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Systematic Behavior Planning Supports Academic Instruction

Systematic Behavior Planning Supports Academic Instruction. Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder

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Systematic Behavior Planning Supports Academic Instruction

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  1. Systematic Behavior Planning Supports Academic Instruction Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder Baltimore County Public Schools Integrated Systems for All Students BCPS Team Leader and Coach Meeting November 13, 2008

  2. Baltimore County Public Schools • Dr. Joe A. Hairston, Superintendent • 25th largest school system in the nation • Approximately 104,714 students • 171 schools, centers, and programs • 103 Elementary • FARMS 39.1%, Mobility 10.5%, ELL 5.0%, • 27 Middle • FARMS 37.9%, Mobility, 14.2% ELL 1.5% • 24 High • FARMS 26.6%, Mobility, 15.7% ELL 0.88% • 4 Special Education Schools, 11 Centers, 2 Programs • Over 17,000 employees including 8,850 classroom teachers BCPS Website

  3. Academic Systems Behavioral Systems • Tier 3: • Intensive Interventions • Small groups/individual students • Reduce complexity and severity • of academic problems • Tier 3: • Intensive Interventions • Small groups/individual students • Reduce complexity and severity • of behavior problems • Tier 2: • Targeted Interventions • Groups of students/at risk • Reduce academic problems • Tier 2: • Targeted Interventions • Groups of students/at risk • Reduce behavior problems • Tier 1: • Universal Interventions • All settings, all students • Prevent academic problems • Tier 1: • Universal Interventions • All settings, all students • Prevent behavior problems Systematic Behavior Planning Supports Academic Instruction: Three-Tiered Model for Prevention and Intervention 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  4. Core curriculum aligned to state and national standards On-going curriculum-based assessments and criterion-based measures Differentiated instruction Supplemental instruction Alternative instructional programs Academic and behavioral interventions through alternative programs Specially designed instruction/special education services Schoolwide behavioral expectations/codes of conduct Schoolwide positive discipline/behavior plans Effective classroom organization and behavior planning/management Targeted interventions for groups of students/settings Academic and behavioral interventions as specified in Student Support Plans School-based mental health Systematic Behavior Planning Supports Academic Instruction:Some BCPS Examples

  5. Systematic Behavioral and Academic PlanningIntervention/Team Tiers Tier 3 Intensive Interventions: SST/IEP Teams Small groups or individual students; alternative programs and special education instruction and/or services Tier 2 Targeted Interventions: Student Support Teams Groups of students or individual students at risk; screen and monitor; case management, student support plans, 504 plans Tier 1 Universal Interventions : PBIS Teams Grade Level Teacher Meetings All settings, all students; monitor and differentiate instruction; implement supplemental interventions

  6. Tier 1: Universal InterventionsPositive Behavioral Interventions and Supports PBIS

  7. PBIS in Baltimore County Department of Student Support Services Dale R. Rauenzahn, Executive Director Patsy J. Holmes, Director • Margaret Grady Kidder, Ph.D., Coordinator Psychological Services/PBIS Coordinator • Joan Ledvina Parr, Ph.D., School Psychologist/PBIS Facilitator • 72 PBIS Schools (44 ES, 16 MS, 8 HS, 1 Special School, 3 Centers/Programs) • 58 PBIS Coaches (school psychologists, pupil personnel workers, school social workers, resource teachers)

  8. PBIS in BCPS Universal Interventions • All schools are encouraged to use the BCPS Positive Behavior Planning Guide to develop a Code of Conduct Targeted Interventions • Schools are invited to participate in PBIS Training • Schools are selected by suspension rates/behavior issues or schools self-select based on their School Improvement Plan Intensive Interventions • Some schools benefit from centralized support • Some schools face greater challenges with changes in staff, administration, or community and student populations • on-site visits from PBIS coaches/resource staff • faculty/staff trainings on specific topics like social skills training or hallway behavior • redevelopment of PBIS action plans based on review of school data

  9. Maryland PBIS Partnership & Collaboration

  10. Support and Training for PBIS Schools • MSDE Leadership Forum for administrators • MSDE Summer Institute for new PBIS schools • MSDE leadership and coaches meetings during school year • BCPS summer training for returning PBIS schools • BCPS PBIS team leaders/coaches meetings during school year PBIS training materials are adapted from the PBIS model as developed by Dr. George Sugai, University of Connecticut, and Dr. Rob Horner, University of Oregon, in conjunction with the US Office of Special Education Programs (OSEP) Technical Assistance Center on Positive Behavioral Interventions & Supports

  11. Support and Training for PBIS Schools • Additional levels of support include: • Consultation to BCPS schools by PBIS facilitator, coordinator, and coaches throughout year • PBIS coach assigned to each PBIS school • Provides expertise on the PBIS process, behavior analysis, and data interpretation • MSDE/BCPS PBIS leadership • Provides consultation and support for county-wide PBIS issues

  12. Baltimore County Schools Trained in PBIS (1) (1) (4) (11) (9) (6) (16) (15) (9) (3) Data Aug 2007 – June 2008

  13. How Well are Schools Implementing the Concepts of PBIS? • School-wide Evaluation Tool (SET) • Observational data from independent assessor • Completed annually • Measures the 7 features of school-wide implementation • Implementation Phases Inventory (IPI) • Completed semi-annually • Measures 4 levels of implementation • Measures 36 critical elements

  14. Mean SET Scores for BCPS Schools by Level of Recognition (9) (22) (14) (9) (25) Data Aug 2007 – June 2008

  15. Mean SET Scores for PBIS Schools by Level of RecognitionMSDE Awards as of July 2008 Data Aug 2007 – June 2008

  16. Implementation Phases Inventory (IPI) • Features of PBIS listed, defined, and scored to obtain scores in the following categories: • Preparation Phase • Initiation Phase • Implementation Phase • Maintenance Phase • Percentage of the 36 Critical Elements also obtained

  17. Percentage of PBIS Schools per Implementation Phase Data Aug 2007 – June 2008

  18. Implementation Phases InventoryPercentage of Critical Features in Place by Elementary, Middle, & High (44) (17) (9) Data Aug 2007 – June 2008

  19. Implementation Phases InventoryPercentage of Critical Features in Placeby Elementary, Middle, & High Data Aug 2007 – June 2008

  20. PBIS Supports Discipline:Suspensions & Expulsionsand Office Referral Data • Elementary School • Middle School • High School

  21. Mean Number of Suspensions and Expulsions for PBIS Schools by Elementary, Middle, & HighSchool Year 2007 - 2008 (44) (17) (9) Data Aug 2007 – June 2008

  22. Suspensions and Expulsions SY0607 vs. SY0708 N=36 N=17 N=5

  23. PBIS Elementary SchoolsMean Number of Suspensions and Expulsionsby Level of RecognitionSchool Year 2007 -2008 Data Aug 2007 – June 2008

  24. PBIS Middle SchoolsMean Number of Suspensions and Expulsionsby Level of RecognitionSchool Year 2007 - 2008 Data Aug 2007 – June 2008

  25. PBIS High SchoolsMean Number of Suspensions and Expulsions by Level of RecognitionSchool Year 2007 - 2008 Data Aug 2007 – June 2008

  26. PBIS Supports Academic Achievement:PBIS Schools & Results of the Maryland School Assessments (MSA) • Elementary School • Middle School

  27. Mean % of Third Grade Students Scoring Proficient or Advanced on Reading MSAs 46 % Increase in Third Grade Reading Scores Data Aug 2007 – June 2008

  28. Mean % of Third Grade Students Scoring Proficient or Advanced on Math MSAs 38% Increase in Third Grade Math Scores Data Aug 2007 – June 2008

  29. Mean % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs 37 % Increase in Fifth Grade Reading Scores Data Aug 2007 – June 2008

  30. Mean % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs 67 % Increase in Fifth Grade Math Scores Data Aug 2007 – June 2008

  31. Mean % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs 22 % Increase in 8th Grade Reading Scores Data Aug 2007 – June 2008

  32. Mean % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs 79 % Increase in 8th Grade Math Scores Data Aug 2007 – June 2008

  33. Summary of MSA Results from 2003-2008 for PBIS Schools Data Aug 2007 – June 2008

  34. Percent Change in MSA Scores from 2003-2008 for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools Data Aug 2007 – June 2008

  35. Tier 1: In Addition to Schoolwide Positive Behavioral Supports, Tier 1 also includes Grade Level Teacher Meetings

  36. Tier 1: Grade Level/Teacher Meetings • Monitor and track all student progress • Analyze academic and behavioral group data: classroom assessments, MSA/HSA, office referrals, discipline data • Determine whether core curriculum and differentiation strategies are being implemented as recommended • Collaborate with parent/guardians to obtain family perspective • Identify supports for teachers to differentiate instruction and implement group/supplemental interventions • Implement and monitor interventions (30 days – 6 months) • Document student responses to interventions • Revise interventions on the basis of student performance • Recommend students with COMPLEX academic and behavioral needs to Student Support Team (SST)

  37. Tier 2: Targeted InterventionsStudent Support Team (SST)

  38. History & Development of Student Support Team (SST) • COMAR Regulation 13A.05.05.01: Each local school system shall provide a coordinated program of pupil services for all students • SST is an interdisciplinary, general education team that addresses complex academic and behavioral issues- BCPS has had Pupil Services Teams or SST for > 50 years • SST uses a problem-solving approach that relies on objective, data-based decision-making (based on IST model from Pennsylvania and IC model from Maryland) • SST uses a response to intervention (RTI) framework to connect with grade level teacher meetings and special education, IEP teams

  39. Tier 2: Student Support Team (SST) • Addresses more complex academic and behavioral problems of individual students, groups of students, and schoolwide concerns • Implements prevention and early intervention activities prior to intensive intervention to increase student achievement, improve schoolwide climate, reduce disruptive behavior, reduce inappropriate referrals to the IEP Team, and increase parent/guardian involvement • Provides a continuum of academic and behavioral interventions and supports in connection with other schoolwide initiatives such as PBIS and grade level teacher meetings and more intensive interventions like community partnerships and special education

  40. Tier 2: Student Support Team (SST) • SST Members as Required • SST Chairperson: Administrator/Designee • School Counselor • School Nurse • School Psychologist • School Social Worker • Pupil Personnel Worker/PPW • Classroom Teacher/Instructional Support Teacher (IST) • Additional SST Members • Resource Teacher, Reading Specialist, Reading Coach, Instructional Coach, Mentor • Special Education Teacher, SLP, OT, PT, Transition Counselor • Supervisor • Parents/Guardians (FBA/BIP, 504)

  41. Tier 2: Student Support Team (SST) • Student Support Team Agenda • Processing/Screening Referrals (5-10 minutes) • Initial Problem Solving Meetings (30-45 minutes per student) • Progress Review Meetings (15-30 minutes per student) • Schoolwide Issues (as needed for large group or setting issues)

  42. Tier 2: Student Support Team (SST) • Functions of SST • Screening/Processing referrals • Case management • Mental health issues • Substance abuse issues • Physical/health issues • Academic & behavioral interventions through Student Support Plans • 504 Plans • Targeted group or setting interventions (ADHD, cafeteria) • Referral to IEP/Special Education Team

  43. Tier 2: Student Support Team (SST) • New Developments • Use of computerized data system for SST forms, Student Support Plans, 504 Plans- allows for schoolwide and systemwide data review over time • Focus on development and monitoring of academic and behavioral interventions through Student Support Plans (see packet for copy of SS Plan) • Focus on connecting students from schoolwide PBIS team (“discipline high flyers”) to SST • Focus on connecting students with more intensive mental health needs to SST and community partnerships

  44. Tier 3: Intensive InterventionsSST/IEP & Community Partnerships

  45. Tier 3: SST / IEP • A student is referred to SST/IEP when the student has not responded to Tier 1 or Tier 2 interventions or is suspected of a disability as defined by IDEA, including adverse educational impact, and is in need of specially designed instruction/services • Students are referred to IEP Team when parent/guardian orally or in writing suspects a disability as defined by IDEA , including adverse educational impact, and need for specially designed instruction/services

  46. Tier 3: Community Partnerships in BCPS • Total of 63 schools/centers (171 schools, centers, programs in BCPS) • 42 ES • 14 MS • 6 HS • 1 Alternative • High levels of need and risk • Free/reduced meal eligibility • Mobility • Family vulnerability • Lack of access to community-based supports

  47. Tier 3: Community Partnerships in BCPS • Formal agreement between school principal and community agency • Centralized application process • Provider information, credentials reviewed by Department of Student Support Services • Partners include Department of Social Services (DSS) & eight (8) community provider agencies • Funding through Medicaid billing primarily

  48. Tier 3: Community Partnerships in BCPS • Services • individual/group counseling • family counseling • medication management • psychiatric and other community agency referral • related mental health services • crisis intervention • Therapist in school a few days per week • Not to supplant IEP-based related services • “Fee for service” model can be a barrier to therapist linking to SST

  49. Tier 3: DSS/Community ProviderPartnership Project • DSS serves ten (10) elementary schools • Linked to Department of Health/BCPS Health Services Wellness Center in each school • Linked to Community Provider in six (6) schools in “Successful Schools” program • Grant funding from school system, county, and state

  50. Tier 3: DSS/Community ProviderPartnership Project • DSS social workers are in schools from one to five days per week based on need - more available to attend SST • Services • individual/group counseling • family counseling • parenting education and support groups • linkage to community services • summer programming • crisis intervention

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