Embed Size (px)
Citation preview
MAPP ConferenceNovember 18, 2008
Presented by: Andrea Alexander, MSDE
PBIS and the Law in Maryland(7-304.1)
Where Are We In 2008?
Where Are We In 2008?
Where Are We In 2008?
"Positive Behavioral Interventions and Support Program" defined in 7-304.1.
"Positive Behavioral Interventions and Support Program" means the research-based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn.
Implementation Requirement #1
Each county board shall require an elementary school
with a suspension rate that exceeds the standards below:
(i) 18 percent of its enrollment for the 2005-2006 school year;
(ii) 16 percent of its enrollment for the 2006-2007 school year;
(iii) 14 percent of its enrollment for the 2007-2008 school year;
(iv) 12 percent of its enrollment for the 2008-2009 school year; and
(v) 10 percent of its enrollment for the 2009-2010 school year and each school year thereafter.
Implementation Requirement #2
An elementary school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its existing program if it has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection.
Implementation Requirement #3
Each county board shall require a school that has a truancy rate that exceeds:
(i) 8 percent of its enrollment for the 2008-2009 school year;
(ii) 6 percent of its enrollment for the 2009-2010 school year;
(iii) 4 percent of its enrollment for the 2010-2011 school year;
(iv) 2 percent of its enrollment for the 2011-2012 school year; and
(v) 1 percent of its enrollment for the 2012-2013 school year and each school year thereafter.
Implementation Requirement #4
A school that has alreadyimplemented a positive behavioral
interventions and support program
or a behavior modification programshall expand its program if it has atruancy rate that exceeds thestandards listed above.
Schools To Be Identified in School Year 2008/2009
1. Elementary schools with suspension rates exceeding 12%;
2. Elementary schools already implementing PBIS with suspension rates exceeding 12%; and,
3. Any school with a truancy rate exceeding 8%;
4. Any school already implementing PBIS with a truancy rate exceeding 8%.
Defining TruancyThe source for truancy data is the report
entitled Habitual Truants, Maryland Public Schools, 2006-2007:
A student is considered a habitual truant if he or she
meets ALL of the following criteria:• the student was age 5 through 20 during the
school year;• the student was in membership in a school
for 91 or more days; and• the student was unlawfully absent for 20%
or more of the days in membership.
Projections Using 2006/2007 FiguresSchool
YearSuspension Rate/Truancy Rate
#1-Suspension Rate—NEW Implementation
#2 Suspension Rate—Expand PBIS
#3 Truancy Rate—NEW Implemen-tation
#4 Truancy Rate—Expand PBIS
2008/2009
12%/8%
11 12 75 25
2009/2010
10%/6%
42 120 88 32
2010/2011
10%/4%
42 120 126 45
2011/2012
10%/2%
42 120 205 76
2012-2013
10%/1%
42 120 276 129
TOTALDuplicated
179 472 770 307
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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 respondto 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 classroomsystems 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 and Positive Behavioral Interventions and
Supports (PBIS) Framework
School Mental
Health
Student Services
Social Emotio
nal
Learning
Curriculum
Truan
cy R
educt
ion S
trate
gies
Suspension
Reduction
Strategies
Special Education Assessment and Referral Bullying Reduction Strategies
Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework
Implementation of 7-304• With earlier mandates MSDE identified
schools meeting the suspension threshold, identified superintendents, offered training, and trained identified schools at Summer Institutes.
• To date, PBIS training provided by the state has been at the universal level; the green zone.
• ISSUE: Habitually truant students require intervention beyond the universal level; and Maryland already has a case management model for addressing truancy issues via our Pupil Personnel Workers.
Proposed Strategy for Discussion
• Develop Gap Analysis/Survey with Directors of Student Services and PPW’s. • Brief attendees at MAPP Conference
on the legislation and the need to understand strategies that work with these students and what they “need” to fill in the gaps. • Disseminate tool, collect and analyze
data.
Proposed Long-Term Strategy• Establish workgroup (4-6 meetings) including
Directors of SS; PPW’s; Drop Out Prevention POC’s; Family Coordinators and other Student Services stakeholders to develop a training process.
• Identify funding source (including small fiscal note with bill).
• Consider launching training process via a Summit on Truancy with local and national experts.
• Develop strategies to support training and provide booster sessions at the state and/or local level.
