PBIS & The Changing Role of the School Social Worker Ami Flammini, MSW, LCSW IL PBIS Technical Assistance Director

A little bit about me Began school social work Special Education cooperative Private Practice children & adolescents Springfield Public Schools IL PBIS Network 2009

4 What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).

5 “PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… –Establish a small number of priorities “do less, better” –Consolidate/integrate whenever possible “only do it once” –Specify what is wanted & how you’ll know when you get there “invest in a clear outcome and assess progress” –Give priority to what works “research-based, evidence-based”

6 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭ Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at

7 Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

8 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions80-90% ________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

10 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Mentoring /CnC Complex FBA/BIP Universal Support Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP Universal Team WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness

Universal Screening: The SSBD The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) –Developed as a school-wide (Universal) screening tool for children in grades 1-6 Similar to annual vision/hearing screenings –Identifies behaviors that may impede academic and social functioning –Leads to earlier intervention –May reduce need for formalized “requests for assistance” by using data

At your table, please share one piece of information you just learned.

14 Tier1/Universal Practices of PBIS Define *3-5 school-wide expectations Teach/Pre-correct *differentiated behavior lesson plans direct instruction *in-the-moment reminders Model/Practice *adults model what they teach *students practice what we teach Acknowledge *daily recognition – ex. gotchas *weekly/quarterly grade-level/whole school celebrations Re-teach * re-teach the expectation using different strategies * have the student practice the skill

Team Development Core Team Teaching Acknowledgement Data Communication

TIER 2

10 Critical Features for Tier 2 Interventions 1.Linked directly to school-wide expectations and/or academic goals 2.*Continuously available for student participation 3.*Implemented within 3 school days of determination that the student should receive the intervention 4.*Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features (Cont’d.) 6.Results in student receiving positive feedback from staff 7.Includes a school-home communication exchange system at least weekly 8.Orientation materials provide information for a student to get started on the intervention 9.*Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

At your table, please share one piece of information you just learned.

Check In Check Out (CICO)

Check-In/Check-Out Relatively easy & quick to implement for up to 10-15% of all students. Description: Each adult volunteer checks in and out with multiple youth (up to 10 students) All youth get same intervention Same check in and out time Same school-wide behavioral expectations as goals Same number of opportunities for behavioral feedback (ratings) Same Daily Progress Report (DPR) Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

CICO Daily Cycle (March & Horner, 1998) 1. Check-in with assigned adult upon arrival to school * Positively greet youth * Review SW expectations (daily goals) * Pick-up new Daily Progress Report card * Provide materials (pencil etc.) if needed * Turn in previous day’s signed form (optional) * Provide reinforcer for check-in (optional)

CICO Daily Cycle continued… 2. At each class: * Teacher provides behavioral feedback * Teacher completes DPR or * Student completes self-monitoring DPR/teacher checks and initials card 3.Check-out at end of day: * Review points & goals * Reinforce youth for checking-out (token/reward optional) * Receive reinforcer if goal met (optional) * Take DPR card home (optional)

CICO Daily Cycle continued… 4. Give DPR to parent (optional) * Receive reinforcer from parent * Have parent sign card 5.Return signed card next day – celebrate (if not returned, simply go on)

Grant Middle School STAR CLUB (Students tracking Awesome Results) Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials BEP Daily Goal _32___/_40___BEP daily score _____/______Percentage_________ In training _____BEP Member _____ Student Signature______________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

CICO Card (PALS Point Sheet) Key 2= Great Job 1= Did OK 0= Tough RESPEC T Property RESPEC T All Others RESPEC T Learning RESPEC T Self Homeroom2 1 0 Language Arts Mathematics2 1 0 Social Studies Science Exploratory2 1 0 PE2 1 0 Lunch2 1 0 Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________ Name : _________________________________ Date :­___________ Homeroom Teacher : _____________________________________

Social and Academic Instructional Groups

Social / Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Best if involves use of Daily Progress Report These are often the skill groups facilitated by Social Workers, Counselors & Psychologists –However, can consider other providers : Teacher Assistants, Behavior Interventionists etc.

Social / Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (ex. use your words) Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

Choosing or Designing Group Interventions Pre-Packaged (social skill curriculum) Designed by school –Choose & modify lessons from pre-packaged material based on skill group and/or –Create Lesson Plans (Cool Tools) to directly teach replacement behaviors

Example Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Use your words Use deep breathing Be Respectful Keep arm’s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Mentoring

Types of School-Based Mentoring Community Mentoring –Students are matched with a adult mentor from the community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation After-School Mentoring Youth participate in after school recreational and education-based activities Often times includes matching older students with younger students (cross-age) Facilitated by teachers, clinical staff, and education professionals School-day Mentoring With School Personnel –Students matched with adults in the building

Check & Connect Created in five year period from Supported by 18 years of research Originally focused on High School & Middle School youth but manual now addresses Elementary School as well (2008) Considered a ‘drop-out prevention’ intervention Manual recommends: “To use the name Check & Connect, must adhere to the 4 Components & 7 Core Elements of the model.”

Brief FBA/BIP

BEHAVIOR INTERVENTION PLAN

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Replacement Behaviors Ask for break, ask for help. Why is function important? Because consequences compete Function

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of replacement behaviors Do first problem together Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done

TIER 3

Wrap-Around

“Requires real talent and skills” (Rob Horner) Applies Art (of engagement) and Science (of interventions) Needs to happen sooner for many students/families Gets tougher with each system failure Requires thinking differently with kids and families Is easier in schools proficient with school-wide PBIS Includes system/practice/data components L. Eber 2005 What Do we Know about the Tertiary Level:

Unique Fit Tertiary-tier intervention plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

What is Wraparound?  Wraparound is a process for developing family-centered teams and plans that are strength and needs based  (not deficit based)  across multiple settings and life domains.

Value Base Build on strengths to meet needs One family-one plan Increased parent choice Increased family independence Support for youth in context of families Support for families in context of community Unconditional: Never give up P.Miles, 2004

Who is Wraparound for? Youth with multiple needs across home, school, community Youth at-risk for change of placement (youth not responding to current systems/practices) The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)

 individual students  built upon strengths  voice, priorities of youth and family  based on unique youth and family needs  culturally relevant teams and plans  plans include natural supports  traditional and non-traditional interventions  multiple life domains  unconditional Features of Wraparound:

Life Domain Areas to Consider ä Physical Needs/Living Situation ä Family/Attachment ä Safety ä Socialization ä Cultural/Spiritual äEmotional/Psychological äHealth äEducational/Vocational äLegal

Wraparound is: An ongoing planning process used by: A team of people Who come together Around family strengths and needs To create a unique plan of interventions & supports Based upon a process of unconditional care – no blame, no shame Wraparound is Not: A set of services A one or two time meeting A special education evaluation An individual counselor who links with the family or student Only for families and students we judge as “workable” The presence of flexible funds

At your table, please share one piece of information you just learned.

The 1 st child & family team meeting…

The BIG NEED (what’s under the surface) The Child & Family Team determined the Big Need ~ to help our student feel connected to both peers & adults in the school.

Additional services put in place as a result of the wrap around process Link with Dr. Dobbins for in district psychiatric consult Summer camp Link with Children’s Center Ongoing communication with Therapist Link with Parent Place Support following death of father Support following change of teacher 2 small groups (friendship/yoga) Help with medicine charts for home Help with chore charts for home Mom going to begin coming to school weekly for lunch Beginning to make plans for transition to junior high

Initial SIMEO Data:

More SIMEO Data 12/17/08 2/26/08 5/23/0810/07/08 11/14/08 2/9/09 Fifth grade

SIMEO Data~Feeling like she fits in… Beginning of 5 th grade Beginning of 5 th grade 2/26/08 5/23/0 8 10/07/08 11/14/08 2/9/09

Other Data… Data source 12/17/082/26/085/23/0810/07/0811/14/082/9/09 Grades60-69%70-79%60-69%80-89%80-90%80-99% ODR ISS OSS Absences # of mystery celebrations attended th grade

Wrap around is the Umbrella RENEW is the APPLICATION in High School 2/11/2011

Rehabilitation, Empowerment, Natural Supports, Education and Work {RENEW} Developed in 1996 as the model for a 3-year funded employment model demonstration project for youth with “SED” Focus ion community-based, self-determined services and supports Promising results for youth who typically have very poor post-school outcomes (Bullis & Cheney; Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998) 59 2/11/2011

RENEW RENEW is a process for developing student centered teams and plans that are driven by the students expressed needs, interests and goals. RENEW includes multiple strategies, one of which is person-centered planning via graphic facilitation. RENEW has 4 goals: high school completion, employment, post-secondary education and community inclusion. 2/11/2011

Renew Strategies Personal Futures Planning Individualized Team Development and Wraparound Braided (individualized) Resource Development Flexible, or Alternative Education Programming Individualized School-to-Career Planning Naturally Supported Employment Mentoring Sustainable Community Connections 61 2/11/2011

Futures Planning Goals Create a meaningful, personalized, individualized plan Allow the youth’s voice to be heard and validated Identify supports at home, school, and in the community Assist the youth to build self determination skills 2/11/2011

HISTORY MAPS

Today Strengths & Accomplishments

Circle of People & What Works and What Doesn’t Work

Fears & Barriers Dreams