Meeting the needs of McKinney Vento students within a school based 3 tiered logic approach

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Meeting the needs of McKinney Vento students
within aschool based3 tiered logic approach

Lynne Weise M.Ed PPW Anne Arundel County Public
Schools 443-510-3282 lweise_at_aacps.org
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Workshop Outcomes

• Participants will be able to identify the three
  components of PBIS
• Participants will review the PBIS model as it
  relates to meeting the needs of McKinney Vento
  students
• Participants will examine the data-based decision
  model within PBIS to identify needs students may
  not express
• Participants will be able to identify additional
  resources for school based support

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or....How to ensure these students graduate

• Two 13 yr old boys,
• Both SPED,
• 1 DSS/foster
• 1 couch surfing
• Both DJS
• Both suspended
• Both reading below grade level

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Sailing towards Integrated Systems.PBIS
Team work Sailing toward a data driven
goal Constantly adjusting sails
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Challenges

• Doing more with less
• Educating increasing numbers of students who
  are more different than similar from each other
• Educating students with severe problem behaviors
  at earlier ages

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To increase a students chances of school success

• A caring adult
• A safe place free from hostility
• Healthy environment
• Challenging curriculum

Americas Promise
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The 3 Rs

• Rigor, Relevance, and Relationships - the modern
  three R's of education.
• Relationship-building results in schools that are
  welcoming and encouraging safe havens where every
  student and staff member feels a sense of
  belonging.

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A B C s of Predicting School Success

• A Absence greater then 10
• B Behavior yellow and red zone
• C Credits/Curriculum grades failures

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Every 26 seconds a student drops out of school
so while we are together

• If that is 2 per minute
• 120 per hour
• 120 times 2 hours 240 students will have
  dropped out nationally by the time you finish
  lunch today
• PBIS have been identified as a promising practice
  for reducing drop out and increasing attendance
• Because PBIS BUILDS relationships

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The goal of PBIS is to.

• Reduce challenging student behavior through a
  proactive, positive and consistent manner across
  all school settings and improve academic
  achievement and social competence.

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School-wide PBS is A decision making
framework that guides selection, integration, and
implementation of the best evidence-based
academic and behavioral practices for improving
important academic and behavior outcomes for all
students
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Imagine playing a 7-inning softball/baseball game
in which the basic rules changed every inning..

• What would your reaction be?
• How would you cope?
• Jump ship?

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Key Elements of PBIS
Supporting Decision Making
OUTCOMES
Supporting Staff Behavior
DATA
SYSTEMS
Office Discipline Referrals Staff Input Academic
Progress Attendance
School-wide Classroom Non-classroom Individual Pr
ofessional Development
PRACTICES
Define behavior expectations Specify
routines Teach Acknowledge Correct Follow up and
feedback Reinforcement Generalization
Supporting Student Behavior
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Systems

• Teams to support all students
• System for monitoring outcomes
• Access to assistance
• Assistance for teachers
• Assistance for team members
• Link across continuum of PBS (universal,
  targeted, intensive)
• School-family connection

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Outcomes Data

• Individual students
• Tools for data collection
• Tools for easy graphing and evaluation
• Teachers receive feedback regularly
• Responsible adult receive feedback regularly
• Effects of system monitored
• Outcomes
• Fidelity
• Social validity

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Acknowledge Expected Behavior

• Tangible rewards acknowledgements
• verbal
• nonverbal
• Social recognition
• 5/1 ratio

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Imagine playing a 7-inning softball/baseball game
in which the basic rules changed every inning..

• What would your reaction be?
• How would you cope?
• Jump ship?

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Implementation at school level
Targeted Group Interventions


Behavior Education Program

Group Counseling
Check and Connect


Marine

Mentors
Teacher Mentors

School Goal to increase the use of PRIM in all
team meetings...move from admiring the problem
to data driven decisions.
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SCHOOL WIDE EXPECTATIONS
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PBIS is like playing
Data driven decision making allows us to ask
better and YES MORE questions
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Match up with absences, truancy, class cutting?
Who, why, what time?
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YRBS data 2011

• Only 52 of youth most at risk can identify a
  school based staff member who they think cares
  about their welfare
• How are you giving 5/1 feedback?

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What preventative and supportive systems in place
for the classroom teachers?
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Are we greeting students? Bus issues? Is this
community stuff?
Lunch? Medication?
Gives data for best interest meetings
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8th grade is critical for Students with
Disabilities

• 20 of students with disabilities drop out by
  8th grade
• 40 of Hispanic students with disabilities drop
  out by 8th grade
• Critical to screen/place quickly for our ISO

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INTENSIVE
FBAs/BIPs
Alternative programs
Wrap Team
Section 504 Plans and/or IEPs
Student Services Team
TARGETED
Check-in/Check-out
Responsive counseling
Behavioral contracting
Student Intervention Plans
School Mental Health
Bullying Prevention
Second Step
Anger management
UNIVERSAL
Second Step
Character Education
School health services
Leadership Team
Family
Social skills, bully proofing, and/or anger
management groups
Newcomers Club
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Student Achievement Correlates with Student
Attendance

• Any student who is absent 18 days or more
  regardless of reason will affect the schools
  measurement.
• Excused or Unexcused
• Does matter for make up work Due Process
• How do MV students get work missed ?

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Where we are Who? How?
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For me as a PPW, PBIS allows me to

• Create a host environment (school) that
  motivates a student to attend (physically,
  intellectually, and socially) everyday?
• Use data to help make/drive decisions Figure
  out how to use my time efficiently
• Utilize resources effectively
• So that every student can meet success.

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Making Connections

• Defining the behavior examining the function of
  the behavior.
• Disrespect Disruption
• Truancy Tardies
• Incentives for attendance
• Due process followed
• More support prior to suspensions
• More accurate referrals
• More difficult discussions

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Does the process you have in place work? How
do you know? What needs to happen to make the
ideal process work?
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SST Referral Process
BEP
Teacher AP Guidance
Grade Team
SST
Other intervention
Collect baseline data
SST Referral form If baseline warrants

• Goals
• Seamless process
• Data driven
• Ongoing feedback to teachers
• Research based interventions

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• Huskies Report
• Check in
• 3 Major Positive Traits Pride, Spirit, and
  Commitment
• 12 possible points per block
• Negative points for hallway behavior and/or an
  office referral
• Flexible goal setting
• WOW area for positive comments
• Parent/Adult signature daily
• NCR Paper one copy home and one copy for school

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Davon

• 8th grade
• Referred by Student Support Team
• Foster child
• Aggression/ Fighting and Disrespect
• Tricounty Counseling Services
• Cool-down time with BEP staff member in the
  morning

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Davon
Percent of points earned
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Davons suspensions
Out of school
In school
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Davon
Green before BEP
Blue after BEP
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Instructional Days SAVED

• Elementary Days 144
• Middle School 907
• High School 452
• Total CCPS Days Saved 1503

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Components often overlooked

• Positive Parent/Adult Contact send a text
• Random Reinforcement Strategies
• Positive Public Posting
• Continuous Behavioral Feedback for Students
• Data on Positive Reinforcement

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A Fantastic Professional Development Resource

• The IRIS Center
• Vanderbilt PeabodyCollege
• http//iris.peabody.vanderbilt.edu

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Michael

• Graduated at 19
• Enrolled in college
• Manager trainee
• Happy and in love

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