1. PBIS Team Training Baltimore County Public Schools Positive Behavioral Interventions and Supports SYSTEMS PRACTICES DA T A OUTCOMES ** July 14, 2009 High Schools ** July 15, 2009 Middle Schools July 16, 2009 Elementary Schools

2. Competing, Inter-related National Goals for High Schools Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc….

3. Search Institute’s 20 External Developmental Assets SupportBoundaries & Expectations 1Family support11Family boundaries 2Positive family communication12School boundaries 3Other adult relationships13Neighborhood boundaries 4Caring neighborhood14Adult role models 5Caring school climate15Positive peer influences 6Parent involvement in schooling16High expectations EmpowermentConstructive Use of Time 7Community values youth17Creative activities 8Youth as resources18Youth programs 9Service to others19Religious community 10Safety20Time at home Scales, P., & Leffert, N. (1999). Developmental assets: A synthesis of the scientific research on adolescent development. Minneapolis, MN: Search Institute. http://www.search-institute.org

4. Search Institute’s 20 Internal Developmental Assets Commitment to LearningSocial Competencies 21Achievement motivation32Planning and decision making 22School engagement33Interpersonal competence 23Homework34Cultural competence 24Bonding to school35Resistance skills 25Reading for pleasure36Peaceful conflict resolution Positive ValuesPositive Identity 26Caring37Personal power 27Equality and social justice38Self-esteem 28Integrity39Sense of purpose 29Honesty40Positive view of personal future 30Responsibility 31Restraint Scales, P., & Leffert, N. (1999). Developmental assets: A synthesis of the scientific research on adolescent development. Minneapolis, MN: Search Institute. http://www.search-institute.org

5. Relation of Assets to Thriving Indicators among Adolescents (%) Number of Assets 0-1011-2021-3031-40 Succeeds in School7193553 Helps Others69839196 Values Diversity34536987 Maintains Good Health25466988 Exhibits Leadership48677887 Resists Danger6152943 Delays Gratification27425672 Overcomes Adversity57697986 (Scales & Leffert, 1999)

6. Patterns of Assets and High-Risk Behavior among Adolescents (%) Number of Assets 0-1011-2021-3031-40 Alcohol Abuse5330113 Tobacco Use452161 Illicit Drug Use421961 Sexual Intercourse3321103 Depression/Suicide4025134 Antisocial Behavior522371 Violence6135166 School Problems431972 Drinking and Driving4224104 (Scales & Leffert, 1999)

9. Students with academic failure and problem behaviors likely will drop out of school and: – be involved with the corrections system – be single parents – be involved with the social services system – be unemployed – be involved in automobile accidents – use illicit drugs The Prognosis Centers for Disease Control, 1993 Duncan, Forness, & Hartsough, 1995 Carson, Sittlington, & Frank, 1995 Wagner, D’Amico, Marder, Newman, Blackorby, 1992 Jay & Padilla, 1987 Bullis & Gaylord-Ross, 1991

10. PBIS School-wide behavior planning process Creates and sustains safe school environments that are conducive to learning and achievement Designed to reinforce positive student behaviors, prevent student behavior problems, and address challenging student behaviors

11. PBIS Recommended as an effective intervention process for behavior support and discipline by the U.S. Department of Education’s Office of Special Education Program (OSEP) Recommended to address truancy issues as well

12. What does PBIS look like in a school? >80% of students can tell you what is expected of them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative. Data- & team-based action planning & implementation are operating. Function based behavior support is foundation for addressing problem behavior. Administrators are active participants. Full continuum of behavior support is available to all students.

13. Meeting BCPS Needs through PBIS Need: Reduce suspensions for non- violent behaviors for general education students and students with disabilities Need: Reduce the amount of truancy among BCPS students Goal: Develop alternatives to suspension for non-violent behaviors through PBIS Goal: Develop incentives and supportive programming to reduce the level of truancy

14. Meeting BCPS Needs through PBIS Review school improvement plan, goals, and data regarding suspensions as well as truancy data Identify current interventions for addressing non-violent behaviors and for addressing truancy issues Develop additional interventions for addressing non-violent behaviors and for monitoring and supporting truant students PBIS Action Plan:

15. Back to Basics: PBIS 101 Quick review of fundamental concepts Action planning Data collection, analysis, and review Strategic interventions

16. ~80% of Students ~5-15% ~ 1-5% Tier 3: Intensive SST/IEP Teams Small groups or individual students; alternative programs and special education instruction and/or services Tier 2: Targeted Student Support Teams (SST) Groups of students or individual students at risk; screen and monitor; case management, student support plans, 504 plans Tier 1: Universal SIT and PBIS Teams as well as Grade Level Teacher Meetings All settings, all students; monitor and differentiate instruction; implement supplemental interventions Systematic Academic and Behavioral Planning Supports Classroom Instruction

17. Tier 1: All Students Strategies and Interventions –Teaching positive schoolwide expectations –Positive acknowledgements for all –Active supervision in common areas –Classroom instruction in social skills –Parent engagement in schoolwide activities Assessment and Progress Monitoring –Discipline data (ODR data by location, time, type of problem, student) –Attendance/tardy data –Completed assignments –Positive acknowledgements

18. Tier 2: Targeted Group Strategies and Interventions –Function based intervention –Check in / Check out –Social skill groups –Mentoring programs –Increased academic support practice –Homework club –Collaboration / communication with families Assessment and Progress Monitoring –Data (STARS) –Student Support Plan data –Brief FBA to determine interventions –Behavior charts –Check in / Check out data –Attendance data

19. Tier 3: Intensive / Individual Strategies and Interventions –Positive behavior intervention plan (BIP) –Individual support for academics and social skills –Individual counseling –Parent training and collaboration –Multi-agency collaboration Assessment and Progress Monitoring –Data (STARS) –Functional behavior assessment (FBA) –Data identified by BIP –Point sheet data

20. School counseling servicesSecond StepFBAs/BIPsSchool health services Social skills, bully proofing, and/or anger management groups Student Intervention Plans UNIVERSAL TARGETED INTENSIVE School wide PBIS Check-in/Check-out Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contracting Alternative programs Character Education Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships Leadership Team Student Services Team Family Grade Level Teams IEP Team

21. 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

22. PBIS Involves a Continuous Process PBIS Define Implement Analyze Evaluate Data Based Decision-Making and Problem Solving Evidenced- Based Interventions Identify the Problem Continuous Program Monitoring

23. Framework for PBIS: Critical Elements PBIS Team Faculty Commitment Procedures for Dealing with Discipline Data Entry and Analysis Expectations and Rules Rewards/ Recognitions Program Lesson Plans Implementation Plan Crisis Plan Evaluation

24. First Step: Action Planning Review data from last year –School Improvement Plan –Discipline data –IPI, BOQ, SET –Staff survey Evaluate critical features as identified by the Benchmarks of Quality

25. BCPS High Schools Trained in PBIS (4)(1)(2)(1)

26. High School Implementation of PBIS IPI Self-Report Spring 2009 12.5% 1 school 50% 4 schools 37.5% 3 schools

27. Implementation Phases Inventory Percentage of Critical Features in Place

28. Benchmarks of Quality Score

29. SET Scores

30. High School Implementation Data SY0809

31. High School Suspensions SY0708 vs. SY0809

32. Benchmarks of Quality Critical Elements 1.PBIS Team 2.Faculty Commitment 3.Procedures for Dealing with Discipline 4.Data Entry and Analysis 5. Expectations and Rules 6.Reward / Recognition Program 7.Lesson Plans 8.Implementation Plan 9.Crisis Plan 10. Evaluation

33. Continue: Action Planning Identify areas of focus Make a plan Complete the BCPS PBIS Action Plan Use the action plan as a guide for the year

34. BCPS School Improvement Plan Performance Goal 4 All students will be educated in school environments that are safe and conducive to learning. Performance Indicator 4.1 All schools and school communities will maintain safe, orderly, nurturing environments. Performance Indicator 4.3 Staff, students, parents, and community members will express satisfaction with the learning environment, climate, and school facilities.

35. BCPS School Improvement Plan Performance Goal 6 Engage parents/guardians, business, and community members in the educational process. Performance Indicator 6.1 All parents/guardians will have multiple opportunities to participate in home-school communication. Performance Indicator 6.2 Increase student, parent/guardian, and teacher conferences to 100% in all schools. Performance Indicator 6.3 Increase learning opportunities for parents/guardians, staff, and community members to assist in developing and refining the knowledge and skills needed to support students’ academic achievement and recognize students’ successes.

36. BCPS School Improvement Plan Performance Goal 6 (con’t.) Engage parents/guardians, business, and community members in the educational process. Performance Indicator 6.4 Increase parent/guardian attendance at school-based events and activities such as Back-to-School nights and school improvement teams. Performance Indicator 6.5 Increase parent/guardian, school, business, and community partnerships. Performance Indicator 6.6 Increase communication and positive relationships with parents/guardians and community members by disseminating information about system, school, and student successes.

37. PBIS Action Plan Consistent with School Improvement Plan Performance Goal PBIS Critical Feature (BOQ) Key Actions (Actions/ Activities) Person Responsible Timeline Start/ Complete Measures Data Collection Implementation Status

38. Data Collection, Analysis, and Review STARS discipline data for BCPS Training available for schools Important to review data monthly as a PBIS team Important to share data with faculty, preferably monthly, but at least quarterly Use the data to evaluate and assist with problem solving

39. Discipline Data: Essential Questions Questions How do you collect data? What data do you use? What do we do with the data? When do you know you have a problem? How often do you look at your data? How often is discipline data shared with staff? Discipline data is collected to answer questions and offer solutions What information do you already have? Attendance, suspension, office referrals, achievement scores, tardies, timeout/support room referrals What are the critical discipline issues in your building? Who, What, How Often, When, Where?

40. Discipline Data: Essential Questions Design your interventions to target your concerns How do you know what invention is needed? How many students contribute to your referrals? Are referrals coming from one grade, classroom, or area? Measure success What do we measure? How do we measure "it"? How often do we measure "it"? How do we know when we have success? How do we know when we need to make changes? Who do we share it with? How do we share it?

41. Decision Making What is the most effective use of our resources to address this problem?

42. Data Needs to be Your Friend Without data, you are just another person with an opinion…..

43. Strategic Interventions Develop your strategies based on your data Plan what data you need to collect in order to evaluate the effectiveness of your intervention

44. Strategic Interventions regarding Schoolwide Issues Focus on the universals—develop your PBIS framework for all students, all staff, all areas Review Parade of Ideas for suggestions Develop a coordinated effort within your building—Student Support Team and IEP Team can focus on the Targeted Group interventions and Intensive interventions

45. Suggestions for Strategies regarding Truancy Issues Check and Connect –Evidence based practice (University of Minnesota) –An individual, referred to as a Check & Connect monitor, who works with students and families over an extended period of time, at least two years. –The monitor regularly checks on the educational progress of the student. –The monitor intervenes, or connects, in a timely manner to re-establish and maintain students' connection to school and learning. Attendance Homerooms Project Attend Additional Services through referrals to the Student Support Team

46. Help Put the Pieces Together Develop a strong Action Plan that meets the needs of your building Review your data frequently Problem solve Evaluate the effectiveness of your interventions Refer to your Action Plan to keep you on track

47. Know Your Resources Your PBIS Coach –Make sure you invite your coach to your meetings –Keep your coach informed –Ask your coach for assistance Your PBIS Coordinator— Margaret Kidder Your PBIS Facilitator— Joey Parr

48. Additional Resources Numerous resources available online –Power point presentations –Lesson plans –What other schools are doing –Family involvement ideas

49. Food for Thought An effective intervention is one thing. Implementation of an effective intervention is a very different thing. -Dean Fixsen Always consider the fidelity of your implementation—it may not be your plan that is not working—it may be the implementation of that plan…….

50. For additional resources: Maryland PBIS website www.pbismaryland.org Colorado PBS Project website www.cde.state.co.us/pbs/ Florida PBS Project website www.flpbs.fmhi.usf.edu Illinois PBIS Network www.pbisillinois.org San Bernardino City Unified School District www.modelprogram.com Dr. Jim Wright www.interventioncentral.org Dr. Sandra Steingart www.schoolpsychology.net Dr. Tom McIntyre www.behavioradvisor.com

51. For additional information: –Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 –Margaret Grady Kidder, Ph.D. mkidder@bcps.org 410-887-0303