1. NSPA October 25, 2013

2. Today’s Objective’s Overview of PBIS Expanding the role of the school psychologist LPS/ Coaching

3. Think: What do I know about Positive Behavior Interventions and Supports?

4. School-wide Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

5. PBS is not...  Not specific practice or curriculum … it ’ s a general approach to preventing problem behavior  Not limited to any particular group of students … it ’ s for all students  Not new … its based on long history of behavioral practices & effective instructional design & strategies

6. What does PBS look like? >80% of students can tell you what is expected of them Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing individual problem behavior. Data & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students

7. Key Components Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for problem behaviors. Use collected data to solve problems and make decisions.

8. Define School-Wide Expectations for Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable

9. Expectations Matrix ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paperReturn trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

10. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

11. Teaching our Expectations in natural environments

12. Build Reward Systems Systems for Acknowledging Appropriate Behavior. Students should be acknowledged regularly (at least every 2 weeks) 5 to 1 ratio of positive to negative Always build toward independence move from “other” delivered to self-delivered move from frequent reward to infrequent move from concrete to natural Build on person-to-person relationships

13. Example for acknowledgement 500 students X 2 acknowledgements a month=1000 1000/20 days =50 a day 50 a day/50 staff=1 acknowledgement a day per staff

14. Components of School-Wide Acknowledgment Plans Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior Name behavior and tie back to school-wide expectation upon delivery E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals, points for privilege levels – turned in for tangible/non-tangible prize Intermittent/Unexpected Bring “surprise” attention to certain behaviors or at scheduled intervals Used to maintain a taught behavior E.g. Raffles, special privileges, principal random call Long-term Celebrations Used to celebrate/acknowledge school-wide accomplishment ALL kids, all adults E.g. Quarterly activities, assemblies, parent dinners, field trips

15. Samples High Fives, Gotchas Traveling Passport Super Sub Slips, Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries Positive Office Referrals Extra dessert Class event G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos

16. Corrective Consequences Problem Behaviors Do not ignore problem behavior Office Discipline Referral Forms (SWIS.org) Provide clear guidelines for what is handled in class versus sent to the office Remember the PURPOSE of negative consequences Prevent escalation of problem behaviors Prevent/minimize reward for problem behaviors Deliver punisher as a consequence for problem behavior Minor versus major Do not expect negative consequences to change behavior patterns. Negative consequences are a way to “keep the lid on.” Teaching changes behavior. Establish a continuum of procedures for correcting problem behavior.

17. Using Data to make decisions: ODR and Minor Data Data collection method Shared frequently with all staff Data is presented visually for easy interpretation Simple Take very little teacher time to fill out Consistency across school staff Clear, mutually exclusive, exhaustive definitions Distinction between office v. classroom managed

18. Data Continuous review of information/data Ask specific questions about the data to guide school wide interventions: Are there trends or patterns to the average referrals per day per month data? Where are the problem behavior events occurring (location)? What types of problem behaviors are occurring most often (problem behavior)? When are the problem behaviors occurring (time)? Who is contributing to the problems (student)?

19. Think: What did I learn? Or What questions do I have?

21. To meet this challenge, school psychologists will need to be : National Association of School Psychologists http://www.nasponline.org/advocacy/RTIrole_NASP.pdf http://www.nasponline.org/advocacy/RTIrole_NASP.pdf Open to changing how students are identified for intervention; how interventions are selected, designed, and implemented; how student performance is measured and evaluated; how evaluations are conducted; and how decisions are made. Open to improving skills (as needed) in evidence-based intervention strategies, progress monitoring methods, designing problem-solving models, evaluating instructional and program outcomes, and conducting ecological assessment procedures. Willing to adapt a more individualized approach to serving students while also adapting a more systemic approach to serving schools. Willing and able to communicate their worth to administrators and policymakers—to “sell” new roles consistent with the provisions of IDEA 2004.

22. School Psychologists are well suited to be members of PBIS leadership teams. To assist with needs assessment data collection and analysis. To consult/collaborate with teachers and teams regarding procedures. To analyze school-wide data for decision making. To coordinate or conduct social skills, academic, or problem-solving instruction groups (SAIG groups). To monitor data collection and progress of students in these groups. To evaluate social skill or problem-solving programs and make informed choices about those programs in their schools. To provide further research and exploration of initiatives.

23. To complete Functional Behavioral Assessments (FBA’s) To design individual Behavior Intervention Plans (BIP’s). To assist with professional development for staff. To bring extensive knowledge of skills in assessment and intervention techniques, behavioral principles, coaching/consultation, problem- solving, data analysis, and developing/sustaining school-wide behavior support programs. To assist with PBIS/RTI implementation efforts at all levels/tiers.

24. Where do psych’s fit in? School-wide Needs Assessment Look at school-wide data to determine student needs Intervention Development Develop Interventions Intervention Fidelity Check Individual Student Needs Identifying Student Needs Progress Monitor Layering Support

25. Coaching/Consultation Coaching/Coordination Coaching/Facilitation The Role of the School Psychologist at all three Tiers

26. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP 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 Sept. 1, 2009 Universal Team Universal Support *Guiding ?s

27. HomeSchool Community There is a place for the school psychologist to be involved in supporting youth and families at ALL 3 Tiers Areas of involvement can be broken down by Tier (level of need) and Domain (home, school, community)

28. Facilitate WRAP/RENEW plans and Family Check- ups Sit on WRAP/RENEW teams as a team member Home Lead parent “SAIG” groups (i.e. setting up helpful routines at home, homework strategies, etc.) Host Q&A sessions for parents (i.e. what you need to know about “Tier 2 interventions”) Help in creating home incentive forms Help facilitate “behavior change plans” Create brochures regarding PBIS data, systems, practices Help distribute materials to families regarding PBIS Update school PBIS website link to include resources for families Help create and post “home matrix” to website SAMPLES of school psychologist job roles at each Tier under the “home” domain

29. Facilitate WRAP/RENEW/Family Check-ups Enter/Analyze data for Tier 3 interventions Train facilitators on ISIS Track Tier 3 intervention data Provide TA to WRAP/RENEW facilitators Train WRAP facilitators from other buildings in the district School Create curriculum for SAIGs Train facilitators for Tier 2 interventions Provide “check-ins” for facilitators (i.e. mentors or CICO facilitators throughout the year Train staff during team/grade level meetings Lead FBA/BIP processes SAMPLES of school psychologist job roles at each Tier under the “School” domain Provide PBIS staff trainings and presentations during staff meetings Sit on PBIS District Leadership Team- communicate messages from buildings to district administration Help in training, facilitation, implementation of Universal Screening

30. Community SAMPLES of school psychologist job roles at each Tier under the “Community” domain Facilitate WRAP/RENEW/Family Check-ups Data- Tier 3 interventions Train community WRAP/RENEW facilitators Train community members who sit on WRAP/RENEW teams Train partner sites in Tier 2 interventions Assign community mentors to youth Train mental health partners to lead SAIGs Assess community resources and create community Resource Binder Assist in creating and delivering Board Presentations with PBIS information

31. Moving Forward… Moving from reactive to preventative Time efficient and least restrictive Moving from Tier 1 to leading Tier 2/3 Facilitating Tier 3 Interventions Serving students needs vs. “labeled” populations Systems approach Intervention vs. Referral to Professional

32. Where do I fit?