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

Baltimore County Public Schools Dr. Joe A. Hairston, Superintendent 25 th 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

Systematic Behavior Planning Supports Academic Instruction: Three-Tiered Model for Prevention and Intervention Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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: Some BCPS Examples 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 Behavioral and Academic Planning Intervention/Team Tiers 1-5% 5-15% 80-90% Tier 1 Universal Interventions : PBIS Teams Grade Level Teacher Meetings All settings, all students; monitor and differentiate instruction; implement supplemental interventions 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 Positive Behavioral Interventions and Supports PBIS 1-5% 5-15% 80-90%

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)

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

Maryland PBIS Partnership & Collaboration

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

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

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

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

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

Mean SET Scores for PBIS Schools by Level of Recognition MSDE Awards as of July 2008 Data Aug 2007 – June 2008

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

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

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

Implementation Phases Inventory Percentage of Critical Features in Place by Elementary, Middle, & High Data Aug 2007 – June 2008

PBIS Supports Discipline: Suspensions & Expulsions and Office Referral Data Elementary School Middle School High School

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

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

PBIS Elementary Schools Mean Number of Suspensions and Expulsions by Level of Recognition School Year Data Aug 2007 – June 2008

PBIS Middle Schools Mean Number of Suspensions and Expulsions by Level of Recognition School Year Data Aug 2007 – June 2008

PBIS High Schools Mean Number of Suspensions and Expulsions by Level of Recognition School Year Data Aug 2007 – June 2008

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

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

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

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

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

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

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

Summary of MSA Results from for PBIS Schools ReadingMath 3 rd Grade 46 % Increase (34% for all BCPS Schools) (33% for non-PBIS Schools) 38 % Increase (26% for all BCPS Schools) (24% for non-PBIS Schools) 5 th Grade 37 % Increase (25% for all BCPS Schools) (24% for non-PBIS Schools) 67 % Increase (53% for all BCPS Schools) (52% for non-PBIS Schools) 8 th Grade 22 % Increase (17% for all BCPS Schools) (15% for non-PBIS Schools) 79 % Increase (53% for all BCPS Schools) (42% for all non-PBIS Schools) Data Aug 2007 – June 2008

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

Tier 1: In Addition to Schoolwide Positive Behavioral Supports, Tier 1 also includes Grade Level Teacher Meetings 1-5% 5-15% 80-90%

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)

Tier 2: Targeted Interventions Student Support Team (SST) 1-5% 5-15% 80-90%

History & Development of Student Support Team (SST) COMAR Regulation 13A : 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

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

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)

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)

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

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

Tier 3: Intensive Interventions SST/IEP & Community Partnerships 1-5% 5-15% 80-90%

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

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

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

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

Tier 3: DSS/Community Provider Partnership 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

Tier 3: DSS/Community Provider Partnership 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

Systematic Behavior Planning Supports Academic Instruction Increase in instructional minutes for teaching and learning Instructional minutes are used more effectively for academic engagement School environment becomes calm, predictable, and conducive to learning over time

For additional information please contact: Office of Psychological Services Baltimore County Public Schools Joan Ledvina Parr Margaret Grady Kidder Maryland’s PBIS website