· At the primary level, universal interventions are implemented targeting ALL students. In the logic model these interventions, are projected to positively impact 80% of students.
· At the secondary level, targeted interventions are implemented for those students who are “non-responders” to the universal strategies. In the logic model, these interventions are projected to be effective with approximately 15% of the population.
· At the tertiary level, intensive interventions are implemented, targeting individual students for whom the universal and targeted strategies do not provide adequate support. In the logic model, these interventions are projected to impact 5% of students.
In Maryland, the emphasis since 1999 has been on training schools in universal, school-wide PBIS. At that level, safer and more effective schools are achieved when a trained team implements the process for establishing systems that support students and staff in each school building, within its own context. Schools begin their school-wide implementation of PBIS by establishing a set of 3-5 consistent expectations for classroom and non-classroom settings; defining them in the context of each setting; teaching them to the students in each setting and acknowledging and reinforcing students’ success when meeting those expectations.
The PBIS team relies on data that is collected and analyzed on a regular basis to identify behaviors or issues which need to be addressed in the school. Once an issue is isolated, the team identifies an evidence-based strategy for intervening; monitors the implementation and effectiveness of the strategy through ongoing data analysis; and, modifies strategies based on that monitoring. In addition, schools re-commit to the range of behaviors that should be managed in the classroom setting and those that should be referred to the office, and develop an appropriate range of consequences for those behaviors which require consequence. This effort establishes a consistent, predictable environment for students of all ages. Implementation in Maryland demonstrates significant decreases in office discipline referrals and suspensions as a result of the adults’ consistent approach to expectations and discipline in the school.
As of 2008, there will be a total of 648 schools trained in PBIS and 568 schools actively implementing PBIS in Maryland. It is anticipated that PBIS Maryland will continue to train new teams in school-wide PBIS and will begin to provide curriculum in targeted interventions for existing PBIS schools with universal, school-wide systems in place.
Trained and Implementing PBIS by Cohort