PBIS Team Training Baltimore County Public Schools

1. OUTCOMES SYSTEMS DATA PRACTICES PBIS Team TrainingBaltimore County Public Schools Positive Behavioral Interventions and Supports July 16, 2008 Secondary Schools July 17, 2008 Elementary Schools

2. PBIS • School-wide behavior planning process • Creates and sustains safe school environments that are conducive to learning and achievement • Designed to reinforce positive student behaviors, prevent student behavior problems, and address challenging student behaviors

3. PBIS • Recommended as an effective intervention process for behavior support and discipline by the U.S. Department of Education’s Office of Special Education Program (OSEP) • Implemented to address disciplinary practices that are disproportionate

4. BCPS Suspension Data • BCPS Achievement Report 2006-07 indicated that the suspension rate (including expulsions) was: • 12.26% for all BCPS students • 18.13% for African-American students • 8.74% for White students • 19.1% for Special Education Students • 25.88% for African-American special education students • 14.71% for White special education students

5. Suspension Data • Most frequent category of behavior resulting in suspension was Disrespect/Insubordination • This category accounted for 45.1% of suspension incidents • This category accounted for 36.4% of the student suspensions

6. Meeting BCPS Needs through PBIS • Need: Reduce suspensions for non-violent behaviors for general education students and students with disabilities • Goal: Develop alternatives to suspension for non-violent behaviors through PBIS

7. Meeting BCPS Needs through PBIS PBIS Action Plan: • Review school improvement plan, goals, and data regarding suspensions • Identify current interventions for addressing non-violent behaviors • Develop additional interventions for addressing non-violent behaviors

8. Back to Basics: PBIS 101 • Quick review of fundamental concepts • Action planning • Data collection, analysis, and review • Strategic interventions

9. PBIS and RTI: A Three-Tiered Approach for Student Success Tier 3: Intensive Interventions Reduce complications, intensity, and severity of current cases of problem behavior ~1-5% ~5-15% Tier 2: Targeted Interventions Reduce current cases of problem behavior Tier 1: Universal Interventions: Reduce new cases of problem behavior ~80% of Students

10. Strategies and Interventions Teaching positive schoolwide expectations Positive acknowledgements for all Active supervision in common areas Classroom instruction in social skills Parent engagement in schoolwide activities Assessment and Progress Monitoring Discipline data (ODR data by location, time, type of problem, student) Attendance/tardy data Completed assignments Positive acknowledgements Tier 1: All Students

11. Strategies and Interventions Function based intervention Check in / Check out Social skill groups Mentoring programs Increased academic support practice Homework club Collaboration / communication with families Assessment and Progress Monitoring Data (STARS) Student Support Plan data Brief FBA to determine interventions Behavior charts Check in / Check out data Attendance data Tier 2: Targeted Group

12. Strategies and Interventions Positive behavior intervention plan (BIP) Individual support for academics and social skills Individual counseling Parent training and collaboration Multi-agency collaboration Assessment and Progress Monitoring Data (STARS) Functional behavior assessment (FBA) Data identified by BIP Point sheet data Tier 3: Intensive / Individual

13. Process for Supporting Social Competence and Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making DATA School-wide Classroom Non-classroom Individual SYSTEMS Office Discipline Referrals Staff Input Academic Progress Attendance PRACTICES Define behavior expectations Specify routines Teach Acknowledge Correct Follow up and feedback Reinforcement Generalization Supporting Student Behavior

14. PBIS Involves a Continuous Process Define Identify the Problem PBIS Analyze Evaluate Data Based Decision-Making and Problem Solving Continuous Program Monitoring Implement Evidenced-Based Interventions

15. First Step: Action Planning • Review data from last year • School Improvement Plan • Discipline data • IPI, BOQ, SET • Staff survey • Evaluate critical features as identified by the Benchmarks of Quality

16. PBIS Team Faculty Commitment Procedures for Dealing with Discipline Data Entry and Analysis 5. Expectations and Rules Reward / Recognition Program Lesson Plans Implementation Plan Crisis Plan 10. Evaluation Benchmarks of Quality Critical Elements

17. Continue: Action Planning • Identify areas of focus • Make a plan • Complete the BCPS PBIS Action Plan • Use the action plan as a guide for the year

18. Data Collection, Analysis, and Review • STARS discipline data for BCPS • Training available for schools • Important to review data monthly as a PBIS team • Important to share data with faculty, preferably monthly, but at least quarterly • Use the data to evaluate and assist with problem solving

19. Discipline Data: Essential Questions How do you collect data? What data do you use? What do we do with the data? When do you know you have a problem? How often do you look at your data? How often is discipline data shared with staff? Staff have questions regarding effective discipline strategies What information do you already have? Attendance, suspension, office referrals, achievement scores, tardies, timeout/support room referrals What are the critical discipline issues in your building? Who, What, How Often, When, Where? Discipline data is collected to answer questions

20. Discipline Data: Essential Questions How do you know what invention is needed? How many students contribute to your referrals? Are referrals coming from one grade, classroom, or area? Design your interventions to target your concerns What do we measure? How do we measure "it"? How often do we measure "it"? How do we know when we have success? How do we know when we need to make changes? Who do we share it with? How do we share it? Measure success

21. Improving Decision-Making From Problem Solution Problem Solving To Problem Solution Information is the KEY

22. Data Needs to be Your Friend Without data, you are just another person with an opinion…..

23. Strategic Interventions • Develop your strategies based on your data • Plan what data you need to collect in order to evaluate the effectiveness of your intervention

24. Strategic Interventions • Focus on the universals—develop your PBIS framework for all students, all staff, all areas • Develop a coordinated effort within your building—Student Support Team and IEP Team can focus on the Targeted Group interventions and Intensive interventions

26. Help Put the Pieces Together • Develop a strong Action Plan that meets the needs of your building • Review your data frequently • Problem solve • Evaluate the effectiveness of your interventions • Refer to your Action Plan to keep you on track

27. Know Your Resources • Your PBIS Coach • Make sure you invite your coach to your meetings • Keep your coach informed • Ask your coach for assistance • Your PBIS Coordinator and PBIS Facilitator • Margaret Kidder and Joey Parr

28. Additional Resources • Numerous resources available online • Power point presentations • Lesson plans • What other schools are doing • Family involvement ideas

29. For additional resources: Maryland PBIS website www.pbismaryland.org Colorado PBS Project website www.cde.state.co.us/pbs/ Florida PBS Project website www.flpbs.fmhi.usf.edu Illinois PBIS Network www.pbisillinois.org San Bernardino City Unified School District www.modelprogram.com Dr. Jim Wright www.interventioncentral.org Dr. Sandra Steingart www.schoolpsychology.net Dr. Tom McIntyre www.behavioradvisor.com

30. For additional information: Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Margaret Grady Kidder, Ph.D. mkidder@bcps.org 410-887-0303