1. Connecting PBIS & SST to Address Student Needs
Deb Fenstermaker, Ph.D., School Psychologist
Beth Lambert, IST/SST Facilitator
Office of Psychological Services
PBIS Team Training, July 15-16, 2009

2. Department of Student Support Services
Mission
Coordinates prevention and intervention programs and services to support schools, students, and parents/guardians, by
Addressing the cognitive, behavioral, social, emotional, health, safety, and alternative educational needs of all students, to
Maximize students’ potential achievement

3. Systematic Academic & Behavior Planning Student Support Model
Tier 3
SST/IEP Teams
Small groups or individual students; alternative programs and special education instruction and/or services
Tier 2
Student Support Teams (SST)
Groups of students or individual students at risk; screen and monitor; case management, student support plans, 504 plans
Tier 1
SIT: PBIS Teams Grade Level Teacher Meetings
All settings, all students; monitor and differentiate instruction; implement supplemental interventions

4. Tier 1: Positive Behavioral Interventions and Supports (PBIS)

5. Maryland PBIS Partnership & Collaboration

6. Key Elements of PBIS
Schoolwide behavior planning is based on a balance of four key elements:
Clearly specified OUTCOMES that are related to behavior and student achievement
SYSTEMS that support staff buy-in and sustained use of effective practices
DATA gathered by the school to make decisions about improving behavior and learning
Evidence-based PRACTICES and interventions that are effective for staff and students
Developed by Dr. George Sugai, University of Connecticut, and Dr. Rob Horner, University of Oregon
See US Office of Special Education Programs (OSEP) Technical Assistance Center
on Positive Behavioral Interventions & Supports at
See

7. Key Elements of PBIS Supporting Staff Behavior Supporting Decision
OUTCOMES
Supporting
Staff
Behavior
Supporting
Decision
Making
School-wide
Classroom
Non-classroom
Individual
SYSTEMS
DATA
Office Discipline Referrals
Staff Input
Academic Progress
Attendance
PRACTICES
Define behavior expectations
Specify routines
Teach
Acknowledge
Correct
Follow up and feedback
Reinforcement
Generalization
Supporting
Student Behavior

8. Critical Features of PBIS Implementation
Establish commitment and maintain team
Establish schoolwide expectations
Establish an on-going system of rewards
Establish a system for responding to behavioral violations
Establish a data system to monitor progress and aid in decision making
Arrange for consistent implementation and utilize district level support

9. Tier 2: Student Support Team (SST)

10. History & Development of Student Support Team (SST)
COMAR Regulation 13A : Each local school system shall provide a coordinated program of pupil services for all students
SST is an interdisciplinary, general education team that addresses complex academic and behavioral issues; BCPS has had Pupil Services Teams or SST for > 50 years
SST uses a problem-solving approach that relies on objective, data-based decision-making (based on IST model from Pennsylvania and IC model from Maryland)
SST uses a response to intervention (RTI) framework to connect with grade level teacher meetings and special education, IEP teams

11. Tier 2: Student Support Team (SST)
Addresses more complex academic and behavioral problems of individual students, groups of students, and schoolwide concerns
Implements prevention and early intervention activities prior to intensive intervention to increase student achievement, improve schoolwide climate, reduce disruptive behavior, reduce inappropriate referrals to the IEP Team, and increase parent/guardian involvement
Provides a continuum of academic and behavioral interventions and supports in connection with other schoolwide initiatives such as PBIS and grade level teacher meetings and more intensive interventions like community partnerships and special education

12. Tier 2: Student Support Team (SST)
Functions of SST
Screening/Processing referrals
Case management
Mental health issues
Substance abuse issues
Physical/health issues
Academic & behavioral interventions through Student Support Plans
504 Plans
Targeted group or setting interventions (ADHD, cafeteria)
Referral to IEP/Special Education Team

13. Tier 2: Student Support Team (SST)
Student Support Team Agenda
Processing/Screening Referrals
Initial Problem Solving Meetings
Progress Review Meetings
Schoolwide Issues (as needed for large group or setting issues)

14. Tier 2: Student Support Team (SST)
New Developments
Use of TIENET system for SST forms, Student Support Plans, 504 Plans- allows for schoolwide and systemwide data review over time
Focus on development and monitoring of academic and behavioral interventions through Student Support Plans
Focus on connecting students from schoolwide PBIS team (“discipline high flyers”) to SST

15. PBIS & SST: What are the Connections?
Support Academic Achievement
Systematic Behavior Planning
Data-based, Decision Making
Interdisciplinary Team Format
Problem Solving Approach

16. PBIS SST
% of students respond to universal positive behavioral supports and interventions
5-15% of students “slip through” and need additional, targeted supports
Students who are considered “at risk” and have not responded to universal or classroom interventions may be referred to the SST for possible development of targeted group or individual interventions.

17. SST PBIS
If the SST receives multiple referrals for students with similar behavioral concerns in certain grade levels, classrooms, or locations….
the PBIS Team may need to review data and revisit the schoolwide positive behavior plan
The SST meets to review new referrals and student progress. As a result, it may be determined that some student concerns are indicative of larger schoolwide or grade level concerns that may be better addressed through collaboration with the PBIS Team.

18. Positive Behavior Support
PBIS and SST Functions
Positive Behavior Support
Universal
Targeted
PBIS Team
Develops system wide procedures,
Schoolwide systems & procedures,
Classroom systems & procedures,
Non classroom systems & procedures
Collects & monitor schoolwide data
Student Support Team
Collects informal/formal data
Engages in instructional consultation with classroom teachers in an effort to define and address problems within the context of the classroom
Student Support Team
Data collection & review
Development of group or individual interventions (ex. ADHD group, Homework Club)
Development of Student Support Plans/504 Plans/FBA-BIPs
PBIS Team
Reviews data and identifies specific grade level, classroom, group, individual, or location in need of additional support
May plan for targeted interventions (ex. attendance homeroom)
Monitors progress of yellow & red zone students

19. Connecting PBIS and SST: What are the Benefits?
Various sources of data are collected and reviewed to plan, teach, and support student behavior
Responsibility and ownership of problems are shared
Streamlines functions of both teams
Systematic academic and behavior planning supports classroom instruction
Work smarter, not harder!

20. Connecting PBIS and SST: What Works?
Liaison – Consider a shared representative of both the SST and PBIS Team
Data-sharing – Consider a mechanism for sharing data between both the SST and the PBIS Team
Behavior Planning – Consider using a collaborative approach for supporting student needs
Progress Monitoring – Consider providing periodic feedback to the PBIS Team regarding the behavior success of individual student plans as per the SST review

21. Activity 1
Review the discipline reports for MS or ES to reinforce review of STARS data (discipline report by student, time of day, location, problem behavior, and referrals per day by month)
In a group, identify possible problems that need to be addressed
How can the PBIS and SST teams collaborate in order to address the student needs?
What are examples of targeted interventions that PBIS and/or SST could develop and implement?

22. Activity 2 In a group, choose 1 of the 2 case scenarios to review
Discuss how both the PBIS and SST teams can collaborate to address the needs of the student in the case scenario
How can the data collected by PBIS be useful in the problem-solving process ?
What team (PBIS or SST) do you feel would be the best forum to develop and implement interventions?
How can the other team (PBIS or SST) collaborate in an effort to support the student’s progress?