THIS POST CENTERS ON BALTIMORE SCHOOLS BUT WE HEAR PARENTS, TEACHERS, AND COMMUNITIES ALL ACROSS MARYLAND SHOUTING THE SAME -----BEHAVIOR IN SCHOOLS IS GETTING WORSE AND IT HAS TO DO WITH EDUCATION POLICY AND STRUCTURES THAT ARE CORPORATE CONTROLLED.....NATIONAL CORPORATE BUSINESSES IN OUR SCHOOLS.
Positive Behavior Interventions and Supports.....PBIS. One would think this a great program to reform the systemic fraud and government corruption in the State of Maryland-----but as you can see it is Johns Hopkins----the source of this lying, cheating, stealing corruption in Baltimore that supplies the money for the PBIS Coordinator in Baltimore City schools. So, the government money comes to Hopkins which then decides who the directors will be for these programs. This is why are Baltimore system is so dysfunctional and corrupt.
All the media articles involving policy set for discipline and behavior over these several years has been negative. Bad policy, bad results, parents and students hate it....teachers do not want to be involved in it. So, why is PBIS installed in Maryland? It's good to know this is a national policy that comes from a national corporate non-profit----it has nothing to do with community outreach. This is why all these policies are bad and fail.
Baltimore was shown in a negative spotlight for suspending kindergartners because of this program. Teachers are given orders for zero tolerance and are in trouble if they do not enforce these policies.
THIS IS FASCISM...IT IS NOT SCHOOL HEALTH SERVICES.
So, a national corporate non-profit receives all the Federal, state, and local funding for child mental health/school services at Maryland and Baltimore level and corporations write the policies they want to see-----suspending kindergartners for example. Meanwhile, local parents and teachers are not allowed to form their own groups and ideas---they must join these PBIS groups to be led by the director/coordinator chosen by Johns Hopkins. The same happens with school Wellness programs. All are controlled by corporate non-profits and replace the school nurse and/or guidance counselors that were public employees connected to schools generally as a career.
I spoke with a community resident wanting to get a job with the Baltimore City school system that now works for a private behavioral corporation partnered with Baltimore City schools. This corporation hires people as temps and assigns them to schools as they rotate from school to school and assignments change with layoffs and no permanent status as an employee.
THIS IS WHAT PBIS HAS DONE TO CITY SCHOOL EMPLOYEE STATUS.
This is done to dismantle our public school system by outsourcing all services in these schools that are now called 'independent businesses'. IT IS A COMPLETE FAILURE. All the education money that would have gone to a school counselor, nurse, fitness or special needs staffing is now going to these PBIS organizations.
DRAFT PROPOSAL FOR IMPLEMENTATION OF PBIS IN BALTIMORE CITY PUBLIC SCHOOLS
SUBMITTED BY PHILIP J. LEAF, PH.D.
RESOURCES REQUIRED TO IMPLEMENT PBIS IN BALTIMORE CITY FOR SCHOOLS AFFECTED BY HB1288
Baltimore PBIS Coordinator. 1 FTE required to coordinate the implementation and monitoring of PBIS. Funds are available for this person thru 9/06 from the JHU Prevention and Early Intervention Center. This individual also will join the Maryland PBIS Leadership Team.
Standards and Protocols...A revised edition of the PBIS Maryland Standards and Protocols document is now available. (more)
Standards and Protocols Tier 2 Check In/ Check Out (CICO)... A PBIS Maryland Standards and Protocols Tier 2 Check In/Check Out (CICO) document has been established. The CICO Request for Training document is included. (more)
Maryland's Initiative...In 1999 the Maryland State Department of Education and the Sheppard Pratt Health System began a collaboration (more)
What is PBIS?...Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. (more)
SET...The school-wide evaluation tool (more)
SWIS...a web-based information system (more)
Project Target...is a 5-year collaborative effort (more)
PBIS Maryland is a collaborative effort between the Maryland State Department of Education, Sheppard Pratt Health System, the Johns Hopkins University; Center for the Prevention of Youth Violence, and 24 Local Maryland School Systems. Nationally there are over 19,000 schools in 44 states implementing universal, school-wide PBIS. PBIS Maryland celebrated 14 years of training and implementation in 2013 and has provided training in school-wide PBIS to 956 public, alternative, and non-public schools across all 24 Local School Systems in Maryland.
____________________________________________
Throughout this introduction by Johns Hopkins you see the words 'evidence based policy'-----only all the evidence shows that it is bad, ineffective policy. That does not matter because the goal is gaining control of the school's operations----the same kind of piece-meal outsourcing that privatizes all government functions. Now, child behavior problems in Baltimore is caused by poverty and very bad housing conditions exposing children to things like lead paint and bug infestations-----asthma ------drug addictions and fetal damage from drug and alcohol addiction.
Johns Hopkins drives all the policies that promote extreme poverty -----that limits health care access for the working class and poor-----and is behind eliminating all oversight and accountability that allows Baltimore landlords to expose these children to the worst of living conditions. Hopkins has moved most War on Poverty funding for decades to building its own global corporation all through fraud and corruption leaving Baltimore's schools and families without much needed funds. So, to go to Hopkins for a solution-----to give Hopkins the government funding to create these programs.
IS SOMETHING A NEO-LIBERAL OR NEO-CONS WOULD DO. IT HAS NOTHING TO DO WITH PUBLIC HEALTH.
It is the failure to rebuild the public sector and oversight and accountability in Baltimore that sees its citizens in third world conditions and schools crumbling.
Overview of the Three-Tiered PBIS Model
Positive Behavioral Interventions and Supports (PBIS) is a non-curricular, universal prevention strategy that aims to alter the school environment by creating improved systems and procedures to promote positive change in staff and, consequently, student behaviors. The model draws upon behavioral, social learning, and organizational behavior principles (Lewis and Sugai 1999) that have been traditionally used with individual students and extends and applies them to the entire student body consistently across all school contexts. This whole-school strategy aims to prevent disruptive behavior and enhance the school’s organizational climate by creating and sustaining primary (universal or school-wide), secondary (selective), and tertiary (indicated) systems of support. The three-tiered prevention model follows a public health approach (Mrazek and Haggerty 1994; O’Connell, Boat, and Warner 2009), whereby two levels of selective/targeted group and indicated/individual programs are implemented to complement the universal school-wide components (for a review, see Carr, Dunlap, Horner, Koegel, Turnbull, and Sailor 2002; Horner, Sugai, Todd, and Lewis-Palmer 2005; Leaf and Keys 2005; Sugai and Horner 2002, 2006). The universal school-wide PBIS model has been widely disseminated throughout the U.S. and has been implemented in over 16,000 schools across 44 states (PBIS 2011).
Collaborative Research Projects through PBIS Maryland
Multiple research projects have been launched which take advantage of the existing network of researchers, educators, and practitioners involved in the PBIS Maryland Initiative. For example, the state-wide scale-up efforts have provided the opportunity to conduct effectiveness and translational research on PBIS, which has been supported through federal grants from the Centers for Disease Control and Prevention (CDC), Institute of Education Sciences (IES), National Institute of Mental Health (NIMH), the National Institute on Drug Abuse (NIDA), and some foundation grants from organizations, such as the William T. Grant Foundation. Each of the projects represents an effort to integrate PBIS with other approaches or interventions to ensure both high fidelity implementation and sustainability (Domitrovich, Bradshaw, Poduska, Hoagwood, Buckley, and Olin 2008). Some of the larger, federally-funded research projects are briefly described below.
Double Check: A Cultural Proficiency and Student Engagement Model
With funding from IES, the Double Check project builds on the PBIS model to promote data-based decision making, professional development on cultural proficiency, and coaching in culturally sensitive classroom management and student engagement. Specifically, through an iterative process, the project aims to augment and combine the data-based decision-making activities of PBIS, the Double Check cultural proficiency professional development series (Hershfeldt, Sechrest, Rosenberg, Bradshaw, and Leaf 2009), and the Classroom Check-up (Reinke, Lewis-Palmer, and Merrell 2008) classroom management coaching system to increase the use of culturally-responsive teaching and classroom management strategies, and to promote student engagement in elementary and middle schools. The goal of this work is to reduce rates of culturally and linguistically diverse students being referred for discipline problems and special education services. Consistent with the CBPR approach, this project was developed in direct response to a request from a collaborating Maryland school district, Anne Arundel County Public Schools, which is eager to address concerns related to disproportionality in referrals and disciplinary actions through PBIS.
Maryland Safe and Supportive Schools (MDS3) Initiative: An RCT of PBIS in High Schools
There is increasing interest in the integration of the universal, school-wide PBIS model with other evidence-based selective and indicated prevention programs (Domitrovich, Bradshaw, Greenberg, Embry, Poduska, Hoagwood, Buckley, and Olin 2010). Currently, studies are being conducted in elementary schools on the integration of PBIS with social-emotional learning programs, such as the Promoting Alternative Thinking Strategies model and the Good Behavior Game (see Domitrovich, Bradshaw, Greenberg, Embry, Poduska, Hoagwood, Buckley, and Olin 2010). The PBIS Maryland partnership extended this work to the high schools through a 52-school RCT of PBIS combined with evidence-based prevention programs. This 13-million dollar trial was funded through the U.S. Department of Education’s Safe and Supportive Schools Initiative and aims to develop and administer a statewide web-based measurement system to assess multiple aspects of school climate (e.g., school safety, student engagement, and the school environment), as reported by students, parents, and school staff.
The 31 intervention schools are being trained in the PBIS model and the use of the school climate data to determine the need for tailored evidence-based preventive interventions. The intervention schools receive training, coaching, and the necessary resources to implement a continuum (e.g., universal, selective, and indicated) of evidence-based practices, such as the Olweus Bullying Prevention Program (Olweus, Limber, Flerx, Mullin, Riese, and Snyder 2007), LifeSkills training for high schools (Botvin, Griffin, and Nichols 2006), Check-In/Check-Out (Hawken and Horner2003), Check and Connect (Sinclair, Christenson, and Thurlow 2005), and the Cognitive-Behavioral Intervention for Trauma in Schools (Stein, Jaycox, Kataoka, Wong, Tu, Elliott, 2003), in order to integrate them with PBIS. The 27 comparison high schools will be monitored over a period of three years using this same climate measure; they will receive training at the end of the trial. This work is also being extended through a grant from the William T. Grant Foundation, which aims to determine the program impacts on multiple classroom and non-classroom observations of setting-level factors (e.g., safety and classroom climate), to examine potential setting-level moderators of program impacts and predictors of intervention fidelity, and to explore the relationship between perceptions of school climate and setting-level measures of school climate. The findings from the MDS3 Initiative will inform our understanding of the impact of school-wide preventive interventions in high schools, and factors influencing implementation fidelity and the outcomes of those programs. This research also has important implications for Maryland’s Safe and Supportive Schools Initiative in terms of validating the state’s new MDS3 School Climate Survey in relation to the observational data.
All of the research projects reflect the input from several partners, collaborators, and stakeholders at multiple levels, and address state-wide and national priorities related to school-based prevention. Building on the interest and resources of the state and school districts, the research findings are first disseminated locally through the monthly meetings of the PBIS Maryland State Leadership Team. National dissemination occurs jointly by the PBIS Maryland Management Team through presentations at professional meetings. The prevention efforts and policies in Maryland have benefitted tremendously from conducting these effectiveness studies through the PBIS Maryland collaboration. These partnership-focused research efforts also have enabled the development and application of innovative statistical methods to determine the generalizability of findings from randomized trials to the state (Stuart et al. 2011).
___________________________________________________
Pre-K suspensions common in Maryland schools -
Baltimore Sunarticles.baltimoresun.com › Students
Dozens of pre-kindergartners were suspended last school year in Maryland, with the most suspensions in Baltimore, highlighting a little-known practice that some ...
Keep them in class
[Editorial]Our view: New Baltimore schools CEO Gregory Thornton sets the right tone on suspension policy in his first days on the jobJuly 10, 2014
It's heartening that Baltimore City's new schools CEO, Gregory Thornton, has made limiting the number of out-of-school suspensions for the system's youngest children a priority in his first weeks on the job. In doing so he has sent a strong signal to principals and teachers that they need to find alternative methods for disciplining troublesome or disruptive students and that kicking kids out of school is rarely effective and should only be used as a punishment of last resort.
This week, Mr. Thornton told school board members that from now on principals will be required to consult with the central office before suspending pre-kindergarten and kindergarten students. Last year Baltimore schools suspended more 4- and 5-year-olds than any other jurisdiction in the state, a practice many educators believe is too extreme for such young children and may be counterproductive as well.
That's because one of the goals of early education is to teach children the basic social skills they'll need to function in a classroom setting. But they can't learn those skills if they're not in school, and their absence is likely to set them up for more serious problems in later grades. In nearly all cases it's preferable to keep them in school where educators can continue to engage them than to simply send them home — particularly since dysfunction at home may well be the root of the misbehavior in the first place.
___________________________________________
Widespread complaints by Baltimore City parents of special needs children have occurred since Baltimore education reform started warehousing special needs children in underserved schools that with tiered funding the lowest for these two groups left schools unable to provide safe school environments. This is not the teachers or administrators fault-----it is the Baltimore City School Board and tiered funding and school privatization. It also shows that PBIS has done nothing in Baltimore City schools to improve behavior. Dismantling public school supports and tying these private corporate behavioral businesses to schools takes away oversight and wastes the money school administrators could use to give classroom teachers permanent aides in these classrooms. The money is mostly wasted on program systems that do not work.
HOPKINS IS A MASTER OF PROGRAMS THAT ARE FUNDED AND REPLACED OVER AND OVER WITH NO RESULTS.
Lots of date collected and sold ------
City schools focus on anti-bullying effortsGilmor Elementary student was victim of repeated abuse
April 28, 2010|By Erica L. Green,
The Baltimore SunCity school officials have stepped up education efforts and are stressing proper reporting methods after a third-grader who was a victim of chronic bullying at a West Baltimore elementary school said she wanted to kill herself.
The city teachers union is also pledging to work with the Baltimore branch of the National Association for the Advancement of Colored People to hold a bullying-prevention program at Gilmor Elementary School, the site of the incidents.
The actions come after complaints of severe bullying at the school, which included a third-grader who has cerebral palsy saying that she suffered repeated verbal and physical abuse. The girl's mother said the 8-year-old wanted to kill herself by trying to jump from a second-story window after students beat her. The city school system says the classroom teacher reported that the child was not at a window but made a comment that she wanted to commit suicide.
Maryland has tried to encourage parents to report bullying, but it is unclear how fully the efforts have been embraced in Baltimore.
Beginning four years ago, every jurisdiction was required to provide parents with a form to complete if they believe their child is being bullied. Schools are required to investigate, and parents can bring concerns to top administrators in the district or to state education leaders if they believe the issue hasn't been addressed, said Charles Buckler, director of student services and alternative services for the Maryland State Department of Education.
"Baltimore City has historically reported low turn-ins of those forms," Buckler said. "It is hard to imagine a school system of that size would not have more reported bullying going on."
_______________________________________________
Remember, charter schools are private schools----they operate as a business and are allowed to ignore laws protecting the rights of citizens regarding public education. We know that charters in Baltimore are not providing services that are handed to these PBIS groups to provide.
Below you see the Baltimore Behavioral Health system that partnered with families and schools. All of these operations are funded by Hopkins and are part of this PBIS system.
September 12, 2007 Baltimore Sun
Are private schools failing special needs students? This study says so.
The study also finds that 43 percent of private schools have students receiving special-education services available under the Individuals with Disabilities Education Act (IDEA); and 44 percent use one of many programs outlined in the Elementary and Secondary Education Act, or ESEA. The study basically shows that private schools are not utilizing funds for special education students.
Former Baltimore Behavioral Health CEO ordered to pay more than $60,000 in unpaid worker contributions
By Lorraine Mirabella, The Baltimore Sun 7:14 p.m. EDT, April 10, 2014
The former CEO of Baltimore Behavioral Health Inc. was ordered to pay $60,750 for failing to deposit workers' contributions in the organization's retirement plan, the Department of Labor announced Thursday.
BBH, a non profit drug treatment and mental health clinic on West Pratt Street, filed for Chapter 11 bankruptcy in December 2012. The clinic was found in a 2010 Baltimore Sun investigation to have unusually high Medicaid billings and steep salaries among family members who previously operated the center.
The Labor Department had filed a lawsuit Nov. 1 in U.S. District Court in Baltimore alleging that William Kristen Hathaway did not remit contributions from October 2009 through April 2010. After an investigation by the department's Employee Benefits Security Administration, the government alleged that Hathaway and BHH pooled the workers' contributions with the clinic's assets.
The court entered a default judgment against Hathaway after he failed to plead or submit a defense.
Hathaway and officials of BBH could not be reached on Thursday.
______________________________________________
This should concern all advocates for children and education----Hopkins involved in the criminal justice system. Baltimore has one of the worst criminal justice systems in the nation----the city jail and juvenile detention center has a long history of dysfunction and Baltimore has a school to prison reputation. This happens because the city has no public sector -----no adequate staffing of facilities or physical resources----and no public health system.......and this is because billions of dollars in Baltimore revenue is stolen by fraud and corruption by Baltimore Development Corporation and Johns Hopkins. Make no mistake-----if you are going to make Baltimore a company town-----owned and run by Johns Hopkins-----you are the source of widespread fraud and corruption and third world poverty of Baltimore citizens.
Creating restrictive settings is much like laws that institute martial youth curfews. It is policy that autocratic societies put into place when no money is allotted to ever-growing poverty and stagnant economies.
Baltimore was ground zero for the massive corporate frauds of last decade and has tens of billions of dollars in fraud recovery yet to be returned. That is what makes for what is the worst in the nation schools and education in Baltimore.
THESE BALTIMORE STUDENTS HAVE WAITED LONG ENOUGH FOR GOOD SCHOOLS AND GOOD EDUCATION POLICY. GET CORPORATIONS OUT OF OUR PUBLIC SCHOOLS AND GIVE THE FUNDING TO THE SCHOOLS, TEACHERS, AND CLASSROOMS!
PBIS in Restrictive Settings: The Time is Now
Stephanie Lampron, Simon Gonsoulin From: Education and Treatment of Children
Volume 36, Number 3, August 2013
pp. 161-174 | 10.1353/etc.2013.0023
Abstract Abstract:
One of the main purposes of alternative education, residential facilities and our nation's juvenile justice restrictive settings is to provide the youth who find themselves in these settings an opportunity to redirect their lives and receive the supports and skills they need to have successful and productive futures. While this has not always been the mindset or approach within restrictive settings, there has been a notable turn away from punitive approaches to rehabilitation and a push toward positive approaches in the juvenile justice field. This article highlights how the positive behavior interventions and supports (PBIS) framework can promote the goals within restrictive settings and meet the needs of the youth residing within them, including: (1) safety for staff and youth; (2) social, behavioral, educational, vocational, and other skill acquisition; and (3) youth responsibility and a desire to connect with their communities. The discussion explores the different agencies and organizations that are promoting the use of PBIS in the juvenile justice system. The authors suggest the benefits of PBIS for juvenile justice-involved youth lay not only in its further expansion within restrictive settings but in the powerful support it could provide for transition if it were implemented across juvenile justice and community schools district- or community-wide.
____________________________________________
Meanwhile, we have Wall Street banks still owing trillions of dollars in corporate fraud being allowed to 'donate' to the causes of their choice----like PBIS. Maryland Attorney General Gansler worked hard to see those bank settlements went back to the banks in development money and 'charity donations'.
PLEASE STOP ALLOWING THESE BANKS TO 'DONATE' ----THESE ORGANIZATIONS MAY NEED THE MONEY BUT THEY HAVE A DUTY TO THE PEOPLE THEY SERVE TO CLEAN UP THIS CORPORATE MESS!
Bank of America gives to 20 non-profits
Feb 26, 2014
Twenty nonprofit organizations in the Inland Empire that address critical needs such as hunger and shelter will receive a portion of $175,000 in grants from the Bank of America Charitable Foundation.
“We’re working to meet the day-to-day needs of those who live and work in our community,” said Al Arguello, market president at Bank of America.
“These grants will help nonprofits continue to address our community’s most pressing needs while helping individuals become more financially stable in the long term,” Arguello said.
Organizations receiving funding:
THIS IS OBSCENE!!!!
This article originally appeared in The Press Enterprise publication. Content was produced by outside parties not affiliated with Bank of America. Opinions or ideas expressed are not necessarily those of Bank of America, Merrill Lynch Wealth Management, U.S. Trust or Bank of America Merrill Lynch, nor do they reflect their views or endorsement. These materials are for informational purposes only. Bank of America, Merrill Lynch Wealth Management, U.S. Trust and Bank of America Merrill Lynch do not assume liability for any loss or damage resulting from anyone's reliance on the information provided.
Positive Behavior Interventions and Supports.....PBIS. One would think this a great program to reform the systemic fraud and government corruption in the State of Maryland-----but as you can see it is Johns Hopkins----the source of this lying, cheating, stealing corruption in Baltimore that supplies the money for the PBIS Coordinator in Baltimore City schools. So, the government money comes to Hopkins which then decides who the directors will be for these programs. This is why are Baltimore system is so dysfunctional and corrupt.
All the media articles involving policy set for discipline and behavior over these several years has been negative. Bad policy, bad results, parents and students hate it....teachers do not want to be involved in it. So, why is PBIS installed in Maryland? It's good to know this is a national policy that comes from a national corporate non-profit----it has nothing to do with community outreach. This is why all these policies are bad and fail.
Baltimore was shown in a negative spotlight for suspending kindergartners because of this program. Teachers are given orders for zero tolerance and are in trouble if they do not enforce these policies.
THIS IS FASCISM...IT IS NOT SCHOOL HEALTH SERVICES.
So, a national corporate non-profit receives all the Federal, state, and local funding for child mental health/school services at Maryland and Baltimore level and corporations write the policies they want to see-----suspending kindergartners for example. Meanwhile, local parents and teachers are not allowed to form their own groups and ideas---they must join these PBIS groups to be led by the director/coordinator chosen by Johns Hopkins. The same happens with school Wellness programs. All are controlled by corporate non-profits and replace the school nurse and/or guidance counselors that were public employees connected to schools generally as a career.
I spoke with a community resident wanting to get a job with the Baltimore City school system that now works for a private behavioral corporation partnered with Baltimore City schools. This corporation hires people as temps and assigns them to schools as they rotate from school to school and assignments change with layoffs and no permanent status as an employee.
THIS IS WHAT PBIS HAS DONE TO CITY SCHOOL EMPLOYEE STATUS.
This is done to dismantle our public school system by outsourcing all services in these schools that are now called 'independent businesses'. IT IS A COMPLETE FAILURE. All the education money that would have gone to a school counselor, nurse, fitness or special needs staffing is now going to these PBIS organizations.
DRAFT PROPOSAL FOR IMPLEMENTATION OF PBIS IN BALTIMORE CITY PUBLIC SCHOOLS
SUBMITTED BY PHILIP J. LEAF, PH.D.
RESOURCES REQUIRED TO IMPLEMENT PBIS IN BALTIMORE CITY FOR SCHOOLS AFFECTED BY HB1288
Baltimore PBIS Coordinator. 1 FTE required to coordinate the implementation and monitoring of PBIS. Funds are available for this person thru 9/06 from the JHU Prevention and Early Intervention Center. This individual also will join the Maryland PBIS Leadership Team.
Standards and Protocols...A revised edition of the PBIS Maryland Standards and Protocols document is now available. (more)
Standards and Protocols Tier 2 Check In/ Check Out (CICO)... A PBIS Maryland Standards and Protocols Tier 2 Check In/Check Out (CICO) document has been established. The CICO Request for Training document is included. (more)
Maryland's Initiative...In 1999 the Maryland State Department of Education and the Sheppard Pratt Health System began a collaboration (more)
What is PBIS?...Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. (more)
SET...The school-wide evaluation tool (more)
SWIS...a web-based information system (more)
Project Target...is a 5-year collaborative effort (more)
PBIS Maryland is a collaborative effort between the Maryland State Department of Education, Sheppard Pratt Health System, the Johns Hopkins University; Center for the Prevention of Youth Violence, and 24 Local Maryland School Systems. Nationally there are over 19,000 schools in 44 states implementing universal, school-wide PBIS. PBIS Maryland celebrated 14 years of training and implementation in 2013 and has provided training in school-wide PBIS to 956 public, alternative, and non-public schools across all 24 Local School Systems in Maryland.
____________________________________________
Throughout this introduction by Johns Hopkins you see the words 'evidence based policy'-----only all the evidence shows that it is bad, ineffective policy. That does not matter because the goal is gaining control of the school's operations----the same kind of piece-meal outsourcing that privatizes all government functions. Now, child behavior problems in Baltimore is caused by poverty and very bad housing conditions exposing children to things like lead paint and bug infestations-----asthma ------drug addictions and fetal damage from drug and alcohol addiction.
Johns Hopkins drives all the policies that promote extreme poverty -----that limits health care access for the working class and poor-----and is behind eliminating all oversight and accountability that allows Baltimore landlords to expose these children to the worst of living conditions. Hopkins has moved most War on Poverty funding for decades to building its own global corporation all through fraud and corruption leaving Baltimore's schools and families without much needed funds. So, to go to Hopkins for a solution-----to give Hopkins the government funding to create these programs.
IS SOMETHING A NEO-LIBERAL OR NEO-CONS WOULD DO. IT HAS NOTHING TO DO WITH PUBLIC HEALTH.
It is the failure to rebuild the public sector and oversight and accountability in Baltimore that sees its citizens in third world conditions and schools crumbling.
Overview of the Three-Tiered PBIS Model
Positive Behavioral Interventions and Supports (PBIS) is a non-curricular, universal prevention strategy that aims to alter the school environment by creating improved systems and procedures to promote positive change in staff and, consequently, student behaviors. The model draws upon behavioral, social learning, and organizational behavior principles (Lewis and Sugai 1999) that have been traditionally used with individual students and extends and applies them to the entire student body consistently across all school contexts. This whole-school strategy aims to prevent disruptive behavior and enhance the school’s organizational climate by creating and sustaining primary (universal or school-wide), secondary (selective), and tertiary (indicated) systems of support. The three-tiered prevention model follows a public health approach (Mrazek and Haggerty 1994; O’Connell, Boat, and Warner 2009), whereby two levels of selective/targeted group and indicated/individual programs are implemented to complement the universal school-wide components (for a review, see Carr, Dunlap, Horner, Koegel, Turnbull, and Sailor 2002; Horner, Sugai, Todd, and Lewis-Palmer 2005; Leaf and Keys 2005; Sugai and Horner 2002, 2006). The universal school-wide PBIS model has been widely disseminated throughout the U.S. and has been implemented in over 16,000 schools across 44 states (PBIS 2011).
Collaborative Research Projects through PBIS Maryland
Multiple research projects have been launched which take advantage of the existing network of researchers, educators, and practitioners involved in the PBIS Maryland Initiative. For example, the state-wide scale-up efforts have provided the opportunity to conduct effectiveness and translational research on PBIS, which has been supported through federal grants from the Centers for Disease Control and Prevention (CDC), Institute of Education Sciences (IES), National Institute of Mental Health (NIMH), the National Institute on Drug Abuse (NIDA), and some foundation grants from organizations, such as the William T. Grant Foundation. Each of the projects represents an effort to integrate PBIS with other approaches or interventions to ensure both high fidelity implementation and sustainability (Domitrovich, Bradshaw, Poduska, Hoagwood, Buckley, and Olin 2008). Some of the larger, federally-funded research projects are briefly described below.
Double Check: A Cultural Proficiency and Student Engagement Model
With funding from IES, the Double Check project builds on the PBIS model to promote data-based decision making, professional development on cultural proficiency, and coaching in culturally sensitive classroom management and student engagement. Specifically, through an iterative process, the project aims to augment and combine the data-based decision-making activities of PBIS, the Double Check cultural proficiency professional development series (Hershfeldt, Sechrest, Rosenberg, Bradshaw, and Leaf 2009), and the Classroom Check-up (Reinke, Lewis-Palmer, and Merrell 2008) classroom management coaching system to increase the use of culturally-responsive teaching and classroom management strategies, and to promote student engagement in elementary and middle schools. The goal of this work is to reduce rates of culturally and linguistically diverse students being referred for discipline problems and special education services. Consistent with the CBPR approach, this project was developed in direct response to a request from a collaborating Maryland school district, Anne Arundel County Public Schools, which is eager to address concerns related to disproportionality in referrals and disciplinary actions through PBIS.
Maryland Safe and Supportive Schools (MDS3) Initiative: An RCT of PBIS in High Schools
There is increasing interest in the integration of the universal, school-wide PBIS model with other evidence-based selective and indicated prevention programs (Domitrovich, Bradshaw, Greenberg, Embry, Poduska, Hoagwood, Buckley, and Olin 2010). Currently, studies are being conducted in elementary schools on the integration of PBIS with social-emotional learning programs, such as the Promoting Alternative Thinking Strategies model and the Good Behavior Game (see Domitrovich, Bradshaw, Greenberg, Embry, Poduska, Hoagwood, Buckley, and Olin 2010). The PBIS Maryland partnership extended this work to the high schools through a 52-school RCT of PBIS combined with evidence-based prevention programs. This 13-million dollar trial was funded through the U.S. Department of Education’s Safe and Supportive Schools Initiative and aims to develop and administer a statewide web-based measurement system to assess multiple aspects of school climate (e.g., school safety, student engagement, and the school environment), as reported by students, parents, and school staff.
The 31 intervention schools are being trained in the PBIS model and the use of the school climate data to determine the need for tailored evidence-based preventive interventions. The intervention schools receive training, coaching, and the necessary resources to implement a continuum (e.g., universal, selective, and indicated) of evidence-based practices, such as the Olweus Bullying Prevention Program (Olweus, Limber, Flerx, Mullin, Riese, and Snyder 2007), LifeSkills training for high schools (Botvin, Griffin, and Nichols 2006), Check-In/Check-Out (Hawken and Horner2003), Check and Connect (Sinclair, Christenson, and Thurlow 2005), and the Cognitive-Behavioral Intervention for Trauma in Schools (Stein, Jaycox, Kataoka, Wong, Tu, Elliott, 2003), in order to integrate them with PBIS. The 27 comparison high schools will be monitored over a period of three years using this same climate measure; they will receive training at the end of the trial. This work is also being extended through a grant from the William T. Grant Foundation, which aims to determine the program impacts on multiple classroom and non-classroom observations of setting-level factors (e.g., safety and classroom climate), to examine potential setting-level moderators of program impacts and predictors of intervention fidelity, and to explore the relationship between perceptions of school climate and setting-level measures of school climate. The findings from the MDS3 Initiative will inform our understanding of the impact of school-wide preventive interventions in high schools, and factors influencing implementation fidelity and the outcomes of those programs. This research also has important implications for Maryland’s Safe and Supportive Schools Initiative in terms of validating the state’s new MDS3 School Climate Survey in relation to the observational data.
All of the research projects reflect the input from several partners, collaborators, and stakeholders at multiple levels, and address state-wide and national priorities related to school-based prevention. Building on the interest and resources of the state and school districts, the research findings are first disseminated locally through the monthly meetings of the PBIS Maryland State Leadership Team. National dissemination occurs jointly by the PBIS Maryland Management Team through presentations at professional meetings. The prevention efforts and policies in Maryland have benefitted tremendously from conducting these effectiveness studies through the PBIS Maryland collaboration. These partnership-focused research efforts also have enabled the development and application of innovative statistical methods to determine the generalizability of findings from randomized trials to the state (Stuart et al. 2011).
___________________________________________________
Pre-K suspensions common in Maryland schools -
Baltimore Sunarticles.baltimoresun.com › Students
Dozens of pre-kindergartners were suspended last school year in Maryland, with the most suspensions in Baltimore, highlighting a little-known practice that some ...
Keep them in class
[Editorial]Our view: New Baltimore schools CEO Gregory Thornton sets the right tone on suspension policy in his first days on the jobJuly 10, 2014
It's heartening that Baltimore City's new schools CEO, Gregory Thornton, has made limiting the number of out-of-school suspensions for the system's youngest children a priority in his first weeks on the job. In doing so he has sent a strong signal to principals and teachers that they need to find alternative methods for disciplining troublesome or disruptive students and that kicking kids out of school is rarely effective and should only be used as a punishment of last resort.
This week, Mr. Thornton told school board members that from now on principals will be required to consult with the central office before suspending pre-kindergarten and kindergarten students. Last year Baltimore schools suspended more 4- and 5-year-olds than any other jurisdiction in the state, a practice many educators believe is too extreme for such young children and may be counterproductive as well.
That's because one of the goals of early education is to teach children the basic social skills they'll need to function in a classroom setting. But they can't learn those skills if they're not in school, and their absence is likely to set them up for more serious problems in later grades. In nearly all cases it's preferable to keep them in school where educators can continue to engage them than to simply send them home — particularly since dysfunction at home may well be the root of the misbehavior in the first place.
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Widespread complaints by Baltimore City parents of special needs children have occurred since Baltimore education reform started warehousing special needs children in underserved schools that with tiered funding the lowest for these two groups left schools unable to provide safe school environments. This is not the teachers or administrators fault-----it is the Baltimore City School Board and tiered funding and school privatization. It also shows that PBIS has done nothing in Baltimore City schools to improve behavior. Dismantling public school supports and tying these private corporate behavioral businesses to schools takes away oversight and wastes the money school administrators could use to give classroom teachers permanent aides in these classrooms. The money is mostly wasted on program systems that do not work.
HOPKINS IS A MASTER OF PROGRAMS THAT ARE FUNDED AND REPLACED OVER AND OVER WITH NO RESULTS.
Lots of date collected and sold ------
City schools focus on anti-bullying effortsGilmor Elementary student was victim of repeated abuse
April 28, 2010|By Erica L. Green,
The Baltimore SunCity school officials have stepped up education efforts and are stressing proper reporting methods after a third-grader who was a victim of chronic bullying at a West Baltimore elementary school said she wanted to kill herself.
The city teachers union is also pledging to work with the Baltimore branch of the National Association for the Advancement of Colored People to hold a bullying-prevention program at Gilmor Elementary School, the site of the incidents.
The actions come after complaints of severe bullying at the school, which included a third-grader who has cerebral palsy saying that she suffered repeated verbal and physical abuse. The girl's mother said the 8-year-old wanted to kill herself by trying to jump from a second-story window after students beat her. The city school system says the classroom teacher reported that the child was not at a window but made a comment that she wanted to commit suicide.
Maryland has tried to encourage parents to report bullying, but it is unclear how fully the efforts have been embraced in Baltimore.
Beginning four years ago, every jurisdiction was required to provide parents with a form to complete if they believe their child is being bullied. Schools are required to investigate, and parents can bring concerns to top administrators in the district or to state education leaders if they believe the issue hasn't been addressed, said Charles Buckler, director of student services and alternative services for the Maryland State Department of Education.
"Baltimore City has historically reported low turn-ins of those forms," Buckler said. "It is hard to imagine a school system of that size would not have more reported bullying going on."
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Remember, charter schools are private schools----they operate as a business and are allowed to ignore laws protecting the rights of citizens regarding public education. We know that charters in Baltimore are not providing services that are handed to these PBIS groups to provide.
Below you see the Baltimore Behavioral Health system that partnered with families and schools. All of these operations are funded by Hopkins and are part of this PBIS system.
September 12, 2007 Baltimore Sun
Are private schools failing special needs students? This study says so.
The study also finds that 43 percent of private schools have students receiving special-education services available under the Individuals with Disabilities Education Act (IDEA); and 44 percent use one of many programs outlined in the Elementary and Secondary Education Act, or ESEA. The study basically shows that private schools are not utilizing funds for special education students.
Former Baltimore Behavioral Health CEO ordered to pay more than $60,000 in unpaid worker contributions
By Lorraine Mirabella, The Baltimore Sun 7:14 p.m. EDT, April 10, 2014
The former CEO of Baltimore Behavioral Health Inc. was ordered to pay $60,750 for failing to deposit workers' contributions in the organization's retirement plan, the Department of Labor announced Thursday.
BBH, a non profit drug treatment and mental health clinic on West Pratt Street, filed for Chapter 11 bankruptcy in December 2012. The clinic was found in a 2010 Baltimore Sun investigation to have unusually high Medicaid billings and steep salaries among family members who previously operated the center.
The Labor Department had filed a lawsuit Nov. 1 in U.S. District Court in Baltimore alleging that William Kristen Hathaway did not remit contributions from October 2009 through April 2010. After an investigation by the department's Employee Benefits Security Administration, the government alleged that Hathaway and BHH pooled the workers' contributions with the clinic's assets.
The court entered a default judgment against Hathaway after he failed to plead or submit a defense.
Hathaway and officials of BBH could not be reached on Thursday.
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This should concern all advocates for children and education----Hopkins involved in the criminal justice system. Baltimore has one of the worst criminal justice systems in the nation----the city jail and juvenile detention center has a long history of dysfunction and Baltimore has a school to prison reputation. This happens because the city has no public sector -----no adequate staffing of facilities or physical resources----and no public health system.......and this is because billions of dollars in Baltimore revenue is stolen by fraud and corruption by Baltimore Development Corporation and Johns Hopkins. Make no mistake-----if you are going to make Baltimore a company town-----owned and run by Johns Hopkins-----you are the source of widespread fraud and corruption and third world poverty of Baltimore citizens.
Creating restrictive settings is much like laws that institute martial youth curfews. It is policy that autocratic societies put into place when no money is allotted to ever-growing poverty and stagnant economies.
Baltimore was ground zero for the massive corporate frauds of last decade and has tens of billions of dollars in fraud recovery yet to be returned. That is what makes for what is the worst in the nation schools and education in Baltimore.
THESE BALTIMORE STUDENTS HAVE WAITED LONG ENOUGH FOR GOOD SCHOOLS AND GOOD EDUCATION POLICY. GET CORPORATIONS OUT OF OUR PUBLIC SCHOOLS AND GIVE THE FUNDING TO THE SCHOOLS, TEACHERS, AND CLASSROOMS!
PBIS in Restrictive Settings: The Time is Now
Stephanie Lampron, Simon Gonsoulin From: Education and Treatment of Children
Volume 36, Number 3, August 2013
pp. 161-174 | 10.1353/etc.2013.0023
Abstract Abstract:
One of the main purposes of alternative education, residential facilities and our nation's juvenile justice restrictive settings is to provide the youth who find themselves in these settings an opportunity to redirect their lives and receive the supports and skills they need to have successful and productive futures. While this has not always been the mindset or approach within restrictive settings, there has been a notable turn away from punitive approaches to rehabilitation and a push toward positive approaches in the juvenile justice field. This article highlights how the positive behavior interventions and supports (PBIS) framework can promote the goals within restrictive settings and meet the needs of the youth residing within them, including: (1) safety for staff and youth; (2) social, behavioral, educational, vocational, and other skill acquisition; and (3) youth responsibility and a desire to connect with their communities. The discussion explores the different agencies and organizations that are promoting the use of PBIS in the juvenile justice system. The authors suggest the benefits of PBIS for juvenile justice-involved youth lay not only in its further expansion within restrictive settings but in the powerful support it could provide for transition if it were implemented across juvenile justice and community schools district- or community-wide.
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Meanwhile, we have Wall Street banks still owing trillions of dollars in corporate fraud being allowed to 'donate' to the causes of their choice----like PBIS. Maryland Attorney General Gansler worked hard to see those bank settlements went back to the banks in development money and 'charity donations'.
PLEASE STOP ALLOWING THESE BANKS TO 'DONATE' ----THESE ORGANIZATIONS MAY NEED THE MONEY BUT THEY HAVE A DUTY TO THE PEOPLE THEY SERVE TO CLEAN UP THIS CORPORATE MESS!
Bank of America gives to 20 non-profits
Feb 26, 2014
Twenty nonprofit organizations in the Inland Empire that address critical needs such as hunger and shelter will receive a portion of $175,000 in grants from the Bank of America Charitable Foundation.
“We’re working to meet the day-to-day needs of those who live and work in our community,” said Al Arguello, market president at Bank of America.
“These grants will help nonprofits continue to address our community’s most pressing needs while helping individuals become more financially stable in the long term,” Arguello said.
Organizations receiving funding:
- AIDS Assistance Program
- Assistance League of San Bernardino
- Catholic Charities San Bernardino Riverside
- Central City Lutheran Mission
- Children’s Fund Incorporated
- Cove Communities Senior Association
- Desert Communities United Way
- Desert Manna Ministries Inc.
- Desert Arc
- Family Service Association
- Foothill Family Shelter Inc.
- Galilee Center
- Hidden Harvest Corporation
- Inland Empire United Way
- Lutheran Social Services of Southern California
- Martha’s Village and Kitchen Inc.
- Second Harvest Food Bank Serving Riverside and San Bernardino Counties
- Shelter Providers of Riverside Inc. INC
- Time For Change Foundation
- Loma Linda University Children’s Hospital Foundation
THIS IS OBSCENE!!!!
This article originally appeared in The Press Enterprise publication. Content was produced by outside parties not affiliated with Bank of America. Opinions or ideas expressed are not necessarily those of Bank of America, Merrill Lynch Wealth Management, U.S. Trust or Bank of America Merrill Lynch, nor do they reflect their views or endorsement. These materials are for informational purposes only. Bank of America, Merrill Lynch Wealth Management, U.S. Trust and Bank of America Merrill Lynch do not assume liability for any loss or damage resulting from anyone's reliance on the information provided.
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