PBIS Team TrainingBaltimore County Public Schools

Positive Behavioral Interventions and

Supports SYST

EMS

PRACTICES

DATA

OUTCOMES

** July 14, 2009 High Schools ** July 15, 2009 Middle Schools

July 16, 2009 Elementary Schools

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….

Search Institute’s 20 External Developmental Assets

Support Boundaries & Expectations1 Family support 11 Family boundaries2 Positive family communication 12 School boundaries3 Other adult relationships 13 Neighborhood boundaries4 Caring neighborhood 14 Adult role models5 Caring school climate 15 Positive peer influences6 Parent involvement in schooling 16 High expectations

Empowerment Constructive Use of Time7 Community values youth 17 Creative activities8 Youth as resources 18 Youth programs9 Service to others 19 Religious community

10 Safety 20 Time 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

Search Institute’s 20 Internal Developmental Assets

Commitment to Learning Social Competencies21 Achievement motivation 32 Planning and decision making22 School engagement 33 Interpersonal competence23 Homework 34 Cultural competence24 Bonding to school 35 Resistance skills25 Reading for pleasure 36 Peaceful conflict resolutionPositive Values Positive Identity26 Caring 37 Personal power27 Equality and social justice 38 Self-esteem28 Integrity 39 Sense of purpose29 Honesty 40 Positive view of personal future30 Responsibility

31 RestraintScales, P., & Leffert, N. (1999). Developmental assets: A synthesis of the scientific research on adolescent development. Minneapolis, MN: Search Institute. http://www.search-institute.org

Relation of Assets to Thriving Indicators among Adolescents (%)

Number of Assets

0-10 11-20 21-30 31-40

Succeeds in School 7 19 35 53

Helps Others 69 83 91 96

Values Diversity 34 53 69 87

Maintains Good Health 25 46 69 88

Exhibits Leadership 48 67 78 87

Resists Danger 6 15 29 43

Delays Gratification 27 42 56 72

Overcomes Adversity 57 69 79 86

(Scales & Leffert, 1999)

Patterns of Assets and High-Risk Behavior among Adolescents (%)

Number of Assets

0-10 11-20 21-30 31-40

Alcohol Abuse 53 30 11 3

Tobacco Use 45 21 6 1

Illicit Drug Use 42 19 6 1

Sexual Intercourse 33 21 10 3

Depression/Suicide 40 25 13 4

Antisocial Behavior 52 23 7 1

Violence 61 35 16 6

School Problems 43 19 7 2

Drinking and Driving 42 24 10 4(Scales & Leffert, 1999)

• 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, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

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

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

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.

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

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:

Back to Basics: PBIS 101

• Quick review of fundamental concepts

• Action planning

• Data collection, analysis, and review

• Strategic interventions

~80% of Students

~5-15%

~ 1-5%

Tier 3: IntensiveSST/IEP TeamsSmall groups or individual students; alternative programs and special education instruction and/or services

Tier 2: TargetedStudent Support Teams (SST)Groups of students or individual students at risk; screen and monitor; case management, student support plans, 504 plans

Tier 1: UniversalSIT and PBIS Teams as well asGrade Level Teacher MeetingsAll settings, all students; monitor and differentiate instruction; implement supplemental interventions

Systematic Academic and Behavioral Planning Supports Classroom Instruction

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

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

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

School counseling servicesSecond Step FBAs/BIPs School health servicesSocial 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

Lea

ders

hip

Tea

mS

tude

nt S

ervi

ces

Tea

m

Family

Grade L

evel Team

s

IEP T

eam

SYST

EMS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Process for Supporting Social Competence and Academic Achievement

OUTCOMES

School-wideClassroomNon-classroomIndividual

Define behavior expectationsSpecify routinesTeachAcknowledgeCorrectFollow up and feedbackReinforcementGeneralization

Office Discipline ReferralsStaff InputAcademic ProgressAttendance

PBIS Involves a Continuous Process

PBIS

Define

Implement

AnalyzeEvaluateData Based Decision-Making and Problem Solving

Evidenced-Based Interventions

Identify the Problem

Continuous Program Monitoring

Framework for PBIS:Critical Elements

PBIS TeamFaculty Commitment

Procedures for Dealing with Discipline

Data Entry and Analysis

Expectations

and Rules

Rewards/ Recognitions Program

Lesson Plans

Implementation Plan

Crisis Plan

Evaluation

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

BCPS High Schools Trained in PBIS

0

0.5

1

1.5

2

2.5

3

3.5

4

2003 2004 2005 2006 2007 2008

High Schools Trained

(4) (1) (2) (1)

High School Implementation of PBISIPI Self-Report Spring 2009

PreparationInitiationImplementationMaintanence

12.5%

1 school

50%

4 schools

37.5%

3 schools

Implementation Phases InventoryPercentage of Critical Features in Place

0

10

20

30

40

5060

70

80

90

100

A B C D E F G H

High Schools SY0809

Benchmarks of Quality Score

0

10

20

30

40

5060

70

80

90

100

A B C D E F G H

High Schools SY0809

SET Scores

0

10

20

30

40

5060

70

80

90

100

A B C D E F G H

High Schools SY0809

High School Implementation DataSY0809

0

10

20

30

40

50

60

70

80

90

100

A B C D E F G H

IPIBOQSET

High School SuspensionsSY0708 vs. SY0809

0

200

400

600

800

1000

1200

1400

A B C D E F G H

SY0708 SY0809

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

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

BCPS School Improvement Plan

• Performance Goal 4All 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 4.3Staff, students, parents, and community members will express satisfaction with the learning environment, climate, and school facilities.

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 6.2Increase student, parent/guardian, and teacher conferences to 100% in all schools.

Performance Indicator 6.3Increase 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.

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 6.5Increase parent/guardian, school, business, and community partnerships.

Performance Indicator 6.6Increase communication and positive relationships with parents/guardians and community members by disseminating information about system, school, and student successes.

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

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

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 referralsWhat are the critical discipline issues in your building? Who, What, How Often, When, Where?

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?

Decision Making

What is the most effective use of our resources to address this

problem?

Data Needs to be Your Friend

Without data, you are just another person with an opinion…..

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

Strategic Interventionsregarding 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

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

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

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

Additional Resources

• Numerous resources available online

–Power point presentations

–Lesson plans

–What other schools are doing

–Family involvement ideas

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…….

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 Networkwww.pbisillinois.org

San Bernardino City Unified School Districtwww.modelprogram.com

Dr. Jim Wrightwww.interventioncentral.org

Dr. Sandra Steingartwww.schoolpsychology.net

Dr. Tom McIntyre www.behavioradvisor.com

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