Systematic behavior planning supports academic instruction l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 52

Systematic Behavior Planning Supports Academic Instruction PowerPoint PPT Presentation


  • 107 Views
  • Uploaded on
  • Presentation posted in: General

Systematic Behavior Planning Supports Academic Instruction. Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder

Download Presentation

Systematic Behavior Planning Supports Academic Instruction

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Systematic behavior planning supports academic instruction l.jpg

Systematic Behavior Planning Supports Academic Instruction

Joan Ledvina Parr

Baltimore County Public Schools

Margaret Grady Kidder

Baltimore County Public Schools

Integrated Systems for All Students

BCPS Team Leader and Coach Meeting

November 13, 2008


Baltimore county public schools l.jpg

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


Slide3 l.jpg

Academic Systems

Behavioral Systems

  • 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: Three-Tiered Model for Prevention and Intervention

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%


Systematic behavior planning supports academic instruction some bcps examples l.jpg

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 Behavior Planning Supports Academic Instruction:Some BCPS Examples


Systematic behavioral and academic planning intervention team tiers l.jpg

Systematic Behavioral and Academic PlanningIntervention/Team Tiers

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 Interventions :

PBIS Teams Grade Level Teacher Meetings

All settings, all students; monitor and differentiate instruction; implement supplemental interventions


Tier 1 universal interventions positive behavioral interventions and supports pbis l.jpg

Tier 1: Universal InterventionsPositive Behavioral Interventions and Supports PBIS


Pbis in baltimore county l.jpg

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 bcps l.jpg

PBIS in BCPS

Universal 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 l.jpg

Maryland PBIS Partnership & Collaboration


Support and training for pbis schools l.jpg

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 schools11 l.jpg

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 l.jpg

Baltimore County Schools Trained in PBIS

(1)

(1)

(4)

(11)

(9)

(6)

(16)

(15)

(9)

(3)

Data Aug 2007 – June 2008


How well are schools implementing the concepts of pbis l.jpg

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 l.jpg

Mean SET Scores for BCPS Schools by Level of Recognition

(9)

(22)

(14)

(9)

(25)

Data Aug 2007 – June 2008


Mean set scores for pbis schools by level of recognition msde awards as of july 2008 l.jpg

Mean SET Scores for PBIS Schools by Level of RecognitionMSDE Awards as of July 2008

Data Aug 2007 – June 2008


Implementation phases inventory ipi l.jpg

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 l.jpg

Percentage of PBIS Schools per Implementation Phase

Data Aug 2007 – June 2008


Implementation phases inventory percentage of critical features in place by elementary middle high l.jpg

Implementation Phases InventoryPercentage of Critical Features in Place by Elementary, Middle, & High

(44)

(17)

(9)

Data Aug 2007 – June 2008


Implementation phases inventory percentage of critical features in place by elementary middle high19 l.jpg

Implementation Phases InventoryPercentage of Critical Features in Placeby Elementary, Middle, & High

Data Aug 2007 – June 2008


Pbis supports discipline suspensions expulsions and office referral data l.jpg

PBIS Supports Discipline:Suspensions & Expulsionsand Office Referral Data

  • Elementary School

  • Middle School

  • High School


Slide21 l.jpg

Mean Number of Suspensions and Expulsions for PBIS Schools by Elementary, Middle, & HighSchool Year 2007 - 2008

(44)

(17)

(9)

Data Aug 2007 – June 2008


Suspensions and expulsions sy0607 vs sy0708 l.jpg

Suspensions and Expulsions SY0607 vs. SY0708

N=36

N=17

N=5


Slide23 l.jpg

PBIS Elementary SchoolsMean Number of Suspensions and Expulsionsby Level of RecognitionSchool Year 2007 -2008

Data Aug 2007 – June 2008


Slide24 l.jpg

PBIS Middle SchoolsMean Number of Suspensions and Expulsionsby Level of RecognitionSchool Year 2007 - 2008

Data Aug 2007 – June 2008


Slide25 l.jpg

PBIS High SchoolsMean Number of Suspensions and Expulsions by Level of RecognitionSchool Year 2007 - 2008

Data Aug 2007 – June 2008


Pbis supports academic achievement pbis schools results of the maryland school assessments msa l.jpg

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 l.jpg

Mean % of Third Grade Students Scoring Proficient or Advanced on Reading MSAs

46 % Increase in Third Grade Reading Scores

Data Aug 2007 – June 2008


Mean of third grade students scoring proficient or advanced on math msas l.jpg

Mean % of Third Grade Students Scoring Proficient or Advanced on Math MSAs

38% Increase in Third Grade Math Scores

Data Aug 2007 – June 2008


Mean of fifth grade students scoring proficient or advanced on reading msas l.jpg

Mean % of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs

37 % Increase in Fifth Grade Reading Scores

Data Aug 2007 – June 2008


Mean of fifth grade students scoring proficient or advanced on math msas l.jpg

Mean % of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs

67 % Increase in Fifth Grade Math Scores

Data Aug 2007 – June 2008


Mean of eighth grade students scoring proficient or advanced on reading msas l.jpg

Mean % of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs

22 % Increase in 8th Grade Reading Scores

Data Aug 2007 – June 2008


Mean of eighth grade students scoring proficient or advanced on math msas l.jpg

Mean % of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs

79 % Increase in 8th Grade Math Scores

Data Aug 2007 – June 2008


Summary of msa results from 2003 2008 for pbis schools l.jpg

Summary of MSA Results from 2003-2008 for PBIS Schools

Data Aug 2007 – June 2008


Slide34 l.jpg

Percent Change in MSA Scores from 2003-2008 for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools

Data Aug 2007 – June 2008


Slide35 l.jpg

Tier 1: In Addition to Schoolwide Positive Behavioral Supports, Tier 1 also includes Grade Level Teacher Meetings


Tier 1 grade level teacher meetings l.jpg

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)


Tier 2 targeted interventions student support team sst l.jpg

Tier 2: Targeted InterventionsStudent Support Team (SST)


History development of student support team sst l.jpg

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 l.jpg

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 sst40 l.jpg

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 sst41 l.jpg

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 sst42 l.jpg

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 sst43 l.jpg

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 intensive interventions sst iep community partnerships l.jpg

Tier 3: Intensive InterventionsSST/IEP & Community Partnerships


Tier 3 sst iep l.jpg

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 l.jpg

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 bcps47 l.jpg

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 bcps48 l.jpg

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 provider partnership project l.jpg

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 provider partnership project50 l.jpg

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 instruction51 l.jpg

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


Slide52 l.jpg

Joan Ledvina Parr [email protected]

Margaret Grady Kidder [email protected]

Maryland’s PBIS website www.pbismaryland.org

For additional information please contact:Office of Psychological ServicesBaltimore County Public Schools410-887-0303


  • Login