Module 2 Analsysis of PBSS
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American College of Education *
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Feb 20, 2024
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pptx
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Analysis of PBSS
Stephanie Cummings
American College of Education
CI5033-Creating Safe and Supportive Classrooms
Dr. Pamela Woods
INTRODUCTIO
N
This presentation will analyze the purpose and positive impacts of a PBSS can have for at risk students. As well as the CST process.
The goal of a PBSP is to help ensure that all students can be successful in a social, academic, and behavioral aspects of the school day.
Rumberger indicates that here is a positive relationship between PBSS, social emotional learning, and attendance.
What does the data show?
Rumberger explains that there are 3 indicators for student drop out. “Three key indicators—(1) attendance, (2) behavior, and (3) course performance
—are reliable predictors of which students are at risk for dropping out.” (p.8)
Early intervention is key.
Teachers, administrators, and other service members need to communicate daily to ensure that they are being proactive if one of the key indicators are becoming a problem.
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What does the data show?
Rumberger recommendations “Monitor the progress of all students, and proactively intervene when students show early signs of attendance
, behavior, or academic problems.
(Rumberge
r, 2017, pg.6)”
“Provide intensive, individualiz
ed supports to students who have fallen off track and face significant challenges to success.
(Rumberger, 2017, pg.6)”
“Engage students by offering curricula and programs that connect schoolwork with college and career success and that improve students’ capacity to manage challenges in and out of school. (Rumberge
r, 2017, pg.7)”
“For schools with many at-risk students, create small, personaliz
ed communiti
es to facilitate monitoring and support.
(Rumberge
r, 2017, pg.7)”
The Child Study Team
A Child Study Team (CST) is a school team that aims to identify at risk students and create a plan to ensure their success. According to Schoorman and Zainuddin “As required by law, this decision-making process is undertaken by a Child Study Team (CST) comprised of divergent constituencies that include the child’s family and educators whose responsibility it is to ensure that a decision is made in the child’s best interest” (Schoorman & Zaidnuddin,2011, pg. 2).
The team develops a plan called the student intervention plan and determine next steps. Flannery et al, (2013) describes the importance of collaborating to develop an “action plan” to help guide and focus the team (p. 274).
Data and CST
Based on the at-risk behaviors data can be collected in different ways. Behaviorally At Risk
Write ups, stop and think forms, classroom observations, Academically At Risk Baseline Data, review of records, attendance data, teacher interviews
Cognitive assessments/achievement assessments completed by the school psychologist if deemed appropriate by the CST.
Functional behavior assessment completed by the BCBA if deemed necessary by the CST.
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Child Study Team and Positive Behavior Support Systems
CST ensures that each team team member is monitoring all aspects of the child’s school day. Including how they are doing socially, emotionally, academically, and behaviorally. PBSS and CST go hand in hand in ensuring that students have as much social, academic, and behaviorally success as they can. PBSS helps to ensure that the behavioral and social success helps to support academic success.
PBSS as school wide approach
“Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence (Flannery, 2013, p.1)”
All team members need to work together
Provide incentives for staff and students to want to be successful
Use data to determine risk
Use SWPBS as preventive measure
Ensure staff time for collaboration
Advocatin
g for at risk students
Rumberger suggest creating strong relationships with students, as well as providing them with appropriate resources.
(Rumberger,2017, p. 22)
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REFEREN
CES
Flannery, K. B., Frank, J. L., McGrath Kato, M., Doren, B., &
Fenning,
P. (2013). Implementing
Schoolwide Positive Behavior Support in High School
Settings:
Analysis of Eight High Schools. High
School Journal, 96(4),267–282.
https://doi.org/10.1353/hsj.2013.0015
Rumberger, R. , Addis, H., Allensworth, E., Balfanz , R., Duardo, D.
, Dynarski M. (2017). Preventing Dropout in Secondary
Schools. (NCEE 2017-4028)
https://ies/ed/gov/ncee/wwc/Docs/PracticeGuide/wwc
dropout092617.pdf.
Schoorman, D., Zainuddin, H., & Sena, S. R. (2011). The Politics of
a Child Study Team. Multicultural Education
, 18
(4), 31–38.