Transcript A Training-Coaching Model for PBIS Planning and Implementation in Texas Secure Juvenile Justice Facilities Brenda Scheuermann Texas State University Lori Davis Hays Consolidated I.S.D./Texas State University.

A Training-Coaching Model for PBIS
Planning and Implementation in
Texas Secure Juvenile Justice
Facilities
Brenda Scheuermann
Texas State University
Lori Davis
Hays Consolidated I.S.D./Texas State University
Agenda
1.
Overview of TYC, history of initiative
2.
Overview of PBIS in TYC
3.
Coaching model
4.
Challenges
5.
Recommendations
Texas Youth Commission
 10 secure facilities, 9 halfway houses
 Over 100,000 youth arrested in Texas in any given
year
--Most are treated in county juvenile justice system
--Youth convicted of felonies can be committed to TYC
 < 2,000 youth in 10 secure facilities
 > 40% SE
 M length of stay 16.7 months
 Achievement: Reading = 6.2, Math = 5.1
 Anglo = 20%, Black = 35%, Hispanic = 45%
Facilities and Populations
 Gainesville - 288
2011:
 Corsicana - 145
 Gainesville
 McClennan County Units 1 and
 Corsicana
II - 165, 214
 Giddings - 296
 Crockett - 180
 Al Price - 176
 Evins - 176
 Ron Jackson Units I and II - 162,
108
 Mart Complex
 Giddings
 Evins
 Ron Jackson Girls’ Unit
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d t o s e e th i s p i c t u re .
TYC PBIS Initiative Chronology
SB 1362: 2009;
2011 - 82nd legislature
Contract with
TxState
TYC PBIS
Coordinator
External PBIS
Coaches
External consultants
Training and
Implementation
TYC State PBIS
Leadership Team
Ongoing coaching
support
SB 1362: 2009
 Texas legislation enacted September, 2009
--Reading and behavior initiatives
--Mandated PBIS implementation in education
programs in all secure juvenile facilities
--TYC leadership determined PBIS would be
implemented facility-wide
2011 Legislative Session
 Budget reductions of over $116 million
 Closed 3 facilities, merged 2 units at 2 separate facilities
 Facilities closed July 1, 2011
 Now: 6 facilities
 Over 120 administrative positions eliminated
 Merged Texas Youth Commission and Texas Department of Juvenile
Probation: Texas Department of Juvenile Justice
 Merger to be complete by December 1, 2011
TYC PBIS Coordinator
 From Education division
 Oversees all internal aspects of PBIS initiative
 Acts as liaison between facilities, TxState coaches,
consultants, state leadership team, and TYC leadership
 Challenge: needs FTE for managing PBIS initiative
External consultants
 Dr. Mike Nelson
 Training, leadership
 Dr. Eugene Wang
 Evaluation
TYC State PBIS
Leadership Team
 Representatives from each TYC division (education,
treatment, correctional staff, assessment, special education)
 Meet monthly
 Roles
 Coordination and oversight of PBIS initiative
 Ensure legislative mandates are being addressed
Contract with Texas State
 Contract with Texas State (Dr. Scheuermann) for coaches to
support PBIS
 Texas State University - San Marcos graduate program in
BD/PBIS/ABA
 Coordinated by Dr. Scheuermann
 Provides training and field work in BD, PBIS, ABA
 Option for coursework required for BCBA certificate
 The only graduate program in Texas with this unique
emphasis
External PBIS Coaches
 External coaches guide and assist with development and implementation
of PBIS
 Internal coaches organize, facilitate, and lead efforts at each facility
 4 half-time graduate research assistants (students majoring in BD/PBS)
 2 half-time regular positions
 1 full-time position
 All coaches:
 Graduates of or advanced students in BD/PBS
 Experience in schoolwide PBIS
 Purpose: to help ensure fidelity of implementation, and to avoid design
and implementation errors
Training and Implementation
 3 cohorts
 July: Giddings, Ron Jackson I, Ron Jackson II, Gainesville
 August: Corsicana, Crockett, Evins
 September: Al Price, Mart I, Mart II
 Fall, 2010: planning and development
 January 3, 2011: agency-wide training
 January, 2011: implementation in education
Implementation of
Universal Systems
• Teams given a task-analyzed list of steps,
products, and target dates
• Teams asked to submit products to state
leadership team to document planning and
implementation progress
• Coaches meet with teams and internal coaches,
help teams with action plans, provide feedback
on universal components
Major Components of
Universal Systems
•
•
•
•
•
•
•
•
•
Data
Expectations
Rule matrices
Schedule for teaching expectations
Lesson plans
Acknowledgement systems
Reminders
Staff training
Staff acknowledgement systems
STEP
:
Product to submit:
Team Established: Roster of team Members
Roster
SAS Data Reviewed to Identify Problem
Areas and Times
Data Summary
Rule Posters and Other Reminders Created
and Posted
Photos or descriptions of reminders
that are in place or planned
PBIS Orientation for All Staff
Schedule for orientation training;
Personnel doing training
Expectations Matrix Developed
Copy of expectations matrix
Acknowledgement Systems
Description
Plans for Teaching Expectations
Schedule of teaching activities; copy
of lesson plan
Plans for training staff
Training schedule
Staff Trained
Identify roles for maintaining PBIS products
List of tasks and persons responsible
Determine who will do the
work of maintaining the
P BIS systems
Develop plans for supporting
and recognizing staff
Implement P BIS in school
Develop rule matrix for
dormit ory
Develop reminders for
dormit ory
Plan how you will teach
expectations in dormit ory
Plan for training staff
Develop plans for supporting
and recognizing staff
T rain dormit ory staff
Implement P BIS in
dormit ory
1. Chart with the names of each team member and their
specific duties
1 week
17 Dec
2010
2. Specific plans for how all facility staff will be reinforced
or acknowledged for correct implementation of the P BIS
programs
3. Begin teaching expectations t o students, one location at a
time (the order of which should be determined by SAS
data)
2 weeks
31 Dec
2010
4. Sur vey given to staff or chart posted in common are t o
elicit input on what expectations should look like in the
various areas of the facility
5. A matrix (chart ) showing how expectations apply to
various locations in the facility
6. Posters, signs, or other reminders that state the
expectations for specific areas
7. Lesson plans for teaching expectations in the various
areas of the facility
8. Determine the order of the locations based on SAS data
9. Determine how students will be grouped for teaching
(facility wide, by dorm, etc)
10. Schedule and specific materials for training entire staff in
facility
11. Specific plans for how all dormitory staff will be
reinforced or acknowledged for correct implementation
of the P BIS programs
12. P BIS team will train dormit ory staff on P BIS and how it
will be implemented in the facility
13. Explain staff acknowledgement system
14. Begin teaching expectations t o students, one location at a
time
15. Explained acknowledgement system t o students
1 week per
location,
beginning
in Jan
3 weeks
2 weeks
2 weeks
2 weeks
2 weeks
May 2011
(one week
per
location)
Examples of Universal System
Components
Ron Jackson
High-security facility serves youth who have
been found to have engaged in delinquent
conduct and were committed to the agency's
care by a juvenile court. The facility currently
houses the gateway program for all girls
entering the Texas Youth Commission. In
most cases, girls will remain at the Ron
Jackson complex to receive specialized
treatment specifically designed for female
offenders.
Ron Jackson





After six months of PBIS implementation
Team consisted of principal, teacher, and
counselor
Matrix developed
Lesson plans developed
Momentum was slow
Then…..
Ron Jackson
PBIS Mission Statement
The PBIS team at Ron Jackson will teach
students to be accountable by
establishing clear guidelines for
success, and rewarding students who
are meeting those expectations.
Through ongoing data analysis, we will
reduce problem behaviors in order for
out students to achieve a higher level of
academic and social performance
Developing consistency
Teaching Lesson Plans
Wednesday 7th Period
Student Survey
Positive Reinforcement for Students
Positive Reinforcement for Staff
Discipline Data
2009-2010
Discipline /Incidents
7856
2010-2011
Discipline /Incidents
5646
CCF-225
Decrease 28.2%
Corsicana
Corsicana Residential Treatment Center
(CRTC) is a high-security, specialty facility
operated by TYC for adjudicated youth whom
evidence mental illness or serious emotional
disturbance.
Preliminary Data
RAMP Report - All April 2011 Ref errals Number
(Place cursor on pie sections to see # and %.)
Positiv e Behav ior
Arguing with Staf f
Bully ing
Contraband
Damage to School Property
Disregard of Classroom Rules
Dresscode Violation
Failure to Follow Reasonable Request
Horseplay
Inciting or Escalating Others
Leav ing Class without Permission, Non-truant
Loud, Disruptiv e Behav ior
Persistent or Chronic Misbehav ior
Phy sically Dangerous to Self or Others
Ref using School Work
Repeated Non-compliance with Disrespect
Rude, Disrespectf ul Actions or Comments
Sleeping in Class
Swearing Directed at Student or Adult
Undesignated Area
Vulgar/Obscene Language or Comments
Major Incidents
1,600
1,493
1,422
20% decrease from Jan -> May
1,456
1,384
1,400
1,287
1,238
1,214
1,200
1,173
1,158
1,000
800
600
24% decrease from Jan -> May
400
329
279
292
271
202
282
233
240
206
200
Sep 2010
Oct 2010
Nov 2010
Dec 2010
Jan 2011
Non-School
Feb 2011
School
Mar 2011
Apr 2011
May 2011
Security Referrals
4,500
4,252
4,151
4,093
29% decrease from Jan -> May
4,000
3,650
3,760
3,492
3,593
3,500
3,235
2,959
3,000
2,500
2,000
24% decrease from Jan -> May
1,500
1,241
1,090
1,075
1,058
1,044
908
867
1,000
705
789
500
Sep 2010
Oct 2010
Nov 2010
Dec 2010
Jan 2011
Non-School
Feb 2011
School
Mar 2011
Apr 2011
May 2011
Security Admissions
2,500
15% decrease from Jan -> May
2,015
1,987
1,943
2,000
1,769
1,712
1,722
1,715
1,689
1,696
1,500
1,000
4% decrease from Jan -> May
526
500
501
425
361
402
355
373
386
Apr 2011
May 2011
275
Sep 2010
Oct 2010
Nov 2010
Dec 2010
Jan 2011
Non-School
Feb 2011
School
Mar 2011
Coaching Model to
Support PBIS Implementation
Three Types of Coaches
• External PBIS coaches
• Internal PBIS coaches
• External Special Education coaches
External PBIS Coaches
• Responsibilities:
– Guide and assist in development and implementation of
universal systems
– Communicate regularly with internal coaches
– Visit facility at least monthly
– Meet with team and/or internal coaches via
videoconferencing
– Conduct or assist with PBIS trainings
– Conduct assessments
• Benchmarks of Quality: fall and summer
• Facility-Wide Evaluation Tool: summer
– Provide training for internal coaches
Internal Coaches
• One or two persons at each facility
• Responsibilities:
–
–
–
–
–
Organize meetings and coordinate other activities
Ensure meetings follow established protocols
Oversee planning and implementation
Communicate with external coaches
Help coordinate and conduct assessments
Special Education Coaches
• 2 full-time positions and 2 half-time positions
– 2 graduates of TxState BD/PBIS/ABA program
– 1 graduate student in Texas A & M ABA program
– 1 graduate of Georgia State University doctoral program
(BD/PBIS)
– all had advanced behavioral training and experience
– each have BCBA, or in progress
• Responsibilities:
– Assist with development of tertiary level supports and
interventions
– Monitor fidelity of intervention implementation
– Develop protocols and templates for monitoring youth
progress
Coaching:
What worked well?
What were the obstacles?
What worked well?
• Collaborating with special education
coaches
• In-person visits
• Providing training to teachers
• Collaborating with internal coach and
PBIS teams
What were the obstacles?
• Access to administration
• Lack of technology for teleconferencing
• Availability of PBIS team members to be
able to attend meetings
• Not being able to train all staff (JCO’s,
dorm staff, etc.)
• Too many initiatives
Coaching Challenges and
Recommendations for
Providing Coaching Support
Challenge: Finding highly qualified coaches and
ensuring coaches have sufficient preparation
 University partnerships
 Graduate programs in state
 BD/PBS
 Social Work
 Juvenile justice
 ABA
 Education service center personnel
 Provide ongoing support for external coaches
 Background training, materials, regular meetings and
communication,
Challenge: Limited training
opportunities for TYC personnel
 External coaches provide ongoing, informal
training for internal coaches
 PBIS training and support materials developed
 Have a PBIS coach at each facility
Challenge: Logistics of serving farflung facilities
 Stay focused on plans
 Videoconferencing: Polycomm
 Email, Google Docs
 Clear agendas for coaches’ visits
Challenge: Coordination with treatment
program
 Treatment program: CoNEXTions
 External coaches received CoNEXTions training
 Clarification of similarities and differences:
--Theoretical framework
--Assumptions
--Program elements
--Decision-making
--Data collection and analysis
--Staff training
Challenge: Training and
implementation across facilities:
program units; staff shifts, roles
 Coaches assist with overview training
 Work outside of regular hours
 Ensure representation on PBIS leadership
teams
Challenge: Competing initiatives
 RtI
 Little coordination with PBIS initiative to date
 Each facility has various treatment/support
initiatives
 Accreditation process
Challenge: Communication Consistent Messages
 Coaches hear many examples of mixed messages!
 Having external coaches allows for clarification,
correction, reteaching
Challenge: Sheer Scope of the
Project!
 Stay focused on immediate steps, while keeping big
picture in mind
 Focus on fidelity of implementation
 Use data - review frequently and regularly
 Address what we can!
Reasons for Optimism
• Response by facility PBIS leadership teams
and many facility staff
--Staff orientation training in all facilities
• Behavior change of many teachers and staff
• Individual success stories
• Teams made good progress on Master Activity
Chart steps
• Early data show positive effects
• Use of in-state resources
• Continued interest by legislature, media
Thank You!
Brenda Scheuermann
[email protected]
Lori Davis
[email protected]