS (9-12) Franklin (1)Henry Wilson School (4-6) Farmington (3)Henry Wilson Memorial (7-8) Farmington (4)Jennie D. Blake ES (K-6) Hill (4)Kenneth Brett School (K-8) Tamworth (2)Kingswood Regional HS (9-12) - Wolfeboro (2)Madison Elementary (K-6) Madison (4)Milton Elementary (K-6) Milton (4)Paul Elementary (1-8) Sanbornville (4)Pittsfield ES (K-6) Pittsfield (3)Sanbornton Central (K-5) Sanbornton (3)Southwick ES (3-5) Winnisquam (2)Spaulding Youth Ctr. (1-12) Tilton (3)The Tobey School (6-12) Concord (4)Union Sanborn (P-2) Winnisquam (2)Valley View ES (K-3) Farmington (2)Winnisquam MS (6-8) Tilton (1)

Southwest Region (21)Bluff ES (P-5) Claremont (1)Canaan ES (K-4) Canaan (3)Claremont MS (6-8) Claremont (1)ConVal High School (9-12) Peterborough (4)Cutler School (4-6) Swanzey (1)Disnard ES (K-5) Claremont (1)Dublin Consolidated (K-5) Dublin (3)Maple Avenue ES (K-5) Claremont (1)Newport MS (6-8) Newport (2)Peterborough Elementary (K-4) Peterborough (4)Pierce Elementary (K-4) Bennington (4)South Meadow MS (5-8) Peterborough (1)Southwestern Comm. Svcs. Head Start Keene (7 sites) (3)Unity (1-8) Unity (1) Central Region (41)Academy of Learning & Tech (6-9) - Nashua (4)Amherst Street School (K-5) Nashua (4)Armand Dupont (5-8) Allenstown (2)Bartlett ES (P-4) - Goffstown (2)Belknap-Merrimack Head Start Manchester (5 sites) (2)Chester Academy (1-8) Chester (3)Creative Years Child Dev & Learning Ctr. Nashua (3)Derry Early Education Program (Pre) Derry (3)Florence Rideout (K-6) Wilton (2)Fred C. Underhill ES (K-2) Hooksett (1)Henry Moore School (1-8) Candia (2)Hillsboro-Deering ES (P-5) Hillsborough (3)Hooksett Memorial School (3-5) Hooksett (2)James Mastricola ES (R-4) Merrimack (1)Jolicoeur School (1-12) Manchester (2)Litchfield MS (5-8) Litchfield (2)Mastricola Upper Elementary (5-6) Merrimack (3)Matthew Thornton Elementary (1-5) Londonderry (4)Mt. Pleasant (K-6) Nashua (3)New Boston Elementary (P-6) New Boston (4)Rivier Early Childhood Nashua (3)RSEC Academy (6-12) Amherst (2)Sandown North ES (1-3) Sandown (3)South Londonderry ES (1-5) Londonderry (2)Southern NH Svcs. Head Start Manchester (5 sites) (1)Southern NH Svcs. Head Start Nashua (4 sites) (3)Southside Middle School (6-8) Manchester (3)Summit School (9-12) Amherst (2)Thorntons Ferry ES (R-5) Merrimack (1)VNA Childcare Manchester (2)

( ) indicates cohort

Which can be embraced by faculty, administration, students, families, and community membersinitially with Wordswhich develop into Actions or Behaviorsand then become Habits through Practiceto ultimately form Climate or Culture

Supporting systemic change in a school community is a long-term journey that begins with dreams and ideas

PBIS-NH Stages of ImplementationMuscott, Mann, & Berk 2005SchoolsFamiliesCommunitiesYouth

EffortUnderstandingLow effort, low understandingHigh effort, low understandingHigh effort, high understandingLow effort, high understandingWORDSACTIONSHABITSCULTUREEstablishing a New Initiative:Transitioning into Culture

Readiness Requirements for PBIS-NH Systems ChangeInterest meeting with stakeholder group including principal or program directorLetter of interest and intent from principal or program directorFull faculty meeting to discuss PBIS implementationInformation shared with familiesFamily representation on Universal Leadership Team80% or better faculty buy-in obtained through vote or consensusSuperintendent or Executive Director sign off3-year commitment to teams, training, technical assistance, and data-based decision-makingApplication made to NH CEBIS

The Initial PBIS-NH Cohort CycleEarly Fall RecruitmentLate Fall OrientationWinter Training Begins for Universal Teams Spring Training Continues & Technical Assistance BeginsSummer Training for Targeted Teams BeginsFall Universal Implementation Begins with ChildrenWinter and Beyond Targeted and Intensive Systems AdaptedAwareness and InterestReadiness

Implementation with Faculty and Families

Implementation with Students

A 3-Year Training Cycle Over 4 YearsYear 1 (1/2 year)Year 2Year 3Year 4 (1/2 year)Summit (one-time)Introduce UniversalSummer Institute (annual)Work on UniversalIntroduce TargetedJanJuneJulyJulyJulyJuneJuneJanRoll-Out UniversalWork on TargetedRefine UniversalIntroduce IntensiveRoll-out TargetedMaintain UniversalRefine TargetedIntegrate Targeted and IntensiveAssess sustainabilityMaintain UniversalRefine Targeted and IntensiveWork on sustainabilityMaintain 3-tiered PBIS systemEnsure SustainabilityCelebrate!!!

Training Year 1 (1/2 year)Training Year 2Training Year 3Training Year 4 (1/2 year)Universal (5 days)Coaches (1 day)Targeted (2 days)Universal (2 days)Coaches (2 days)Targeted (4 days)Intensive (3 days)Universal (1 day)Coaches (2 days)Targeted (2 days)Intensive (4 days)Universal (0 days)Coaches (2 days)Targeted (2 days)Intensive (2 days)Typical Training ScheduleOn-Site Facilitation and Support4 hours/month first two years2 hours/month final two years

NH CEBIS is an outstanding best practice of a teaching and learning model, and is an excellent example of collaboration of several institutions of higher learning working together to serve the state.Denise Maslakowski, Ed.D.Associate Vice President Plymouth State University

PBIS-NH: A Statewide System of SupportThe overall outcome of the statewide system of support is to build the culture and capacity of early childhood education programs and K-12 schools to effectively and efficiently respond to the behavioral complexity of an increasingly diverse student population by creating positive, safe and respectful climates through collaboration and authentic engagement between faculty, families, and community partners.

The commissioner is consistent in how he states the four pillars of this initiative. The first is social. The second is emotional. The third is physical and the fourth is academic. We believe that if you address the first three, then you have children ready to learn and be successful academically. What we're saying is every child, every day. And isnt this what you are doing as you incorporate PBIS into your schools and organizations? Virginia Irwin, Director of the Division of Instruction NH Department of Educationat the 2006 PBIS-NH Summit

I was very skeptical about this program at first. I thought, here we go again another initiative. But I can honestly say that teaching is much easier with PBIS in place I am now sold on this approach.

Barbara Condon, Elementary School Teacher, Merrimack school district

In all of my 9 years at this school, this year had the smoothest beginning and its because of three words:cooperation, respect, and responsibility.

Newmarket School Principal at PBIS Rollout Open House

Steps for Implementing Universal Systems in PBIS-NH1. Build a universal leadership team, meet regularly, use effective team processes, and create a mission statementRepresentative, Credible and Influential2. Identify internal coach(es)Capacity for Behavior Support

Steps for Implementing Universal Systems in PBIS-NH3. Self evaluate building strengths and needs and use data for action planning and decision-making Collaborative Team Checklist, Universal Team Implementation Checklist, Family Engagement Checklist, Effective Behavioral Support Survey

Steps for Implementing Universal Systems in PBIS-NH4. Establish a clear set of positively stated behavioral expectationsSchoolwide Expectations5. Clearly define expected behaviors for classroom, non-classroom and home* settings (bus, bathroom, hallway/transition, playground, morning routine, TV, sleep)Behavioral MatrixHome Matrix * Optional

Mastricola Elementary School Behavior Matrix

HALLWAY

PLAYGROUND

BATHROOM

CAFETERIA

LIBRARY

FIELD TRIP

ASSEMBLY

R

E

S

P

E

C

T

Quiet in hallways

Be a good listener

Share

Wait your turn

Flush

Knock on the stall door

Give others privacy

Cooperate with adults

Inside voices

Quiet voices

Wait your turn


Be a good listener

Display good audience behavior


Quiet voices during transitions

S

A

F

E

T

Y

Walk single file

Stay to the right

Look before opening doors

Backpack safety

Follow equipment rules

Follow game rules

Keep hands and feet to self

Dress appropriately

Wash hands when done

Sign out

Sign in

Use good table manners

Walk

Eat your own food

Sit properly

Use equipment as instructed

Ask for assistance

Stay with your group

Dress appropriately

Follow directions about eating

Wear name tag

Walk

Stay seated until dismissed

Keep safe distance from equipment

Maintain personal space

Sit on bottom

R

E

S

P

O

N

S

I

B

L

E


Kind words

Tell an adult

Return equipment

Keep bathroom clean

Use bathroom as intended


Allow anyone to sit next to you

Clean up after yourself

Take care of library materials

Return materials to proper place

Stay with group

Observe boundaries

Show appreciation

Observe boundaries

Playground ExpectationsAmherst Street Elementary School

Steps for Implementing Universal Systems in PBIS-NH6. Establish procedures for teaching expected behavior in context and practiceYearly Teaching ScheduleTeaching MatrixTeaching ToolsTeaching Tools in Context

Initial Kick-OffEventYearly Teaching ScheduleFall-Holidays1st SW Teaching Plan andRecognitionAssessment2nd SW Teaching Plan andRecognitionAssessmentJanuary-June3rd SW Teaching Plan andRecognitionAssessment4th SW Teaching Plan andRecognitionAssessment

Develop Teaching Plans to Teach BehaviorsTeaching plans are teaching scripts designed to help students learn the behavioral expectationsEach one is taught using effective instructional practicesA plan for teaching all the students is devisedBooster lessons are provided as needed

Team Data-Based Decision MakingSchoolwide TeachingSchoolwide RecognizingAssessing EffectivenessSchoolwide Outcomes

Steps for Implementing Universal Systems in PBIS-NH7. Establish a continuum to recognize/ celebrate expected behaviorsRecognition Plan

Recognition SystemsMuscott & Mann (2006)Step 1: Specific verbal praise paired with visible acknowledgement given at high rates.Step 2: Specific verbal praise paired with visible acknowledgement given intermittently.Step 3: On-going random verbal praise connected to broad expectations and designed to enhance climate and Highly visible periodic attention grabbing: celebrations of success

SW Recognition Planning MatrixMuscott & Mann (2006)In which strategic location will the behaviors be recognized? What specific behaviors will be recognized in that location? What is the visible acknowledgement? How often should it be given?Who will be recognizing the students? When should the recognition start? When should the next step begin? What, if anything, happens to the visible recognition after it is earned?How will we ensure that staff practice giving out recognition prior to implementation? How will we know staff is implementing according to the plan? Are there any special circumstances?

Evaluating SW Recognition PlansMuscott& Mann (2006)This checklist contains 16 key activities that occur prior to, during and after implementing the schoolwide recognition plan.

Provide Positive ContactsSmith & Sprague (2004)Be friendly and helpful in generalConstantly smile and wave at students as you move and scanBe proactiveProvide at high rateShort in duration (5-10 seconds)Non-conditional for specific behaviorsDelivered mostly to groups not individuals

Positively Recognizing Expected BehaviorsProvide specific, verbal acknowledgement using words from the teaching matrixProvide recognition at a 4:1 ratio or better of positive to corrective contacts Provide recognition as quickly after the expected behavior as possibleFocus positive attention on problem routinesRecognize at many students as possible

Steps for Implementing Universal Systems in PBIS-NH8. Establish procedures for discouraging problem behaviorDefinitions of Problem Behaviors (Majors vs. Minors)Office Discipline Referral Form orForm for Recording Problem BehaviorsProcess for Responding to Problem BehaviorsConsequences for Problem Behaviors9. Align classroom management and management of nonclassroom setting to schoolwide system Classroom Management Non Classroom Management Self-Assessments

Organizing Discipline DataDefinitions of Problem BehaviorProcess for RespondingOffice Referral FormData Management SystemSchoolwide Information System (SWIS) www.swis.orgOngoing Analysis

Behavior Definition ExamplesDisruption: Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

SWIS PBISs Data SystemMaintained by University of OregonWeb Site Based www.swis.orgAllows easy Student Data InputCreates Data Charts/AnalysisAssists Team in Discussing Data with StaffSmall yearly investment ($200.00)

Responding to Problem Behavior: Consequences or Corrections for Minor Rule ViolationsFollow schoolwide proceduresHandle minor rule violations quickly, quietly, neutrally, and with positive follow-upRespectful, non-critical, non-argumentativeResolve privately if possibleFocus on behavior, not studentUse 2-minute rule If the issue cannot be resolved in 2-minutes, refer to support staff or follow school procedure

Responding to Problem Behavior: Consequences or Corrections for Major Rule ViolationsFollow school procedures for major rule violationsBe businesslike, neutral, disengageResolve privately if possibleFocus on behavior, not studentFollow 2-minute rule, refer or get helpIf successfully resolved, acknowledge studentPrecorrect for next timeFollow group and individual plans when they exist

Steps for Implementing Universal Systems in PBIS-NH10. Develop a plan to formally introduce program to faculty, families, administration, and students.Rollout PlanConsider Culture of School, District or Program and Community MembersInclude ActivitiesAddress Communication through Multiple MediumsEmbed Information in Existing Activities, Structures, and Documents

Schoolwide Teaching Plans: Identify Action Items to Achieve Outcomes Prior to Implementing: PlanningUse data to prioritize the initial location to address and to determine the subset of behaviors from the behavioral matrix to be taughtDevelop the initial SW teaching planDetermine specific outcomes for measuring successDevelop the initial SW recognition planGather input from faculty and revise if necessaryProvide faculty with the written plans that detail teaching and recognition strategies in advancePrepare faculty for their role in teaching and recognizing including practiceInform families in advance of implementation

Schoolwide Teaching Plans: Identify Action Items to Achieve Outcomes2. During Implementation: TeachingHave expectations and behaviors along with any needed visual prompts posted in locationTeach the behaviors in the locationProvide rationale for learning expected behaviorInclude multiple demonstrations of expected behaviors in contextInclude one low-key demonstration of problem behaviorProvide opportunity for students to practice and check for understandingProvide high rates of recognitionProvide reminders and reteaching if necessary

Schoolwide Teaching Plans: Identify Action Items to Achieve Outcomes3. Afterwards: Follow-UpHave staff provide follow-up practice in locationHave staff provide high rates of verbal and visual recognition Monitor and assess progress against outcomes using data (2 weeks)If successful, (a) fade recognition to verbal only and introduce celebration; (b) review data to determine next key subset of behaviors to teach and (c) repeat process; If not, determine smallest amount of change to produce outcomes and implement strategies (e.g., reteach or increase reminders and/or recognition and reassess using data (2 weeks)Provide periodic celebrationsGather feedback regarding implementation from facultyUse feedback to plan subsequent SW teaching plans

Evaluating Schoolwide Teaching PlansMuscott & Mann (2006)This checklist contains 21 key activities that occur prior, during and after the teaching of schoolwide expectations.

Steps for Implementing Universal Systems in PBIS-NH11. Establish procedures for on-going monitoring and evaluation.Meeting Schedule and Effective Team ProcessesReview Assessment Information and Data RegularlyOn-going Use of Data for Decision-Making12. Establish procedures for on-going communication with faculty, administration and families.Consider Culture of School, District or Program and Community MembersAddress Communication through Multiple MediumsEmbed Information in Existing Activities, Structures, and Documents

PBIS-NH OutcomesBuild capacity of NH schools to support student behaviorImprove school-wide discipline systems and school climateImprove the behavior of all studentsThose without chronic problemsThose who are showing early signs of problems Those with chronic and intense needsMaximize instructional time to increase learning and academic achievement5. Improve communication and collaboration among key system stakeholdersBetween schools and families Among school faculty, staff, and administrationAmong schools, families, mental health, and other community service (family support) providers

Decision-Making and Problem-Solving is Thoughtful and Calculated(Mann & Muscott, 2005)Utilize an action-oriented decision-making system that can apply to all levels of behaviorBegin with Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?) Identify the scope a Problem (scope and context) through the use of Data (Where we are now?)Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectationMonitor and Evaluate progress Use Data to assess your progress (Did it work?)Adapted from Horner (2003)

Our participation in PBIS has resulted in less classroom time lost to discipline referrals. The data shows us that in 2004-2005 our students gained 900 minutes of classroom time due to a decrease in behavioral incidences. Janet SteinertAssistant PrincipalThe Whitefield School, Whitefield

Outcomes for 22 Cohort 1 Schools 2004-0581% of students in the Green Zone 6,010 less Office Discipline Referrals (28%)568 fewer In-School Suspensions352 fewer Out-of-School Suspensions15, 647 Hours Regained (2,608 Days)10,496 for Students Learning2, 958 for Teachers Teaching2,193 for Administrative Leadership

Can PBIS-NH schools supported with training and technical assistance by the NH CEBIS implement and sustain a cost effective universal schoolwide system of discipline with fidelity?

PBIS-NH Outcomes Research Question 2

Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001 On-site evaluationReview of school documentsExamination of physical spaceInterview the administrator, at least ten staff and at least fifteen students 28 items clustered in seven featuresEach item is scored 0 (not in place), 1 (partially in place), or 2 (in place) points

Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001The features are Expectations definedBehavioral expectations taughtOn-going system of rewardingSystem for responding to violationsMonitoring and decision-makingManagementDistrict-level support

Schoolwide Evaluation ToolSugai, Lewis-Palmer, Todd, & Horner, 2001The SET yields an Average of Features summary score of overall implementation and scores for each of the seven features.All scores are expressed as percent implemented and could range from 0% to 100% implemented. Schools scoring 80% or better on the Average of Features and 80% or better on the Expectations Taught Feature are considered to be implementing an effective discipline system.

SETS Cohort 1 Fall 03 04 Compar

85809090

94100100100

50883090

88949090

888780100

10096100100

869190100

71819090

837510090

61799090

100100100100

9610080100

789890100

8895100100

8588100100

57941080

86869080

789060100

759370100

67774070

39542040

79829080

Total 03

Total 04

Taught 03

Taught 04

Schools

Percent Implementation

New Hampshire Center for Effective Behavioral Interventions and Supports Comparisons of Schoolwide Evaluation Tool (SET) Scores for Cohort 1 Schools Involved in PBIS-NH Fall 03 and Fall 04

Comparisons 03 04 by Code

185809090

294100100100

350883090

488949090

5888780100

610096100100

7869190100

871819090

9837510090

1061799090

11100100100100

129610080100

13789890100

148895100100

158588100100

1657941080

1786869080

18789060100

19759370100

2067774070

2139542040

2279829080

2396100100100

25788590100

2684979080

Schools by Number


New Hampshire Center for Effective Behavioral Interventions and Supports Schoolwide Evaluation Tool (SET) Scores for Cohort 1 Schools 2003 vs. 2004 Fall 04

Comparisons 03 04 by Level

85809090

94100100100

50883090

88949090

888780100

10096100100

869190100

71819090

837510090

61799090

100100100100

9610080100

789890100

8895100100

8588100100

57941080

86869080

789060100

759370100

67774070

39542040

79829080

96100100100

788590100

84979080

Total 03

Total 04

Taught 03

Taught 04

Schools by Level



Comparisons 03 04 by Name

85809090

94100100100

50883090

88949090

888780100

10096100100

869190100

71819090

837510090

61799090

100100100100

9610080100

789890100

8895100100

8588100100

57941080

86869080

789060100

759370100

67774070

39542040

79829080

96100100100

788590100

84979080

Schools by Name



Sheet2

Sheet3

C 1 SETS F 04 by Level

8090

100100

8890

9490

87100

96100

91100

8190

7590

7990

100100

100100

98100

95100

88100

9480

9290

90100

93100

7770

5440

82100

100100

85100

9780

80/8019/25 or 84% All1/1 or 100% PS10/12 or 83% ES6/6 of 100% MS1/3 of 33% HS3/3 or 100% ML

Total

Taught

Schools by Level


Schoolwide Evaluation Tool (SET) Scores for 25 PBIS-NH Cohort 1 Early Childhood Centers and K-12 SchoolsFall 04

C 1 SETS F 04 by Number

8090

100100

8890

9490

87100

96100

91100

8190

7590

7990

100100

100100

98100

95100

88100

9480

9290

90100

93100

7770

5440

82100

100100

85100

9780


Total

Taught

Schools by Number


New Hampshire Center for Effective Behavioral Interventions and Supports Schoolwide Evaluation Tool (SET) Scores for Cohort 1 Preschools and Schools (n=25)Fall 04

C 1 SETS F 04 by Name

8090

100100

8890

9490

87100

96100

91100

8190

7590

7990

100100

100100

98100

95100

88100

9480

9290

90100

93100

7770

5440

82100

100100

85100

9780


Total

Taught

Schools by Name


New Hampshire Center for Effective Behavioral Interventions and Supports Schoolwide Evaluation Tool (SET) Scores for Cohort 1 Preschools and Schools (n=25)Fall 04

Sheet1

LevelFall 04RegionSchoolCodeExpectationsTaughtRewardingViolationsMonitoringManagementDistrictTotalLevelCodeTotalTaughtLevelTotalTaughtSchoolTotalTaughtRegionSchoolCodeExpectationsTaughtRewardingViolationsMonitoringManagementDistrictTotalFall 03 04 ComparisonsSchoolLevelCodeTotal 03Total 04Taught 03Taught 04LevelTotal 03Total 04Taught 03Taught 04SchoolTotal 03Total 04Taught 03Taught 04

PSCentralSNH Head Start11009083256310010080PS18090PS8090SNH Head Start8090SNH Head Start1SNH Head StartPS185809090PS85809090SNH Head Start85809090

ESCentralMastricola ES2100100100100100100100100ES2100100ES100100Mastricola ES100100Mastricola ES2Mastricola ESES294100100100ES94100100100Mastricola ES94100100100

ESCentralUnderhill ES3759083751009410088ES38890ES8890Underhill ES8890Underhill ES3Underhill ESES350883090ES50883090Underhill ES50883090

ESCentralHorne Street ES410090100881008110094ES49490ES9490Horne Street ES9490Horne Street ES410090100881008110094Horne Street ESES488949090ES88949090Horne Street ES88949090

ESCentralWoodman Park ES57510067881008110087ES587100ES87100Woodman Park ES87100Woodman Park ES5Woodman Park ESES5888780100ES888780100Woodman Park ES888780100

ESSEBelmont ES6100100838810010010096ES696100ES96100Belmont ES96100Belmont ES6Belmont ESES610096100100ES10096100100Belmont ES10096100100

ESLakesMaple Avenue ES7100100100501008810091ES791100ES91100Maple Avenue ES91100Maple Avenue ES7Maple Avenue ESES7869190100ES869190100Maple Avenue ES869190100

ESSWBluff ES810090176310010010081ES88190ES8190Bluff ES8190Bluff ES8Bluff ESES871819090ES71819090Bluff ES71819090

ESSWCutler ES9759006310010010075ES97590ES7590Cutler ES7590Cutler ES9759006310010010075Cutler ESES9837510090ES837510090Cutler ES837510090

ESSWDisnard ES101009017501009410079ES107990ES7990Disnard ES7990Disnard ES10Disnard ESES1061799090ES61799090Disnard ES61799090

ESSWThorntons Ferry ES11100100100100100100100100ES11100100ES100100Thorntons Ferry ES100100Thorntons Ferry ES11Thorntons Ferry ESES11100100100100ES100100100100Thorntons Ferry ES100100100100

ESSEHilltop ES12100100100100100100100100ES12100100ES100100Hilltop ES100100Hilltop ES12Hilltop ESES129610080100ES9610080100Hilltop ES9610080100

ESNCLakeway ES131001001008710010010098ES1398100ES98100Lakeway ES98100Lakeway ES13Lakeway ESES13789890100ES789890100Lakeway ES789890100

MSSWSouth Meadow MS14751001008810010010095MS1495100MS95100South Meadow MS95100South Meadow MS14South Meadow MSMS148895100100MS8895100100South Meadow MS8895100100

MSSWClarement MS15100100100381007510088MS1588100MS88100Clarement MS88100Clarement MS15Clarement MSMS158588100100MS8588100100Clarement MS8588100100

MSSEDover MS16100801007510010010094MS169480MS9480Dover MS9480Dover MS16Dover MSMS1657941080MS57941080Dover MS57941080

MSLakesFranklin MS1710090100751008110092MS179290MS9290Franklin MS9290Franklin MS17Franklin MSMS1786869080MS86869080Franklin MS86869080

MSLakesWinnisquam MS1810010010075100947590MS1890100MS90100Winnisquam MS90100Winnisquam MS18Winnisquam MSMS18789060100MS789060100Winnisquam MS789060100

MSSESomersworth MS19100100100757510010093MS1993100MS93100Somersworth MS93100Somersworth MS19Somersworth MSMS19759370100MS759370100Somersworth MS759370100

HSSEDover HS2010070678888815077HS207770HS7770Dover HS7770Dover HS20Dover HSHS2067774070HS67774070Dover HS67774070

HSCentralManchester Central HS215040177575695054HS215440HS5440Manchester Central HS5440Manchester Central HS21Manchester Central HSHS2139542040HS39542040Manchester Central HS39542040

HSLakesFranklin HS2210080177510010010082HS2282100HS82100Franklin HS82100Franklin HS222810080177510010010082Franklin HSHS2279829080HS79829080Franklin HS79829080

EMSNCWhitefield K-823100100100100100100100100EMS23100100EMS100100Whitefield K-8100100Whitefield K-823Whitefield K-8EMS2396100100100EMS96100100100Whitefield K-896100100100

EMHSNCLin-wood K-122575100331001008110085EMHS2585100EMHS85100Lin-wood K-1285100Lin-wood K-1225Lin-wood K-12EMHS25788590100EMHS788590100Lin-wood K-12788590100

MHSNCProfile M/HS261008010010010010010097MHS269780MHS9780Profile M/HS9780Profile M/HS26Profile M/HSMHS2684979080MHS84979080Profile M/HS84979080

ESSEGarrison ES13ES13ESGarrison ESGarrison ES13Garrison ESES136150ES6150Garrison ES6150

School-wide Evaluation Tool (SET) Scores for 27 PBIS-NH Cohort 2 Early Childhood Programs and K-12 Schools Spring 200580/80All 20/27 (74%)PS 3/3 (100%)ES 10/11 (91%)MS 2/4 (50%)HS 1/2 (50%)ML 1/4 (25%)AS 3/3 (100%)

80 80 by Type (2)

10088

10091

9088

10092

10091

7083

10092

100100

100100

10095

10092

9099

10095

8084

7077

5072

10088

9095

9095

7080

8089

8077

1058

10071

8088

9086

10087

05 Taught

05 Summary

=

Percent Implemented

2005 80 80

10088

10091

9088

10092

10091

7083

10092

100100

100100

10095

10092

9099

10095

8084

7077

5072

10088

9095

9095

7080

8089

8077

1058

10071

8088

9086

10087

80/80All 20/27 (74%)PS 3/3 (100%)ES 10/11 (91%)MS 2/4 (50%)HS 1/2 (50%)ML 1/4 (25%)AS 3/3 (100%)

05 Taught

05 Summary

Preschool or School

Percent Implemented

New Hampshire Center for Effective Behavioral Interventions and SupportsSchool-Wide Evaluation Tool (SET) Scores for Cohort 2 Schools (n=27)Spring 2005

80 80 by Type

10088

10091

9088

10092

10091

7083

10092

100100

100100

10095

10092

9099

10095

8084

7077

5072

10088

9095

9095

7080

8089

8077

1058

10071

8088

9086

10087

80/80All 20/27 (74%)PS 3/3 (100%)ES 10/11 (91%)MS 2/4 (50%)HS 1/2 (50%)ML 1/4 (25%)AS 3/3 (100%)

05 Taught

05 Summary

Type of School

Percent Implemented

New Hampshire Center for Effective Behavioral Interventions and SupportsSchool-Wide Evaluation Tool (SET) Scores for Cohort 2 Schools (n=27)Spring 2005

Spring 05 Data

School IDSchool NameType04 Taught04 TotalSchool Name05 Taught05 Summary05 Defined05 Taught05 Reward05 Violations05 Monitoring05 Management05 District

1Belknap-Merrimack Head StartPSBelknap-Merrimack Head Start10088

2Rockingham County Head StartPSRockingham County Head Start100911001001006375100100

4VNA ChildcarePSVNA Childcare908810090100757575100

5Union Sanborn ESESUnion Sanborn ES100927510010069100100100

6Valley View ESESValley View ES100911001001006310010075

7Bartlett ESESBartlett ES7083100701006310010050

8Maple Wood ESESMaple Wood ES10092100100100638695100

9Milan Village ESESMilan Village ES100100100100100100100100100

10Pine Tree ESESPine Tree ES100100100100100100100100100

11Florence Rideout ESESFlorence Rideout ES100951001001007588100100

12KA Brett ESESKA Brett ES10092751001007510094100

13So. Londonderry ESESSo. Londonderry ES909910090100100100100100

14Southwick ESESSouthwick ES1009510010010063100100100

15Hooksett Memorial ESESHooksett Memorial ES8084100803388100100100

16Daisy Bronson MSMSDaisy Bronson MS7077507083751008150

17Newport MSMSNewport MS5072755083636369100

18Armand R. Dupont MSMSArmand R. Dupont MS100881001001006310010050

19Litchfield MSMSLitchfield MS90951009010075100100100

20Littleton HSHSLittleton HS90951009510010010010050

21Kingswood Regional HSHSKingswood Regional HS70807570665010094100

22Henry W. Moore EMSEMSHenry W. Moore EMS808975801008810081100

23Ellis EMSEMSEllis EMS80775080100636381100

24Lisbon Regional EMSEMSLisbon Regional MHS1058100106775756950

25Lin-Wood MHSMHSLin-Wood MHS1007150100168710087100

26Jolicoeur ASASJolicoeur AS8088100801005010088100

27RSECASRSEC9086759010038100100100

Summit School10087751008350100100100

Type05 Taught05 Summary

PS10088

PS10091

PS9088

ES10092

ES10091

ES7083

ES10092

ES100100

ES100100

ES10095

ES10092

ES9099

ES10095

ES8084

MS7077

MS5072

MS10088

MS9095

HS9095

HS7080

EMS8089

EMS8077

MHS1058

MHS10071

AS8088

AS9086

AS10087

Sheet2

Sheet3

I cant begin to describe the incredible difference PBIS has made at Horne Street School. I have been teaching and working with students for 25 years. The PBIS system has helped me to integrate my training and experience to design and implement effective behavioral supports on a school-wide, classroom, small group and individual basis. Every year the program gets better and better.

Cori WhiteBehavior SpecialistHorne Street School

A systems approach to meeting the needs of students at risk requires

Effective and efficient targeted processes for:Identifying students at-riskPerforming functional assessmentsCreating and monitoring behavior support plansDeveloping and monitoring targeted group interventionsData-based decision-makingInvolving school faculty, families, and community

Steps for Implementing Targeted Systems in PBIS-NH12. Create a behavior support team (Targeted and Intensive are often combined in ECE and alternative schools) and a mission statementAdministrator, Behavior Support, General Educator13. Develop a process and criteria for referring students to team Parental Notification and InputDocumentationPrereferral Criteria

14. Develop process for completing functional assessments3-Types (Quick, Intermediate, Intensive)15. Develop process for designing, implementing, and evaluating behavior support plans Function-based16. Develop targeted group interventionsFunction-basedSkill-based

Steps for Implementing Targeted Systems in PBIS-NH

Steps in Function-based Support Process

Define the challengeBuild a testable hypothesis (interview, observe)Confirm the hypothesis (observe, manipulate)Use competing behavior analysis to build possible elements of behavior support planUse contextual fit guidelines to select final elements of behavior support planImplement behavior support planMonitor and modify as needed

Family &Youth SystemsSchool-Based SystemsCommunity-Based SystemsIntensive Systems of Behavior Support

Muscott & Mann (2006)MAST-NH

Elements of Intensive SupportSchool-wide PBIS SystemTargeted PBIS SystemIndividual Student PBIS SystemDaily Individualized PBS PracticesPBIS CompetenciesPerson-Centered PlanningWraparound Planning

A systems approach to meeting the needs of students with intense needs requires

School-based intensive supportsAn effective intensive coordinator andEffective and efficient processes for:Identifying students with intense needsPerforming functional assessmentsData-based decision-makingCreating and monitoring behavior support plansCreating and monitoring wraparound plansInvolving school faculty, families, and community

Steps for Implementing Intensive Systems in PBIS-NH16. Develop process for obtaining intensive supportsIdentify Intensive CoordinatorProcedures for referral, identification, and coordination of servicesInteragency Wraparound Planning17. Develop procedures for family engagementPerson-centered planning

Steps for Implementing Intensive Systems in PBIS-NH18. Develop intensive student centered academic and behavior support plans

tecbd conference november, 2006 howard s. muscott, ed.d. co-director, nh cebis

Documents

nh center

pbisnh schoolsto

pbisnh c

development of schools

nhpbisnh training

nh cebis activitiesresearch

effectiveness of pbis

behavioral disorders