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![Page 1: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/1.jpg)
Three-Tiered Model for Prevention and Intervention
for Behavioral Difficulties
Joan Ledvina Parr Baltimore County Public Schools
Margaret Grady Kidder Baltimore County Public Schools
Susan Barrett Sheppard Pratt Health Systems
Third International Conference on Positive Behavior SupportReno, Nevada
March 23, 2006
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Baltimore County Public Schools• Dr. Joe A. Hairston, Superintendent• Dr. Christine M. Johns, Deputy Superintendent• 25th largest school system in the nation• 107,386 students• 163 schools
– 104 Elementary• FARMS 37.3%, Mobility 21.8%, ELL 3.3%,
– 27 Middle• FARMS 35.0%, Mobility, 29.3% ELL 1.0%
– 26 High• FARMS 21.0%, Mobility, 30.2% ELL 0.9%
– 6 Other• 15,000 employees including 8,351 teachers
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PBIS in Baltimore County
Department of Student Support Services
Mr. Dale R. Rauenzahn, Executive Director, Student Support Services Ms. Patsy Holmes, Director, Student Support Services
Dr. Margaret Grady Kidder, Coordinator Psychological Services• PBIS Coordinator
Dr. Joan Ledvina Parr, School Psychologist• PBIS/SWIS Facilitator
Ms. Cheryl Scott, Specialist Safe/Drug Free Schools• PBIS Resource
Ms. Linda Marchineck, IST Facilitator• PBIS Resource
48 PBIS schools and 38 coaches participate
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Maryland PBIS Partnership and 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
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Three-Tiered Model for Prevention and Intervention: Behavior Supports Academics
Academic 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
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Academic and Behavioral Interventions
• Consistent implementation of Voluntary State Curriculum
• On-going curriculum-based assessments
• Differentiated instruction
• Intensive special education interventions and services
• School-wide behavior planning/discipline
• Effective classroom organization and behavior management
• Targeted interventions for groups of students
• Individualized interventions for specific students, e.g., FBA/BIPs
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~80% of Students
~5-15%
~ 1-5%
Tier 3: Intensive InterventionsReduce complications, intensity, and severity of current cases of
problem behavior
Tier 2: Targeted Interventions
Reduce current cases of problem behaviorTier 1: Universal
Interventions:Reduce new cases of
problem behavior
Department of Student Support Services Programs/Activities
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Universal Interventions
• School Improvement Planning
• School Emergency Safety Plans
• School-Wide Behavior Planning/Code of Conduct
• Character Education Programs
• Parent/Family Resources
• Health Screenings/Protocols
• School Nurse/Assistant Services
• Essential Guidance Curriculum
• School Counseling Services
• School Psychology Services
• School Social Work Services
• Pupil Personnel Services
• Residency/Attendance Officer Services
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Targeted Interventions
• Project Attend• Pupil Personnel
Home Visits• Parent/Guardian Trainings• School Resource Officer
Program• D.A.R.E./ S.A.D.D.
Programs• Student Assistance Programs• Wellness Centers/Mental
Health Expansion
• Health Action Plans/Appraisals
• Alternative Schools/Programs
• Peer Helper/Mediation• Bullying Prevention• Social Skills, Anger
Management, Conflict Resolution Trainings
• Interagency Partnerships• Community Partnerships
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Targeted Interventions
• Student Support Teams• Instructional Support Teams• Bilingual Resource Teams • Infant & Toddlers/Child Find Teams• Student Case Management• Curriculum-Based Assessments• Behavioral Assessments• Student Support Plans• Functional Behavioral Assessments (FBA)• Behavior Intervention Plans (BIP)• Individual Student 504 Plans
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Intensive Interventions
• Parent/Guardian Services• Homeless Program• Abuse Neglect Reporting
Program (CPS Liaisons)• Spot Light On Schools/
Probation Officers• Court/Institutional Liaisons• Traumatic Loss Teams• Functional Behavioral
Assessments (FBA)• Behavior Intervention
Plans (BIP)
• Psychological Assessments• Psychosocial Assessments• Social Histories • Individualized Education
Programs (IEP)• Threat Assessments• Social Skills, Anger
Management, Conflict Resolution Interventions
• Individual/Group Therapeutic Counseling
• Crisis Response
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Intensive Interventions
• Bridge School/Regional Team• Evening High Schools• Saturday High Schools• Afternoon Middle School Group Learning Centers• Alternative Middle and High Schools• Home Teaching• Home Hospital Instruction/Therapeutic Services• Maryland’s Tomorrow Program• Interagency Partnerships• Community Partnerships
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Positive Behavioral Interventions and Supports in Baltimore County
Universal Interventions• All schools are encouraged to use the BCPS Positive
Behavior Planning Guide to develop a Code of Conduct
• BCPS Schools– 163 Schools– 104 Elementary Schools– 27 Middle Schools– 26 High Schools– 6 Other Schools
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Positive Behavioral Interventions and Supports in Baltimore County
Targeted Interventions• Selected schools are invited to participate in PBIS
Training• Schools selected by suspension rates/behavior issues• Schools self-select based on their School
Improvement Plan• 48 PBIS Schools (29% of 163 BCPS Schools)
– 28 Elementary Schools– 14 Middle Schools – 6 High Schools
• 13 Schools interested in PBIS Summer Training 2006
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Positive Behavioral Interventions and Supports in Baltimore County
Intensive Interventions• Selected schools face greater challenges
– inconsistent implementation of PBIS features• changes in school staff • changes in administration• changes in community and student population
– focus on data-based problem solving not blame• Schools benefit from centralized support
– on-site visits from PBIS coaches/resource staff– faculty/staff trainings on specific topics like social skills trainings or hallway behavior– redevelopment of PBIS action plans based on review of school data
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History of PBIS in Maryland and Schools Trained in PBIS
• 1998 Collaboration:
MSDE and Sheppard Pratt Health System
• 1999 Tough Kids Tough Times Forum
• 15 schools trained statewide
• Maryland Summer Institute
• in 2000, 20 schools trained
• in 2001, 30 schools trained
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History of PBIS in Maryland and Schools Trained in PBIS
• Project Target and Johns Hopkins University join the collaboration with MSDE and SEPH, 2002
• Maryland Summer Institute
• in 2002, 54 schools trained
• in 2003, 60 schools trained
• in 2004, 85 schools trained
• in 2005, 94 schools trained
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PBIS Schools Trained in Maryland
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005
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Basic Concepts of PBIS
School Teams are trained at the
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
George Sugai, University of Connecticut, and Rob Horner, University of Oregon
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Key Elements of PBISSchool-wide 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
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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
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PBIS School-wide InterventionsOverview
1. Establish commitment and maintain team
2. Establish school-wide 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
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1. Establish commitment and maintain team
• Establish PBIS Leadership Team– Strong, administrative support– School-wide representation on PBIS Team
• Secure school-wide 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– Use the PBIS Staff Survey results– Use behavioral incident data (office referrals, etc.)
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2. Establish school-wide 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
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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
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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
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Matrix of Expected Behavior
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3. Establish an on-going system of rewards
• Acknowledge expected behavior
• Use tangible rewards and acknowledgements– High Five’s, coupons, gotchas, etc.
• Use social recognition– Assemblies, bulletin boards, names over the intercom
• Use guidelines– Fade tangibles– Schedule strategically
• Maintain 6-8:1 positive to correction ratio
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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
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5. Establish a data system to monitor progress and aid in decision making
• Utilize a data management system, e.g., SWIS
• Develop procedures for ongoing monitoring and evaluation
• Meet regularly to review data and implement interventions
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6. Arrange for consistent implementation and utilize district
level support• Develop targeted interventions for groups of
at-risk students• Build capacity for function-based support in
order to develop individualized plans for specific students (FBA/BIPs)
• Connect PBIS Team with School Improvement Team and Student Support Team
• Utilize district level support and other leadership resources
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How Baltimore County supports its PBIS schools
• Levels of PBIS support include:
– School-based team• Strong, administrative leadership is encouraged• School-wide representation on PBIS team
– PBIS coach assigned to school team• Provides expertise on the PBIS process, behavior
analysis, and data interpretation
– MSDE/BCPS Leadership Teams• Provides consultation and support
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Phases in the BCPS Model of PBIS Training as a Support to the
Summer Institute Training• Phase 1—Administrator Commitment
• Spring Forum arranged and Coach Facilitator consults with administrator
• Phase 2—Training the PBIS School Team• Coach assigned to each school
• Phase 3—Implementing PBIS within the School• Coach, Coach Facilitator, and BCPS
Leadership Team assists
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Phase 1—Administrator Commitment
• Administrators of identified schools attend a Spring Forum to learn about PBIS
• Follow-up meeting with the Coach Facilitator to share sample information such as:
– School rules – Matrix of expected behaviors– Classroom managed vs. office managed behaviors– Flowchart of the disciplinary process– Gotcha and recognition tickets
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Phase 1—Administrator Commitment(continued)
• School completes a Staff Survey to document areas of concern
• The new school is encouraged to send faculty members to visit exemplar PBIS schools within Baltimore County
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Phase 2—Training the PBIS School Team
• PBIS school team members attend the Summer Institute hosted by MSDE-SPHS-JHU
• School teams begin to plan their implementation of PBIS
• They attend a poster session of exemplar schools and dialogue with those schools’ representatives
• BCPS Coach Facilitator follows up with new school teams throughout the summer to provide guidance
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Phase 2—Training the PBIS School Team(Continued)
• School teams develop their products and plan for teacher training the first week of school
• Each school is assigned a coach who works with that school during the planning as well as implementation phases
• Schools are encouraged to review and adapt the work of experienced PBIS schools– Lesson plans – Teacher training models – Incentive programs for students and staff– Acknowledgement assemblies– Motivational strategies for students and staff
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Phase 3—Implementing PBIS within the School
• PBIS team trains faculty about PBIS concepts– Works best with multiple leaders training small groups– Encourage discussion and questions
• Faculty is given samples of all products and trained in their use– Gotchas– Minor incident reports (for teacher managed behavior)– Office referrals
• Rules are posted in all classrooms, hallways, and throughout the building
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Phase 3—Implementing PBIS within the School (continued)
• Gotchas are collected and reinforcement systems are implemented
• Students are acknowledged for appropriate behavior
• Staff are acknowledged for their support of the program
• Office referrals are entered in the SWIS system and are analyzed
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Phase 3—Implementing PBIS within the School (continued)
• PBIS Team meets at least monthly to coordinate on-going implementation, analyze data, and develop new interventions
• Schools are encouraged to maintain a binder with all their school products, team notes, and other information for reference
• A coach works with every school team to provide additional support, PBIS knowledge, and behavioral expertise
• Schools are encouraged to attend state level and county level PBIS meetings for new ideas and support
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Baltimore County Schools Trained in PBIS
0
2
4
6
8
10
12
14
1999 2000 2001 2002 2003 2004 2005
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Baltimore County Schools Trained in PBIS
0
2
4
6
8
10
12
14
1999 2000 2001 2002 2003 2004 2005
Elementary (28) Middle Schools (14) High Schools (6)
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Percentage of Baltimore County PBIS Schools and Length of Time Implementing PBIS
16 schools 6 schools 9 schools11 schools 6 schools
1st Year
33%
2nd Year
12.5%3rd Year
19%
4th Year
23%
5th+ Year
12.5%
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How Well are Schools Implementing the Concepts of PBIS?
• Team Implementation Checklist (Form A) – School self-report – Completed monthly– Measures the number of critical features in place
• 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
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Self-Report Data from Returning Elementary Schools
Form A—Percentage of features in place
0
20
40
60
80
100
A B C D E F G H I J K L M N
n = 14 schools
![Page 47: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/47.jpg)
Self-Report Data from New Elementary Schools
Form A—Percentage of features in place
0
10
20
30
40
50
60
70
80
90
100
A B C D E F G H I J K L M N
n = 14 schools
![Page 48: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/48.jpg)
Self-Report Data from Form A– Mean Percentage of Features in Place
Reported by Elementary Schools
0
10
20
30
40
50
60
70
80
90
100
Returning ES New ES All ES
n = 14 schools n = 14 schools n = 28 schools
![Page 49: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/49.jpg)
Self-Report Data from Returning Middle Schools
Form A—Percentage of features in place
0
10
20
30
40
50
60
70
80
90
100
A B C D E F G H I J K L
n = 12 schools
![Page 50: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/50.jpg)
Self-Report Data from New Middle Schools
Form A—Percentage of features in place
010
2030
405060
708090
100
A Bn = 2 schools
![Page 51: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/51.jpg)
Self-Report Data from Form A– Mean Percentage of Features in Place
Reported by Middle Schools
0
10
20
30
40
50
60
70
80
90
100
Returning MS New MS All MS
n = 12 schools n = 2 schools n = 14 schools
![Page 52: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/52.jpg)
Self-Report Data from High SchoolsForm A—Percentage of features in place
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
n = 6 schools
![Page 53: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/53.jpg)
Self-Report Data from Form A—Mean Percentage of Features in Place for
PBIS Schools
0
10
20
30
40
50
60
70
80
90
100
Elementary Middle High
n = 28 schools n = 14 schools n = 6 schools
![Page 54: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/54.jpg)
School-Wide Evaluation Tool (SET)
• Research quality tool for assessing Universal/School-wide PBIS
• External person spends 2 hours at school reviewing documents, interviewing staff, and interviewing students
• PBIS is “in place” with a score of at least 80% total
• Measures 7 critical features of PBIS
![Page 55: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/55.jpg)
Seven Critical Features of SET
Seven critical features of PBIS listed, defined, and scored within SET:
– Behavioral Expectations Defined– Behavioral Expectations Taught– On-Going System for Rewarding Behavioral
Expectations– System for Responding to Behavioral
Violations– Monitoring and Decision-Making– Management– District-Level Support
![Page 56: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/56.jpg)
Pre- and Post-Training SET ScoresElementary Schools
01020
304050
6070
8090
100
A B C D E F G H I J K L M N
Baseline SET1st Yr SET
2nd Yr SET3rd Yr SET4th Yr SET5th Yr SET
6th Yr SET
n = 14 schools
![Page 57: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/57.jpg)
Mean SET Scores for Elementary Schools by Year of Implementation
0
10
20
30
40
50
60
70
80
90
100
Baseline 1st Yr 2nd Yr 3rd Yr 4th Yr 5th Yr 6th Yr(3) (1)(2)(9) (9)(14)(12)
![Page 58: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/58.jpg)
Pre- and Post-Training SET ScoresMiddle Schools
010
2030
4050
6070
8090
100
A B C D E F G H I J K L
Baseline SET
1st Yr SET
2nd Yr SET
3rd Yr SET
4th Yr SET
n = 12 schools
![Page 59: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/59.jpg)
Mean SET Scores for Middle Schools by Year of Implementation
0
10
20
30
40
50
60
70
80
90
100
Baseline 1st Year 2nd Year 3rd Year 4th Year(3) (2)(6)(6)(12)
![Page 60: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/60.jpg)
Pre- and Post-Training SET ScoresHigh Schools
010
2030
4050
6070
8090
100
A B C D E F
Baseline SET
1st Yr SET
2nd Yr SET
n = 6 schools
![Page 61: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/61.jpg)
Mean SET Scores for High Schools by Year of Implementation
0
10
20
30
40
50
60
70
80
90
100
Baseline 1st Year 2nd Year
(3) (6) (4)
![Page 62: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/62.jpg)
Mean SET Scores for PBIS Schools by Year of Implementation
010
20
30
40
50
60
70
80
90
100
Baseline 1st Year 2nd Year 3rd Year 4th Year 5th Year 6th Year
Elementary Middle High
![Page 63: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/63.jpg)
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
![Page 64: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/64.jpg)
Percentage of Baltimore County PBIS Schools and their Implementation Phases
Preparation
Initiation
Implementation
Maintenance
48 schools represented
50%24 Schools
21%10 Schools
17%8 Schools
12%6 Schools Schools)
![Page 65: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/65.jpg)
Implementation Phases Inventory—Percentage of Schools in each Phase
by Year of Implementation
0
10
20
30
40
50
60
70
80
90
100
1st Yr 2nd Yr 3rd Yr 4th Yr 5th Yr+
Preparation Initiation Implementation Maintenance
(6)(16) (9) (11) (6)
![Page 66: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/66.jpg)
Implementation Phases Inventory—Percentage of Schools in each Phase
by Elementary, Middle, and High
0
2
4
6
8
10
12
14
16
18
20
PreparationInitiationImplementationMaintanence
Elementary Schools(28)
Middle Schools(14)
High Schools(6)
![Page 67: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/67.jpg)
Implementation Phases Inventory—Percentage of Critical Features in Place
by Year of Implementation
010
2030
40
5060
7080
90
100
1st Yr 2nd Yr 3rd Yr 4th Yr 5th Yr +
(16) (6) (9) (11) (6)
![Page 68: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/68.jpg)
Implementation Phases Inventory—Percentage of Critical Features in Place
by Elementary, Middle, and High
0
10
20
30
40
50
60
70
80
90
100
Elementary Middle High(28) (6)(14)
![Page 69: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/69.jpg)
Discipline Data:Suspensions & Expulsions
and Office Discipline Referrals
• Elementary School
• Middle School
• High School
![Page 70: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/70.jpg)
Elementary Schools:Suspensions & Expulsions by Year of Implementation
0
20
40
60
80
100
120
140
160
180
A B C D E F G H I J K L M N
Baseline (14)
1st Yr (14)
2nd Yr (14)
3rd Yr (11)
4th Yr ( 4)
5th Yr ( 2)
6th Yr ( 1)
n = 14 schools
![Page 71: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/71.jpg)
PBIS Elementary Schools:Mean Number of Suspensions &
Expulsions per Year
0
10
20
30
40
50
60
PBIS Elementary Schools
Baseline (14)
1st Yr (14)
2nd Yr (14)
3rd Yr (11)
4th Yr ( 4)
5th Yr ( 2)
6th Yr ( 1)
![Page 72: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/72.jpg)
PBIS Middle Schools:Suspensions & Expulsions by Year of Implementation
0
100
200
300
400
500
600
700
800
900
1000
A B C D E F G H I J K L
Baseline (12)1st Yr (12)2nd Yr ( 8)3rd Yr ( 6)4th Yr ( 2)
n = 12 schools
![Page 73: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/73.jpg)
PBIS Middle Schools:Mean Number of Suspensions &
Expulsions per Year
0
100
200
300
400
500
600
700
PBIS Middle Schools
Baseline (12)1st Yr (12)2nd Yr ( 8)3rd Yr ( 6)4th Yr ( 2)
![Page 74: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/74.jpg)
PBIS High Schools:Suspensions & Expulsions by Year of Implementation
0
200
400
600
800
1000
1200
1400
1600
A B C D E F
Baseline ( 6)
1st Yr ( 6)
2nd Yr ( 4)
n = 6 schools
![Page 75: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/75.jpg)
PBIS High Schools:Mean Number of Suspensions &
Expulsions per Year
0
100
200
300
400
500
600
700
PBIS High Schools
Baseline ( 6)
1st Yr ( 6)
2nd Yr ( 4)
![Page 76: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/76.jpg)
Examples of Elementary SchoolReduction in Suspensions by Year
010203040
Base Yr 1 Yr 2 Yr 3
32% Reduction
0
20
40
Base Yr 1 Yr 2
63% Reduction
0
50
100
Base Yr 2 Yr 4
72% Reduction
0
100
200
Base Yr 1 Yr 2
66% Reduction
![Page 77: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/77.jpg)
Examples of Secondary SchoolReduction in Suspensions by Year
0
5001000
1500
Base Yr 1 Yr 2
56% Reduction
0
1000
2000
Base Yr 1
57% Reduction
0
500
1000
Base Yr 1 Yr 2 Yr 3
32% Reduction
0
200
400
Base Yr 1
35% Reduction
![Page 78: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/78.jpg)
Examples of Elementary SchoolReduction in Office Discipline Referrals
by Year
0
200
400
Yr 1 Yr 2 Yr 3 Yr 4
68% Reduction
0
500
1000
Yr 1 Yr 2 Yr 3 Yr 4
63% Reduction
0
200
Yr 1 Yr 2 Yr 3
58% Reduction
0
1000
2000
Yr 1 Yr 2 Yr 3
36% Reduction
![Page 79: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/79.jpg)
Examples of Secondary SchoolReduction in Office Discipline Referrals
by Year
0
1000
2000
Yr 1 Yr 2 Yr 3 Yr 4
20% Reduction
0
2000
4000
Yr 1 Yr 2 Yr 3
39% Reduction
0
1000
2000
Yr 1 Yr 2 Yr 3
27% Reduction
![Page 80: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/80.jpg)
Attendance Data
• Elementary School
• Middle School
• High School
![Page 81: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/81.jpg)
PBIS Elementary School Attendance Rates by Year of Implementation
0102030405060708090
100
A B C D E F G H I J K L M N
Baseline (14)1st Yr (14)2nd Yr (14)3rd Yr (11)4th Yr ( 4)5th Yr ( 2)6th Yr ( 1)
n = 14 schools
![Page 82: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/82.jpg)
Mean % of Attendance Rates for PBIS Elementary Schools by Year of
Implementation
0
10
20
30
40
50
60
70
80
90
100
Baseline Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6
(14) (14) (11) (4) (2) (1)(14)
![Page 83: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/83.jpg)
PBIS Middle School Attendance Rates by Year of Implementation
0
10
20
30
40
50
60
70
80
90
100
A B C D E F G H I J K L
Baseline (12)1st Yr (12)2nd Yr ( 8)3rd Yr ( 6)4th Yr ( 2)
n = 12 schools
![Page 84: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/84.jpg)
Mean % of Attendance Rates for PBIS Middle Schools by Year of
Implementation
0
10
20
30
40
50
60
70
80
90
100
Baseline Year 1 Year 2 Year 3 Year 4
(12) (8) (6) (2)(12)
![Page 85: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/85.jpg)
PBIS High School Attendance Rates by Year of Implementation
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
Baseline (6)1st Yr (6)2nd Yr (4)
n = 6 schools
![Page 86: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/86.jpg)
Mean % of Attendance Rates for PBIS High Schools by Year of
Implementation
0
10
20
30
40
50
60
70
80
90
100
Baseline Year 1 Year 2
(6) (6) (4)
![Page 87: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/87.jpg)
PBIS Supports Academic Achievement:PBIS Schools and Results of the
Maryland School Assessments (MSA)
• Elementary School
• Middle School
![Page 88: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/88.jpg)
% of Third Grade Students Scoring Proficient or Advanced on Reading MSAs
0
10
20
30
40
50
60
70
80
90
A B C D E F G H I J K L M N
MSA Year 2003 MSA Year 2004 MSA Year 2005
n = 14 schools
![Page 89: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/89.jpg)
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
40 % Increase in Third Grade Reading Scores
![Page 90: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/90.jpg)
% of Third Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
80
90
A B C D E F G H I J K L M N
MSA Year 2003 MSA Year 2004 MSA Year 2005
n = 14 schools
![Page 91: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/91.jpg)
Mean % of Third Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
Yr 2003 Yr 2004 Yr 2005
29% Increase in Third Grade Math Scores
![Page 92: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/92.jpg)
% of Fifth Grade Students Scoring Proficient or Advanced on Reading MSAs
0
10
20
30
40
50
60
70
80
90
A B C D E F G H I J K L M N
MSA Year 2003 MSA Year 2004 MSA Year 2005
n = 14 schools
![Page 93: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/93.jpg)
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
17 % Increase in Fifth Grade Reading Scores
![Page 94: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/94.jpg)
% of Fifth Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
80
A B C D E F G H I J K L M N
MSA Year 2003 MSA Year 2004 MSA Year 2005
n = 14 schools
![Page 95: Three-Tiered Model for Prevention and Intervention for Behavioral Difficulties Joan Ledvina Parr Baltimore County Public Schools Margaret Grady Kidder.](https://reader035.fdocuments.net/reader035/viewer/2022062321/56649d9c5503460f94a84513/html5/thumbnails/95.jpg)
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
38 % Increase in Fifth Grade Math Scores
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% of Eighth Grade Students Scoring Proficient or Advanced on Reading MSAs
0
10
20
3040
50
60
70
80
90
100
A B C D E F G H I J K L
MSA Year 2003 MSA Year 2004 MSA Year 2005
n = 12 schools
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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
24 % Increase in 8th Grade Reading Scores
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% of Eighth Grade Students Scoring Proficient or Advanced on Math MSAs
0
10
20
30
40
50
60
70
80
90
A B C D E F G H I J K L
MSA Year 2003 MSA Year 2004 MSA Year 2005
n = 12 schools
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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
57 % Increase in 8th Grade Math Scores
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Summary of MSA Results from 2003-2005 for PBIS Schools
Reading Math
3rd Grade 40 % Increase 29 % Increase
5th Grade 17 % Increase 38 % Increase
8th Grade 24 % Increase 57 % Increase
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How does Behavior Support Help?
• Increases instructional minutes
• Makes instructional minutes more effective
• Creates a climate that is calm and conducive to learning
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For additional information please contact:
Office of Psychological ServicesBaltimore County Public Schools
410-887-0303
Joan Ledvina Parr [email protected]
Margaret Grady Kidder [email protected]
Susan Barrett [email protected]
Maryland’s PBIS website www.pbismaryland.org
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Building Success in
SchoolsBaltimore Co
Timeat aOne Step
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Thank you for your support
as we continue to
REACH FOR THE STARS
and help students believe in
themselves and achieve in
Baltimore County Schools
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Positive Behavioral Interventions and
Supports in Baltimore County
Schools