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Meeting the needs of McKinney Vento students within a
school based3 tiered logic
approach
Lynne Weise M.Ed PPW
Anne Arundel County Public Schools
443-510-3282 [email protected]
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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 level3
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Team work…
Sailing toward a data driven goal
Constantly adjusting sails
Sailing towards Integrated Systems….PBIS
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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
America’s Promise
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The 3 “R”s
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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What would your reaction be?
How would you cope?
Jump ship?
Imagine playing a 7-inning softball/baseball game in which the basic rules changed every inning…..
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SYST
EMS
PRACTICES
DATA
SupportingStaff
Behavior
SupportingDecision
Making
SupportingStudent Behavior
Key Elements of PBIS
OUTCOMES
School-wideClassroomNon-classroomIndividual
Professional Development
Define behavior expectationsSpecify routinesTeachAcknowledgeCorrectFollow up and feedbackReinforcementGeneralization
Office Discipline ReferralsStaff InputAcademic ProgressAttendance
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Teams to support all studentsSystem for monitoring outcomesAccess to assistance
– Assistance for teachers– Assistance for team members
Link across continuum of PBS (universal, targeted, intensive)
School-family connection
Systems
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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
Outcomes Data
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Acknowledge Expected Behavior
Tangible rewards & acknowledgements– verbal– nonverbal
Social recognition 5/1 ratio
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What would your reaction be?
How would you cope?
Jump ship?
Imagine playing a 7-inning softball/baseball game in which the basic rules changed every inning…..
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Implementation at school level
Targeted Group Interventions
Behavior Education Program
“Check and Connect” Group Counseling
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
205
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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 classroom lessons need to be taught?
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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?
Gives data for best interest meetings
Lunch? Medication?
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Who are they and how are we providing services to these students?
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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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Second Step
FBAs/BIPs
School health services
Social skills, bully proofing, and/or anger management groups
Student Intervention Plans
UNIVERSAL
TARGETED
INTENSIVE
Check-in/Check-out
Section 504 Plans and/or IEPs
Behavioral contracting
Alternative programs
Character Education
Responsive counseling
Anger management
Bullying Prevention
Newcomers Club
Lead
ersh
ip T
eam
Stu
dent
Ser
vice
s T
eam
Fam
ily
School M
ental Health
Wrap T
eam
Second Step
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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 school’s
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
Teacher
AP
Guidance
Grade
Team
Collect baseline
data
SST Referral form
If baseline warrants
SSTBEP
Other intervention
Goals1. Seamless process2. Data driven3. Ongoing feedback to teachers4. 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
Perc
en
t of
poin
ts
earn
ed
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Davon’s 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 CenterVanderbilt 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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