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

Systematic Behavior Planning Supports

Academic Instruction

Joan Ledvina Parr Baltimore County Public Schools

Margaret Grady Kidder Baltimore County Public Schools

Integrated Systems for All StudentsBCPS Team Leader and Coach Meeting

November 13, 2008

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

Systematic Behavior Planning Supports Academic Instruction:

Three-Tiered Model for Prevention and InterventionAcademic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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:Some BCPS Examples

• 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 Behavioral and Academic PlanningIntervention/Team Tiers

1-5%

5-15%

80-90%

Tier 1 Universal Interventions :

PBIS Teams Grade Level

Teacher Meetings

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

supplemental interventions

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 InterventionsPositive Behavioral

Interventions and Supports PBIS

1-5%

5-15%

80-90%

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 BCPSUniversal 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

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

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 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

0

2

4

6

8

10

12

14

16

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

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

Data Aug 2007 – June 2008

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

0

10

20

30

40

50

60

70

80

90

100

Baseline Exemplar Banner Ribbon Other(25)(9) (9)(14)(22)


Mean SET Scores for PBIS Schools by Level of Recognition

MSDE Awards as of July 2008

0102030405060708090

100

Baseline Exemplar Banner Ribbon No Award

Elementary Middle High


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

Preparation

Initiation

Implementation

Maintenance

70 schools represented

As of July 2008

66%46 Schools

8%6 Schools

16%11 Schools

10%7 Schools Schools)


Implementation Phases InventoryPercentage of Critical Features in Place

by Elementary, Middle, & High

0

10

20

30

40

50

60

70

80

90

100

Elementary Middle High(44) (9)(17)


Implementation Phases InventoryPercentage of Critical Features in Place

by Elementary, Middle, & High

0102030405060708090

100


PreparationInitiationImplementationMaintenance

(44 elementary schools)(3) (4) (2) (35)

(9 high schools)(2) (2) (1) (4)

(17 middle schools)(2) (5) (3) (7)


PBIS Supports Discipline:Suspensions & Expulsionsand Office Referral Data

• Elementary School

• Middle School

• High School

Mean Number of Suspensions and Expulsions for PBIS Schools

by Elementary, Middle, & HighSchool Year 2007 - 2008

0

100

200

300

400

500

Elementary Middle High(44) (9)(17)


Suspensions and Expulsions SY0607 vs. SY0708

0

100

200

300

400

500

600


SY0607SY0708

N=36 N=5N=17

PBIS Elementary SchoolsMean Number of Suspensions and Expulsions

by Level of RecognitionSchool Year 2007 -2008

0

10

20

30

40

50

60

70

PBIS Elementary Schools

Exemplar (18)

Banner ( 9)

Ribbon ( 5)

Other (10)


PBIS Middle SchoolsMean Number of Suspensions and Expulsions

by Level of RecognitionSchool Year 2007 - 2008

0

100

200

300

400

500

600

PBIS Middle Schools

Exemplar (3)

Banner (4)

Ribbon (2)

Other (8)


PBIS High SchoolsMean Number of Suspensions and Expulsions

by Level of RecognitionSchool Year 2007 - 2008

0

100

200

300

400

500

600

PBIS High Schools

Exemplar ( 1)

Banner ( 1)

Ribbon ( 0)

Other ( 5)


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

0

10

20

30

40

50

60

70

80

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

46 % Increase in Third Grade Reading Scores


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

38% Increase in Third Grade Math Scores


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

37 % Increase in Fifth Grade Reading Scores


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

67 % Increase in Fifth Grade Math Scores


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

22 % Increase in 8th Grade Reading Scores


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

79 % Increase in 8th Grade Math Scores


Summary of MSA Results from 2003-2008 for PBIS Schools

Reading Math

3rd Grade 46 % Increase(34% for all BCPS Schools)

(33% for non-PBIS Schools)

38 % Increase(26% for all BCPS Schools)


5th Grade 37 % Increase(25% for all BCPS Schools)




8th Grade 22 % Increase(17% for all BCPS Schools)



(42% for all non-PBIS Schools)


Percent Change in MSA Scores from 2003-2008

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

0

10

20

30

40

50

60

70

80

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


Tier 1: In Addition to Schoolwide

Positive Behavioral Supports, Tier 1 also includes

Grade Level Teacher Meetings 1-5%

5-15%

80-90%

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 InterventionsStudent Support Team (SST)

1-5%

5-15%

80-90%

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)

• 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 (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)


• 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)


• 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


• 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 InterventionsSST/IEP & Community Partnerships

1-5%

5-15%

80-90%

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

• 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


• 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


• 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 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 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 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

For additional information please contact:

Office of Psychological ServicesBaltimore County Public Schools

410-887-0303

Joan Ledvina Parr [email protected] Grady Kidder [email protected]

Maryland’s PBIS website www.pbismaryland.org

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

Documents

pbis schools

special education schools

students171 schools

special school

student support plansschool

school social workers

pbis trainingschools

curriculumbased assessments