positive behavioral interventions and supports (pbis) in bcps positive behavioral interventions and...

Positive Behavioral Positive Behavioral Interventions and Supports Interventions and Supports

(PBIS) in BCPS (PBIS) in BCPS

Margaret Grady Kidder, Coordinator Psychological Services

Dale R. Rauenzahn, Executive DirectorPatsy Holmes, Director

Department of Student Support Services

PBIS Team Leaders/Coaches Meeting, November 8, 2010

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individually Designed Interventions• Address individual needs of student• Assessment-based• High Intensity

Intensive, Individually Designed Interventions• Strategies to address needs of individual students with intensive needs• Function-based assessments• Intense, durable strategies

Targeted, Group Interventions• Small, needs-based groups for at risk students who do not respondto universal strategies• High efficiency• Rapid response

Targeted, Group Interventions• Small, needs-based groups for at- risk students who do not respond to universal strategies• High efficiency/ Rapid response• Function-based logic

Core Curriculum and Differentiated Instruction• All students• Preventive, proactive•School-wide or classroomsystems for ALL students

Core Curriculum and Universal Interventions• All settings, all students• Preventive, proactive• School-wide or classroom systems for ALL students and staff

Maryland’s Tiered Instructional & Maryland’s Tiered Instructional & Positive Behavioral Interventions and Positive Behavioral Interventions and

Supports FrameworkSupports Framework

MSDE

PBIS is Behavioral Response to InterventionPBIS is Behavioral Response to Intervention

Response to Intervention is viewed as a general education Response to Intervention is viewed as a general education initiative that ensures high quality teaching and learning initiative that ensures high quality teaching and learning experiences for all students, in all grades, and in all experiences for all students, in all grades, and in all classrooms classrooms

This systematic, multi-tiered approach provides schoolwide This systematic, multi-tiered approach provides schoolwide prevention and early intervention activities to support student prevention and early intervention activities to support student achievementachievement and safe learning environmentsand safe learning environments

Academic and behavioral instructional interventions and Academic and behavioral instructional interventions and supports are implemented at increasing levels of intensity to supports are implemented at increasing levels of intensity to address individual and group student needsaddress individual and group student needs

MSDE (2008) MSDE (2008) A Tiered Instructional Approach to Support Achievement A Tiered Instructional Approach to Support Achievement for All Students:for All Students: Maryland’s Response toMaryland’s Response to Intervention FrameworkIntervention Framework


Universal screeningUniversal screening Tiered levels of implementation of high quality Tiered levels of implementation of high quality

instruction and supplemental intervention / supportsinstruction and supplemental intervention / supports Problem-solving / decision-making practices Problem-solving / decision-making practices Progress monitoringProgress monitoring Consistency of implementationConsistency of implementation Family involvementFamily involvement Considerations for English Language Learners (ELL).Considerations for English Language Learners (ELL).

MSDE, 2008: MSDE, 2008: A Tiered Instructional Approach to Support AchievementA Tiered Instructional Approach to Support Achievement

for All Students:for All Students: Maryland’s Response toMaryland’s Response to Intervention FrameworkIntervention Framework

•Consistent implementation of the core curriculum

•Schoolwide behavior planning

•Differentiated instruction based on frequent progress monitoring

•Effective classroom organization and behavior planning

•Supplemental instruction

•Targeted interventions for groups of students or settings

•Alternative instructional programs

•Individualized student interventions as specified in student support plans

•Specially designed instruction and services

•More intensive, individualized behavior planning


Prevention

Early Intervention

Intensive Intervention

PBIS in BCPS: Where are we?PBIS in BCPS: Where are we?

73 PBIS Schools in SY 2010-2011 73 PBIS Schools in SY 2010-2011 Implementation, Suspension, and Implementation, Suspension, and

MSA data for PBIS Schools in MSA data for PBIS Schools in

SY 2009-2010SY 2009-2010 Nine ideas for linking PBIS to Nine ideas for linking PBIS to

schoolwide and student outcomes in schoolwide and student outcomes in your schoolsyour schools

73 PBIS Schools in BCPS 73 PBIS Schools in BCPS for SY 2010-2011for SY 2010-2011

45 Elementary Schools45 Elementary Schools 16 Middle Schools16 Middle Schools 9 High Schools9 High Schools 2 Special Schools- Elementary2 Special Schools- Elementary 1 Alternative Center- Middle/High 1 Alternative Center- Middle/High 58 PBIS Coaches 58 PBIS Coaches

PBIS Implementation by SETPBIS Implementation by SET

65 or 90% of the 72 PBIS schools 65 or 90% of the 72 PBIS schools for SY 2009-2010 obtained a 80% or for SY 2009-2010 obtained a 80% or higher SET score for implementation higher SET score for implementation of critical featuresof critical features

7 or 10% of the 72 PBIS schools for 7 or 10% of the 72 PBIS schools for SY 2009-2010 did not obtain a 80% SY 2009-2010 did not obtain a 80% SET score for implementation of SET score for implementation of critical features critical features

PBIS Implementation by IPI PBIS Implementation by IPI

Preparation

Initiation

Implementation

Maintenance

72 schools represented

As of July 2010

79.2%57 Schools

9.7%7 Schools

8.3%6 Schools

2.8%2 Schools Schools)

Data Aug 2009 – June 2010

PBIS Implementation by BOQPBIS Implementation by BOQ

0

10

20

30

40

50

60

70

80

90

100

Elementary Middle High(47) (8)(17)


PBIS School Suspensions forPBIS School Suspensions for SY 2008-2009 vs. SY 2009-2010 SY 2008-2009 vs. SY 2009-2010

0

100

200

300

400

500

600

700

800

Elementary Middle High

SY0809SY0910

N=45 N=8N=17


MSA Scores: Percentage Point Differences MSA Scores: Percentage Point Differences for PBIS Schools vs. all BCPS Schools vs. non-PBIS for PBIS Schools vs. all BCPS Schools vs. non-PBIS

Schools from SY 2002-2003 to SY 2009-2010Schools from SY 2002-2003 to SY 2009-2010

0

5

10

15

20

25

30

35

40

45

3rd Read 3rd Math 5th Read 5th Math 8th Read 8th Math

PBIS Schools all BCPS Schools non-PBIS Schools


MSA Scores: Percentage Point Differences MSA Scores: Percentage Point Differences SY 2002-2003 to SY 2009-2010SY 2002-2003 to SY 2009-2010

ReadingReading MathMath

33rdrd GradeGrade

29.08 Percentage Point Increase29.08 Percentage Point Increase(23.43 for all BCPS Schools)(23.43 for all BCPS Schools)

(26.45 for non-PBIS Schools)(26.45 for non-PBIS Schools)



55thth GradeGrade





88thth GradeGrade




(30.47 for all non-PBIS Schools)(30.47 for all non-PBIS Schools)


1.1. Know the MSDE school data Know the MSDE school data for SY 2009-2010 and SY 2010-2011 for SY 2009-2010 and SY 2010-2011

See See www.mdreportcard.orgwww.mdreportcard.org to review: to review: student demographic datastudent demographic data school attendance dataschool attendance data student mobility datastudent mobility data AYP data for all studentsAYP data for all students AYP data for all subgroupsAYP data for all subgroups MSA/HSA assessment dataMSA/HSA assessment data

2. Know your School Improvement Plan 2. Know your School Improvement Plan for SY 2010-2011for SY 2010-2011

Read the SIP carefully to review Read the SIP carefully to review key key academic andacademic and behavior goals and needsbehavior goals and needs:: at the schoolwide level at the schoolwide level at the grade levels at the grade levels in the classroomsin the classrooms in the non-classroom settings like the in the non-classroom settings like the

hallways and cafeteria hallways and cafeteria

3. Know your Positive Behavioral 3. Know your Positive Behavioral Interventions & Supports (PBIS) ProgramInterventions & Supports (PBIS) Program

Review the Code of Conduct and the Review the Code of Conduct and the schoolwide expectations for behaviorschoolwide expectations for behavior

Review schoolwide and classroom Review schoolwide and classroom systems for ongoing rewards and systems for ongoing rewards and reinforcement of positive behaviorsreinforcement of positive behaviors

Teach and reinforce positive behaviors Teach and reinforce positive behaviors across all school settingsacross all school settings

3. Know your Positive Behavioral 3. Know your Positive Behavioral Interventions & Supports (PBIS) ProgramInterventions & Supports (PBIS) Program

Review schoolwide and classroom Review schoolwide and classroom systems for responding to behavioral systems for responding to behavioral violationsviolations

Review which behaviors are referred to Review which behaviors are referred to the office and which behaviors are the office and which behaviors are managed in the classroommanaged in the classroom

Be consistent in office discipline referrals Be consistent in office discipline referrals and fair to all students and fair to all students

4. Use your PBIS team effectively4. Use your PBIS team effectively

Schedule the PBIS team meetings Schedule the PBIS team meetings throughout the school year and meet on a throughout the school year and meet on a regular basisregular basis

Include a parent representative in PBIS Include a parent representative in PBIS team meetings as appropriateteam meetings as appropriate

Develop a PBIS action plan that matches Develop a PBIS action plan that matches the School Improvement Plan (SIP) the School Improvement Plan (SIP)

The PBIS Action Plan is consistent The PBIS Action Plan is consistent with the School Improvement Planwith the School Improvement Plan

Performance Performance GoalGoal

Key ActionsKey Actions

(Actions/(Actions/

Activities)Activities)

Person Person

ResponsibleResponsible

TimelineTimeline

Start/Start/

CompleteComplete

MeasuresMeasures

Data Data CollectionCollection

ImplementationImplementation

Status Status

5. Identify performance goals 5. Identify performance goals Review schoolwide, grade level, classroom, and Review schoolwide, grade level, classroom, and

student data from STARS and other sourcesstudent data from STARS and other sources Select PBIS performance goals related to:Select PBIS performance goals related to:

creating safe and orderly learning environmentscreating safe and orderly learning environments improving school climateimproving school climate improving attendance / decreasing truancyimproving attendance / decreasing truancy increasing instructional time increasing instructional time increasing academic engagement increasing academic engagement reducing suspensions for nonviolent behaviors reducing suspensions for nonviolent behaviors reducing suspensions for students with disabilitiesreducing suspensions for students with disabilities

6. Implement / Monitor PBIS Actions / Activities6. Implement / Monitor PBIS Actions / Activities

Choose and implement PBIS actions/activities Choose and implement PBIS actions/activities that lead to the specific performance goals that lead to the specific performance goals

Monitor the PBIS action plan implementation Monitor the PBIS action plan implementation throughout the school yearthroughout the school year

Review schoolwide attendance/truancy, office Review schoolwide attendance/truancy, office discipline referral, suspension, and/or discipline referral, suspension, and/or achievement data at every PBIS team meeting achievement data at every PBIS team meeting

How is the plan working? How is the plan working? What are the outcomes?What are the outcomes?

7. Connect PBIS Actions / Activities7. Connect PBIS Actions / Activities

Connect PBIS actions/activities to other school Connect PBIS actions/activities to other school programs such as character education, bullying programs such as character education, bullying intervention, social skills trainings, check intervention, social skills trainings, check in/check out systems, parent programsin/check out systems, parent programs

Confidentially identify students who have been Confidentially identify students who have been suspended 5 times or suspended for 5 days and suspended 5 times or suspended for 5 days and refer these students to Student Support Teamrefer these students to Student Support Team

Confidentially identify small or large group Confidentially identify small or large group student issues and refer these issues to Student student issues and refer these issues to Student Support Team, ie, ADHD, cafeteria, behavior Support Team, ie, ADHD, cafeteria, behavior after school after school

1. Referrals from Teacher

Meetings/Teams

2. Schoolwide Academic and Behavioral Concerns

School Improvement Plan

3. Student Support Team (SST)

BALTIMORE COUNTY PUBLIC SCHOOLS

Student Support Team (SST)

SERVICESFUNCTIONS

8. Report your PBIS 8. Report your PBIS Actions / Activities / Outcomes Actions / Activities / Outcomes

Make reports of the PBIS actions/activities and Make reports of the PBIS actions/activities and outcomes to faculty meetings 4x per school outcomes to faculty meetings 4x per school yearyear

Include information about PBIS activities and Include information about PBIS activities and outcomes in the school newsletter or other outcomes in the school newsletter or other school communicationsschool communications

Present on PBIS activities and outcomes at a Present on PBIS activities and outcomes at a PTA meeting 1x per yearPTA meeting 1x per year

Help prepare the documentation for the MSDE Help prepare the documentation for the MSDE PBIS Recognition AwardPBIS Recognition Award

9. Visit these Websites for Academic and 9. Visit these Websites for Academic and Behavioral InterventionsBehavioral Interventions

www.pbis.orgwww.pbis.org www.pbismaryland.orgwww.pbismaryland.org www.interventioncentral.orgwww.interventioncentral.org www.behaviordoctor.orgwww.behaviordoctor.org www.bcps.org/sss/manualswww.bcps.org/sss/manuals

Positive Behavior Planning GuidePositive Behavior Planning Guide How to Establish a Character Education ProgramHow to Establish a Character Education Program ADHD Identification and Management GuideADHD Identification and Management Guide Bullying and Harassment Prevention ResourcesBullying and Harassment Prevention Resources Preventing Gang InvolvementPreventing Gang Involvement

Contact InformationContact Information

Dr. Margaret Kidder, Coordinator Psychological Dr. Margaret Kidder, Coordinator Psychological Services, Services, [email protected]@bcps.org

Dr. Joan (Joey) Ledvina Parr, School Psychologist, Dr. Joan (Joey) Ledvina Parr, School Psychologist, PBIS Facilitator, PBIS Facilitator, [email protected]@bcps.org

Dr. Debely Fenstermaker, School Psychologist, PBIS Dr. Debely Fenstermaker, School Psychologist, PBIS Resource, Resource, [email protected]@bcps.org

Sharon Ochs, Coordinator Pupil Personnel Services, Sharon Ochs, Coordinator Pupil Personnel Services, [email protected]@bcps.org

Vicki Cofield Aber, Supervisor School Social Work Vicki Cofield Aber, Supervisor School Social Work Services, Services, [email protected]@bcps.org

Beth Lambert, SST/IST/504 Facilitator, Beth Lambert, SST/IST/504 Facilitator, [email protected]@bcps.org

Thank you for all you do for your Thank you for all you do for your school, your students, and your school, your students, and your

families!!!families!!!

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