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PBIS Team Review Positive Behavioral Interventions and Supports SYSTEMS PRACTICES DA T A OUTCOMES ** PUHSD 10.07.13 From: Baltimore County Public Schools (BCPS) PBIS shared presentation

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Provide an overview of PBIS essential components Assess the current status of site-based PBIS Team Identify next steps in the development of PBIS Objectives

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School-wide behavior planning process Creates and sustains safe school environments Designed to reinforce positive student behaviors Prevention and Planning for behavior problems PBIS From: BCPS PBIS shared presentation

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What does PBIS look like in a school? >80% of students can tell you what is expected of them & can give behavioral examples Expected behavior has been explicitly taught & reinforced Positive adult-to-student interactions exceed negative. From: BCPS PBIS shared presentation

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What does PBIS look like in a school? Function based behavior support is foundation for addressing problem behavior. All stakeholders are active participants. Full continuum of behavior support is available to all students. From: BCPS PBIS shared presentation

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Quick review of fundamental concepts Action planning Data collection, analysis, and review Strategic interventions Back to Basics: PBIS 101 From: BCPS PBIS shared presentation

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~80% of Students ~5-15% ~ 1-5% Tier 3: Intensive SST/IEP Teams Small groups or individual students; alternative programs and special education instruction and/or services 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 Systematic Academic and Behavioral Planning Supports Classroom Instruction

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Tier 1: All Students Strategies and Interventions Teaching positive school-wide expectations Positive acknowledgements for all Active supervision in common areas Classroom instruction in social skills Assessment and Progress Monitoring Discipline data ( data by location, time, type of problem, student) Attendance/tardy data Positive acknowledgements From: BCPS PBIS shared presentation

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Tier 2: Targeted Group Strategies and Interventions Check in / Check out Social skill groups Mentoring programs Increased academic support practice Homework club Collaboration / communication with families Assessment and Progress Monitoring Data (IC) Student Support Plan data Behavior charts (DPRs) Check in / Check out data Attendance data From: BCPS PBIS shared presentation

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Tier 3: Intensive / Individual Strategies and Interventions Positive behavior intervention plan Individual support for academics and social skills Individual counseling Parent training and collaboration Multi-agency collaboration Assessment and Progress Monitoring Data identified by BIP Data (IC) Student Support Plan data Behavior charts (DPRs) Check in / Check out data From: BCPS PBIS shared presentation

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PBIS Involves a Continuous Process PBIS Define Implement Analyze Evaluate Data Based Decision-Making and Problem Solving Evidenced- Based Interventions Identify the Problem Continuous Program Monitoring From: BCPS PBIS shared presentation

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Framework for PBIS: Critical Elements PBIS Team Faculty Commitment Procedures for Dealing with Discipline Data Entry and Analysis Expectations and Rules Rewards/ Recognitions Program Lesson Plans Implementation Plan Crisis Plan Evaluation From: BCPS PBIS shared presentation

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Review data from last year School Improvement Plan Discipline data Healthy Kids Survey Staff survey Identify critical features of your data First Step: Action Planning From: BCPS PBIS shared presentation

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Identify areas of focus Make a plan Complete the PBIS Action Plan Use the action plan as a guide for the year Continue: Action Planning From: BCPS PBIS shared presentation

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Performance Goal PBIS Critical Feature Key Actions (Actions/ Activities) Person Responsible Timeline Start/ Complete Measures Data Collection Implementation Status PBIS Action Plan Consistent with School Improvement Plan From: BCPS PBIS shared presentation

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Data: Essential Questions 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? Discipline data is collected to answer questions and offer solutions 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? From: BCPS PBIS shared presentation

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Discipline Data: Essential Questions Design your interventions to target your concerns How do you know what invention is needed? How many students contribute to your referrals? Are referrals coming from one grade, classroom, or area? Measure success 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? From: BCPS PBIS shared presentation

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Data Needs to be Your Friend Without data, you are just another person with an opinion.. From: BCPS PBIS shared presentation

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What is the most effective use of our resources to address this problem? Decision Making From: BCPS PBIS shared presentation

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Reconvene PBIS Teams (Discipline Committees) Review your data Initiate process of action planning Next Steps

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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 From: BPS PBIS shared presentation