1. Behavior Supports Academics: Three-Tiered Model in Relation to Discipline 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 24 th 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. Behavior Supports Academics: 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

6. Academic and Behavioral Interventions 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

7. ~80% of Students ~5-15% ~ 1-5% Tier 3: Intensive Interventions Reduce complications, intensity, and severity of current cases of problem behavior Tier 2: Targeted Interventions Reduce current cases of problem behavior Tier 1: Universal Interventions: Reduce new cases of problem behavior Department of Student Support Services Programs/Activities

8. Universal Interventions 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

9. Targeted Interventions 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

10. Targeted Interventions 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. Intensive Interventions 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

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

14. 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

15. 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

16. 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

17. 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

18. 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

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

20. 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

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

22. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Process for Supporting Social Competence and Academic Achievement OUTCOMES School-wide Classroom Non-classroom Individual Define behavior expectations Specify routines Teach Acknowledge Correct Follow up and feedback Reinforcement Generalization Office Discipline Referrals Staff Input Academic Progress Attendance

23. PBIS School-wide Interventions Overview 1.Establish commitment and maintain team 2.Establish school-wide expectations 3.Establish an on-going system of rewards 4.Establish a system for responding to behavioral violations 5.Establish a data system to monitor progress and aid in decision making 6.Arrange for consistent implementation and utilize district level support

24. 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.)

25. 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

26. Develop Rules of Behavior 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

27. Develop Rules of Behavior 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

28. Matrix of Expected Behavior

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

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

43. Baltimore County Schools Trained in PBIS

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

45. 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

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

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

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

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

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

51. Self-Report Data from Form A– Mean Percentage of Features in Place Reported by Middle Schools n = 14 schoolsn = 3 schoolsn = 17 schools

52. Self-Report Data from High Schools Form A—Percentage of features in place n = 6 returning schools

53. Self-Report Data from New High Schools Form A—Percentage of features in place n = 2 new schools

54. Self-Report Data from Form A– Mean Percentage of Features in Place Reported by High Schools n = 6 schoolsn = 2 schoolsn = 8 schools

55. Self-Report Data from Form A— Mean Percentage of Features in Place for PBIS Schools n = 38 schoolsn = 17 schoolsn = 8 schools

56. School-Wide Evaluation Tool (SET) Research quality tool for assessing Universal/School-wide PBIS External person spends 2 hours at school reviewing documents, interviewing staff, and interviewing students PBIS is “in place” with a score of at least 80% total Measures 7 critical features of PBIS

57. Seven Critical Features of SET Seven critical features of PBIS listed, defined, and scored within SET: –Behavioral Expectations Defined –Behavioral Expectations Taught –On-Going System for Rewarding Behavioral Expectations –System for Responding to Behavioral Violations –Monitoring and Decision-Making –Management –District-Level Support

58. Mean SET Scores for Elementary Schools by Year of Implementation (10)(2)(4)(9)(12)(14)(26) Note: Not all schools received a SET each year

59. Mean SET Scores in May 2006 for Elementary Schools by Year of Training (4)(14)(7)(3)(0)

60. Mean SET Scores for Middle Schools by Year of Implementation (3)(2)(6)(8)(14)(10) Note: Not all schools received a SET each year

61. Mean SET Scores in May 2006 for Middle Schools by Year of Training (2) (4)(2)(4)

62. Mean SET Scores for High Schools by Year of Implementation (3)(6) (4)

63. Mean SET Scores in May 2006 for High Schools by Year of Training (4)(0)(2)

64. Mean SET Scores for PBIS Schools by Year of Implementation

65. 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

66. Percentage of Baltimore County PBIS Schools and their Implementation Phases

67. Implementation Phases Inventory— Percentage of Schools in each Phase by Year of Implementation

68. Implementation Phases Inventory— Percentage of Schools in each Phase by Elementary, Middle, and High Elementary Schools (38) Middle Schools (17) High Schools (8)

69. Implementation Phases Inventory— Percentage of Critical Features in Place by Year of Implementation (16)(6)(9)(11)(6)(15)

70. Implementation Phases Inventory— Percentage of Critical Features in Place by Elementary, Middle, and High (38)(8)(17)

71. Discipline Data: Suspensions & Expulsions and Office Discipline Referrals Elementary School Middle School High School

72. Elementary Schools: Suspensions & Expulsions by Year of Implementation n = 1-14 of 28 schools Data through June 2006

73. Elementary Schools: Suspensions & Expulsions by Year of Implementation n = 15-28 of 28 schools Data through June 2006

74. PBIS Elementary Schools: Mean Number of Suspensions & Expulsions by Year of Implementation Data through June 2006

75. PBIS Elementary Schools Trained in 2001: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

76. PBIS Elementary Schools Trained in 2002: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

77. PBIS Elementary Schools Trained in 2003: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

78. PBIS Elementary Schools Trained in 2005: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

79. Examples of Elementary School Reduction in Suspensions by Year

80. Examples of Elementary School Reduction in Office Discipline Referrals by Year

81. PBIS Middle Schools: Suspensions & Expulsions by Year of Implementation n = 14 schools Data through June 2006

82. PBIS Middle Schools: Mean Number of Suspensions & Expulsions by Year of Implementation Data through June 2006

83. PBIS Middle Schools Trained in 2001: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

84. PBIS Middle Schools Trained in 2002: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

85. PBIS Middle Schools Trained in 2003: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

86. PBIS Middle Schools Trained in 2004: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

87. PBIS Middle Schools Trained in 2005: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

88. PBIS High Schools: Suspensions & Expulsions by Year of Implementation n = 6 schools Data through June 2006

89. PBIS High Schools: Mean Number of Suspensions & Expulsions by Year of Implementation Data through June 2006

90. PBIS High Schools Trained in 2003: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

91. PBIS High Schools Trained in 2004: Mean Number of Suspensions & Expulsions by School Year Data through June 2006

92. Examples of Secondary School Reduction in Suspensions by Year

93. Examples of Secondary School Reduction in Office Discipline Referrals by Year

94. Attendance Data Elementary School Middle School High School

95. PBIS Elementary School Attendance Rates by Year of Implementation

96. Mean % of Attendance Rates for PBIS Elementary Schools by Year of Implementation (28)(14)(11)(4)(2)(1)(28)(14)

97. PBIS Middle School Attendance Rates by Year of Implementation n = 12 schools

98. Mean % of Attendance Rates for PBIS Middle Schools by Year of Implementation (14)(8)(6)(3)(14)(12)(2)

99. PBIS High School Attendance Rates by Year of Implementation n = 6 schools

100. Mean % of Attendance Rates for PBIS High Schools by Year of Implementation (6) (4)(6)

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

102. % of Third Grade Students Scoring Proficient or Advanced on Reading MSAs n = 14 schools; schools were trained in July 2003 or before

103. Mean % of Third Grade Students Scoring Proficient or Advanced on Reading MSAs 37 % Increase in Third Grade Reading Scores

104. % of Third Grade Students Scoring Proficient or Advanced on Math MSAs n = 14 schools; schools were trained in July 2003 or before

105. Mean % of Third Grade Students Scoring Proficient or Advanced on Math MSAs 27% Increase in Third Grade Math Scores

106. % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs n = 14 schools; schools were trained in July 2003 or before

107. Mean % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs 17 % Increase in Fifth Grade Reading Scores

108. % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs n = 14 schools; schools were trained in July 2003 or before

109. Mean % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs 41 % Increase in Fifth Grade Math Scores

110. % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs n = 12 schools; schools were trained in July 2004 or before

111. Mean % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs 23 % Increase in 8 th Grade Reading Scores

112. % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs n = 12 schools; schools were trained in July 2004 or before

113. Mean % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs 69 % Increase in 8 th Grade Math Scores

114. Summary of MSA Results from 2003-2006 for PBIS Schools ReadingMath 3 rd Grade37 % Increase (29% for all BCPS Schools) 27 % Increase (17% for all BCPS Schools) 5 th Grade17 % Increase (14% for all BCPS Schools) 41 % Increase (38% for all BCPS Schools) 8 th Grade23 % Increase (17% for all BCPS Schools) 69 % Increase (43% for all BCPS Schools)

115. Percent Change in MSA Scores from 2003-2006 for PBIS Schools vs. all BCPS Schools

116. How Does Behavior Support Academics? Improved behavior decreases office referrals and suspensions and increases instructional minutes Improved behavior makes instructional minutes more effective Improved behavior creates a climate that is calm and conducive to learning

117. For additional information please contact: Office of Psychological Services Baltimore County Public Schools 410-887-0303 Joan Ledvina Parr jparr@bcps.org Margaret Grady Kidder mkidder@bcps.org Susan Barrett sbarrett@pbismaryland.org Maryland’s PBIS website www.pbismaryland.org

118. BuildingSuccessin SchoolsBaltimore Co Timeat aOne Step

119. Thank you for your support as we continue to REACH FOR THE STARS and help students believe in themselves and achieve in Baltimore County Schools

120. Positive Behavioral Interventions and Supports in Baltimore County Schools