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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 lweise@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 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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