presenter disclosures

Presenter DisclosuresPresenter Disclosures

(1) The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months:

15th Annual Conference on Advancing School Mental Health

Please list anything you received funds for, e.g. books, commercial products, or if you are the founder of the institute that is listed in the program booklet, etc.

Presenter DisclosuresPresenter Disclosures


(2) There are no financial interest to disclose

Building Bridges, Not WallsBuilding Bridges, Not WallsThe Alternative Education Program in Anne Arundel County Public Schools

Kathy Lane Director of Alternative Education

Virginia L. Dolan, Ed.D. , NCSPPBIS and CDM Facilitator

Presenter Disclosures

(2) There are no financial interest to disclose


Strategic Plan

AACPS Tiered Intervention Framework

• By the end of the 2011/2012 school year, all high schools will meet the graduation rate of 98% (for each NCLB student group) established by the Maryland State Department of Education.– Baseline: June 2006 – 86% graduation rate

• By the end of the 2011/2012 school year, all high schools will have reached a dropout rate of less than 3% (for each NCLB student group) established by the Maryland State Department of Education. – Baseline: June 2006 – 1.98% drop out rate

Academic AchievementAACPS Tiered Intervention Framework

Goal 1

Graduation RatesAACPS Tiered Intervention Framework

Since the inception of the Division of Alternative Education Programs (2004–05):

2004–05 2008–09

83.35% 90.6%98% target

Drop Out RatesAACPS Tiered Intervention Framework

2003–04 2008–09

4.83%

2.79%

10%

13th

in the State

6th

in the State

2011–12 target of 1.98%

For all students

support of Superintendent

Gains on TargetAACPS Tiered Intervention Framework

All Stakeholders

Central Office

School Based

Community Agency

Coordinated effort of

Data

PBIS Logic ModelAACPS Tiered Intervention Framework

Analyze

SupportStudents and

Families

ProgramsDevelop

Elementary Middle School High School

Universal

Targeted

Intensive

Resource MappingInterventions

Interventions

Interventions

Evening High Schools

Targeted

Intensive

5 total sites

Meade Evening HS graduated 100% of eligible 12th graders.

Annapolis Evening HS opened in January 2008 to 85 students.

184 currently enrolled


Interventions

Interventions

UniversalInterventions

Twilight Schools

Targeted

Intensive



Interventions

Interventions

289 Students enrolled

107 Classes

86% Pass rate


Dual Credit/Dual Enrollment

Targeted

Intensive

Twilight Schools



Interventions

Interventions


Anne Arundel County Public Schools

+

Anne Arundel Community College

Job Corps

Targeted

Intensive

Twilight Schools




Interventions

Interventions


Woodlands Job Corps

Meade, North County & Glen Burnie High Schools

Summer School

Targeted

Intensive

Summer School

Twilight Schools


Job Corps



Interventions

Interventions


1034 Students

Grades 6–12

98% Pass Rate

Twilight Schools


Job Corps

Summer School

Teen Parent ProgramEvening High Schools

Targeted

Intensive

Summer School


Interventions

Interventions


100% Graduation rate

10 graduates this year

• By the end of the 2011-12 school year, there will be a 20% reduction in the number of secondary students receiving one or more referrals, suspensions, and expulsions, for each NCLB group.– Baseline: June 2006: 13,521 referrals

6,259 suspensions326 expulsions

Data Source – Educational Data Warehouse

Safe & Supportive Learning Environment

AACPS Tiered Intervention FrameworkGoal 2

Twilight Schools


Job Corps

Summer School

Teen Parent Program


Targeted

Intensive

Summer School


Interventions

Interventions


Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program


Targeted

Intensive

Summer School


Interventions

Interventions


Referrals at PBIS SchoolsElementary schools— 31% reduction

Middle schools — 3% reduction High Schools — 10% reduction

Suspensions at PBIS SchoolsElementary — 23% decrease

Middle schools — 27% decrease High schools — 50% decrease

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program


Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Partnership with Johns Hopkins, Sheppard Pratt Health Systems, and MSDE to train school-based staff to develop evidence-based programs to support students in their home school environment

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program

J. Albert Adams Academy

Mary E. Moss Academy

Evening Middle Schools


Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


J. Albert Adams120 Middle School students

Mary E. Moss80 9th and 10th graders

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program

Alternative One Program






Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


North County & Meade HSMeade & Bates MS

72% increase in attendance

31% increase in classes passed

75% decrease in referrals

Twilight Schools

PBIS PBIS PBIS


Summer School

Teen Parent Program

Alternative One ProgramDecision Making Rooms





Alternative One ProgramDecision Making Rooms

Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Increase in instructional time

Structured, supervised environment where referred students receive behavior and academic support.

Twilight Schools

PBIS PBIS PBIS


Summer School

Teen Parent Program


Decision Making Rooms







Targeted

Intensive

Summer School


Interventions

Interventions


Social skills instruction, supervised time out,

crisis intervention

PBIS+

Learning Labs

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program









Targeted

Intensive

Summer School


Interventions

Interventions


Students with disabilities meet the terms of

discipline sanctions

Learning Labs

PBIS+

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program






Elluminate Virtual Learning Community




Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Students on Home/Hospital teaching

Virtual learning community that supports AACPS’ curriculum

Learning Labs

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program







CAT Centers Exploratory Programs




Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Drop out prevention targeting overage 8th graders

CAT South Bates and Annapolis MS

CAT-North Meade and MacArthur MS

Learning Labs

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program











Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs

• Have significant barriers to learning?

• Make choices that interfere with a safe learning environment?

• Require individualized interventions outside the home school?


What about students who…

CollaborationAACPS Tiered Intervention Framework

AACPSAA County

child serving agencies

• Interagency-targeted interventions will result in a 10% reduction in the number of out-of-home school placements by 2011–2012– Baseline: Sept. 2006: 2098 students

educated in out-of-home-school

placements


Safe & Supportive Learning Environment

Goal 2

PBIS PBIS PBIS

Targeted

Intensive


Interventions

Interventions


Twilight Schools


Job Corps

Summer School

Teen Parent Program











Summer School

PBIS+

Learning Labs

Robert Pascal Youth Services

PBIS PBIS PBIS

Community Resource Initiative



Targeted

Intensive


Interventions

Interventions


Twilight Schools


Job Corps

Summer School

Teen Parent Program











Summer School

PBIS+

Learning Labs


Systems of Care Framework

Interagency Targeted Intervention

19% Reduction in out of home school placement

PBIS PBIS PBIS

Community Resource InitiativeCommunity Resource Initiative Community Resource Initiative

Targeted

Intensive


Interventions

Interventions


Twilight Schools


Job Corps

Summer School

Teen Parent Program





Evening Middle SchoolsPathways Drug Treatment Facility






Summer School

PBIS+

Learning Labs


Educational services to students receiving substance

abuse treatment

PBIS PBIS PBIS

Targeted

Intensive


Interventions

Interventions


Twilight Schools


Job Corps

Summer School

Teen Parent Program






Pathways Drug Treatment Facility


Villa Maria Expanded School-based Mental Health Services







Summer School

PBIS+

Learning Labs



Expanded School Based Mental Health Services

in 47 schools in 5 out of 12 Feeder Systems

Licensed, clinical social workers in Annapolis, Chesapeake, North County,

Glen Burnie, and Meade Clusters

PBIS PBIS PBIS

Targeted

Intensive


Interventions

Interventions


Twilight Schools


Job Corps

Summer School

Teen Parent Program















Summer School

PBIS+

Learning Labs


Children’s GuildChildren’s GuildChildren’s Guild

Expanded School-based Mental Health Services in the Annapolis and South County Feeder Systems


Targeted

Intensive

??


Interventions

Interventions



Twilight Schools


Job Corps

Summer School

Teen Parent Program















Summer School

PBIS+

Learning Labs


Children’s GuildChildren’s GuildChildren’s Guild

PBIS PBIS PBIS

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program















Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs



Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program












Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs


Monarch AcademyPublic Charter School




Expeditionary Learning for Students K–8


• Are removed from school for disciplinary problems?– 280 students this year

• Students from public housing communities– Safety & child welfare issues


What about students who…

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program












Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs


Monarch Academy Public Charter School





Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program












Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs



ACE Program at BridgesACE Program at the Boy’s & Girls Club





ACE–Alternative Center for Education

Alternative to Suspension

Educational Services

Counseling & Conflict Resolution

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program












Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs






Middle College High School at Sojourner Douglas College



Dropout Prevention and Intervention

Postsecondary Pathway

• Coordinated, community-based services

• Culturally Competent

• Family-driven

• Child-centered


“System of Care” Initiative: Wrap Around Service Delivery Model

Shared Vision

Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program












Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs









Twilight Schools

PBIS PBIS PBIS


Job Corps

Summer School

Teen Parent Program












Targeted

Intensive

Summer School

PBIS+


Interventions

Interventions


Learning Labs



Walter Reed Walter Reed Walter Reed







Partnership with all Fort Meade Schools K–12

System Navigator facilitates access to services

Over 3,000 students annually experience barriers to learning

…addressed through alternative education

options in AACPS


10 Teen Mothers

85Evening High School Students

If we build them a bridge…

If we build them a bridge…

they will get over it.

PBISVirginia L. Dolan, Ed.D., NCSP

PBIS Facilitator

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 classroom

systems for ALL students

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

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

Impact on AchievementCost Benefit Analysis

AACPS saved

387 days of instruction

495 administrative days

through implementation of PBIS

Increase in percentage of students scoring proficient or advanced PBIS

Grade 3

Reading Math

Grade 5

Reading Math

Grade 8

Reading Math0

5

10

15

20

25

30

35

40

AACPS

Non-PBIS2003–2008

MD State PBIS Recognition Awards

Gold

Silver13%

80%

Bronze

7%

Harman Elementary School

The PBIS program has been an integral part of increasing academic performance of all students.

Distinguished Title I School Award for Outstanding Efforts and Progress in

Increasing Academic Achievement of Title I Students.

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

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

Collaborative Decision Making

CDM

UNIVERSALUNIVERSALAll StudentsAll Students

(80-90%)(80-90%)

TARGETEDTARGETED Some Students

(5-7%)

INTENSIVEINTENSIVE Few Students Few Students

(3-5%)(3-5%) MITMIT

StITStIT

Group Group InterventionsInterventions

Universal ScreeningUniversal Screening

Informal Consultation & Informal Consultation & Parent contactParent contact

Differentiated instructionDifferentiated instruction

Core curriculum & PBISCore curriculum & PBIS

AC

AD

EM

ICS

AC

AD

EM

ICS B

EH

AV

IOR

BE

HA

VIO

R

Co

ntin

uo

us m

ovem

ent an

d m

on

itorin

g o

f data

Working smarter not harder…

Student Intervention Team

(StIT)

Multi-disciplinary Intervention Team

(MIT)

EMT

KidTalk

IDT

RST

SST

IC Team

AIS Plan

Student Support Plan

Behavior Intervention Plan

Student Intervention Plan

(StIP)

CDM

CDM

CDM

Problem Identification & Analysis

SUCCESS

Intervention Design & Implementation

Intervention EvaluationLimitedSuccess

Problem-Solving Process

AACPS -

All Schools

Non-CDM Schools

CDM Schools

# Students Referred for Sp Ed Testing

2137 1474 663

# Students that Qualified as Sp Ed 1178 706 472% of Qualifying Referrals 55% 48% 71%

2-year Cost/Benefit Analysis


Based on estimates, the average initial evaluation for suspicion of a specific learning disability takes at least:

34 hours

30 Hours of Staff time14 hours for meetings(3.5 hours for IEP-A and IEP-B for administrator, regular ed teacher,special ed teacher, and school psychologist)

7 hours for Educational Assessment(reviews, observations, formal and informal testing, and report

writing)

9 hours for psychological assessment(reviews, observations, formal and informal testing, and report

writing)

4 Hours of Student Time outside the classroom


Based on this data, by improving the appropriateness of Sp Ed referrals, over the two school years, CDM schools saved:

11,580 hours (1,544 school days)

of staff time that could instead

be dedicated to providing instruction and intervention

1,544 hours (206 school days)

of instructional time for students

Collaborative Decision Making

CDM

Building Bridges, Not WallsBuilding Bridges, Not Walls

Questions

presenter disclosures

Documents

school year

graduation rate10

disclose15th annual

nclb student group

dropout rate

annapolis evening hs

wallsbuilding bridges

program booklet