Problem Solving Model & Positive Behavioral Interventions & Supports Putting the Processes Together Betsy Stanwood January 2008 Revised July 2010

How Does the Definition of “Positive Behavioral Interventions and Supports” fit into the PSM Process? Focus on PROACTIVE support strategies. Strategies are determined by a team who collects and analyzes data related to the specific area of concern. Interventions are implemented, analyzed, and revised in a continuous cycle. Encompass a range of strategies from systemic to individual supports. PSM PBIS One of the biggest pieces of the PBIS system is to focus on PROACTIVE activities.

How Do the Processes Align? The most important alignment is that both support most students through “universal” school/classroom processes, some students through more “targeted” support, and a small group with the most “intensive” support PSM PBIS

Problem Solving Continuum Positive Behavioral Interventions & Supports Continuum 80% of Students Universal Interventions – proactive strategies supporting all students Intensive Interventions -individualized strategies supporting students with high risk behaviors Targeted Interventions –specialized strategies supporting students with at risk behaviors 15% 5% School-wide systems to support student achievement. Levels of Intervention INTENSIVE 1 – 7 % STRATEGIC 5 - 15 % CORE 80 - 90 % Adapted from Sugai and Horner

NHCS Services Philosophy

Other Areas of Alignment Baseline data collection Analysis of data collected Problem definition Design interventions Identification of who, when, where teaching will occur Implementation of interventions Charting/Progress Monitoring Analysis of progress Continue implementation, change the interventions some, change the interventions significantly Continue with the review plan, intervene, analyze process Based in Behavior Analysis

Why Do Both the PSM & PBIS Processes Require Data Collection? to report accurate progress to parents to collect detailed information regarding a student or students’ performance to help define the problem and be more specific or measurable to monitor the student’s response to an intervention directed towards the area targeted to make decisions with data that are more likely to be implemented and be effective. to assist in the determination of eligibility or entitlement for accommodations or educational services ************PRESENTER BEGINS THE INFORMAL DATA COLLECTION ACTIVITY WITHOUT NOTIFYING PARTICIPANTS Data collection proved to be one of our weakest areas within the PBIS process. Often decisions were based on the “I Think” model rather than concrete evidences derived from consistent objective data collection. Concrete data concerning behaviors is also an integral part of the IEP process as it relates to the IDEA Special Factors (ie. Behavior supports). When IEP teams respond that the student’s learning is impeded by behaviors then proactive PBIS strategies should be implemented (ie. Addressed as goals or accommodations on IEP) REFER TO GOALVIEW IEP SPECIAL FACTORS BEHAVIOR SUPPORTS in handouts Data collection is also an integral part of the new Problem Solving Model which will support an “entitlement” for services. When a student is suspected of having a behavioral deficit, and there will be no norming process as a part of the PSM for behaviors, data collection will again be an integral part of creating supports for the students. Observation/data collection of a typical student should be used for a norm comparison to data collected for student in question.

How Do These Processes Work Together? Where does PBIS fit in this model? How Do These Processes Work Together? Level I Level II Level III Level IV

The Problem Solving Model Level 1 Consultation between teachers and parents Level 2 with other resources Intensity of Needs Level 3 Student Study Team (SST) Amount of Resources Required to Meet the Student’s Needs Level 4 IEP Consideration

Focus on Tiers (Levels) I & II as General Education Requirement Tier I Office & discipline referrals School wide Positive Behavioral Interventions & Supports Tier II Direct behavior training (social skills) Additional training or groups (self-instruction, anger control, organizational skills) Development of Programs in the school to address top areas of need -George Batsche

This looks like the place to start. Where Should Teams Use the PBIS Tools in the Problem Solving Model Process? Level 1? Level 2? Level 3? Or Level 4? This looks like the place to start. Usually teams would begin using the PBIS tools just before the beginning of Level 2.

At Time of Request for Level 2: PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process? PSM PBIS At Time of Request for Level 2: ►PSM 1(a) Complete PBIS 2 in conjunction with PSM 1 (a). Complete only those items that are different. ► Prior to 1st PSM Team Level 2 Meeting Teacher collects “Frequency Data” on PBIS 3 using general behaviors. (Best if collected for 10 days) ► PSM 2 (a) Complete PBIS 4 at 1st Level II team meeting.

New Hanover County Schools For Students with Behavior Problems Data Collection Tool For Students with Behavior Problems PBIS 2 Complete this tool for students referred to the Student Support Team (SST) for behavior problems. Attach this form to the Request for Intervention Assistance tool. Name: _________________________________ ID# __________________________ Date of Birth____________________________ School: ________________________________ Grade:_______________________ Completed By: __________________________ Date: ________________________ Attendance: Date of Enrollment: _________________ Schools Previously Attended: ____________________ Years Attended: __________ # of Days Absent ___ # of Days Tardy ___ Retentions? ___ Yes ___No If yes, what grade (s): _____ Current Grades: High School Only: # of credits earned toward graduation? __________ Subject Grade Subject Grade ___________ ______ ___________ ______ Testing Information: List all within the last 2 years: Test Name Date (s) Score (s) (EOG’s, EOC’s writing tests, _____________________ ___________ ____________ 9 week assessments, standardized tests, etc.) Discipline/Behavioral Information If student attended other schools, have Module 3 discipline files been requested? (Attach copy of Incidents Report) Requested? ________ Received? _________ # Office Referrals: ______ Describe current behavior plan: # In School Suspensions ______ # Out of School Suspensions ______ #Bus Referrals ______ #Bus Suspensions ______ Current Diagnoses: Current Medications: Medical: Mental Health: Involvement of Other Agencies Family Information : Social Peer Information: Other Important Information:

New Hanover County Schools Frequency Data Sheet PBIS 3 Student: __________________________________ Teacher:___________________________________ DATE: TIME: BEHAVIOR OF LOCATION/ACTIVITY PRESENCE OF OTHERS ADULT OTHER FACTORS: CONCERN EXHIBITED: PEERS, ADULT (SPECIFY): RESPONSE/REACTION: Additional sheets as necessary

New Hanover County Schools Frequency Data Sheet PBIS 3 1-25-08 8L30 to 9:00 Shouting answers out of turn in morning group. Morning group All students in class and both teacher and assistant Reprimand, then redirect to “Wait for his turn 9:00 to 10:00 Throwing pencils, over erasing on paper until it tears, giggling out loud Independent Reading comprehension sheet Assistant went to desk and took pencils and paper away 10:00 to 12:00 Out of seat, playing with water in aquarium Math groups 5 students in Math group with Math resource specialist Teacher came over and took to office Student: John Bally Teacher: Mr. Kirk’s 1ST grade class DATE: TIME: BEHAVIOR OF LOCATION/ACTIVITY PRESENCE OF OTHERS ADULT OTHER FACTORS: CONCERN EXHIBITED: PEERS, ADULT (SPECIFY) RESPONSE/REACTION: Additional sheets as necessary

PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process? PSM PBIS Level 2: ►After 1st PSM Team Level 2 Meeting Teacher collects “Frequency Data” on PBIS 3 using the identified “Target” behavior from PBIS 4 on student needing the support. (Best if collected for 10 days) ► Complete PSM 2 (b) Use “Frequency Data” (PBIS 3) collected on “Target” behavior to complete the PSM 2 (b)

New Hanover County Schools Summary of Behavior Data PBIS 4 Name: ___________________________ ID#: __________________________ Date of Birth: _________________________ School: __________________________ Grade: _______________________ Completed By: ____________________ Date: ________________________ What are the student’s strengths? Interests/Preferred Activities Behavior of Concern? (What student does.) Frequency (How often occurs: per hour, day, or week) Intensity (How damaging or destructive: mild, moderate, severe) Duration (How long lasts: minutes, hours) 1. 2. 3. Select and define the target behavior. Choose one behavior (or a cluster of very similar behaviors) that the team agrees is most important to eliminate first. Define the behavior in measurable, observable terms that are easy to communicate and simple to record. (For a list of meeting participants, see SST Attendance Log, IEP page 1 or IAP)

If Team Determines Move to Level 3: PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process? PSM PBIS If Team Determines Move to Level 3: ► 1s t Level 3 meeting complete PSM 3 (b) Include in assessment plan: -Functional Behavioral Assessment (FBA) – Note: If the student already has an IEP then complete FBA in Goalview -Collection of last 3 data points for student ► After 1st Level 3 meeting -Team determines whether behavior requires use of 75% or 100% goal based on the type of behavior targeted. -Functional Behavioral Assessment (FBA) is completed by a team

New Hanover County Schools Functional Behavioral Assessment FBA page 1 Name _____________________ Review Student’s Strengths Review Target Behavior (See PBIS 4) ID# _______________________ Date of Birth _______________ Meeting Date _______________ Antecedents Check factors noted prior to behavior Behavior Summarize behavior at each level of intensity from the data gathered during the last 2 weeks on the Frequency Data Sheet. Be specific and look for patterns. Consequences Check events that typically follow the target behavior. Physical/medical (discomfort/change in meds?) Social/emotional (with whom/negative interaction/social skill deficit?) Communication (understand instructions/make needs known?) Environmental/classroom (over-stimulated/noisy/crowded?) Academic/instructional (too easy/ too difficult/ not interested/ unorganized/ large group/ independent work?) Setting events (response to command/ transition/ unstructured / change in routine/ bus/ time / person/ subject?) Home (change in home/ family dynamics?) Other Mild: Moderate Severe Internal/ intrinsic pleasures Teacher / adult attention Peer attention Verbal warning/ reprimand Loss of privilege (what kind? school? home?) Time out (where? how long?) Detention (how long? what kind?) (include #) Removal from class (bounced) (include #) Office referral (include #) Restitution (what kind?) In school suspension (how long?) Out of school suspension (how long?) Legal charges (what kind?) Bus referrals/suspensions (include #)

FBA page 2 New Hanover County Schools Functional Behavioral Assessment Name: ________________________ ID#: __________________________ Function of Target Behavior What does the student gain from this behavior? Hypothesis What variables appear to trigger this behavior? What does the behavior look like? What seems to reinforce this behavior? Attention from: Peers Staff Preferred adult Power Control Intimidation Vengeance Escape/avoidance of Activity or task Particular person Classroom Self-stimulation to reduce Anxiety Fear EXAMPLE: When Johnnie is in samll group instruction and/or (SETTING) and does not get his way (ANTECEDENT)/CONTEXT), he typically responds by shoving and /or using threatening language (BEHAVIOR) to gain attention (FUNCTION). Fill in the blanks to complete your hypothesis: When student is ___________________ (SETTING) and _____________________ (ANTECEDENT) he/she typically responds by _________________________________ (BEHAVIOR) to __________________(FUNCTION) If this is a specific/one time incident that is being considered for long-term suspension, then describe the incident.

PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process? PSM PBIS Level 3: ► Team completes PSM 3 (c) Team uses baseline information from “Frequency Data” (PBIS 3) to determine the discrepancy with the appropriate target percentage (75% or 100%) ► Team completes PSM 3 (d) and (e) Develop a Behavioral Intervention Plan (BIP) – Note: If the student already has an IEP then complete BIP in Goalview. This plan will be reviewed at each review of the hypothesis. As Progress Monitoring will occur related to the target behavior to measure the impact of the intervention plan and the student’s improved behavioral performance

New Hanover County Schools Behavioral Intervention Plan (BIP) BIP- page 1 New Hanover County Schools Behavioral Intervention Plan (BIP) Name: ___________________ # Days Out of School Suspension _____________________ # Weeks to Implement BIP: __________________ ID#”: ____________________ How are IEP Services going to be delivered Next Meeting to Review/Revise Plan: __________ Date of Birth _____________ starting on the 11th day of suspension in a school year?: Date: ______ Time: _______ Location: ______ School: _________________ Meeting Date: ____________ Replacement/ Desired Behaviors How? Who? When? How will teaching time be documented? What rewards will be provided when the desired Who will implement the rewards? How will the desired behavior data be collected? desired behaviors are demonstrated? For a list of meeting participants, see SST Attendance Log, IEP page I or IAP. Attach today’s BIP to Intervention Plan, IAP or IEP Page 4. New Hanover County Schools Behavioral Intervention Plan (BIP) Name: # Days Out of School Suspension # Weeks to Implement BIP: ID#”: How are IEP Services going to be delivered Next Meeting to Review/Revise Plan: Date of Birth starting on the 11th day of suspension in a school year?: Date: Time: Location: School: Meeting Date: Replacement/ Desired Behaviors How? Who? When? How will teaching time be documented? What rewards will be provided when the desired Who will implement the rewards? How will the desired behavior data be collected? desired behaviors are demonstrated? For a list of meeting participants, see SST Attendance Log, IEP page I or IAP. Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.

New Hanover County Schools Behavioral Intervention Plan (BIP) BIP- page 2 New Hanover County Schools Behavioral Intervention Plan (BIP) For a list of meeting participants, see SST Attendance Log, IEP page I or IAP. Attach today’s BIP to Intervention Plan, IAP or IEP Page 4. What? What consequences will be enforced? Who? Data Describe the target behavior from FBA. Describe the responsibilities of each Explain how and when data will be team member, including school staff, recorded. List the type of data collection family and student. tool that will be used. Mild: Mild: Mild: Moderate: Moderate: Moderate: Severe: Severe (including components of a Severe: crisis plan) New Hanover County Schools Behavioral Intervention Plan (BIP)

Focus of Tier (Level) III as More Formal Process Team Meets & Typically begins Formal Collection of data (Frequency data) Completion of Functional Behavioral Assessment (FBA) Design of a Behavioral Intervention Plan (BIP) Implementation of BIP Progress Monitoring -George Batsche

Utilizing BIP Intervention to Do Progress Monitoring Student must meet all of the criteria set despite intervention at grade level and a minimum of three changes in the hypotheses and strategies per skill area. Criteria can be met using progress monitoring in one academic area and one behavioral area OR in two behavioral areas.

What about Progress Monitoring & Peer Comparisons? Level of Behavior “necessary for success” versus Level of Current, Local Peer Performance Level of Behavior Necessary for Success (Proficient Level) Level of Current, Local Peer Performance 75% for On Task Compliant Accuracy of Work Peer could be as high as 90% but this is more than proficient. National Standard (NCLB) is proficient. -George Batsche

But What About the Most Severe Behaviors? Harmful to self or others: Assault and battery Not Harmful to self or others but causes significant disruption of the learning environment. Target for replacement behavior would need to be higher than the 75% proficient level 100% would need to be the target level for replacement behavior

NHCS Behavior Criteria Student must meet all of the criteria indicated despite intervention at grade level a minimum of 3 changes in hypotheses & strategies per skill area Criteria can be met using progress monitoring in 1 academic area & 1 behavior area OR 2 behavior areas

Progress Monitor Student’s Response to Interventions Progress monitor by observing student at least 3 times a week Remember you need to progress monitor academic areas that are impacted by the behavior Chart results of your behavior observations and your academic probes Utilize same decision making strategies regarding changing the interventions as you would with an academic only issue Remember that students who have behavioral issues but there is no educational impact will continue at PSM intervention level but will not be eligible for consideration for entitlement.

PSM LEVELS I AND II PSM LEVEL III PSM Level I a (Data from Teacher and Records/PEP) * Team continues at Level I and review of student response to interventions at this level by completing PSM Level I b (Intervention Plan/PEP and Results) until it is determined to move to Level II PBIS 2 Complete items different from PSM Level I a Prior to the first PSM Level II meeting PBIS 3 Teacher collects general behavioral data on Frequency Data Sheet (PBIS 3) 10 days of data is recommended Modify Frequency Data Sheet (PBIS 3), if necessary (be sure to cover all areas of information) PSM Level II a (First page of Level II tools) PBIS 4 Summary of behavioral data (PBIS 4) Target behavior determined After first PSM Level II meeting Teacher collects data on Target Behavior using another Frequency Data Sheet (PBIS 3) PSM Level II b (Second page of Level II tools) Completed during the second Level II meeting Use data collected on Target Behavior on PBIS 3 to complete the PSM tool Can do FBA and BIP in Level II FBA and BIP also can be done informally, to guide intervention PSM LEVEL III First Level III meeting Complete Level III a (Define a Problem) Complete Level III b (Develop Assessment Plan) Include in assessment plan FBA After first Level III meeting Teacher continues collecting data FBA information is documented Other assessments completed PSM Level III c (Analysis of Assessment) Team uses data collected to determine baseline (median of 3 data points) and goal (75% or 100%) PSM Level III d (Develop Intervention Plan) PSM Level III e (Revisions of Hypotheses/Interventions) Team develops BIP which includes replacement behavior teaching plan & crisis plan PSM Process Continues Level III and to Level IV as Appropriate Problem Solving Model (PSM) Tool Positive Behavioral Interventions & Supports (PBIS) Tool

Resources -www.pbis.org -www.interventioncentral.com - NHCS Positive Behavioral Interventions & Supports Training Modules (5 modules/PowerPoints) NHCS Data Collection & Progress Monitoring for Behaviors (PowerPoint) NHCS Problem Solving & Positive Behavioral Interventions & Supports: How Do They Work Together? (PowerPoint NHCS Student Support & Intervention System Manual “Practical Charts for Managing Behavior” by Lynn Lavelle (Pro-ed Publishing) Web Resources -www.pbis.org -www.interventioncentral.com -