Transcript Slide 1

Implementing a School-wide Systems of
Positive Behavior Interventions and
Supports (SW-PBIS)
Children Come First Conference
Sponsored by Wisconsin Family Ties
November 17, 2009
breakout session
Lucille Eber Ed.D
State Director, IL PBIS Network
www.pbisillinois.org
Implementing School-wide
Positive Behavior Support
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2.
3.
Establish PBIS leadership team
Secure commitments & resources
Self-assess and build action plan
1.
4.
Arrange for high fidelity implementation
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5.
6.
Tailor implementation to your school culture
Define, teach, monitor, reward behavioral expectations
Build continuum of consequences for behavioral errors
Establish high-intensity interventions for students with chronic
problem behavior.
Collect and use data for on-going decision-making.
Establish systems for small group and individual behavior
support for students with more complex needs
Challenges :
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Fragmentation of efforts on behalf of youth
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Lack of effective behavior practices in schools
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Lack of data-based decision making
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Low fidelity or low dosage interventions
Positive Behavioral Interventions
& Supports
“PBIS” is a research-based systems
approach designed to enhance the
capacity of schools to…
 Effectively educate all students, including
students with challenging social behaviors
 Adopt & sustain the use of effective
instructional practices
(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
What SW-PBIS is…
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Evidenced based practices imbedded in a
systems change process
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A prevention continuum that includes
wraparound value-based practices
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A process with conceptual foundations in
Applied Behavior Analysis (ABA)
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A framework for organizing mental health
supports and services for all students
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•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
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
Small Group
Interventions
(CICO, SSI, etc)
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
SIMEO Tools: HSC-T,
RD-T, EI-T
Group Interventions with
Individualized Focus
Tier 3/
Tertiary
(CnC, etc)
Simple Individual Interventions
(Simple FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004
Types of Group Interventions
Targeted -Tier 2
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Check in/ Check Out Systems
Check and Connect
Newcomers Club
Homework Study Groups
Anger Management Instructional Group
Other Social Skills Instructional Groups
“Support” Groups (divorce, grief, etc)
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Critical Features of SW-PBIS
 Team driven process
 Instruction of behaviors/social skills
 Data-based decision-making
 Instruction linked to evaluation
 Defines social culture of the school
Problem Solving Steps
Step 1: Problem Identification
What’s the problem?
Step 4: Response
to Intervention
Step 2: Problem Analysis
Why is it occurring?
Is it working?
Step 3: Intervention Design
What are we going to do about it?
Action Plan Elements: Universal
Level
1.
2.
3.
4.
5.
6.
7.
Self evaluate building strengths and needs
EBS/Self-Assessment Survey
Establish procedures for on-going monitoring and evaluation
Data Collection & Use
Establish a clear set of positively stated behavioral expectations
School-Wide Expectations
Clearly define expected behaviors for classroom/non-classroom
Matrix/Behavioral Curriculum
Establish procedures for teaching expected behavior
Cool Tools/Behavioral Lesson Plans
Establish a continuum to encourage/celebrate expected behaviors
Acknowledgment Plan
Establish procedures for discouraging inappropriate behavior
Problem Solving & ODR
Carbondale High School
Began implementation this year (2007-08)
and have already seen a
30% Decrease
in ODRs for the months of August and September, resulting in a
Gain of
408 Instructional Hours
What does a reduction of 850 office referrals and 25
suspensions mean?
Kennedy Middle School
• Savings in
Administrative time
• Savings in Student
Instructional time
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ODR = 15 min
Suspension = 45 min
• 13,875 minutes
• 231 hours
• 29, 8-hour days
ODR = 45 min
Suspension = 216 min
• 43,650 minutes
• 728 hours
• 121 6-hour school
days
Fox Creek Elementary School
Since 2004, Fox Creek Elementary has:
• reached/maintained full implementation
of PBIS
• reduced ODRs by 75% (from 580 to 148)
• improved ISAT scores
named 2007 No Child Left Behind
Blue Ribbon School by US
Department of Education.
Fox Creek Elementary School
Increased ISAT Scores over Three Years
Third Grade Reading
2004-2007
Third Grade Math
2004-2007
Fifth Grade Reading
2004-2007
Fifth Grade Math
2004-2007
Overall
African American
Students
Economically
Disadvantaged Students
 14%
 42%
 23%
 16%
 24%
 30%
 25%
 19%
 33%
 18%
 1%
 24%
Office Referrals per Day per Month
1994-1995
25
20
15
10
5
0
Sep
Nov
Jan
Months
Mar
May
Office Referrals by Behavior
1994-1995
600
500
400
300
200
100
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Behaviors
O ffice R efe rrals b y L o c atio n
1 9 9 4 -1 9 9 5
1 4 00
1 2 00
1 0 00
800
600
400
200
0
C la ss roo m
Bus
L o ca tio n
Major ODR’s by Time - Mid Year
(9/2/02-3/01/03)
O ffic e R e fe rra ls b y S tu d e n t
1994-19 95
100
80
60
40
20
0
1
7
13 19 25 31 37 43 49 55 61 67 73 79
N o . of R eferrals
Critical Features of Secondary/Tier 2
Group Interventions
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Intervention is continuously available
Rapid access to intervention (72 hr.)
Very low effort by teachers
Consistent with school-wide expectations
All staff/faculty in school are involved/have access
Flexible intervention based on descriptive functional
assessment
• Adequate resources (admin., team)
• Continuous monitoring for decision-making
Why do Secondary/Tier 2 Group
Interventions Work?
• Improved structure
• Prompts throughout the day for correct behavior
• System for linking student with at least one adult
• Student chooses to participate
• Increased feedback
• Feedback occurs more often
• Feedback is tied to student behavior
• Inappropriate behavior is less likely to be ignored
or rewarded
Why do Secondary/Tier 2 Group
Interventions Work?
• Increased frequency of acknowledgment/
reinforcement for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management
system
BEP Cycle
BEP Plan
Morning
Check-In
Weekly BEP
Meeting
9 Week Graph
Sent
Daily Teacher
Evaluation
Home
Check-In
Program
Update
Afternoon
Check-In
EXIT
Data-Collection for Decision-Making
Regular use of data by BEP team
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Monitor BEP points earned each day
Academic achievement
Office Discipline Referrals
Other outcome data
Parkwood Elementary School (U-46)
• 72% (18/25) students averaged daily points at or
above 80%
• 28% (7/25) students averaged below 80%
• Out of 20 referrals during the four weeks, 11
were received by CICO students
• 60% (17) students have not received a referral
since CICO
5
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ODR count
4
3
2
1
0
F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F
4/7
4/14
4/21
4/28
School Days
5/5
5/12
daily % of total CICO points
CICO Individual Student
Progress Report
Perry Elementary School (D300)
Entrance to CICO:
• Teacher referral
• Two of more office referrals
Progress Monitoring on CICO:
• PAWS (positive actions with support) for PALS (respect property, all others, learning
and self). Each student has the ability to earn 56 points a day. (4 areas, 2 point
maximum during 7 one hour periods) the goal is that each student will achieve 45
points (or 80%).
Exiting CICO:
• Student s graduate from CICO if they have met 80% or better of their goals during a
four week period.
Currently 35 students on CICO
• Approximately 70% of students are increasing total points on a weekly basis.
• 17.5% of students are being moved to more intensive interventions.
Other Types of Group
Interventions
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Newcomers Club
Homework Study Groups
Lunch Bunch
Bus Riders School
Anger Management Group
Grief Group
Others from today’s audience
Critical Features of Secondary/
Tier 2 Group Interventions
•
•
•
•
•
•
Intervention is continuously available
Rapid access to intervention (72 hr.)
Very low effort by teachers
Consistent with school-wide expectations
All staff/faculty in school are involved/have access
Flexible intervention based on descriptive functional
assessment
• Adequate resources (admin., team)
• Continuous monitoring for decision-making
Why do Secondary/Tier 2
Group Interventions Work?
• Improved structure
• Prompts throughout the day for correct behavior
• System for linking student with at least one adult
• Student chooses to participate
• Increased feedback
• Feedback occurs more often
• Feedback is tied to student behavior
• Inappropriate behavior is less likely to be ignored
or rewarded
Why do Secondary/Tier 2 Group
Interventions Work?
• Increased frequency of acknowledgment/
reinforcement for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management
system
Interventions…
Ownership & Voice: A Key to
Intervention Design
The person who is supposed to
implement the strategy needs to be
actively involved in designing it; or it
probably won’t work!
What Happens During the
Wraparound Process?
The wraparound process creates
a context for design &
implementation of research-based
behavioral, academic and clinical
interventions
The task is not redesign the individual but
to redesign the environment in order to
prevent problem behavior and ensure an
acceptable behavior is produced insteadRob Horner
Effective Behavior Interventions:
 Function – based
 Proactive
 Have adequate dosage of:
Instruction
Practice
Support
Encouragement
Monitoring
Points to Keep in Mind
When Action Planning with a Team…
Scientifically sound strategies can fail
if they don’t fit with values and skills of
those who are supposed to implement
them.
Functional Assessment Pathway
Maintaining
Consequence
Setting Event
Triggering
Event or
Antecedent
Problem
Behavior
THE FUNCTION
“Get something”
“Get away from
Something”
Build a Competing Behavior Pathway
Desired
Behavior
Setting Event
Maintaining
Consequence
Triggering
Antecedent
Problem
Behavior
Replacement
Behavior
Maintaining
Consequence
Bruce
• 5th grade
• Difficulty socially interacting with peers at
school and in the community
• Entered the 2007/08 school year with a
Behavior Intervention Plan from the
previous school year
• DCFS involvement
Tier 2/Secondary Supports
• In November, after receiving an office referral,
‘Bruce’ began Check-In/Check-Out.
• By January, data (SWIS & BEP) showed that
student was not responding to CICO
• Team modified his Check-In/Check-Out to a
Check and Connect
• School social worker initiated a simple
Functional Behavior Assessment which guided
the team to identify ‘days with P.E.’ as very
difficult days.
Behavioral Pathway
Setting
Event
Days with
Gym
Problem
Behavior
Negative
comments
about activity
and to peers
leading to
physical
contact
Consequence
Function
Sent out
of P.E.
class
To
escape
setting
Brief Function-based Interventions
Setting Event
Supports
•Add
• checkin before
gym
Antecedent Strategies
Teaching Strategies
•Behavior Lessons
for all students
about using
respectful
language with self
and others and
how to be to be a
good sport
•Teach social skills
(getting along with
others, friendship,
problem solving,
sportsmanship)
•. More frequent
activities with less
focus on
competition
(parachute, 4square, etc...)
•Pre-correct
•Teach how to
approach gym
teacher to ask for
a drink of water to
leave setting.
•Teach student
how to re-enter
and continue with
activity
Consequence
Supports
•Acknowledgin
g/rewarding
student when
uses new skills
(asking for a
drink of water
to leave, using
respectful
language with
peers, being a
good sport,
etc..)
Better Access to Universal Systems
• Secondary supports provided student with
opportunities to use new skills and be
acknowledged/rewarded at high frequency
• Student was able to ‘earn’ his way into the
monthly incentive program in April and
May.
Tier 3/Tertiary Support
• Wraparound process lead to identified
community interests and LAN funding to
support these
• Student attended summer camp and is
involved in football
Data-based Progress
• By May, Bruce’s reading skills improved
by 19% (only gain since October)
• Bruce had no additional office referrals
after January.
• Decreased risk of failure in home,
school, and community placements
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.
Wraparound and PBIS
The wraparound process is a key
component on the continuum of a
school-wide system of PBIS.
Value-base:
– Quality of Life; Voice/Ownership
Data-based Decision-Making:
– Efficient & Effective Actions
Value Base
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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)
Features of Wraparound:

individual students

built upon strengths

voice, priorities of youth and family
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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
Life Domain Areas to Consider
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
Physical Needs/Living Situation
Family/Attachment
 Emotional/Psychological
 Health
Safety
 Educational/Vocational
Socialization
 Legal
Cultural/Spiritual
Wraparound is:
Wraparound is Not:
• An ongoing planning process
used by:
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A set of services
•
A one or two time meeting
• A team of people
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A special education evaluation
• Who come together
•
• Around family strengths and
needs
An individual counselor who links
with the family or student
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• To create a unique plan of
interventions & supports
Only for families and students we
judge as “workable”
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The presence of flexible funds
• Based upon a process of
unconditional care – no blame,
no shame
Andy
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6th grade student
Behavior difficulties and academic failure
GPA 1.25 (2nd quarter)
6 ODRs (1st two quarters)
15 Out-of-School Suspensions (safety)
Family support needs –history of mobility
with plan to move at the end current
school year. Student moved nine times
since first grade
Why move to Phase I wraparound instead of an
FBA around one problem behavior?
– Discussing problem behaviors would not have
motivated family to participate on team.
– Probably not the first time schools have
approached family in this manner (“let’s talk
about behavior”)
– Bigger needs to work on to improve quality of
life for youth and family
– Open-ended conversation and use of wrap
data tools helped engage family
Andy
The team developed a mission statement:
“Andy will be happy and confident in school”
Using Data to Keep the Team Moving
“Celebrate Success of current plan”
Andy
Andy
• Andy was happy at school and his
mother was pleased with the help that
the wrap team provided. Teachers were
pleased with the change in Andy.
• Data is used to then identify “next
steps”.
Using Data to Keep the Team Moving
“Identify Ongoing Needs & Next Steps”
Andy
The check and connect
intervention and other
strategies helped Andy feel
better about being at his
school.
The team identified unmet
“needs”. The data is used
to engage the team to
continue working on a
plan.
Educational Information Tool
Andy
• The family expressed that
for the first time in their
son’s school experience,
they felt supported and
optimistic. Andy’s mother
wants him to continue at
this school.
• Andy’s team will help
develop a plan that
supports his
independence from
adults.
ODRs 6
3rd/4th
Qtr.
0
GPA 1.25
OSS 15
Tardy 23
2.30
0
6
1st/2nd
Qtr.
Questions to Guide
IL- PBIS Implementation:
How do we decide what data to collect/examine/use?
How do we use the data to help us decide how to spend our time?
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Implementation
Effect
Integrity/Fidelity
Capacity
Sustainability
If we train schools, do they implement?
If schools implement, do students/schools benefit?
Do students with greater needs benefit from implementation?
If schools implement, is there fidelity?
If schools implement, is there sustainability? Over time?
Website Resources
• pbis.org
• pbisillinois.org
• swis.org (School wide information
system)
• Pbssurveys.org