View
221
Download
0
Category
Tags:
Preview:
Citation preview
Systematic Behavior Planning Supports
Academic Instruction
Joan Ledvina Parr Baltimore County Public Schools
Margaret Grady Kidder Baltimore County Public Schools
Integrated Systems for All StudentsBCPS Team Leader and Coach Meeting
November 13, 2008
Baltimore County Public Schools
• Dr. Joe A. Hairston, Superintendent• 25th 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 InterventionAcademic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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 PlanningIntervention/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 InterventionsPositive 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 BCPSUniversal 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
Maryland S tateDepartment of
E duc ation
S heppard P rattH ealthS ystem
J ohnsH opkins
U nivers ity
L oc alS c hool
S ystems
P o s itive B e h a v io r a lIn te r ve n tio n s a n d S u p p o r ts
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
0
2
4
6
8
10
12
14
16
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
(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
0
10
20
30
40
50
60
70
80
90
100
Baseline Exemplar Banner Ribbon Other(25)(9) (9)(14)(22)
Data Aug 2007 – June 2008
Mean SET Scores for PBIS Schools by Level of Recognition
MSDE Awards as of July 2008
0102030405060708090
100
Baseline Exemplar Banner Ribbon No Award
Elementary Middle High
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
Preparation
Initiation
Implementation
Maintenance
70 schools represented
As of July 2008
66%46 Schools
8%6 Schools
16%11 Schools
10%7 Schools Schools)
Data Aug 2007 – June 2008
Implementation Phases InventoryPercentage of Critical Features in Place
by Elementary, Middle, & High
0
10
20
30
40
50
60
70
80
90
100
Elementary Middle High(44) (9)(17)
Data Aug 2007 – June 2008
Implementation Phases InventoryPercentage of Critical Features in Place
by Elementary, Middle, & High
0102030405060708090
100
Elementary Middle High
PreparationInitiationImplementationMaintenance
(44 elementary schools)(3) (4) (2) (35)
(9 high schools)(2) (2) (1) (4)
(17 middle schools)(2) (5) (3) (7)
Data Aug 2007 – June 2008
PBIS Supports Discipline:Suspensions & Expulsionsand Office Referral Data
• Elementary School
• Middle School
• High School
Mean Number of Suspensions and Expulsions for PBIS Schools
by Elementary, Middle, & HighSchool Year 2007 - 2008
0
100
200
300
400
500
Elementary Middle High(44) (9)(17)
Data Aug 2007 – June 2008
Suspensions and Expulsions SY0607 vs. SY0708
0
100
200
300
400
500
600
Elementary Middle High
SY0607SY0708
N=36 N=5N=17
PBIS Elementary SchoolsMean Number of Suspensions and Expulsions
by Level of RecognitionSchool Year 2007 -2008
0
10
20
30
40
50
60
70
PBIS Elementary Schools
Exemplar (18)
Banner ( 9)
Ribbon ( 5)
Other (10)
Data Aug 2007 – June 2008
PBIS Middle SchoolsMean Number of Suspensions and Expulsions
by Level of RecognitionSchool Year 2007 - 2008
0
100
200
300
400
500
600
PBIS Middle Schools
Exemplar (3)
Banner (4)
Ribbon (2)
Other (8)
Data Aug 2007 – June 2008
PBIS High SchoolsMean Number of Suspensions and Expulsions
by Level of RecognitionSchool Year 2007 - 2008
0
100
200
300
400
500
600
PBIS High Schools
Exemplar ( 1)
Banner ( 1)
Ribbon ( 0)
Other ( 5)
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
0
10
20
30
40
50
60
70
80
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
46 % Increase in Third Grade Reading Scores
Data Aug 2007 – June 2008
Mean % of Third Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
80
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
38% Increase in Third Grade Math Scores
Data Aug 2007 – June 2008
Mean % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs
0
10
20
30
40
50
60
70
80
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
37 % Increase in Fifth Grade Reading Scores
Data Aug 2007 – June 2008
Mean % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
80
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
67 % Increase in Fifth Grade Math Scores
Data Aug 2007 – June 2008
Mean % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs
0
10
20
30
40
50
60
70
80
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
22 % Increase in 8th Grade Reading Scores
Data Aug 2007 – June 2008
Mean % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
80
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
79 % Increase in 8th Grade Math Scores
Data Aug 2007 – June 2008
Summary of MSA Results from 2003-2008 for PBIS Schools
Reading Math
3rd 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)
5th 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)
8th 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 2003-2008
for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools
0
10
20
30
40
50
60
70
80
3rdReading
3rd Math
5thReading
5th Math
8thReading
8th Math
MSA Scores for PBIS Schools MSA Scores for all BCPS SchoolsMSA Scores for all 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)
History & Development of Student Support Team (SST)
• COMAR Regulation 13A.05.05.01: 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: 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 ProviderPartnership 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 ProviderPartnership 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
Recommended