Positive Behavioral Interventions and Supports (PBIS) in BCPS

1. Positive Behavioral Interventions and Supports (PBIS) in BCPS Margaret Grady Kidder, Coordinator Psychological Services Dale R. Rauenzahn, Executive Director Patsy Holmes, Director Department of Student Support Services PBIS Team Leaders/Coaches Meeting, November 8, 2010

2. Maryland’s Tiered Instructional & Positive Behavioral Interventions and Supports Framework Behavioral Systems Academic Systems • Intensive, Individually Designed Interventions • Strategies to address needs of individual students with intensive needs • Function-based assessments • Intense, durable strategies • Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity • Targeted, Group Interventions • Small, needs-based groups for • at risk students who do not respond • to 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% MSDE

3. PBIS is Behavioral Response to Intervention • Response to Intervention is viewed as a general education initiative that ensures high quality teaching and learning experiences for all students, in all grades, and in all classrooms • This systematic, multi-tiered approach provides schoolwide prevention and early intervention activities to support student achievementand safe learning environments • Academic and behavioral instructional interventions and supports are implemented at increasing levels of intensity to address individual and group student needs MSDE (2008) A Tiered Instructional Approach to Support Achievement for All Students:Maryland’s Response toIntervention Framework

4. PBIS is Behavioral Response to Intervention • Universal screening • Tiered levels of implementation of high quality instruction and supplemental intervention / supports • Problem-solving / decision-making practices • Progress monitoring • Consistency of implementation • Family involvement • Considerations for English Language Learners (ELL). MSDE, 2008: A Tiered Instructional Approach to Support Achievement for All Students:Maryland’s Response toIntervention Framework

5. PBIS is Behavioral Response to Intervention • Specially designed instruction and services • More intensive, individualized behavior planning Intensive Intervention Response to Intervention • Alternative instructional programs • Individualized student interventions as specified in student support plans Early Intervention • Supplemental instruction • Targeted interventions for groups of students or settings Prevention • Differentiated instruction based on frequent progress monitoring • Effective classroom organization and behavior planning • Consistent implementation of the core curriculum • Schoolwide behavior planning

6. PBIS in BCPS: Where are we? • 73 PBIS Schools in SY 2010-2011 • Implementation, Suspension, and MSA data for PBIS Schools in SY 2009-2010 • Nine ideas for linking PBIS to schoolwide and student outcomes in your schools

7. 73 PBIS Schools in BCPS for SY 2010-2011 • 45 Elementary Schools • 16 Middle Schools • 9 High Schools • 2 Special Schools- Elementary • 1 Alternative Center- Middle/High • 58 PBIS Coaches

8. PBIS Implementation by SET • 65 or 90% of the 72 PBIS schools for SY 2009-2010 obtained a 80% or higher SET score for implementation of critical features • 7 or 10% of the 72 PBIS schools for SY 2009-2010 did not obtain a 80% SET score for implementation of critical features

9. PBIS Implementation by IPI Data Aug 2009 – June 2010

10. PBIS Implementation by BOQ (8) (47) (17) Data Aug 2009 – June 2010

11. PBIS School Suspensions for SY 2008-2009 vs. SY 2009-2010 N=45 N=17 N=8 Data Aug 2009 – June 2010

12. MSA Scores: Percentage Point Differences for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools from SY 2002-2003 to SY 2009-2010 Data Aug 2009 – June 2010

13. MSA Scores: Percentage Point Differences SY 2002-2003 to SY 2009-2010 Data Aug 2009 – June 2010

14. Know the MSDE school data for SY 2009-2010 and SY 2010-2011 • See www.mdreportcard.org to review: • student demographic data • school attendance data • student mobility data • AYP data for all students • AYP data for all subgroups • MSA/HSA assessment data

15. 2. Know your School Improvement Plan for SY 2010-2011 • Read the SIP carefully to review key academic andbehavior goals and needs: • at the schoolwide level • at the grade levels • in the classrooms • in the non-classroom settings like the hallways and cafeteria

16. 3. Know your Positive Behavioral Interventions & Supports (PBIS) Program • Review the Code of Conduct and the schoolwide expectations for behavior • Review schoolwide and classroom systems for ongoing rewards and reinforcement of positive behaviors • Teach and reinforce positive behaviors across all school settings

17. 3. Know your Positive Behavioral Interventions & Supports (PBIS) Program • Review schoolwide and classroom systems for responding to behavioral violations • Review which behaviors are referred to the office and which behaviors are managed in the classroom • Be consistent in office discipline referrals and fair to all students

18. 4. Use your PBIS team effectively • Schedule the PBIS team meetings throughout the school year and meet on a regular basis • Include a parent representative in PBIS team meetings as appropriate • Develop a PBIS action plan that matches the School Improvement Plan (SIP)

19. The PBIS Action Plan is consistent with the School Improvement Plan

20. 5. Identify performance goals • Review schoolwide, grade level, classroom, and student data from STARS and other sources • Select PBIS performance goals related to: • creating safe and orderly learning environments • improving school climate • improving attendance / decreasing truancy • increasing instructional time • increasing academic engagement • reducing suspensions for nonviolent behaviors • reducing suspensions for students with disabilities

21. 6. Implement / Monitor PBIS Actions / Activities • Choose and implement PBIS actions/activities that lead to the specific performance goals • Monitor the PBIS action plan implementation throughout the school year • Review schoolwide attendance/truancy, office discipline referral, suspension, and/or achievement data at every PBIS team meeting • How is the plan working? • What are the outcomes?

22. 7. Connect PBIS Actions / Activities • Connect PBIS actions/activities to other school programs such as character education, bullying intervention, social skills trainings, check in/check out systems, parent programs • Confidentially identify students who have been suspended 5 times or suspended for 5 days and refer these students to Student Support Team • Confidentially identify small or large group student issues and refer these issues to Student Support Team, ie, ADHD, cafeteria, behavior after school

23. BALTIMORE COUNTY PUBLIC SCHOOLS Student Support Team (SST) School Improvement Plan • 1. Referrals from • Teacher Meetings/Teams • 2. Schoolwide Academic and Behavioral Concerns Special Education Direct Request 3. Student Support Team (SST) SERVICES FUNCTIONS 8. Individualized Education Program Team (IEP Team) 4. Individual Case Management 7. Large Group/Schoolwide Initiatives 5. Academic Behavioral Interventions Student Support Plans 6. Substance Abuse Interventions/ Resources

24. 8. Report your PBIS Actions / Activities / Outcomes • Make reports of the PBIS actions/activities and outcomes to faculty meetings 4x per school year • Include information about PBIS activities and outcomes in the school newsletter or other school communications • Present on PBIS activities and outcomes at a PTA meeting 1x per year • Help prepare the documentation for the MSDE PBIS Recognition Award

25. 9. Visit these Websites for Academic and Behavioral Interventions • www.pbis.org • www.pbismaryland.org • www.interventioncentral.org • www.behaviordoctor.org • www.bcps.org/sss/manuals • Positive Behavior Planning Guide • How to Establish a Character Education Program • ADHD Identification and Management Guide • Bullying and Harassment Prevention Resources • Preventing Gang Involvement

26. Contact Information • Dr. Margaret Kidder, Coordinator Psychological Services, mkidder@bcps.org • Dr. Joan (Joey) Ledvina Parr, School Psychologist, PBIS Facilitator, jparr@bcps.org • Dr. Debely Fenstermaker, School Psychologist, PBIS Resource, dfenstermaker@bcps.org • Sharon Ochs, Coordinator Pupil Personnel Services, sochs@bcps.org • Vicki Cofield Aber, Supervisor School Social Work Services, vcofieldaber@bcps.org • Beth Lambert, SST/IST/504 Facilitator, blambert2@bcps.org

27. Thank you for all you do for your school, your students, and your families!!!