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Behavior Supports Academics: Three-Tiered Model in Relation to Discipline and Achievement

Behavior Supports Academics: Three-Tiered Model in Relation to Discipline and Achievement. Joan Ledvina Parr Baltimore County Public Schools

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Behavior Supports Academics: Three-Tiered Model in Relation to Discipline and Achievement

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  1. Behavior Supports Academics:Three-Tiered Model in Relation toDiscipline and Achievement Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder Baltimore County Public Schools Susan Barrett Sheppard Pratt Health Systems Fourth International Conference on Positive Behavior Support Boston, Massachusetts March 8, 2007

  2. Baltimore County Public Schools • Dr. Joe A. Hairston, Superintendent • 24th largest school system in the nation • 106,182 students • 169 schools, centers, and programs • 103 Elementary • FARMS 37.43%, Mobility 22.6%, ELL 4.76%, • 27 Middle • FARMS 36.06%, Mobility, 30.8% ELL 1.38% • 24 High • FARMS 24.76%, Mobility, 31% ELL 0.88% • 4 Special Education Schools, 9 Centers, 2 Programs • Over 15,000 employees including 8,351 teachers

  3. PBIS in Baltimore County Department of Student Support Services Mr. Dale R. Rauenzahn, Executive Director, Student Support Services Ms. Patsy Holmes, Director, Student Support Services • Dr. Margaret Grady Kidder, Coordinator Psychological Services, PBIS Contact/Coordinator • Dr. Joan Ledvina Parr, School Psychologist, PBIS/SWIS Facilitator • BCPS PBIS Leadership Workgroup, 7 PBIS Coaches • 63 PBIS Schools (38 ES, 17 MS, 8 HS) • 54 PBIS Coaches

  4. Maryland PBIS Partnership and Collaboration

  5. 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 Behavior Supports Academics: Three-Tiered Model for Prevention and Intervention 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  6. Consistent implementation of Core Curriculum/Voluntary State Curriculum On-going curriculum-based assessments Differentiated instruction Intensive special education interventions and services School-wide behavior planning/discipline Effective classroom organization and behavior management Targeted interventions for groups of students Individualized interventions for specific students, e.g., FBA/BIPs Academic and Behavioral Interventions

  7. Department of Student Support Services Programs/Activities 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

  8. School Improvement Planning School Emergency Safety Plans School-Wide Behavior Planning/Code of Conduct Character Education Programs Parent/Family Resources Health Screenings/Protocols School Nurse/Assistant Services Essential Guidance Curriculum School Counseling Services School Psychology Services School Social Work Services Pupil Personnel Services Residency/Attendance Officer Services Universal Interventions

  9. Project Attend Pupil Personnel Home Visits Parent/Guardian Trainings School Resource Officer Program D.A.R.E./ S.A.D.D. Programs Student Assistance Programs Wellness Centers/Mental Health Expansion Health Action Plans/Appraisals Alternative Schools/Programs Peer Helper/Mediation Bullying Prevention Social Skills, Anger Management, Conflict Resolution Trainings Interagency Partnerships Community Partnerships Targeted Interventions

  10. TargetedInterventions • Student Support Teams • Instructional Support Teams • Bilingual Resource Teams • Infant & Toddlers/Child Find Teams • Student Case Management • Curriculum-Based Assessments • Behavioral Assessments • Student Support Plans • Functional Behavioral Assessments (FBA) • Behavior Intervention Plans (BIP) • Individual Student 504 Plans

  11. Parent/Guardian Services Homeless Program Abuse Neglect Reporting Program (CPS Liaisons) Spot Light On Schools/ Probation Officers Court/Institutional Liaisons Traumatic Loss Teams Functional Behavioral Assessments (FBA) Behavior Intervention Plans (BIP) Psychological Assessments Psychosocial Assessments Social Histories Individualized Education Programs (IEP) Threat Assessments Social Skills, Anger Management, Conflict Resolution Interventions Individual/Group Therapeutic Counseling Crisis Response Intensive Interventions

  12. Intensive Interventions • Bridge School/Regional Team • Evening High Schools • Saturday High Schools • Afternoon Middle School Group Learning Centers • Alternative Middle and High Schools • Home Teaching • Home Hospital Instruction/Therapeutic Services • Maryland’s Tomorrow Program • Interagency Partnerships • Community Partnerships

  13. Positive Behavioral Interventions and Supports in Baltimore County Universal Interventions • All schools are encouraged to use the BCPS Positive Behavior Planning Guide to develop a Code of Conduct • BCPS Schools • 169 Schools, Centers, and Programs • 103 Elementary Schools • 27 Middle Schools • 24 High Schools • 4 Special Education Schools • 9 Centers • 2 Programs

  14. Positive Behavioral Interventions and Supports in Baltimore County Targeted Interventions • Selected schools are invited to participate in PBIS Training • Schools selected by suspension rates/behavior issues • Schools self-select based on their School Improvement Plan • 63 PBIS Schools (37% of 169 BCPS Settings) • 38 Elementary Schools • 17 Middle Schools • 7 High Schools • 1 Evening High School

  15. Positive Behavioral Interventions and Supports in Baltimore County Intensive Interventions • Selected schools face greater challenges • implementation of PBIS features • changes in school staff • changes in administration • changes in community and student population • focus on data-based problem solving not blame • Schools benefit from centralized support • on-site visits from PBIS coaches/resource staff • faculty/staff trainings on specific topics like social skills trainings or hallway behavior • redevelopment of PBIS action plans based on review of school data

  16. History of PBIS in Maryland and Schools Trained in PBIS • 1998 Collaboration: MSDE and Sheppard Pratt Health System • 1999 Tough Kids Tough Times Forum • 14 schools trained statewide • Maryland Summer Institute • in 2000, 20 schools trained • in 2001, 30 schools trained

  17. History of PBIS in Maryland and Schools Trained in PBIS • Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002 • Maryland Summer Institute • in 2002, 54 schools trained • in 2003, 60 schools trained • in 2004, 85 schools trained • in 2005, 94 schools trained • in 2006, 118 schools trained

  18. PBIS Schools Trained in Maryland (14) (20) (30) (54) (60) (85) (94) (118)

  19. Basic Concepts of PBIS School Teams are trained at the Summer Institute sponsored by Maryland State Department of Education, Sheppard Pratt Health System, and the Johns Hopkins University The following training materials are adapted from the PBIS model as developed by George Sugai, University of Connecticut, and Rob Horner, University of Oregon

  20. Key Elements of PBIS School-wide behavior planning is based on a balance of four key elements: • Clearly specified OUTCOMES that are related to behavior and student achievement • SYSTEMS that support staff buy-in and sustained use of effective practices • DATAgathered by the school to make decisions about improving behavior and learning • Evidence-based PRACTICES and interventions that are effective for staff and students

  21. 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

  22. PBIS School-wide InterventionsOverview • Establish commitment and maintain team • Establish school-wide expectations • Establish an on-going system of rewards • Establish a system for responding to behavioral violations • Establish a data system to monitor progress and aid in decision making • Arrange for consistent implementation and utilize district level support

  23. 1. Establish commitment and maintain team • Establish PBIS Leadership Team • Strong, administrative support • School-wide representation on PBIS Team • Secure school-wide agreements and supports • Strive for “full” (>80%) faculty participation • Prioritize resources (time, materials, cost) • Plan on a 3 – 5 year commitment • Establish a data-based action plan • Use the PBIS Staff Survey results • Use behavioral incident data (office referrals, etc.)

  24. 2. Establish school-wide expectations • Develop rules of behavior • 3 to 5 positively stated rules • Easy to remember • Apply to all students, settings, and staff • Develop a matrix of expected behavior in target contexts • Contexts include: classrooms, hallways, gym, cafeteria, common areas, bus loading zone, etc. • Teach the expected behaviors using an instructional approach • Directly teach (tell/explain, model/show, practice, give reminders and pre-corrections) • Actively supervise • Positively reinforce

  25. High 5’s Be respectful Be responsible Be there, be ready Follow directions Hands/feet to self The Respect School Respect others Respect property Respect yourself Formula 4 Success Respect Responsibility Ready-to-learn Re-thinking The 5 Be’s Be kind Be safe Be cooperative Be respectful Be peaceful Code of Conduct I am respectful I am responsible I am safe I am prepared Respect + Responsibility = Pride Show respect Show responsibility Develop Rules of Behavior

  26. Viking Code of Conduct Be respectful Be responsible Be ready Eagle PRIDE P reparation R esponsibility I ntegrity D iligence E arn Respect RAMS Rules R esponsibility and Respect A cademic Achievement M otivation S uccess Tenets of Kenwood Pride B e there and prepared L ive responsibly U phold integrity E arn and give respect Develop Rules of Behavior

  27. Matrix of Expected Behavior

  28. 3. Establish an on-going system of rewards • Acknowledge expected behavior • Use tangible rewards and acknowledgements • High Five’s, coupons, gotchas, etc. • Use social recognition • Assemblies, bulletin boards, names over the intercom • Use guidelines • Fade tangibles • Schedule strategically • Maintain 6-8:1 positive to correction ratio

  29. 4. Establish a system for responding to behavioral violations • Develop an agreement about which behaviors are handled in the classroom and which are managed in the office • Use verbal redirection, teacher consequence, and/or office referral • Use pre-correction and restatement of expected behaviors

  30. 5. Establish a data system to monitor progress and aid in decision making • Utilize a data management system, e.g., SWIS • Develop procedures for ongoing monitoring and evaluation • Meet regularly to review data and implement interventions

  31. 6. Arrange for consistent implementation and utilize district level support • Develop targeted interventions for groups of at-risk students • Build capacity for function-based support in order to develop individualized plans for specific students (FBA/BIPs) • Connect PBIS Team with School Improvement Team and Student Support Team • Utilize district level support and other leadership resources

  32. How Baltimore County supports its PBIS schools • Levels of PBIS support include: • School-based team • Strong, administrative leadership is encouraged • School-wide representation on PBIS team • PBIS coach assigned to school team • Provides expertise on the PBIS process, behavior analysis, and data interpretation • MSDE/BCPS Leadership Teams • Provides consultation and support

  33. Phases in the BCPS Model of PBIS Training as a Support to the Summer Institute Training • Phase 1—Administrator Commitment • Spring Forum arranged and Coach Facilitator consults with administrator • Phase 2—Training the PBIS School Team • Coach assigned to each school • Phase 3—Implementing PBIS within the School • Coach, Coach Facilitator, and BCPS Leadership Team assists

  34. Phase 1—Administrator Commitment • Administrators of identified schools attend a Spring Forum to learn about PBIS • Follow-up meeting with the Coach Facilitator to share sample information such as: • School rules • Matrix of expected behaviors • Classroom managed vs. office managed behaviors • Flowchart of the disciplinary process • Gotcha and recognition tickets

  35. Phase 1—Administrator Commitment(continued) • School completes a Staff Survey to document areas of concern • The new school is encouraged to send faculty members to visit exemplar PBIS schools within Baltimore County

  36. Phase 2—Training the PBIS School Team • PBIS school team members attend the Summer Institute hosted by MSDE-SPHS-JHU • School teams begin to plan their implementation of PBIS • They attend a poster session of exemplar schools and dialogue with those schools’ representatives • BCPS Coach Facilitator follows up with new school teams throughout the summer to provide guidance

  37. Phase 2—Training the PBIS School Team(Continued) • School teams develop their products and plan for teacher training the first week of school • Each school is assigned a coach who works with that school during the planning as well as implementation phases • Schools are encouraged to review and adapt the work of experienced PBIS schools • Lesson plans • Teacher training models • Incentive programs for students and staff • Acknowledgement assemblies • Motivational strategies for students and staff

  38. Phase 3—Implementing PBIS within the School • PBIS team trains faculty about PBIS concepts • Works best with multiple leaders training small groups • Encourage discussion and questions • Faculty is given samples of all products and trained in their use • Gotchas • Minor incident reports (for teacher managed behavior) • Office referrals • Rules are posted in all classrooms, hallways, and throughout the building

  39. Phase 3—Implementing PBIS within the School (continued) • Gotchas are collected and reinforcement systems are implemented • Students are acknowledged for appropriate behavior • Staff are acknowledged for their support of the program • Office referrals are entered in the SWIS system and are analyzed

  40. Phase 3—Implementing PBIS within the School (continued) • PBIS Team meets at least monthly to coordinate on-going implementation, analyze data, and develop new interventions • Schools are encouraged to maintain a binder with all their school products, team notes, and other information for reference • A coach works with every school team to provide additional support, PBIS knowledge, and behavioral expertise • Schools are encouraged to attend state level and county level PBIS meetings for new ideas and support

  41. Baltimore County Schools Trained in PBIS (1) (1) (4) (11) (9) (6) (16) (15)

  42. Baltimore County Schools Trained in PBIS

  43. Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS 6th+ Year 10% 1st Year 24% 5th+ Year 17% 4th Year 14% 2nd Year 25% 3rd Year 10%

  44. How Well are Schools Implementing the Concepts of PBIS? • Team Implementation Checklist (Form A) • School self-report • Completed monthly for new schools, quarterly for returning schools • Measures the number of critical features in place • 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

  45. Self-Report Data from Returning Elementary SchoolsForm A—Percentage of features in place n = 28 returning schools

  46. Self-Report Data from New Elementary SchoolsForm A—Percentage of features in place n = 10 new schools

  47. Self-Report Data from Form A– Mean Percentage of Features in Place Reported by Elementary Schools n = 28 schools n = 10 schools n = 38 schools

  48. Self-Report Data from Returning Middle SchoolsForm A—Percentage of features in place n = 14 returning schools

  49. Self-Report Data from New Middle SchoolsForm A—Percentage of features in place n = 3 new schools

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