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MAPP Conference November 18, 2008

MAPP Conference November 18, 2008

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MAPP Conference November 18, 2008

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  1. PBIS and the Law in Maryland (7-304.1) MAPP ConferenceNovember 18, 2008 Presented by: Andrea Alexander, MSDE

  2. Where Are We In 2008?

  3. Where Are We In 2008?

  4. Where Are We In 2008?

  5. "Positive Behavioral Interventions and Support Program" defined in 7-304.1.

  6. Implementation Requirement #1 Each county board shall require an elementary school with a suspension rate that exceeds the standards below: (i) 18 percent of its enrollment for the 2005-2006 school year;    (ii) 16 percent of its enrollment for the 2006-2007 school year;    (iii) 14 percent of its enrollment for the 2007-2008 school year;    (iv) 12 percent of its enrollment for the 2008-2009 school year; and    (v) 10 percent of its enrollment for the 2009-2010 school year and each school year thereafter. 

  7. Implementation Requirement #2 An elementary school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its existing program if it has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection. 

  8. Implementation Requirement #3 Each county board shall require a school that has a truancy rate that exceeds:  (i) 8 percent of its enrollment for the 2008-2009 school year;    (ii) 6 percent of its enrollment for the 2009-2010 school year;    (iii) 4 percent of its enrollment for the 2010-2011 school year;    (iv) 2 percent of its enrollment for the 2011-2012 school year; and    (v) 1 percent of its enrollment for the 2012-2013 school year and each school year thereafter. 

  9. Implementation Requirement #4 A school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its programif it has a truancy rate that exceeds the standards listed above. 

  10. Schools To Be Identified in School Year 2008/2009 • Elementary schools with suspension rates exceeding 12%; • Elementary schools already implementing PBIS with suspension rates exceeding 12%; and, • Any school with a truancy rate exceeding 8%; • Any school already implementing PBIS with a truancy rate exceeding 8%.

  11. Defining Truancy The source for truancy data is the report entitled Habitual Truants, Maryland Public Schools, 2006-2007: A student is considered a habitual truant if he or she meets ALL of the following criteria: • the student was age 5 through 20 during the school year; • the student was in membership in a school for 91 or more days; and • the student was unlawfully absent for 20% or more of the days in membership.

  12. Projections Using 2006/2007 Figures

  13. 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 Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  14. Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework School Mental Health Social Emotional Learning Curriculum Suspension Reduction Strategies StudentServices Truancy Reduction Strategies Special Education Assessment and Referral Bullying Reduction Strategies

  15. Implementation of 7-304 • With earlier mandates MSDE identified schools meeting the suspension threshold, identified superintendents, offered training, and trained identified schools at Summer Institutes. • To date, PBIS training provided by the state has been at the universal level; the green zone. • ISSUE: Habitually truant students require intervention beyond the universal level; and Maryland already has a case management model for addressing truancy issues via our Pupil Personnel Workers.

  16. Proposed Strategy for Discussion • Develop Gap Analysis/Survey with Directors of Student Services and PPW’s. • Brief attendees at MAPP Conference on the legislation and the need to understand strategies that work with these students and what they “need” to fill in the gaps. • Disseminate tool, collect and analyze data.

  17. Proposed Long-Term Strategy • Establish workgroup (4-6 meetings) including Directors of SS; PPW’s; Drop Out Prevention POC’s; Family Coordinators and other Student Services stakeholders to develop a training process. • Identify funding source (including small fiscal note with bill). • Consider launching training process via a Summit on Truancy with local and national experts. • Develop strategies to support training and provide booster sessions at the state and/or local level.

  18. Howto Find Me: • aalexander@msde.state.md.us • 410-767-0318