1. Implementation in the “Real World”

2. Edie Banks, LCSWSarah Gafford, LCSW

3.  What is PBIS?  What are PBIS Secondary Interventions ◦ Where we were ◦ Where we are now ◦ Where we would like to be

5.  K-5  556 number of Students  60% free-reduced lunches  45% non-white  9% Special Education

6.  14 years implementing  History ◦ Universal coach ◦ Secondary ◦ Tertiary  Our role

7.  Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success.  As a Response to Intervention model, PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.

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: What is meant by “layering” interventions?

9. 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

10.  Check In Check Out (CICO)  Secondary Academic Instructional Groups (SAIG)  Individualized Check In Check Out  Simple Functional Behavior Assessment (FBA) Behavior Intervention Plan (BIP)

11.  1) Check-In, Check-Out (CICO): Relatively easy and quick to implement for up to 10-15% of all students. ◦ 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 Impact of Intervention: Reduction in ODRs, points earned on Daily Progress Report (DPR), grades, attendance, etc.  Data-Based Decision Rule for Responding: Student earned average of 80% or more of their Daily Progress Report (DPR) points with no new office discipline referrals (ODR’s) during the reporting period..

12.  “No significant learning occurs without a significant relationship”  James Comer

14.  CICO Facilitators  Teacher Buy-In  Time & Location  Reward System

15.  Where we were: ◦ Only one facilitator ◦ One coordinator (secondary coach) entering all data  Where we are now: ◦ 11 facilitators ◦ New coordinator (not secondary coach) ◦ A few entering individual data  Where we are going: ◦ More facilitators? ◦ All entering individual data and emailing to coordinator weekly

16.  Where we were: ◦ Refusal ◦ Filling out sheet at the end of the day ◦ All 2’s or all 0’s  Where we are: ◦ Short in-service—watched PBIS video ◦ NO refusals ◦ A few are still filling out at the end of the day  Where we are going: ◦ All teachers complete sheet throughout the day providing ongoing feedback to student ◦ Consistently share data with staff

17.  Where we were: ◦ No clear time or place ◦ Often forgotten ◦ Often did not have time to make it to every student  Where we are: ◦ Designated locations for each facilitator ◦ Designated time---Including announcement ◦ Difficulty with substitutes  Where we are going: ◦ Consistent plans for teacher substitutes AND facilitator absences

18.  Where we were: ◦ Small treat for students who met goal ◦ Students returning to class with treat ◦ Unhappy teachers   Where we are: ◦ Positive praise ◦ Treat at end of week sometimes ◦ Graduation party-Inconsistent  Where we are going: ◦ Using stickers and/or stamps ◦ Consistent graduation party

19.  Data reviewed weekly to determine next step (RTI)  If a student is not responding after 2 weeks move on to next layer of interventions (SAIG)  Exceptions: ◦ Student continues to receive major office referrals ◦ Student is making good progress-just not meeting definition of ‘responding’

20.  2) Social/Academic Instructional Groups (SAIG): Youth are supported in a small group for direct instruction of replacement behaviors, structured practice and feedback.  Examples: ◦ Problem-Solving: To learn replacement behaviors for fighting, arguing, etc. ◦ Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal, etc. ◦ Academic Behaviors: To learn replacement behaviors for getting out of seat, calling out during instruction, poor studying habits, etc.  Data to assess Impact of Intervention: Reduction in ODRs, percentage of points on Daily Progress Report (DPR), grades, attendance, behavior surveys, etc.  Data Based Decision Rule: Student has earned average of 80% or more of their Daily Progress Report (DPR) points, has had no new office discipline referrals during reporting period.

21.  Organizing Groups  Curriculum  Times to meet  Tracking Attendance/Taking Notes

22.  Where we were: ◦ Struggled with having enough students to start a new group---students would have to wait for service until other members identified ◦ Students with different needs grouped together  Where we are: ◦ Ongoing groups that can be joined at any point ◦ Students plugged in faster  Where we are going: ◦ Improve data-based decision making

23.  Where we were: ◦ Intervention not targeting need ◦ Group lessons pulled from many different materials depending on social worker’s preference  Where we are: ◦ Using evidence-based curriculum (Skillstreaming, Second Step) ◦ Supplementing with other materials ◦ Getting teacher input regarding student needs  Where we are going: ◦ Targeting more appropriate needs for pro-social and academic groups

24.  Letter Home  Teacher Form  Additional Activities Used

25.  Where we were: ◦ Coordinating times with individual teachers ◦ Unable to form groups due to having no time that works for all teachers ◦ Missing instructional time  Where we are: ◦ All groups occurring during lunch (Students AND teachers happy)  Where we are going: ◦ Coordination with detention

26.  Where we were: ◦ Creating social work file for each student receiving services ◦ Inconsistency in what form to use for notes  Where we are: ◦ Use group attendance form that includes date and lesson  Where we are going: ◦ Still debating whether form needs place for comments ◦ Working on ways to communicate with other schools when student moves

27.  3) Simple Tier 2/Secondary Interventions with Individualized Feature/s: Individualizations are fairly generic (see below), and designed without lengthy discussion of individual students.  Examples: ◦ Check-In, Check-Out with Individualized Feature/s (same CICO as above with one or more of the following changes):  Change location or time of Check-In and/or Check-Out  Change Check-In, Check-Out person (change adult or use a peer instead)  Individualize student expectations/goals beyond regular school-wide expectations  Mentoring (ex. CnC): One adult has scheduled check-in times with the student throughout the day to provide ongoing support, pre-corrects or simply a connection/relationship.  Data to assess Impact of Intervention: Reduction in ODRs, grades, attendance, percentage of Daily Progress Report (DPR) points earned, etc.  Data Based Decision Rule for Responding: After 10 weeks of mentoring, student has earned 80% of Daily Progress Report (DPR) points, has not received any new office discipline referrals, is passing all academic core classes, and has improved daily attendance by at least 50%.

28.  4) Brief Function-based Behavioral Intervention Plan (Developed by Tier 2 Team): A simple behavior support plan developed quickly/easily for one student by the tier 2 generic problem-solving team. Brief tier 2 behavior intervention plans address only one behavior, typically only in one setting. Interventions are chosen or designed based on assessed “function” of the youths’ behavior or skills-deficits (i.e. youth needs to know how to appropriately ask for attention.)  Examples of Function-based Supports: ◦ Increased adult support and monitoring; instructional prompts in the natural environment. ◦ Individualized school-based supports for student success (alter routines and physical arrangements.) ◦ Function-based social skills training and practice (teach key rules and skills.)  Data to assess Impact of Intervention: Reduction in ODRs, percentage of Daily Progress Report (DPR) points earned, direct observation data recorded on simple scatter plots, etc.  Data Based Decision Rule for Responding: After four weeks, youth has no new office discipline referrals and a 50% reduction in the identified problem behavior. In addition, student earns 80% of DPR points, and increase grades and attendance by 75%.

29.  Data usage  Delivery of services ◦ Classroom lessons ◦ Teacher requests ◦ Caseload

31.  Northelementarysocialwork.wordpress.com