Positive Behavioral Interventions and Supports (PBIS) in BCPS 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

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individually Designed Interventions Address individual needs of student Assessment-based High Intensity Intensive, Individually Designed Interventions Strategies to address needs of individual students with intensive needs Function-based assessments Intense, durable strategies 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 & Positive Behavioral Interventions and Supports Framework 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 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 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 Academic and behavioral instructional interventions and supports are implemented at increasing levels of intensity to address individual and group student needs MSDE (2008) A Tiered Instructional Approach to Support Achievement for All Students: Maryland’s Response to Intervention Framework

PBIS is Behavioral Response to Intervention Universal screening Universal screening Tiered levels of implementation of high quality instruction and supplemental intervention / supports Tiered levels of implementation of high quality instruction and supplemental intervention / supports Problem-solving / decision-making practices Problem-solving / decision-making practices Progress monitoring Progress monitoring Consistency of implementation Consistency of implementation Family involvement Family involvement Considerations for English Language Learners (ELL). Considerations for English Language Learners (ELL). MSDE, 2008: A Tiered Instructional Approach to Support Achievement for All Students: Maryland’s Response to Intervention Framework for All Students: Maryland’s Response to Intervention Framework

Consistent implementation of the core curriculum Schoolwide behavior planning Differentiated instruction based on frequent progress monitoring Effective classroom organization and behavior planning Supplemental instruction Targeted interventions for groups of students or settings Alternative instructional programs Individualized student interventions as specified in student support plans Specially designed instruction and services More intensive, individualized behavior planning PBIS is Behavioral Response to Intervention Prevention Early Intervention Intensive Intervention

PBIS in BCPS: Where are we? 73 PBIS Schools in SY PBIS Schools in SY Implementation, Suspension, and MSA data for PBIS Schools in Implementation, Suspension, and MSA data for PBIS Schools in SY SY Nine ideas for linking PBIS to schoolwide and student outcomes in your schools Nine ideas for linking PBIS to schoolwide and student outcomes in your schools

73 PBIS Schools in BCPS for SY Elementary Schools 45 Elementary Schools 16 Middle Schools 16 Middle Schools 9 High Schools 9 High Schools 2 Special Schools- Elementary 2 Special Schools- Elementary 1 Alternative Center- Middle/High 1 Alternative Center- Middle/High 58 PBIS Coaches 58 PBIS Coaches

PBIS Implementation by SET 65 or 90% of the 72 PBIS schools for SY obtained a 80% or higher SET score for implementation of critical features 65 or 90% of the 72 PBIS schools for SY obtained a 80% or higher SET score for implementation of critical features 7 or 10% of the 72 PBIS schools for SY did not obtain a 80% SET score for implementation of critical features 7 or 10% of the 72 PBIS schools for SY did not obtain a 80% SET score for implementation of critical features

PBIS Implementation by IPI Data Aug 2009 – June 2010

PBIS Implementation by BOQ (47) (8) (17) Data Aug 2009 – June 2010

PBIS School Suspensions for SY vs. SY N=45N=8N=17 Data Aug 2009 – June 2010

MSA Scores: Percentage Point Differences for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools from SY to SY Data Aug 2009 – June 2010

MSA Scores: Percentage Point Differences SY to SY ReadingMath 3 rd Grade Percentage Point Increase (23.43 for all BCPS Schools) (26.45 for non-PBIS Schools) Percentage Point Increase (21.08 for all BCPS Schools) (23.87 for non-PBIS Schools) 5 th Grade Percentage Point Increase (20.72 for all BCPS Schools) (22.58 for non-PBIS Schools) Percentage Point Increase (31.98 for all BCPS Schools) (35.6 for non-PBIS Schools) 8 th Grade Percentage Point Increase (21.42 for all BCPS Schools) (20.46 for non-PBIS Schools) Percentage Point Increase (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 and SY See to review: See to review: student demographic data student demographic data school attendance data school attendance data student mobility data student mobility data AYP data for all students AYP data for all students AYP data for all subgroups AYP data for all subgroups MSA/HSA assessment data MSA/HSA assessment data

2. Know your School Improvement Plan for SY Read the SIP carefully to review key academic and behavior goals and needs: Read the SIP carefully to review key academic and behavior goals and needs: at the schoolwide level at the schoolwide level at the grade levels at the grade levels in the classrooms in the classrooms in the non-classroom settings like the hallways and cafeteria 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 the Code of Conduct and the schoolwide expectations for behavior Review schoolwide and classroom systems for ongoing rewards and reinforcement of positive behaviors Review schoolwide and classroom systems for ongoing rewards and reinforcement of positive behaviors Teach and reinforce positive behaviors across all school settings 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 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 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 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 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 Include a parent representative in PBIS team meetings as appropriate Develop a PBIS action plan that matches the School Improvement Plan (SIP) 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)PersonResponsibleTimelineStart/CompleteMeasures Data Collection ImplementationStatus

5. Identify performance goals Review schoolwide, grade level, classroom, and student data from STARS and other sources Review schoolwide, grade level, classroom, and student data from STARS and other sources Select PBIS performance goals related to: Select PBIS performance goals related to: creating safe and orderly learning environments creating safe and orderly learning environments improving school climate improving school climate improving attendance / decreasing truancy improving attendance / decreasing truancy increasing instructional time increasing instructional time increasing academic engagement increasing academic engagement reducing suspensions for nonviolent behaviors reducing suspensions for nonviolent behaviors reducing suspensions for students with disabilities 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 Choose and implement PBIS actions/activities that lead to the specific performance goals Monitor the PBIS action plan implementation throughout the school year 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 Review schoolwide attendance/truancy, office discipline referral, suspension, and/or achievement data at every PBIS team meeting How is the plan working? How is the plan working? What are the outcomes? 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 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 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 Confidentially identify small or large group student issues and refer these issues to Student Support Team, ie, ADHD, cafeteria, behavior after school

1. Referrals from Teacher Meetings/Teams 2. Schoolwide Academic and Behavioral Concerns School Improvement Plan 3. Student Support Team (SST) BALTIMORE COUNTY PUBLIC SCHOOLS Student Support Team (SST) SERVICES FUNCTIONS

8. Report your PBIS Actions / Activities / Outcomes Make reports of the PBIS actions/activities and outcomes to faculty meetings 4x per school year 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 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 Present on PBIS activities and outcomes at a PTA meeting 1x per year Help prepare the documentation for the MSDE PBIS Recognition Award Help prepare the documentation for the MSDE PBIS Recognition Award

9. Visit these Websites for Academic and Behavioral Interventions Positive Behavior Planning Guide Positive Behavior Planning Guide How to Establish a Character Education Program How to Establish a Character Education Program ADHD Identification and Management Guide ADHD Identification and Management Guide Bullying and Harassment Prevention Resources Bullying and Harassment Prevention Resources Preventing Gang Involvement Preventing Gang Involvement

Contact Information Dr. Margaret Kidder, Coordinator Psychological Services, Dr. Margaret Kidder, Coordinator Psychological Services, Dr. Joan (Joey) Ledvina Parr, School Psychologist, PBIS Facilitator, Dr. Joan (Joey) Ledvina Parr, School Psychologist, PBIS Facilitator, Dr. Debely Fenstermaker, School Psychologist, PBIS Resource, Dr. Debely Fenstermaker, School Psychologist, PBIS Resource, Sharon Ochs, Coordinator Pupil Personnel Services, Sharon Ochs, Coordinator Pupil Personnel Services, Vicki Cofield Aber, Supervisor School Social Work Services, Vicki Cofield Aber, Supervisor School Social Work Services, Beth Lambert, SST/IST/504 Facilitator, Beth Lambert, SST/IST/504 Facilitator,

Thank you for all you do for your school, your students, and your families!!!