Connecting PBIS, Student Support Teams, and School Mental Health Margaret Grady Kidder William Flook Joan Ledvina Parr Erika Wood Baltimore County Public.

Connecting PBIS, Student Support Teams, and School Mental Health

Margaret Grady Kidder William Flook Joan Ledvina Parr Erika Wood

Baltimore County Public Schools

National Association of School PsychologistsChicago, IllinoisMarch 2, 2010

Baltimore County Public Schools

• Dr. Joe A. Hairston, Superintendent• 26th largest school system in the nation• Approximately 103,832 students

– 37.1% FARMS– 52.2% Minority enrollment– 03.2% English language learners– 12.3% Students with disabilities 6-21

• 172 schools, centers, and programs – 104 Elementary– 27 Middle– 24 High– 4 Special education schools, 11 centers, 2 programs

• Over 17,000 employees including 8,850 classroom teachersOctober 2009

Department of Student Support Services

Dale R. Rauenzahn, Executive DirectorPatsy J. Holmes, Director• Alternative Programs• Athletics• Health Services• Psychological Services• Pupil Personnel/School Social Work Services• Safe & Drug-free Schools• School Counseling

Department of Student Support Services

• MissionCoordinates prevention and intervention programs and services: – to support schools, students, and

parents/guardians, – by addressing the cognitive, behavioral, social,

emotional, health, safety, and alternative educational needs of all students

– to maximize students’ potential achievement

Objectives

• Review the Response to Intervention (RtI) framework in progress

• Review ideas and issues related to culturally responsive schools

• Review the Positive Behavioral Interventions and Supports (PBIS) program

Objectives

• Review PBIS implementation, discipline, and achievement data

• Review Student Support Teams (SST)

• Review web-based SST forms, Student Support Plans, and 504 Plans

• Review school mental health services through community partnerships and outcome data

Response to Intervention (RtI) • General education initiative that provides high quality

teaching and learning experiences for all students, all grades, all classrooms

• Systematic, schoolwide, multi-tiered approach that provides prevention and early intervention activities to support student achievement and positive behavior

• Implements academic and behavioral instructional interventions and supports at increasing levels of intensity to address specific student needs

Maryland State Department of Education, June, 2008

•Consistent implementation of the core curriculum

•Schoolwide behavior planning

•Differentiated instruction based on frequent progress monitoring

•Effective classroom organization and behavior planning

•Supplemental instruction

•Targeted interventions for groups of students or settings

•Alternative instructional programs

•Individualized student interventions as specified in student support plans

•Specially designed instruction and services

•More intensive, individualized behavior planning

Response to Intervention (RtI)

Prevention

Early Intervention

Intensive Intervention

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 strategiesTargeted, 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•Schoolwide or classroomsystems for ALL students

Core Curriculum and Universal Interventions• All settings, all students• Preventive, proactive• Schoolwide or classroom systems for ALL students and staff

Maryland’s Response to Intervention (RtI) Framework

Response to Intervention (RtI) • Essential Components

– Universal screening– Problem-solving/decision-making practices– Tiered levels of implementation of high quality

instruction/intervention– Progress monitoring– Fidelity of implementation– Family involvement– Considerations for English Language Learners

Maryland State Department of Education, June, 2008

~80% of Students

~15%

~5%

SOME

FEW

ALL

Tier 1 Universal Interventions :

PBIS Teams Grade Level Teacher Meetings

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

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 3 Intensive Interventions:

SST/IEP Teams

Small groups or individual students; alternative programs and special education instruction

and/or services

Systematic Academic & Behavior Planning Intervention/Team Tiers

The problem solving process is not about proving what’s wrong with the student.

• It’s about finding out how to teach the student so he or she can learn.

• It’s discovering who that child is …as a LEARNER.

http://www.ciclt.net/ul/gael/SettingtheSSTAGEforGreatPerfomances.ppt#430,40,Slide 40

Changes in Our Approach to Problem Solving

The Need for Developing Culturally Responsive Systems

Peer Influences Curriculum

ClassroomEnvironment

Home/Community

Learner

http://www.signetwork.org

The “Whole” Student

Culturally Responsive Schools

• The three-tiered, response to intervention (RtI) model is a systems approach to educate all students while being responsive to current social, cultural, and educational challenges

• A culturally responsive disciplined school is one that acknowledges the presence of culturally linguistically diverse (CLD) students and demonstrates evidence of caring, fairness, behavioral management, affirmations, social skills instruction, and commitment Cartledge et al., 2009

Culturally Responsive Schools

• A culturally responsive school enables a staff to demonstrate cultural competence

• Being culturally competent means possessing the ability to function effectively within cultural contexts that is different from your own

• Various cultural, language, heritage, and experiences are valued and used to facilitate learning and development

• To have practice that is culturally competent, requires knowledge, skills, experience, and the ability to engage in practices that result in improved outcomes and services for all students Ritter & Skiba, 2006

• Questions to think about– Do the students in my school come from diverse cultural

backgrounds?

– What are my perceptions of students from different racial, ethnic, social-economic groups? What are my colleagues’ perceptions?

– How do I respond to my students based on these perceptions? Do I respond differently because of these perceptions?

– How well does my school incorporate the culturally linguistically diverse student’s family and community?

Culturally Responsive Schools

http://www.nccrest.org/disproportionality/PositiveBehaviorSystems.ppt

Culturally Responsive Schools

• An example: An elementary school in year 3 of PBIS implementation experiencing issues of school climate despite buy in and great response to PBIS

• Discipline referrals decreased• Students more engaged in learning—spending more

time in the classroom vs. office• Student perception survey (3rd , 4th and 5th graders)• Despite students feeling that teachers care about them

and like them, why don’t our students feel valued and wanted within their classrooms?

Tier 1: Universal InterventionsPositive Behavioral

Interventions and Supports PBIS

SOME

FEW

ALL

Maryland PBIS Partnership & Collaboration

Maryland S tateDepartment of

E duc ation

S heppard P rattH ealthS ystem

J ohnsH opkins

U nivers ity

L oc alS c hool

S ystems

P o s itive B e h a v io r a lIn te r ve n tio n s a n d S u p p o r ts

PBIS in Baltimore County

• BCPS Blueprint for Progress Performance Goal 4: All students will be educated in school environments that are safe and conducive to learning

• All 172 schools, centers, and programs are expected to have a Code of Conduct and address behavioral issues through the school improvement planning process

PBIS in Baltimore County• Coordinated by Department of Student Support

Services• Selected schools are invited to participate in PBIS

training• Schools selected by suspension rates/behavior issues• Schools self-select based on their school improvement planning• 72 schools and centers implement PBIS

– 45 elementary, 16 middle, 8 high, 2 special, 1 center/program– 60 PBIS coaches: school psychologists, pupil

personnel workers, school social workers

Basic Concepts of PBISNew School Teams are trained at thePBIS Summer Institute sponsored by

Maryland State Department of Education, Sheppard Pratt Health System,

and the Johns Hopkins University

The following training materials are adapted from the PBIS model as developed by Dr. George Sugai, University of Connecticut, and Dr. Rob Horner, University of Oregon

See US Office of Special Education Programs (OSEP) Technical Assistance Center on Positive Behavioral Interventions & Supports at www.pbis.org

See www.pbismaryland.org

Key Elements of PBISSchoolwide behavior planning is based on a balance

of four key elements:

SYSTEMS that support staff buy-in and sustained use of effective practices

Evidence-based PRACTICES and interventions that are effective for staff and students

DATA gathered by the school to make decisions about improving behavior and learning

Clearly specified OUTCOMES that are related to behavior and student achievement

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 Schoolwide Interventions

1. Establish commitment and maintain team

2. Establish schoolwide expectations

3. Establish an on-going system of rewards

4. Establish a system for responding to behavioral violations

5. Establish a data system to monitor progress and aid in decision making

6. Arrange for consistent implementation and utilize district level support

1. Establish commitment and maintain team

• Establish PBIS Leadership Team– Strong, administrative support

– Schoolwide representation on PBIS Team

• Secure schoolwide agreements and supports– Strive for “full” (>80%) faculty participation

– Prioritize resources (time, materials, cost)

– Plan on a 3 – 5 year commitment

• Establish a data-based action plan (see packet)– Review and connect with the School Improvement Plan

– Use the PBIS Staff Survey results

– Use behavior data, office referrals, suspensions

2. Establish schoolwide expectations

• Develop rules of behavior– 3 to 5 positively stated rules– Easy to remember– Apply to all students, settings, and staff

• Develop a matrix of expected behavior in target contexts– Contexts include: classrooms, hallways, gym, cafeteria,

common areas, bus loading zone, etc.

• Teach the expected behaviors using an instructional approach– Directly teach (tell/explain, model/show, practice, give

reminders and pre-corrections)– Actively supervise– Positively reinforce

Develop Rules of Behavior

• High 5’s– Be respectful– Be responsible– Be there, be ready– Follow directions– Hands/feet to self

• The Respect School– Respect others– Respect property– Respect yourself

• Formula 4 Success– Respect– Responsibility– Ready-to-learn– Re-thinking

• The 5 Be’s– Be kind– Be safe– Be cooperative– Be respectful– Be peaceful

• Code of Conduct– I am respectful– I am responsible– I am safe– I am prepared

• Respect + Responsibility = Pride– Show respect– Show responsibility

Develop Rules of Behavior

• Viking Code of Conduct– Be respectful

– Be responsible

– Be ready

• Eagle PRIDE– P reparation

– R esponsibility

– I ntegrity

– D iligence

– E arn Respect

• RAMS Rules– R esponsibility and

Respect

– A cademic Achievement

– M otivation

– S uccess

• Tenets of Kenwood Pride– B e there and prepared

– L ive responsibly

– U phold integrity

– E arn and give respect

Matrix of Expected Behavior

3. Establish an on-going system of rewards

• Acknowledge expected behavior

• Use tangible rewards and acknowledgements– High Five’s, coupons, “gotchas”

• Use social recognition– Assemblies, bulletin boards, names over the intercom

• Use guidelines– Fade tangibles– Schedule strategically

• Maintain 5:1 positive to correction ratio

Discipline Works When ….

Prevention creates more positive than negative consequences

CorrectionReinforcement

(success)5 : 1

“A” Okay Classroom rewards

Choose from bag (provided by office) Work in socks

Work at a special desk Computer time

Read a book with a buddy Free draw Free time

Music time with headphones Pick your classroom job for next week

Visit another staff member to help Lunch bunch

Read to another class

4. Establish a system for responding to behavioral violations

• Develop an agreement about which behaviors are handled in the classroom and which are managed in the office

• Use verbal redirection, teacher consequence, and/or office referral

• Use pre-correction and restatement of expected behaviors

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No YesDecision

Flowchart

5. Establish a data system to monitor progress and aid in decision making

• Utilize a data management system, e.g., STARS discipline module

• Develop procedures for ongoing monitoring and evaluation

• Meet regularly to review data and implement interventions

6. Arrange for consistent implementation and utilize district level support

• Develop/implement targeted interventions for groups of

students or particular problem areas, e.g., hallways• Connect PBIS Team with School Improvement Team

and Student Support Team (SST) • Utilize Student Support Team (SST) to develop and

implement targeted group interventions, academic and behavioral interventions through Student Support Plans, and function-based support through FBA/BIPs

• Utilize district level support and other resources

How BCPS Supports PBIS Schools

• Levels of PBIS support include:

– School-based team• Strong, administrative leadership is encouraged• Schoolwide representation on PBIS team

– PBIS coach assigned to school team• Provides expertise on the PBIS process, behavior

analysis, and data interpretation

– MSDE/BCPS PBIS leadership• Provides consultation, training, and support

PBIS Training by MSDE & BCPS

• 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

• BCPS consultation by PBIS facilitator, coordinator, and coaches throughout year

Baltimore County Schools Trained in PBIS

0

2

4

6

8

10

12

14

16

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

(1) (4) (11) (9) (6) (16) (15) (1) (9) (3)

Data Aug 2008 – June 2009

(4)

Mean SET Scores for PBIS Schools by Level of Recognition

MSDE Awards as of July 2009

0102030405060708090

100

Baseline (9) Gold (24) Silver (24) Bronze (6) None (13)

Elementary Middle High

Data Aug 2008 – June 2009

Percentage of PBIS Schools per Implementation Phase

Preparation

Initiation

Implementation

Maintenance

70 schools represented

Spring 2009 IPI results

72%50 Schools

17%12 Schools

7%5 Schools

4%3 Schools Schools)

Data Aug 2008 – June 2009

Implementation Phases InventoryPercentage of Critical Features in Place

by Elementary, Middle, & High

0102030405060708090

100

Elementary Middle High

PreparationInitiationImplementationMaintenance

(45 elementary schools)(1) (0) (5) (39)

(8 high schools)(1) (4) (0) (3)

(17 middle schools)(1) (1) (6) (9)

Data Aug 2008 – June 2009

Mean Number of Suspensions and Expulsions by Elementary, Middle, & High

SY0607 vs. SY0708 vs. SY0809

0

100

200

300

400

500

600

700

800

Elementary Middle High

SY0607SY0708SY0809

Data Aug 2008 – June 2009

PBIS Elementary SchoolsMean Number of Suspensions and Expulsions

by Level of RecognitionSchool Year 2008 -2009

0

10

20

30

40

50

60

70

PBIS Elementary Schools

Gold (21)

Silver (17)

Bronze ( 3)

None ( 4)

Data Aug 2008 – June 2009

PBIS Middle SchoolsMean Number of Suspensions and Expulsions

by Level of RecognitionSchool Year 2008 - 2009

0

50

100

150

200

250

300

350

400

450

PBIS Middle Schools

Gold (3)

Silver (5)

Bronze (3)

None (6)

Data Aug 2008 – June 2009

PBIS High SchoolsMean Number of Suspensions and Expulsions

by Level of RecognitionSchool Year 2008 - 2009

0

100

200

300

400

500

600

700

800

900

PBIS High Schools

Gold (0)

Silver (2)

Bronze (0)

None (6)

Data Aug 2008 – June 2009

Additional Suspension Data

• MSDE Disproportionality Grant to reduce the number of African American students with disabilities being suspended for non-violent behaviors

• The number of African American students with disabilities being suspended for non-violent behaviors was compared in 69 schools implementing PBIS as of SY 2007-2008

• 21% of African American students with disabilities were suspended for non-violent behaviors in both SY 2007-08 and SY 2008-09

Percentage of African-American Students with Disabilities Suspended

for Non-violent Behaviors

0

5

10

15

20

25

SY0708 SY0809

Percentage of AA students with disabilities suspended

Additional Suspension Data

• From SY0708 to SY0809:

– 28 of the 69 PBIS schools had a 2% or greater decrease (41%)

– 18 of the 69 PBIS schools had a 1% decrease or no change (26%)

– 23 of the 69 PBIS schools had a 1% or greater increase (33%)

Change in Percentage of African-American Students with Disabilities

Suspended for Non-violent Behaviors

2% or greater decrease 1% decrease or no change1% or greater increase

28 schools (41%)

18 schools(26%)

23 schools(33%)*

*Note: Of those schools showing an increase, 9 of the schools (39%) had only 1 additional AA student suspended in SY0809 and 3 of the schools (13%) had the same number of AA students suspended but their minority enrollment had changed.

Additional Suspension Data

• The number of African American students being suspended for all behaviors was compared in 58 schools implementing PBIS as of SY 2006-2007

• 17 out of 35 elementary schools, 9 out of 16 middle schools, and 2 out of 6 high schools showed decreases in the number of African American students who were suspended from SY 2006-2007 to SY 2008-2009

Decrease in African-American Students who Were Suspended

SY0607 vs. SY0809

010

2030

405060

7080

90100

Elementary Middle Schools High Schools

Percentage of Schools demonstrating a decrease in suspensions of AA students

(49%) (56%) (33%)

PBIS Supports Academic Achievement:PBIS Schools & Results of the

Maryland School Assessments (MSA)

• Elementary School

• Middle School

• High School

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

0

10

20

30

40

50

60

70

80

90

Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008 Yr 2009

57.8 % Increase in Third Grade Reading Scores

Data Aug 2008 – June 2009

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

0

10

20

30

40

50

60

70

80

Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008 Yr 2009

53.0% Increase in Third Grade Math Scores

Data Aug 2008 – June 2009

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

0

10

20

30

40

50

60

70

80

Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008 Yr 2009

42.4 % Increase in Fifth Grade Reading Scores

Data Aug 2008 – June 2009

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

0

10

20

30

40

50

60

70

80

Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008 Yr 2009

61.5 % Increase in Fifth Grade Math Scores

Data Aug 2008 – June 2009

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

0

10

20

30

40

50

60

70

80

Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008 Yr 2009

63.3 % Increase in 8th Grade Reading Scores

Data Aug 2008 – June 2009

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

0

10

20

30

40

50

60

70

80

Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008 Yr 2009

116.6 % Increase in 8th Grade Math Scores

Data Aug 2008 – June 2009

Summary of MSA Results from 2003-2009 for PBIS

Elementary and Middle Schools

Reading Math

3rd Grade 58 % Increase(38% for all BCPS Schools)

(36% for non-PBIS Schools)

53 % Increase(30% for all BCPS Schools)

(27% for non-PBIS Schools)

5th Grade 42 % Increase(30% for all BCPS Schools)

(28% for non-PBIS Schools)

61 % Increase(54% for all BCPS Schools)

(54% for non-PBIS Schools)

8th Grade 63 % Increase(40% for all BCPS Schools)

(37% for non-PBIS Schools)

117 % Increase(70% for all BCPS Schools)

(69% for all non-PBIS Schools)

Data Aug 2008 – June 2009

Percent Change in MSA Scores from 2003-2009

for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools

0

20

40

60

80

100

120

3rdReading

3rd Math

5thReading

5th Math

8thReading

8th Math

MSA Scores for PBIS Schools MSA Scores for all BCPS SchoolsMSA Scores for all non-PBIS Schools

Data Aug 2008 – June 2009

Mean % of High School Students Scoring Proficient or Advanced on Algebra MSAs

0

10

20

30

40

50

60

70

80

Yr 2008 Yr 2009

11 % Increase in High School Algebra Scores

Data Aug 2008 – June 2009

Mean % of High School Students Scoring Proficient or Advanced on Biology MSAs

0

10

20

30

40

50

60

70

80

Yr 2008 Yr 2009

11.6 % Increase in High School Biology Scores

Data Aug 2008 – June 2009

Mean % of High School Students Scoring Proficient or Advanced on English 2 MSAs

0

10

20

30

40

50

60

70

80

Yr 2008 Yr 2009

14.3 % Increase in High School English 2 Scores

Data Aug 2008 – June 2009

Summary of MSA Results from 2008-2009 for PBIS High Schools

Algebra Biology English 2

11% Increase(3.03% for all BCPS Schools)

(.011% for non-PBIS Schools)

11.6 % Increase(3.48% for all BCPS Schools)

(.46% for non-PBIS Schools)

14.3 % Increase(4.75% for all BCPS Schools)

(1.22% for non-PBIS Schools)

Data Aug 2008 – June 2009

Percent Change in MSA Scores from 2008-2009

for PBIS Schools vs. all BCPS Schools vs. non-PBIS Schools

0

2

4

6

8

10

12

14

16

HS Algebra HS Biology HS English 2

PBIS Schools All BCPS Schools All non-PBIS Schools

Data Aug 2008 – June 2009

Tier 1: In Addition to Schoolwide

Positive Behavioral Supports, Tier 1 also includes

Grade Level Teacher Meetings SOME

FEW

ALL

Student Support Team Model

SOME(5-15%)

FEW(1-5%)

ALL(80-90%)

Tier 3:Intensive Interventionssmall groups/individual students;alternative programs & special education instruction/services

Tier 2: Targeted Interventionsgroups of students/individual students at risk;screen and monitor; case management, student support plans, 504 plans

Tier 1:Universal Interventionsall settings, all students;monitor and differentiate; coresupplemental, replacement

Grade Level / Teacher Meetings

SST Screening

SST

IEP & SST

Initial and progress review meetings

Tier 1: Teacher/Grade LevelInterdisciplinary/Departmental

• Monitor and track all student progress• Analyze academic and behavioral group data:

classroom assessments, short cycle assessments, benchmarks, 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)

• Connect with other schoolwide teams to help implement and monitor group and individual students

• 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 1: Teacher/Grade LevelInterdisciplinary/Departmental

• Tips!– Teachers should come prepared to discuss student concerns at

grade level meetings– Involve a member(s) of the support staff if possible– Clarify problems with the grade level team by asking questions – Determine what you want the student to be able to do– Match the intervention to student’s instructional level, interest,

and function• Be sure to ask:

– Is it skill deficit (can’t do) or performance deficit (won’t do)?– What are the student’s strengths and interests?– Is the student trying to obtain or avoid something?

– Determine manageable ways for documenting a student’s response to interventions (This is needed for a referral to SST!)

Tier 1: Teacher/Grade LevelInterdisciplinary/Departmental

Tier 2: Targeted InterventionsStudent Support Team (SST)

SOME

FEW

ALL

Tier 2: Student Support Team (SST)• Coordinated interdisciplinary effort

– provides structure and organization beyond grade level/teacher meetings and prior to IEP Team

– provides a continuum of academic and behavioral supports for students in conjunction with other school initiatives

– helps create school environments that are positive, proactive, predictable, & effective

Tier 2: Student Support Team (SST)

• Addresses complex academic and behavioral problems of individual students, groups of students, and schoolwide concerns

• Implements prevention and early intervention activities to:

– increase student achievement

– improve schoolwide climate

– reduce disruptive behavior

– reduce inappropriate referrals to the IEP Team

– increase parent/guardian involvement

Tier 2: Student Support Team (SST)• Functions of SST

– Screening/processing referrals

– Case management

– Physical/health issues

– Substance abuse issues

– Social-emotional/mental health issues

– Academic & behavioral interventions through Student Support Plans

– 504 Plans

– FBA/BIPs

– Targeted group or setting interventions (ADHD, cafeteria)

– Referral to IEP Team

1. Referrals from Teacher

Meetings/Teams

2. Schoolwide Academic and Behavioral Concerns

School Improvement Plan

3. Student Support Team (SST)

BALTIMORE COUNTY PUBLIC SCHOOLS

Student Support Team Model

SERVICESSERVICES

Tier 2: Student Support Team (SST)

• SST Members (as Required/Needed)– SST Chairperson: Administrator/designee

– School Counselor

– School Nurse

– School Psychologist

– School Social Worker

– Pupil Personnel Worker (PPW)

– Classroom Teacher

Tier 2: Student Support Team (SST)

• 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 (SST)

• Referrals to SST– Individual students can be referred by

parents/guardians, administrators, school staff members

– Students have complex issues that have not been resolved by teacher level teams or individual staff members

– Referrals can include physical/health and social/emotional issues

– Students are referred to SST for substance abuse issues to access community resources

Tier 2: Student Support Team (SST)

• Referrals to SST– Issues affecting groups of students (ADHD) or

large numbers of students in settings (bullying in hallways) can be reviewed by SST as schoolwide issues

– Group or schoolwide issues can be determined by review of SST referrals, School Improvement Plan, or other school planning efforts (PBIS)

Before a referral to SST is made, the referring teacher should…

• Review the student’s cumulative file• Discuss student concerns at grade level meetings • Consult with a member of the student support staff • Contact the parent/guardian to share concern• Implement interventions developed at grade level

meetings consistently for at least 30 days• Document student progress with the interventions

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)

Initial SST Meeting

• Prior to an initial SST meeting:– Parent/guardian notification is sent– Teacher Input forms are completed and submitted

to the SST Chair– Data collection continues (i.e. formative and

summative assessments, student work samples, informal assessments/screenings, anecdotal records, monitoring sheets, behavior charts, etc.)

Initial SST Meeting

• During the initial meeting:– Review concerns and prioritize– Set up to two goals – Identify and document interventions– Determine how the interventions will be

implemented and monitored– Set a progress review date

Progress Review Meeting

• Examine collected data• Determine and document student progress towards

goal(s)• Determine outcome of SST meeting

– Continue student support plan

– Develop 504 plan

– Request SST assessments (see Parent/Guardian Permission for SST Assessment Form)

– Refer to IEP Team

– Other follow-up

Student Support Team (SST)

• Tips! – Conduct a careful screening of SST referrals and

determine the most effective way to meet the needs of students and staff

– Make connections with other schoolwide teams for assistance in implementing and monitoring interventions

– Decide on interventions and data collection methods that can be easily embedded within the teacher’s routine

– Determine who will “check in” with the teacher during the implementation period

IEPs and/orBehavior Intervention Plans

Student Support Plans

Individual/GroupClassroom

Interventions

Schoolwide Behavior Planning

504 Plans

SOME

FEW

ALL

Types of Student Plans: Student Support Plans, 504 Plans, FBA/BIPs

Student Support Plan (SSP)

• A student support plan is a systematic, data-based student intervention plan that addresses complex academic and/or behavioral needs

• The plan includes:• Specific, measurable goals

• Interventions to meet goals

• Data points that will be used to measure progress

• Data collection methods to monitor the student’s response to the intervention(s) over time

• When should a Student Support Plan be considered?– A student has not responded to classroom

interventions created by the teacher, in consultation with other staff, or at grade level meetings

– We want to measure the student’s progress and rate of learning over time, as well as the effectiveness of the intervention

Student Support Plan (SSP)

Student Support Plan Development

• Correct problem identification is key in developing effective Student Support Plans

• Goals should be realistic and based on documented needs that describe the specific change expected as the result of the proposed intervention

• Interventions should be targeted instruction that is based on student needs

• Interventions supplement what is already being done in the general education classroom

• Interventions are a systematic compilation of well researched or evidence-based specific instructional strategies and techniques

• Effective interventions are:– capable of being easily taught/trained

– implemented using general classroom resources

– capable of being evaluated by reliable, valid, and practical methods

Student Support Plan Development

• Intervention Key Components:✓Explicit✓Step-by-step format✓Able to be replicated from one classroom or from

one school to the next consistently✓Includes progress monitoring of the student’s

response to intervention✓Includes measurement of fidelity of the

intervention

Student Support Plan Development

Self-Monitoring INTERVENTION: Example

Focus

Intervention

Setting

Grouping

Time

Assessment

For targeted students who struggle with task orientation or inability to complete work on time; to increase on-task behaviors

Teachers with Coaching/follow-up support by IST (it could also be other Student Support Staff...)

Independent seatwork (should not be used during introduction of new learning or task; most effective during independent practice)

Individual, small group, or whole class

During independent work (short periods of time 15-30 mins.)

Progress monitoring- tallying of “yes” vs. “no” for on-task behaviors; compare daily percentages to baseline; create graph

Self-Monitoring (Ongoing on-task checklist and intermittent prompts with feedback)

Provider

Fidelity Direct observation by IST or other student support staff using checklist every two weeks

• Effectiveness of the intervention is based in part on the training provided to:– Teachers – Provide training for both implementation and

methods of monitoring progress– Students – Provide training and feedback for participating

in the intervention and self-monitoring (if applicable)– Parents/guardians – Provide examples of the intervention

materials, troubleshoot any questions, follow-up during the implementation period, etc.

Teach - Model - Practice - Reinforce

Student Support Plan Development

Student Support Plan Development

• Remember that the classroom teacher is a critical resource in assisting students in closing gaps in achievement and behavior

• If the teacher is not fully committed to the plan, or does not perceive that he/she has the time, skills, and so on, the plan will not work…therefore, it is recommended to assign a team member to “check in” during the implementation period to:– Assist with developing any materials– Encourage the teacher to continue the plan even when

things go array– Troubleshoot any problems– Provide ongoing feedback about the intervention and

student progress

504 Plan

• A 504 Plan is developed for a student who has a documented physical and/or mental impairment that substantially limits one or more major life activities

• Guarantees access to the general education program

• Provides classroom and testing accommodations, modified instructional materials, physical facility accommodations, and necessary related services

504 Plan

• When should a 504 Plan be considered?– A student’s documented disability is

substantially limiting their classroom performance

– A student requires specific accommodations on a consistent basis in order to be successful

– A student does not qualify for specially designed instruction under IDEA but is eligible for and needs accommodations

504 Plan Development

• Following 504 eligibility determination, the SSTdevelops a 504 Plan

• 504 Plan is reviewed at least once a year during a grade level meeting or SST meeting

• The teacher or staff member working most closely with the student is assigned as the case manager

• Teachers/staff document or keep record of the implementation of and student response to the 504 Plan (i.e., notations in STARS, lesson planner, grade book, seating chart, log, work samples, checklists, etc.)

Note: Method of monitoring implementation of 504 Plan must be determined during the development of the plan (see 504 Plan)

504 Accommodations

• Accommodations are intended to reduce or even eliminate the effects of a student’s disability; not reduce learning expectations

• Instructional– Lesson– Behavioral – Organizational– Environmental

• Testing• Instructional Materials to Be Provided• Physical Facilities• Related Services as Necessary

When Determining Appropriate Accommodations Consider….

• Does the student require more time for homework and in-school assignments?

• Are modified assignments necessary? Subject matter, types of assignments, testing, etc.?

• Are there instructional and social behaviors that need to be addressed?

• Does the student have substantial difficultly organizing, planning, and completing assignments?

• Is the student chronically absent? For what reason?• Is there a steady increase in disciplinary incidents?• Does the student require specialized heath-related

interventions? If so, what intervention and at what frequency?

Materials to Be Provided

• Match student’s current level of performance with instructional materials, for example:– Provide vocabulary study guide– Allow the student to have a second copy of text

books at home– Provide access to a computer or other device for

extended written language assignments– Reinforce the use of compensatory strategies, i.e.

pencil grip, “spell check”, calculators– Model and reinforce the use of graphic

organizers

Tier 3: SST or IEP

• SST may continue to monitor a student with academic and/or behavioral needs at Tier 3; however the interventions may be intensified and monitored more frequently

• A student is referred to IEP when the student has not responded adequately to Tier 1 or Tier 2 interventions, 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: Intensive InterventionsSST/IEP & Community Partnerships

SOME

FEW

ALL

Community Partnerships in BCPS

• Total of 66 schools (out of 172)– 42 ES– 17 MS– 6 HS– 1 Alternative

• High levels of need and risk– Free/reduced price meal eligibility– Mobility– Family vulnerability and stressors– Lack of access to community-based supports

Community Partnerships in BCPS

• Formal agreement between school principal and agency that provides mental health services in the community – Centralized application process

– Provider information, credentials reviewed by Department of Student Support Services

• 9 provider agencies plus DSS

• Funding through Medicaid billing primarily

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

Partnership Project

• DSS serves four elementary schools

• DSS social workers are in schools from one to five days per week based on need; more available to attend or coordinate with SST

• Linked to Wellness Centers in each school

Traditional Community Mental Health Model

DSSDJJ

SchoolsTherapeutic After School

Program

OtherMentalHealth

Services

Family& Child

MentalHealthCenter

Expanded School Mental HealthPartnership Model

FamilySupports

OtherServices

NaturalSupports

CommunityMH Clinic

DSSDJS

In HomeServices

SCHOOL

Things We Always Knew But Did Not Act On…..

• Students with intensive needs usually have intensive needs in the community too

• Forging connections with families decreases isolation and provides hope for change

• Intensive needs are best addressed by connected and integrated services

Unique Elements of SMH Model

• New Model for Mental Health – School at the Center• Role of DSS• Interagency School Mental Health Committee

– School System– County Agencies: DSS, BBH, LMB– Community Provider Agencies– MSDE– Parents– Child & Adolescent Mental Health Fair

• Flow Chart

Community Provider:The Villa Maria Continuum

• Mission focused Catholic Charities agency

• Big focus on Family/Provider Partnership

• Continuum of Community Based Services

- Behavioral Health Clinics

- School Based Therapy

- In Home Intervention, Respite, PRP

- Early Childhood Intervention

Outcomes

• Community Provider Data

• DSS Data

• Numbers served

• Client satisfaction

• Teacher ratings

• Discipline Data

Community Provider Data: Bay Life

(average per school per year)• 43 students served• 519 individual counseling sessions• 64 group counseling sessions• 33 family counseling sessions

• Client satisfaction reported as “very positive”

Community Provider Data: Villa Maria

(average per school per year)

• 42 students served

• 514 individual counseling sessions

• 76 medication management sessions

• 120 family counseling sessions

Community Provider Data: Villa Maria

CLIENT SATISFACTION

• Parents responded to 15-item satisfaction survey regarding helpfulness and sensitivity of provider, clarity of communications, and value of services

• Highly positive ratings – mean scores 4.7 on a 5-point scale

2007-08 School Year

DSS Data(average per school per year)

• 130 referrals

• 195 students served (includes siblings)

• 88 adults served

• 251 individual counseling sessions

• 53 group counseling sessions

• 231 family counseling sessions

DSS Data

CLIENT SATISFACTION

• Positive ratings from students, parents, and teachers; good survey return rate from parents and teachers

• Highly positive ratings from administrators and student support staff; very high survey return rate

2007-08 School Year

Outcome Data2002-03 School Year

• Partnership project is designed to reduce disruptive behavior and enhance learning climate and school safety, to improve student achievement

• Reduced office referrals and suspensions – mixed results; need better connection with student data systems

• Improved classroom performance – generally positive; examine pre-post teacher ratings

Outcome DataTeacher end-of-year Ratings

2002-03 School Year

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

ES 1 ES 2 MS 1 HS 1 HS 2

WorseSameBetter

Next Steps

• Upgrade procedures for establishing community partnership relationships

• Improve accountability for all schools with community partnerships

• Solidify the role of the SST• Examine additional outcome data:

1. Behavior/Discipline (access data systems)

2. Attendance

3. Academic performance

For additional information please contact:

Office of Psychological ServicesBaltimore County Public Schools

410-887-0303

Margaret Grady Kidder mkidder@bcps.org William Flook wflook@bcps.org Joan Ledvina Parr jparr@bcps.org Erika Wood ewood@bcps.org