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PBIS Team Training Baltimore County Public Schools

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Title: PBIS Team Training Baltimore County Public Schools


1
PBIS Team TrainingBaltimore County Public
Schools
  • Positive Behavioral Interventions and Supports

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 Institutes 20 External Developmental
Assets
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 Institutes 20 Internal Developmental
Assets
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
(Scales Leffert, 1999)
6
(Scales Leffert, 1999)
7
(No Transcript)
8
(No Transcript)
9
The Prognosis
  • 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

Centers for Disease Control, 1993Duncan,
Forness, Hartsough, 1995Carson, Sittlington,
Frank, 1995Wagner, DAmico, Marder, Newman,
Blackorby, 1992Jay Padilla, 1987Bullis
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 Educations Office of Special
    Education Program (OSEP)
  • Recommended to address truancy issues as well

12
What does PBIS look like in a school?
  • gt80 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
PBIS Action Plan
  • 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

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

16
Systematic Academic and Behavioral Planning
Supports Classroom Instruction
Tier 3 Intensive SST/IEP Teams Small groups or
individual students
alternative programs and special education
instruction and/or services
1-5
5-15
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
80 of Students
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
INTENSIVE
IEP Team
Student Services Team
TARGETED
Grade Level Teams
UNIVERSAL
Leadership Team
Family
Social skills, bully proofing, and/or anger
management groups
School counseling services
Second Step
FBAs/BIPs
School health services
Student Intervention Plans
School wide PBIS
Health Education Voluntary State Curriculum
Behavioral contracting
Character Education
Section 504 Plans and/or IEPs
Alternative programs
Check-in/Check-out
Responsive counseling
School mental health services
Bullying Prevention
Expanded School Mental Health Initiatives and
Interagency Partnerships
21
Process for Supporting Social Competence and
Academic Achievement
OUTCOMES
Supporting Staff Behavior
Supporting Decision Making
DATA
SYSTEMS
School-wide Classroom Non-classroom Individual
Office Discipline Referrals Staff Input Academic
Progress Attendance
PRACTICES
Define behavior expectations Specify
routines Teach Acknowledge Correct Follow up and
feedback Reinforcement Generalization
Supporting Student Behavior
22
PBIS Involves a Continuous Process
Define
Identify the Problem
PBIS
Analyze
Evaluate
Data Based Decision-Making and Problem Solving
Continuous Program Monitoring
Implement
Evidenced-Based Interventions
23
Framework for PBISCritical Elements
PBIS Team
Faculty Commitment
Evaluation
Procedures for Dealing with Discipline
Crisis Plan
Implementation Plan
Data Entry and Analysis
Expectations and Rules
Rewards/ Recognitions Program
Lesson Plans
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 PBISIPI
Self-Report Spring 2009
12.5 1 school
37.5 3 schools
50 4 schools
27
Implementation Phases InventoryPercentage of
Critical Features in Place
28
Benchmarks of Quality Score
29
SET Scores
30
High School Implementation DataSY0809
31
High School SuspensionsSY0708 vs. SY0809
32
Benchmarks of Quality Critical Elements
  • PBIS Team
  • Faculty Commitment
  • Procedures for Dealing
  • with Discipline
  • Data Entry and Analysis
  • 5. Expectations and Rules
  • Reward / Recognition
  • Program
  • Lesson Plans
  • Implementation Plan
  • 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 (cont.)
  • 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
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
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?
Questions
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?
Discipline data is collected to answer questions
and offer solutions
40
Discipline Data Essential Questions
How do you know what invention is needed? How
many students contribute to your referrals? Are
referrals coming from one grade, classroom, or
area?
Design your interventions to target your concerns
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?
Measure success
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 Interventionsregarding Schoolwide
Issues
  • Focus on the universalsdevelop your PBIS
    framework for all students, all staff, all areas
  • Review Parade of Ideas for suggestions
  • Develop a coordinated effort within your
    buildingStudent 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 CoordinatorMargaret 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
    implementationit may not be your plan that is
    not workingit 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_at_bcps.org
  • 410-887-1103
  • Margaret Grady Kidder, Ph.D.
  • mkidder_at_bcps.org
  • 410-887-0303
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