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
Maryland’s Tiered Instructional &
Positive Behavioral Interventions and Supports
Framework
Academic Systems
Behavioral Systems
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
Core Curriculum and
Differentiated Instruction
• All students
• Preventive, proactive
•School-wide or classroom
systems for ALL students
1-5%
5-10%
80-90%
1-5%
Intensive, Individually Designed Interventions
• Strategies to address needs of individual
students with intensive needs
• Function-based assessments
• Intense, durable strategies
5-10%
Targeted, Group Interventions
• Small, needs-based groups for atrisk students who do not respond to
universal strategies
• High efficiency/ Rapid response
• Function-based logic
80-90%
Core Curriculum and
Universal Interventions
• All settings, all students
• Preventive, proactive
• School-wide or classroom
systems for ALL students and
staff
MSDE
PBIS is Behavioral Response to Intervention
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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
achievement and safe learning environments
Academic and behavioral instructional
interventions and supports are implemented at
increasing levels of intensity to address
individual and group student needs
PBIS is Behavioral Response to Intervention
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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 to Intervention Framework
PBIS is Behavioral Response to Intervention
•Specially designed instruction
and services
•More intensive, individualized
behavior planning
•Alternative instructional programs
•Individualized student interventions as
specified in student support plans
•Supplemental instruction
•Targeted interventions for groups
of students or settings
•Differentiated instruction based on frequent
progress monitoring
•Effective classroom organization and
behavior planning
•Consistent implementation of the core
curriculum
•Schoolwide behavior planning
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
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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
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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
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PBIS Implementation by IPI
2.8%
2 Schools
Schools) 8.3%
6 Schools
9.7%
7 Schools
Preparation
Initiation
Implementation
79.2%
57 Schools
Maintenance
72 schools
represented
As of July 2010
Data Aug 2009 – June 2010
PBIS Implementation by BOQ
100
90
80
70
60
50
40
30
20
10
0
Elementary
(47)
Middle
(17)
High
(8)
Data Aug 2009 – June 2010
PBIS School Suspensions for
SY 2008-2009 vs. SY 2009-2010
800
700
600
500
SY0809
SY0910
400
300
200
100
0
Elementary
Middle
High
N=45
N=17
N=8
Data Aug 2009 – June 2010
MSA Scores: Percentage Point Differences
for PBIS Schools vs. all BCPS Schools vs. non-PBIS
Schools from SY 2002-2003 to SY 2009-2010
45
40
35
30
25
20
15
10
5
0
3rd Read 3rd Math
PBIS Schools
5th Read
5th Math
all BCPS Schools
8th Read
8th Math
non-PBIS Schools
Data Aug 2009 – June 2010
MSA Scores: Percentage Point Differences
SY 2002-2003 to SY 2009-2010
Reading
Math
3rd
Grade
29.08 Percentage Point Increase 29.38 Percentage Point Increase
5th
Grade
27.04 Percentage Point Increase 37.71 Percentage Point Increase
8th
Grade
37.08 Percentage Point Increase 42.04 Percentage Point Increase
(23.43 for all BCPS Schools)
(26.45 for non-PBIS Schools)
(20.72 for all BCPS Schools)
(22.58 for non-PBIS Schools)
(21.42 for all BCPS Schools)
(20.46 for non-PBIS Schools)
(21.08 for all BCPS Schools)
(23.87 for non-PBIS Schools)
(31.98 for all BCPS Schools)
(35.6 for non-PBIS Schools)
(27.2 for all BCPS Schools)
(30.47 for all non-PBIS Schools)
Data Aug 2009 – June 2010
1. Know the MSDE school data
for SY 2009-2010 and SY 2010-2011
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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
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2. Know your School Improvement Plan
for SY 2010-2011
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Read the SIP carefully to review key
academic and behavior goals and needs:
at the schoolwide level
 at the grade levels
 in the classrooms
 in the non-classroom settings like the
hallways and cafeteria
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3. Know your Positive Behavioral
Interventions & Supports (PBIS) Program
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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
3. Know your Positive Behavioral
Interventions & Supports (PBIS) Program
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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
4. Use your PBIS team effectively
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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)
The PBIS Action Plan is consistent
with the School Improvement Plan
Performance
Goal
Key Actions
(Actions/
Activities)
Person
Responsible
Timeline
Start/
Complete
Measures
Data
Collection
Implementation
Status
5. Identify performance goals
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Review schoolwide, grade level, classroom, and
student data from STARS and other sources
Select PBIS performance goals related to:
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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
6. Implement / Monitor PBIS Actions / Activities
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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?
7. Connect PBIS Actions / Activities
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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
BALTIMORE COUNTY PUBLIC SCHOOLS
Student Support Team (SST)
School Improvement Plan
1. Referrals from
Teacher
Meetings/Teams
2. Schoolwide
Academic and
Behavioral Concerns
3. Student Support Team (SST)
FUNCTIONS
SERVICES
8. Report your PBIS
Actions / Activities / Outcomes
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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
9. Visit these Websites for Academic and
Behavioral Interventions
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www.pbis.org
www.pbismaryland.org
www.interventioncentral.org
www.behaviordoctor.org
www.bcps.org/sss/manuals
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Positive Behavior Planning Guide
How to Establish a Character Education Program
ADHD Identification and Management Guide
Bullying and Harassment Prevention Resources
Preventing Gang Involvement
Contact Information
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Dr. Margaret Kidder, Coordinator Psychological
Services, [email protected]
Dr. Joan (Joey) Ledvina Parr, School Psychologist,
PBIS Facilitator, [email protected]
Dr. Debely Fenstermaker, School Psychologist, PBIS
Resource, [email protected]
Sharon Ochs, Coordinator Pupil Personnel Services,
[email protected]
Vicki Cofield Aber, Supervisor School Social Work
Services, [email protected]
Beth Lambert, SST/IST/504 Facilitator,
[email protected]
Thank you for all you do for your
school, your students, and your
families!!!
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Student Behavior Plans: Connecting Grade Level, SST, and …