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 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 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 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 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 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 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 2. Know your School Improvement Plan for SY 2010-2011 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 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 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 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) 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 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 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? 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 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 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 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 Contact Information Dr. Margaret Kidder, Coordinator Psychological Services, email@example.com Dr. Joan (Joey) Ledvina Parr, School Psychologist, PBIS Facilitator, firstname.lastname@example.org Dr. Debely Fenstermaker, School Psychologist, PBIS Resource, email@example.com Sharon Ochs, Coordinator Pupil Personnel Services, firstname.lastname@example.org Vicki Cofield Aber, Supervisor School Social Work Services, email@example.com Beth Lambert, SST/IST/504 Facilitator, firstname.lastname@example.org Thank you for all you do for your school, your students, and your families!!!