Meeting the needs of McKinney Vento students within a school based 3 tiered logic approach

1. Meeting the needs of McKinney Vento students within aschool based3 tiered logic approach Lynne Weise M.Ed PPW Anne Arundel County Public Schools 443-510-3282 lweise@aacps.org 1

2. Workshop Outcomes • Participants will be able to identify the three components of PBIS • Participants will review the PBIS model as it relates to meeting the needs of McKinney Vento students • Participants will examine the data-based decision model within PBIS to identify needs students may not express • Participants will be able to identify additional resources for school based support 2

3. or....How to ensure these students graduate • Two 13 yr old boys, • Both SPED, • 1 DSS/foster • 1 couch surfing • Both DJS • Both suspended • Both reading below grade level 3

4. Sailing towards Integrated Systems….PBIS Team work… Sailing toward a data driven goal Constantly adjusting sails 4

5. Challenges • Doing more with less • Educating increasing numbers of students who are more differentthan similar from each other • Educating students with severe problem behaviors at earlier ages 5

6. To increase a students chances of school success… • A caring adult • A safe place free from hostility • Healthy environment • Challenging curriculum America’s Promise 6

7. The 3 “R”s • Rigor, Relevance, and Relationships - the modern three R's of education. • Relationship-building results in schools that are welcoming and encouraging safe havens where every student and staff member feels a sense of belonging. 7

8. A B C s of Predicting School Success • A Absence greater then 10% • B Behavior yellow and red zone • C Credits/Curriculum grades failures 8

9. Every 26 seconds a student drops out of school… so while we are together… • If that is 2 per minute … • 120 per hour… • 120 times 2 hours = 240 students will have dropped out nationally by the time you finish lunch today PBIS have been identified as a promising practice for reducing drop out and increasing attendance Because PBIS BUILDS relationships 9

10. The goal of PBIS is to…. Reduce challenging student behavior through a proactive, positiveand consistent manner across all school settings and improve academic achievement and social competence. 10

11. School-wide PBS is:A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students 11

12. Imagine playing a 7-inning softball/baseball game in which the basic rules changed every inning….. What would your reaction be? How would you cope? Jump ship? 12

13. Key Elements of PBIS Supporting Decision Making OUTCOMES Supporting Staff Behavior DATA SYSTEMS Office Discipline Referrals Staff Input Academic Progress Attendance School-wide Classroom Non-classroom Individual Professional Development PRACTICES Define behavior expectations Specify routines Teach Acknowledge Correct Follow up and feedback Reinforcement Generalization Supporting Student Behavior 13

14. Systems • Teams to support all students • System for monitoring outcomes • Access to assistance • Assistance for teachers • Assistance for team members • Link across continuum of PBS (universal, targeted, intensive) • School-family connection 14

15. Outcomes Data • Individual students • Tools for data collection • Tools for easy graphing and evaluation • Teachers receive feedback regularly • Responsible adult receive feedback regularly • Effects of system monitored • Outcomes • Fidelity • Social validity 15

16. Acknowledge Expected Behavior • Tangible rewards & acknowledgements • verbal • nonverbal • Social recognition • 5/1 ratio 2 16

17. Imagine playing a 7-inning softball/baseball game in which the basic rules changed every inning….. What would your reaction be? How would you cope? Jump ship? 17

18. Implementation at school level Targeted Group Interventions Behavior Education Program Group Counseling “Check and Connect” Marine Mentors Teacher Mentors School Goal: to increase the use of PRIM in all team meetings...move from “admiring the problem to data driven decisions.” 18

19. SCHOOL WIDE EXPECTATIONS 19

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21. PBIS is like playing Data driven decision making allows us to ask better and YES MORE questions 21

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23. Match up with absences, truancy, class cutting? Who, why, what time? 23

24. YRBS data 2011 • Only 52 % of youth most at risk can identify a school based staff member who they think “cares” about their welfare • How are you giving 5/1 feedback? 24

25. What classroom lessons need to be taught? 25

26. What preventative and supportive systems in place for the classroom teachers? 26

27. Are we greeting students? Bus issues? Is this community stuff? Lunch? Medication? Gives data for best interest meetings 27

28. Who are they and how are we providing services to these students? 28

29. 8th grade is critical for Students with Disabilities • 20% of students with disabilities drop out by 8th grade • 40% of Hispanic students with disabilities drop out by 8th grade • Critical to screen/place quickly for our ISO 29

30. INTENSIVE FBAs/BIPs Alternative programs Wrap Team Section 504 Plans and/or IEPs Student Services Team TARGETED Check-in/Check-out Responsive counseling Behavioral contracting Student Intervention Plans School Mental Health Bullying Prevention Second Step Anger management UNIVERSAL Second Step Character Education School health services Leadership Team Family Social skills, bully proofing, and/or anger management groups Newcomers Club 30

31. Student Achievement Correlates with Student Attendance • Any student who is absent 18 days or more regardless of reason will affect the school’s measurement. Excused or Unexcused Does matter for make up work = Due Process How do MV students get work missed ? 31

32. Where we are… Who? How? 32

33. For me as a PPW, PBIS allows me to… • Create a ‘host’ environment (school) that motivates a student to attend (physically, intellectually, and socially) everyday?” • Use data to help make/drive decisions; Figure out how to use my time efficiently • Utilize resources effectively… So that every student can meet success. 33

34. Making Connections • Defining the behavior… examining the function of the behavior. • Disrespect Disruption • Truancy Tardies • Incentives for attendance • Due process followed • More support prior to suspensions • More accurate referrals • More difficult discussions 34

35. Does the process you have in place work? How do you know? What needs to happen to make the “ideal” process work? 35

36. SST Referral Process BEP Teacher AP Guidance Grade Team SST Other intervention Collect baseline data SST Referral form If baseline warrants • Goals • Seamless process • Data driven • Ongoing feedback to teachers • Research based interventions 36

37. Huskies Report: • Check in • 3 Major Positive Traits – “Pride”,“Spirit”,and“Commitment” • 12 possible points per block • Negative points for hallway behavior and/or an office referral • Flexible goal setting • WOW area for positive comments • Parent/Adult signature – daily • NCR Paper – one copy home and one copy for school 37

38. Davon • 8th grade • Referred by Student Support Team • Foster child • Aggression/ Fighting and Disrespect • Tricounty Counseling Services • Cool-down time with BEP staff member in the morning 38

39. Davon Percent of points earned 39

40. Davon’s suspensions Out of school In school 40

41. Davon Green = before BEP Blue = after BEP 41

42. Instructional Days SAVED • Elementary Days 144 • Middle School 907 • High School 452 Total CCPS Days Saved 1503 42

43. Components often overlooked: • Positive Parent/Adult Contact send a text • Random Reinforcement Strategies • Positive Public Posting • Continuous Behavioral Feedback for Students • Data on Positive Reinforcement 43

44. A Fantastic Professional Development Resource • The IRIS Center • Vanderbilt PeabodyCollege • http://iris.peabody.vanderbilt.edu 44

45. Michael • Graduated at 19 • Enrolled in college • Manager trainee • Happy and in love 45